ECE 2016 Program by The Jewish Federation of Greater Washington

Jewish Early Childhood Education Conference December 8, 2016 8:00 am – 4:30 pm

AYEKA? Where are you?

B’nai Israel Congregation 6301 Montrose Road, Rockville, MD 20852

Schedule of the Day

Thursday, December 8, 2016

8:00 am – 8:30 am

Check-in

8:30 am– 9: 15 am

Welcome remarks Welcome address : Keep Asking…Keep Growing! Presented by Avi West

9:15 am – 9:30 am

Snack on the go

9:30 am – 11:30 am

Session 1

11:30 am– 12:15 pm

Lunch : time to network with your colleagues

12:15 pm – 12:30 pm

Transition to your second session

12:30 pm– 2:30 pm

Session 2

2:30 pm– 4:30 pm

Session 3

*Vendor and Resource Tables will be open from 7:30 am–5:00 pm

PAGE DIRECTORY:

Session I................................................. 1 – 7 Session II................................................ 8 – 14 Session III............................................... 15–16 Presenter Biographies............................ 17 – 20

JEWISH EARLY CHILDHOOD EDUCATION CONFERENCE

Presented by The Jewish Federation of Greater Washington

Ayeka? Where are you? The 2016 Jewish Early Childhood Education Conference, presented by Federation, will focus on the role and responsibility of the teacher. Through questioning and reflection, we ask the essential question: Ayeka? Where are you?

Questioning We, as adults and as learners, are always questioning. It is our way to deepen and broaden our knowledge and understanding. A true learner continues to question, explore and examine their understandings. A true learner reflects on their understandings and asks: “Where am I? Where should I go next? How will I get there?” Today is a day for questions. Today is a day to ponder and reflect. So we ask ourselves:

Ayeka? Where are you? Ayeka? Are you present? Ayeka? Where are you on your journey?

Ayeka? Where are you in your understandings and skills of the practices needed to support this approach to learning?

Ayeka? Where are you in your understanding of the image of the teacher?

Ayeka? Where are you in your understanding of yourself and your role as an educator of young children?

Ayeka? Where are you in your understanding of how children learn?

Ayeka? Where are you in knowing what your next steps could be?

Ayeka? Where are you for children, for families and for yourself?

Ayeka? Where are your hearts in your studies? As an educator, are you questioning and looking for answers? Are you learning for education and teaching? Are you learning to be able to practice?

Ayeka? Where are you in your understanding of pedagogy?

“Professional development is born when there is a willingness to say ‘I do not know,’ to ask questions and to loan from the child’s knowledge.” — Marina Mori

Educator, Reggio Emilia

* The Jewish Federation of Greater Washington welcomes the participation of interfaith couples and families, and people of all abilities, backgrounds, gender identities and sexual orientations. *Refunds will be available until November 18, 2016. * Photographs and/or video may be taken at this event, and your picture may appear on Federation and community websites, publications or other media.

Framing Our Day KEEP ASKING…KEEP GROWING! The [Yiddish] word on the street is that someone who keeps asking questions is called a noodge or a nudnick (a pest, nag or annoyer). Today we will learn how a discipline of questioning actually leads to nachas (pride, pleasure, psychological reward) and a stronger neshama (soul and spirit). Over the past few conferences we have come to appreciate the power of reflective practice, of bringing intentionality to what we do, how we teach and how we benefit from taking on diverse perspectives. This year we want to pause, to consolidate all the theory into a disciplined personal practice of questioning where we stand on a focused group of issues. The Talmud asks us to “know before whom you stand;” being conscious of standing in God’s presence will surely inspire better behavior and more meaningful prayer. We are now asking “ayeka? — know where you stand!” We all need to address the quadrants of our ayeka compass: where are you in relation to the learners, the curriculum, your professional and spiritual development and your future goals and aspirations? Questioning should lead to a gentle cognitive dissonance; the type of intellectually honest discomfort that leads to growth. We do not want to remain in a constant state of questioning — we want to reach a temporary resolution where we answer, “hineni, here is where I stand on these issues.” Then, after a period of time where we gather more information and experience, we revisit the questioning process of asking, “ayeka, now where do I stand?” Research teaches that evaluation is a critical part of any program. Yet summative evaluation limits our ability to tweak a work in progress. The ongoing act of asking ourselves, “Where do I NOW stand in regards to the critical components of my craft?” is a more accessible way of doing formative evaluation in a way that is personally meaningful and nurtures continued growth. Today is dedicated to how we can individually, or as a faculty, join in these sacred conversations.

