Learner-Centered Teaching!

I selected the BFE Early Literacy Lesson, class. Ms. Kathleen Edgar circle time was used for interaction and sharing content. The teacher was facilitating learning by not lecturing, she invites feedback and learning (Weimer,2013, p.59,60). The teacher is talking, but she is not telling all, she allows the children to talk about the previous night, the weekend, and next week being the end of school (p.74). And the teacher used a combination of leading the children, teacher-directed, and learner-centered. They are being directed to talk about their activities while learning time-sequence and content (Laureate Education,2015b). Ms. Kathleen Edgar is supporting learning, but she is also leading it (p.29). Furthermore, the teacher has contents, standards, and assessments that must be incorporated and determined how to integrate throughout her day (Laureate Education,2015b). Ms. Kathleen Edgars integrated the content using questions and conversation because sharing the content with the children is required (p.115).

Ms. Kathleen Edgar admits she missed chances to facilitate learning and reflects while talking to Ms. Jacqui Hook (p.25). Ms. Kathleen Edgars also incorporates transformative learning when she allows the children time to think and make choices (). In her role as the teacher, she used some learner-directed techniques, as well as teacher-directed. Allowing the children to draw their own pictures, asking others who could not write what they wanted to write about are aligned with learner-centered. And reading the story and asking the questions she wanted to be answered was teacher-directed. However, Weimer (2013) admitted that:” Learner-centered teaching is not an all-or-nothing proposition” (64).

When considering the “Balance of Power” in the classroom, I heard Ms. Kathleen Edgar mention the new student whom she had to:” …guide them along to how you teach” (Laureate Education, 2015b). According to Weimer (2013), it does not matter what or how you train, the decision to learn rests with the student (p.93). Some would say that the class of kindergarteners was too young to be committed learners, and I would say the teacher was preparing them to be when she inquired:” What was the best thing about kindergarten” (Laureate Education,2015b). Weimer (2013), explained one part of a “climate of learning” as the teacher promoting learning through relationships (p. 149,150). The link was evident in the video with Ms. Kathleen Edgars and her class of kindergarten, they were both attentive, exchanged ideas, and answers without fear of being wrong (Laureate Education,2015b).

References

Laureate Education (Producer). (2015b). Grand city university’s college of education

               [Video file]. Baltimore, MD: Author.

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2^nd ed.).

             San Francisco, CA: Jossey-Bass.

Time Well Spent!

There are many things I learned completing my master’s program that will continue my growth throughout my career and my life. One was in “Selecting an Advocacy Objective.” Because there are numerous problems in the Early Childhood field and I must select “specific” and “measurable” campaigns to endorse for change. Sometimes passion can induce a desire for specific changes, but it is wise to spend time in research before wasting time in the unachievable.

I learned that I want to be a part of “Communities of Practice” intentionally; because of the focused interaction of a shared passion, concern, or problem offers many ideas, solutions, and different perspectives. One of the things I will miss with all of you is the sharing of opinions and experiences, which was our community of practice in our weekly discussions.

And what I learned about the challenge I selected is something I will always remember. While studying about “Worthy Wages,” I was introduced to the history of early childhood, not from the theorists, or pioneer’s point of view but the advocates. I have learned what the early teachers experience, fought for and against, and how they continued with little to no change.

My challenge for increasing our pay lead me to my long-term goal of being an advocate for life or until there is a change for universal preschool, professionalism, and decent wages for early childhood educators.

Although, this is the last blog I will write to you all I do not feel as if this is the final encounter. I will be looking forward to all the great things you will do for the early childhood field. What we have shared will always live in my memory, and you all will never be forgotten. I enjoyed your passion, ideas, and different perspectives. And I loved the way our Professor challenged us to grow, change, and think. Whether it was in discussion, reflections, or assignments Professor Ernst comments were an encouragement for growth. Professor Ernst was always respectful and never condescending, and I am very appreciative.

I wish you all joy, peace, and success in all your endeavors with all sincerity.

Jobs/Roles in the ECE Community: Internationally

Save the Children is an organization that supports doing whatever they can, wherever it is needed to help children. And to give children a “healthy start in life” for a successful future(Save the Children, 2019). I find this philosophy inspirational, and it resonates within my spirit.

Education Manager

The Education Manager provides early childhood technical assistance, management, oversight, and support to the Head Start program to ensure effective coordination, implementation and monitoring of the education services. The Education Manager is responsible for overseeing Education & Mental Health/Disability services; overseeing the implementation of mental health and disability services consistent with the Head Start Program Performance Standards, as well as other state and federal requirements as they relate to the Americans with Disabilities Act.

