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NAEYC PDI Conference, Indianapolis, 2012 (multiple topics)

NAEYC PDI Institute, Indianapolis, IN

Opening Plenary – Leadership

Sunday June 10, 2012

 

Alfred Osborne is the speaker

tweeted using #naeycinst and #openingplenary

 

There has to be an idea bigger than where we are.

 

You need to create a culture of leaders in your organization.

 

Leaders support innovation and welcome change as an opportunity to test limits.

 

Gretzky – willing to go where the puck is GOING, not where it is.

Are you prepared to do a lot of skating??

 

You have to have a vision, and you have to know how to communicate it.  Don’t keep it to yourself.  Build a following thru this communicating.  This leads to involvement.  And once you have commitment you will get ACTION.

 

Must build a follow-ship so transformation can occur.

 

Involvement leads to commitment and if you have commitment you will get ACTION.

 

Transformational leadership is what we need.

 

Are we living the life we expect of others?

 

Thinking strategically is different than strategic planning. We need strategic thinking and  social entrepreneurs.

 

Every problem is a brilliantly disguised opportunity

-john gardner

 

Where is the value in this disguised opportunity?

Must recognize the opportunity?

 

LOGIC MODELS

What will be done?

What will be changed?

Inputs >> a process that converts to outputs >> create outcome (short/mid/long) >> then we measure the impact the intervention had.

 

If you avoid stress you live longer and avoid things like strokes which are inconvenient when they occur.

 

You must know all the facts. Not just the ones that support your story.

 

 

Organizations that grow, tinker at the edge of what they do best…  If you are paying attention you know where to go next.

 

Kipling used to say… what did he say?

 

My little serving friends (Kipling): Why what where when who and how

 

MIP management improvement process

LIP leadership improvement process

SIP school improvement process

 

“I have an __IP for everything I do.”

 

Vision without courage is not worth a dime.

-Eli Callaway

 

Many of us have the vision but don’t have the willingness to do the work… to cross the desert, too hot, no water, snakes, etc..

 

It’s not enough to have the vision… you must be able to articulate it and identify clear action steps so folks know what needs to happen.

 

Winners

1)   clear focused strategy >> everyone they talked to knew what they did/do

2)   operational excellence >> flawless execution >> seamless

3)   culture >> develop and maintain a culture >> hold them accountable to be their best

4)   structure >> build and maintain an fast flexible and flat (you want leaders close to the action) organization >> easy for people to work in it

 

Winners are followed by:

Climbers

Tumblers

Losers

 

Never tell people what to do

Tell them what you want them to achieve

-Patton

 

<<END>>

The Male Teacher Debate

 

Why it is critical to have male teachers in #ece

Presenter is Sam Williams (Tampa, FL)

 

Sunday June 10, 2012

 

What is holding us back from having more men in ece?

 

2.3% men in preschool and K according to BLS Stats 2011

 

 

Why aren’t men in the profession?

 

Low status

Domestic ideology – women are seen as the nurturers

Traditional gender roles – women are placed in the care-giver roles

Lack of upward mobility in the profession

Teaching is viewed as “semi-professional”

 

 

Low pay

$15K starting salary in PreK

$22K is average for PreK

average college grad salary = $46K

 

 

Perceived as “women’s work”

 

 

Fear of accusation of abuse

 

 

from the aud: yes, we need men in the field, but not just bc they are men. we need good people in the field regardless of gender #naeycinst

 

let’s back up & talk about how we assist admin in even being willing to HIRE men in #ece (good point from audience member)

 

audience member saying that gender perceptions are crystallized by age 10

and it takes a lot of heat to change that, so we need to stop sending the good male teachers up to elementary and jr high.

 

Another one said that female teachers need to stop using the dudes on staff as the “heavy.”

