The Next Step program is a nonprofit that helps teenagers and young adults with disabilities transition from high school to adulthood. It focuses on developing independent living and work skills through a 4-day a week program that teaches skills like food prep, stocking, and social interaction. The program also provides resources to parents and prepares individuals for life after the program. It is funded through government grants and fundraising and uses a client management system to track participants' information.
MA& PA focuses on young parents' sheltering and mental health. Teenagers and young adults between 14 and 21 who are single, coupled, pregnant, or parenting confront difficulties like trauma and homelessness through direct services.
Self-Assessment for Administrators ofChild Care Programs.docxtcarolyn
Self-Assessment
for Administrators of
Child Care Programs
NCSU Directors man. 12/7/01 10:35 AM Page 1
Self-assessment for
Administrators of
Child Care Programs
Achild care program director must manage manythings at once and still be able to prioritize all tasks
in a day’s time. While remaining calm and collected, the
child care director must also be aware that changes may
affect the staff and the enrolled families. Whether the
director directs a small family child care home business or
a large center, the skills are basically the same. The size
and number affected just may differ.
Day-to-day management is important. But you also need a
strong personal philosophy about children and families, a
long range plan, and set of defined goals developed along
with staff and families.
If you are interested in learning more about yourself and
the skills needed to be an excellent program administrator,
then please work through this self-assessment.
Child Care Director’s and
Administrator’s Self-assessment
North Carolina Institute for Early Childhood
Professional Development
Name ________________________________________
Current Position _______________________________
I feel my personal strengths are:
To be a more effective child care administrator,
I think I need to improve:
My career goals are:
1
NCSU Directors man. 12/7/01 10:35 AM Page 2
Self-Assessment
There are 76 items covering 11 different competency
areas in this self-assessment. For each item, think about
your abilities and skills. Then give yourself an honest
rating between one and five.
5 = I have mastered this area and could teach others.
4 = I am strong in this area but could improve.
3 = I am average in this area.
2 = I am below average in this area and could learn more
êêêabout this.
1 = I really need help with this to be more effective.
Educational Knowledge and Skills
__ 1. I understand developmentally appropriate practices
and assure that they are used in every aspect of the
program.
__ 2. I understand the particular needs and characteristics
of children at each stage of development (i.e., infan-
cy, toddlers, etc.).
__ 3. I understand how important theories (such as those
by Piaget, Erickson, & Vygotsky) can be in guiding
practice in the classroom.
__ 4. I make special adaptations to include children with
special needs in the educational program.
__ 5. I assure that staff serve on IEP teams and incorporate
appropriate activities from the IEP in the classroom.
__ 6. I know the warning signs of abuse and neglect and
know how to make appropriate referrals to
supportive services.
___ Total Educational Knowledge and Skills
Organizational Skills
__ 1.I understand the legal standing and status of the
program, its history, philosophy, & goals.
__ 2. The mission of the program is based on parental
advice and needs.
__ 3. My work with the Program Advisory Board and
other advisory groups is productive.
__ 4. I use effective short-term p.
The Inclusion Quality Standards is not about the children already successfully included in settings across Preston. Instead, the focus is on increasing opportunities for those children who are still facing disadvantage. Children who may carry labels that lead to negative attitudes, and those treated less fairly – and who consequently participate less fully. More importantly it is about delivering a quality services to all children, one that enables the autonomy that is fundamental to increased life chances.
MA& PA focuses on young parents' sheltering and mental health. Teenagers and young adults between 14 and 21 who are single, coupled, pregnant, or parenting confront difficulties like trauma and homelessness through direct services.
Self-Assessment for Administrators ofChild Care Programs.docxtcarolyn
Self-Assessment
for Administrators of
Child Care Programs
NCSU Directors man. 12/7/01 10:35 AM Page 1
Self-assessment for
Administrators of
Child Care Programs
Achild care program director must manage manythings at once and still be able to prioritize all tasks
in a day’s time. While remaining calm and collected, the
child care director must also be aware that changes may
affect the staff and the enrolled families. Whether the
director directs a small family child care home business or
a large center, the skills are basically the same. The size
and number affected just may differ.
Day-to-day management is important. But you also need a
strong personal philosophy about children and families, a
long range plan, and set of defined goals developed along
with staff and families.
If you are interested in learning more about yourself and
the skills needed to be an excellent program administrator,
then please work through this self-assessment.