Essential Duties

1.    Program Planning and Implementation

2.    Training and Technical Assistance

3.    Operations and Management

4.    Supervision and training

Required Background and Experience, Skills, and Behaviors

• Minimum of Baccalaureate or advanced degree in Early Childhood Education, Child Development or any subject and coursework equivalent to a major relating to early childhood education with experience teaching preschool-age children.
• Minimum 5 years of experience working with infants and toddlers or pre-school age children.
• Experience in supervision and training; and experience with developing consistent, stable and supportive relationships with very young children.
• Extensive knowledge of early childhood education and child safeguarding and methods for communicating effectively with infants and toddlers or preschoolers, as well as parents and other staff.
• Must have extensive knowledge of Head Start Program Performance Standards, developmentally appropriate early childhood education practices in preschool programs.
• Experience with program planning and supervisory techniques and practices.
• Ability to exercise sound professional judgment and evaluations.
• Ability to establish and maintain effective working relationships with agency staff, children and parents, and outside agencies.
• Effective communication skills, strong problem solving and time management skills.

The next organization I selected is the “United Nations Education, Scientific, and Cultural Organization(UNESCO)” because of the first objective ” Attaining quality education for all and lifelong learning”. That is my calling to be a lifelong learner and to inspire that desire in others. Which leads to early childhood education is on the same level as public primary education. I found several jobs all located in Paris, France, which were not related to children, culture, or education. Nevertheless, the organization must have positions that would be of interest to educators just no openings. The job would be helping children and their families with their education, perhaps a school in a rural area, or a village in an impoverished country.

The 3^rd selection is United Nations Children’s Fund because they are helping the whole child around the world. They are putting children first in health, nutrition, emergency relief, sanitation, safe water, education, and anything that is needed around the globe(UNICEF, n.d.). The job I selected Manager of Humanitarian Response does not fit with child development, however, I find the position inspirational and demanding and I like being in a position to help children.

Manager, Humanitarian Response

Reporting to the Director of Humanitarian Response, the Manager will be a key member of the UNICEF USA Humanitarian Emergencies Team responsible for coordinating humanitarian emergencies globally as well as helping in UNICEF USA’s efforts to support UNICEF’s work through fundraising, advocacy and education in the United States. In this role, the Manager will support the Humanitarian Emergencies Team in managing day to day operations, assisting in the activation of the Emergency Response Team (ERT) protocol, and helping with communications to support advocacy and fundraising for humanitarian situations including natural disasters, protracted crises, health outbreaks, and other emergencies.

Qualifications:

§  Bachelor’s degree and a minimum of five years' related experience

§  Strong emotional intelligence

§  Highly comfortable navigating internet and communication/SM platforms

§  Ability to navigate intranet and other systems for research purposes

§  Highly developed writing and editing skills

§  Excellent organizational skills

§  Experience and comfort with information management, using technology/tools for efficient collection, distribution and archiving

§  Flexibility with a schedule as needed for events or immediate emergency response operations

§  Ability to travel as needed

§  Strong organizational and administrative skills, including proficiency in Microsoft Word, Excel, PowerPoint, and Outlook

§  Must demonstrate UNICEF USA Core Values: Trust, Respect, Accountability, Innovation, Teamwork, and Service

Job/Roles in the ECE Community National/Federal Level

The three national/federal organizations that appealed to me are the Department of Education, Department of Health and Human Services, and the Department of Interior. I am interested in the Georgia Department of Education because the department manages funding and testing for local educational agencies accountable for student achievement.  The Department of Interior appealed to me because a career with the U.S. Government provides employees with a comprehensive benefits package. As a federal employee, you and your family will have access to a range of benefits that are designed to make your federal career very rewarding.

1.    Education Program Manager(Department of Education)

Skills and experience: Master’s degree in education is accepted, but a Doctorate is preferred. Also knowledge in administration, or a related administrative field in the area of assignment from an accredited college or university. Experience with training and supporting professional staff as well as training module development. Self-directed and self-motivated with a strong work ethic. Experience conducting program evaluations. Knowledge of current research on school improvement and professional learning initiatives /programs.

2.    Education Specialist (Department of Interior)

Skills and experience: Degree: that included or was supplemented by major study in education or a subject-matter field appropriate to the position.  Ensure that administrators and local governing boards/local school boards comply with Tribal, State and Federal education laws that determine adequate yearly progress in meeting applicable, measurable academic achievement standards.

3.    Health Education

Skills and experience: Provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy lifestyles. Collect and analyze data to identify community needs before planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies, and environments. May serve as resource to assist individuals, other health professionals, or the community, and may administer fiscal funds for health education programs. Excludes "Community Health Workers."

References

Georgia Department of Education. (2019).  Retrieved from

http://www.gadoe.org/Finance-and-Business-Operations/Human-Resources/Pages/JobDetails.aspx?Jid=956  

U.S. of Personnel  Management (2019). Retrieved from

   https://www.opm.gov/policy-data-oversight/classification-qualifications/general-schedule-qualification-standards/#url=List-by-Occupational-Series

Exploring Roles in the ECE Community : Local and State Levels

The “Healing Communities of Georgia “is a community of practice and it is centered on forgiveness, mercy, and restoration of families who are victims of crime, and the incarcerated being restored. This organization’s mission supports:’ The healing occurs within individuals through mercy, forgiveness and facilitating the restoration of right relationships”. This organization appeals to me because of their mission to right wrongs, and facilitate forgiveness so families can move on with their lives. And for those who were incarcerated they understand their needs to be forgiven, receive mercy, so their hearts are healed.

