Time Well Spent

These last eight weeks have been a journey to my final step in completing my Master's in the ECE field.  As I look back, I am reminded that it is important to build a community of practice that will bring a variety of experts together to meet a demand or need.  Another informative thing I have learned that personally, I am a people person who can be demanding when needed.  The last thing that I will ever remember is that as a leader, I need to stay focus on the goals that I have established and collaborated with others.

My long term goal is to build a resource library that will provide the child, the parents, the staff, and the community valuable information of how to be positive advocates and learn how to be effective in seeking grants and other fundings that will enhance the early childhood quality of care.

I wish everyone a safe and Happy Holiday and may your New Year be filled with joy and success.  I have been touched by your discussions, your recommendations, your dedication and your accomplishments. I know that you all are now ready to take on your next endeavor and make a positive impact on the development of every child that you will come in contact.  

I leave you with this quote by an unknown author:

"If a child cannot learn by the way we teach, then we must teach the way a child can learn."

   

Jobs/Roles ECE Community Internationally

My first choice is UNICEF. I was interested in the Child-friendly schools that has become the main approach through which a network of international and national partners is promoting quality education for all children, in everyday situations as well as in emergencies. In 93 countries, the child-friendly school approach is used for ensuring children their right to quality education. This is all based on the fact that school experience are not always positive and with this program children are given an engaging way to be educated.

As a part of a Global Capacity Development Programme on CFS, UNICEF has developed a Manual to help countries implement CFS models that are most appropriate for their specific circumstances.

If you are a committed, creative professional and are passionate about making a lasting difference for children, the world's leading children's rights organization would like to hear from you.
For 60 years, UNICEF has been working on the ground in 190 countries and territories to promote children's survival, protection and development. The world's largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments.

Job Opportunity
Education Cluster Coordinator, P-4 Juba South Sudan
Purpose of the Position
On behalf of the IASC Human it Adrian Coordinator in South Sudan and UNICEF (as the lead agency for the IASC Education Cluster), and in collaboration with Save the Children, the State Authorities, the main purpose of the Education Cluster Coordinator post is to provide leadership and facilitate the processes that will ensure a well-coordinated, coherent, strategic, and effective Education response in South Sudan.

1. Qualification
Advanced university degree in one or more of the disciplines relevant to the following areas:
Education; Primary Education, or Social Sciences fields relevant to international development assistance.
Some demonstrative capacity to identify and monitor gender inequalities, as well as develop and implement gender mainstreaming in programmes.

2. Work Experience
Minimum eight years of progressively professional work experience, preferably in emergencies. Four of which should be in direct Education in Emergencies, of which 2 years of this experience should be field-based dealing with large-scale emergencies or displaced/refugee situations. A minimum of 2 year experience in Education with UN and/or NGOs in developing countries. Knowledge and experience in application of international technical guidelines and standards in Education.
Previous experience in Cluster approach.
Background and experience working with and in Emergency leading Education response in several countries.
Demonstrated experiences in organising and conducting training activities and information campaign on education related issues.

Proven technical expertise in the area of education assessments including survey, program implementation, monitoring and coordination.

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

Second interest is the United Nations Education, Scientific, and Cultural Organization
I liked how advocacy is identified. Advocacy is an essential element of UNESCO’s mandate and action as the EFA global coordinating agency. Increased advocacy efforts help to accelerate progress towards the achievement of the six EFA goals by holding the international community to its commitments and by sustaining political momentum.
The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals.

Job Opportunity:
Internship:

Academic qualifications and fields of interest: Internships are exclusively reserved for students pursuing a graduate or postgraduate degree programme (second university degree or higher) or technical/professional studies.

As graduate or post-graduate students, you must have already completed a Bachelor’s degree (or equivalent) and be completing at least a Master’s degree at the time of application. Should your studies not be divided into undergraduate and graduate stages, you must have already completed at least 3 years of full time studies at a University or equivalent institution and be in your 4th year of full time studies towards a same diploma.

Candidates pursuing technical/professional studies must be enrolled in the last year of their graduate studies. Secretarial students, should more precisely be in the last year of their bilingual school (French/English) for any internship at Headquarters.


