Defining Our Profession—This Is Our Time. What's It Going to Take?
Kick off this conversation with early childhood educators who will help us envision the possibilities
Panelists: Isauro Michael Escamilla, Preschool Teacher, Las Americas Early Education School; Melissa Ann Porfirio, First Grade Teacher, Springfield (VA) Elementary School; Tychawn Johnson, Master Teacher, Jersey City Public Schools; and LaTisha Flowers, Mentoring Teacher, Toddler Living Room at the Highlander School in Atlanta, Georgia.
Closing General Session:
The Early Childhood Profession We All Want: Perspective of Three Leaders
Conclude the Institute with an analysis of the content addressed during our 3½ days of investigation
Moderator: Stacie Goffin, Goffin Strategy Group
Panelists: Lea Austin, Specialist, Center for the Study of Child Care Employment; Sherry Cleary, Executive Director, New York City Early Childhood Professional Development Institute; Sam Meisels, Founding Executive Director of the Buffett Early Childhood Institute and Professor of Child, Youth, and Family Studies at the University of Nebraska
During the Institute, attend the Research Symposiums, coordinated by Kyle Snow, Director of the Center for Applied Research and Senior Scholar at NAEYC. For more detailed information, visit the Research Symposium page.
Research Symposium Plenary
Rights, raises, and respect for early childhood teachers: Looking back and moving forward
Marcy Whitebook, University of California at Berkeley
Research Symposium Sessions
Preparing teachers to tngage children in STEM
Marin Bers, Tufts University; Kimberly Brenneman, NIEER; and Angela Eckhoff, Old Dominion University
Bringing early childhood research onto the community table
Adrian Cerezo, St. Louis Zoo; Roberta Golinkoff, University of Delaware; and Rosemarie T. Truglio, Sesame Workshop
A national portrait of quailty in centers: Recent Findings From the National Survey of Early Care and Education
Rupa Datta, NORC; Tamara Halle, Child Trends; Kyle Snow, NAEYC; Kathryn Tout, Child Trends
Governance of early childhood: Choices & consequences
Rebecca E. Gomez and Sharon Lynn Kagan, Teachers College, Columbia University; Elliott Regenstein, Ounce of Prevention Fund; and Sherri Killins, BUILD Initiative
Examine the current status of governance of early childhood education systems in US states from domestic and international perspectives. Analyze current challenges and explore new theories of action, including fresh conceptual frameworks and results from an empirical study of consolidated approaches.
Moving toward the early childhood profession we all want: Consultants, coaches, administrators, and faculty and other professional development providers as ambassadors of a constantly evolving profession of excellence
Karen Nemeth, Fran Simon, and Pam Brillante, Consultants and Authors Interest Forum Facilitators
In this session the facilitators and participants will work together to determine what makes a profession, and how early childhood educators must evolve to raise the bar for professionalism. What does that mean? We will discover together!
The courage to lead: Leading programs and schools that make a difference
Maurice R. Sykes, Early Childhood Leadership Institute, University of the District of Columbia
This interactive session will build content knowledge around the skills and dispositions that leaders need in order to lead high-quality programs and schools serving young children. Through the use of a leadership-by-design framework, participants will learn the basic concepts of systems thinking and its application to the change process.
State public policy initiatives and professional development certifications
Valora Washington, Council for Professional Recognition; Amy Mountz, Teachstone Training; and Ivy Starns, Louisiana Department of Education
The purpose of this panel discussion is to identify strategic opportunities to partner with state professional development systems. In addition, the panel will unpack national alignment strategies that streamline requirements for credential, funding, monitoring, and accreditation standards.
What will it take to get us from here to there? Moving beyond the status quo in ECE professional preparation and development
Stacie Goffin, Goffin Strategy Group; Pam Winton, FPG Child Development Institute and School of Education, University of North Carolina; and Patricia Snyder, University of Florida
ECE preparation and development systems as they currently exist are insufficient to the task of fostering a consistently competent ECE workforce. The knowledge exists for addressing many of ECE's professional preparation and development challenges. If we choose, ECE can move beyond the status quo. Come prepared to engage in lively debate.
The Massachusetts Cross Sector Journey: A unified approach to designing a Birth to Grade 3 credential for associate, baccalaureate and graduate level early educators
Winifred M Hagan, Commonwealth of Massachusetts, Department of Higher Education; Joni Block, Brockton Public Schools; Greg Nelson, Bridgewater State University; and Eleonora Villegas-Reimers, Wheelock College
Review the efforts of Massachusetts’ early educators in defining an integrated credentialing system to include all early educators. Develop strategies for tying compensation to credentials. Analyze ways of strengthening connections across the field.
Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation
Jacqueline Jones, LaRue Allen, and Marjorie Kostelnik, members of the NAS Committee
Hear an overview of the consensus report of the Institute of Medicine and National Research Council. Explore how the science of children’s health, learning, and development can be employed to inform how we prepare a workforce to seamlessly support children’s health, development, learning, and school success from birth through age 8.
Recruitment and retention of competent early childhood educators
Wei-Li Chong, Knowledge Universe; Rachel Robertson, Bright Horizons; Eva Daniels, NAFCC; and Tammy Mann, The Campagna Center
Explore strategies for recruiting competent teachers and minimizing turnover from the center-based and family child care perspectives. Learn more about managing the selection process, offering adequate compensation, and ensuring a work culture that promotes retention.
Connections between early childhood systems funding and wages and compensation
Sherri Killins, BUILD Initiative; Vincent Costanza, New Jersey Department of Education; and Rafel Hart, Educare New Orleans
This session will address the impacts of current and proposed early childhood systems financing on wages and compensation for the early childhood workforce.