PCCH Preschool was established in 1961 and offers part-time and full-time academic and creative programming for children ages 2-5, employing a director and 10 teachers with extensive early childhood education experience. Over a 12-week period, the new preschool director will work with staff to review and align the preschool's environment, practices, and curriculum with its philosophy and mission through activities assessing values, climate, and needs for professional development. The goals are to facilitate effective director transitioning, strengthen staff cohesion, encourage participation in program development, and demonstrate the preschool's philosophy, mission, and vision in its practices.
Erica Triebenbach has over 15 years of experience as an early childhood special education teacher. She is seeking a new teaching position where she can utilize her skills in child development and passion for education. Her experience includes teaching preschool through kindergarten ages and managing classrooms, individualized education plans, assistive technologies, and collaborative teams.
The document outlines the goals and challenges for teachers at the Veritas Parochial School for the upcoming 2013-2014 school year. It discusses focusing on revitalizing religious curriculum, facilitating spiritual growth through retreats and activities, promoting wellness through physical fitness programs, and developing high-quality educational programs. It emphasizes the five qualities of a Veritan educator and providing professional development opportunities. Key challenges will be deepening faith formation, implementing a rigorous K-12 curriculum, meeting student and parent needs through open communication, and upholding the school's vision and values.
This document discusses the roles of paraeducators who assist teachers in elementary school classrooms. It notes that teachers receive little training on supervising other adults. The document outlines some potential roles for paraeducators, such as tutoring students, leading small groups, and preparing materials. However, teachers often feel unsure of paraeducator roles and responsibilities due to a lack of communication and training. The document emphasizes that administrators should clearly define paraeducator roles according to school policy and that effective communication between teachers and paraeducators is needed to clarify responsibilities.
Erin G. Elledge is seeking an internship in human resource management. She has a bachelor's degree in business administration with a major in human resource management from Auburn University. She has experience working in non-profits, as a gymnastics teacher and group leader, and as a nanny. On campus, she is involved with the Society for Human Resource Management, environmental awareness organization, and the women's leadership conference planning committee. In her community, she founded a charity called "Change for Change" that has raised over $1,800 for local projects.
The document outlines the roles and responsibilities of a school head or headmaster. It discusses setting the mission, vision, goals and objectives of the school; creating an environment conducive to teaching and learning; implementing, monitoring and assessing the school curriculum; developing the school education program and improvement plan; administering and managing personnel, physical, and fiscal resources; and establishing school and community networks. The school head is also responsible for accepting donations in accordance with existing laws, and performing other functions assigned by education officials.
This resume is for Joy Gray, who is graduating high school in May 2017 and intends to pursue degrees in psychology to become a family/marriage counselor or entrepreneur. She has a history of academic honors and extracurricular involvement in organizations such as FBLA, Mu Alpha Theta, and SGA. Her work experience includes tutoring geometry and volunteering at a local academy.
Gabrielle E. Schiffer is an elementary education graduate from the University of Arizona seeking a teaching position. She has a Bachelor's degree in Elementary Education with a 3.95 GPA and an ESL endorsement. Her experience includes student teaching at Mary Belle McCorkle Academy where she devised educational protocols and adapted curriculum. She also has experience tutoring privately and conducting field experiences and observations at various schools.
Rol del propfesional basado una excelente gestionNohorafigueredo
SE HIZO UN BREVE RESUMEN SOBRE EL ROL DEL PROFESIONAL ENCARGADO EN EL DESARROLLO DE PROYECTOS, LOS ENCARGADOS DEL CICLO DE VIDA DELOS MISMOS, DE IGUAL MANERA LOS ELEMENTOS QUE CONTRIBUYEN ASU BUEN DESARROLLO
Erica Triebenbach has over 15 years of experience as an early childhood special education teacher. She is seeking a new teaching position where she can utilize her skills in child development and passion for education. Her experience includes teaching preschool through kindergarten ages and managing classrooms, individualized education plans, assistive technologies, and collaborative teams.
