Feed the Teachers or They’ll Eat the Children!
Teachers need to plan for individual children and groups of children and evaluate if those plans are serving the children optimally. Question: Who plans for the teachers and evaluates if their professional development plans are serving them well? Explore the parallel process between planning for children and planning for teachers and how doing both effectively improves the quality of early childhood education.
Flora Gomez | McCormick Center for Early Childhood Leadership
Early Childhood Policy
CCDBG Reauthorization: One Year Later
The Child Care and Development Block Grant (CCDBG) went into effect Nov. 2014. The reauthorized CCDBG includes several key provisions that will significantly improve child care safety, quality, and access. ECEC has partnered with Exchange Magazine to gather and analyze feedback that will support and inform the field’s understanding of CCDBG’s initial implementation and implications. Come and hear our findings on CCDBG’s promise and challenges.
Rachel Demma | Early Care and Education Consortium
Five Essentials-Early Ed: An Organizational Framework and Surveys for CQI
Learn about the Five Essentials-Early Ed, a set of surveys designed to collect teacher and parent perspectives on organizational conditions essential to continuous quality improvement (CQI) in early education settings. In the near future, leaders will be able to use these data to inform how they conceptualize, plan, and generate continuous quality improvements.
Debra Pacchiano and Amanda Stein | Ounce of Prevention Fund
Stacy Ehrlich | University of Chicago
From the Inside Out: The power of reflection and self-awareness
The frenetic pace that characterizes the professional lives of most early childhood leaders leaves little time for reflection. Yet, it is through reflection that educators often gain insight into the issues and problems that confront them. This session provides a focused opportunity for participants to reflect on their leadership roles.
Ann Hentschel | Branagh Information Group
Understanding the Stress Mess and Being Your Best (Part 1)
With pressure to do more and achieve higher standards, stress is inevitable. With greater demands, less time, and increased scrutiny, we find ourselves heading down the path to burnout, with a toll on our health and effectiveness. Learn new strategies to unwind your own stress mess, better meet the tremendous needs of children and families, and be your best!
Marie Masterson | Dominican University
SOCIAL EMOTIONAL DEVELOPMENT
Cuddling, Consciousness, and Cognition
Emotional engagement—interactions and relationships—is fundamental to the formation of the person as well as a significant factor in promoting learning and development. Explore how early, meaningful, significant, and mindful interactions and relationships foster important skills for school readiness–confidence, curiosity, intentionality, self-control, relatedness, communication, and cooperation.
Keith Pentz | Kaplan Early Learning Company
SUPERVISION, COACHING, AND MENTORSHIP
Leadership Excellence: Inspiring, motivating, and empowering
Leaders play a key role in influencing the workforce. By understanding what fosters motivation, leaders have the ability to reinforce positive behavior, satisfy needs, provide rewards, and empower and engage employees in goal achievement. With a compelling vision, strong values, and sincere compassion, leaders can inspire action, motivate behavior, and empower greatness.
Susan Neustrom | National Louis University
Successful Tech Integration: Tips, Tools, and Techniques
Instructional leaders provide a vision for successful tech integration. They implement the guidelines of the NAEYC/Fred Rogers Center joint position statement; develop a learning community; explore the 4 Cs of tech integration (critical thinking, collaboration, communication, and creation); apply Universal Design for Learning (UDL) principals to create multiple entry points for diverse learners; and help teachers differentiate their instructional and pedagogical approaches.
Chip Donohue & Tamara Kaldor | Erikson Institute
Ed Greene | HITN