1. Capital Area Community Services is accepting applications for Head Start Teacher and Teacher Assistant positions from July 16-20, 2012.
2. The memo provides job descriptions, responsibilities, qualifications, and pay rates for the Head Start Teacher ($14.44-$15.17/hr) and Teacher Assistant ($9.86-$10.38/hr) positions.
3. Applicants must meet education and certification requirements, pass a criminal background check, drug screen, and have a valid driver's license. Applications can be submitted in person, by fax, or email.
The document announces job openings for Early Head Start Home Visitor and Head Start Teacher Assistant positions. Applications will be accepted from July 31 to August 6, 2012. All applicants selected for these positions will be required to pass a drug screening. The job descriptions provided give the requirements, expectations, and essential duties for each role. The Early Head Start Home Visitor conducts weekly home visits and maintains records for families. The Head Start Teacher Assistant assists the classroom teacher in planning and carrying out education plans and activities under their supervision.
The document discusses culture shock, describing its characteristic symptoms like anxiety, frustration, and withdrawal. It outlines the phases of culture shock from initial wonder to acceptance of a new culture. Tips are provided for helping families move through culture shock, such as making one parent available, creating structure and stability, and controlling technology use.
Amit Jain has 15 years of experience providing marketing consulting services to entrepreneurs and small businesses. He helps clients develop marketing strategies, plans, collateral, and budgets. Notable services include competitive analysis, strategic planning, partnership development, and project management. Past clients represent various industries like real estate, software, biotech, and franchising. The case study highlights how he helped a tax preparation franchise increase revenue and fees through an integrated social media marketing plan.
Amit Jain provides business consulting services including business planning, financial modeling, and strategic mapping. He has experience writing hundreds of business plans for startups seeking funding. His process involves market research, strategy development, financial modeling, and creating deliverables like marketing plans and financial projections. He works with clients across various industries to develop scalable growth strategies. Referral sources receive 10% commission on client fees.
Google Glass is an augmented reality head-mounted display developed by Google that allows users to access the internet and interact with digital information while going about their everyday activities. It features a small prism display that projects information in the user's field of vision and is controlled by voice commands. The presentation discusses what Google Glass is, its components, how it works using technologies like Android and augmented reality, its current features, advantages and disadvantages, and future applications.
Improving the flight experience: Understanding and listening to frequent flye...InSites Consulting
Improving the flight experience: Understanding and listening to frequent flyers by InSites Consulting for AirFrance KLM. Presented early June 2012 at the Smartees Seminar on Research Communities.
Livescribe smartpen application for educators presentationgmihalik
Smartpens can record everything a user writes and hears by using an infrared tracker and microphone. Notes are linked to audio recordings. Users can tap on written notes to replay the associated audio. Smartpens write on dot paper, which is printed with an invisible grid that allows the pen's camera to sync writing with audio. Notes can then be uploaded to a computer with the linked audio. The document provides several potential uses for Smartpens in K-5 classrooms, for reading, social studies, math, science, and for reading specialists and ELL teachers. It concludes by thanking attendees and requesting feedback via a survey.
Capital Area Community Services is accepting applications for an Early Head Start Teacher position. The entry-level pay range is $14.44-$15.17 per hour for a full-time, year-round position. Applicants must have a bachelor's degree or higher in early childhood education and at least one year of related experience working with infants and toddlers. Duties include supporting child development, communicating with families, conducting home visits and parent-teacher conferences, and maintaining accurate records. Applications will be accepted through November 12, 2012.
The document announces job openings for Early Head Start Home Visitor and Head Start Teacher Assistant positions. Applications will be accepted from July 31 to August 6, 2012. All applicants selected for these positions will be required to pass a drug screening. The job descriptions provided give the requirements, expectations, and essential duties for each role. The Early Head Start Home Visitor conducts weekly home visits and maintains records for families. The Head Start Teacher Assistant assists the classroom teacher in planning and carrying out education plans and activities under their supervision.
The document discusses culture shock, describing its characteristic symptoms like anxiety, frustration, and withdrawal. It outlines the phases of culture shock from initial wonder to acceptance of a new culture. Tips are provided for helping families move through culture shock, such as making one parent available, creating structure and stability, and controlling technology use.
Amit Jain has 15 years of experience providing marketing consulting services to entrepreneurs and small businesses. He helps clients develop marketing strategies, plans, collateral, and budgets. Notable services include competitive analysis, strategic planning, partnership development, and project management. Past clients represent various industries like real estate, software, biotech, and franchising. The case study highlights how he helped a tax preparation franchise increase revenue and fees through an integrated social media marketing plan.
Amit Jain provides business consulting services including business planning, financial modeling, and strategic mapping. He has experience writing hundreds of business plans for startups seeking funding. His process involves market research, strategy development, financial modeling, and creating deliverables like marketing plans and financial projections. He works with clients across various industries to develop scalable growth strategies. Referral sources receive 10% commission on client fees.
Google Glass is an augmented reality head-mounted display developed by Google that allows users to access the internet and interact with digital information while going about their everyday activities. It features a small prism display that projects information in the user's field of vision and is controlled by voice commands. The presentation discusses what Google Glass is, its components, how it works using technologies like Android and augmented reality, its current features, advantages and disadvantages, and future applications.
Improving the flight experience: Understanding and listening to frequent flye...InSites Consulting
Improving the flight experience: Understanding and listening to frequent flyers by InSites Consulting for AirFrance KLM. Presented early June 2012 at the Smartees Seminar on Research Communities.