The document outlines the goals and challenges for teachers at the Veritas Parochial School for the upcoming 2013-2014 school year. It discusses focusing on revitalizing religious curriculum, facilitating spiritual growth through retreats and activities, promoting wellness through physical fitness programs, and developing high-quality educational programs. It emphasizes the five qualities of a Veritan educator and providing professional development opportunities. Key challenges will be deepening faith formation, implementing a rigorous K-12 curriculum, meeting student and parent needs through open communication, and upholding the school's vision and values.
This document discusses the roles of paraeducators who assist teachers in elementary school classrooms. It notes that teachers receive little training on supervising other adults. The document outlines some potential roles for paraeducators, such as tutoring students, leading small groups, and preparing materials. However, teachers often feel unsure of paraeducator roles and responsibilities due to a lack of communication and training. The document emphasizes that administrators should clearly define paraeducator roles according to school policy and that effective communication between teachers and paraeducators is needed to clarify responsibilities.
Erin G. Elledge is seeking an internship in human resource management. She has a bachelor's degree in business administration with a major in human resource management from Auburn University. She has experience working in non-profits, as a gymnastics teacher and group leader, and as a nanny. On campus, she is involved with the Society for Human Resource Management, environmental awareness organization, and the women's leadership conference planning committee. In her community, she founded a charity called "Change for Change" that has raised over $1,800 for local projects.
The document outlines the roles and responsibilities of a school head or headmaster. It discusses setting the mission, vision, goals and objectives of the school; creating an environment conducive to teaching and learning; implementing, monitoring and assessing the school curriculum; developing the school education program and improvement plan; administering and managing personnel, physical, and fiscal resources; and establishing school and community networks. The school head is also responsible for accepting donations in accordance with existing laws, and performing other functions assigned by education officials.
This resume is for Joy Gray, who is graduating high school in May 2017 and intends to pursue degrees in psychology to become a family/marriage counselor or entrepreneur. She has a history of academic honors and extracurricular involvement in organizations such as FBLA, Mu Alpha Theta, and SGA. Her work experience includes tutoring geometry and volunteering at a local academy.
Gabrielle E. Schiffer is an elementary education graduate from the University of Arizona seeking a teaching position. She has a Bachelor's degree in Elementary Education with a 3.95 GPA and an ESL endorsement. Her experience includes student teaching at Mary Belle McCorkle Academy where she devised educational protocols and adapted curriculum. She also has experience tutoring privately and conducting field experiences and observations at various schools.
Rol del propfesional basado una excelente gestionNohorafigueredo
SE HIZO UN BREVE RESUMEN SOBRE EL ROL DEL PROFESIONAL ENCARGADO EN EL DESARROLLO DE PROYECTOS, LOS ENCARGADOS DEL CICLO DE VIDA DELOS MISMOS, DE IGUAL MANERA LOS ELEMENTOS QUE CONTRIBUYEN ASU BUEN DESARROLLO
Os fashion marketplace registration process (4)Euna Jee
Orange Shine provides automation and simplification services for brands, including registration, sales, marketing, and payment processing. It has various teams like customer service, brand support, sales and marketing, and technology that work to help brands succeed. The registration process involves submitting documents, training, and learning how to list products, fulfill orders, and utilize Orange Shine's tools and resources to build sales over time. Joining allows brands to expand their customer base and territories without large expenses by taking advantage of Orange Shine's existing online marketplace and services.
This document discusses design samples by Leila Amiri. Leila Amiri is a designer who creates samples of her work. The document provides information about design samples that were created by designer Leila Amiri.
Leila Amiri's design portfolio showcases her work across various visual design projects including iPhone app design, logo design, brochures, book covers, and more. Her portfolio demonstrates experience with design for apps, websites, print materials, and other digital and physical products. The portfolio highlights her skills in visual design, branding, interfaces, and illustrations.
