Time Well Spent

When I began my graduate journey, I was uncertain as to how I would best utilize the knowledge I would gain and how I could make these gains work for me.  Now, I realize that there is nothing standing in my way except me.  The coursework I have completed has opened doors, initiated conversations and relationships, brought new issues to life, and opened my eyes to the many facets of the field beyond care and educational environments.

I have learned to view issues from all sides and carefully consider the consequences of decisions.  I have learned that both my words and actions can speak volumes, and that the silence of others can be just as loud.  I have found the avenues down which I would like to travel, and those that are meant for others.  Most importantly; however, I have learned that we all need to take a look at the map sometimes even if we think we know where we are going, and that taking a detour might actually cause a destination to be reached sooner.

As I am happy to have accomplished yet another of my life goals, I know that this means that it is time to create a new list of goals.  Reflecting upon my past, working through my present, and envisioning my future is a valued side effect of learning.  At this juncture, I hope to effectively make a change to the programming and curriculum offered to our youngest learners so that they may find their journey through life an enjoyable one.  One where they are comfortable in their own skins, feel safe and secure enough to be themselves, and have the freedom to follow their dreams. 

We all have big dreams, and it has been my pleasure to work alongside others who share my passion for improvement.  I can only hope that there are many more like us out there to help us along after we complete our time here at Walden.  I know that some of the relationships that we have built will last, but others will fade as we head off down our paths. 

I will be forever thankful for the kindness and respect I was shown throughout my program and will remember many contributions as I continue on in the field.  The instructors here were incredibly supportive and constructively critical when duty called.  My fellow students have taught me so much in the classroom as well as through social media groups.  I hope to retain my connections as I move forward, knowing how beneficial these relationships can be for positive progression.

I leave you with a fond farewell.  Go out and live your dreams!  Stay focused.  Don’t be afraid.  You hard work will not go unnoticed!  

Exploring Roles in the ECE Community: Internationally

Looking beyond my town, my state, and even my nation, I have begun to  explore opportunities that may exist for me within internationally recognized organizations in the field of early childhood care and education.  Working for a globally active group does not necessarily mean that a move is in my future.  It does; however, signify my exposure to the influence of cultures, languages, and norms that may be outside of my comfort zone.  The possibility of this work intrigues me and I took great pleasure in learning more about work being done across the globe.

The first organization that I had the pleasure of researching was The International Association for Steiner/Waldorf Early Childhood Education (IASWECE).  The collaborative efforts of this group work to deepen and enrich early childhood experiences, provide resources, support training, and foster the implementation of Waldorf style environments.  Dr. Helmut von Kuegelgen, founder of the Association, wrote in the Preamble to the Statutes, “In our Association, all who serve the education of children, the training of educators, the cooperation with parents, and the development of human culture at large -  spiritually, legally and economically, work together…  The fruitfulness of worldwide cooperation beyond all limits of language, politics and religion is a tried and tested experience” (IASWECE, n.d.).  Anyone is welcome to apply for membership with the organization and they operate with a Council, a Coordinating Group, and a Board.  Task Force Groups, Committees, and Working Groups may be assigned to tackle hot button issues in particular areas.  They offer several trainings throughout the year, and through voluntary membership and participation in the group one can be asked to serve on committees, or become elected to a leadership position. 

The second organization I researched was the Association for Childhood Education International (ACEI).  Their mission “is to promote and support the optimal education, development, and well-being of children worldwide” and they can do so under the consultative status they maintain with the United Nations (ACEI, n.d.).  While this is another group where most officers and leaders begin as volunteers and/or members, it offers several other opportunities for early childhood professionals, including training opportunities from CCEI (ChildCare Education Institute) and insurance reductions. 

Thirdly, I discovered ICF International.  The Early Education Services department of this international staffing agency was founded to tackle the enhancement of early childhood services in India, but has now expanded to linking employers in the field across the globe.  Through their career services search, I was able to explore several opportunities.  One that stuck out was Infant/Toddler Specialist for Region V, which includes the upper Midwest states of IL, IN, MI, MN, OH, and WI.  This position involves coordinating the improvement and expansion of services at all levels, by identifying practices and approaches across a broad spectrum and then facilitating partnerships between agencies and organizations.  I would need to continue on with my work in the field for a few more years to qualify for this position, along with becoming familiar with perspectives of Tribal communities and International influences to practice improvement.  While ICF works with a great number of fields and regions, it is another great tool for broadening my horizons.

Finally, by revisiting the World Forum Foundation, where I initially established international contacts for this degree program, I followed a link to OMEP-USA (World Organization for Early Childhood Education).  This organization encourages the training of personnel and families regarding early childhood issues and also promotes study and research in the field.  OMEP is currently established in 60 countries, but the American office just held its 67^th World Assembly and International Conference in Washington D.C.  which was a great opportunity for members to meet like-minded individuals. 

While I did not come across any specific job opportunities, I will continue to research within these groups.  I feel that by expanding my professional circle I will be able to make the essential contacts for seeking employment.  Again, the idea of international work is quite intriguing and I plan to include it as a goal for the future. 