Livescribe smartpen application for educators presentationgmihalik
Smartpens can record everything a user writes and hears by using an infrared tracker and microphone. Notes are linked to audio recordings. Users can tap on written notes to replay the associated audio. Smartpens write on dot paper, which is printed with an invisible grid that allows the pen's camera to sync writing with audio. Notes can then be uploaded to a computer with the linked audio. The document provides several potential uses for Smartpens in K-5 classrooms, for reading, social studies, math, science, and for reading specialists and ELL teachers. It concludes by thanking attendees and requesting feedback via a survey.
Capital Area Community Services is accepting applications for an Early Head Start Teacher position. The entry-level pay range is $14.44-$15.17 per hour for a full-time, year-round position. Applicants must have a bachelor's degree or higher in early childhood education and at least one year of related experience working with infants and toddlers. Duties include supporting child development, communicating with families, conducting home visits and parent-teacher conferences, and maintaining accurate records. Applications will be accepted through November 12, 2012.
Tam Kim Ngo has over 20 years of experience in early childhood education and daycare management. She has worked as a head start teacher, preschool teacher, daycare director, and life insurance agent. Her skills include classroom management, behavior management, developing educational programs, resolving conflicts, and ensuring facilities meet regulatory requirements. She has a bachelor's degree in elementary education and maintains all required clearances.
As an educational leader, the author has developed skills aligned with ISLLC standards by facilitating collaboration between educators, developing tools to improve IEP and intervention processes, observing effective technology uses in schools, revising emergency preparedness plans, and engaging with community partners. The author developed a data collection tool adopted by multiple schools to facilitate communication between regular educators, special educators, and administrators for IEP, 504, and intervention meetings. As an intern, the author observed software enhancing individualized learning and adopted it for a traditional school, improving student motivation, progress, and time spent on instruction. The author also revised emergency plans across two schools and a district office.
This educational contract outlines the student's internship goals, learning plan, and responsibilities. The student seeks to gain skills in research, evaluation, data analysis, and data presentation. Their learning plan includes conducting research on equity measures, creating a resource database, and engaging in policy work. The student also aims to explore their ethnic identity and participate in trainings on disproportionality. Additional goals are to develop professional skills like networking and creating a portfolio. The contract specifies the student will complete 480 hours over 16 weeks, attend weekly supervision, and document hours using a tracking spreadsheet.
The multidiciplinary team for assessment of children withShirley Velasco
The multidisciplinary team is responsible for assessing children with special needs and developing individualized education programs. The team includes administrators, regular education teachers, special education teachers, students, school psychologists, and related service personnel like speech therapists, occupational therapists, physical therapists, vision specialists, dieticians, and guidance counselors. Each member plays an important role in evaluating the child, determining their needs, creating and revising education plans, and providing support services to ensure the child's academic, social, and vocational needs are met. The goal of the multidisciplinary team approach is to give an accurate assessment of the child and help them succeed in their education.
The document outlines the characteristics of an effective school guidance program. It states that guidance and counseling should be an integral part of the overall educational program. An effective program includes sequential activities organized and implemented by certified counselors with support from teachers, administrators, students, and parents. It also provides learner outcomes, developmental activities and processes, certified personnel, materials and resources to support students.
This document provides a summary of Judy Fahrenholtz's experience and qualifications as a director of early childhood programs. She has over 15 years of experience administering programs, supervising staff, managing daily operations, and implementing quality practices. Her experience includes directing programs in Denver and Jefferson County, Colorado with staffs ranging from 12 to 30 people. She holds a master's degree in human development and numerous specialized trainings related to early childhood education.
The document is a curriculum vitae for S.K. Mishra applying for the position of principal. It summarizes his qualifications including a M.A. in Hindi Literature, 20 years of experience in education roles in both government and private schools, and skills in areas like disaster management and computer skills. It also outlines his employment history holding roles like district commissioner for scouts and vice principal. Finally, it provides a detailed job description outlining the responsibilities of a principal position.
The document discusses guidance activities that a counselor would undertake during guidance sessions or periods. It mentions establishing school-wide behavior support systems, developing resiliency skills in students, developing prosocial skills, creating administrative procedures for dealing with behavioral concerns, and clarifies that guidance is educational but not all education is guidance as it aims to facilitate positive changes in students. The scope of a counselor's activities is based on a comprehensive approach to meet the specific needs of the school community within the counselor's training and expertise. Students requiring extensive therapy should be referred to outside agencies.
This position provides education to expectant and new families to assist their transition to parenthood. Key responsibilities include assessing individual educational needs, developing teaching strategies appropriate for different developmental levels, and evaluating the families' response to education. The educator must communicate effectively, advocate for families' needs, and document as necessary. Preferred qualifications include six months of teaching experience.
Aryam V. Carrion is seeking a dynamic and challenging position that utilizes her skills in leadership, education, and project coordination. She has over 5 years of experience in education and currently works as a Project Coordinator supporting training and professional development. Her experience includes developing databases, resolving conflicts, authoring standard operating procedures, and coordinating certification and training programs. She has teaching certificates in Texas and Florida and has taught various subjects from 2nd grade to high school.
where we STANDon curriculum, assessment, and program eva.docxhelzerpatrina
where we STAND
on curriculum, assessment,
and program evaluation
W hat should children be taught in the years from
birth through age 8? How would we know if they are
developing well and learning what we want them to
learn? And how could we decide whether programs for
children from infancy through the primary grades are
doing a good job?
Answers to these questions—questions about early
childhood curriculum, child assessment, and program
evaluation—are the foundation of a joint position state-
ment from the National Association for the Education of
Young Children (NAEYC) and the National Association
of Early Childhood Specialists in State Departments of
Education (NAECS/SDE).
The position statement’s recommendations
Curriculum
Implement curriculum that is thoughtfully planned,
challenging, engaging, developmentally appropriate,
culturally and linguistically responsive, comprehensive,
and likely to promote positive outcomes for all young
children.
