March 1, 2014

Time Well Spent

One hundred years from now it will not matter 

What kind of house I lived in, How much money I had, Nor what my clothes were like.

But the world may be a little better

Because I was important in the life of a Child (author unknown)

Obtaining my M.S. in Early Childhood Studies has brought about many positive changes. Personally, I know more about myself as a human, parent, friend and teacher. Issues that may have interested me in the past, now create a burning passion within to be a leader that facilitates in creating positive changes concerning the well-being of young children and high-quality early learning centers for all.

As my journey to obtain a Master's Degree in Early Childhood Studies comes to an end, I am thankful for the strong support I received from my fellow classmates and instructors. Throughout the journey, whenever I needed help with ideas or academic struggles it was my classmates and instructors that helped inspire me and encourage me to look at issues in ways I may never have done. The interactions I received were uplifting and made me feel connected to a group of professionals that shared many of my dreams and goals for young children around the world. It was exciting to learn about places other classmates lived and realize that in many ways we all share the same struggles and want to improve early childhood education for everyone.

To my classmates, I wish you all the best as you leave this chapter of your life and soon begin a new one. One that entitles you to make a difference, create changes and lead others. The children of this world need all of us to be their voice and help make it a better place to live, grow, and learn for everyone. We have made that commitment and I look forward to learning about what all we have accomplished over the next few years.

To my instructors who are passionate about their jobs and truly believe in what they do- Thank-you!!!! Many of my classes had instructors that seemed not only like the "teacher", but also like a friend. This type of relationship made it enjoyable and kept me motivated and pushing onward. Dr. Teri- your style of teaching is what I consider an "art". You hold high-expectations and yet make yourself available on a personable level to help each and every student meet those expectations and beyond. I can only hope to carry forth your style and methods as I move ahead in my career.

My contact information is- Donna DiMillio-tutugardenmail@yahoo.com (www.tutugarden.com). Please stay in touch. I would love to hear about projects involving early childhood that any of you may become involved with. New ideas and funny quotes always make my day too!!!! 

Good Luck & God Bless You All,

Donna

February 15, 2014

Jobs/Roles in the ECE Community: Internationally

* Department of Defense-http://dod.usajobs.gov

Job Title-Child and Youth Program Assistant (Entry Level 2, Skill Level 3, & Target Level 4)

Department: Department of the Army

Location: South Korea, Germany, China, Japan

Experience and Skills Needed: Bachelors or Master's Degree in Early Childhood Education or Education (K-3). Experience teaching children in the areas of pre-reading, early childhood development etc. 

The ability to plan and organize work, analyze problems to identify significant factors, gather pertinent data and recognize solutions. Must possess comprehensive oral and communication skills and analytical writing skills, and the ability to present ideas and proposals to a variety of audiences

Department of Defense Child , Youth & School Services recognizes the challenges of our Soldiers and their Families. By offering quality programs for children, youth and students. CYC supports the Arty Family Covenant by reducing the conflict between mission readiness and parental responsibility.

I chose the Department of Defense because of the many international opportunities available working with and for the benefit of children.

UNICEF- Humanitarian Action for Children Program

Job Title-Humanitarian Action for Children Program

Location-New York, NY

Experience and Skills Needed: Master Degree in Education, Early Childhood Education or a closely related field. Responsibilities include: Develop all components of an emergency simulation workshop for students and faculty. Overseeing the development of curricular materials to accompany the Humanitarian Action for Children Program. Managing progression development, and workshops in conjunction with the Humanitarian Action for Children Program.

The United Nations Children's Fund (UNICEF) works in more than 190 countries and territories to save and improve children's lives, providing health care and immunizations, clean water and sanitation, nutrition, education, emergency relief, and more.

I chose UNICEF because of the mission behind and the incredible work they do to help children around the world. It would be a dream come true to work for this organization.

International Society for the Prevention of Child Abuse and Neglect

Job Title- Program Coordinator

Location- Aurora, Colorado

Experience and Skills Needed:Minimum 5 years experience in all aspects of management, development, planning and implementation. Master's degree in related field a plus. Exceptional verbal and written communication skills, attention to detail, ability to effectively multi-task, cultural sensitivity and a collaborative and team player attitude are all essential.

ISPCAN is a nonprofit, multidisciplinary professional membership organization focused on providing education, research, practical training and information to individuals and organizations working to protect chidlren from abuse and neglect worldwide.

Helping abused and neglected children has been something I have been interested in doing for many years. In the past, I was a volunteer at a local shelter for abused and neglected children. Many years ago, I volunteered for Child Protection Services. This sounds like a challenging, yet fulfilling job that I would greatly enjoy. The organization is something I would like to know much more about.

