Time Well Spent

Three learning’s from this program:
• I have learned so much throughout this program, but most importantly, I have learned the importance of a community of practice. I often see my supervisor participate in so many communities of practice and I truly never understood the reason other than networking. Now being apart of quite a few myself and pulling one together I realize what it takes to be a team and to collaborate to meet an ultimate goal.

• Secondly, being in a program with so many different culture and people around the world has opened my eyes to so many things. It’s interesting to see that so many of us are still struggling with the same issues within early childhood and we are a million miles away from each other. In addition, there are so many issues others are facing that we are not. It puts everything in an interesting perspective when working on advocacy.

• Lastly, I have learned to be more aware of the biases that surround me. This program has taught me to be more aware and how to fix these biases. In a classroom full of many different cultures, religions, and back grounds I look forward to welcoming a melting pot of diversity.

One long-term goal:
• One long term goal I have for myself is to not be afraid to change and make moves in advocacy. I tend to get very comfortable and complacent in what I do. Working for the Bill and Melinda Gates foundation will not only get me out of that comfort zone, but it will support my passion of advocacy for early childhood children, parents, and teachers.

Farewell message:

• Dr. Embree,
First off, thank you for sharing your passion and being such a motivator in this growing process. As I’ve previously told you, I hit one of the biggest bumps in my life by losing someone extremely close to me. You were caring, understanding, and still pushed me to keep moving forward. Most of all, thank you for being patient with me, helping me grow, and shaping me into the early childhood leader I want to be.. I’m so thankful that you were the last instructor to impact me during this program. Although I wish that I would have had you for many more courses, I am blessed to have you for the one I did.

• Colleagues,
You deserve an equal thank you for being so supportive and challenging me throughout it all. This was tough for all of us, but we stuck together and pushed through. I want to personally thank Zeina Matar-Ghantous and Heather Martin. You both challenged me to think outside of the box, look at issues in a different perspective, and I learned so much from your own posts each week. I wish everyone the best of luck in all their further endeavors. Lets keep in touch and please let me know if there is ever a way I can help any of you!

Contact Info:
Rachelle Alvarez
Alvarezrachelle918@gmail.com
817-706-8438

Jobs/Roles in the ECE Community: Internationally

Three International Organizations
1. United Nations Children’s Fund (UNICEF) is an international organization that appealed to me because of what they work for, “UNICEF works for a world in which every child has a fair chance in life.” Though I have heard of UNICEF before, that statement alone drew me into so much more of their website. This organization works on many different aspects of a child’s life such as child protection and social inclusion, child survival, education, emergencies and humanitarian action, and gender equality.
2. International Step by Step Association (ISSA) is another international organization that appealed to me. This is an organization I have never heard of, so I spent quite a bit of time researching what their mission and values are and what they do. What has me interested is their three pillars, but pillar three specifically, “Empower parents and communities to participate in and support children’s well-being, development and learning.”
3. Save the Children is another organization I was unaware of, but appealed to me. What interested me is that fact they work to help children in 120 countries, including the United States. I feel like there are often many organizations focused on helping children in other courtiers, but we have children here in the United States that always need help.

Job Opportunities
1. Curriculum Development/Instructional Designer – Part Time – Cedar Valley College

Job Description Summary/Essential Duties:
Responsible for the design and development of instructional materials and methods utilizing a multi-media approach to create interactive programs and curriculum. Coordinates instructional material development activities. May participate with others in exploring training needs for business and industry. Reviews information, analyzes findings and participates in the development of programs/curriculum.
NOTE: The duties listed are not intended to be all-inclusive. Duties assigned any individual employee are at the discretion of the appointing authority.

Minimum Qualifications:
Master’s degree or higher plus two (2) years of experience in instructional systems design/ development or Bachelor’s degree plus four (4) years of experience instructional systems design/ development. Ability to communicate effectively with individuals from diverse backgrounds. The ability to provide quality customer service. Transcripts will be required.