References

Association for Childhood Education International (ACEI).  (n.d.). Retrieved from http://acei.org/

International Association for Steiner/Waldorf Early Childhood Education (IASWECE). (n.d.).  Our Goals and Ideals.  Retrieved from http://www.iaswece.org/about_us/our_goals/index.aspx

World Organization for Early Childhood Education (OMEP).  (n.d.).  Retrieved from http://www.omep-usa.org/

Exploring Roles in the ECE Community: National/Federal Level

My last post discussed opportunities that I would like to investigate further in my local community.  This week I will explore opportunities for me to pursue my passion on a national or federal level.  While moving into a position with organizations such as the ones I researched would be a major transition, I feel that simply by learning about the work being performed by these organizations will aid my search for the position that is right for me.

I began searching for organizations that I felt I would like to add to my ever-growing community of practice.  One organization that I feel centers around beliefs that compose a portion of my professional mission and vision is the Fred Rogers Center.  Their desire is to grow “confident, competent, and caring” individuals (Fred Rogers Center, n.d.), who value human connections, empathy, and compassion.  As they are located within the St. Vincent College in Latrobe, Pennsylvania, my search was through the college’s website.  While they are currently only offering open positions on their main campus, this is certainly an organization I will be keeping a close eye on as they are located less than two hours from my current place of residence. 

Secondly, my search took me to NASBE (National Association of State Boards of Education).  This organization exists to “serve and strengthen State Boards of Education in their pursuit of high levels of academic achievement for all students” (NASBE, n.d.).  This organization was not offering any current full-time employment opportunities, but they do offer recurring internship experiences in non-profit and public sector.  These internships afford individuals the chance to work with board members, policy experts, education leaders, and government officials.  I do not know that this would be the right opportunity for this particular period in my career, but I do know that it would be an exceptionally valuable experience and would highly recommend it to others seeking a pathway to rewarding work in the field of early childhood.

Finally, I considered the available options with NIEER (National Institute for Early Education Research).  They are considering graduate students and upper-class undergrads for positions as data collectors to aid their research.  I think that this would be a great opportunity for students in the area, as they require several full-days of on-site training, but is unfortunately not a position that is open to me currently.  This organization is also searching for an assistant research professor at Rutgers University, where the group is based.  This position requires a doctorate degree and a strong knowledge of research methodology, and while it is not something that I am professionally prepared for, it certainly sounds like the organization has a strong foundation of substantial data from which they base their conclusions. 

I always find it interesting to research the interesting positions available in our field.  It strengthens my own desires and causes me to realize that there is truly a place for everyone to make a difference for children and families.  The greater I stretch my ambition and my boundaries, the more likely I will find the position that is meant for me. 

References

Fred Rogers Center.  (n.d.)  About Us. Retrieved from http://www.fredrogerscenter.org/about/saint-vincent-college/

National Association of State Boards of Education. (n.d.) Employment.  Retrieved from http://www.nasbe.org/about-us/employment/

National Institute for Early Education Research.  (n.d.).  Job Opportunities.  Retrieved from http://www.nieer.org/about/jobs

Exploring Roles in the ECE Community: Local and State Levels

As I near the end of my graduate degree program, and my own children will be enrolled in elementary school full time, it will soon be time to begin my search toward a new chapter in the field of EC.  I have thoroughly enjoyed having the opportunity to be home with my girls and provide quality care for several children and their families over the years.  Although I could certainly persist in this role, I feel that there is something else out there for me. 

           

I began searching locally for positions and organizations that align with my desire to provide well-rounded, whole-child curriculum for children of all abilities and interests, while stressing a balance of topics, learning styles, and cultures.  The first organization I researched was the SPARK (Supporting Partnerships to Assure Ready Kids) program in my county.  This organization partners educators and families to work toward preparing children for kindergarten.  Their curriculum aligns with our current state early learning standards, but provides a combination of both in-home and group meetings.  It affords the opportunity for children and families to be met where they are, ready them for what they will be facing in the local elementary schools, and provide pre-assessments for early intervention, without the children being placed in a traditional preschool program.  The free programming is provided by groups of volunteer educators, administrators, and counselors at a local community center.  I became interested in this organization when I learned that I would have several hours available during the upcoming school year and began to research ways to positively donate my time.  This is definitely an organization that I will be contacting in the near future.

Secondly, I would love the opportunity down the line to work as a curriculum specialist within a local school district.  I feel that by immersing myself in the curriculum requirements of the early elementary grades, and could then work to inform local preschool programs as to what the expectations for the children will be.  I know that in my area, only programs that receive government funding (on any level) are privy to certain standards and requirements of the elementary level.  I have met with several educators who have been frustrated developing their own curriculum and assessing children properly when they are not being given the information they desire from the Department of Education.  I would work to break down these walls to provide greater equity in education for young children, especially those who attend independent private programs. 

The final local position that peaked my interest was a Site Manager for TNTP (The New Teacher Project), which is a non-profit organization committed to recruiting and training teachers of excellence for elementary schools across the nation.  While they began with the schools in greatest need, they began to realize that discrepancies in education exist across all demographics.  They believe that it is critical that educators receive proper training and support in order to properly serve their communities.  This specific position would entail partnering with clients within an at-risk school district near to me to perform an audit of their teacher recruitment strategies and selection processes.  After working to improve staffing attainment and retention models the Site Manager would follow-up to ensure that milestones are being met and that a team is developed to provide continuous real-time support for the district.  This particular organization not only seeks to bring greater equity in early education, but they also strive to advance teaching policies and practices. 

As I begin to dive further into the opportunities for me in the future, I would  also expand my search out-of-state and into varying areas such as program creation, implementation, and funding; data analysis of demographics and program results; and site inspection.  I look forward to consulting with my colleagues regarding positions and organizations in their areas as another tool in my search J