Accenture created the Go Digital training program to help address the shortage of digital skills in the UK job market and drive employment outcomes. Go Digital provides digital skills training to unemployed youth, small businesses, non-profits, and entrepreneurs through online courses and workshops. Pilot programs partnered with organizations like Lloyds Banking Group and found the training improved digital capabilities and helped participants gain employment or grow their businesses. Accenture aims to expand Go Digital's reach and impact by converting its content into an online skills platform.
The document discusses the anatomy and function of teeth and related structures. It covers four main functions of teeth: mastication, esthetics, speech, and protection of supporting tissues. It describes tooth contours, proximal contacts, embrasures, occlusion, dental arches, variations in relationships, and mechanics of mandibular motion. Key topics include supporting vs. non-supporting cusps, classifications of molar and incisor relationships, and types of mandibular movement including rotation, translation, and complex motion.
Nordic linkages, European Regional Cluster Report (redacted version)Benjamin Huston
This document analyzes cross-border spillover risks between Nordic countries and the rest of the world using market data. The main findings are:
1) Sweden and Finland are the most connected Nordic countries, while Iceland is the least connected. Strong Nordic connections exist with North America and Developed Europe.
2) Nordic financial sectors are the most systemically important parts of the Nordic economy. Nordic sovereigns do not play a significant role in transmitting systemic risk.
3) The largest spillovers to the Nordics originate in Developed Europe, followed by Emerging Europe and North America. Global factors like commodity prices, the USD, and real estate also significantly impact the Nord
Pillar III presentation 2 27-15 - redacted versionBenjamin Huston
This document provides an overview of a market-based indicators approach to stress testing financial institutions in the United States. It describes using a systemic risk dashboard to monitor risks, a contingent claims analysis model to estimate institutions' default probabilities, and generalized additive models to project default probabilities under stress scenarios. Historical results are also recapped. Key findings on macroeconomic contributions and inter-sector spillovers are presented. Annexes provide details on modeling methodologies.
The document is a parent handbook for the Progressive Schoolhouse, a private school in Chico, California serving students from developmental kindergarten through high school. It outlines the school's educational philosophy which is based on developmental theories and recognizes each student's unique learning style and potential. The handbook provides information about the school's director, staff, and curriculum which is individually tailored to students' needs.
The document provides details about the author's extensive experience in education spanning over 30 years, including roles as a teacher, head of department, deputy headteacher, and headteacher. They held nearly every position of responsibility at the school and led significant changes. The author is passionate about innovative teaching methods that engage students and helping all children achieve their potential.
The document is a parent handbook for the Progressive Schoolhouse, a private school with programs from developmental kindergarten through high school. It provides an overview of the school's educational philosophy, which is based on developmental theories and aims to support each student's unique learning style and potential. The handbook describes the school's curriculum, which includes traditional academic subjects as well as additional areas like life skills. It also outlines the full-time and part-time academic programs available to students.
This document provides information for families about Bloom Early Learning Center's policies and procedures. It outlines the center's hours of operation, calendar of closings, educational philosophy focusing on inclusion and respect for diversity. It also includes details about the curriculum used, assessment of children's progress, staff qualifications, daily schedules for different age groups, and policies around inclusion of children with special needs and discipline.
Sarah Williams is seeking an opportunity to use her skills and experience to contribute to an organization. She has a Bachelor's degree in Human Development and Family Studies from the University of Alabama and experience working with adolescents through internships and teaching preschool. Her career summary highlights leadership qualities, organizational skills, communication skills, and that she ultimately aims to pursue a Master's in marriage and family therapy combined with full-time work.
This document summarizes how Laveen Elementary School in Arizona integrated the Leader in Me program with their existing Positive Behavior Intervention Supports (PBIS) program. It describes how PBIS alone focused only on behavior management, while Leader in Me addresses student development holistically. With the combined approach, student mentoring increased dramatically through community partnerships. Discipline data shows a reduction in referrals and lost instructional days after implementing Leader in Me alongside PBIS. The school experienced a cultural shift where students now see leadership roles and community service as the focus, rather than punishment for behavior issues.