Avi West

Senior Education Officer Avi West is a Senior Education Officer and Master Teacher for The Jewish Federation’s Department of Jewish Life and Learning. As a generalist, he integrates accessible and inclusive Judaic content into instructional and identity building experiences for learners of all ages. As a specialist, he is the coordinator of ROUTES, Federation’s community-wide day of adult study, and works to create a more robust framework for adult Jewish learning in Greater Washington. Avi consults with educational leadership and offers professional development workshops for educators and Jewish life presentations for parents. Among his teachers and influencers are his six grandchildren in Israel and Gaithersburg, MD.

“Good questions get us one step closer to a collective understanding and positive, well-placed questions ensure that we’re having the right conversations as they constantly challenge us to evaluate the significance of our work.” — Natasha Sistrunk Robinson Author

Session I Half Note Speaker: Dr. Meir Muller

1. Ayeka?: Mirrors, Windows and the Sliding Glass Door of Constructivist Classrooms Curriculum

Where is constructivism in our classrooms? Where am I in my understanding of the theories of constructivism? Where are we as a school and a community in our implementation of these theories? What “WAZE” do we have to think about where we are and how we are going as we bring current pedagogical theories to our classrooms? In this session, we will explore understandings of the multiple ways that constructivist theory raises the question of Ayeka; causing reflection on the image of teacher, students and the fluidity of these roles. We will deepen our understanding of constructivist theory and increase our appreciation of how these ideas impact a teacher’s daily interactions with young children. In this interactive session, we will engage in activities that explore logical thinking and the young children’s view of the world. Humor, actual classroom situations and audience participation will be used in helping educators realize the practical application of constructivist ideas.

Meir Muller Meir Muller has earned rabbinical ordination as well as a doctorate in the area of early childhood education. Dr. Muller serves as a clinical assistant professor in the College of Education at the University of South Carolina. In 2013, Dr. Muller was awarded the Early Career Teaching Award by the College of Education. His research interests include constructivist theory, equity pedagogy and pre-service teacher education. Dr. Muller is also in his 25th year as principal of the Cutler Jewish Day School, a NAEYC accredited school for children birth through the fifth grade. Dr. Muller has lectured across America and delivered a paper in Israel for the International Research Group on Jewish Education in the Early Years. Dr. Muller has been an important member of our National Jewish Early Childhood community and is well known to all participants in the JECELI program (Jewish Early Childhood Education Leadership Institute).

Session I 2.

Where Are You in Knowing How to Tap Calm Confidence in Your Role as Teacher? Presenter: Dr. Kay Abrams Professionalism, Health, Safety, Nutrition

In this session we will examine the power of calm, confident authority in your role as teacher. We will think about what undermines confidence in order to be mindful, so you may sustain a presence that is founded in clarity. You will learn the concepts of “correcting and redirecting,” “connecting behavior to outcome” and “less is more.” In addition, you will leave with many gems to empower your confident presence. At the end of this session you will have the following skills in your toolbox: ●●

Don’t get hooked!

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eep your heart and K mind on your purpose

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Pure resolve

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Hold up the mirror

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Slow and low

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Capture and address the need

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Minding your boundaries

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Be a witness and let go

3. Infants and Toddlers and Twos — Oh My!!! Who Are These Children and How Do I Create an Appropriate Learning Environment for Them? Presenter: Mary Lou Allen Child Development, Curriculum

child in your class. Everything you do in the classroom, from changing a diaper, to singing a song to exploring the properties of water is an opportunity to have intentional interactions with each child and extend their learning. Everyday routines can be extraordinary when you are present and mindful of the growth that is happening with every young child. Ayeka? Where are you in your understanding and knowledge of this very special age? Join this session as we deepen our understanding of children so that we can say: “For the youngest child: here I am!” in the most meaningful way.

4. Ayeka? Where Are You in Learning Alongside Children? The Processes of Research and Documentation Through Materials Presenters: Jennifer Azzariti and Stephanie Burry Curriculum

In this session, we will examine the processes of research and documentation that brought teachers and children into a deeper relationship with each other and their research. We will follow the entire process of our exploration of airplanes through anecdotes, videos and artifacts. We will explore the variety of materials and languages that supported the children’s research: paper and folding, dramatic play, clay, found materials, drawing, painting with various mediums and the use of artifacts. We will demonstrate how our observations of the children’s work and the conversations we had with the children influenced our preparation of materials and provocations. This line of thinking directs us into considering the processes that take place throughout the school year— observation and documentation, provocation and decision-making and reflection.