Child Care Director’s and
Administrator’s Self-assessment
North Carolina Institute for Early Childhood
Professional Development
Name ________________________________________
Current Position _______________________________
I feel my personal strengths are:
To be a more effective child care administrator,
I think I need to improve:
My career goals are:
1
NCSU Directors man. 12/7/01 10:35 AM Page 2
Self-Assessment
There are 76 items covering 11 different competency
areas in this self-assessment. For each item, think about
your abilities and skills. Then give yourself an honest
rating between one and five.
5 = I have mastered this area and could teach others.
4 = I am strong in this area but could improve.
3 = I am average in this area.
2 = I am below average in this area and could learn more
êêêabout this.
1 = I really need help with this to be more effective.
Educational Knowledge and Skills
__ 1. I understand developmentally appropriate practices
and assure that they are used in every aspect of the
program.
__ 2. I understand the particular needs and characteristics
of children at each stage of development (i.e., infan-
cy, toddlers, etc.).
__ 3. I understand how important theories (such as those
by Piaget, Erickson, & Vygotsky) can be in guiding
practice in the classroom.
__ 4. I make special adaptations to include children with
special needs in the educational program.
__ 5. I assure that staff serve on IEP teams and incorporate
appropriate activities from the IEP in the classroom.
__ 6. I know the warning signs of abuse and neglect and
know how to make appropriate referrals to
supportive services.
___ Total Educational Knowledge and Skills
Organizational Skills
__ 1.I understand the legal standing and status of the
program, its history, philosophy, & goals.
__ 2. The mission of the program is based on parental
advice and needs.
__ 3. My work with the Program Advisory Board and
other advisory groups is productive.
__ 4. I use effective short-term p.
The Inclusion Quality Standards is not about the children already successfully included in settings across Preston. Instead, the focus is on increasing opportunities for those children who are still facing disadvantage. Children who may carry labels that lead to negative attitudes, and those treated less fairly – and who consequently participate less fully. More importantly it is about delivering a quality services to all children, one that enables the autonomy that is fundamental to increased life chances.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxmccormicknadine86
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo ...
Collaboration and Partnerships among Parents and Professio.docxclarebernice
Collaboration and Partnerships among
Parents and Professionals in Special
Education
INTRODUCTION
Parents are the best supporters of their children
because parents are more aware of their children
and their qualities better than other people.
Hence, parents are vital, particularly, when
talking about the special education needs of the
child.
RIGHTS AND RESPONSIBILITIES OF
FAMILIES IN SPECIAL EDUCATION
Parents need to permit the school to perform an
assessment to their child to determine their
needs based on the IDEA’s special education
services. Parents have the right to be part of the
team that complies with the requirements of the
Evaluation Team Report following the
assessment of the child. Parents have the right to
demand an independent assessment if they are
not in favor of the evaluation system of the
school. Parents also have a right to get involved
on the Individualized Education Program of the
child and aid in deciding the kind of services
that the school should offer to the child.
In addition, the child possesses the right to
obtain services in accordance to IDEA; however,
the parents have the obligation to take part in the
process and make requests. According to IDEA,
the parents will be in-charge of the rights of the
child for due process until the child reaches 18.
INFORMATION AND A TIME LINE OF
THE ETR PROCESS
An ETR can be started by either the guardians or
the school. The school has 30 days to react to the
demand by either getting assent or sending a
letter saying they don't speculate a handicap. On
the off chance that the school at first speculates
an incapacity, they will first contact guardians in
composing, to get consent to direct an
assessment.
The ETR is commonly a progression of no less
than 2 gatherings that is regularly driven by the
school locale's therapist. The initially meeting is
the underlying arranging meeting and the second
is the genuine Evaluation Team Report.
Amid the arranging meeting, the school will
figure out what data is as of now accessible or
requirements an assessment in the ranges
identified with the child's presumed handicaps.
In the event that there is now data accessible
from earlier testing or private testing, the school
may utilize it if the testing was finished in the
most recent year or they can do their own
evaluations. These appraisals will be finished by
people within their territory of forte. An analyst
may do mental/fitness, versatile conduct
appraisal while an Occupational Therapist is the
person who will lead engine evaluations.
General Education Teachers would finish
assessments identified with how the understudy
is gaining ground toward the general training
educational programs.
