Time Well Spent

Though out this program I have learned a few things about myself.

Here are the top three:

1. At present I have no desire to move into a leadership/management/administrative role. 

Right now I am comfortable as a teacher. I intend to spend much more time in this role then I thought I would, because in the classroom is where I've learned so much. I think that it is important to be a knowledgable leader.

2. I am not ready to work with adults. There is so much fun to be had in the classroom. 

3. I have loved learning new material, and connecting with my colleagues. They have taught me so much about myself, challenged my thinking, and have greatly contributed to my success in this program.

After completing this program I am more set in my long term goal of becoming 

a Lead Teacher Of Special Education later on in my career.

It has been such a please to work with and learn from the professors and colleagues

that I have been fortunate enough to share this time with. 

I am grateful for the learning opportunities and the academic discourse that this program

has provided me with. I wish you all the best. Thank you for helping me become better.

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Week 6 - Jobs/Roles in the ECE Community: Internationally

1. CEC is an international organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or those who are gifted. DEC is the Division of CEC that focuses on young children (birth through age 8) who have or are at risk for developmental delays and disabilities.

https://www.dec-sped.org

The Division of Early Childhood of the Council for Exceptional Children really appeals to me.

Special education is my niche. I love everything about being a special education special educator. This organization interests me because it focuses on individuals with exceptionalities. 

2. Childhood Education International is another organization that struck my interest. According to their website:

“This organization seeks to learn diplomatic skills to solve education challenges and stand out as a leader.

Education Diplomacy is the key to tackling complex issues affecting education and helps groups with different priorities to work together. Solving challenges related to inclusion, gender equality, and financing will need Education Diplomacy to move agendas forward through cooperation, coordination, and collaboration across sectors, stakeholders, and borders to overcome the challenges together.”

https://acei.org

This organization seeks to address the challenges faced by the diverse groups of people that make up and receive early childhood education services. 

3. World Organization for Early Childhood Education (OMEP)

Their website states

“OMEP is an international, non-governmental and non-profit organization, which has worked for all aspects of early childhood education and care (ECEC) since 1948. It is currently established in over 70 countries, has special consultative status with UN and UNICEF, and is represented at the meeting of other international organizations with similar aims. OMEP defends and promotes the rights of the child to education and care worldwide and supports activities which improve accessibility to high quality education and care.”

The trend in all of the organizations that appealed to me have a common theme. That theme is that each organization seeks to provide help. relief, and service marginalized groups of people to ensure that they too have the opportunity to receive high- quality education. 

Job(s)-

Special Education Lead Teacher (POOL)

Student Prog - OSPS

Certified - Position - OTHER

Job Number : 4600167069

POSITION SUMMARY

The Special Education Lead Teacher (SELT) supports school administrators and teachers in providing effective educational programs for all students with disabilities; assumes responsibility for the knowledge and application of the appropriate curriculum and the instructional programs for students with disabilities; and complies with all federal, state, and district due process, policies, and procedures.

PERFORMANCE RESPONSIBILITIES

• Models and supports special education instructional staff in organizing, identifying, and implementing curriculum including Common Core Curriculum and the adapted curriculum.

• Support quality classroom instruction and its improvement in all settings through monitoring, observing, model teaching and coaching; assists teachers in improving classroom management and climate through the implementation of effective instructional methods.

• Review and ensure that students with disabilities are receiving effective instruction in the Least Restrictive Environment; assist school staff in organizing curriculum and utilizing strategies for students with disabilities.

• Participate in professional learning activities and plan/deliver professional learning activities to staff, parents, and others to increase achievement for students with disabilities.

• Collaborate with parents and local school staff regarding instructional decision-making for students with disabilities.

• Complete educational assessments for students referred for testing/evaluation; monitor assessment timelines to ensure adherence to State regulations.

• Maintain communication with special education staff, local school personnel, and parents regarding the referral, evaluation, identification, and effective programming for students with disabilities.

