Jobs/Roles in the ECE Community: Internationally

I chose to look at UNICEF because my mother is a volunteer and organizer for her company.  Their mission statement for employment really appealed to me, "We're passionate about our cause and committed to our mission: to promote the equal rights of children, and to support their full participation in the political, social and economic development of their communities. That's our vision. And it's the world we'd like to build with you," (UNICEF, n.d).  There are limited job opportunities currently available.  There are many temporary assginments available, none of which interested me.  They are located mostly in Europe and Asia. 
The International Step by Step Association is an organization that I have never heard of before.  The association focuses on promoting high quality early care and education, providing resources and information for caregivers, and strengthening alliances with other organizations such as UNICEF.  I couldn't find a particular section for employment, but the association is comprised of the governance, secretariat, regional anchors, and the program committee.  I am interested in the program committee, they typically do the following: "Peer Support, Member Exchanges, Technical Assistance and general framework for ISSA meetings with professional content, the Program Committee is also a decision-making body, (ISSA, n.d.). 

The Academy of Educational Development looks at education and human development with a "360 view".  Their mission is "Everything is connected. Health. Education. Nutrition. Environment. Economic development. Civil society. Gender equality. Youth. Research. Technology."

The Director of Grants and Operations is currently available, I did a grant writing internship and loved it.  The following skills and qualifications are needed for this position:

Minimum of Bachelor’s degree (Master’s degree highly preferred) in a management discipline or related field;

Minimum of 10 years of experience in the international development field managing the grant, contractual, operations and financial aspects of donor funded projects;

Knowledge and expertise with USAID rules and regulations, especially those pertaining to sub-grants and procurement;

Experience managing USAID-funded sub-awards (grants and subcontracts) and operations in the field;

Effectiveness working with and coaching teams;

Experience with FHI 360 procedures and policies is preferred;

Experience working in the Middle East is preferred;

References

 

Academy for Educational Development. (2011). Retrieved from http://www.aed.org/en/index.htm

International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/

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

In my research of jobs and roles in the ECE community at the national and federal level, I found the following organizations and agencies:

1. U.S. Department of Education - I chose this because I ultimately want to work for the Department of Education at either the state of national level. This agency not only advocates for increased educational excellence, but controls most of the public policy efforts in education. The U.S. Department of Education also provides information on federal student loan and grant programs and gives valuable data that can be used by members of the education community.

The following job openings have been posted on the Department of Education website, but more jobs can be found at USA Jobs:

Associate Education Research Scientist/Analyst, AD-1730-00

requires a doctoral degree or equivalent experience in an appropriate field pertinent to the needs of IES (e.g., cognitive, developmental, educational, or social psychology; economics; education; statistics). Associate Research Scientist must have experience conducting research in education-related fields or topics (e.g., reading, teacher professional development, psychology); and demonstration of research skills and knowledge.

Legislative Director (Supervisory) GS-0301-15 (All Sources)

Experience to oversee a staff Experience with regulations, programs, policies, operations, and procedures as they relate to elementary and secondary education.

Experience with interrelationships of the Department with the White House, Congress and other Federal agencies in order to identify emerging issues and conduct analysis.

 

2. Child Care Aware – Provides information for parents and child care facilities about quality education programs and how to locate them.  According to their website, “we lead projects that increase the quality and availability of child care, undertake research, and advocate child care policies that positively impact the lives of children and families,” (www.childcareaware.org).  

 

The following job opportunty that I am interested in is:

Chief of Public Policy and Research

A Master’s degree or higher in public policy, early childhood or related field, and a minimum of 10 years of directly related, progressive work experience in child care or related policy areas.

A successful record of creative leadership in the development and implementation of comprehensive policy, research and communications programs in a complex, multi-layered, work environment.

 

3. National Education Association – This organization is the largest agency aimed at connecting professionals in the field and advancing educational efforts for children from early childhood through college (www.nea.org).  All of the teachers that have insprired me and I have deemed amazing educators are all members of the NEA.  

