Congratulations  Ladies on achieving this wonderful milestone!  It has been a journey for all us of reaching this goal in our lives.  I pray that you each continue to make children first and always advocate for what they deserve.  Use your experience and knowledge to make a difference in early childhood education.  Assisting just one child means you have been successful! May your passion and efforts continue to multiply.  It hard to for me to think that next Wednesday I won't have an assignment due?!!!






My goal is to complete my capstone vision with my current program and hope to make a difference in the community that I am employed in.  I hope to see an increase in education in the community, increase in the amount of developmental screenings completed and increase in the amount of children on our reservation receiving early intervention services.


 

Dr. E,

Thank you for pushing me! I struggle with wanting you to just make it easy and give me answers but you challenged me to use my own abilities and knowledge.  Your belief in me and what I can achieve in future is truly inspiring.  I did horrible in my undergrad studies.  To have attained a master's degree was unreachable.  In the beginning of the courses I doubted myself and didn't realize what knowledge I have gained and will always gain working with children and families.  I have had some really strong mentors in my life and for that I will internally be grateful.  I have learned that I can and will achieve anything I set my mind on!  This isn't the last time you will hear my name!!!!

Nikki

Jobs/Roles in ECE Community: Internationally

UNICEF is one program that I have always admired.  The organization goes to great depths to ensure “the promise of equity, to women and children (UNICEF, n.d.).  They work with every with countries that are burden with extreme poverty to ensure clean water, to lessen maternal/infant fatalities and violence against woman and children.  UNICEF’s website is a wealth of information including data and statics to show how their efforts are successful.

UNICEF. (n.d.).  The Promise of Equity.  Retrieved February 13, 2016, from http://www.unicef.org/

 

International Justice Mission is a program that works to save families globally from violence: recusing victims, victim advocacy, strengthening judicial systems, and holding criminals accountable.  They work with many countries with relentless efforts to ensure safety.  Their data shows that currently they have save 25,ooo people from violence and their goals are focused on saving 21 million globally (IJM, n.d). 

International Justice Mission. (n.d.).   Who We Are.  Retrieved February 13, 2016, from https://www.ijm.org/who-we-are

 

Save the Children works to assist children both internationally and U.S.  They strive on ensuring children receive a healthy start, access to fresh water, safe environments and opportunities to learn (Save the Children, 2016).  Currently, with the Flint Crisis in the U.S. the access to clean water is such a grave concern and a true disappointment in government.  I don’t know if they are assisting in that area but it does look like a project they would be assisting with.  We take for granted having clean flowing water where these families can’t even bath or cook with lead infested water.

Save the Children. (2016).  Global Action Fund.  Retrieved February 13, 2016, from https://secure.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6239401/k.C01C/Global_Action_Fund/apps/ka/sd/donor.asp?msource=wexmsgaf1110&utm_source=bing&utm_medium=cpc&utm_campaign=ms-branded

          PHOENIX SOUTH

REGIONAL DIRECTOR

First Things First (FTF), also known as the Arizona Early Childhood Development and Health Board, is a public agency that exists to increase the quality of, and access to, the early childhood development and health system that ensures a child entering school comes healthy and ready to succeed.  Passed by voter initiative in 2006, First Things First operates through a tax on tobacco products.  Governed by a State Board and Regional Partnership Councils, First Things First is a decentralized organization that engages diverse constituencies to accomplish its mission.  Organizational values include a focus on accountability, transparency, coordination, collaboration and on the outcomes that will ensure young children start kindergarten ready for school and life.  First Things First acts in accordance with our Beliefs, Actions and Performance statements, which are attached.

Job Summary:                                                    

The Regional Director is responsible for the overall management of the First Things First PHOENIX SOUTH Regional Partnership Council.  Office Location:  4000 North Central Avenue, Phoenix, Arizona, 85012.