Languages: Excellent spoken and written knowledge of one of the two working languages, English or French.

For secretarial or assistant internship assignments at UNESCO Headquarters and Field Offices, excellent spoken or written knowledge of one of the two working languages, English or French, and a good knowledge of the other language may be required.

Computer skills: Ability to use office-related software (MS Office).

Attitude: An awareness of the many facets of a multicultural world and a commitment to international public service are essential.

Availability: The duration of an internship must be between one and four months.


United Nations Education, Scientific, and Cultural Organization (UNESCO). (2011). Retrieved from http://www.unesco.org/new/en/unesco/about-us/who-we-are/introducing-unesco/

Third Choice: Save the Children
Save the Children is the leading independent organization creating lasting change in the lives of children in need in the United States and around the world. This orhanization is recognized for being commitment to accountability, innovation and collaboration, the heart of communities is the focus, to help children and families help themselves. Save the children works with other organizations, governments, non-profits and a variety of local partners while maintaining our own independence without political agenda or religious orientation.
Job Opportunities
Emerhency Education Cluster Co-ordinator

Responsibilities
Assume overall responsibility for co-ordination of the Education Cluster.
Work closely with other key members of the Education Cluster, including school officials, National, Provincial or Local Governments, OCHA, UNICEF and all other cluster members.
Secure commitments from humanitarian actors responding to or supporting the emergency response.
Lead development of the Education Cluster work plan, and co-ordinate the harmonization of response activities, ensuring that activities prevent overlap and duplication.
Ensure that cluster activities reflect the needs identified at field locations.
Ensure that information is shared amongst cluster members, and that information from other sectors and clusters is made available to cluster members in order to improve planning, integration and implementation.
Ensure clear and effective communication occurs between the field and the national cluster.
Contribute to regular OCHA sitreps, and take an active part in OCHA coordination meetings.
Ensure that inter-agency response strategy for Education reflects key findings from needs assessments, identifying gaps, and formulating a sector-wide inter agency response plan, taking into account the cross-cutting areas from other sectors or clusters.
Ensure education is explicitly included and prioritized in all multi-sector assessments and reports, including OCHA Sitreps.
Ensure cluster members are aware of relevant minimum standards, policies and guidelines with apply to all agencies.
Track and monitor cluster members fund raising for Education specific interventions, and ensure that members are aware of funding opportunities.
Where appropriate, ensure that capacity building of country programme staff occurs in order to ensure ongoing sustainability and quality of the response.
Requirements
Excellent communication skills, including ability to facilitate diverse groups.
Relevant qualifications in Education, related field or at least fie years of relevant experience.
Experience of high level co-ordination and chairing of meetings.
Experience in humanitarian response within the education sector.
Understanding of international humanitarian response and co-ordination mechanisms.
Ability to work and represent views across different stakeholders taking part in the Education cluster.
Understanding of opportunities to provide integrated or cross-cutting humanitarian interventions with other sectors and Clusters.
Understanding of the consolidated Appeals Process and other funding mechanisms.
Ability to plan strategically, taking into account the views of diverse stakeholders.
Excellent advocacy skills.
Excellent written and verbal English language skills.
Experience and/or an interest in response region desirable.
Ability to speak other international languages desirable.
Formal training in Cluster Co-ordination desirable.

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm
Working on an international level truly requires dedication and commitment. I admire those who hold any position in these organizations that I have reviewed this week.

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

This week’s assignment made me take a look at what I have been doing for the last 23 years and how important it is to be able to reassess where I am and where I want to be within the next five years. I currently work for the federal government and I have been in various positions within the federal government system under the military affiliation. This week I ventured beyond the military walls and looked at the following national agencies and organizations:

Department of Education: www.ed.gov

A federal agency that is geared to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. Job opportunities range from supervisory to research. Because this agency conducts research, analyze the research, and develop policy and procedures, I am most interested in seeking a job within the policy and procedures department. Currently there are no positions open. I did find a position that sparked my interest, Director, Special Education Rehabilitation and Research Analyst. Although I do have the experience and the education, currently I do not meet the criteria because I am currently 2 levels below the position.


