Jobs/Roles in the ECE Community: Internationally

United Nations Children's Fund (UNICEF)
- UNICEF is a international organization that works closely with families who are dealing with; poverty, violence, disease, and various discrimination issues.
- They work with families who have been affected by HV/AIDS, and help them live their life with equality and dignity.
- They also promote girls' education, making sure that they finish grade school and become successful citizens.

Having used this website in the past, I am quite familiar with this organization and all that they offer. UNICEF works in just about all of the seven continents, and in multiple countries within each.


Save the Children
- Motto is to give each child in the United States what they deserve; a healthy start, opportunity to learn, and protection from harm (2011).
- Save the Children organization helps children globally that has been effected by poverty, abuse, homelessness, and other severe situations. This group provides children and their families with clothes, shelter, and even educational materials; such as school books and supplies.
- In 2012, Save the Children served as an aid when Hurricane Sandy tour apart the east coast of the USA. They provided protection and made emergency shelters available.

I have donated money some time ago to Save the Children after receiving some literature in the mail. At first I was hesitant, because I was wondering if the money actually reaches the organization and if it is used for beneficial matters. After doing some research and reading about the different ways in which this organization impacts and aids disasters, I was a little bit relieved and more relaxed about donating.


Association for Childhood Education International (ACEI)
-Mission is to promote and support the optimal education, development, and well-being of children worldwide (2011).
- ACEI is a 501 c3 charitable organization, that encourages and promotes social change. They look forward to ensuring that all children are given the same opportunities around the world, so that they are protected, supported, and educated so they can reach their full potential in life.
- To raise the standard and for those actively involved with care and development of children.


Jobs:
Association for Childhood Education International (ACEI):
Intern for 8-12weeks with possibility of being hired

Role: Gain online research and data gathering that will contribute the gathering to the development of development of briefing papers and other type of resources.

Education: Must be enrolled in a degree program that is geared toward childhood education.
Must reside in Washington, DC.


Curriculum Manager- in Abi Dhabi, UAE.
(3) years of previous teaching experience, preferably at a vocational institute.
2 year contract
Housing- subsidized
Health Insurance- family medical provided by employer. Return flight provided

Must have Bachelor's; however, Master's strongly preferred.
Teaching License
$3,100/month
http://southjersey.craigslist.org/edu/4518815518.html


Resources
Association for Childhood Education International (ACEI). (2011). Retrieved from http://www.acei.org/

Craigslist (2014). http://southjersey.craigslist.org/edu/4518815518.html

Save the Children. (2011). Retrieved from 
http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011. http://www.unicef.org/

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

1. Zero to Three (http://www.zerotothree.org/)
I selected Zero to Three, because it is an organization that focuses strictly on the; development, safety, and health of children from birth until the age of three years of age. Throughout my entire educational career I have always been a fan of this website, being that my primary focus is Early Childhood Education. This program not only serves as a resource for teaching professionals, but also for parents and policymakers as well (2012).

2. National Child Care Association (http://www.nccanet.org/)
NCCA is a program that is geared towards implementing quality and developmentally appropriate practices within all childcare centers. This organization also allows parents to research information based on new regulations that are being executed on a daily basis.

3. Little Tykes ( www.littletikes.com)
This organization stuck out to me as a big interest. Little Tykes is a program that has been around for many years, and provides for children's development of all age groups. Through their toys and other items, the focus is to allow the children to explore their physical, cognitive, social, and language skills by interacting with Little Tyke materials.


Jobs
1. Senior Program Associate
Department: Early Head Start National Resource Center (EHS NRC)

Education: Bachelor's Degree (although not required); or 3-5 years equivalent experience.

Skills and Experience: Strong Organizational and Interpersonal Skills; Knowledgeable with Computer Software Programs (Word, Power Point, Excel); Experience with planning and implementing meetings and trainings; Strong verbal and written communication skills, Ability to travel.