 Master’s degree in early education, social work, education, health or other related field preferred;

·       Background of progressively responsible managerial or leadership positions in public, private or non-profit organizations, preferably with such experience in the area of providing early childhood development and/or health services to children and families;

·       Possess a thorough knowledge of early childhood development and health issues, with knowledge of the particular issues facing Arizona.  Demonstrate the ability to develop successful strategies to address those issues;

·       Demonstrate a strong record of leadership in early childhood development, literacy and/or health programs;

·       Possess a demonstrated ability to develop and implement strategic long-range plans that promote program goals such as increasing early childhood development opportunities; increasing access to preventive health programs and health screenings; and providing training and education to support early childhood development providers;

·       Possess a collegial leadership style and an ability to work effectively with staff; parents; community leaders; tribal leaders; local governments; public and private entities and faith-based groups to improve the quality of and access to early childhood development and health programs in the region;

·       Exhibit highly-developed interpersonal and communication skills, and the ability  to effectively articulate the goals, strategic direction and programs of the Regional Council;

·       Show a commitment to uphold high ethical standards and promote sound business practices;

·       Demonstrate the ability to ensure public accountability as well as measure and improve outcomes appropriate for program goals;

·       Demonstrate knowledge, skill and success in generating financial support from both the public and private sectors; and,

·       Have competence in working effectively with a citizen governing board and volunteers to advance the interests of programs.

·       Experience in, and understanding of, the regional area and the communities to be served.

·       Strong communication skills including the ability to write and speak clearly, succinctly, and in a manner that appeals to a wide audience.

·       Detail oriented with the ability to manage and meet competing deadlines.

·       Strength in abilities to work independently and in maintaining multiple responsibilities.

·       Creative and solution driven.

·       Cooperative in working relationships.

·       Reliable, regular and punctual attendance at work during core business hours.

·       Flexibility to attend evening or weekend community or Regional Council events.

The Child Development Content Specialist provides support to the Help Me Grow team by developing a series of informational handouts on various early childhood development, learning and behavior topics. The specialist will also explore free, high quality, research-based literature on child development and create a collection of resources that can be used to address informational needs of parents and provide developmental guidance. The specialists will work with staff to develop content priorities and distribution strategies and procedures.

MINIMUM QUALIFICATIONS

Education
Bachelor degree in communications, child development/early childhood education, education, social work, public health or related field.

And

Experience
Minimum of two years full-time experience in the field of early childhood working directly with families. OR a minimum of two years full-time experience as a content writer on early childhood health and development.

Early Childhood Consultant -United 4 Children

Summary

Under the general direction of the Director of PAQ Services: provides classroom consulting on best Early Childhood practices, creates and facilitates training, coordinates and facilitates community events, works closely in a team of other Early Childhood Consultants.

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Must possess training experience and be technologically literate. The requirements listed below are representative of the knowledge, skill, and/or ability required.

EDUCATION and/or EXPERIENCE

Bachelors degree in Early Childhood, Child Development or field related to early care and education, three to five years experience working with children in a child care setting, knowledge of adult education; experience presenting training and willingness to prefect the craft, or equivalent combination of education and experience.

      

Jobs/Roles in the ECE Community: National/Federal Level

My career really began working in Head Start therefore it will always be my first love.  I learned so much working with that organization and I hope that I will get to work with them again in a larger capacity.  Head Start has so much impact on the families and children that they serve.  I always appreciate the policies and procedures and the rational that they have for them.

“We are a trusted partner in delivering culturally relevant resources that respond to the unique strengths and needs of Black children around issues including early childhood education, health, child welfare, literacy, and family engagement” (National Black Child Development Institute, para. 1, 2016).  This organization appealed to me because more than often black children are considered to be at risk and are categorized into negative stereotypes.  The NBCDI builds from strength model to ensure success for black children.  They provide policy, training, resources and advocacy. 

National Black Child Development Institute.  (2016). Who are We?  Retrieved January 30, 2016, from http://www.nbcdi.org/who-we-are/who-we-are

National Indian Education Association strives to build communities of partnerships with alliances that share common goals and alliances (National Indian Education Association, 2016).  I currently work on a Native American Reservation therefore it is ideal to have COA with an organization that provides evidence-based research for Native American children. 

National Indian Education Association. (2016).  Welcome from the National Indian Education Association,  Retrieved January 30, 2016, from http://www.niea.org/About/Welcome-from-NIEA-Leadership.aspx

Senior Program Director Child Care-YMCA

Primary Responsibilities:

Provides oversight to all early childhood staff to ensure early childhood programs are fully compliant with Head Start Performance Standards, State and City licensing, and Article 47 regulations, policies and procedures.

Ensure implementation of Head Start service plans and are reviewed/revised annually with Board of Director’s and DAPC for approval.

Supervise Education Directors and ensures curriculum is age-appropriate and provides comprehensive child development services to children.

Works with the Education Director, Custodians, Landlords, building management and NYCHA to consistently monitor Health and Safety, facility and operations.