Session I 5. What is the Teacher’s Role in Fostering Tinker Thinking? Engineering in Action

6. Make Your Voice Visible : Tools to Enhance Self-Awareness and Self-Reflection

Presenter: Constant Hine

Presenter: Nancy Kohl

Curriculum

Professionalism

Ayeka? Where are you in your process of growth and awareness? To respond to such an important and meaningful call, teachers need a tool or method that can support their ability to be aware, self-reflective and gain perspective about their own learning. In this session, we will engage in an experience that asks us to think about thinking. Participants will have an opportunity to construct a circular design or mandala with small loose part materials in small groups.

We will identify ways engineering is happening every day in the classroom, and how to facilitate and build on those experiences through play and investigation to intentionally foster engineering play behaviors in children. Engineering in the early childhood classroom is often avoided simply because we’re not engineers. In this workshop, we’ll clarify what engineering is and identify ways it is naturally incorporated in the work and play of children. Using common classroom supplies and equipment, loose parts and innovative products, participants will learn to “uncover” engineering concepts working in children’s everyday explorations, both indoors and out. We will help you to facilitate and skillfully build on those everyday engineering experiences to enrich children’s learning through play and investigation. Where do you see your role in developing Tinker Thinking in your children? Come learn with hands-on materials!

We will then shift to self-reflective work using the Learning Stories format to construct a “record” of our creative process. Used in this manner, Learning Stories become a reflective documentation method that is a pathway for educators to create stories that make our choices, questions, theories and, most importantly, our voices, visible. Educators will share their Learning Stories with the group. (Learning Stories are traditionally used in New Zealand early childhood centers as a powerful tool for documenting small group and individual children’s experiences. They can be and are shared with families and used in portfolios. Learning Stories are an accessible format that can be used to record teacher’s experiences and reflections as co-learners). Join us as we create, write, reflect and learn.

Session I 7.

Ayeka? You Ask…Where Am I as a Teacher?…Hineni – Here I Am! Sharing Stories through the Words of Teachers Inspired By the Reggio Approach

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hat I Discovered About Applying the W Reggio Approach With Two Year Olds: Laurie Shaw, Teacher of 2s, Washington Hebrew Congregation ET-ECC

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My New Relationship With the Environment and Materials: Susan Sherman, Teacher of 4s, Washington Hebrew Congregation ET-ECC

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Open-Ended Materials as a Window Into Children’s Thinking: Katherine Szocik, Teacher of 4s and 5s, Bender JCC Preschool

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Being Comfortable Being Uncomfortable: Jessi Teitler, Teacher of 4s and 5s, Bender JCC Preschool

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o Fear of Failure – How Mistakes N and Mishaps Provide Opportunities for Growth: Pamela Winter, Teacher of 3s and 4s, Temple Emanuel ECC

Presenter: Sandy Lanes Professionalism

In many classrooms around the world, “teaching is different from before.” Where does the Reggio approach and perspective meet teachers who come from different backgrounds, experiences and orientations? What is it like to be on this journey? How do teachers grow their practice? What does it feel like? What are the challenges? What are the joys? In this session, teachers in our community will share their personal stories reflecting their growth and evolution. Their stories will reflect the full range of experiences and exposure. This interactive session will provide opportunities to learn about teachers’ journeys connected to theory and practical daily experiences. We will look at how teachers embrace change connected to both pedagogy and day-to-day life in the classroom. About the Presentations:

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eeing Children with New S Eyes (Image of the Child): Grace Altarac, Associate Teacher of 2s and 3s, Bender JCC Preschool

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Listening to the Children’s Voices: Merrill Lasko, Teacher of 2s and 3s, Bender JCC Preschool

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sing Documentation to Unfold a U Project: Allegra Lindner, Teacher of 3s and 4s, Bender JCC Preschool

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xploring Children’s Interests and E Discovering Where to Go from There: Dana Robinson, Teacher of 4s and 5s, Temple Emanuel ECC

“Stand aside for a while and leave the room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.” — Loris Malaguzzi Founder of the Reggio Philosophy

