JOBS/ROLES IN THE ECE COMMUNITY: NATIONAL/FEDERAL LEVEL

For this week’s blog assignment we were asked to explore national organizations and federal agencies in order to explore possible positions we would like to hold in the future.  These jobs would foster the well-being of children, families, and the early childhood field. We were then asked to pick three national/federal organizations or communities of practice that appealed to each of us and explain why we chose them.  Once this was done we needed to post job opportunities and the skills and/or experience required in order to hold these positions.  Not surprisingly, once again (as in the week 2 blog assignment) I found a lot of options that appealed to me at a national/federal level.  I have listed three of these organizations below:

 

1.  United Nations Education, Scientific and Cultural Organization (unesco.org, n.d.)

The mission of UNESCO (their education sector) is to provide international leadership to create learning societies with educational opportunities for all populations; provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all; work as an intellectual leader, an honest broker and clearing house for ideas, propelling both countries and the international community to accelerate progress towards these goals; and facilitate the development of partnerships and monitors progress, in particular by publishing an annual Global Monitoring Report that tracks the achievements of countries and the international community towards the six Education for All goals (unesco.org, n.d.).

The job opportunities I found for this organization were all short-term as the Education Sector needed some extra services to work with their permanent staff.  However, each of these jobs required the applicant to reside in Paris, France.  The job chosen for this assignment was Associate Project Officer.  The main responsibilities are under the overall authority of the Assistant Director-General for Education, the overall supervision of the Chief of Section for Teacher Development and Education Policies in the division for Teacher Development and Higher Education (ED/THE/TEP), and the immediate supervision of the Senior Project Officer (Nokia Project Coordinator), the incumbent will contribute to the support of projects under the UNESCO Nokia Partnership.  The selected person will contribute to several projects, primarily related to the section’s work on mobile learning and policies (unesco.com, n.d.).

The required qualifications for this job are as follows:

Education:  Advanced university degree (Master or equivalent) in a subject of direct relevance to education policy analysis, such as public policy, sociology or the economics of education.

Work Experience:  1 to 2 years of professional experience in research and analytical activities, with a strong education policy focus, including one year at the international level; extensive practical experience in the organization of major international conferences.

Skills/Competencies: Excellent ability to undertake analysis; ability to work effectively with research institutions and experts at all levels in other national and international organizations; very strong organizational skills and ability to manage projects effectively; proven capacity to produce high-quality and analytical reports and recommendations from a range of quantitative and qualitative data, and to link evidence to policy recommendations; ability to co-ordinate the work of a multi-national project team, to contribute to the work of other professional staff, to work under pressure and to meet strict deadlines; ability to work effectively in a multi-cultural environment.

Languages:  Excellent oral and written communication skills including excellent drafting skill in English. Working knowledge of French would be an asset. Knowledge of other UNESCO official languages would be an advantage (unesco.org, n.d.).

2.  World Organization for Early Childhood Education (omep-usnc.org)

The World Organization for Early Childhood Education (omep-usnc.org) is part of an international, non-profit, non-governmental organization with members in more than 70 countries.  Their goal is to ensure the wellbeing, rights, and education of children from birth to age eight and their families in the USA and around the world today as well as in the future (omep-usnc.org, n.d.).  Though there are no jobs listed on the website, there is information on becoming a member.  The part I like about membership in this organization is that a portion of the dues go directly to support OMEP-USA projects, such as the Haiti Relief fund, a preschool support project in Jamaica, or a professional materials collection for new early childhood teacher preparation program in Jamaica (omep-usnc.org).  By becoming a member it would also be easier to be kept informed of upcoming job opportunities which may come up.  It would also be a very rewarding and educational experience.

3.  Association for Childhood Education International (acei.org)

The Association for Childhood Education International.  ACEI is a 501(c) 3 charitable organization.  This organization is interested in sharing new approaches to the education of children and ensuring that these approaches are delivered in ways that enhance children’s individual skills and abilities and provide opportunities for success in life (acei.org, n.d.).  Their mission is to promote and support in the global community the optimal education, development, and well-being of children ages birth through early adolescence, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society (acei.org, n.d.).  Their vision is that every child in every nation will have access to a quality education.  This education will prepare children to become responsible and engaged citizens and ready them for life in a changing world (acei.org).  I could not find any job opportunities for this organization.  However, I did find that you can be involved by joining the organization at varying levels and cost.  By becoming a member it would be easier to be kept informed of upcoming job opportunities which may come up.  It would also be a very rewarding and educational experience.