Interface regularly with evaluators from ACS, DOE, NYCDHMH and other city agencies.

Understand Day Care Council union regulations, attend arbitrations/grievances and DOH hearings, as necessary.

Creates job descriptions, interviews candidates, hire/terminates; supports all staff onboarding process with HR and program departments.

Review and analyze monthly financial reports, responds to audits as required.

Develop and track budgets and monitor expenditures ensuring compliance with regulatory practices.

Oversees and support Family Service Team in facilitation of elections, establishment and continuation of a Delegate Advisory Parent Committee (DAPC).

Supervises Administrative Systems Manager and analyzes enrollment, attendance, food reports and licensing/permit compliance.

Regularly conduct site visits and program observation including instruction, facilities and maintenance logs.

Periodically conduct random samplings of record-keeping process to ensure fidelity in child enrollment, medical and education files.

Address site specific issues including follow-up on all child related incidents, accident reports and/or any complaints and concerns expressed by staff, parents and the community.

Maintains regular communication with Chief Program Officer and provide direction to improve/resolve issues.

Develops and implements an annual professional development and training plan.

Coordinates and participates in early childhood program-wide and site based professional development activities.

Leads annual Self-Assessment and participates in annual review.

Create and implement Program Improvement plan.

Coordinates accreditation process and maintains compliance according to NAEYC standards.

Regularly facilities program meetings with Ed. Directors, Mental Health Director, Family Service Team/ERSEA and Administrative Systems Manager.

Directs planning, recommend policy changes and refines procedures to ensure compliance and good standing.

Collaborates with community partners and knowledgeable of community resources

Communicates with Development department to showcase center events and student projects with pictures/videos, etc.

Attends senior program and program director meetings and related conferences including annual Head Start Conference.

Understand the RFP process and collaborates on RFPs with grant writer.

Requirement for the position:

New York State Permanent Teacher Certification (B – 2) (required)

Master’s Degree in Early Childhood Education or Special Ed. (required)

Must possess deep knowledge of Head Start Performance Standards.

5 or more years of experience with multi-site management in an early childhood setting.

5 or more years of experience fiscal management.

Demonstrated ability to work collaboratively with staff and community partners.

Ability to exercise sound judgment.

Strong administrative and supervisory skills.

Knowledge of Creative Curriculum, CLASS, ECER-S, ITER-S and ASQ-SE evaluation tools, Head Start Child Development and Early Learn Framework.

Knowledge of Teaching Strategies GOLD, ASPIRE, SEMS and WES Systems.

Willingness to travel.

YMCA. (2016).  Senior Director of Early Education.  Retrieved January 30, 2016, from      

      https://www.ywcanyc.org/senior-director-of-early-childhood-education/

HEAD START CONSULTANT REVIEWER INFORMATION

What Do Reviewers Do?

Reviewers are responsible for collecting data from programs across the country. Reviewers normally travel from Sunday to Friday, although some reviews require less days.

Onsite activities include conducting classroom observations, reviewing documents, and interviewing staff and gathering other data using the Office of Head Start Monitoring Protocol. The Protocol measures seven areas of grantee performance and contains key indicators that are used to assess each grantee. Reviewers are required to provide their own laptop to conduct the data collection and a cell phone to communicate during reviews. Reviewers should be well versed in the Head Start performance standards.

Requirements

Class certification

Bachelor’s Degree

Knowledge of Head Start Performance Standards

Dayna International. (2016).  HEAD START CONSULTANT REVIEWER INFORMATION,

     

     Retrieved January 30, 2016, from 

     https://headstartrecruiting.silkroad.com/headstartext/About_Us.html

Exploring Roles in the ECE Community: Local and State Levels

Head Start and Early Head Start are within my current communities of practice.  My program collaborates a lot with the two programs because we have shared families.  We offer dual services to children that are enrolled in Head Start and Early Head Start by providing developmental screenings, home-visitation services and early intervention services in their classrooms.  We work with each teacher individually in order for them to be familiar with them with the target child’s IFSP or IEP goals.  Their classroom lesson plans are discussed and integrated into our service plans as well.  Together we bridge the school to home connection.  We share the same goals, passions and beliefs that the parents are their child’s first teacher and we are there to assist along in their journey. 