Session I 8. Moving From Hineni (Here I Am) to Ayeka (Where Are You?) — The Teacher’s Role in the Classroom Community Presenter: Sheindal Muller Curriculum, Community

In this workshop, we will construct a shared understanding of the teacher’s role in the classroom community. Parker Palmer’s theory of community as teacher and the capacity of connectedness will be explored through a uniquely Jewish lens. Participants will gain an understanding of how teachers need to have the courage to teach by living with the students as authentic individuals. Through group work, participants will explore how being authentic includes modeling being a mensch, self-identifying mistakes and correcting them and identifying personal strengths and growth opportunities. We will also delve into how to choose language that raises the child’s self-knowledge and repeatedly connects life in the classroom to Judaism and its teaching. This workshop will explore shifting the balance of power from helping the child to accepting help from the child. We will discuss the shift in the teacher’s role from “Here I Am!” to “Where Are You?” as we deepen our understandings of the classroom community.

9. Inclusion of Children with Special Needs and Their Families – Where Are You and Where Could You Be? Presenters: Meredith Polsky and Stephanie Slater Special Needs

go beyond what we expect in any of these roles. Such challenges can impact the class, the team dynamics and the relationships within the preschool community. Our typical roles are challenged and we have to consider unexpected responsibilities. This workshop will help you understand best practices for meeting the needs of all children in your class, whether they are developing typically or have special needs. It will give you the tools to better recognize both typical and atypical development and provide you with ways to assess and support complicated situations. Furthermore, it will provide you with ways to collaborate with parents effectively, creating a foundation on which to build future success.

10. A yeka? Where Are You, Where Are Your Children and Are You Meeting Them Where They Are? Lessons from Vygotsky, Bruner and The Rooster Prince of Breslov Presenter: Sarah Rabin Spira Curriculum

When we talk to children, we get down on their eye-level to establish a connection. But when we teach children, are we still meeting them at their level or expecting them to come to us? Beginning with a “text study” of The Rooster Prince of Breslov by Ann Redisch Stampler (a PJ Library ® book), we will examine different approaches to helping children learn and grow. How do we meet children where they are and bring them along to the next stage in their development, learning and understanding? We will delve into the educational philosophies of Lev Vygotsky, Jerome Bruner and others to apply the concepts of scaffolding, the zone of proximal development and the Reggioinspired view of the child to your classroom work. You’ll leave with new perspectives, understandings and practical skills.

Session I 11. Want Your Students to Be the Best “Images of God” They Can Be? Make Your Classroom Divine Presenter: Avi West Professionalism, Community

When you ask yourself “Ayeka? Where are you?,” what set of standards do you have in mind aside from adhering to research based practice? How can you set your classroom GPS so that both you and your students find better “Waze” of behaving and growing? The Torah and Jewish tradition introduce humanity to the Divine through stories about the Creator and interactions with all that was created. All human beings are made in the image of God. But for what purpose were you made? The biblical answer is clear: you are to imitate God in order to bring God’s presence into your life and the lives of others. This session will review important stories from the Jewish tradition that give greater texture to the question Ayeka? and possible answers. We will refer to Dr. Ron Wolfson’s practical guidebook, “God’s To-Do List,” which details the biblical accounts of what God does, not what God says: God creates, blesses, rests, calls, comforts, cares, repairs, wrestles, gives and forgives. For each of God’s actions, this resource suggests what might be on God’s to-do list for you as a teacher, the many ways you can make small and great differences in the lives of others, and enculturate your students into travelers that ask themselves where they stand in relation to becoming the best image of God they can be.

12. I Am the Teacher! Ayeka? Me, Myself and Them : Strategies for Promoting Self Awareness, a Powerful Mindset and SelfCare While Teaching and Guiding Preschoolers Presenter: Orly Zimmerman-Leizerov Professionalism

Participate in a session of peaceful practices, self-understanding activities and self-care exercises to create a more compassionate, connected classroom. This workshop will help teachers develop their capacity for introspection and their ability to recognize their own state of mind, values, personality traits and other factors that have an impact on their teaching. Teachers will use tools to deepen their understanding of self and how to use this information to strengthen their understanding of their students’ needs and promote stronger connections with them. Self-care practices and strategies for using effective coping skills to manage teachers’ own stress will be emphasized.