The employment opportunity that I am most attracted to was Senior Program/Policy Specialist/Analyst, this position is an internal applicant only position.  The following qualifications are required for this position,

A Master’s degree in Public Policy, Education, Communications or other discipline related to the position, or an equivalent combination of education and experience from which comparable knowledge or skills may be obtained. MINIMUM QUALIFICATIONS: Five years progressively responsible professional experience in policy analysis. Extensive professional writing experience for research papers, informational pieces, articles and professional pieces. OTHER REQUIREMENTS: Samples of recent work products may be required at time of interview. Must be able to occasionally work extended hours on evenings and weekends. Some travel required, (www.nea.org).  

 

 

 

Exploring Roles in the ECE Community: Local and State Levels

 

The first organization that I want to share with my colleagues would be PAEYC (Pittsburgh Association for the Education of Young Children); it is a local affiliate of NAEYC.  I am currently a member and enjoy the trainings, sessions, and resources that this organization provides to its members.  The communities members are close knit, the majority of directors in the Pittsburgh market are members of PAEYC.  PAEYC allows members the opportunity to become board members, currently one of my colleagues at work is a board member!  I would love the opportunity to become the Community Outreach Specialist or Director of Community Engagement, but these opportunities are not currently available.  Based on the knowledge I have about the people currently in these positions, advanced degrees in Early Childhood or Human Resources are needed, proven experience in community related organization and or special projects. 

 

In Pennsylvania, child care centers, family daycares, and group centers can be accredited through KeyStone Stars (PA Keys).  Centers are rated based on certain criteria and then awarded 1 to 4 stars.  Participating Keystone Star centers need to have a certain percentage of their students receiving subsidy care.  Each year these centers also receive a substantial grant to be used for center improvements, professional development, etc.  Teachers are also required to complete 24 hours or more of professional development each year.  I would enjoy working for PA Keys as a technical advisor; this person goes into centers and conducts their assessments for KeyStone Stars.  Typically, to become an advisor you must have at least a Bachelors in education, experience with the KeyStone Stars accrediting process, and have been a Director of a program for more than 3 years. 

 

The last organization I found is through a program called LEND (Leadership Education in Neurodevelopmental Disabilities and Related Disorders).  The program is called Early Childhood Partnerships (ECP), it is “a University-Community service and research collaborative dedicated to improving the lives of vulnerable children and families, especially those at developmental risk and/or with disabilities (birth to 8 years) and to enhancing the practices of the professionals who support them” (www.lend.pitt.edu, 2014). This program is comprised of professionals and students from the University of Pittsburgh who are in the Schools of Education and Medicine.  As far as career opportunities all I was able to find was the following, “Early Childhood Partnerships (ECP) has unique opportunities for ongoing practica and internships for Masters and Doctoral students from local and state universities; and some professional staff vacancies for skilled and committed professionals who thrive on interdisciplinary teamwork with community partners,” (earlychildhoodpartnerships.org). 

 

References

Early Childhood Partnerships.  (2014).  Retrieved from www.earlychildhoodpartnerships.org

            PA Keys.  (2014). Retrieved from pakeys.org

           

            PAEYC.  (2014). Retrieved from paeyc.org

Profile of a Volunteer

I have elected to profile my work as a volunteer.  My volunteer efforts started when I was younger.  I loved working with children and animals.  I was never old enough to volunteer at an animal shelter, so I started volunteering at a local hospital in my town.  I delivered meals to rooms, read books to sick children, sat and talked with patients and their families.  I also helped check in visitors to the hospital and learned so much about the hospital system and how important it is to be a volunteer.  In college, my sorority and I were active in volunteering and fundraising efforts.  This compelled me to continue giving back to the community.  I joined Big Brothers Big Sisters in 2011 and was matched with the most incredible little girl.  We are more alike then I could have imagined, she's my mini me.  I know that as a big sister, I would teach her a lot, but she has taught me more than I thought possible.  I bring her to every community event my center hosts or decides to participate in.  I think it is important for her to understand her role in giving back to the community and making a positive impact on others.  She enjoys these events just as much or even more than I do.  We often talk about other ways we could get involved and she is excited to start her role as an advocate and volunteer, once she is old enough to join. 
My role as a volunteer and the experiences I have had, influence others to get involved.  Several of my friends have started their own volunteer journeys, even my mom has become an active member of UNICEF, holding monthly meetings and fundraisers at her corporation.  My work as a volunteer has helped show my little sister that people out their care and has given her the strength, courage, and drive to continue to be a productive and good member of our society. 
The vital "take-away" message relative to this work in terms of my own volunteer efforts and advocacy work in the fostering the well-being of children and families is, it only takes one person to make a change.  One donation, one hour of your time, one hug, one encouraging word, to start the cycle of giving back to our communities. 