Indicators of effective curriculum
• Children are active and engaged.
• Goals are clear and shared by all.
• Curriculum is evidence-based.
• Valued content is learned through investigation and
focused, intentional teaching.
• Curriculum builds on prior learning and experiences.
• Curriculum is comprehensive.
• Professional standards validate the curriculum’s
subject-matter content.
• The curriculum is likely to benefit children.
Assessment
Make ethical, appropriate, valid, and reliable assessment
a central part of all early childhood programs. To best
assess young children’s strengths, progress, and needs,
use assessment methods that are developmentally ap-
propriate, culturally and linguistically responsive, tied
to children’s daily activities, supported by professional
Beyond Curriculum, Assessment, and
Program Evaluation: What Else Matters?
Without other essential components of high-quality
early childhood education, these recommendations
will be of limited value. Learn more about . . .
• early learning standards, as described in NAEYC
and NAECS/SDE’s 2002 position statement, online at
www.naeyc.org/positionstatements/learning_
standards.
• teaching strategies and other elements of devel-
opmentally appropriate practice. See C. Copple & S.
Bredekamp (eds.), Developmentally Appropriate Prac-
tice in Early Childhood Programs Serving Children from
Birth through Age 8, 3d ed., Washington, DC: NAEYC,
2009. Access the position statement online at www.
naeyc.org/positionstatements/dap.
• standards for early childhood programs and ac-
creditation performance criteria, online at www.
naeyc.org/academy/primary/standardsintro.
• standards for early childhood professional prepara-
tion programs as updated by NAEYC in 2009, online
at www.naeyc.org/positionstatements/ppp.
• implementation of professional standards. See M.
Hyson (ed.), Preparing Early Childhood Professionals:
NAEYC’s Standards for Programs, Washington, DC:
NAEYC, 2003.
naeyc and nae ...
The Special Educational Teacher must provide all learners an educational program to reach their fullest potential. Their responsibilities include meeting and instructing assigned students, creating an appropriate learning environment, establishing clear objectives, and evaluating student progress. They are also responsible for collaboration with other teachers, developing IEPs, maintaining records, and performing other duties as assigned.
The document defines guidance as assisting individuals to find satisfaction in their educational and vocational careers through interviews, tests, and background information. It provides an overview of guidance principles like being responsive to student needs, recognizing each student as an individual, and ensuring services are delivered by qualified personnel. The need for guidance services is also explained, such as dealing with changing family structures and the complexity of various life factors like increased mobility, education/career options, and financial difficulties.
The document defines guidance as assisting individuals to find satisfaction in their educational and vocational careers through interviews, tests, and background information. It provides an overview of guidance principles like being responsive to student needs, recognizing each student as an individual, and ensuring services are delivered by qualified personnel. The need for guidance services is also explained, citing issues like changing family structures, increased complexity of living, and greater possibilities of experiencing crises or difficulties.
This document summarizes how a teacher's work aligns with the six standards for educational leadership from the Interstate School Leaders Licensure Consortium (ISLLC). The teacher facilitates a high ability program, collects and analyzes student data, advocates for gifted programs, and collaborates with administrators, teachers, and community partners to meet student needs. Through these efforts, the teacher works to develop and implement a shared vision, support a culture of learning, ensure effective management of classroom resources, build relationships, act with integrity, and respond to the political and social context.
Child Assessment An Essential Component of Quality Early Childhoo.docxmccormicknadine86
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
The document outlines 10 strategies for establishing a culture of high expectations in schools. The strategies include developing classroom management plans, maximizing instructional time, organizing classrooms for productivity, communicating clear expectations to students and parents, actively engaging students in learning, providing frequent and relevant feedback, and establishing consistent grading and behavior policies. Implementing these strategies along with teacher collaboration, parent engagement, and maintaining high expectations for all students can help create a positive school culture.
This document provides guidance on developing effective school-parent compacts. It begins by emphasizing the importance of school-family-community partnerships for student success. It then outlines 10 steps for schools to create meaningful compacts that are aligned with school improvement goals and involve input from families, students, and teachers. The steps include designating a leader, gathering data to identify focus areas, getting feedback from stakeholders, developing grade-specific strategies, and creating family-friendly compacts. The document stresses that compacts should facilitate two-way communication between home and school to strengthen student achievement.
Innovations in Autism Treatment From NJ: The Garden Academy ModelGarden Academy
This presentation will describe the Garden Academy model* of service delivery and several important and sometimes innovative elements therein.
Garden Academy uses a curriculum that is informed by Lovaas’ published and unpublished curriculum, the curriculum from Princeton Child Development Institute, the VB-‐ MAPP and current behavior-‐analytic research.
Our program includes regular and required parent training, both at school and in the home; individualized, analog functional analyses when needed and resulting function-‐based treatment; language acquisition programs informed by Skinner’s verbal operants; feeding assessment and intervention; BCBA candidate supervision and a close working relationship with the ABA faculty at Caldwell College.
School development and possible future directions will also be discussed. This presentation may be helpful for practitioners in or considering clinical or leadership positions in behavior-‐analytic service delivery settings.
*Note: It would be impossible to adequately explain our program on a website or slideshow. The information on our site and on related links is intended to provide a general background.
This document summarizes findings from a system scan of early childhood services. It identifies several issues, including a lack of coordination and communication across services, cultural and language barriers that restrict access to care, long wait times for evaluations and services, insufficient support for at-risk families and underperforming students, and gaps in high-quality instruction and support for teachers. Providers feel they lack voice in decision-making and that a top-down approach is used. Parents also show distrust of institutions and lack understanding of early childhood development.