References

Website: International Society For the Prevention of Child Abuse and Neglect. (n.d.). Retrieved from:  http://www.ispcan.org/

Website: United Nations Children's Fund (UNICEF). (n.d.). Retrieved from: http://secure.unicefusa.org/

Website: United States Department of Defense. (n.d.). Retrieved from: http://www.defense.gov/

January 30, 2014

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

 

 Make- A -Wish Foundation

Mission-Serves a unique and vital role in helping strengthen and empower children battling life-threatening medical conditions.

Make- a -Wish Foundation is a national non-profit corporation fulling life-long dreams and wishes for children. It all started in 1980, when a U.S. Customs agent living in Arizona wanted to do something special for a friend's 7 year old son who was dying of  leukemia. The little boy (Chris),wanted to be a "crime fighter" and with the help of friends, he was made Arizona's first and only honorary DPS officer. Chris was flown by helicopter to the DPS station where he was presented with a uniform and badge. Chris and his family spent the day touring the facilities. A few days later still surrounded by all of his DPS gear and full of smiles and stories about his special day, Chris passed away at the young age of 7. Today, Make-a-Wish Foundation grants wishes to children in the United States on average, every 38 minutes.

 I chose them as a Cop that appealed to me because of the Mission behind this wonderful non-profit organization. Everyone I have ever met that works with Make-A-Wish, has a strong compassion and commitment for helping children in need. Make-A-Wish foundation members go through extensive training on a regular basis in order to better serve  young children and their families.

Current Job Opportunities- Director of Philanthropy

The Director of Philanthropy will support the efforts of Make-A-Wish Foundation of America (MAWFA) to grow individual philanthropy by building a strong pipeline from the Annual Fund to support major and planned giving efforts. Through identification and cultivation activity, this position will focus on stewarding existing donors into greater investments at the $10,000 and beyond level. S/he will have an initial annual goal of raising $600,000 along with identifying donors who should be moved to major and planned giving officers for further cultivation.

Skills/Experience Needed: Master's Degree or comparable experience

• Proven ability to relate well to individuals from a variety of backgrounds and different motivation.
• Successfully build and maintain relationships with chapters.
• Demonstrated leadership with volunteers, administrators, and development staff; motivation to aggressively develop and maintain relationships with donors and prospects.
• Creativity and resourcefulness in helping develop methods.
• Willingness to function as part of the MAWFA management team in achieving identified priorities.
• Understand and communicate the funding needs of the organization.
• Discretion with confidential materials.
• Excellent written and verbal communication skills.
• Ability to work independently in a deadline-oriented team environment.
• Excellent organizational and interpersonal skills.
• Dexterity to operate computer equipment.
• Proficiency using Microsoft Office.

Having spent several years for a volunteer at the Make-A-Wish Foundation, I know first-hand what a incredible foundation it is. This would be a "Dream" job for me. I would be part of a team that works hard for the benefit of young children who are suffering tremendously. Make-A-Wish Headquarters is located in Arizona, close to where I reside.

First Things First (FTF) 

Mission- 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. 

FTF would be valuable CoP member for my team. The child care center I am working with for my Capstone Project has multiple citations, many that include not  having age-appropriate materials. FTF focuses on training staff on how to prepare children for success when they start kindergarten. During and after the training process,  FTF holds early learning centers accountable in accordance to their performance standards. 

 
 Current Job Opportunities-Research and Evaluation Data Analyst
This position works in collaboration with the Senior Director of Research and Evaluation division at FTF. Responsibilities include: Conceptual and technical research and data related support to all research and evaluation efforts. Management of divisional project workflow and supervision of evaluation and project specialists. The ideal candidate must support the vision and mission of FSF and possess the personal qualities of integrity and credibility. Master's Degree required in related fieldwork. Experience in early childhood education also desired.

National Association For the Education of Young Child

Mission-To serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).

Having NAEYC as a member of my CoP would be a dream come true. Personally, I have been a member of NAEYC for many years. The resources and support available for just about anything having to do with young children can be found on their website. Over the years, I have utilized their sources for various topics. Also, I have referred parents to their site as well.

Job Opportunity-Writer. I did not find this job currently available, but would most certainly like to have a job writing for NAEYC. They do have an area where you can submit work for possible publication. However, my dream job with them would be to go around the country and world and observe various early learning centers and write about them. I could travel, spend time with children and also get paid for it. Now that is a dream come true!!!
Experience needed: Master's Degree in Early Childhood Education. Previous experience working in the ECE field and a true love and compassion for young children.