Using Social Media to Get Connected

I have been using social media for years, some experiences have been positive and others have been downright awful.  But, for the most part I can say that the majority of my experiences have been beneficial.  I have connected with lost friends and family, become more aware of things going on in the community, country, and world, and have had the chance to really educate myself on the inner workings of social media.  Social media tools like basic search engines, blogs, FaceBook, and certain apps have allowed advocacy efforts to strengthen and flourish.  I know that on FaceBook, I am able to get hourly updates from advocacy groups that I follow such as "Pre-K for PA".  The ability to access this and easily share this information with others has helped others get involved.  I am also able to show and share major accomplishments or issues affecting early childhood which then brings others into the world of early childhood. 
What are some other ways that would be effective in getting others involved through social media?

Advocacy Messages

I found the following ads that are effective in communicating their advocacy messages:


http://bcove.me/p9imoggq

This video is short and simple.  A mother is making a teachable moment while at the laudry mat with her infant.  The video shows that learning is not as complicated as most make it out to be. 

http://bcove.me/sb2p8r2i

I am sucker for military home comings, this video shows the importance of a father being involved in their child's life. 

http://bcove.me/53pdh287

And this video is just adorable.  Again a short and sweet PSA about the little moments of being an involved father!

Reference:National Institute of Child Health & Human Development (NICHD). (2009). Safe sleep for your baby: Reduce the risk of Sudden Infant Death Syndrome (SIDS). Retrieved from http://www.nichd.nih.gov/publications/pubs/safe_sleep_gen.cfm

My Role as an Advocate

• What motivated you to start advocating for very young children?
• My whole life I was more concerned about whether or not things were fair than really finding a solution or answer to why this happened.  After getting involved in early childhood education, I realized the disadvantages that very young children have. 
• Why is it essential to acknowledge and foster advocacy efforts at the micro as well as the macro level?
• It takes more than just a child's immediate environment to give them the best possible opportunities in life.  So, involving the outside environments, including local and federal government bodies, can open up more doors and opportunities for children. 
• What does it take to be a community leader on early childhood issues?
• It takes committment, drive, passion, and the ability to connect with various people. 
• What resources does it take to be a state leader on early childhood issues?
• You have to be able to connect with all people, you must have the financial resources to implement new programs or efforts, and above all be passionate about truly doing what is best for young children. 
• What tactics or strategies do you use to mobilize others?
• You have to get people to see your vision and then follow through with your ideals.  I am a very outgoing and passionate person, I encourage people as I can but also provide constructive criticism with coaching. 
• What advice would you give to someone who was interested in taking a leadership role in advocating for young children and their families?
• Read, research, and go for it!  Tomorrow is too late!

Personal Advocacy Reflection

My father grew up in Camden, NJ where the majority of the children are not given the best foundation for success in life.  My grandparents noticed that there was something special about my father and began sending him to Catholic school even though they were not Catholic.  While in this environment, the nuns took my father under their wing, teaching him the value of hard work, being honest, and getting a good education.  The lessons and values they instilled in my father kept him off of the streets and away from the bad influences of the area.  Because of this he has experienced much success in his life. 

It really only takes one person to help you get on the right track in life.  I mentor a young girl and I try to be the best influence as I can for her.  Advocating and mentoring is something I am destined to do.  It gives me a reason to get out of bed in the morning and the strength to get through my toughest days. 