The document is a cover letter and resume from Torise L. Hiller applying for a position as a professor/leader in higher education. The letter outlines Hiller's extensive experience in education over the past decade including teaching, educational consulting, and leadership roles. The resume provides further details on Hiller's educational background and qualifications including a PhD in Divinity and Leadership and over 12 years of teaching experience at various levels and subjects. Hiller believes their skills and experience in areas like education, writing, and leadership can be an asset to advancing excellence in higher education.
The document provides an overview of the new administrative structure and strategic plan for Jafaria Sunday School. It introduces the new administrative team and oversight committee that will manage daily operations and provide strategic guidance. It outlines the school's new vision, mission, and core values. The strategic plan's objectives are to improve processes, curriculum/teaching, and student engagement over the next three years. Key activities and changes are described. Risks and assumptions are noted, and parents' support and enrollment are requested to help the school succeed.
This document provides an overview of religious education teacher training for First Unitarian Church of Salt Lake City. It introduces the RE staff, discusses the curriculum and classroom resources, outlines procedures for scheduling classes and finding substitutes, and reviews Sunday morning logistics like taking attendance, snack time, and clean up. The goal is to prepare new teachers for their volunteer role and ensure they feel supported throughout the year.
The document provides information about a student's field study experience at Holy Cross College High School Department. It includes the student's name and course/year of study, details about the cooperating school and instructor, and the dates of submission and interview. It then summarizes the school's vision, mission, goals and objectives which focus on developing students' spirituality, excellence, social responsibility and leadership. The document analyzes how the school's vision and goals inform curriculum design and the teaching methods used to achieve them. It also reflects on how students demonstrate internalizing the school's focus through their behavior and participation.
This document contains Simone Baitey's resume. It outlines her extensive experience and qualifications working in early childhood education, including over 25 years of experience as a teacher, director, and administrator at schools and child development centers in New Jersey, Washington D.C., Georgia, and New York. She holds several teaching certifications and has a Master's degree in Divinity with a concentration in Pastoral Theology. Her resume demonstrates a proven track record of improving programs, increasing enrollment and revenue, and helping students and schools achieve high standards.
This document outlines the vision, mission, values, objectives, and strategic plan of the Faith Tabernacle Church in West Los Angeles over three years. The vision includes a focus on excellence, dependence on the Holy Spirit, biblical accuracy, and transforming prayer. Objectives include developing a clear vision and assimilation plan, focusing Sunday services on non-believers, and establishing a discipleship culture. The strategic plan details goals for evangelism, discipleship, ministry, worship, fellowship, communication, and facilities to achieve the church's vision.
This document provides an overview of the self-guided religious education (RE) teacher training for First Unitarian Church of Salt Lake City. It outlines the curriculum used, how to access and adapt lesson plans, scheduling procedures for teaching teams, and resources available for RE teachers. The goal is to orient new and returning teachers to prepare them for classroom instruction through a paperless PowerPoint presentation.
Os fashion marketplace registration process (4)Euna Jee
Orange Shine provides automation and simplification services for brands, including registration, sales, marketing, and payment processing. It has various teams like customer service, brand support, sales and marketing, and technology that work to help brands succeed. The registration process involves submitting documents, training, and learning how to list products, fulfill orders, and utilize Orange Shine's tools and resources to build sales over time. Joining allows brands to expand their customer base and territories without large expenses by taking advantage of Orange Shine's existing online marketplace and services.
This document discusses design samples by Leila Amiri. Leila Amiri is a designer who creates samples of her work. The document provides information about design samples that were created by designer Leila Amiri.
Leila Amiri's design portfolio showcases her work across various visual design projects including iPhone app design, logo design, brochures, book covers, and more. Her portfolio demonstrates experience with design for apps, websites, print materials, and other digital and physical products. The portfolio highlights her skills in visual design, branding, interfaces, and illustrations.