Head Start is my first love as it is where I began my career.  I have been a Senior Program Manager in the past and would love to work at a different level in my career.  I have been in Arizona for almost three years and have not connected with any of the local Head Start Groups.  I would love to continue my passion with Head Start and possible one day be a reviewer.  Head Start Parent Center in Arizona would be a great place for a connection. 

FACE is another program that we work closely with.  Although they have a home-based program we don’t currently have any duly enrolled children.  We do however share some center-based children.  They are within my community of practice because we share children.  Together we work to provide children with early intervention services.  The duly enrolled children are receiving home-based services from one Parent Educator and the Exceptional Student Services Parent Educator provided itinerant services in the classroom.  Our interactions and staffing’s on the children are highly important because we have the same goals and passions.  We both focus on school-readiness for the children.  Our meetings focus on the children and how we can better improve our services together.

There is a national training program from Bureau of Indian Affairs for FACE programs.  I am only familiar with the dual service model that were are still in the process of building stronger.  It would be a greater opportunity for coordination of services if I was able to be apart of their national planning team.  I only know the little about working with our local team.

Mesa Public School district is the strongest community of practice.  They are our legal educational agency providing education to our children.  The school district is where we refer children too that require further evaluation.  We have a memorandum of understanding with them to provide the evaluation services as well at provide itinerant services in the Head Start classrooms.  The school district provides teaching services, speech and language and physical therapy.  For children that need further services they offer self-contained preschool classrooms and will pick up the children on our reservation.  We have strong partnerships with classroom and evaluation staff which eases all of our interactions.  Our passions to serve children shines and we work strongly together to meet the needs of the children.

Being apart of the local school board would provide me with more insights of how the districts functions and would form a stronger connection to the MOU that we share on the reservation with MPS.

Positions of Interest

Sr. Subject Matter Expert – Preschool Specialist with Zero to Three

Skills and Experience

· 10 years minimum experience in early childhood professional development systems work · Strong knowledge of early childhood development birth to five, with particular focus and experience with services to preschool aged children ; · Strong knowledge of CLASS Pre-K observation tool and other program, teacher and child-level assessment tools commonly used in early childhood preschool programs · Strong knowledge of Head Start program development, the Head Start Program Performance Standards, Head Start Outcomes Framework, and HS technical assistance resources; · Strong knowledge of CCDF and Public Pre-K programming trends and regulations in states and territories · Excellent conceptual, written and oral skills; · Experience with organizing, developing and providing technical assistance resources to a variety of audiences; · Ability to work with a team as well as independently; · Strong oral, written and computer skills; · Strong interpersonal skills; and · Ability to read, analyze and interpret complex documents. · Reliable CLASS Pre-K observer preferred

Integrated Service/Regional Team Manager with Zero to Three

Skills and Experience · Minimum of ten years of experience in the field of Early Care and Education. · Minimum of two years of experience supervising staff. · Minimum of two years of experience with project management (e.g., identifying tasks, tracking progress, etc.) · Strong knowledge of early childhood development birth to five; · Strong knowledge of CLASS Pre-K observation tool and other program, teacher and child-level assessment tools commonly used in early childhood preschool programs; · Strong knowledge of Head Start program development, the Head Start Program Performance Standards, Head Start Outcomes Framework, and HS technical assistance resources; · Knowledge of CCDF and Public Pre-K programming trends and regulations in states and territories; · Solid understanding of adult learning principles and strategies for coaching/supporting adult learning (e.g., practice consultation), · Excellent conceptual, written and oral skills; · Experience with organizing, developing and providing technical assistance resources to a variety of audiences; · Ability to lead a team; · Ability to work as a team as well as independently; · Strong interpersonal skills; · Ability to read, analyze and interpret complex documents; · Solid knowledge/experience with data collection, analysis, and display;

Zero to Three. (2015). Available Jobs.  Retrieved January 16, 2016, from http://www.zerotothree.org/about-us/careers/jobs/senior-subject-matter-expert-pre-k-specialist-nc-ecdtl.pdf

Zero to Three (2015).  Available Jobs.  Retrieved January 16, 2016, from http://www.zerotothree.org/about-us/careers/jobs/integrated-services-regional-team-manager-nc-ecdtl.pdf

Child Care Partnerships Program Manager I with Olympic ESD 114

Required Education and Experience: 

·         Bachelor’s degree in child development or related early childhood education; or Master’s degree and/or teacher’s certificate.

·         Two year’s supervisory experience in early childhood education.