When I Reflect About My Collegial, Professional Learning Community

Three consequences of my experience being a part of a caring, collaborative learning community for my professional growth and development are:

• I am more educated and versed in public policy and advocacy avenues for the children and families in my care
• I am more motivated to make a difference in the lives of young children not only at my own center but across the state
• I have found an endless supply of support and resources that will help me in my own educational journey

One goal for using this collegial experience to enhance my advocacy, policy, and/or system development work on behalf of young children, families, and the early childhood community is:

• To eventually work for a early childhood accreditation agency where I can continue to hold professionals in the field to the highest standards, help in their development professional and personally, advocate for our smallest citizens, educate families on the health and development of their children, and hold everyone, including myself, accountable for providing the highest quality care and education. 

My Hypothetical Family Situation

 

**This is not a true story**

 

My husband and I are expecting our first child, a boy.  Spina bifinda runs in my husband’s family so we made sure to get a full panel of testing done to ease our worried minds.  We had our amniocentesis test and it was determined that our child will be born with Down Syndrome.  We are nervous and do not know much about Down Syndrome, so we have begun researching daily, absorbing all of the information we can so we are as prepared as we can be to welcome our baby boy.  According to BabyCenter.com, “DS is a chromosomal anomaly that occurs in about 1 out every 700 births…an inexplicable error in cell development results in 47 chromosomes (rather than the usual 46), and the extra gene material slightly changes the orderly development of the body and brain.”

 

My husband and I both work full time, I as an early childhood Center Director, and he is an electrical engineer.  We are comfortable financially, there’s enough money to pay the bills and extra each month for our varying interests and hobbies.  We own our home in a rural area and have been fortunate to not have been affected by economic downfalls like the rest of country.  As of right now, our growing family has not been impacted by current Sociocultural or politics/policy contexts. 

 

With this news, we have some decisions to make.  We currently live several hours from our families and have not established a close connection with other people that we could entrust with our new bundle of joy.  Fortunately, our jobs would allow us to move easily to be closer to friends and family, but at this point in my pregnancy would it be a smart decision to move?  The baby could come to work with me everyday, my teachers are trained to work with children with exceptionalities, but the idea of mixing my work with my personal life leaves me uneasy.  My husband travels weekly and I have a long commute to work everyday, this is another consideration we have to keep in mind. 

 

I am lucky to have a wealth of early childhood services available at my fingertips.  My company has an Inclusion Services team, designed to help families and early childhood providers with accommodating children with special needs in the classroom setting.  There is also support groups available that we can join that would give us a sense of community, understanding, and socialization for our child.  I read a beautiful story, written by a mother whose child has Down Syndrome.  It was raw, honest, had me in tears the whole time I read it, but in the end made me so excited to start this beautiful journey.  Kelle Hampton has an amazing blog with resources to help parents with their own personal journey. 

 

I am sure wherever we go that we will make the right choices for schools to help our baby grow and learn, with caring dedicated individuals that are educated life long learners that want to do what is best for my child day in and day out. 

 

Have I given a complete picture of my family, or are there details missing that I should include in order to complete the assignment successfully? If so, what are your suggestions?

Is this situation realistic?

Are there any specific websites I should be reviewing with regard to learning about quality services and programs for my child and family in this hypothetical family situation?

Does anyone have any thoughts, based on my specific family situation, that will affect the early childhood system I am creating?

Resources

Baby Center.  (n.d.) Retrieved from http://www.babycenter.com/0_amniocentesis_327.bc

Kelle Hampton (January 2010).  Enjoying the small things; Nella Cordelia: A birth story.  http://www.kellehampton.com/2010/01/nella-cordelia-birth-story.html

The Political Will to Improve Early Childhood Systems

A strategy that I have discovered as I worked on the assignments in this course, particularly this week, that is currently being used by advocates and organizations to influence the political will toward improving early childhood systems in order to foster the well-being of young children and their families, is the involvement of parents/families in paving the way for policy changes.  Bringing in personal stories and the help of families is the best way to make a lasting impression on policy makers and political figures.  Solid and feasible evidence is the most effective way to make people listen.  Making meaningful and personal connections with families and children is the most appealing aspect of the work to me.  I am an emotional person with a need to connect with others on a deeper level, making these connections with families and sharing their stories is what I live for in my line of work.  To use their experiences as proof as to why early childhood education and care are so crucial is what motivates me everyday. 