 

Harnessing the Power of Inquiry Based Learning Through Block Play

Monday June 11, 2012, Dr. Marta Collier, presenter

 

Montessori said we are hostesses

But you don’t know what your guests need if you are not paying attention

 

How do you feel when you go to the store and the product you need is out of stock? Not there? How do you feel when there is a literal road block to getting where you need to go?

 

Why do we insist on taking down the block structures right away?

Some History of Block Play:

 

The child’s impulse to construct is an old idea. Construction is found in the writings of Plato, Comenius, Pestalozzi as well as Piaget and Hewitt.

 

Construction is an OLD idea.

 

ABC blocks

Blocks with holes in them

Nesting blocks

Anchorblocks

Patty Smith Hill Blocks (1930) = rods and pillars and SO BIG!

 

Pointed out some gender bias “The Boy Contractor” block sets

 

She is presenting overview of CRISIS IN THE KINDERGARTEN

 

DEWEY

Son of a grocer

U of VT

John Hopkins

U of M

Established the lab school at U of Chicago

 

Dewey believed that children have 4 natural instincts/impulses:

 

social instinct:  conversation, personal intercourse and communication

 

instinct of making:  the constructive impulse, building things

 

instinct of investigation:  doing things and watching to see what happens; inquiry

 

expressive impulse – the desire to extract meaning from experience; creativity

What else do they really need??? Seriously – what else? They need adults who facilitate these 4 things!

 

Dewey said to start the day with a meeting to promote language skills.

 

We need to plan hands-on activities, children learn best by doing.

 

Children’s own interests should be the starting point of education.

 

He learned the value of play to a child’s development

 

Children learn to solve problems, gain language and math concepts when they have freedom to move in and out of the classroom.

 

When a child says I’M DONE at snack, does that mean he’ll never eat again???  NO!  yet when they say all done at play, it doesn’t mean they are actually done.  They are done for “right now.”

 

A good question to ask when a child says they are all done:  Are you “put it away” all done or “taking a break” all done???

 

NOTHING IS PROGRESSIVE UNLESS IT’S MAKING PROGRESS.

 

She indicated that some parts of our country are stuck.  And wondered if maybe if the adults got out of the way, maybe could we get un-stuck?

 

Relationship building is the foundation of education.

 

Children don’t learn how to set goals and problem solve the day they walk across the stage.

 

When we revisit DEWEY we can empower ourselves and add fire tour fight.

 

Interesting question from participant: Are female teachers threatened by the block area?

 

Education is not prep for life – it is life.

 

A child should enjoy being 4 not be getting ready to be 5

 

Don’t mortgage their 4-ness.

 

The (Patty Smith Hill) blocks themselves facilitation cooperation because they are so BIG and HEAVY.

 

And then… we played! (pics are posted!)

Supporting Early Childhood Leadership in your Affiliate

 

L
leaders

Listener

Loyality

Level-headed


E
energy

Effective

Enthusiastic

Ethical

Educated

Eager

engaged


A
assertive

Active

Advocate

Accountable


D
directive

Decisive

Dedicated

Daring

Dreamer

 

E
energy

Effective

Enthusiastic

Ethical

Educated

Eager

engaged

 

R
rally

Resourceful

Respectful

Reflective


S
silent

Supportive

Sharing

Sensitive


H
helpful

Hopeful

Humor

Honest

Hands-on


I
intuitive

Intelligent

Innovative

Intentional

Inspiring

Inclusive


P

Persistent

Professional

Passionate

Principled

Partnerships

 

 

Supporting Early Childhood Leadership in your Affiliate

Presented by various members of the IOWA AEYC board

 

June 11, 2012

 

Beyond what is a GOOD leader – what does our association need??

 

Why does our field need leaders?

What are the current challenges?

 

What are our CRISIS ISSUES?

(some of the ideas that came from audience)

Competition for money

Definitions

Inconsistency

People who have never done this job have become the bosses

 

Pondering Points:

  • Many in the field resist consistently doing what we know if necessary for achieving good results for children.

