Good news for you and your teaching staff!
Last month, both Houses of Congress passed the bipartisan Higher Education Act bill, it includes key provisions for early childhood educators. The president signed H.R. 4137 into law on Aug.14, 2008.
We are especially excited about three parts of the law:
* Expanded student loan forgiveness programs for teachers earning a bachelor's degree who will work in licensed or regulated child care, Head Start, Early Head Start, and state pre-K programs;
* Inclusion of early childhood education programs in partnerships to improve teacher preparation, recruitment and retention. This means that grant funds for can be used to compensate of early childhood educators who attain an associate's or baccalaureate degree;
* Creation state grants to create early childhood education professional development and career systems that will address teacher's competencies and credentials, better compensation to attract and keep teachers, quality assurances for training and professional development, and articulation agreements.
This is a far reaching law impacting many fields that help us support children and families. For example, Hull House NC's blog describes the potential impact on social workers.
How are you supporting and funding your teacher’s professional development?
Friday, September 19, 2008
Friday, September 5, 2008
Boy, oh boy
Recently, the director of an elementary and middle school asked for advice. She and her staff were excited about implementing the uniquely ME! self-esteem program for girls. She wanted a similar program to address the needs of boys.
Many administrators find it easier to identify high quality programs for girls than parallel programs for boys. We are more likely to hear about the research that points to very disturbing trends facing boys and education, particular around their failure rates. We know that there is a growing literacy gap between girls and boys, that there is mental health disparity, and that developmental differences are often overlooked or addressed inadequately. For me, the most important question is: How do we identify and implement strength-based solutions?
The Boys Advocacy and Mentoring (BAM!) boys group guidebook was the most compelling resource I found. As a companion to the girls’ program or not, it is both practical and strength-based. The inexpensive guide for educators includes the what, why and how of creating a caring school environment where connections with supportive adults and other boys are key. Why is that important? Research consistently shows that a child’s connection to a caring adult and that child’s perception of his or her school as a caring environment are the strongest protection against high-risk behavior. The BAM! groups are unique in that they are not focused on reducing a particular behavior but on helping boys become more emotionally literate and relationally competent while working with male peers.
Also useful - The Boys Project has identified creating ‘boy friendly classrooms’ as one of five mission critical issues. It offers suggestions about how parents can advocate for increasingly supportive and responsive classrooms. Teachers and families can find practical tips and compelling ideas at the Smart boys, bad grades website. They reference Michael Gurian, the co-author of The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005). The book study guide of this orBoys and Girls Learn Differently (2002) would be a great way to engage a group of teachers or parents. For administrators who are drawn to these ideas, the institute offers training for schools and school districts.
A great question from a sensitive and responsive leader in education. Whether you are an educator, administrator or parent – get involved in making schools supportive of and productive for both boys and girls.
Many administrators find it easier to identify high quality programs for girls than parallel programs for boys. We are more likely to hear about the research that points to very disturbing trends facing boys and education, particular around their failure rates. We know that there is a growing literacy gap between girls and boys, that there is mental health disparity, and that developmental differences are often overlooked or addressed inadequately. For me, the most important question is: How do we identify and implement strength-based solutions?
The Boys Advocacy and Mentoring (BAM!) boys group guidebook was the most compelling resource I found. As a companion to the girls’ program or not, it is both practical and strength-based. The inexpensive guide for educators includes the what, why and how of creating a caring school environment where connections with supportive adults and other boys are key. Why is that important? Research consistently shows that a child’s connection to a caring adult and that child’s perception of his or her school as a caring environment are the strongest protection against high-risk behavior. The BAM! groups are unique in that they are not focused on reducing a particular behavior but on helping boys become more emotionally literate and relationally competent while working with male peers.