Accenture created the Go Digital training program to help address the shortage of digital skills in the UK job market and drive employment outcomes. Go Digital provides digital skills training to unemployed youth, small businesses, non-profits, and entrepreneurs through online courses and workshops. Pilot programs partnered with organizations like Lloyds Banking Group and found the training improved digital capabilities and helped participants gain employment or grow their businesses. Accenture aims to expand Go Digital's reach and impact by converting its content into an online skills platform.
The document discusses the anatomy and function of teeth and related structures. It covers four main functions of teeth: mastication, esthetics, speech, and protection of supporting tissues. It describes tooth contours, proximal contacts, embrasures, occlusion, dental arches, variations in relationships, and mechanics of mandibular motion. Key topics include supporting vs. non-supporting cusps, classifications of molar and incisor relationships, and types of mandibular movement including rotation, translation, and complex motion.
Nordic linkages, European Regional Cluster Report (redacted version)Benjamin Huston
This document analyzes cross-border spillover risks between Nordic countries and the rest of the world using market data. The main findings are:
1) Sweden and Finland are the most connected Nordic countries, while Iceland is the least connected. Strong Nordic connections exist with North America and Developed Europe.
2) Nordic financial sectors are the most systemically important parts of the Nordic economy. Nordic sovereigns do not play a significant role in transmitting systemic risk.
3) The largest spillovers to the Nordics originate in Developed Europe, followed by Emerging Europe and North America. Global factors like commodity prices, the USD, and real estate also significantly impact the Nord
Pillar III presentation 2 27-15 - redacted versionBenjamin Huston
This document provides an overview of a market-based indicators approach to stress testing financial institutions in the United States. It describes using a systemic risk dashboard to monitor risks, a contingent claims analysis model to estimate institutions' default probabilities, and generalized additive models to project default probabilities under stress scenarios. Historical results are also recapped. Key findings on macroeconomic contributions and inter-sector spillovers are presented. Annexes provide details on modeling methodologies.
The document is a parent handbook for the Progressive Schoolhouse, a private school in Chico, California serving students from developmental kindergarten through high school. It outlines the school's educational philosophy which is based on developmental theories and recognizes each student's unique learning style and potential. The handbook provides information about the school's director, staff, and curriculum which is individually tailored to students' needs.
The document provides details about the author's extensive experience in education spanning over 30 years, including roles as a teacher, head of department, deputy headteacher, and headteacher. They held nearly every position of responsibility at the school and led significant changes. The author is passionate about innovative teaching methods that engage students and helping all children achieve their potential.
The document is a parent handbook for the Progressive Schoolhouse, a private school with programs from developmental kindergarten through high school. It provides an overview of the school's educational philosophy, which is based on developmental theories and aims to support each student's unique learning style and potential. The handbook describes the school's curriculum, which includes traditional academic subjects as well as additional areas like life skills. It also outlines the full-time and part-time academic programs available to students.
This document provides information for families about Bloom Early Learning Center's policies and procedures. It outlines the center's hours of operation, calendar of closings, educational philosophy focusing on inclusion and respect for diversity. It also includes details about the curriculum used, assessment of children's progress, staff qualifications, daily schedules for different age groups, and policies around inclusion of children with special needs and discipline.
Sarah Williams is seeking an opportunity to use her skills and experience to contribute to an organization. She has a Bachelor's degree in Human Development and Family Studies from the University of Alabama and experience working with adolescents through internships and teaching preschool. Her career summary highlights leadership qualities, organizational skills, communication skills, and that she ultimately aims to pursue a Master's in marriage and family therapy combined with full-time work.
This document summarizes how Laveen Elementary School in Arizona integrated the Leader in Me program with their existing Positive Behavior Intervention Supports (PBIS) program. It describes how PBIS alone focused only on behavior management, while Leader in Me addresses student development holistically. With the combined approach, student mentoring increased dramatically through community partnerships. Discipline data shows a reduction in referrals and lost instructional days after implementing Leader in Me alongside PBIS. The school experienced a cultural shift where students now see leadership roles and community service as the focus, rather than punishment for behavior issues.