• Maintain student confidentiality and monitor confidential files for students with disabilities.

• Consult with local instructional staff regarding Individual Education Program (IEP) development, extended school year, behavioral interventions, and transition activities for special needs students.

• Collaborate with appropriate school-based personnel to assure accurate documentation and timely data input/submission for students with disabilities.

• Assign and/or conduct staff meetings to develop IEPs, as required within assigned school(s)/cluster; attend all appropriate IEP meetings (i.e. Amendments, Eligibility Redetermination, Initial Eligibility meetings).

• Review, monitor and meet timelines for IEPs, referrals, initial eligibilities, and re-evaluations; monitor Full Time Equivalent (FTE) counts and the Student Record (SR) process during the school year.

• Perform other duties as assigned by appropriate administrator.

Requirements :

EDUCATION:

Bachelor?s Degree or higher in Special Education; Master?s Degree or higher in Educational Leadership preferred.

CERTIFICATION:

Must hold or be eligible to hold a valid Georgia PSC Certification in one or more areas of Special Education; Leadership certification strongly preferred.

WORK EXPERIENCE:

3 years of teaching experience or related educational experience providing services to students with disabilities required.

Compensation :

Salary Grade: IS 4-7

Salary Range:$48, 318 - $83, 500 (Individuals holding a T/L 7 certificate will receive a $2, 000 supplement above the T6)

Work Days: 202

FLSA Status : Exempt

Employment Category :

Certified

Reports to: : Special Education Coordinator

• In order to be eligible to for this position I need to get a couple more years of experience under my belt.

For most of the jobs that I have looked at thus far the only thing I am missing once I have obtained this degree is that I need more experience. I think that this is just and fair as I too feel like I need more infield experience before I decide to move into leadership rolls. I am still young and I think with age comes wisdom and more respect. I prefer to obtain more in-field experience before I move into an office. 

ECE community-Week 4

Head Start

Head Start is a federal program that promotes the school readiness of children ages birth to 5 from low-income families by enhancing their cognitive, social and emotional development. Over a million children are served by Head Start programs every year, including children in every U.S. state and territory and in American Indian and Alaskan Native communities.

Race to the Top – Early Learning Challenge with the Department of Education

Race to the Top -Early Learning Challenge (RTT-ELC) is a program jointly administered by the U.S. Departments of Education and Health and Human Services/ACF that strives to improve the quality of early learning and development and close the achievement gap for children with high needs.

Early Childhood Health

Effective disease prevention, along with promotion of healthy development and wellness, are best achieved with well-coordinated efforts starting early in life.  Disease prevention and health promotion, as well as linkages to health services, can be delivered anywhere children and families spend time: in the home, in communities, and in a range of early care and education settings serving children prenatally through age 8 such as child care, Head Start/Early Head Start, home visiting and after school programs.  Returns on investment for these coordination efforts are unparalleled; by addressing health and development early in children’s lives, it is possible to reduce or even eliminate the need for more expensive corrective measures in later years. • ACF Health Priorities to Support Safe, Healthy and Happy Children Who are Ready to Learn:

• Asthma Prevention with Special Emphasis on Tobacco Exposure Prevention
• Developmental and Behavioral Services
• Health Literacy
• Healthy Nutrition, Physical Activity and Overweight/Obesity Prevention
• Injury and Maltreatment Prevention
• Oral Health

Heath, wellness, and closing the achievement gap are issues that I feel are extremely serious and should be constantly in the forefronts of our minds and thoughts. 

The above programs interested me because they simply appeal to my passions. 