How to Apply:
 Submit Cover Letter with Salary History and Resume by clicking on the link below: http://www.dcjobs.com/apply.asp?jid=6510464


References
Zero to Three: National Center for Infants, Toddlers and Families. (2012). Washington, DC. http://www.zerotothree.org/
National Child Care Association. (2011). Washington, DC.
http://www.nccanet.org/
Little Tykes. (2014).
www.littletikes.com







 

Exploring Roles in the ECE Community: Local and State Levels

1.Creating Communities of Learning: Schools and Smart Growth

- I selected this state COP, because it deals with improving the educational field. This programs goal is to "modernize, repair, replace, and build new public schools as the population of school age children grows and the nation's inventory of school buildings age" (Shoskes, 2004). Another reason I selected this, is because as the communities continue to grow, the schools are becoming over crowded and outdated. It is imperative for the community and local stakeholders to come together and brainstorm ideas to execute how the schools can be revamped to accommodating more students and at a more fashionable atmosphere that will fit with today's society.

2. NJAEYC (New Jersey Association for the Education of Young Children

  - This website is similar to the national website (NAEYC); however, it works with the issues and topics that New Jersey is faced with. NJAEYC's primary goal is to "assure the provision of high quality early childhood programs through improvements in the professional practice and working conditions in the field of early childhood education" (NJAEYC, 2011). This organization also works to inform, train, and educate the teachers in which they come in contact with, with any new laws and or research topics. 3. NJ Council for Young Children
- This council is responsible for supporting the state of NJ in the effort of improving head start for school readiness as each year approaches. This means that because Head Start started out as a preschool program geared towards low income families; this council wants to continue working with these children and families to better prepare them for traditional school. In addition to working with the children ages three to five year olds; they also want to stretch a little further and improve the entire early childhood education bracket that goes until third grade and or eight years of age.


Job opportunities (currently available or not) that interest you
Skills and experience that you would need to competently fulfill each of these roles
1. Head Start- Head Teacher
- Bachelor's Degree, NJ Teacher Certification from Dept. of Education P3, or Montesorri Diploma

2. Center Director for Childcare Development Center
- Must meet State of NJ requirements for Center Director, 2 years hands on center management experience, BA degree, Valid driver's license and reliable transportation, and experience in childcare preferred.





  References

NJAEYC (2011). http://njaeyc.org/

NJ Dept. of Education (2010). http://www.state.nj.us/education/ece/njcyc/

Shoskes, E. (2004). Communities of Learning; Schools and Smart Growth. http://nj.gov/state/planning/docs/learning040104.pdf

Craigslist (2014). Job Postings. http://southjersey.craigslist.org/

EDUC 6990-3 Capstone: Pratical Application in the Early Childhood Field; Instructor Kevin Dartt

Good Morning Dr. Dartt and Classmates,

This here is my blog in which I will be sharing some interesting facts, research, and other valuable information here with you throughout the class. I look forward to working, learning, and completing this Master's Program with each of you. Cheers to the next 8 weeks to the ending of one chapter and beginning of our next!!!!

Sherrell

It's soooooo Hard to say Goodbye, to a GREAT class!!!!

Over the past 8weeks, we have all had the opportunity to engage, learn, and encourage one another. This class has been very interesting, because it was about something that we all do each and everyday but in different methods. When thinking about communicating with one another, you mainly just think about creating a dialogue if back and forth statements and or questions. You rarely think about executing "effective communication skills"

Thank you to each and every one of you for your encouraging words and positivity that you all have shown throughout the class. I pray that everybody continues to strive through the last few classes and successfully complete this program.

I can be reached at Sherrell.widgeon@waldenu.edu or personal email Relly810@yahoo.com

Thanks Again,
Sherrell

Adjoining- Group Project/Meeting

During my undergrad, one of my professors assigned the class into groups of 8/9 people. We were given the task of coming up with a devastating event and to report on it. The details that we were supposed to include was the location, how devastating was it, how many people did it affect/kill, what did the people do as of a result of it, and what were some suggestions on how people could've been better prepared. There were many roles to be handeled; such as research all the information, document and outline it online in the discussion board so your fellow group members could view as well, and type the whole paper up. The last role was a collaborative part of answering any questions from other groups and or the professor.

A few of my classmates lived in or near the surrounding area, so they were able to provide detailed information. A few of the negative interactions that took place were, not everbody participated in the actual research of the information, not did everybody participate in reviewing each part and finalizing the main paper. A few classmates popped in every 2/3 days, i'm not sure for what since they didn't provided any useful information. Nevertheless when peer evaluations came around, everybody "expected" a good report. However, some classmates were let down when they received theirs and it wasn't what they thought it would be!

