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.

PROFILE OF A VOLUNTEER

For this week’s blog assignment we were asked to describe the work of someone who has impacted the lives of others through volunteerism.  I could not come up with just one person that I know so I decided to use a group of individuals I have worked with in the past who open their hearts and their homes each year – these are the volunteer families who host foreign exchange students for ten months each year who are recipients of either the Future Leaders Exchange (FLEX) or the Youth Exchange and Study scholarships.  Host parents receive no payment for hosting foreign exchange students from either one of these scholarship programs. 

The FLEX program is made possible by funds allocated annually by the US Congress. The program is administered by the United States Department of State, Bureau of Educational and Cultural Affairs, which awards grants to private, non-profit organizations to help run different components of the program.  The Future Leaders Exchange (FLEX) program was established in 1992 under the Freedom Support Act to encourage long-lasting peace and mutual understanding between the United States and countries of Eurasia (pieusa.org).

The Future Leaders Exchange (FLEX) Program gives students who are ages 15 – 17 the opportunity to live with a host family and attend a U.S. high school for an academic year.  Students eligible to apply are from Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Turkmenistan, or Ukraine.  Besides having the opportunity to attend a U.S. high school, FLEX students are required to take part in enrichment activities which include a civic education workshop.  They are also given the opportunity to become alumni for the grant program and mentor other students who are applying for the scholarship.  The part I love about this particular scholarship program is that it is open to students with special needs as well.  These students are offered an Independence Skills Training and the Leadership Reentry Workshop to assist their transition into American life and to readjust to their home countries after their exchange is over (exchanges.state.gov). 

The Kennedy-Lugar Youth Exchange and Study (YES) program was established in October 2002.  The YES program was a result of Congressional discussions following the events of September 11, 2001 and it was established to foster understanding between the United States and countries with significant Muslim populations.  YES students are from Bahrain, Bangladesh, Gaza Strip, Israel, Jordan, Kuwait, Lebanon, Mali, Morocco, Oman, Pakistan, Qatar, Senegal, Tunisia, West Bank and Yemen (pieusa.org).

YES scholarship recipients spend one academic year in the United States, living with a host family and attending an American high school.  While in the USA, students engage in activities to learn about American society and values, acquire leadership skills, and help educate Americans about their countries and cultures.  The YES program is made possible by funds allocated by the US Congress and the United States Department of State, Bureau of Educational and Cultural Affairs administers it.  Grants are awarded to private, non-profit organizations to help run different components of the program (pieusa.org).  There is also a YES Abroad Program which is available to U.S. citizens attending high school (age 15-18.5) who wish to spend one academic year or a semester in select countries (yesprograms.org).

I am so fortunate to still be in contact with so many great young men and women who came to the United States through these programs.  I think I learned as much about their countries as they did about ours.  The great part is the learning continues and does not end for either side.

References

Future Leaders Exchange (FLEX) Program. (n.d.). Future Leaders Exchange (FLEX) Program. Retrieved from http://exchanges.state.gov/youth/programs/flex.html

Future Leaders Exchange (FLEX) | Pacific Intercultural Exchange. (n.d.). Future Leaders Exchange (FLEX) | Pacific Intercultural Exchange. Retrieved from http://pieusa.org/grant-programs/future-leaders-exchange.html

 

Home | YES Program. (n.d.). Home | YES Program. Retrieved from http://www.yesprograms.org

USING SOCIAL MEDIA TO GET CONNECTED

For this week’s blog assignment we were instructed to review the learning resource “Social Media Advocacy: Five Influential Steps” (E-Advocate, 2011) and consider our own experiences with social media.  Then we were asked to reflect on how we have used social media to connect with others in our world, and, if we have not yet used social media, how this tool might be utilized.  Then we were asked to consider social media within the context of our advocacy work, and think about how the varied forms of social media might be used to build awareness and passion around a particular issue.

I will begin by admitting that I probably spend more time on the computer (after my necessary child care work and class work is completed) than I should but this is one way in which I keep in touch with everyone since I spend so much time at home (given what I do and how my schedule is at the present time).  I currently receive email newsletters for multiple organizations from all around the world which provides me with the needed information resources I require in order to effectively advocate for the children and their families in which I work with.  I also have accounts on Facebook and Twitter.  I currently use Facebook more than I do Twitter as those individuals I am keeping in contact with seem to be more active on Facebook.  I find Facebook useful (besides getting the opportunity to play some very addictive games) as a great way to keep in touch with those of like mind to me as well as the organizations from around the world which provide useful information on research, etc.  For example, I use Facebook to keep in touch with Yours For Children, Inc. (the USDA food program I work with to provide nutritional meals for the children in my care).  There are always new postings of great ideas in how to teach children about good nutrition, trainings, research, and easy contact with others in the same field.  As licensed child care providers we do not get to meet with each other too often so this is a great way to keep in contact and share ideas, etc.

I have also discovered the fun of blogging and love writing on this blog each week.  I look forward to continuing with this practice even after I finish this degree.  In the near future I will more than likely supply a link to it on my Facebook page.  The more I use Facebook the more I see the potential to reach so many other individuals.  The only resource I do not upload any items to is YouTube but I have used the website when instructed to do so in past classes.