References

First Things First. Retrieved from:  http://www.azftf.gov/Pages/default.aspx

Make-A-Wish Foundation. Retrieved from:  http://wish.org/

National Association For The Education of Young Child. Retrieved from: http://www.naeyc.org/content/about-naeyc

January 15, 2014

Communities of Practice (CoP) in Arizona 

Early Childhood Development

*Arizona Department of Education- Early Childhood Education Unit-(http://www.azed.gov/early-childhood/)

The mission of the Early Childhood Education (ECE) unit is to provide leadership and support to schools, organizations, educators, families and communities in implementing programs that assist all children from birth through age 8 to become successful lifelong learners.
The ECE unit administers the Head Start State Collaboration grant from the US Department of Health and Human Services to establish linkages among Head Start, childcare, social welfare, health and state funded preschool programs, and K-12 Education (AZ Depart. of Education).

This state organization appeals to me because it is jam packed with resources regarding early childhood education. Their website has information regarding the latest developments in early childhood education regarding funding, childcare, policies, licensing and etc.

If I cannot find what I am looking for on the website, it is easy to send them an email or call them. In the past when I have made personal contact with this organizations, they were helpful and informative. My questions have always been answered.

*Alliance For Early Success- Arizona Division- (http://earlysuccess.org/partnerships/state-partners)

The Alliance For Early Success works with states across the country to advance state policies in health, family support and learning (Alliance For Early Success). Southwest Human Devleopment is Arizona's largest nonprofit dedicated to early childhood development. Arizona Alliance is the voice for children at the state and national level regarding issues such as health, child welfare, education and security. The following are just a few of the projects Arizona Alliance is actively collaborating with:
                  *Restoration of general fund match to the child care subsidy sytem
                   *Connecting early childhood to "Move On When Reading" early intervention program implemented by the Department of Education
                    *Collaborating on BUILD AZ to expand access to preschool, full-day kindergarten and home visits.

BUILD AZ-http://www.buildinitiative.org/OurWork/StateandLocal/BUILDStates/Arizona.aspx

BUILD is a CoP made up of public and private sector early childhood leaders, government agencies, businesses and child care communities. The Steering Committee focuses on: Communication, Early Learning, Professional Development, Health and Early Grade Success.

The overall goal of BUILD is to reframe early care and education to birth through age 8 as a critical component of the education component and policy framework.

I chose all three of these state organizations and/or communities because they appealed to my belief that policies and support in the Arizona Education system should begin at birth and move forward. Early success in preschool, creates learners that are prepared and ready to succeed in school and beyond.

Job Opportunities that are currently available and interest me:

1.Faculty Early Childhood Education- Rio Salado Community College
Salary-$44,012.00-$84,813.00
Location: Rio Salado Community College
Department-Instruction
Hours: Mon-Fri- 30 hours varied
Coordinates course/curriculum/program development and manages a large number of adjunct faculty and college supervisors. Provides leadership for Early Childhood and Human Development training, observation/evaluation and mentoring. Reviews and revises curriculum in the Early Childhood and Human Development disciplines, Serves on collaborative work teams with faculty, staff, administration and community stakeholders.  

Restoration of general fund match to the child care subsidy system

Alignment of subsidy policy with the quality rating system

Implementation of a statewide kindergarten entry assessment

Implementing a statewide longitudinal data system

Connecting early childhood to “Move on When Reading” intervention program being implemented by the Department of Education.

Collaborating on BUILD Arizona to expand access to preschool, full-day Kindergarten, and home visiting.

- See more at: http://earlysuccess.org/partnerships/state-partners#sthash.XraNKvaC.dpuf

Restoration of general fund match to the child care subsidy system

Alignment of subsidy policy with the quality rating system

Implementation of a statewide kindergarten entry assessment

Implementing a statewide longitudinal data system

Connecting early childhood to “Move on When Reading” intervention program being implemented by the Department of Education.

Collaborating on BUILD Arizona to expand access to preschool, full-day Kindergarten, and home visiting.

- See more at: http://earlysuccess.org/partnerships/state-partners#sthash.XraNKvaC.dpuf

Skills and experiences needed-Graduate degree in Early Childhood Educaiton, experience in infant/toddler through age 8 settings, experience developing and teaching online post-secondary courses, experience managing, training and mentoring faculty, leadership experiences, demonstrated expertise in curriculum development, teaching and program supervision with fields of early childhood education or a related field.