Everybody ought to leave the ETR arranging
meeting with a firm thought of what testing will
be done, by whom and whether they will watch
the kid, doing appraisal amid schoo ...
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Compet.docxmccormicknadine86
CHAPTER 13Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professionalcode of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policyaffecting young children and their families
· The ability to advocate on behalf of young children, their families and theprofession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issuesimpacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code ofEthical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staffor volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progressachieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have attheir disposal.
3. Discuss opportunities that program administrators have to contribute tothe field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she consideredherself to be a gifted teacher after only a short time in the classroom. Shethought she would spend her entire career working directly with children. She isnow somewhat surprised how much she is enjoying the new responsibilities thatcome with being a program director. She is gaining confidence that she can workeffectively with all families, even when faced with difficult conversations; andher skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to filla leadership role in the local early childhood professional organization. Thatwould give her opportunities to refine her leadership skills while contributing tothe quality of care provided for children throughout her community.
Early childhood administrators are leaders. They contribute to the professionby making the public aware of the field’s emerging professionalism, includingits reliance on a code of ethics; engaging in informed advocacy; becominginvolved in research to increase what we know about how children learn,grow, and develop; and coaching and mentoring novices, experiencedpractitioners, and emerging leaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care andeducation, began discussions about the professionalism of the field in the mid-1980s. Her work extended a foundation that had been laid by sociologists,philosophers, and other scholars and continues to influence how earlychildhood educators think ...
Messy Bessy has successfully grown as a viable business even if half of its workforce is made up of at-risk young adults who are under a working student program.
The unique setup where young adults pay for their own schooling (as opposed to the traditional way of granting scholarships) together with holistic and neuroscience-based interventions have resulted in a very low program dropout rate and high success rate.
The program is ripe for replication. Messy Bessy has developed clear frameworks and tools that are adaptable to any for-profit entity that is willing to include marginalized members of society.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Psychology : Sensation And Perception Essay
Essay on Project Life cycle
Essay on Lifelong Learning
The nursing process Essay
The Process of Communication Essay
Definition Essay: Defining A Writer
Essay on What is Critical Thinking?
Chapter 3: Product Design and Process Selection
The Design Process Essay examples
Strategic Management Essay
Essay on Decision Making
Essay on Socialization
Main Stages of the Design Process
Operations Management : A Transformation Process
Discuss the Reliability of One Cognitive Process
Essay on Critical Thinking
California Budget Process
5 components of adult transition programScott Johnny
5 components of an adult transition program for a successful life after high school. These tips can help the support team of young people with disabilities;
A guide for health and social care workers working with adults at the end of life
25 June 2009 - Department of Health / National End of Life Care Programme / Skills for Care / Skills for Health
The purpose of this guide is to support workforce development, training and education and the development of new and enhanced roles. The principles and competences it outlines form a common foundation for all staff whose work includes care and support for people approaching - and at - the end of their lives.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
One of the most developed cities of India, the city of Chennai is the capital of Tamilnadu and many people from different parts of India come here to earn their bread and butter. Being a metropolitan, the city is filled with towering building and beaches but the sad part as with almost every Indian city
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxmccormicknadine86
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo ...
Collaboration and Partnerships among Parents and Professio.docxclarebernice
Collaboration and Partnerships among
Parents and Professionals in Special
Education
INTRODUCTION
Parents are the best supporters of their children
because parents are more aware of their children
and their qualities better than other people.
Hence, parents are vital, particularly, when
talking about the special education needs of the
child.
RIGHTS AND RESPONSIBILITIES OF
FAMILIES IN SPECIAL EDUCATION
Parents need to permit the school to perform an
assessment to their child to determine their
needs based on the IDEA’s special education
services. Parents have the right to be part of the
team that complies with the requirements of the
Evaluation Team Report following the
assessment of the child. Parents have the right to
demand an independent assessment if they are
not in favor of the evaluation system of the
school. Parents also have a right to get involved
on the Individualized Education Program of the
child and aid in deciding the kind of services
that the school should offer to the child.
In addition, the child possesses the right to
obtain services in accordance to IDEA; however,
the parents have the obligation to take part in the
process and make requests. According to IDEA,
the parents will be in-charge of the rights of the
child for due process until the child reaches 18.