At the beginning of the group I announced to my partners on the group's discussion that I'd be leaving to go on vacation midway through the week; however I would have all of my assigned work completed and submitted for them to have and include in the report for when it was turned in. I also emailed my teacher letting her know of my preplanned absence beginning on that Thursday throughout the next week (I was going on a cruise). So the beginning of the week went as normal with assigning roles and splitting up areas for research, deciding what day and times would be best to meet on the discussion board and compile all that we had found thus far, etc. Before I left, there were three discussions announced; the first three/nine people logged on, second nobody showed up except me and one other student, and third was rescheduled because everybody had posted that it was a bad time. So needless to say they had about 2 or 3 more after I left. However, during the second meeting of me and one other I posted and "attached" my whole findings and gave permission to make any corrections or add-ins that they felt necessary, but pretty much that was my work. I came back from vacation and checked my grade, to my surprise I had received an "D" for the class. After emailing and the professor and checking over the group's evaluation report they had reported that I barely attended any meetings and I did not deliver nor produce any work in assisting with the project. I was shocked but I knew I had done so and would not stop until it was proven. I sent the professor the attachment and also I had him take a look at my groups discussion board where I posted my work. What apparently happened was, they used my work as if they found It themselves and not given me credit for delivering it ahead of time, thinking since I wouldn't be there during peer evaluations I wouldn't notice. Needless to say, everything was in black and white and my grade became changed to an "A".

I think one think that could be improved is communication apprehension, so if there is someone who doesn't feel comfortable reporting or speaking/sharing their information in fron of others, they can email there portion to another student and he/she can then post it. (O'Hair & Weimann, 2012 ) That was the worst group I had ever worked with, so the adjoining process was easy for me, because I never ever wanted to work with either one of them again. I had lost all trust for them, even if we ended up in another class together, it would be strictly about classwork.

Resource
O'Hair, D. & Wiemann, M. (2012) Real Communication

Week 5- Conflict

Think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life. Share at least two strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective. For example, could you suggest a compromise? Could you look for a broader range of solutions to your disagreement? Could you use some of the principles of nonviolent communication or the 3 R's to better help you resolve this conflict?

- My last disagreement was with  my 2nd supervisor in charge. She constantly comes into my classroom and tells me "I'm not doing something right". I have come to the understanding and realization that prior to me being hired, that was her classroom, so she hasn't fully detached herself from the class. She constantly wants me to leave everything in the same place as when she had the class, and to do things her way. Which I absolutely refuse because I am my own person with my own style. I had this conversation with her on more than one occasion, what worked for you over the last 20years, may not work for me with the new children. I was next told that I never complete any of my paper work on time and need to do a better job as the lead teacher. My first reaction is to be aggressive and to protect my character. After expressing that paperwork gets completed when time is available, she decides she doesn't like my answer, and said no it's because I make excuse after excuse. Well I take offense to that especially when I tell her each day Oh, the internet is out again, or can you put coverage into my class so I can go into the hallway and work on paperwork, or oh the fact that I've had 5new children within the past week and half on top of 2 constant all day children who cry nonstop. I then realized since she's not understanding my point of view nor is sensitive to my struggle, I then ask for assistance without being aggressive nor making facial expressions. One suggestion that was given is to either find or make time to get it done, everybody else does. I think said my last statement and went quiet. Which was, I refuse to take work home because I am not on the clock and nothing we(teachers) do are ever appreciated. Then I got another lecture on how "effective" teachers do things such as; take work home, and how one of her good friends does it all the time. I sat at the table with my hands folded and listened. I'm reminded from week 2 or 3 that in order to become an "effective communicator, you must be an effective listener", and from that point on I had nothing left to say!

Also, if appropriate, ask your colleagues for their input and advice regarding, if not specific problems, how they have learned to be more effective communicators as it relates to conflict resolution skills.

- Asking one of my coworkers from my classroom about how she communicates. She said at the beginning she asks for whatever it is that she wants and if it is not provided then she becomes very aggressive, irate, and remind them that they have done it for someone else and they going to do it for her as well. She states that while she knows being unruly doesn't help, but sometimes she feels that she is taken advantage of when she doesn't stand her ground. I asked her for instance how does she communicate when speaking to professional leaders. She said it's almost as if she goes into a little shell and only responds when a question has been asked to her.