2. Director of Academic Affairs
Job Description Summary:
The Director of Academic Affairs reports to the Vice President Academic Affairs. The Director assists the Vice President and campus deans, in collaboration with the Coordinators, to support academic operations, strategic academic planning, and implementation of student success and completion initiatives.
Essential Duties and Responsibilities:
Facilitates the implementation of Campus and District-wide strategic initiatives
Provides ongoing data support to the Academic Affairs division for issues related to completion, persistence, retention, and student success and learning
Advises the Vice President Academic Affairs on trends and strategic initiatives related to Academic Affairs
Develops, analyzes, and presents reports related to enrollment trends and room utilization
Assists the Campus Deans with the development and optimization of the course schedule and room utilization
Engages faculty and staff in curriculum development and professional development to maintain and expand excellence
Works with the Vice President, divisional deans, department chairs and other campus personnel to identify new programs and services
Collaborates with campus Deans and Department Chairs to build and coordinate the campus dual credit and ECHS schedule with participating service area high schools
Assists with projects pertaining to dual credit and early college high school programs
Assists in the administration of student evaluations
Collaborates with the District Office of Academic Affairs for posting of results from student evaluations
Assists with, provides support for, and makes referrals to the appropriate Vice President on student issues
Acts as liaison to the JCC on behalf of the Vice President Academic Affairs
Advises the Vice President Academic Affairs on procedures related to college policies
May provide evening and weekend administrative support, as needed
Attends the workplace regularly; reports to work punctually and follows a work schedule to keep up with the demands of the worksite
Completes all required training and professional development sessions sponsored through the Tarrant County College (TCC) Institute
Supports the values of the College: diversity, teaching excellence, student success, innovation and creativity, and service to the College

Preferred Qualifications:
Experience in teaching or training.
3. Family Services Coordinator

Description:
The Family Services Coordinator is responsible for support services for Head Start and Early Head Start families and for assisting parents in learning about and using community resources; for working with parents on goal-setting; for encouraging parent involvement and participation in their child’s education.
The Family Services Coordinator supports and assists families as they identify and meet their own goals through a case management model for developing and carrying out the program Family Partnership Agreements. This position also assists with the completion of the child health requirements and other required screenings and assessments. The Family Services Coordinator supports the larger system of social services coordinated by Head Start/Early Head Start thereby supporting the goals of the program. The position may involve reassignment of caseloads and/or center location as deemed necessary for program operations.
Responsibilities
•Provide family support services to all families in caseload, including relationship development, development of Family Partnership Agreements and goal-setting process, helping to research and obtain necessary community services and supports.
•Assist in the monitoring and reporting of family related services; work with the Information Specialist to enter and track information regarding family services and ERSEA (Eligibility, Recruitment, Selection, Enrollment and Attendance). Responsibility to maintain full enrollment, with a 72-hour turn around to fill vacancies, program-wide. Provide logistical support for Policy Council meetings one time per month.
•Serve as advisor on family services for teaching staff.
•Attend case coordination meetings with other staff in order to fully integrate services.
•Help to develop a program wide Leadership training for Policy Council Members.
•Participate in an individualized continuing education plan including CPR and First Aid.
Requirements
• Minimum requirement – HS/GED with three years related experience working with children and families
• Family Service Credential to be completed within 2 years of employment
• Associates in Social Work or a related Family/Human Services field preferred
• Strong interpersonal, communication and organizational skills. Ability to work collaboratively with other staff and community partners in the provision of high quality services and resources to families.
• To pass criminal background checks
• Knowledge of the basics of working with preschool children.
• Knowledge of the purpose of the Head Start/Early Head Start Program.
• Ability to relate sensitively with children and to work well with staff and parents and families.
• Ability to follow directions and take initiative.
• Ability to keep all information on families strictly confidential.
• Ability to communicate effectively with children and staff.
• Ability to work with children with disabilities

References

International Step By Step Association. (n.d.). Retrieved November 28, 2011, from http://www.issa.nl/index.html

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

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

 

 

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

Organizations
1. American Association of Hispanics in Higher Education, Inc. (AAHHE)
AAHHE has always been an interest of mine due to their work to continually address issues and concerns affecting Hispanics. This organization was introduced to me by my supervisor because she previously was on the board of directors.

2. League of United Latin American Citizens (LULAC)
I have previously heard of LULAC, but had never researched what they were about. I am interested in this organization because of their mission to not only work on the educational aspect, but also economic condition, political influence, housing, health and Hispanic civil rights.

3. Zero to Three
This national nonprofit organization has a strong mission to provide parents, professionals and policymakers knowledge to nurture early development. Zero to Three interests me because of their well rounded focus on assisting not only parents but everyone that will have an influence on a young babies start to life.

Job Opportunities
1. Educational Specialist with the National Archives and Records Administration
• Though this job isn’t focused on early childhood education, it is focused on supporting the Ronald Reagan Situation Room Project. This project is designed to involve high school students.
• Bachelor’s or higher degree from an accredited college or university that included or was supplemented by a major study in education or in a subject-matter field appropriate to the position (i.e. history, museum education, political science, social studies). OR A combination of Experience and Education – successfully completed courses equivalent to a major, or in a subject-matter field appropriate to the position, plus appropriate experience or additional course work that provided knowledge comparable to that normally required through the successful completion of the 4-year course of study described above.