Also useful - The Boys Project has identified creating ‘boy friendly classrooms’ as one of five mission critical issues. It offers suggestions about how parents can advocate for increasingly supportive and responsive classrooms. Teachers and families can find practical tips and compelling ideas at the Smart boys, bad grades website. They reference Michael Gurian, the co-author of The Minds of Boys: Saving Our Sons from Falling Behind in School and Life (2005). The book study guide of this orBoys and Girls Learn Differently (2002) would be a great way to engage a group of teachers or parents. For administrators who are drawn to these ideas, the institute offers training for schools and school districts.
A great question from a sensitive and responsive leader in education. Whether you are an educator, administrator or parent – get involved in making schools supportive of and productive for both boys and girls.
Friday, August 22, 2008
Welcoming Families: New and Returning
How do you make families and children feel welcome in your center? This is the perfect time to take stock of what you do now and what you’ll add to make this year even better.
Families crave communication! They want to feel up-to-date and in the loop. Just like you – they don’t like surprises. Think about the content, method, timing and frequency of your communication with families. Then, ask each family which method they prefer. Use that one!
Greet every person – child and adult – who walks into your center or classroom. Every person, every time: by name. My name is not “Bella’s mom”. Make sure you and your staff knows each adult’s name and greets them accordingly. This is an easy - and often overlooked -way to show you value each person.
Provide a directory with photos. Families want to connect with one another – but hardly ever know how to do that. A family directory facilitates play dates, birthday parties, babysitting co-ops and a sense of community. Get permission to include photos and remember to include a ‘do not share this information’ statement in your publication.
If you want to know how you are doing, you can use an assessment tool developed by the American Business Collaboration, which will help you understand and respond to family needs. You can read the instructions, offer it in English or Spanish, and score it to gain important insight into your program.
Keep smiling and keep your door open!
Families crave communication! They want to feel up-to-date and in the loop. Just like you – they don’t like surprises. Think about the content, method, timing and frequency of your communication with families. Then, ask each family which method they prefer. Use that one!
Greet every person – child and adult – who walks into your center or classroom. Every person, every time: by name. My name is not “Bella’s mom”. Make sure you and your staff knows each adult’s name and greets them accordingly. This is an easy - and often overlooked -way to show you value each person.
Provide a directory with photos. Families want to connect with one another – but hardly ever know how to do that. A family directory facilitates play dates, birthday parties, babysitting co-ops and a sense of community. Get permission to include photos and remember to include a ‘do not share this information’ statement in your publication.
If you want to know how you are doing, you can use an assessment tool developed by the American Business Collaboration, which will help you understand and respond to family needs. You can read the instructions, offer it in English or Spanish, and score it to gain important insight into your program.
Keep smiling and keep your door open!
Friday, August 15, 2008
I need to hire! Experience, credentials - what should I look for?
I bet you are trying to hire a teacher right now. And if not, you are lucky. But you’ve been there, right? Who is going to make the biggest positive impact in your center? According to the journal Early Education and Development, a teacher’s education and credential level predict classroom quality. Also interesting, though not surprising, is that the director’s credential level forecasts classroom excellence. What’s your strategy for excellence?
Tuesday, August 12, 2008
Funding Opportunity in Virginia
Accessing money to implement or expand programs in your center is a challenge. Right now, you can get ready to apply for three years of funding through VTSF. The application is due in October but it will take a while, so we recommend starting early. You can use the funds to implement any of the VTSF approved programs that make sense for your community. Many of you are using Al’s Pals: Kids Making Healthy Choices already. It is a program for kids as young as 3 which develops pro-social skills, self-control, problem-solving abilities and an understanding that they are not to use tobacco, alcohol and other drugs. If you are thinking about it, sign up for the September 10 mandatory meeting of organizations applying for funds. Hope to see you there
Saturday, August 9, 2008
Changes in Maryland
Maryland's Office of Child Care completed a review of family child care and child care center regulations late in 2007. As promised, the full text of the proposed family child care regulations were published in the Maryland Register on August 1. Look for the proposed child care center licensing text on August 15. Both regulations are scheduled to go into effect on October 20, 2008
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