Parent, Family, and Community Engagement

I had the opportunity this week to watch some parent stories in relation to Head Start programs and what they did for their families.  The first video I viewed was an interview with father Zachary James, he had eight children go through the Head Start program.  Not only was the program beneficial for his children but it also inspired Zachary to go back to school to get his GED.  Before he had gotten his diploma, he was unable to read a children's book to his own kids.  Mr. James' story was definitely inspirational for me to work harder to improve the family engagement at my center.  Professionals in the field often only focus on the benefits family engagement has on the kids, but we do not realize how wonderful it is for the parents and families also.  This father went on to finish the education he stopped and now as he said, has higher expectations and standards for his own children and values the importance of swallowing one's pride and ask for help if needed. 

Another mom, Eva, expressed how Head Start taught her to make every moment a teachable moment when she is with her son.  They play games like peek-a-boo, but use letters to fuel the game.  Like Mr. James, Head Start helped Eva prepare for her GED and now she is getting ready to start her CDA so she is better prepared to be a "teacher" for her children. 

Involvement opportunities also give parents the chance to see what your program is all about.  Parents can see it is more than just child care, their children are growing, learning, and developing into productive members of society.  Parents may also become motivated to continue their education so that they can be better parents and role models for their children. 

Resource
Early Childhood Learning and Knowledge Center (2010).  National Head Start Association 37th Annual Parent Conference.  Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/hs/about/stories/pfs.

Quality Programs for All Children

From my perspective, the current public opinion in the United States with regard to the value and importance of early care and education for young children and families is divided.  Within my own center families either recognize the importance of socialization, learning and curriculum, and structure for young children, but on the other hand families think of early care as a glorified babysitting service for working parents.  In talking with others about early care and education, the public still do not know the difference between a daycare and an early learning center.  Even some educators that have their children in care do not look at the teachers as educated professionals and more often than not parents are surprised to know that the teachers actually have degrees in education and are state certified.  The seemingly sudden push in political platforms and in state and federal budget reforms to increase funding for early education programs shows the importance of investing in our youngest citizens.

I hope in the next five years that the public will as a whole realize just how essential and critical early education and care is for children.  I hope the idea of daycare is reformed.  Once everyone, most importantly parents, realize that early childhood education is beneficial for their children, we will see a change in ECE strands of service, systems, policies, and advocacy.  We are already seeing the influence in policies and advocacy, but there's a lot more work to be done.  I hope that with this increase of knowledge more children and families will have access to affordable child care, resources, and less children will be able to slip through the cracks, so to speak.

What Resonates With You About Early Childhood Public Policy and Advocacy?

I chose to major in Public Policy and Advocacy because families and children are not aware of all of the resources available to them.  There are a lot of flaws in the educational and justice systems that are put into place to help families and their children, but more often than not those systems fail.  I want to be apart of the movement to improve these systems and be a voice for those that need the most help.  Becoming an advocate is essential in the early childhood field because our youngest citizens need the most help.  They will go up to either be productive members of society or they will end up deteriorating the fabric of our countries unless they are put on the right path.  I started out advocating and working towards this major many years ago as a volunteer for the Special Olympics and now as a mentor for Big Brothers Big Sisters.
I hope to learn the following about public policy and advocacy:
1.  How to become more involved in the political bodies in the community and the steps needed to start making a change. 
2.  Systems or strategies to improve the livelihood and quality of education and care for children and their families
3.  How to start campaigns to make changes to laws and policies at the local, state, and federal levels

The Adjourning Phase

I have a really hard time working in groups.  I usually pull the weight, do all of the work because others don't and often times it seems as though I always care more than the rest of the group.  The last center I was at before I was promoted and transferred was really hard to leave.  We had created a collaborative, high-performing group, that consisted of working together, mutual trust and respect.  As a group, we knew what we needed to do everyday, we ebbed and flowed together almost seamlessly, were always willing to help each other out, and if there were problems, we were able to work through them.  It was a rare work atmosphere to experience, one that I hope everyday to have at my present center.  When I left, it wasn't goodbye, it was a see you later.  I knew that even though I was leaving, the group would continue to flourish and prosper, ebbing and flowing like they usually had. 
I imagine when I adjourn from the colleagues I have had the pleasure of working with while attaining my master's degree, I will leave with a feeling of being apart of something great, the feeling that others had similar experiences as I did and we were able to come out better educational professionals than we had begun as.  This stage is important because it is a shared success, with its ups and downs, highs and lows.  It is a celebration, not a tearful sad goodbye.  We know that we worked towards a common goal and made it, despite our individual personal stresses and roadblocks, we did it and we did it together.

