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

There are so many wonderful organizations out there for educators. I realized just how many when I started this program at Walden. I chose some specific ones, and will be adding two of those to my Community of Practice.


First, I have always found the National Association for the Education of the Young Child, [NAEYC] to be one of the best organizations for educators and children. They focus on the overall health and well-being of children, their safety, and encourage positive interactions with families, as well as promoting parental involvement. Initially, I felt like I already held one of the best jobs; however, after looking through this site, I would enjoy being the Program Coordinator for NAEYC. Below are the qualifications for this position. I would very much enjoy helping programs with Accreditation, and ensuring they are meeting the standards of a high quality ECE program.


Program Coordinator

"NAEYC is seeking a Program Coordinator to support the work of our early childhood program Accreditation System.  The Program Coordinator is a customer service professional in the NAEYC Academy who supports the work of the accreditation system.  Duties include providing technical assistance on the accreditation process, policies and procedures to accreditation consumers, including program staff and the public.  The Coordinator is also responsible for working with NAEYC consumers throughout all aspects of the accreditation process and providing administrative assistance to the Accreditation team.   

Knowledge of NAEYC’s early childhood program accreditation system, 1-2 years clerical/administrative experience, and experience handling a high volume calls are required.  Call center experience and an Associates degree preferred.  Experience in the field of early childhood education and a sound understanding of its practices is plus.  Excellent oral and written communication, MS Office and database skills are also required.  Must be able to meet deadlines, work independently and work as part of a team in a fast-paced environment" (National Association for the Education of the Young Child).


Next, I also want to be affiliated with the Texas Association for the Education of the Young Child, [TAEYC]. One of the main reasons would be I am a Texas educator, and I can keep up with the Texas laws and requirements for ECE programs. Second, the TAEYC is "committed to promoting professional development and evidence-based best practices in early childhood education" (TAEYC, 2010). Unfortunately, there are no job opportunities available within this organization. However, if there was another Program Monitor/Coordinator within this organization, I would apply for it. I would like to ensure all programs are high quality within the state of Texas.


Another organization that I am most interested in is the Texas Education Agency, [TEA]. They provide educators with resources. "The mission of the Texas Education Agency is to provide leadership, guidance and resources to help schools meet the educational needs of all students" (Texas Education Agency, 2013). Currently, there are no positions available that would appeal to me within this organization. The majority of positions that are currently posted are geared more toward the technology field. It is State level, but also could be considered Federal. It is a great resource for any Texas Educator, but others can certainly use it that are educators out of state for comparisons.

If there were job openings within this agency, I would like to be on a panel that reviewed ECE programs, and put laws in place that enforce high quality prekindergarten. For example, class size; teacher to student ratio; and funding for preschool.

Next, I am interested in the National Education Association, [NEA]. "The National Education Association (NEA), the nation's largest professional employee organization, is committed to advancing the cause of public education. NEA's 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States" (National Education Association, 2002). This association provides numerous resources for the educator. There is a wealth of publications within this site that would be great aids for all educators. They provide tools and ideas, as well as grants that may be available.

Within this organization, there is a listing for an Organizational Specialist. The summary of the position as well as job requirements are:

"Position Summary:  The incumbent serves as a member of the Center for Organizing (C40) reporting to the Director of Organizing.  The incumbent will provide organizing advice and assistance to assigned local and state affiliates on a variety of areas, such as developing and executing strategic organizing plans, organization development, strategic planning, capacity building, team building, and education reform.  The work includes partnering with other NEA Centers to organize around state and federal policy issues and develop strategies to assist affiliates in achieving NEA’s strategic goals. The incumbent will model and provide hands-on coaching and training to organizing projects and campaigns, with the intent of developing skills and capacity among field staff, UniServ staff, local leaders, worksite leaders and activists for the purpose of increasing membership and organizing successfully in new markets. The incumbent will partner with state and local affiliates to recruit and train trainers in the basics of organizing, develop a variety of materials to support, present and report on progress in the targeted sites and promote mutually developed, effective strategies and programs to affiliates and NEA.  The incumbent will also coordinate with NEA and state communications staff to deliver strategic communications in targeted sites to grow and engage membership as well as aid the field teams in assessing and sharing their learnings with our stakeholders as a basis for developing and scaling effective membership organizing strategies in all affiliates. The employee uses effective interpersonal skills and an understanding of group/human dynamics to develop and promote organizing/capacity-building strategies. To carry out these responsibilities, the incumbent submits regular reports and uses a personal computer, associated software, and other office automation technology and travels extensively by various conveyances, including driving a car.

 Minimum Education Requirement:  Bachelor's degree or equivalent.  Minimum Qualifications: Experience as an employee on an Association staff or an advocacy organization with primary duties in one or more of the following areas: organizing, strategic planning, crisis management, collective bargaining, public relations, communications, and/or legislative/political action.  Other Requirements: Writing samples (training, facilitation, strategic planning, reports, etc.) may be required at time of interview.  Must be able to work weekends and late evenings.  Extensive travel (over 90 overnights per year) is required.  Must possess a valid driver’s license" (National Education Association, 2013).