INFORMATION AND A TIME LINE OF
THE ETR PROCESS
An ETR can be started by either the guardians or
the school. The school has 30 days to react to the
demand by either getting assent or sending a
letter saying they don't speculate a handicap. On
the off chance that the school at first speculates
an incapacity, they will first contact guardians in
composing, to get consent to direct an
assessment.
The ETR is commonly a progression of no less
than 2 gatherings that is regularly driven by the
school locale's therapist. The initially meeting is
the underlying arranging meeting and the second
is the genuine Evaluation Team Report.
Amid the arranging meeting, the school will
figure out what data is as of now accessible or
requirements an assessment in the ranges
identified with the child's presumed handicaps.
In the event that there is now data accessible
from earlier testing or private testing, the school
may utilize it if the testing was finished in the
most recent year or they can do their own
evaluations. These appraisals will be finished by
people within their territory of forte. An analyst
may do mental/fitness, versatile conduct
appraisal while an Occupational Therapist is the
person who will lead engine evaluations.
General Education Teachers would finish
assessments identified with how the understudy
is gaining ground toward the general training
educational programs.
Everybody ought to leave the ETR arranging
meeting with a firm thought of what testing will
be done, by whom and whether they will watch
the kid, doing appraisal amid schoo ...
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Compet.docxmccormicknadine86
CHAPTER 13Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professionalcode of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policyaffecting young children and their families
· The ability to advocate on behalf of young children, their families and theprofession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issuesimpacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code ofEthical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staffor volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progressachieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have attheir disposal.
3. Discuss opportunities that program administrators have to contribute tothe field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she consideredherself to be a gifted teacher after only a short time in the classroom. Shethought she would spend her entire career working directly with children. She isnow somewhat surprised how much she is enjoying the new responsibilities thatcome with being a program director. She is gaining confidence that she can workeffectively with all families, even when faced with difficult conversations; andher skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to filla leadership role in the local early childhood professional organization. Thatwould give her opportunities to refine her leadership skills while contributing tothe quality of care provided for children throughout her community.
Early childhood administrators are leaders. They contribute to the professionby making the public aware of the field’s emerging professionalism, includingits reliance on a code of ethics; engaging in informed advocacy; becominginvolved in research to increase what we know about how children learn,grow, and develop; and coaching and mentoring novices, experiencedpractitioners, and emerging leaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care andeducation, began discussions about the professionalism of the field in the mid-1980s. Her work extended a foundation that had been laid by sociologists,philosophers, and other scholars and continues to influence how earlychildhood educators think ...
Messy Bessy has successfully grown as a viable business even if half of its workforce is made up of at-risk young adults who are under a working student program.
The unique setup where young adults pay for their own schooling (as opposed to the traditional way of granting scholarships) together with holistic and neuroscience-based interventions have resulted in a very low program dropout rate and high success rate.
The program is ripe for replication. Messy Bessy has developed clear frameworks and tools that are adaptable to any for-profit entity that is willing to include marginalized members of society.
Join us for an interactive, reflective, and hands-on learning session for school and mental health leaders. Together, we will build out your leadership toolkit to develop the mental health systems and practices on your school campus. In this workshop, we will cover the best practices for school mental health, funding streams (such as Medi-Cal and the Mental Health Services Act) that sustain those practices, and policy approaches that support them. Participants will leave with strategies and knowledge that will support enhanced leadership to drive school mental health equitably in their school community.
Psychology : Sensation And Perception Essay
Essay on Project Life cycle
Essay on Lifelong Learning
The nursing process Essay
The Process of Communication Essay
Definition Essay: Defining A Writer
Essay on What is Critical Thinking?
Chapter 3: Product Design and Process Selection
The Design Process Essay examples
Strategic Management Essay
Essay on Decision Making
Essay on Socialization
Main Stages of the Design Process
Operations Management : A Transformation Process
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A guide for health and social care workers working with adults at the end of life
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1. Next step
program
Monday – Friday 8:00 – 4:00
The transition program from High School
graduation to adult hood for teens and young
adults with disabilities
2. Next step
program
mission
The Next Step aims to provide an informal learning
environment for individuals with disabilities and families
while promoting independence, personal choice, and
potential. The Next Step will help graduates with
disabilities transition from high school to a program where
they can learn the next step into adulthood, focusing on
increasing adult living skills and enhancing work skills.