National Education Association: www.nea.org

This is the nation’s largest professional employee organization, is committed to advancing the cause of public education. The mission is to advocate professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world. Positions in the NEA include executive, managerial, professional, technical, administrative/clerical and trades/crafts. Although the headquarters is in the Washington DC area, there are state affiliation connections for hiring. Being in the DC/MD/VA area there are opportunities in the area of Uniserv Director that primarily serve as advocates to make positive changes for teachers and students. I would need to be able to communicate verbally and nonverbally, have technology skills, be able to handle conflict and be a self- starter who works without direct supervision.

National Head Start Association: www.nhsa.org

Mission is to coalesce, inspire and support the Head Start field as a leader in early childhood development and education. The association is compelled to fulfill this mission by the promise of all the possible outcomes: one powerful, united HeadStart voice, a collegial, collaborative. There is a Director of Family Development positon available and of interest to me because I enjoy working with families and providing them with resources that will be effective in the development of their children. One of the requirements is that all applicants must be a member of the organization before you can view the position listing and apply.

All three sources that I researched appealed to my interest because their missions are related to my goal of being an advocate for early childhood. It is important that every child, family, and educator are provided the right resources that will ensure that all developmental needs are met and are offered equally to all, especially to those who have special needs. As I finish my Capstone and I obtain my Masters in the field of ECE Leadership, my goal is to be able to make a difference for children. I now see that there are many ways that I can be influential by either being a part of policy and procedure development, mentoring educators, and walking directly with families and children.

Community Practice: Organizations and Job Opportunities

National Association Early Young Children(NAEYC)
http://www.naeyc.org

NAEYC's mission is to serve and act on behalf of the needs, rights and well-being of all young children with primary focus on the provision of educational and developmental services and resources (NAEYC Bylaws, Article I., Section 1.1).

NAEYC seeks an effective leader with proven success in accreditation and early childhood higher education or professional development systems. I found a Senior Director position that was of interest. The responsibilities included directing, leading, and managing NAEYC’s efforts related to the accreditation of early childhood education degree programs in institutions of higher education that lead to an associate, baccalaureate, or advanced degree. Works in collaboration with internal and external stakeholders, including NAEYC staff, NAEYC peer reviewers, ECADA Commission members, NAEYC Audit Team members, and representatives from national/local organizations to make NAEYC higher education accreditation systems critical components of state and national professional development systems.

Minimum of a Master’s degree in human services management, early childhood education, child development, instructional design, adult learning, education policy, higher education administration, or a related field. Also there is a requirement of
5 years of experience in accreditation systems and higher education or professional development systems; at least 3 years with significant supervisory/management responsibility.
Knowledge of higher education accreditation systems, higher education systems, and/or state professional development systems and their connection to ECE professional preparation
Knowledge of early childhood education or child development.
Knowledge of current issues and key stakeholders in the early childhood education field, particularly as they relate to the early childhood workforce.
Experience in public speaking, developing, and presenting material to a national professional audience, and facilitating group processes. Ability to travel.

The Division of Early Childhood
http://marylandpublicschools.org/MSDE/divisions/child_care/index.htm

Development at the Maryland State Department of Education is responsible for early care and education in Maryland. The main mission of the Division is to improve early education in Maryland so that young children are well prepared for school. The Division is composed of the Office of Child Care, the Early Learning Branch, and the Collaboration and Program Improvement Branch.

I did not see any positions of interest to me at this time. My goal is to be a me to support the developmental needs of all children especially those with learning disabilities. I will continue to revisit the website for job opportunities that will meet my goal and focus.


Military Child Education Coalition (MCE)
http://www.militarychild.org/about-us

This organization is focused on ensuring quality educational opportunities for all military children affected by mobility, family separation, and transition. A 501(c)(3) non-profit, world-wide organization, the MCEC performs research, develops resources, conducts professional institutes and conferences, and develops and publishes resources for all constituencies.