“The power to question is the basis of all human progress.” — Indira Gandhi Indian Statesman

Session I 13. Documentation as a Response to the Question Ayeka? Presenter: Dr. Naama Zoran Curriculum

For Loris Malaguzzi, founder of the Reggio Philosophy, documentation is the fountain that gives depth to every interaction, experience and research children and teachers are engaged with in the school. This session will give participants the opportunity to bond with and deepen their knowledge of the Reggio approaches documentation concept, characteristics and practices. We will do this by analyzing different materials from real learning processes that took place in our schools. We will also explore examples from schools in Reggio Emilia. We will simulate a staff meeting as it is done in Reggio Emilia to see how the documentation becomes the focus of the meeting. This will give us the opportunity to explore how teachers learn about the processes of their classes and how they use these understandings to plan for the next steps in the work they will do with the children. Experience Level: This session will be most appropriate for those teachers, directors and pedagogistas who are newer to using documentation as a tool to deepen their work with children. We will explore some of the basic concepts of documentation through a Reggio perspective as we begin our work.

“Documentation is not a report…it is not a description of details. It is giving life to children’s learning processes.” — Paola Strozzi Pedagogista, Reggio Emilia, 2016

Session II Half Note Speaker: Dr. Meir Muller

A. Ayeka?: Mirrors, Windows and the Sliding Glass Door of Constructivist Classrooms Curriculum

Session II B. Infants and Toddlers and Twos — Oh My!!! Who Are These Children and How Do I Create an Appropriate Learning Environment for Them? Presenter: Mary Lou Allen Child Development, Curriculum

As our youngest children, preschoolers see the world differently and approach learning in their own individual style. This session will look at the development of infants, toddlers and twos to see how it plays a role in supporting learning for each individual child in your class. Everything you do in the classroom, from changing a diaper, to singing a song, to exploring the properties of water is an opportunity to have intentional interactions with each child and extend their learning. Everyday routines can be extraordinary when you are present and mindful of the growth that is happening with every young child. Ayeka? Where are you in your understanding and knowledge of this very special age? Join this session as we deepen our understanding of children so that we can say: “For the youngest child: here I am!” in the most meaningful way.

C. Ayeka? Where Are You in Learning Alongside Children? The Processes of Research and Documentation Through Materials Presenters: Jennifer Azzariti and Stephanie Burry Curriculum

languages that supported the children’s research: paper and folding, dramatic play, clay, found materials, drawing, painting with various mediums and the use of artifacts. We will demonstrate how our observations of the children’s work and the conversations we had with the children influenced our preparation of materials and provocations. This line of thinking directs us into considering the processes that take place throughout the school year – observation and documentation, provocation and decision-making and reflection.

D. What is the Teacher’s Role in Fostering Tinker Thinking? Engineering in Action Presenter: Constant Hine Curriculum

In this session, participants will develop an understanding of engineering thinking as they experience engineering for themselves through play, problem solving and collaboration with peers. We will learn how to introduce and integrate such engineering experiences in the classroom; how children learn by doing and how educators can deepen children’s engineering play behaviors through intentional, investigation-based facilitation and teaching practices. As educators deepen their intentional teaching and facilitation skills, they become community leaders of best practices. Intentional educators will also help children develop creative, critical thinking and reasoning skills, which are 21st Century skills needed by all learners and all citizens to succeed in a global economy. We will identify ways engineering is happening every day in the classroom, and how to facilitate and build on those experiences through play and investigation to intentionally foster engineering play behaviors in children. Engineering in the early childhood classroom is often avoided simply because we’re not engineers. In this workshop, we’ll clarify what engineering is and identify ways it is naturally incorporated in the work and

Session II play of children. Using common classroom supplies and equipment, loose parts and innovative products, participants will learn to “uncover” engineering concepts working in children’s everyday explorations, both indoors and out. We will help you to facilitate and skillfully build on those everyday engineering experiences to enrich children’s learning through play and investigation. Where do you see your role in developing Tinker Thinking in your children? Come learn with hands-on materials!