2. 2016 Assistant Principal Department of Defense Education
• This position is interesting to me because of it would be working with the Department of Defense Education. There are several vacancies for this position, none being in Texas, but all are worth the relocation.
• EDUCATION REQUIREMENTS: A Master’s degree in educational administration or a Master’s degree with a minimum of 20 semester hours of graduate credit in school administration, curriculum development, and supervision of instruction (or similar supervision related course work).
• GENERAL EXPERIENCE REQUIREMENTS: A minimum of three years of successful classroom teaching, specialist, or other professional educator experience at any level is required.

Exploring Roles in the ECE Community: Local and State Levels

Three local or state organizations or communities of practice that appealed to you:

1. MHMR Tarrant County Early Childhood Intervention is an organization that appeals to me because of their focus to provide services to families with children who have developmental delays and disabilities in eleven counties. These services also include family education.

• http://www.mhmrtarrant.org/Services/Early-Childhood-Intervention

2. Texas Association of Educating the Young (TAEYC) is an organization based in Austin Texas. This association appeals to be because of their focus on professional development in early childhood education.

• http://www.texasaeyc.org/

3. Association for Early Learning Leaders is an organization that appeals to be because of their focus on leadership development. In addition, their purpose is to create meaningful connections among professionals in early childhood organizations.

• http://www.earlylearningleaders.org/

Job opportunities that interest you and skills and experience that you would need to competently fulfill each of these roles:

1. Adjunct Instructor, Early Childhood Education at Tarrant County College (Available)
   • Master’s degree or higher in Early Childhood Education OR
   • Master’s degree with 18 graduate hours in Early Childhood Educatio
2. Instructor, Child Development at Tarrant County College (Not Available)

• Master’s degree or higher in Early Childhood Education or Master’s degree with 18 graduate hours in Early Childhood Education
• Previous experience teaching Early Childhood Education

3. Program Coordinator – Early Childhood Specialist at MHMR of Tarrant County (Not Available)

• 2+ years working in Early Childhood Education

Closing EDUC 6165

I want to thank Dr. Shepherd and my colleagues for such a great eight weeks! I have truly gained so much insight and knowledge on something that I perceived as such a simple topic. Successful communication and collaboration are key when it comes to early childhood education. I look forward to connecting with you all again on some sort of level. Good luck in all your future endeavors!

My email: rachelle.alvarez@waldenu.edu

Five Stages of Team Development

When considering the adjourning phase, I think of myself and how hard it always is for me. I’m the type of person that thrives off of building relationships with people. Individuals who don’t like change don’t always do well during this phase. I do believe that high-performing groups are hardest to leave because it’s obvious that the group worked well together. My concern when I left my previous position was that the next group I went to work with didn’t get along and communicate as well together. I think the hardest group for me to leave was the summer camp group that I had worked on putting together. That was my last summer at the preschool and it was my job to build a team that would lead summer camp after I left. We all worked so hard in making the summer camp a success that it was hard to part with them. We didn’t have any closing ritual, other than throwing the kids a huge end of the summer party that also felt like a party for our successful work. I hope that when I’m done with Walden I continue to keep the relationships that I have made throughout the process, with both my colleagues and professors. I believe that the adjourning phase is important because it teaches us to move forward to new tasks in life. Once one is completed that doesn’t mean we stop there, we go on to adjourn from other groups that we work with.

Conflicts in Communication

A picture of my grandma at lunch today 🙂

• Think about any disagreements, or conflicts, you have recently experienced or are currently experiencing at work with a supervisor or colleague, or someone in your personal life. Share at least two strategies you have learned about that might help you manage or resolve the conflict more productively, and why these strategies might be effective. For example, could you suggest a compromise? Could you look for a broader range of solutions to your disagreement? Could you use some of the principles of nonviolent communication or the 3 R’s to better help you resolve this conflict?

A disagreement that I recently had was actually with my grandmother. I tend to visit with her every Sunday by taking her to church and then we go out for lunch. We generally get on the topic of family and how they are all doing. This Sunday she was telling me a story about one of her sons (my oldest uncle) that is always in and out of trouble. I never agree with how she lets him run all over her and I tend to be very open with her about my opinion. She was trying to explain to me that regardless of how he treats her, he is her son. I always realize after, that I should probably not be so verbal and hold back how I feel, even if it upsets me. Remembering the 3 R’s in this situation would greatly help. I should also remember her feelings in this, because even though I’m telling her things that might be true, I might be hurting her feelings.