 

  • We are willing to tolerate poor performance by our colleagues and our staff.

 

  • We hesitate to improve ourselves and our programs if doing so involves too much effort/cost.

 

  • We postpone change and thus defer its benefits perhaps missing this current generation of young children completely.

 

 

In response, IOWA AEYC did the following:

 

  1. Exploring leadership at the governing board level

**using the NAEYC Vision 2015 as a guide

  1. Using the NAEYC national dialogue as a model for conversation in our own chapters
  2. Offering non-members in our field the opportunity to join the conversation
  3. Inviting more of our members to consider leadership opportunities.

 

 

We need to recognize that the most powerful way to engage future leaders is to invite them to participate in something meaningful.

 

If the only invitation we give is to “chair the conference” we might be scaring away a lot of interested folks.

 

We need leaders who possess these skills so that the VISION and MISSION doesn’t die when we do.

 

How do we make sure our vision doesn’t retire with us?

 

HPIO = High Performing, Inclusive Organizations

 

If you don’t have all the resources you need you don’t have enough people around the table (I would offer: or the “right” people)

 

How do you assist 20 year long board members in stepping aside when the time is right??

 

How are pushing ourselves out of our own comfort zones?

 

How do we support new leaders?

Leading Your Reggio Journey

 

After lunch session June 11, 2012, PDI Conference, Indy

 

Basic principles:

Respect of children and families and what they bring to the classroom

 

Images of child

Capable

Competent

Have rights and responsibilities at birth

 

Group Activity: at table we used natural materials to design our image of the child

 

Images of teacher

The RELATIONSHIP between the adult and the children

Focused on the children and what they would like to do

Teacher also as learner

 

Images of the Parent

Parent is the first teacher

Parents are a part of the classroom

Parents are resources

Parents are seen as partners, advocates and collaborators

 

Group Activity: they are throwing a ladybug to generate words/descriptions of parents: involved, unique, busy, teamwork, willing, supportive, overwhelmed, knowledgeable, survivors, experts, competent, policy makers, resourceful, first teacher, skilled, searching, involved, puzzled, loving, a apiece of the puzzle, advocates, strong, multi-taskers, passionate and trusting.

 

Image of the Family

Respecting parents as their child’s first teacher:

What are their expectations?

What are the family’s goals?

What is their history?

 

Meaningful family involvement:

Are they valuable experiences?

  • Parent committees
  • Volunteers
  • What resources do they bring to the table?

 

Respect the value of families

Families bring:

  • New perspectives
  • Diversity and culture
  • Unique communities

 

Environment becomes the third teacher

Room set up

Design and use of the space

Kinds of materials

Communication bet children and tchr/child

 

They showed pics of the classrooms. Before and after pics… many of the befoe pics showed that teachers have too much stuff!!!

 

Their journey:

  • They started the journey by beginning to implement the Project approach
  • Then the staff got trained more on the Reggio approach
  • They have 100 classrooms
  • 17 classrooms volunteered to be the Pilot Program for the Reggio implementation – she felt that obtaining volunteers to lead the way would lead to more buy-in.  These were called the Pioneers.
  • Then they had licensing give tech assistance as to what they can/cannot have in the space – licensing gave some guidelines
  • Started with workshops about 1) Image of Child and 2) Image of Parent, then 3) documentation
  • Viewed 100 languages exhibit
  • Staff received more in-depth Reggio training

 

 

I like that the training came BEFORE the purchasing of the stuff

 

The following year their Reggio Study Group grew from 17 to 67!!

 

The process needs to be unique to your program – ordering the stuff from the catalog will not make you reggio!!

 

You weren’t doing it wrong, you were doing it the way you knew how…

 

 

Teacher Efficacy and Teacher Behavior

 

June 11, 2011 PDI NAEYC Indianapolis, IN

 

In a nutshell:

 

They had the teachers complete a survey of how/what they thought they were doing in the classroom.