The document is a cover letter and resume from Torise L. Hiller applying for a position as a professor/leader in higher education. The letter outlines Hiller's extensive experience in education over the past decade including teaching, educational consulting, and leadership roles. The resume provides further details on Hiller's educational background and qualifications including a PhD in Divinity and Leadership and over 12 years of teaching experience at various levels and subjects. Hiller believes their skills and experience in areas like education, writing, and leadership can be an asset to advancing excellence in higher education.
The document provides an overview of the new administrative structure and strategic plan for Jafaria Sunday School. It introduces the new administrative team and oversight committee that will manage daily operations and provide strategic guidance. It outlines the school's new vision, mission, and core values. The strategic plan's objectives are to improve processes, curriculum/teaching, and student engagement over the next three years. Key activities and changes are described. Risks and assumptions are noted, and parents' support and enrollment are requested to help the school succeed.
This document provides an overview of religious education teacher training for First Unitarian Church of Salt Lake City. It introduces the RE staff, discusses the curriculum and classroom resources, outlines procedures for scheduling classes and finding substitutes, and reviews Sunday morning logistics like taking attendance, snack time, and clean up. The goal is to prepare new teachers for their volunteer role and ensure they feel supported throughout the year.
The document provides information about a student's field study experience at Holy Cross College High School Department. It includes the student's name and course/year of study, details about the cooperating school and instructor, and the dates of submission and interview. It then summarizes the school's vision, mission, goals and objectives which focus on developing students' spirituality, excellence, social responsibility and leadership. The document analyzes how the school's vision and goals inform curriculum design and the teaching methods used to achieve them. It also reflects on how students demonstrate internalizing the school's focus through their behavior and participation.
This document contains Simone Baitey's resume. It outlines her extensive experience and qualifications working in early childhood education, including over 25 years of experience as a teacher, director, and administrator at schools and child development centers in New Jersey, Washington D.C., Georgia, and New York. She holds several teaching certifications and has a Master's degree in Divinity with a concentration in Pastoral Theology. Her resume demonstrates a proven track record of improving programs, increasing enrollment and revenue, and helping students and schools achieve high standards.
This document outlines the vision, mission, values, objectives, and strategic plan of the Faith Tabernacle Church in West Los Angeles over three years. The vision includes a focus on excellence, dependence on the Holy Spirit, biblical accuracy, and transforming prayer. Objectives include developing a clear vision and assimilation plan, focusing Sunday services on non-believers, and establishing a discipleship culture. The strategic plan details goals for evangelism, discipleship, ministry, worship, fellowship, communication, and facilities to achieve the church's vision.
This document provides an overview of the self-guided religious education (RE) teacher training for First Unitarian Church of Salt Lake City. It outlines the curriculum used, how to access and adapt lesson plans, scheduling procedures for teaching teams, and resources available for RE teachers. The goal is to orient new and returning teachers to prepare them for classroom instruction through a paperless PowerPoint presentation.
This document outlines a plan to implement a student leadership program called PALS (Peer Ambassadors, Leaders, and Supporters) at TRACE CROSSINGS elementary school. It describes selecting 4th grade students to serve as peer helpers and providing them with training. The goals are to identify and train student leaders to help peers, address parent requests, and create leadership opportunities. Students would assist younger students in classes, at lunch, and with community service. Training would teach empathy, listening skills, and set up communication with parents and students. The program is based on Stephen Covey's "7 Habits of Highly Effective People".
Kindergarten Teacher The Learning Experience Company Location Lyndhurst, NJ, USimran Ali
Kindergarten Teachers at The Learning Experience are ambassadors of happiness, creating opportunities every day that reflect our mission to make a difference in the lives of children, their families, and communities.
Our passionate teachers use a growth mindset to develop young minds and inspire a love of learning.