This document summarizes the proceedings of an Ad Hoc Committee on Cultural Competence & Racial Equity meeting in October 2013. It lists the participants in the committee and discusses their process, which involved storytelling, asset mapping, and identifying issues to develop a shared understanding and prioritize solutions. The committee aligned on priorities to address structural racism barriers and close the gap in third grade reading scores between Black and White children. They agreed to form a Community of Practice to employ tools to combat structural racism and work on multiple levels through collective action. The next steps outlined continuing outreach and launching the Community of Practice in December 2013.
Tam Kim Ngo has over 20 years of experience in early childhood education and daycare management. She has worked as a head start teacher, preschool teacher, daycare director, and life insurance agent. Her skills include classroom management, behavior management, developing educational programs, resolving conflicts, and ensuring facilities meet regulatory requirements. She has a bachelor's degree in elementary education and maintains all required clearances.
As an educational leader, the author has developed skills aligned with ISLLC standards by facilitating collaboration between educators, developing tools to improve IEP and intervention processes, observing effective technology uses in schools, revising emergency preparedness plans, and engaging with community partners. The author developed a data collection tool adopted by multiple schools to facilitate communication between regular educators, special educators, and administrators for IEP, 504, and intervention meetings. As an intern, the author observed software enhancing individualized learning and adopted it for a traditional school, improving student motivation, progress, and time spent on instruction. The author also revised emergency plans across two schools and a district office.
This educational contract outlines the student's internship goals, learning plan, and responsibilities. The student seeks to gain skills in research, evaluation, data analysis, and data presentation. Their learning plan includes conducting research on equity measures, creating a resource database, and engaging in policy work. The student also aims to explore their ethnic identity and participate in trainings on disproportionality. Additional goals are to develop professional skills like networking and creating a portfolio. The contract specifies the student will complete 480 hours over 16 weeks, attend weekly supervision, and document hours using a tracking spreadsheet.
The multidiciplinary team for assessment of children withShirley Velasco
The multidisciplinary team is responsible for assessing children with special needs and developing individualized education programs. The team includes administrators, regular education teachers, special education teachers, students, school psychologists, and related service personnel like speech therapists, occupational therapists, physical therapists, vision specialists, dieticians, and guidance counselors. Each member plays an important role in evaluating the child, determining their needs, creating and revising education plans, and providing support services to ensure the child's academic, social, and vocational needs are met. The goal of the multidisciplinary team approach is to give an accurate assessment of the child and help them succeed in their education.
The document outlines the characteristics of an effective school guidance program. It states that guidance and counseling should be an integral part of the overall educational program. An effective program includes sequential activities organized and implemented by certified counselors with support from teachers, administrators, students, and parents. It also provides learner outcomes, developmental activities and processes, certified personnel, materials and resources to support students.
This document provides a summary of Judy Fahrenholtz's experience and qualifications as a director of early childhood programs. She has over 15 years of experience administering programs, supervising staff, managing daily operations, and implementing quality practices. Her experience includes directing programs in Denver and Jefferson County, Colorado with staffs ranging from 12 to 30 people. She holds a master's degree in human development and numerous specialized trainings related to early childhood education.
The document is a curriculum vitae for S.K. Mishra applying for the position of principal. It summarizes his qualifications including a M.A. in Hindi Literature, 20 years of experience in education roles in both government and private schools, and skills in areas like disaster management and computer skills. It also outlines his employment history holding roles like district commissioner for scouts and vice principal. Finally, it provides a detailed job description outlining the responsibilities of a principal position.
The document discusses guidance activities that a counselor would undertake during guidance sessions or periods. It mentions establishing school-wide behavior support systems, developing resiliency skills in students, developing prosocial skills, creating administrative procedures for dealing with behavioral concerns, and clarifies that guidance is educational but not all education is guidance as it aims to facilitate positive changes in students. The scope of a counselor's activities is based on a comprehensive approach to meet the specific needs of the school community within the counselor's training and expertise. Students requiring extensive therapy should be referred to outside agencies.
This position provides education to expectant and new families to assist their transition to parenthood. Key responsibilities include assessing individual educational needs, developing teaching strategies appropriate for different developmental levels, and evaluating the families' response to education. The educator must communicate effectively, advocate for families' needs, and document as necessary. Preferred qualifications include six months of teaching experience.
Aryam V. Carrion is seeking a dynamic and challenging position that utilizes her skills in leadership, education, and project coordination. She has over 5 years of experience in education and currently works as a Project Coordinator supporting training and professional development. Her experience includes developing databases, resolving conflicts, authoring standard operating procedures, and coordinating certification and training programs. She has teaching certificates in Texas and Florida and has taught various subjects from 2nd grade to high school.
where we STANDon curriculum, assessment, and program eva.docxhelzerpatrina
where we STAND
on curriculum, assessment,
and program evaluation
W hat should children be taught in the years from
birth through age 8? How would we know if they are
developing well and learning what we want them to
learn? And how could we decide whether programs for
children from infancy through the primary grades are
doing a good job?
Answers to these questions—questions about early
childhood curriculum, child assessment, and program
evaluation—are the foundation of a joint position state-
ment from the National Association for the Education of
Young Children (NAEYC) and the National Association
of Early Childhood Specialists in State Departments of
Education (NAECS/SDE).
The position statement’s recommendations
Curriculum
Implement curriculum that is thoughtfully planned,
challenging, engaging, developmentally appropriate,
culturally and linguistically responsive, comprehensive,
and likely to promote positive outcomes for all young
children.
Indicators of effective curriculum
• Children are active and engaged.
• Goals are clear and shared by all.
• Curriculum is evidence-based.
• Valued content is learned through investigation and
focused, intentional teaching.