 

Then the teachers were observed using the CLASS tool and SNAPSHOT tool.

 

BIG DISCONNECT between what they think they’re doing and what they really are doing…

 

 

Tuesday June 12, 2012

PDI Indy

 

Research for the people? Innovations in bringing research to practice and policy.

 

 

How do we bring research to practice and policy? Kyle wants to get the data out of the air and into the hands of folks who need to use it.

 

Research needs to be translated to make it accessible

Research need NOT be watered down, must retain accuracy & credibility

Need to have a wide range of delivery vehicles for said information

 

Lisa Guernsey

She is the author of Screen Time

 

How much crossover do we have?

What is the role of the 20+ page policy report?

What is the role of twitter? Linkdin?

 

Roberta Golinkoff

We know so much but we are not using it

 

Learning Illusion

Our culture is living under the illusion that what matters is solely mastery of content.

 

What do we do with all the info we have?

Do I have a copy of 21st Century Skills

© 2008

 

6C’s a dynamic model of renewable learning

collaboration

critical thinking

content

communication

confidence

creative innovation

 

 

is it learning VIA play? Or learning VS. play?

Direct instruction vs playful learning

It’s the Capulets and Montagues of early education!

Warring factions or compatible approaches

 

Need preschool curric delivered via free play and guided play

(re-read Mandate for Playful Learning)

 

it’s not play vs learning

it’s learning VIA play

 

So why are we moving backwards?

 

How do we reach the public – who is presently bamboozled by the marketplace???

 

How can we spread the message of what IS best for kids and for the future?

 

HOW?

Take the science of learning out of the lab!

 

Huge gap between what we know and what we do

The learning industry (ed videos, ed toys, tutor shops, etc.) is winning over the learning sciences

 

So they developed the Ultimate Block Party

 

And recently “soft launched”

L__rn

 

Translating the SCIENCE into appealing articles that will be appreciated by the masses!

 

NAEYC publishing staff

 

Talking about TYC

Taking meaty content and translate it for that audience

Who is TYC audience?

Preschool teachers

FCC

College students

New to field

Need practical info

Don’t have a lot of time to read

 

Talking about Young Children

Research based

DAP

Relevant for all ECE 0-8

1/3 practical info

includes references

peer (blind) reviewed journal

Talking about Voices of Practitioners: Teacher Research in ECE

Peer reviewed, online journal

Research of ece teachers who are often underrepresented as authors

Teacher research articles

Teacher research initiatives

For the teacher educator

Definitions of what is teacher research?

 

http://www.naeyc.org/publications/vop/articles

 

 

 

start paying attention to NAEYC “trend briefs”

 

tweeted some sound bites thru the q/a part

 

Stephanie Feeny, ethics, said we ARE harming children via current practices

 

 

Learning Communities

Mind in the Making

Executive function (EF) skills are essential to America’s present and future

 

Ellen Galinksy and a panel

 

June 12, 2012

 

 

“Students and job applicants don’t have the ex functioning skills to really be able to function in today’s workplace.”  – Cecilia Rouse, Princeton

 

ROUSE is calling for an overhaul of our ed system

 

Air traffic control system = exec functioning system

-Jack Shonkoff

 

self regulation and ex funct skills are more important at the time of school entry than letters and numbers

 

report #11

Harvard

http://www.gse.harvard.edu/news-impact/tag/center-on-the-developing-child/

 

Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11. Retrieved from www.developingchild.harvard.edu

 

http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/wp11/

 

fill in the bubble mindset will be a detriment to our culture.

 

What are the EX FUNCTIONS?

Located in the prefrontal cortex

 

Focus – being able to pay attention

Working memory – being able to keep info in mind in order to use it

Cognitive flexibility – being able to adjust to shifting needs and demands, and

Inhibitory control – being able to resist the temptation to go on automatic and do what we need to do to achieve our goals

 

EF skills = Reflecting analyzing planning and evaluation

 

NOTE TO SELF: reread Mind in the Making

 

She played a video with tons of pop up shapes, we were instructed to count the blue stars.