The document discusses teacher and pupil well-being in schools. It notes that up to 30% of new teachers in England leave within 5 years, with teacher stress being a significant factor. Various programs have aimed to build pupil emotional well-being and coping strategies as many teachers see increasing pupil stress in primary schools. The presentation then discusses a research project on mindfulness in teachers and learners, and the importance of investing in staff well-being to develop well-being in children and young people.
This document provides details about Vanessa Crupi's teaching experience and qualifications. It includes her degrees from Lakehead University in Education and Arts, her teaching qualifications in various divisions and subjects, the grades and subjects she has taught, her involvement in school activities and professional development workshops. It also includes examples of student work and outlines her experience teaching in Australia for 6 months after graduation.
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST): Content Knowledge and Pedagogy; Learning Environment; Curriculum and Planning; Assessment and Reporting; Diversity of Learners; Community Linkages and Professional Engagements; and Professional Growth and Development. It then discusses the student teacher's first visit to their cooperating school, including touring facilities, discussing expectations with their cooperating teacher, and becoming oriented with school policies.
The document summarizes the applicant's experience working at Highgate Early Learning Centre from 2010 to 2016, where they took on various roles including team leader in the toddler and infant rooms. They also gained experience working as a casual staff member, kindergarten assistant, and student teacher placements. The applicant has a Diploma of Children's Services and is currently studying for a Bachelor of Early Childhood Education and Primary Teaching.
2. PCCH Preschool was established in 1961 and has served families residing in
Chestnut Hill and surrounding communities for over 50 years. Our pre-k
program is non-denominational and offers academic childcare services for
young children between two and five years of age. Our creative age
appropriate curriculum is designed and modified for each child’s learning
style, level of development, and uniqueness, and our facility/classrooms are
bright stimulating environments that encourage child learning and interaction.
We offer part-time morning and full-time extended day service options, and
currently serve 40 children/families. PCCH Pre-k staff consists of a director
and 10 teachers who have extensive background and experience in early
childhood education pedagogy and practices.
3. “Promoting an anti-bias and multicultural approach to early childhood
education by providing a stimulating learning environment with
developmentally appropriate and instill a love of learning by
encouraging children to think, building self-esteem and confidence,
minimizing frustration, letting each child know that he or she is valued.”
Reference
The Presbyterian Church of Chestnut Hill. (2015).
4. Aligning PCCH Preschool Environment and
Pedagogical Practices with Program Philosophy,
Mission and Vision.
5. “To Model the Way, you clarify
values by finding your voice and
affirming shared values and set the
example by aligning personal
actions with shared values.”
Reference
Kouzes, J., Posner, B. (2012). The
Leadership Challenge Workbook.
6. A fresh look and review
Program Mission, Vision
and Philosophy
Staff participation &input
New Staff Collaboration
& Cohesion
Generate New Ideas
and Program Practices
aligned with Mission and
Vision Statement
Professional
Development
Continuous Program
Quality Improvement
Opportunity to
demonstrate Five
Practices of Exemplary
Leadership
8. 03/02 – 03/12/15 – New Director observations
03/12 – 03/19/15 - Staff Identify Your Values Exercise –
03/19 – 03/26/15 - Staff Ten Dimensions of Organizational
Climate Exercise
03/30 – 04/03/15 – Center closed for Easter/Spring Break
04/09 – 04/16/15 - Program Philosophy, Mission and Vision
Statement Review & Interpretation
04/23 – 04/30/15 – Classroom Environment Assessment
05/07 – 05/14/15 – Teacher Practices Assessment
05/21 – 05/28/15 – Staff Professional Development Needs
06/01 – 06/04/15 - Evaluation of Project & Goals
9. Team Member: April, Lead Teacher (pre-k)
Team Member: Michelle, Assistant Teacher (mixed group)
Team Member: Bernadette, Assistant Teacher (mixed group)
Team Member: Dorothy, Lead Teacher (toddlers)
Team Member: Nigel, Spanish Teacher (pre-k & mixed
groups)
Team Member: Patricia, Parent Volunteer & Committee
Member
Team Groups - Teacher Assessment Team (TAT) - April,
Nigel, Michelle; Environment Assessment Team (EAT) -
Dorothy, Bernadette, Patricia
10. New Director & Staff Cohesion
Active Staff Participation & Input for Program