3. Next step
program
The Next Step program would prepare the graduate with
companies to learn different skills. Some skills taught could
be food prep, stocking shelves, bagging groceries, or
simply interacting with people to learn social skills. The
program would run four days a week, and the fifth day
could be an in-house program to interact with peers and do
leisure activities
4. Next step
program
The program would also be designed to help parents get
information to help their children. For example, how to get
transportation for their child, what skills can their child do,
and prepare them for adulthood. The program would also
prepare the individual and parents for adulthood after The
Next Step program.
5. next step
program
The Next Step program is a non-profit organization which
gets its funding from Federal and State. The Next Step
program also does grant writing and fund raising for extra
curricular activities.
6. next step
program
The Next Step program is staffed with knowledgeable
staffing with a 1 staff to 3 individual ratio. It is a small
company that has a main office which is broken down into
four main areas. The program has an Human Resources,
Maintainer, Training/Hiring and Program Directors. In the
Next Step Program everyone works together to provide a
learning environment for every teen and young adult.
Below is an organizational chart for the Next Step Program
7. Senior Director-over sees director and is
responsible in conjunction with director, the
over all running of the group homes, attends
meetings
Director-Over sees the coordinator and in
conjunction with coordinator the over all
running of assigned homes. Dealing with
staff, individuals, meetings, running of
programs within budgetary needs
Manager-over sees the staff for one
particular home, responsible for individuals,
meetings, schedule and the overall running
of the group home
Staff-Taking care of individuals within a
group home setting, taking them to Drs
appointments, taking into community for
community involvement.
Training
Training Supervisor-Over sees trainer,
keeps tracks of staff trainings within the
company and responsible to update staff
records
Trainer -Responsible for training staff,
notifying staff when they are due
Maintenance
Supervisor-Supervises worker one and two,
also does maintenance on properties
8. Next step
program
The information system that is Therap. The Next
Step Program uses is Therap. This system is a
person-centered health management application
providing a solution for electronic health records
combined with optional billing, medical scheduling,
claims management and modules related to
mental health and developmental disabilities. This
system is designed for all documentation for
individuals. Everyone has their own profile which
includes an overview of them, all their health
diagnosis and what programs or guidelines they
are on
9. Next step program
Economic factors:
1. Services and policies that are non-existent or that
hinder the involvement of all people with a disability.
2. Denying individuals opportunity to participate in
federally funded programs, services, or benefits
3. Denying qualified individuals’ reasonable
accommodations to perform their job duties
Social Factors:
1. Barriers such as where people were born, grow up and
live.
2. People with disabilities are far less likely to be
employed then people without disabilities
3. People with disabilities that are 18 or older are less
likely to have graduated high school and have no skills
4. People with disabilities are more likely to experience
violence then people without disabilities
10. Budget for the
Next Step
Program
Prog Mgr/Asst. Mgr- Dir Care 3381
Program Aides 17164
Total Direct Care 20544
Other Salaries
Maintainer 222
Client Wages
400
Total Other Salaries 622
Total Staffing Cost 21167
Consultants
Consultant - OT 260
Consultant - Physical
Therapist 165
Consultant - Dietician 150
Consultant – Behaviorist 50
Total Consultants 625
11. The next
step
program evaluation
The outcome measures the Next Step company will use
are organizational outcomes, team outcomes and
personal or individual outcomes. The team works together
to improve both team satisfaction and productivity.
Personal or individual outcomes describe what a person
wants to achieve. These are realistic goals that the
person receiving care and support, and their care worker
or career can work towards. They are usually based
around supporting the individual’s well-being. Putting all
the outcomes together will help the company run
smoothly by incorporating all aspects of the team. The
Next Step Program will evaluate the staff by sending
evaluations to each guardian to fill out and send back for
review
12. Next step
program
The Next Step program serves adolescents with
disabilities ages 18 to young adulthood transition from
high school to a program dedicated to increasing their
adult skills. It is a non-profit organization specializing in
and dedicating work to adolescents with disabilities. The
Next Step explores the physical and mental disabilities
transiting to the workplace in the community. The term
disabled seems to stem from the problematic concept of
ableism, which means some people are still under the
assumption that disabled people need to be "fixed" in one
form or another. The company would promote inclusively
with respect and dignity for people with disabilities. It will
construct a better workplace culture for inclusion into
society and the community. Lastly, diversity can help
interactions with those with different viewpoints, cultures,
and perspectives.