E. Make Your Voice Visible — Tools to Enhance Self-Awareness and Self-Reflection Presenter: Nancy Kohl Professionalism

Ayeka? Where are you in your process of growth and awareness? To respond to such an important and meaningful call teachers need a tool or method that can support their ability to be aware, self-reflective, and gain perspective about their own learning. In this session, we will engage in an experience that asks us to think about thinking. Participants will have an opportunity to construct a circular design or mandala with small loose part materials in small groups. We will then shift to self-reflective work using the Learning Stories format to construct a “record” of our creative process. Used in this manner, Learning Stories become a reflective documentation method that is a pathway for educators to create stories that make our choices, questions, theories and, most importantly, our voices, visible. Educators will share their Learning Stories with the group. (Learning Stories are traditionally used in New Zealand early childhood centers as a powerful tool for documenting small group and individual children’s experiences. They can be and are shared with families and used in portfolios. Learning Stories are an accessible format that can be used to record teacher’s experiences and reflections as co-learners). Join us as we create, write, reflect and learn.

F. Moving From Hineni (Here I Am) to Ayeka (Where Are You?) — The Teacher’s Role in the Classroom Community Presenter: Sheindal Muller Curriculum, Community

Session II G. Inclusion of Children with Special Needs and Their Families — Where Are You and Where Could You Be? Presenters: Meredith Polsky and Stephanie Slater Special Needs

As teachers, we find ourselves in many roles: educators, counselors, managers and leaders. These roles change from day-to-day and from hour-to-hour, depending on with whom we are interacting. Typically, we can seamlessly shift from educator to manager or manager to counselor throughout our days. However, sometimes the needs of a student or family go beyond what we expect in any of these roles. Such challenges can impact the class, the team dynamics and the relationships within the preschool community. Our typical roles are challenged and we have to consider unexpected responsibilities. This workshop will help you understand best practices for meeting the needs of all children in your class, whether they are developing typically or have special needs. It will give you the tools to better recognize both typical and atypical development and provide you with ways to assess and support complicated situations. Furthermore, it will provide you with ways to collaborate with parents effectively, creating a foundation on which to build future success.

H. A yeka? Where Are You, Where Are Your Children and Are You Meeting Them Where They Are? Lessons from Vygotsky, Bruner and The Rooster Prince of Breslov Presenter: Sarah Rabin Spira Curriculum

Ann Redisch Stampler (a PJ Library ® book), we will examine different approaches to helping children learn and grow. How do we meet children where they are and bring them along to the next stage in their development, learning and understanding? We will delve into the educational philosophies of Lev Vygotsky, Jerome Bruner and others to apply the concepts of scaffolding, the zone of proximal development and the Reggioinspired view of the child to your classroom work. You’ll leave with new perspectives, understandings and practical skills.

I. Want Your Students to Be the Best “Images of God” They Can Be? Make Your Classroom Divine Presenter: Avi West Professionalism, Community

Session II students into travelers that ask themselves where they stand in relation to becoming the best image of God they can be.

J. I Am the Teacher! Ayeka? Me, Myself and Them – Strategies for Promoting Self-Awareness, a Powerful Mindset and SelfCare While Teaching and Guiding Preschoolers Presenter: Orly Zimmerman-Leizerov Professionalism

K. Documentation as a Response to the Question Ayeka? Presenter: Dr. Naama Zoran Curriculum

For Loris Malaguzzi, founder of the Reggio Philosophy, documentation is the fountain that gives depth to every interaction, experience and research children and teachers are engaged with in the school. This session will give participants the opportunity to bond with and deepen their knowledge of the Reggio approach’s documentation concept, characteristics and practices. We will do this by analyzing different materials from real learning processes that took place in our schools. We will also explore examples from schools in Reggio Emilia. We will simulate a staff meeting as it is done in Reggio Emilia to see how the documentation becomes the focus of the meeting. This will give us the opportunity to explore how teachers learn about the processes of their classes and how they use these understandings to plan for the next steps in the work they will do with the children. Experience Level: This session will be most appropriate for those teachers, directors and pedagogistas who have experience with using documentation as a reflective tool to deepen their work with children. We will delve deeper into the potential of documentation and think about our next steps.

“Documentation is not a report…it is not a description of details. It is giving life to children’s learning processes.” — Paola Strozzi, Pedagogista, Reggio Emilia, 2016

Session II L.

Inner Light: Jewish Meditation for the Busy Mind Presenter: Rabbi Ben Shalva Professionalism, Health, Safety, Nutrition

Where are you for children if you are not there for yourself? Jewish mysticism offers a number of transformative meditation techniques aimed to calm the mind, revitalize the soul, connect to the Source, and discover the deepest self. Together, we will sample a variety of Jewish meditation practices and discover solace and sanctuary in our own bodies, hearts and minds. No background or prior experience necessaryâ&#x20AC;&#x201D;beginners welcome!