Because I am currently working in the military early childhood program, there is an opportunity to become more visible and an advocate for military families and children. The position is Military Student Transition Consultant (MSTC) .
The MCEC is looking for a seasoned, strategic, and process-minded Military Student Transition Consultant (MSTC) with public school experience, strong ties within the local school district, military service background, and military education background. To support a positive relationship between the School District and the Military community. Establish protocols to communicate and market available school district and MCEC
resources and school events to families; Work with military connected students and others to coordinate and support efforts to: assess needs, build awareness of resources, and provide a connection between students/families with needs with possible solutions; Provide assistance to military connected students with needs as they relate to deployment and relocations;
Assist in providing programs and services which place an emphasis on promoting
the military connected student and families with the local community;
Assist, as needed, with grant proposals and other fundraising opportunities;
Provide support to families with special needs issues and assist in the navigation
of the school special education process;
As a prerequisite, the successful candidate must be committed to the core values of the MCEC’s mission. Further, the successful candidate will most likely have had a combination of public school experience and a military education background (e.g., taught in schools with military-connected student populations). Military service and/or military family connection is highly valued.

Candidate requirements:
• Character—trustworthiness, dedication, respect for diversity of background and experience, dedication to learning and growing personally, patriotism, maturity, high personal and a deep commitment to children.
• Results—proven track record of exceeding goals and a bottom-line orientation; evidence of the ability to consistently make good decisions through a combination of analysis, wisdom, experience, and judgment.
• Action Oriented—enjoys working hard and looks for challenges; able to act and react, as necessary, even if limited information is available; is responsive; not afraid to take charge of a situation.
• Articulate and Accurate—demonstrates excellent written and oral communication skills.
• Background Requirements—authorized to work in the United States, undergraduate degree related to education required; Master’s degree in education, special education, social work, psychology, or counseling, or similar advanced degrees highly preferred; Experience working
military students highly preferred; Special education background is highly preferred.

Based on my education and experience I feel that I would equipped to work in the NAEYC and MCEC Organizations. Having a military culture background in early childcare and completing the Walden MS ECE program I would bring a strong sense of communication and collaboration which draws on my focus of being an advocate for families and children.

Adjourning

As  I thought about the process of getting to adjourning when working in a team setting, I was reminded of the many courses that I have attended that related to my managerial duties.  During the courses, my colleagues and I were paired up into groups and we were assigned to complete a project within a week based on the training and information provided.  At the end of the week we would have to present our project. The last course I attended, people were paired up with a combination of new hires and long term employees it was interesting as we went through the stages of forming, storming,  performing, and adjourning.  There was a lot of storming that took place because we all came from different places, the skill levels ranged from entry to target and although we received the same information to manage our programs, the interpretation may not have been the same.  On the night before our presentation was due, we finally agreed(a little norming showed up) that we all provided valuable information that would we could perform the task of developing a presentation that met the requirements for completion of the course.

During the presentation, the group received feedback from the instructor.  One of the comments was that we all demonstrated a trust within the group.  Our presentation involved each group member to speak and it was pointed out that as a team, the information flowed from one person to the next.  Not sure what the other groups experienced during the course, I just know that we allowed each other to express ourselves as long as it took and when we needed to get the work completed, we performed with ease.  As we prepared to go our separate ways, we each provided our contact information and we still keep in touch on a social and professional level.  Even though we may never attend another course together, we will always remain in contact with one another.  Recently two of our team members were promoted to a senior level and although we are miles a part, it was exciting that due to our continued connections, we were able to share our congratulations.  Adjourning does not always have to be an ending.  It can be closing one door and opening another because of previous interactions.

As I have made connections during my online studies with many Walden colleagues, I hope that we will continue to build upon interactions and remain connected through our social settings and continue to share our experiences as early childhood educators making a difference in the lifes of the children and families by providing support and resources that meet the educational needs of everyone.

Communication and Conflict

Conflict arises when two or more people have contact that deals with making decisions or decisions have been made without input from everyone affected.  I recall a situation within my work environment where decisions were made to transition staff from one program to another without communicating with the management team.  This decision brought about tension and reluctance which reduced the efficiency of workflow.  There was no team work, managers kept to themselves and would not share programming information as they had done in the past.  As a result a team mediation meeting was requested by the lead team manager. It felt like being in a court room as we were all questioned about actions that were taken beyond our control. 