This community of practice supports state education in that every student succeeds because their needs are met. This is an important issue because of their support of education and making sure each child has what is needed to improve their chances for success.

Center for Disease Control and Prevention is a community of practice that is a concern is to:”… strengthen public health as members learn, share expertise, and work together on solving common problems in their communities’ focus areas”. CDC  a community of practice sounded excellent and appealed to my sense of community and healthy interactions. If we learn something such as turkey meat at Kroger grocery store is purported to have salmonella we could share that information. The salmonella incidents are becoming a common occurrence, and there are those who normally do not listen to the news, but maybe in with social media.

Job Title: College Professor

Skills and Experience: Excellent verbal and communication skills; they should have a high level of knowledge and be well-organized. Good personality traits for college professors include a high level of enthusiasm, self-confidence, and the willingness to mentor students. Master’s Degree Doctoral Degree in a relevant field.

Job Title:  Director

Skills and Experience: Preschool and childcare center directors must be able to develop good relationships with parents, children, and co-workers. Leadership skills. Preschool and childcare center directors supervise staff, so they need good leadership skills to inspire staff to work diligently. Most states require preschool and childcare center directors to have experience in early childhood education. The amount of necessary experience varies by state. Bachelor’s Degree in Early Childhood.

Job Title: Pre-K Lead Teacher

Skills and Experience : Planning, teaching and implementing the curriculum and providing quality care for our children 4 and 5 year olds - Planning and executing indoor and outdoor experiences appropriate to the developmental levels of the children - Interacting with children both physically and verbally throughout the day - Assisting children with their personal hygiene and clean-up of classroom - Serve and eat meals with the children - Meet with parents, staff, and administration - Attend in-service and staff development training programs - Familiarity with state licensing requirements and CNI policies. Must have a Bachelor Degree in Early Childhood Education

References

  

 Department of Community Supervision. (n.d.). Healing communities of Georgia.

    Retrieved from http://dcs.georgia.gov/healing-communities-georgia

State Support Network.(n.d.). Community of practice: Implementing needs

    assessment.   Retrieved from

    https://statesupportnetwork.ed.gov/resources/implementing-needs-assessment

    -community-practice-resources

Center for Disease Control and Prevention. (n.d.). Public health information network

      communities of practice. Retrieved from https://www.cdc.gov/phcommunities/index.html

Profile of a Volunteer

The person I am profiling is Mr. Jones, he cuts the grass around the school, beautifies the area for free. And every Tuesday and Thursday he comes to the school to read to as many classes as he can. He bought pink tee shirts for all the children when they participated in the Breast Cancer Awareness week. He bought all the children age-appropriate books for Christmas which was over 80. He gave the teachers smoked turkeys for Thanksgiving, and a ham for Christmas. All these things take up his valuable time and money and he expects nothing in return doing all these things.

The children love him as if he were there grandfather, they listen and respect him. All the teachers enjoy when he reads to their classes because the children listen, and the teachers can do other things while he reads.

One teacher was stressed about the holidays and having enough food for her family, and when Mr. Jones called me about who needed a turkey she was first on my list. He smoked the turkeys and delivered them to the teachers who needed them.

His kindness and sacrifices are encouraging and inspirational. The impact he has on children with behavioral development is amazing because these children respond to his attention and give him their attention. Personally, I am amazed that he finds the time each week faithfully to come and read. He is dependable and always ready to help. He happens to hear us talking about the children wearing pink tee shirts and just volunteered to buy them for the school.

My takeaway from this volunteer is his selflessness, his willingness to help, his thoughtfulness, and consistency. I think these are all traits of a profile of a volunteer. Because it is all about giving in a world centered on taking. Children are the innocents in our world, and they all deserve love, safety, and guidance. Volunteering should always be about positive interactions and serving others for however long you have.

Using Social Media to Get Connected

I have a Facebook, and a LinkedIn account and this blog as connected social media. I have my phone and at one time a web site that I created for a school project.

I could use all my social media tools for my advocacy because they are connected to the world. I could use Facebook to write daily information about my advocacy, and post the information on LinkedIn, as well as start a blog solely dedicated to my advocacy. And according to Kieff (2009), I could develop a web site solely dedicated to my ideas, to the issues of importance to me (p.121). And then there are the people I interact with being my social tools for an outlet for me to share information with their contacts. When I Facebook with someone, they have numerous shared friends and many more that I do not know, all being opportunities to ask them to friend me.

I think having reputable information about the issue causes and effects will motivate some conversations. I would also write some letters, according to Kieff (2009):” Letters to the editor are a good way for professional educators to be active links between the public and the educational community” (p.121).  I would also write to my legislature and congressman. I can see starting a petition to obtaining the attention of policymakers(pp.123,125). I would also use my email at work to inform my colleagues of the issue, and the plans to move forward and solicit their help and advice. And last but can be very effective I would use YouTube to inform, invite, and inspire others to join forces with me to make a change.

I know there are many avenues for social media that I am not familiar with that my colleagues can share with me. Please feel free and welcomed to share. Thanking you in advance of your help.