Chief of Early Childhood Development & Family Services

Essential Duties and Responsibilities:

Under the supervision of the CEO and CAO/Deputy CEO, the Chief of Early Childhood Development and Family Services oversees and closely manages the operations of each Early Head Start/Head Start Program, community action programs under the CSBG (Community Service Block Grant), and the National Office of Head Start Training and Technical Assistance Centers in the following domains: Program Management & Fiscal Operations, Head Start Curriculum Development, Health/Disabilities/Safety, and PFCE (Parent, Family, Community Engagement). The Chief of Early Childhood Development and Family Services will recommend new grant and professional development opportunities to the CAO/Deputy CEO and implement each grant as allocated in the budget by the Finance Department. The Chief will co-develop the division and agency budget with supervisors and the Finance Director and will report financial and division-related progress and gains at each agency board meeting. The candidate will comply with federal and state regulations, Head Start Performance Standards, and agency policy and procedures.

• Direct Reports: Early Head Start/Head Start Directors, OHS T/TA Component Managers, CSBG Director, Division Administrative Assistant

Education, Work Experience, and Job-Related Requirements:

• Master’s Degree in Early Childhood Education, Educational Leadership, Business Administration, Social Work, or Non-Profit Management Required; Specialist or Doctoral Degree with related certification is preferred
• 5 years of work experience in a non-profit, healthcare, or K-12 educational setting
• 7 years of progressive, senior-level leadership experience
• Fiscal management experience is required
• Must be willing to travel to different agency locations to ensure continued programmatic success

This job struck my interest because of the salary. However, in addition to the salary the desire to work with families and children simultaneously intrigues me. I know at present I love teaching but I have no intentions teaching forever. If I were to seriously consider pursuing that job venture I would need to gain more non-profit work, gain more experience in leadership roles and gain fiscal management experience. 

This could possibly be a long term goal of mine. 

https://www.acf.hhs.gov/ecd/programs

https://www.ed.gov/early-learning/programs

Exploring Roles in the ECE Community: Local and State Levels

National Association of Special Education Teachers (NASET). This national membership organization is for special educators and those preparing to become special educators.

Council For Exceptional Children (CEC). CEC is the largest international professional organization dedicated to improving educational outcomes for students with special needs.

National Center to Improve Practice in Special Education. The center promotes the effective use of assistive and instructional technologies by educators and providers.

Each of these organizations/ communities of practice appeals to my specific interest in special education. They also will help to continue my learning regarding the issue as well as keeping me abreast of and learning about new things regarding special education as it relates to early childhood education.

Special Education Coordinator

Kingsman Academy Public Charter School 3.2

Washington, DC 20002

Special education coordinators have the following primary responsibilities:

• Serve as the central point of contact for the parent, student, and staff for issues related to specialized instruction and related services.
• Monitor academic progress, attendance, behavior and other factors affecting students’ academic success throughout the year.
• Teach resource, life skills, self-advocacy, and/or advisory classes to students with disabilities.
• Contact parents and teachers to share information/progress reports.
• Coordinate and collaborate with classroom teachers, counselors, social workers, specialists, intervention specialists, academic/behavior interventionists, and others regarding students’ accommodations, program modifications, instructional supports, behavior intervention plans, etc.
• Administer academic assessments to monitor progress on IEP goals and learning objectives.
• Communicate results of academic assessments to staff and families.
• Respond to parent concerns and questions regarding the implementation of students’ IEPs and instructional programs.
• Serve as an advocate and mentor for students.
• Present information related to the student at team meetings, IEP team meetings, and other instructional or academic-related meetings.
• Ensure the preparation of appropriate documents for review meetings, including collecting and organizing IEP goals and objectives from all service providers.
• Obtain “progress report” information from service providers.
• Ensure that all required IEP team meetings are scheduled with appropriate staff and constituents of the student (parent, agency case manager, educational attorney, etc.) within applicable timelines.
• Confirm that services are documented in appropriate databases (i.e., school-based student information systems and the Special Education Data System (SEDS)/EasyIEP).
• Report information to the Director of Integrated Comprehensive Services (ICS) to ensure compliance.
• Perform other duties as assigned.