• Also, if appropriate, ask your colleagues for their input and advice regarding, if not specific problems, how they have learned to be more effective communicators as it relates to conflict resolution skills.

I have realized that not everyone communicates the same. We are all raised differently and come from different back grounds. Reflecting on my most recent communication conflict makes me realize that even generations play a huge role in how people perceive things. When I disagree with my grandmother, I don’t do it to be disrespectful, I do it to let her know how I feel about how someone else treats her.

Perspectives on my Communication

For the communication evaluation assignment I chose to have my dad and a co-worker evaluate me. I was worried about choosing someone based on their honesty and them not being concerned that they would hurt my feelings. I knew both my dad and co-worker Cristina would be truthful. I also knew they both saw me in different scenarios in my life, so I assumed that their answers would be completely different. After reviewing the scores I was surprised to see that there wasn’t much difference in how I rated myself, and how they rated me. What I was most surprised with was how they both scored me with a 68 in verbal aggressiveness. I rated myself with a 71, which is extremely high. I knew my dad’s rating in this would be high because he sees the true me all the time. At work I tend to hold my aggression back, so I was shocked to see that Cristina also rated me at a 68, which is moderate. Each of us all rated me in group 1 for listening styles and I can absolutely relate to the description of being too trusting of others and always wanting to build relationships.

Even though I know that my verbal aggression would be rated higher by someone in my personal life, I truly don’t think it should be rated that high in my professional life. This assignment will make me watch how I communicate with others at work, because I never want to come off as an aggressive communicator.

Communication

Do you find yourself communicating differently with people from different groups and cultures?

If yes, in what ways do you communicate differently?

I absolutely communicate differently depending on the people I’m around and the groups I’m in. I believe that in a more work or professional setting you must communicate to ensure effective communication. When I’m in a setting with my family in friends I tend to be more relaxed in my communication. I think I do this, because there is more of an understanding with my family and friends and less worry that I will be misunderstood.

Based on what you have learned this week, share at least three strategies you could use to help you communicate more effectively with the people or groups you have identified.

1. You should always consider your tone in communication.
2. Be considerate to others different cultural communication skills.
3. Be an effective listener before reacting or responding.

Communication through body language and facial expressions

I found this assignment very exciting and decided I would watch an episode of the reality TV show, “Keeping up with the Kardashians.” I’m not a big fan of TV (especially reality TV) and if I ever do watch anything its either sports, the National Geographic channel or the Food Network channel. I decided this would be a great time to see what everyone is talking about when it comes to this “famous” reality show. If anyone isn’t familiar, it’s about the Kardashian family, but mainly about the 3 sisters and their everyday life of being rich and famous.
The show on mute was quite weird. They are all pretty dramatic, except one of the sisters who is emotionless when it comes to facial expressions. It started off with two of the older sisters and one of the younger, in a medical office to get some sort of minor cosmetic body augmentation. You can tell the one getting the procedure is in pain while the other two talk, laugh at their sister, and eat in the room. The show went on to the all of them meeting at a house and getting in some sort of discussion in the kitchen where there was laughing and a lot of joking around. I think at this point they were at their mom’s house and she didn’t seem too happy. After that two of them left and I could tell, got in a more heated discussion in the car and at another house.
After watching the sound show with the sound turned on, i realized how much meaningless conversation went on. While the one sister was getting the procedure, the other two were going on and on about how good the cookies were that were brought to them. They were laughing at their sister screaming from the pain and that was about it. At the house, they were all messing with their mom and joking with her, which is why I could tell she seemed unhappy. In the car, two of the sisters, which one is pregnant, were in a heated conversation about her the father of her children hasn’t been around. The sister driving was truly the one that was upset and the other was very straight faced the whole time. Sadly after watching the episode, I got sucked into watching the previews for the next and it seemed like she was always emotionless when it came to facial expressions. One other thing I noticed was that they all talk in a monotone voice, whether they are yelling or not.
I found this assignment to be very interesting. I know that if I were to watch one of my regular shows on Nat Geo. I would have no clue what’s going on, but if I were to watch sports, I would because I would still see the action happening. This assignment reinforces that you cannot make assumptions of people from first meeting them. In early childhood education we have to be open to understanding and getting to know the children and families we work with before just assuming things about them.