• Curriculum builds on prior learning and experiences.
• Curriculum is comprehensive.
• Professional standards validate the curriculum’s
subject-matter content.
• The curriculum is likely to benefit children.
Assessment
Make ethical, appropriate, valid, and reliable assessment
a central part of all early childhood programs. To best
assess young children’s strengths, progress, and needs,
use assessment methods that are developmentally ap-
propriate, culturally and linguistically responsive, tied
to children’s daily activities, supported by professional
Beyond Curriculum, Assessment, and
Program Evaluation: What Else Matters?
Without other essential components of high-quality
early childhood education, these recommendations
will be of limited value. Learn more about . . .
• early learning standards, as described in NAEYC
and NAECS/SDE’s 2002 position statement, online at
www.naeyc.org/positionstatements/learning_
standards.
• teaching strategies and other elements of devel-
opmentally appropriate practice. See C. Copple & S.
Bredekamp (eds.), Developmentally Appropriate Prac-
tice in Early Childhood Programs Serving Children from
Birth through Age 8, 3d ed., Washington, DC: NAEYC,
2009. Access the position statement online at www.
naeyc.org/positionstatements/dap.
• standards for early childhood programs and ac-
creditation performance criteria, online at www.
naeyc.org/academy/primary/standardsintro.
• standards for early childhood professional prepara-
tion programs as updated by NAEYC in 2009, online
at www.naeyc.org/positionstatements/ppp.
• implementation of professional standards. See M.
Hyson (ed.), Preparing Early Childhood Professionals:
NAEYC’s Standards for Programs, Washington, DC:
NAEYC, 2003.
naeyc and nae ...
The Special Educational Teacher must provide all learners an educational program to reach their fullest potential. Their responsibilities include meeting and instructing assigned students, creating an appropriate learning environment, establishing clear objectives, and evaluating student progress. They are also responsible for collaboration with other teachers, developing IEPs, maintaining records, and performing other duties as assigned.
The document defines guidance as assisting individuals to find satisfaction in their educational and vocational careers through interviews, tests, and background information. It provides an overview of guidance principles like being responsive to student needs, recognizing each student as an individual, and ensuring services are delivered by qualified personnel. The need for guidance services is also explained, such as dealing with changing family structures and the complexity of various life factors like increased mobility, education/career options, and financial difficulties.
The document defines guidance as assisting individuals to find satisfaction in their educational and vocational careers through interviews, tests, and background information. It provides an overview of guidance principles like being responsive to student needs, recognizing each student as an individual, and ensuring services are delivered by qualified personnel. The need for guidance services is also explained, citing issues like changing family structures, increased complexity of living, and greater possibilities of experiencing crises or difficulties.
This document summarizes how a teacher's work aligns with the six standards for educational leadership from the Interstate School Leaders Licensure Consortium (ISLLC). The teacher facilitates a high ability program, collects and analyzes student data, advocates for gifted programs, and collaborates with administrators, teachers, and community partners to meet student needs. Through these efforts, the teacher works to develop and implement a shared vision, support a culture of learning, ensure effective management of classroom resources, build relationships, act with integrity, and respond to the political and social context.
Child Assessment An Essential Component of Quality Early Childhoo.docxmccormicknadine86
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
The document outlines 10 strategies for establishing a culture of high expectations in schools. The strategies include developing classroom management plans, maximizing instructional time, organizing classrooms for productivity, communicating clear expectations to students and parents, actively engaging students in learning, providing frequent and relevant feedback, and establishing consistent grading and behavior policies. Implementing these strategies along with teacher collaboration, parent engagement, and maintaining high expectations for all students can help create a positive school culture.
This document provides guidance on developing effective school-parent compacts. It begins by emphasizing the importance of school-family-community partnerships for student success. It then outlines 10 steps for schools to create meaningful compacts that are aligned with school improvement goals and involve input from families, students, and teachers. The steps include designating a leader, gathering data to identify focus areas, getting feedback from stakeholders, developing grade-specific strategies, and creating family-friendly compacts. The document stresses that compacts should facilitate two-way communication between home and school to strengthen student achievement.
Innovations in Autism Treatment From NJ: The Garden Academy ModelGarden Academy
This presentation will describe the Garden Academy model* of service delivery and several important and sometimes innovative elements therein.
Garden Academy uses a curriculum that is informed by Lovaas’ published and unpublished curriculum, the curriculum from Princeton Child Development Institute, the VB-‐ MAPP and current behavior-‐analytic research.
Our program includes regular and required parent training, both at school and in the home; individualized, analog functional analyses when needed and resulting function-‐based treatment; language acquisition programs informed by Skinner’s verbal operants; feeding assessment and intervention; BCBA candidate supervision and a close working relationship with the ABA faculty at Caldwell College.
School development and possible future directions will also be discussed. This presentation may be helpful for practitioners in or considering clinical or leadership positions in behavior-‐analytic service delivery settings.
*Note: It would be impossible to adequately explain our program on a website or slideshow. The information on our site and on related links is intended to provide a general background.
This document summarizes findings from a system scan of early childhood services. It identifies several issues, including a lack of coordination and communication across services, cultural and language barriers that restrict access to care, long wait times for evaluations and services, insufficient support for at-risk families and underperforming students, and gaps in high-quality instruction and support for teachers. Providers feel they lack voice in decision-making and that a top-down approach is used. Parents also show distrust of institutions and lack understanding of early childhood development.