Improvement
Generate New & Creative Ideas for alignment of
Classroom Environment, Practices with Program
Philosophy, Mission and Vision
Effective Staff Needs Assessments for Improved
Program Practices & Classroom Environment
11. Effective & Positive Director Transitioning
Solid Staff/Team Cohesion
Active Staff Participation
Program Development
Practiced Demonstration of Program Philosophy,
Mission & Vision
13. Kouzes, J., Posner, B. (2012). The Leadership Challenge
Workbook. (3rd ed.). (pp. 11 - 29). CA: Jossey-Bass
The Ten Dimensions of Organizational Climate. (n. d.). Retrieved
from
https://ccp.instructure.com/courses/1077110/assignments/3732274
?module_item_id=808221
The Presbyterian Church of Chestnut Hill. (2015). Week Day Pre-
K. Program. Retrieved from
http://www.chestnuthillpres.org/education/weekday-pre-k/
Editor's Notes
PCCH’s program director transition process provides a significant opportunity for program review, development and changing business as usual. The out-going director and current PCCH preschool staff have been with the program for over 15 years, are strongly committed to PCCH children/families, and highly experienced. As the new preschool director, I have had the benefit of observing staff dedication to the program and providing high quality preschool services. However, after examining PCCH’s Preschool Philosophy - promoting an anti-bias and multicultural approach to early childhood education - changes are needed in program recruitment, classroom environment and teaching practices for demonstrated philosophy, mission, vision statement and program alignment. As a result, I decided to concentrate on classroom environment and teacher development for the first leadership project.
Being the new preschool director provides the opportunity for me to take the lead in forming and implementing a creative and participative program improvement project. As a new staff/team member, I felt it was important to approach this project and recruit staff members by using a variety of measures – i.e. director observations (classroom environment and teaching practices) informal staff discussions, utilizing LEAD #114 class exercises, and facilitating team formations and activities.
Aligning our classroom environment and teaching practices with the program’s philosophy mission and vision is vital for the overall enhancement of PCCH’s Preschool program. Cultivating new ideas and/or approaches in order to achieve this objective is essential; therefore, active staff participation and solid staff/team cohesion are encouraged and needed. As the project leader and new staff member, this project offers critical opportunities for modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart (Kouzes and Posner, 2012).
I was hired as the new director in early March and will assume full role responsibilities by the end of June. This gradual transition has been extremely beneficial (for myself and the staff) and I created my project timeline around this process.
Currently, weekly staff meetings (Thursdays) are used for performing and review of project activities, as well as focused discussions and feedback.
My leadership project team members consist of our preschool lead teachers – April, Michelle, Bernadette, Dorothy and Nigel and parent volunteer/committee member – Patricia. Project team members identified Creativity, Open-Mindedness, Honesty/Integrity, Family, Dependability, Patience, Productivity, Happiness, Achievement/Success, Respect, Flexibility and Teamwork as the values needed for successful project goal fruition. The project team group formations (TAT and EAT) were created and based upon project members self-determined interests and strengths.
I believe these project outcomes are instrumental for building upon PCCH’s current program success, effectively addressing several program development needs, generating innovative ideas, fostering active staff input and participation, and establishing a new direction of program possibilities. In addition, these results will significantly aid in eliminating staff apprehension, build staff trust, and form interests in new program and professional development.
For successful project goal achievement, it is absolutely essential that a project leader effectively communicate a shared vision, actively listen to team members, encourage innovative ideas, and promote an environment of community, participation, and respect. A successful leadership project also requires dynamic team members who are committed to effective teamwork. This project experience has provided additional realization of the importance and value of trust, as well as the need for taking risks. In addition, it has strongly reinforced my enthusiasm and dedication to fostering staff collaboration, encouraging originality, promoting self-determination, and recognizing all contributions.