Finally, I chose National Institute for Early Education Research, [NIEER]. This organization provides research to educators that will ensure their preschool programs are high quality. Their mission statement is: "The National Institute for Early Education Research (NIEER) conducts and communicates research to support high-quality, effective early childhood education for all young children. Such education enhances their physical, cognitive, and social development, and subsequent success in school and later life.The Institute offers independent, research-based advice and technical assistance to policymakers, journalists, researchers, and educators" (NIEER, 2013).

Currently, NIEER has a job opportunity titled "Senior Communications and Policy Specialist." This would certainly be a position I would enjoy. The qualifications are:

"Requires a master’s degree in Early Childhood Education, Education Policy, Development or Psychology. Earned doctorate strongly preferred. A minimum  of three years of experience working with others to: plan, develop and implement research-based technical assistance to a variety of early education policy-makers and practitioners, including those at the national level; contribute to ongoing strategic planning, development, management, and implementation of  programs; engage in research and policy analysis. Experience should include conducting and disseminating education research, including  developing instruments, data collection and analysis, writing and presenting research-related reports. Requires advanced knowledge of current early education policy and practice including issues of finance, governance, and assessment, and ability to develop, deliver, coordinate, and evaluate high-level technical assistance informed by the latest research (requires an ability to discern research quality in these areas), that can demonstrably increase the ability of regional and national early education entities to enhance early learning outcomes, as required per Rutgers University agreement with the Department. Requires experience that demonstrates comprehensive knowledge, skill, and understanding of writing, formatting, proofreading, publishing, promotional advertising, organization coordination, and/or facilitation" (NIEER, 2013).

While I do not hold a PhD, I would enjoy this position because I would get to view policies and practices for early childhood education.

References

National Education Association. (2002). Retrieved from http://www.nea.org/

National Association for the Education of the Young Child. (2010). Retrieved from

                 http://www.naeyc.org/

 

National Institute for Early Education Research, [NIEER]. (2013). Retrieved from

                 http://nieer.org/

Texas Association for the Education of the Young Child. (2010). Retrieved from      
                 http://www.texasaeyc.org/.

 

 

 

Exploring Roles in the ECE Community: Local and State Levels

I pondered this assignment for several days because there are SO many organizations at the national level, but not as many at the local level (in my communities, that is). However, I found some truly great state level organizations that I very much want to be a part of.

First, I was very intrigued by taeyc - Texas Association for the Education of the Young Child. I believe early education is crucial, and this association wants to ensure young children has success in education. "The Texas Association for the Education of Young Children (Texas AEYC) seeks to improve early childhood education in Texas by supporting members to be effective early childhood advocates and by collaborating with other agencies to promote public policies that address the needs of young children and their families" (TAEYC, 2010). By collaboration and communicating, we can address those needs of all children and their families.

By exploring this website, I found a wealth of resources and publications that will assist me in becoming a better early childhood educator. I encourage you to go this website, as well. You will not be disappointed, even if you are not in the state of Texas. The website is http://www.texasaeyc.org/.

Second, I have always used the TEA, Texas Education Agency, website for everything. However, I have not thought of using it as part of my Community of Practice. TEA has so many resources available to educators, as well as a section for just Early Childhood Education. This website is a tool that assists teachers with guidance and leadership to become a better educator, but to also meet the needs of all students.

Next, I chose Texans Care for Children. I have never heard of this, but after doing my research, I am quite thankful I did find it. This organization is dedicated to improving the lives of children. "As the voice for Texas children, we speak for kids at the Capitol and across the state and mobilize others to make a difference. As the source on Texas children, we keep Texans informed about what's happening with kids and how the people of our state can help. As the network for Texans who care, we bring together coalitions around the issues that matter for children. Families and those who work with kids come together around solutions that lead to a bright Texas future" (Texans Care for Children, 2013). Because of dedicated individuals, children and families can be helped!

As for job opportunities, the Texas Education Agency currently has no openings; however, I am in the job I have always wanted to be in. I am an early childhood educator and I want nothing more than to continue teaching the preschool age. There are truly no other jobs that interest me within the education system. I feel as if I am at the ideal position now, and I would not want to change that.

References

Texas Association for the Education of the Young Child. (2010). Retrieved from http://www.texasaeyc.org/.

Texans Care for Children. (2013). Retrieved from http://texanscareforchildren.org/what-we-do.

My Wordle

Ok, I did my wordle but I can't seem to get it to open correctly! But, I am posting the link below!

http://www.wordle.net/show/wrdl/7219658/Early_Childhood_Education

Reflecting on Learning

What a great class this has been! I have had my eyes opened to many new concepts and ideas. My professional hope is creating a classroom where every single child, regardless of their varying abilities may be, can feel safe, accepted, loved, and nurtured. I want each child to come to this classroom and feel as if they are accepted as a "whole" child. I also want each family member to know their child is being nurtured for their own individual self as well as being allowed to have pride and confidence in who they are. My hope is one day, years from now, each child I teach will remember the things I taught them about acceptance, love, and understanding of everyone. I hope each child will never display unfair treatment or show discrimination for any child.