This document summarizes the proceedings of an Ad Hoc Committee on Cultural Competence & Racial Equity meeting in October 2013. It lists the participants in the committee and discusses their process, which involved storytelling, asset mapping, and identifying issues to develop a shared understanding and prioritize solutions. The committee aligned on priorities to address structural racism barriers and close the gap in third grade reading scores between Black and White children. They agreed to form a Community of Practice to employ tools to combat structural racism and work on multiple levels through collective action. The next steps outlined continuing outreach and launching the Community of Practice in December 2013.
This document summarizes the proceedings of an ad hoc committee meeting on cultural competence and racial equity. The committee met to identify topics and develop a plan to address racial inequities in early childhood outcomes, particularly related to third grade reading proficiency. They discussed relevant state bills, accomplished asset mapping and issues identification, and prioritized actions focused on structural racism like access to preschool. The committee aims to launch a community of practice to employ anti-racism tools, work on multiple levels, and serve as champions for racial equity in early childhood.
This document provides the schedule for the 2013 Play and Learn Groups in Ingham County, Michigan. It lists the day, time, and location for various playgroups held Monday through Friday from January to May. It notes that some playgroups will be cancelled on certain dates. It provides contact information for registering families and guidelines about sick children. The purpose is to offer free, fun activities for parents and young children that involve stories, music, art and peer interaction.
El documento habla sobre la importancia de enseñarle a los niños reglas de seguridad básicas y cómo actuar en caso de una emergencia para que se sientan seguros en la escuela. Recomienda que los padres revisen los procedimientos de emergencia de la escuela con sus hijos y asegurarse de que saben qué hacer si ocurre algo, como llamar al 911. También sugiere enseñarles a no aceptar ayuda de extraños y a informar a un maestro si se sienten intimidados.
Children are safer in schools than anywhere else except their own homes. Schools are taking extra measures to ensure children's safety and children who feel safe are better able to focus on learning. Parents can help keep children safe by teaching basic safety rules, reviewing emergency procedures with their child, and emphasizing the importance of following school safety directions.
The Early Trauma Treatment Network aims to improve care for children and families affected by trauma. It focuses on developing and testing interventions for children ages 0-6 who have experienced trauma such as abuse, neglect, domestic violence or other adverse experiences. The network also provides training to help providers better address early childhood trauma.
The Early Trauma Treatment Network aims to improve care for children and families affected by trauma. It focuses on developing and testing interventions for children ages 0-6 who have experienced trauma such as abuse, neglect, domestic violence or other adverse experiences. The network also provides training to help providers better address early childhood trauma.
The Early Trauma Treatment Network aims to improve care for children and families affected by trauma. It focuses on developing and testing interventions for children ages 0-6 who have experienced trauma such as abuse, neglect, domestic violence or other adverse experiences. The network also provides training to help providers better address early childhood trauma.
Preschool-aged children experience feelings of helplessness, fearfulness, and confusion after disasters. Parents can help by providing comfort, reassurance that the danger has passed, and age-appropriate explanations. Simple responses include spending more time with children, clarifying any misunderstandings they have, and allowing extra physical affection and comforting activities to help children feel safe and secure again.
The document provides guidance for parents on helping school-age children cope after disasters. It outlines common reactions such as confusion, feelings of responsibility, fears of recurrence, retelling the event, and sleep problems. It recommends that parents provide clear explanations, reassurance, encouragement of positive coping activities, and temporary changes to sleep arrangements to help children through this difficult time.
The Michigan Department of Community Health and Early Childhood Investment Corporation are providing $1,500 grants to 30 early learning programs to implement the Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) program. NAP SACC helps programs improve nutrition, physical activity, and wellness policies through self-assessment and technical assistance. Eligible programs must serve low-income 0-5 year olds and participate in state quality initiatives. Grantees will complete self-assessments, develop action plans, and implement policy changes with support from NAP SACC consultants over a 9 month period.
A no-sew night event will be held on November 27, 2012 from 5:30-7:00pm at the Grand River Head Start in Lansing, Michigan. Attendees will make hats and scarves without sewing. Childcare and dinner will be provided. The presenter is Terri Price and Head Start parents should bring their Promise Card to RSVP by calling Sharon Rogers or Derrick Gilliam at (517) 999-2730.
Four weekly sessions from November 5th to 26th will provide an interactive series for women's empowerment at the Charlotte Head Start center. The series from 6-7:30pm is designed to empower women to approach their lives and families proactively. Meals and childcare will be provided. To register, contact Lauri Hosking-Gale at the number provided as space is limited.
Reflections II is a four week program from November 7th to 28th from 5:30-7:00pm at Grand River Head Start in Lansing, Michigan. The program celebrates womanhood and empowers women through interactive discussions on topics like goal setting, self-esteem, stress management, leadership, employability, and professional dress. Women can register by contacting Sharon Rogers at 999-2730 or sharon.rogers@cacsheadstart.org, with limited space available.
Kids Night Out Math Game Night will be held on November 15, 2012 from 5:30-7:00pm at Grand River School. The event will include fun math games and activities for kids, a spaghetti dinner, and door prizes. Parents must RSVP by calling Sharon Rogers or Derrick Gilliam at (517) 999-2730 or by email and bring their Promise Card to attend.
The document discusses the importance of advocating for children's issues during elections. It notes that millions of children in the US lack health insurance, experience abuse or poverty. As a non-profit, Every Child Matters can encourage candidates to address children's needs, distribute non-partisan materials on issues and candidates, and help voters participate in elections, but cannot endorse or contribute to candidates. The organization offers assistance for getting involved in advocacy activities.
The document announces a community conversation to gather input on Michigan's Infant Mortality Reduction Plan. Michigan has a high infant mortality rate that exceeds the national average, with approximately seven infants dying per 1000 live births. Governor Snyder has made reducing infant mortality a top priority. Dr. Renée Branch Canady, the Ingham County Health Officer, believes high infant mortality rates indicate issues within the community are impacting health and called on residents to help shape the reduction plan at a meeting on November 7th at the Hannah Community Center in East Lansing.