2.Social Services Manager (CPS-Child Protective Services)- Pinal County
Salary-$55,704.00-$76,594.00
Location-Salt River Indian Community
Department-Supervisor
Hours: Mon-Fri - (Some on-call evening and weekend hours required)
Supervises and mentors the CPS staff so they attain the technical and customer service skills along with experience necessary to perform independently and attain further career progression goals. Provides leadership, training and assigns, coordinates, schedules then reviews staff workflow. Provides training and assistance as needed. Prepares draft EPARs for assigned staff that are reviewed and given approval by the Social Services Department Director. Develops the program's budget requests and financial plans to monitor and maintain operating budget for assigned programs and services. 

Skills and experiences needed-Master's degree from an accredited college or university in Social Work, Counseling, Psychology, Early Childhood, Public Administration, Sociology or closely related field and five years full-time professional level experience in a social work setting, or supervisory or administrative capacity with professional level staff.

3.Case Manager (DD Specialist)- Tucson, Arizona
Salary-Salary Commensurate with experience. Excellent Benefits package.
Location- Tucson, AZ
Department-Supervisor under the direction of the CRS/SS Director
Hours: M-F 8:00-5:00
Responsible for a case management load consisting of children receiving services through Pantano and the Department of Developmental Disabilities. This position may assist the nurses and psychiatrists with assuring that the clients medial records are up to date and meeting standards. The Case Manager will have contact with clients and families, will respond to clients concerns or crises, and will coordinate delivery of services as required. Conduct home visits, if necessary, and obtain information or gather documentation from clients.

Skills and experiences needed-Master of Science in behavioral health, early childhood development or closely related field and two year experiences in behavioral health field. Must have good verbal and interpersonal skills to interact with clients, visitor, and coworkers. Must have excellent record-keeping skills, be able to multi-task and capable of independent functioning.

All three of these positions appeal to me because they are positions where I can help make a differences in young people's lives. In addition, I am a person that enjoys challenging jobs that demand independence and large amounts of interaction with others. The salary and benefits are good for too.

The Alliance works with states across the country to advance state policies in health, family support and learning. Alliance support includes: funding, technical assistance from national experts, and convenings to promote partnerships and the exchange of good ideas.   Click on an Alliance State Partner to see who our partners are and a summary of their work.   - See more at: http://earlysuccess.org/partnerships/state-partners#sthash.XraNKvaC.dpuf

The Alliance works with states across the country to advance state policies in health, family support and learning. Alliance support includes: funding, technical assistance from national experts, and convenings to promote partnerships and the exchange of good ideas.   Click on an Alliance State Partner to see who our partners are and a summary of their work.   - See more at: http://earlysuccess.org/partnerships/state-partners#sthash.XraNKvaC.dpuf

FIVE STAGES OF TEAM DEVELOPMENT

http://kidgreen-donna.blogspot.com

August 11, 2013

The hardest team for me to leave happened this past Spring-2013. My husband and I had the opportunity to coach a little boy's 7-8 year old baseball team called "Thunder". Clearly, we went through all five stages of team development. Initially, during the "forming" stage, we had to make contact with the parents, introduce ourselves and set up an initial meeting.

Soon, the team developed into the "storming" stage of team development. The children were excited about starting on a new team. Many had never played baseball before. The parents connected and began to cooperate in organizing who would bring snacks, and other responsibilities needed.

Within a couple weeks, the team moved into the "norming" stage. As the children and coaches began to get to know each other and establish a tight-knit relationship amongst each other. The children started learning many of the components involved in the game of baseball.

Eventually, the "performing" stage took over as the students started playing actual baseball games against opposing teams. Soon they learned if they played hard and listened to the coaches and used their new skills, the team would play better.

Finally, the end of the season brought about the "adjourning" stage of development. Our team had a pool party. When my husband gave a little speech about how the players had greatly improved and how hard they worked together as a team, many of the parents cried.  

The hardest part about saying good-bye, was knowing that we would never all be together again as a team. We had spent the last three months together almost every afternoon, and now it was coming to an end.

A ritual we had used before each game was to huddle up and hum the tune "Thunderstruck" (ACDC). Everyone would laugh and smile when we did this, even the opposing teams. This was our special ritual, and we did it one last time at the closing ceremonies.

The adjourning process I will follow for my fellow master's program colleagues, is to sincerely wish them great success in their futures. Also, several of them I am hoping to stay in contact via email.

Adjourning is an essential stage of teamwork in that it helps give closure to the process. In addition, it allows teammates to think back on the positive and negative outcomes. Many teams will work together again on future projects, whilst others will end that particular team forever (O'Hair & Weimann, 2012).

References

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.

Non-Violent Communication

August 4, 2013

http://kidgreen-donna.blogspot.com

Several years ago, I was having difficulties meeting the needs of a parent of one of my students. My stress level was very high at the time as I was supervising 23 students with Autism, or communication disorders. Also, I had the responsibility of supervising 13 teaching assistants, several therapists and may student teacher aids.

