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.

Communication Styles

Communication is a growing process and for me it all depends on the setting.  I often find myself to be more apt to listening with minimum non-verbal expressions when I am in meetings with professional colleagues, those I supervise, parents and with those who I am not familiar.  When I am with my family and friends, I tend to tell it like it is as I see it with a lot of non-verbal expressions. 

After this week’s assignments, it has become clear to me that I need to look at myself and how I can be more effective in my communication styles so that people truly listen to what I am saying. “You develop a self-concept by thing about your strengths and weaknesses, observing your behavior in a wide variety of situations, witnessing your own reactions to situations, and watching others’ reaction to you (Synder, 1979)”, (O’Hair & Wiemann, p. 47, 2012).

I grew up learning the Golden Rule, the concept of treating others as you want to be treated.  This is not always true because others may not feel the way I feel or see things the way I see them.  The Platinum Rule, provides a way for others to see how to truly see how people want to be treated without perception. “Competent communicators want to learn and improve. They are motivated to enhance their ability to relate to others as they are”, (Beebe, Beebe, & Redmond, p. 107, 2011).  This is way it is important to get to know people and learn of their cultural upbringing without assuming or putting self-perception into play. “The less sure you are of the person’s qualities, the way the person will behave, or what will happen, the higher that degree of uncertainty”, (O’Hair, & Wiemann, p. 201, 2012).

 

References

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication: Relating to

others (6th ed.). Boston, MA: Allyn & Bacon. Chapter 4, "Interpersonal Communication

and Diversity: Adapting to Others" (pp. 85–114).

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:

Bedford/St. Martin's.

Communication Skills: Language, Nonverbal, Listening

This week’s assignment required me to look at a television show that I have never seen before.  This was not easy, but I remembered a show that I came across last spring called, “Community”.  This show is based on a lawyer who was scuppered when it is discovered that he has falsely claimed to have a bachelor's degree. He is suspended and enrolls himself into Community college. He forms a study group so that he can get closer to an attractive student. The study group includes a millionaire, a former drug addict, a former quarter-back, a single mother, and a film student.

As I watched “Community-Introduction to Teaching” in silence, I observed a lot of eye movement, hand gestures, questionable looks, swaying of the head, and faces full of angriness, confusion, frustration, doubt and a little compassion from teachers and students.  The show included classroom instruction time, facility instructors meeting together, the study group session, and individual meetings between facility instructors, instructors and students, and between students.

When I reviewed the show with voice dialog, I was able to put together the reason for my observations. The lawyer student was introduced to the role of a facility member.  His first day, the student who he was attracted to calls him out because he was not prepared to teach.  Throughout the show, there were numerous other encounters among the instructors and students. I am glad that I was able to understand why the film student (who participates in the study group) became overwhelmed and was acting out in his presentation assignment of watching a Nicholas Cage movie and providing thoughts about his acting skills.

As educators, we must be aware that verbal and nonverbal communication can be contradicting. Communication does have many facets and can be seen in different ways. “It is important to bear in mind, however, that just because we tend to place more stock in nonverbal communication doesn’t mean that we are always right,” (O’Hare & Wiemann, 2012, p. 130).  Just watching in silence, I would assume that the students and teachers did not really care for one another.  It is best to be provided the whole picture before making a decision or forming an opinion.

After watching this show, I was able to find that this show is relaxing with a little humor.  It is not one that I would continuously watch weekly, yet it would be an alternative if I could not find something more interesting.

    

                                         Reference

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York:

Bedford/St. Martin's. Chapter 5, “Nonverbal Communication”.

Competent Communicator

          Most recently I had the opportunity to observe my oldest daughter at her place of employment.  I was amazed at how she was so informative and maintained her composure while working with a patron who was displaying her frustration during the process of completing paperwork.  My daughter politely invited the patron to her desk, and asked "how can I assist you today". 

          After we left the office, I asked my daughter how she felt and she said that she could sense the tension when the patron first walked into the office.  So to ensure that the conversation remained pleasant and productive, my daughter said she thought the best way to handle this situation would be to keep smiling, maintain eye contact as the person spoke to her and provide answers that were direct and to the point.   My daughter also said that she continued to remember that everyone has a bad day and it is better to stay calm and collect. My daughter keeps a picture of a lighthouse on her desk that reminds her of being in an environment that is warm and pleasant.  This picture helps her to focus on what the patron needs and how to assist in meeting the need as the office motto is:  "The customer is always right".

          I am thankful for being able to observe my daughter role modeling the steps of being an effective communicator.  I liked how she took the time to listen, digest the information and then provide a solution based on the facts and not how she (my daughter) felt about the person. " A successful communicator needs to develop the ability to determine what is appropriate and what is not in a variety of cultures and situations", (O'Hare & Wiemann, 2012, p. 17)

Reference:

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St. Martin's.