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The document announces a training session for home visitors on preventing the transmission of bed bugs and other pests. Don Whelpley from The Bug Man will share tips on recognizing various pests, avoiding carrying them to other homes, safe places to sit during visits, effective prevention and treatment options, and information about unsafe treatments. The session will be held on November 15, 2012 from 8-9 am in conference room A at the Ingham County Health Department.
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Job posting 7 12-12
1. CAPITAL AREA COMMUNITY SERVICES, INC.
HEAD START & EARLY CHILDHOOD PROGRAMS
MEMO
TO: All CACS Employees, Volunteers, and General Applicants
FROM: Lisa VanNess, Personnel Specialist
DATE: July 12, 2012
RE: Job Posting
Applications are now being accepted for the following positions:
1. Head Start Teacher 2. Head Start Teacher
Assistant
Entry-level pay is $14.44 - $15.17/hr. Entry-level pay is $9.86 - $10.38/hr.
40 hours a week/52 weeks a year 40 hours a week/52 weeks a
year
A Job Summary is attached A Job Summary is attached
Applications for the above positions will be accepted from 8:00 am Monday, July 16, 2012 through 5:00
pm Friday, July 20, 2012, at: 101 East Willow Street, Lansing, Michigan 48906 or you may fax your
resume to Lisa VanNess at (517) 372-2671 by the above deadline. You may also email your resume to
employment@cacsheadstart.org
All applicants tentatively selected for this position will be required to submit to a urinalysis to screen
for illegal drug use after offered employment.
PLEASE NOTE: C.A.C.S., Inc. – Head Start and Early Childhood Programs is an equal opportunity
employer and promotes career advancement opportunities. This is a simultaneous Internal/External
Posting pursuant to CACS Policies and Procedures.
2.
3. C.A.C.S. INC. HEAD START & EARLY CHILDHOOD PROGRAMS
JOB DESCRIPTION
Division: Head Start
Job Title: Teacher
Classification: Professional
FLSA: Non-Exempt
Job Summary:
Provide children with a rich learning environment and varied experiences, based upon their developmental level, which will help them
develop socially, intellectually, physically and emotionally. Screen and assess children for development of appropriate programming
and referrals. Communicate with parents regarding their child’s progress and involve family members in the classroom program.
Maintain compliance with requirements and standards, including required documentation.
I. Job Requirements:
a. Education and/or certification:
• Bachelors Degree or higher in Early Childhood Education required
• A minimum of one year of related experience in education or child development is preferred.
b. Must undergo and satisfactorily pass at the time of hire and periodically thereafter pursuant to federal and state laws,
Head Start Performance Standards, and Agency Policy and Procedures:
• Criminal History Search
• Child Abuse and Neglect Central Registry Clearance
• Physical examination, Tuberculosis (TB) test and drug screen
• Valid Michigan Operator License or State ID
c. Must possess the ability to:
• Keep current on professional licenses and certifications as needed.
• Work on multiple tasks and be able to organize and prioritize tasks efficiently.
• Properly stoop, bend, lift, climb stairs, and expend moderate physical exertion.
II. Professional Expectations:
a. Maintain professional confidentiality.
b. Attend all required meetings, conferences, trainings, etc.
c. Adapt to a variety of situations.
d. Assist with parent involvement efforts and activities and encourage family participation in the program.
e. Personal appearance is neat and appropriate.
f. Participate in annual Self Assessment and triennial Peer Review process.
g. Maintain personal attendance as defined by Notice of Appointment.
h. Accept responsibility for own words and actions.
i. Respect team, program, families and community members.
j. Work at any site with any staff.
k. Work openly and cooperatively in a team effort approach.
l. Accept responsibility for team performance
• Actively, willingly and consistently participates in team, parent, and other meetings.
• Contributes ideas and efforts towards common goals
• Helps build and maintain positive attitudes, trust and team spirit.
III. Policy requirements:
a. Follow all Head Start Program Performance Standards and all other federal regulations.
b. Follow Michigan Child Care Licensing Regulations and all other state regulations.
c. Adhere to CACS Personnel Policies and Procedures
d. Adhere to CACS Program Manual and Mission Statement.
e. Follow universal precautions.
f. Accept responsibility for generating, documenting, and submitting in-kind to meet program requirements.
Essential Functions (not exhaustive and may be supplanted)
IV. Communication and interpersonal relationship skills expected:
a. Communicate clearly and accurately when writing and speaking, as well as utilizing office and classroom equipment
(computer, printer, copier, etc.)
4. b. Share information with the administrative team, supervisor, and/or support staff regarding areas of success, concern
and those which may have an impact on families.
c. Communicate regularly with supervisor regarding any changes in classroom activities, child’s status, work schedule,
supply and equipment needs or any issues or concerns.
d. Participate in meetings to provide input regarding special concerns about specific children or families and to assist in
developing plans to meet those needs.
e. Make at least two home visits and two parent-teacher conferences a year to involve parents in understanding their
child’s developmental needs and progress, and to identify other child and family needs.
f. Distribute program materials in a timely manner.
g. Follow administrative and supervisory directives, verbal or written.
h. Communicate with the Family Advocate on a regular basis to ensure full enrollment and consistent attendance at all
times.
i.
j. Work in a team approach with classroom team, other teachers and support staff to achieve educational goals and to
provide high quality comprehensive programming for each child and family.
k. Provide input to the evaluation of the classroom staff when requested.
l. Involve Teacher Assistants in classroom planning to the fullest extent possible.
m. Assist in planning, supporting and executing parent and family events or trainings (Family Activity Nights, FSC
trainings, Family Fun Nights, etc.)
n. Prepare and distribute a bi-weekly classroom newsletter for families.
o.