Session III oving Forward: Growing and M Developing your Practice Curriculum, Professionalism

There are many aspects to consider when we think about the role of the teacher in the early childhood setting. In this session, we will discuss and share our new understandings of this complex topic. We will review the changing role that classroom teachers play as they interact with children to enhance their growth and development in all domains. We will consider how pedagogy and curriculum can help us support and strengthen these vital skills, and we will strengthen our knowledge of the current research supporting the teacher’s role. You will have the opportunity to discuss and share your ideas on how to enrich our skills and to think reflectively about where you are on your journey and what your next steps of professional development will be. Time will be set aside for each participant to develop a personal growth plan. You will be assigned to a reflection session with your Director.

“The most valuable resource that all teachers have is each other. Without collaboration, our growth is limited to our own perspectives.” — Robert John Meehan Author and Educator

Presenter Biographies Dr. Kay Abrams

Dr. Kay Abrams is the founder and director of Abrams and Associates: Center for Family Psychotherapy in Kensington and Rockville, MD, offering psychotherapy and assessment for adults, couples, families, adolescents and children. “Dr. Kay” earned her Doctorate and Masters in Clinical and Community Psychology from University of Maryland in 1991. She worked in inpatient programs for youth prior to opening her private practice. Outside of managing her practice, writing and speaking, Kay enjoys mixed media art, Zumba classes and cooking/entertaining for friends. abramsandassociates.com

Mary Lou Allen

Mary Lou Allen is an experienced Jewish early childhood educator. She views Jewish early childhood experiences as the gateway for families to become engaged in and committed to Jewish life. She is currently working as an independent early childhood consultant, with specific attention to infants and toddlers. For the past seven years, she has been an infant toddler specialist for New Jersey First Steps, a state-wide initiative to improve the quality of licensed infant toddler childcare centers using ITERS (Infant Toddler Environmental Rating Scale), intentional technical assistance and professional development. She is a certified PITC (Programs for Infant Toddler Caregivers) trainer. Ms. Allen’s clients include early childhood schools and agencies from Las Vegas, Detroit, New York, Baltimore and New Jersey. Her career has spanned various early childhood settings including Director of a hospital-sponsored childcare center, Principal for Early Childhood at a day school and Infant Toddler Director at YMHA. Prior to working as an independent early childhood consultant, Mary Lou was the national director for early childhood education at CAJE (Coalition for the Advancement of Jewish Education).

Jennifer Azzariti

Jennifer Azzariti is an early childhood educator working both locally and nationally with schools inspired by the Reggio Emilia philosophy. She is recognized as the first Studio Teacher in the United States at the Model Early Learning Center, and has worked closely with educators from Reggio Emilia here and in Italy for over twenty years. Jennifer has worked in long-term consulting relationships with St. John’s Preschool, MacDonald Montessori and DC Public Schools, as well as programs across the country focusing particularly on the potential of the role of materials as languages for learning and expression. Jennifer is a North American Reggio Emilia Alliance (NAREA) board member, and the founder of DC Reggio Emilia Alliance, a study group for educators in the Washington, DC metro area. She is a contributor to the Hundred Languages of Children, 2nd Edition, In the Spirit of the Studio and Innovations.

Stephanie Burry

After graduating from American University with a BS in Health Promotion, Stephanie began teaching physical education and health classes at an elementary school in Washington, DC. This position allowed her to create curriculum for health and wellness classes, engage with children from Pre-K through 5th grade and utilize professional development opportunities. Stephanie soon learned that her energy and passion is best fulfilled in the Pre-K classroom, and in fall 2015, moved to a fulltime classroom position at St. John’s Episcopal Preschool, where she continues teaching today. She is inspired daily by the community of learners at St. John’s, including children, parents, teachers and visiting educators.