Kind of like this:

http://www.theinvisiblegorilla.com/gorilla_experiment.html

and no one saw the cat.

 

 

http://www.youtube.com/watch?v=tqc8gKuXs3s

Brazelton neonatal test

Watch how the baby self-regulates

 

megan mcclelland

http://health.oregonstate.edu/people/mcclelland-megan

playing games with children increase EF skills

 

 

marshmallow test

Dr. Mischel

Google it on youtube to watch

Mischel is no longer depriving children of marshmallos but studying the behaviors they used while waiting for the marshmallows.

 

 

Panel member from ABQ saying that Mind in the Making was the vehicle to bring more DAP practice to her public school

 

 

Teaching Friends: Vygotsky and Paley on how young children learn from each other and their teacher.

 

Presented by Gillian McNamee,  June 12, 2012, Indy NAEYC PDI

 

 

Friendships, relationships, trust, kindess, respect and listening effect academic performance.

 

She wants to focus on the part of learning that depends on and thrives when children are learning with and from each other.

 

Teachers are taught to arrange children in a circle to promote social interaction and to be in a visual line.

 

 

Children are learning from each other and are essential to one another’s success in school.

 

Each child’s learning is everyone else’s business

 

The strength of the pack is the wolf.  The strength of the wolf is the pack

-Kipling

 

VYGOTSKY

Play creates the ZPD (the construction zone)

It is through others that we develop into ourselves

Through play we are a head taller than ourselves

 

PALEY

Story telling and story acting

 

She spent the rest of the time reading us stories that the children have written.

 

Take it to the limit: Helping high school students graduate workforce ready with a CDA

 

By Deb Pierce

 

**CDA started in 1971

In 1985 NAEYC started managing it

 

CDA is offered in 18 languages

50 states recognize it

over 20,000 applicants per year

300,000 CDA recipients

12,000 renewals per year

 

CDA contributes to “professionalism”

 

WIIFM?? (completing in high school)

Immediate employability

No extra hassle or cost

assistance to finish

part of the ece community

 

What does the Council really want in regard to:

Professional Resource File

-format

-collection

Competency Goal Statements

-format

-content

The verification visit and the new CDA 2.0

-Early childhood studies review

-Oral interview

-New online process

 

Being a High School Student’s Advisor

-Instruction

-Mentoring

-Formal assessment observation

NOTE: learn the formal observation procedures

 

Best ways to help students:

Help them assemble their resource file

Guide them in writing the competency goal statements

Have them conduct a self study

Practice for the early childhood studies review

Prepare for the Oral Interview (best practice vs. what director would want me to do)

Encourage them to continue their education after getting the CDA

>>CDA is not the end of the road

 

George Morrison

Cathy  Robertson

Julie Bullard

Robert Schirrmacher

**suggested text books

 

 

Currently if the candidate isn’t awarded the CDA no feedback is offered – but you can appeal

 

 

The goal is not a piece of paper, it’s to improve the profession.

 

There is a problem with non-certified people doing 3 week trainings. CDA is looking at certifying the trainers to ensure quality.

 

$325 is the app fee – they do all the work but then can’t afford the app fee

 

If you are CDA and work in military you will keep your pay level when you move around and have to get a new #ece job.

 

Valora Washington is Dir of CDA

 

You can let them look at the observation instrument!

 

Personal thoughts:  so I’m wondering if we are contributing to the LACK of DAP by doing too-much hand holding through the CDA process?

 

Is high school too young for them to really know if they are going to be good for this job?

 

Supportive mentoring vs. Hand Holding

Through the process – would we be weeding out the ones who don’t belong by backing off a bit???

 

 

 

 

 

 

 

 

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