 

References

Association for Childhood Education International. (n.d.). Retrieved November 23, 2012, from http://www.acei.org/

Council for Professional Recognition. (n.d.). Retrieved November 23, 2012, from http://www.cdacouncil.org/

Education | United Nations Educational, Scientific and Cultural Organization. (n.d.). Unescoorg RSS. Retrieved November 24, 2012, from http://www.unesco.org/new/en/education/

EXPLORING ROLES IN THE ECE COMMUNITY: LOCAL AND STATE LEVELS

For this week’s blog assignment we were asked to research at least three local or state organizations or communities of practice that appealed to us.  We were then asked to explain why these choices were made.  We also were asked to find some job opportunities (which may be available at the moment or possibly in the future) that are of interest to us.  Once this was accomplished we were asked to research what skills and experience each of us would need to competently fulfill each of these roles.

Not surprisingly, I found a lot of options that appealed to me at a local and a state level.  Locally, as a licensed home child care provider for the last twenty-three years I have been fortunate to be a part of communities of practice such as the South County Community Partnership; YMCA located in Southbridge, Massachusetts (child care vouchers, trainings, and UPK grant); Yours for Children, Inc. (food program and nutrition trainings); Seven Hills Foundation (respite work); Department of Children and Families (DCF) (foster care and trainings); and Big Brothers Big Sisters (as a mentor/big sister to a terrific young lady with special needs).  Each of the above-mentioned were given as examples since I am currently involved with all of them.

Sadly, even though I will have two Master of Science degrees (Psychology and Early Childhood Public Policy and Advocacy) when this class is completed, I still do not have some of the qualifications needed for some of the positions I found in my area of interest.  I have listed three of the job opportunities which interested me. 

1.  Executive Director, Children’s Leadership Council (Voices for America’s Children) (voices.org, n.d.). 

Qualifications Needed for this position are:  Excellent verbal and written communication, coordination, and consensus building skills; is a sophisticated advocate and can effectively work with, support and energize, CEOs, Executive Directors and staff of national and state organizations, sister coalitions, foundations and other diverse audiences; has at least six years working in the policy arena; has the ability to create a personal connection, prioritize important issues and be a creative strategic partner in the development of both the policy focus and the overall future of the CLC; has experience in participating in or supporting multi-organizational coalitions at the state or federal level (experience in coalition building is a plus); can manage and organize multi-step decision making processes that includes substantial committee work; is knowledgeable about the policy landscape for children and youth from birth to young adulthood; understands federal policy and the federal policy process in Congress (Hill experience is a plus); experience managing contracts (preferred but not required); is skilled in the use of the internet, and other related technologies to support communication and group work (experience with Convio is a plus; and a master’s degree is preferred but not required (voices.org, n.d.).

2.  Early Childhood Educator – South Bay Mental Health

Qualifications needed for this position are:  A degree in Early Childhood Education, Special Education, Child Development or Child Studies is essential. You must also have experience working with young children and families as you will offer direct care that includes developmental evaluations and assessments, curriculum development and group work, service coordination as well as parent support and education.

You will also find the mentoring you’re seeking, professional supervision you’ll welcome and training that pushes you to excel.

3.  Family Advocate/Social Worker/Case Manager (Community Children’s Center) - Horizons for Homeless Children

Qualifications needed for this position are:  Master's Degree in Social Work, Counseling, Psychology, or Family Studies required; Spanish speaking strongly preferred; case manager experience is critical; experience working with homeless and/or at risk families; commitment to a collaborative team approach; excellent communication and writing skills; knowledge of early childhood development a plus (horizonsforhomelesschildren.org, n.d.).

References

Big Brothers Big Sisters of Central MA/Metrowest, Inc. (n.d.). Big Brothers Big Sisters of Central MA/Metrowest, Inc. Retrieved from http://www.bbbscm.org/

Family Advocate/Social Worker/Case Manager (2 openings) Community Children's Center, Dorchester. (n.d.). Horizons for Homeless Children: Improving the Lives of Homeless Children and Families. Retrieved from http://horizonsforhomelesschildren.org/About_Us-Family-Advocate--Family-Partnerships-04-25-12.asp

 (n.d.). Retrieved from http://voices.org/wp-content/uploads/2012/07/CLC-Executive-Director-

Job-Description.pdf

(n.d.). Retrieved from http://jobview.worcester.monster.com/EARLY-CHILDHOOD-

EDUCATORS-Job-Brockton-MA-US-115424838.aspx

Seven Hills Foundation. (n.d.). Seven Hills Foundation. Retrieved from http://www.sevenhills.org/

FROM PASSION TO ACTION

It is so hard to believe that this is the last class needed before earning my Master of Science in Early Childhood Public Policy and Advocacy.  I look forward to working and learning with all of my classmates as we each reach the end of this particular educational journey.