V. Classroom Management and Environment:
a. Orient, train and provide leadership to classroom staff.
b. Know the whereabouts of children at all times.
c. Complete assignments accurately, on time, and without constant supervision.
d. Maintain an environment that is conducive to learning.
e. Establish a classroom learning environment that provides a rich array of learning opportunities based upon
the developmental levels of the children, diminishes negative behaviors, and is clean, safe, and attractive.
f. Demonstrate necessary organizational skills in directing classroom and other personnel
g. Conduct and manage required child assessments, anecdotal notes, documentation and reporting of child outcomes,
IEP’s, Developmental Screenings, etc.
h. Plan classroom activities that are culturally sensitive, avoid sex stereotyping, and involve and challenge children
with disabilities and at all developmental levels.
i. Supervise all meal and snack service following CACFP guidelines
j. Physically interact with children on the playground and inside on the floor in an appropriate and safe manner.
VI. Documentation
a. Develop and implement a weekly written lesson plan and provide an organized program according to the identified
curriculum.
b. Submit assessments, home visits, and paperwork for all departments on time.
c. Maintain child records, lesson plans, and inventory of equipment and materials.
d. Assure that parent and volunteer in-kind forms are completed and submitted in a timely manner.
e. Develop an ongoing weekly individualization plan for each child based on needs and strengths identified through
screening, assessment, and from the input from specialists and parents.
VII. Other
Assist with other duties as defined and/or requested by an Administrator or Supervisor when additional work is
necessary to fulfill the obligations of the program.
5. C.A.C.S. INC. HEAD START & EARLY CHILDHOOD PROGRAMS
JOB DESCRIPTION
Division: Head Start
Job Title: Teacher Assistant
Classification: Para-Professional
FLSA: Non-Exempt
Job Summary:
Under the direct supervision of the teacher and/or according to established instructions or procedures, assists the classroom teacher in
the planning and carrying out individualized education plans and classroom activities. Assists in the maintenance of a safe and
nurturing environment.
I. Job Requirements:
d. Education and/or certification:
• High school diploma or equivalent with child development coursework leading to a CDA
preferred. CDA certification is required within three years of employment.
• A minimum of one year of related and progressively more responsible experience
in a childcare setting.
e. Must undergo and satisfactorily pass at the time of hire and periodically thereafter pursuant to federal and state laws,
Head Start Performance Standards, and Agency Policy and Procedures:
• Criminal History Search
• Child Abuse and Neglect Central Registry Clearance
• Physical examination, Tuberculosis (TB) test and drug screen
• Valid Michigan Operator License or State ID
f. Must possess the ability to:
• Keep current on professional licenses and certifications as needed.
• Work on multiple tasks and be able to organize and prioritize tasks efficiently.
• Properly stoop, bend, lift, climb stairs, and expend moderate physical exertion.
II. Professional Expectations:
m. Maintain professional confidentiality.
n. Attend all required meetings, conferences, trainings, etc.
o. Adapt to a variety of situations.
p. Assist with parent involvement efforts and activities and encourage family participation in the program.
q. Personal appearance is neat and appropriate.
r. Participate in annual Self Assessment and triennial Peer Review process.
s. Maintain personal attendance as defined by Notice of Appointment.
t. Accept responsibility for own words and actions.
u. Respect team, program, families and community members.
v. Work at any site with any staff.
w. Work openly and cooperatively in a team effort approach.
x. Accept responsibility for team performance
• Actively, willingly and consistently participates in team, parent, and other meetings.
• Contributes ideas and efforts towards common goals
• Helps build and maintain positive attitudes, trust and team spirit.
III. Policy requirements:
g. Follow all Head Start Program Performance Standards and all other federal regulations.
h. Follow Michigan Child Care Licensing Regulations and all other state regulations.
i. Adhere to CACS Personnel Policies and Procedures
j. Adhere to CACS Program Manual and Mission Statement.
k. Follow universal precautions.
l. Accept responsibility for generating, documenting, and submitting in-kind to meet program requirements.
Essential Functions (not exhaustive and may be supplanted)
IV. Communication and interpersonal relationship skills expected:
p. Communicate clearly and accurately when writing and speaking.
6. q. Communicate regularly with supervisor regarding any changes in work schedule, supply and equipment needs or
any issues or concerns.
r. Follow administrative and supervisory directives, verbal or written.
V. Program Services:
k. Assists the teacher in planning and carrying out individualized plans, for example: guiding physical activities both
indoor and outdoor; working on self-help skills such a eating and putting on coats; reinforcing learned skills and
behaviors with verbal and emotional support; telling and listening to stories; or encouraging relationships with other
children as per teacher’s direction.
l. Interacts with children in an effective and positive manner.
m. Prepares food for mealtime with children.
n. Accompanies teacher on home visits to discuss child’s progress.
o. Provides childcare for parent activities as requested.
p. May substitute for classroom teacher in his or her absence.
q. Attends and participates in scheduled in-service workshops and trainings.
r. Maintains the classroom in a clean, orderly and safe fashion, as per the teacher’s direction.
s. Serves as a bus rider when necessary, to insure that classroom operations can proceed in a timely manner.
t. Physically interact with children on the playground and inside on the floor in an appropriate and safe manner.
VI. Documentation
f. Documents in writing contacts/incidents involving children, families, and staff.
g. Completes and submits all timesheets, reports and other data requests in a timely and accurate manner.
VII. Other
Assist with other duties as defined and/or requested by an Administrator or Supervisor when additional work is
necessary to fulfill the obligations of the program.