Requirments

• Bachelor’s degree required.
• Degree in special education or education preferred.
• Special education teaching experience preferred.
• Familiarity with the Individuals with Disabilities Education Act and SEDS/EasyIEP.
• Experience working with incarcerated or at-risk youth.
• Excellent communication and interpersonal skills.
• Excellent organizational skills.
• Ability to adhere to deadlines and work independently.
• Quick learner, adaptable, committed to acting in the best interest of students.
• Strong interpersonal skills.
• Ability to work as part of a team.
• Strong commitment to the mission and core values—civility, contribution, empathy, fortitude, and integrity—of Kingsman Academy Public Charter School.

I genuinely feel as though I am ready to fulfill the job requirements. However, I would personally prefer to have more years of experience under my belt. I feel like before acting in a leadership role more experience is necessary. More experience allows for more respect and more knowledge although I anticipate continued learning.

Refelecting on Communication

Finally! This course has come to an end and I could not be any happier. I am not sad that it is over
if I were to say that I would be lying. I am grateful for the experience, however, it has been a very stressful one.
I have learned a lot about communication. I have learned about areas that I need to grow in regards to communication in both my professional and personal life. I am excited about practicing the new skills that I have aquired.

Thank you Donna for always having meaning full blog posts and discussion boards for me to comment on. Thank you for keeping me thinking and being open and honest about your journey.
Ms. Dowtin, thank you for adding and sometimes shifting my perspective. Thank you for helping me see things a new way and considering things from a different lens.

Conflicts in Communication

I am currently in a very difficult situation in my personal life. One that I would rather not fully disclose but this is the most conflict that I have had in my life.

Instead of communicating about it I want to just leave the situation altogether. I would rather not discuss it. I am not interested in stepping into the shes of the opposing party. I do not want to fix it.

Essentially the basis of the conflict is dishonesty.
My logic is, why to continue to communicate when the person you are communicating cannot and will not be honest with you.

All other person wants me to do is to talk to them. That is where I have decided to compromise. I will listen, and I will talk.
I am not in a space to put myself in their shoes. I do not care to be in their shows.
The level of conflict here is irreparable at this point. For me more so than it is for them.

There are no other solutions. I could come from a more compassionate place, but I do not want to instead of NVC, my perfect is to not communicate at all.

My question is, what is the best thing to do when you get to this point? When is it okay to agree to disagree and just walk away?

Communicating.

When it comes to communication, I like to think I do it very well. However, I recognize that I do not always exhibit the most effective communication skills. In one-on-one settings, I thrive. I am not a fan of big groups. I get lost in the conversation or over talked which is discouraging seeing as though I am already not a group talker. In larger groups, I just sit back and listen. I don't mind speaking to a stranger, but a small or large group of strangers I panic.
When I get frustrated in a conversation I tend to shut down and tune the speaker out. I stop listening especially if I feel attacked. I think this is important to understand about myself because it helps me to recognize that when I am frustrated I tend to be an ineffective listener. I think to be an effective communicator you must be an effective listener. When it comes to the type of listener I am, I tend to be people and time-oriented according to the profile. I think this holds true because I care deeply about people, but I also value my time and the time of others.
I asked my husband to help me with this assignment.
As I am pretty self-aware we were in agreeance about many things.
He believes that I am an emotional person and that my emotions can get the best of me occasionally. When they do it impacts my effective communication abilities.
During intense moments I shut down or my face expresses my displeasure. instead of being direct he realizes that I can be very passive. I tend to not come directly out and say what I want rather I will ask a question already expecting a specific answer. For example, instead of saying can you do the dishes I will say, do you feel like doing the dishes.
This causes conflict, as I get frustrated when I get let down by not receiving the expected answer of yes.
I am not always an effective listener either. I let my emotions lead and rather than focusing on the content of the conversation I am more focused on the feelings. This too is problematic as the words are more meaningful than the feelings during a conversation.
From this activity, I recognize some overlap and somethings that could be changed or done differently. I could stop taking things so personally.