I would like to thank each of you for your comments and kind words. I cannot believe we are so close to being done with this program. Not only will I be receiving a Master's Degree, but I will be taking information that will help me be a successful anti-bias educator. Thank you all!

God bless!!

Susan

Impacts on Early Emotional Development

After exploring UNICEF's website, I was inclined to go with West and Central Africa. Having classrooms that contain more than 80 children (within one classroom) does not constitute good, quality development. I also know the living conditions in this area are not always sanitary, and this concerns me as children need clean, safe, trusting environments.

In Sierra Leone, there are advocates that are promoting cleanliness and helping improve children's lives. I was saddened, however, when reading how this child gets up, fetches water, cleans, goes to classes, then fetches water for school, and back home to help with her mother. I feel as if her early development has been compromised because she has to take on an adult role. However, after thinking about this, I do believe it may hinder her development because she is not able to be around children for long periods at a time and develop social development, but, on the other hand, she is learning how to be responsible, proactive and respectful. This is an important developmental stage too. I am torn on this, because have mixed feelings about it.

In Congo, UNICEF is helping refugee children in school. They are making education a priority for refugee children but their school conditions are not up to date at all. Many children are sitting on the ground in huts. However, volunteer teachers are working to improve those conditions for children. By making education a priority, these children can begin to value education. However, because of the conditions of their environment, I feel they can not develop like other children we teach on a daily basis. This is truly heartbreaking because I feel we, as educators and parents, take education for granted. Not everyone has the same environments, teachers, or families that promote good, quality education.

This UNICEF website made me thankful for all children, but I was so saddened at the differences of all countries about education. As an educator, I want to do so much but I alone lack the ability to make things happen in other countries. It is so unfair that so many children all around the world cannot have what so many children in other countries have in education.

The Sexualization of Early Childhood

As I sat and thought about this topic, I became sad and a little overwhelmed with it. Children that are this young should not be thinking about sexualization; rather, they should enjoy being a child and playing. Sadly, children are viewing sexual images as well as sexual encounters way earlier than they should. They are viewing things on video games, watching older siblings, as well as seeing and hearing things from their parents. Instead of seeing others in "regular" clothes, children are viewing women as sexual objects that are dressed in very little clothing, excessive makeup and very thin. Sadly, even children in preschool want to be just like the women they see on television and video games. This is not healthy development; I believe this is taking away children's development by pushing sexualization.

This topic made me think of my own daughter, who is almost 15 now. It makes me truly sick to see the people on television that some of her classmates are idolizing. Thankfully, I have instilled in my daughter to be her own person and never try to be something she is not. She is very classy, has high standards, and refuses to act like something she is not. She does not like the trashy clothing or the messages it sends out. I also realize I cannot shelter her from everything; she will see and hear things she should not hear or see, but I have to hope she will make the right choices based on the way I have brought her up.

When I think of all of these things both for my students and my daughter, I want to protect these sweet babies and my teenager from all of the negativity! These children should be allowed to be just that-children. They should not be exposed to sex at such an early age! I remember, several years ago, one of my preschoolers talking about the "sexy" women and naked women he seen on a video game. I let him talk for about a minute about how hot she was, and how good she looked with no clothes on. I was SHOCKED! He was only 4, but he was talking like this. I was beyond appalled at what I was hearing. I pulled him to my table and had a discussion with him. He told me overheard his brother and dad talking like that, so he was repeating it. I told him I understood he looked up to both his brother and dad, but those types of things were inappropriate for our classroom and he would not be allowed to discuss those things. I even called his mom in for a conference and expressed my concerns. This mother was as shocked as I was, and he was not allowed to play that video game again.

Because of the influx of technology, I do not believe we will be able to reverse this trend. I believe our children will continue to see inappropriate images and sex. We, as educators need to feel comfortable collaborating with parents and families when topics of this nature come up. We must allow children to be children who enjoy playing without brining up the topic of sex or sexualization.

Evaluating Impacts on Professional Practice

This week's blog assignment has me thinking quite a bit about different -isms. Throughout my time in this program, I have become more compassionate with my teaching as well as ensuring I am not using any -isms myself. However, this has also allowed me to watch others closely.

When I see discrimination taking place among other educators, I am so saddened! Children should not have to feel any type of discrimination because of their skin color, their class, or their beliefs. I believe, if I was to begin having discriminatory thoughts I would become an educator that forced children to feel shame and inequality; that would make me feel horrible as I in the classroom to build children up and help them succeed. I believe I would be an emotional roller coaster and never succeed in helping children feel loved, nurtured, or safe. Not to mention force families to feel ashamed of their life, their cultures, color, etc. and not want their children to come to school because I would be viewed as a negative educator that is harming their children instead of helping them. I certainly could not be this type of educator.

In order to help build family relationships, allow children to succeed and be nurtured we, as educators need to be positive ourselves and never form biases or discriminatory thoughts or actions. We need to allow ALL children to feel a sense of pride, no matter what their race, class, sex, etc. may be. We need to instill love an acceptance for all children and families within the classroom.