·         Experience and knowledge of Washington State child care licensing for both family child care and center based care.

·         One year’s experience working with infants, toddlers and pregnant mothers.

·         Experience with staff development training.

·         Experience working with low income families, diverse cultures and ethnic backgrounds.

·         Required Skills, Knowledge, and/or Abilities:

·         Knowledge of early childhood developmentally appropriate practices.

·         Knowledge of the development of infants and toddlers, and of parent/infant attachments.

·         Must have good human relations, interpersonal and conflict resolution skills.

·         Experience working on a management team preferred.

·         Knowledge of infant, toddler and early childhood assessment and curriculum systems.

·         Demonstrated excellent written communication and computer skills.

·         Ability to work effectively with parents, staff, community, advisory groups and boards.

·         Demonstrated understanding of adult learning principles.

·         Ability to organize and manage multiple projects and timelines.

·         Demonstrated excellent verbal and written communication skills.

·         Ability to travel; reliable transportation.

·         Ability to work occasional evenings and weekends.

·         Required Licenses and/or Certifications:

Early Childhood Knowledge Center. (2016).  Early Childhood Job Center.  Retrieved January 16, 2016, from http://eclkc.ohs.acf.hhs.gov/hslc/hs/careers/Region10/Washington/Child-Care-Partnerships-Program-Manager-I.html

Final Blog

It has been a great year!  Many of us have shared previous courses and have been apart of this journey together!  I wish you ALL well as we transition to our specializations.

I have decided to enroll in the new tempo program and hopefully complete the program by the end of the summer.  It is self-paced.  

No blogs.  No discussions post.  I will be studying administration, management and leadership.

It has been very informative to read others view points as well as 

learn about programming form different parts of the country.

I have also very much enjoyed sharing my knowledge

especially with my work on the reservation.

Good luck as you continue your education.

Thank you for supporting children and families.  

Building Trust

In my career I haven't had many "projects" that I have been apart of.  Many positions in the beginning of my career as a home-visitor I worked alone with my case-loads.  Then I moved into supervising supervisors and really have been more directive in my roles.

The hardest group (position) I ever experienced was when I resigned at Group Health.  I had been a child birth educator with them for 12 years.  I was leaving a position, a family and a population that I loved serving.  I had been their child birth educator for teens.  For many, many years I was the only educator in the Puget Sound area that served only teens.  It was a difficult decision but since I was moving to Arizona I didn't have much choice.  I cried as I informed my supervisor.  We had a good-bye lunch in which they gave me very nice gifts.  On my last day I taught a class and slipped out the back door.  I hate good-byes.  My position was now over.  I have stayed in contact with all the staff that I worked with over these last few years.  For the first year they still relied on me to provide them with information for pregnant moms as they did not replace my position.  I consider them family and will always have a connection.

I haven't formed a group of colleagues while working on my master's degree.  I have a friendship with one individual who is no longer in the cohort.  She and I were each others support system during the first few classes.  I imagine I will finish the degree and there will not be any need for adjourning for me.

Wrapping things up when apart of a group is essential so that you can discuss what was successful and what things could have made the project better if there was a next time (Abudi, 2010).

 Abudi, G. (2010). The five stages of team development: A case study. Retrieved from http://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.html

Conflict Resolution

Recently, a friend of mine purchased a new car.  I didn't agree with his actions as he always makes bad financial decisions.  I have tried to advice and guide him but yet he does what he wants to do regardless of the circumstances he gets himself into. During the recent conversation I decided to just respect the decision he had made and give feedback to support him with this car purchase.  Two days later he was having buyer’s remorse and I responded to him in a positive manner although my thought process was “I told you so”.  I have decided that the relationship is more to be valued than me continuing to state how I feel about his decisions.  At the end of the day they are his decisions and he is the one that has to continue to face them until he is ready to be financially stable.  I can respect him but it doesn't mean I have to agree with him.  Yesterday, we were talking and he noticed that I was not commenting.  I was providing eye contact, nodding and he said I would simply state I understand.  That kept an argument from stirring over something that really doesn't matter in day but I was able to listen to him vent about his circumstances.  It’s too easy to disagree with someone.  It’s too easy to say if you had listened to me you wouldn't be in the circumstance.  Yet, at the same time it is not respectful and a way to further build a relationship if you are putting your friends down.  Instead I will choose to listen and watch.  People at times have to learn the hard way.