Based on the reading for this week, conflict can be bad or good, it all depends on how conflict is handled. “The goal is not to end or eliminate conflict but simply to transform the ways it is expressed”, (Third Side, n.d.).  If there had been a better way of communicating why the changes were occurring and not just directed to make the change, the managers would have continued to work as a team and not separate. 

Even though the mediation took place, the outcomes were basically that managers would do what they were told and not question the decision.  Why even go through the mediation process  if the managers could not express themselves or be heard.  Listening to what the managers had to say was definitely not an option, to me it was one sided.  I like the win/win approach, “I want to win and I want you to win too”, that was identified in the Conflict Resolution Network Article, n.d.  Being able to effectively communicate makes a tremendous difference in the environment.   Due to the miscommunication, some managers chose to move on to other venues.  I honestly believe that if the team were allowed to really work as a team, the 3 R’s, respectful, reciprocal, and responsive relationships would have remained and improved upon. 

As a team member, I now sit back and observe before I provide my thoughts as I do not want to have this type of experience again in my career.  “Knowing how to present yourself in the best way usually involves paying attention to your behavior and that of others”, (O’Hair & Wiemann, 2012, p. 55).

References

Conflict Resolution Network. (n.d.). CR kit. Retrieved from http://www.crnhq.org/pages.php?pID=12#skill_3

O’Hair, D. & Wiemann, M., (2012). Real communication, An introduction. Chapter 8, "Managing conflict in relationships”New York: Bedford/St. Martin's.

The Third Side. (n.d.). The third side. Retrieved from http://www.thirdside.org/

Who Am I As A Communicator?

          As I reviewed the assignment for this week and I proceeded to evaluate myself, I was provided valuable information that will help me build a communication style that will allow me to express myself in a professional and meaningful matter. I was able to see that yes I am sometime uneasy in some communication situations and in other communication opportunities I am more confident.  I can certainly see that when I am in small settings or conducting one on one conversation I am more at ease with my dialogue.  When I am in a large group setting, I tend to become tense because I want to ensure that I stay on target and that the information that I am presenting comes across effectively.

          I do agree that I am apt to become aggressive when communicating with staff members about their performance especially when it becomes repetitive in addressing what is desired and what the staff member is actually doing which does not meet the standards for programming and customer service.

          It was also interesting to see that through the eyes of my family member and colleague, there were similarities in the area of communication anxiety and listening styles. I was more intrigued with the evaluation of my family member who evaluated my verbal aggressiveness as being moderate and my colleague’s response was similar to what I had evaluated as being at a significant level of crossing the line and being aggressive to the listener which could cause hurtful feelings.

          Upon assessing the evaluation, I do acknowledge that I need to be more attentive in the way I verbally communicate.  I must say that I would have considered myself to be an action-oriented person when it comes to listening. The evaluation results reflect that I am people-oriented listener. With this in mind, I need to find a medium in the way I listen and how I communicate in all settings whether small, large, or one on one.  I do not want to make anyone feel uncomfortable, yet I want to make sure that I am effective and productive in anything that I am apart of whether it be on the job, at home or in my community.

References

Communication Measures: Rubin, R. B., Palmgreen, P., & Sypher, H. E. (Eds.) (2009). Communication research measures: A sourcebook. New York: Routledge. “Communication Anxiety Inventory" and "Verbal Aggressiveness Scale".  Copyright 2009 Taylor & Francis Group LLC Books. Used with permission from Routledge via the Copyright Clearance Center.

Communication Measure: Rubin, R. B., Rubin, A. M., Graham, E. E., Perse, E. M., & Seibold, D. R. (Eds.) (2009). Communication research measures II: A sourcebook. New York: Routledge. "Listening Styles Profile-16". Copyright 2009 Taylor & Francis Group LLC Books. Used with permission from Taylor & Francis via the Copyright Clearance Center.