References

E-Advocate. (2011). Social media advocacy: Five influential steps. Retrieved from http://eadvocate.wordpress.com/social-media-advocacy-six-influential-steps/

 

ADVOCACY MESSAGES

For this week’s blog assignment we were asked to post two or three advertising campaign messages that we believe are inspiring.  The two that I chose are:  “Every Beat Matters” (everybeatmatters.org); and “You don’t have to be perfect to be a perfect parent” (adcouncil.org). 

I feel that both advertising campaigns send effective messages which therefore will create action on the parts of individuals.  When deciding on which advertising campaign message I wanted to use, I read the overview of “Every Beat Matters” and I found it to be very well presented and it peaked my interest right away (gave statistics such as 7 million children in the developing world die of largely preventable or treatable illnesses before they reach the age of five – that equates to roughly 19,000 child deaths a day; listed the diseases such as leading causes of death which include newborn complications, pneumonia, diarrhea, and malaria)(adcouncil.org). Once I finished reading the overview, I went to the website www.EveryBeatMatters.org and was able to watch the TV commercial as well as see how the song which used real children’s heartbeats was created in order to spread the word for the importance of the need for Frontline Health Workers.  The website itself was great as well as it give ways each of us can take action (www.everybeatmatters.org).

As a foster parent I was drawn right to the advertising campaign “You don’t have to be perfect to be a perfect parent.”  I remember this advertising campaign very well and really believe since it portrayed regular people, who are not perfect, that it made an impact on individuals who may normally not take that next step to adopt from the foster care system.  These ads where meant to reassure prospective parents that even if no “perfect,” they have the ability to provide the stability and security that children in foster care need and deserve (adcouncil.com).  I also liked how there is available case studies; real stories; and research which backs up these two advertising campaigns.  I would recommend that anyone interested in these topics visit the websites for more information.

 

References

Ad Council. (n.d.). Ad Council. Retrieved from http://www.adcouncil.org/

Adopting Children from Foster Care. (n.d.). Adopting Children from Foster Care. Retrieved from http://www.adcouncil.org/Impact/Case-Studies-Best-Practices/Adopting-Children-from-Foster-Care

Every Beat Matters. (n.d.). Every Beat Matters: A Campaign by Save the Children. Retrieved from http://www.everybeatmatters.org/

MY OWN CAPACITY

For this week’s blog assignment we were asked to respond to three of the assigned questions.  I chose the following:

Which issues impacting young children and their families and/or the field of early childhood fuel your passion? 

Two of the issues that fuel my passion is diversity in the classroom as well as access to affordable, high-quality programs.  As a licensed child care educator since June, 1990, I have seen many changes in both the licensing standards/regulations as well as what is expected of the child care field professionally.  I have also learned how important it is to view situations from a variety of viewpoints as well as being a neutral third-party when it is needed.  It is very important to keep our minds open in order to learn a greater variety of tools which can be used personally, professionally, and in a local context. 
 

Further understanding of tools such as awareness viewpoints are beneficial in many situations, including but not limited to, situations working with families, when conducting research, and when advocating.  Becoming aware of factors such as the importance of respecting that each student and their family have a culture that is to be valued and affirmed; allowing students and families to fully participate in the educational process – keep communication open in both directions; reflection periodically on our own definition of diversity and educating ourselves in any areas in which we, as educators, need more information in, are also very important (Salend, 2008).

 

What resources do you have at your disposal that can benefit your advocacy work?

I am very fortunate to have access to many resources.  I am very fortunate to have worked in the field of early childhood education since June, 1990 so I have made some great acquaintances through the years.  I have also worked with foreign exchange students from all over the world.  Many of these students still keep in touch with me so if I have a cultural question all I have to do is email them.  I am also a member of the South County Community Partnership in my area.  I also am privileged to have worked with a large amount of individuals when I was a regional manager for six states (Massachusetts, Rhode Island, Connecticut, New York, Vermont and New Hampshire) while working with the exchange students.  These individuals range from educators, community advocates, newspaper employees, those who hold political offices, etc.). 

In what ways do you hope to grow in order to be a more effective advocate?

One of the most important focuses in the early childhood field, is the need of a system designed to assess, improve and communicate the level of quality of early and school-age care programs (Neugebauer, 2009, p. 66), as well as finding quality and affordable child care.  Individuals have diverse abilities and these abilities account for a substantial portion of the variation across individuals in socioeconomic success.  These gaps across children from different socioeconomic groups emerge before their formal education begins (Heckman, 2008, p. 307).  As an early childhood educator, it is imperative that I understand this and more in order to be an effective advocate/educator.

References

Heckman, J. J. (2008). Role of income and family influence on child outcomes. Annals of the New York Academy of Sciences, pp. 307-323. doi:10.1196/annals.1425.031

Neugebauer, R. (2009). Quality rating and improvement systems. Exchange (01648527), (188), 66-68.

 

Salend, S. J. (2008). Creating inclusive classrooms: effective and reflective practices. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.