Communication Perspectives

This week when I and three of my family and friends evaluated my communication and listening styles I was more surprised at how each person viewed my verbal aggressiveness level.  My friend was on par with the results I personally got, but my mother and husband each evaluate me right above or below where I had seen myself.  My husband sees me as being more verbally aggressive in stressful or upsetting situations with people I do not know and my mother saw me being low.  I think it was a moment of "ohhhhhh, noooo..." when my husband and I talked about how I responded to people I didn't know in not so ideal situations.  I have "seen the light" and know that I need to be more aware of how I react to strangers when upset and what I say. 

Two insights I gained this week about communication came from the resources and my professional life.  You can be an extremely effective communicator in your face to face interactions but in this time, you need to be just as effective virtually.  People tend to be more lax in their virtual interactions and do not see the importance even in just sending an email of communicating effectively.  I also gained insight in perceptions of self and others.  The way you perceive yourself and present yourself in professional situations greatly influences the perceptions of others. 

Communication Across Different Cultures

I interact daily with families from cultures different from mine.  Some families have come to the United States in recent years and others are born and raised here, but their backgrounds and experiences are different than mine.  When I talk to families or colleagues that are naturally born citizens of the United States I do find myself talking to them differently than I do families that came here from another country.  I tend to find myself listening more to families from other countries, mostly because I find it interesting to learn about their cultures and experiences. 

I believe one of the most effective forms of communication is being aware of the nonverbal cues you display.  Each culture is different in how they perceive certain body cues.  I read a quote recently that was along the lines of we have many different languages across our globe but the one common denominator between all cultures is a smile.  

A New Perspective on Communication

I took the time to watch ABC's TV show "Once Upon A Time".  I do not typically watch a lot of fantasy shows, but decided to give this one a chance.  In this episode, the characters appeared to be in a close relationship with each other.  They appeared to be lost or stranded together.  This episode proved to have a lot of emotion, there was (perceived) anger, sadness, hopelessness, relief, and confusion.  At first, I was distracted by the lack of sound.  I was playing on my iPad and occasionally speaking to my husband.  But after a few minutes, I treated the show like I was people watching (a guilty pleasure of mine).  I was able to read lips and make my own assumed dialogue which was quite entertaining and comical.  Even though the situations the characters were involved in were clearly meant to be dramatic and appeal to a "darker" view, the only way that I could stay focused was to make things up as I watched. 
When I finally got to watching the show with the sound on, I realized that my perceptions and the assumed dialogue I had created were completely off. Where I thought the characters were a close group of people, with dialogue I saw they were a divided group with smaller individual problems.  This assignment helped to reinforce not to assume or place my own personal perceptions on others without the proper dialogue to go along with it.  I do enjoy silent movies, which are meant to be seen not heard; they tell their story through more traumatic and increased body language. But I did not enjoy watching a TV show that is meant to be heard and seen with minimal body language that I could use as cues.  Now I am hooked on the TV show!

Competent Communicators

I feel like I write a lot about my parents, particularly my father.  My father is a competent communicator so it works for this assignment. 

My father is extremely articulate, often well versed in the topics he is discussing, and is quite persuasive in his points.  He gestures as needed throughout his conversation which allows for less distraction for the listener and often times backs up what he is saying with pinpoint evidence from credible sources (which is quite impressive).  Now that technology allows us to have information at our fingertips, this has allowed for even more validation in his conversation.  It doesn't help that he is always, I mean always, right.  My father is straight to the point when communicating, using real world examples, almost like a well written essay.  I also think that the reason my father is such an effective communicator is because everyone respects him and values what he has to say.  He worked hard throughout my life to prepare my brother and I to also be competent and effective communicators.