This one particular student was one of the higher functioning students and was capable of attending most of the regular education classes with minimal assistance. We initially put him in regular classes, with a group of other students and one teaching assistant for the group of 5 students. The parent was not happy with this scenario. He wanted his child to have their own personal assistant whilst in the regular classroom. The initial meeting became very heated as he told me his son deserved his own assistant. I defensively agreed that he did, but so did the rest of the students, but funding would not allow it. I proceeded to let him know we had non-verbal students with much higher needs that required the few one-on-one assistants we had. Certainly, I was not using the best communicative skills I could have used to show respect and responsiveness in a positive manner. In turn, it only made the parent more defensive and angry. At one point, he should up and took a swing with his fist across the table where I was sitting. Needless to say, the meeting ended promptly with the police being called.

During the second meeting, with administrators  and our security officer present, I used non-violent communication and the 3R's. We agreed to provide a one-on-one TA for two of his most difficult classes. There was just too many other students to allow him his own TA for the entire day. The parent was not happy with this solution, but agreed to try in on a trial basis of one month. Using a less violent form of communication, we were able to agree on a temporary solution.

Eventually, the father demanded the State Department of Special Education become involved and also hired a lawyer. Throughout most of the meetings we had, the father would scream and kick and pound on the desk. However, I noticed that the others involved in the meeting remained neutral, listened intently to his concerns, acknowledged his concerns, and then offered suggestions for resolving some of the issues. During one meeting, the Principal told the father that we would not continue the meeting unless the father was able to give those involved in the meeting the same respect they were giving him. The father immediately sat down and seem to compose himself in a more relaxed manner.

 

By the end of that very long school year, the father and I were communicating in respectful ways towards each other. He complimented me on his son's progress. In turn, I complimented him on what a supportive parent he was. His son remained in my program until he moved up to the High School

Over the course of that school year, I learned several communication strategies that I have continued to use during both my professional and personal life. 

Strategy one: Remain calm, even when those around you are screaming and accusing. Tell them in a calm and passive voice to please give you the respect you are giving them, so that we can all work out a solution to this problem.

Strategy two- Don't get defensive. The one you are communicating with does not want to hear what others need, or don't have. At that moment, they are only concerned with their specific issue. Create an environment where you show you are listening and really care about the person's concerns. In turn, this will typically ease some of the tension and provide an opportunity for a solution to be found.

Strategy three- Use NVC and the 3R's in order to build a cooperative relationship with those around you. When you are dealing with difficult situations, or people developing a trusting relationship can take time. However, if you are consistently using these strategies, eventually a positive relationship or solution to the problem can be found.

Donna- The Communicator

http://kidgreen-donna/blogspot.com

July 27, 2013

How do I evaluate myself as a communicator compared to how others perceive me as a communicator?

After taking the Communication Anxiety Inventory, Verbal Aggressive Scale & the Listening Styles Profile and comparing them to how others evaluated me, I was surprised about a few things.

My personal scores indicated I am  "People-oriented" and show empathy and concern for others. My verbal aggressiveness falls in the moderate range, indicating a good balance between respect and consideration for others viewpoint, and the ability to argue fairly. My communication anxiety was in the low level- showing I am comfortable communicating in most situations.

My co-worker scored me the same in my listening styles and communication anxiety inventory. She also scored me me in the low range for verbal aggressiveness scale which was a more positive step than I had scored myself.

My husband scored me the same in my communication anxiety inventory. In addition, he scored me in group 2 for listening styles profile- viewing me more as "business-like" and preferring clear, to-the-point communication that outlines a plan of action. Also, the biggest difference in the evaluations between myself, co-worker and my husband- he scored me as "significant" range for the verbal aggressiveness scale-indicating I might cross the line and involve personal attacks that can be hurtful to the listener.

This was the one thing that surprised me the most. It certainly made me more aware of how I am less argumentative at work, and more so at home.

Insights I gained about communication this week- was the self-concept we have of ourselves, are not always the way others see us (O'Hair & Wiemann, 2012). I admit that when I get really stressed out, my husband is the one that I typically go to to vent. He is aware that I need to let steam off, but I am now more aware of how it has made him perceive my verbal aggressiveness, and I would like to improve in that area.

Also, my co-worker commented to me that she has been amazed at how calm I remain at times when it has become very stressful in our classroom. It makes me feel good to know, she perceives me in that manner. However, many times my heart is racing and I am panicking inside, even when no one else seems to know.

References

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.