Constant Hine

Constant Hine is currently the Director of Professional Development at Kodo Kids, designing Kodo Learning Labs and curriculum for supporting Investigation Based Teaching Practices™ and STEM investigations for early childhood professionals. She also manages the Training Department, including the Nationally Certified Kodo Trainers Program. Kodo’s Learning Model focuses on deepening educators’ intentional investigation-based teaching practices to foster critical thinking, executive function and STEM learning experiences in early childhood classrooms. Constant has an M.A.T. in Teaching/ECE and over 30 years of experience in the field of early childhood as a classroom teacher, adult educator, coach, consultant, training coordinator and author of several books. Constant is a nationally recognized dynamic and inspirational speaker, coach, adult educator, consultant and author. Constant specializes in investigationbased learning to facilitate meaningful learning for young children, intentional investigation-based teaching practices for adults, as well as in fostering engaging adult education and authentic coaching strategies. She is the author of Engaging Adult Learners Using Multiple Intelligences Toolkit, Coaching for Success and Engaging Young Learners.

Nancy Kohl

Nancy Kohl is currently a Pedagogical Consultant for Young Israel Shomrai Emunah and Shaare Torah Early Childhood Center. Nancy is also the founder of Cultivating Educators LLC, a consulting company that specializes in training and coaching early childhood directors and staff. Nancy has more than thirty-five years of experience working as a master teacher, trainer and parent educator. Nancy has presented at National Association for The Education of Young Children, Montgomery County Public Schools, The Partnership for Jewish Life and Learning in Maryland and for schools in New York and New Jersey. Nancy has also presented at various local early childhood centers, and other professional organizations. Nancy is a lifelong learner, constructivist educator and a passionate teacher who loves to inspire questions, creativity and curiosity in those she works with.

Presenter Biographies Sandy Lanes

Sandy Lanes, M.Ed in Early Childhood Education, is the Curriculum Director at the Bender Jewish Community Center Preschool, a Reggio-inspired school. Sandy is also a Sheva Faculty consultant for the JCC Association of North America. As an Adjunct Professor at Montgomery College, she taught the 90 hour course. She also taught Head Start and Pre-K for Montgomery County Public Schools and has worked as a consultant to local preschools for the past 20 years. Sandy attended the Jewish Study Institute in Reggio Emilia, Italy, in 2012 and in 2015 and is passionately studying and thinking about the Reggio approach day and night!

Meir Muller

Meir Muller has earned rabbinical ordination as well as a doctorate in the area of early childhood education. Dr. Muller serves as a clinical assistant professor in the College of Education at the University of South Carolina. In 2013, Dr. Muller was awarded the Early Career Teaching Award by the College of Education. His research interests include constructivist theory, equity pedagogy and pre-service teacher education. Dr. Muller is also in his 25th year as principal of the Cutler Jewish Day School, a NAEYC accredited school for children birth through the fifth grade. Dr. Muller has lectured across America and delivered a paper in Israel for the International Research Group on Jewish Education in the Early Years. Dr. Muller has been an important member of our National Jewish Early Childhood community and is well known to all participants in the JECELI program (Jewish Early Childhood Education Leadership Institute).

Sheindel Muller

Sheindal Muller is an educator, artist and poet living in Columbia SC. As a teacher, she has 30 years’ experience in Jewish early childhood and elementary school classrooms. She has taught in schools in London, England, Brooklyn, NY and Columbia, SC. These institutions include those that are affiliated with Orthodox, Conservative, Reform and community schools. In 1992, Muller co-founded the Columbia Jewish Day School, where she is Director of Jewish Studies. As a teacher educator she has written Jewish holiday curricula and led teacher training for schools in the Southeast. She fosters kindness, critical thinking, curiosity and a love of the outdoors in her students. She shares her love and reverence for books, artifacts and the outdoors with each child she meets. She has nurtured, made art and taught about Judaism to thousands of students ranging from preschool through high school. As an artist, her Jewish holiday series and other work has been on exhibit most recently in Columbia, SC and Chattanooga, TN. Her poetry has been published in journals out of NY and FL.

Meredith Polsky

Meredith Polsky co-founded Matan in 2000 and now serves as National Director of Institutes and Training. In this role, Meredith designs and implements the Matan Institutes, Matan’s national flagship training programs, serving Congregational School educators and directors, Jewish Early Childhood Educators and other cohorts of Jewish leadership. Additionally, Meredith serves as the part-time Developmental Support Coordinator at Temple Beth Ami Nursery School in Rockville. Meredith teaches online courses in Jewish Special Education for Gratz College and speaks nationally on the topic of Jewish Special Needs. She contributes to Kveller.com and The New Normal: Blogging Disability of the New York Jewish Week and has published articles in The Washington Jewish Week, PresenTense, RAVSAK’s HaYidion, The Institute for Southern Jewish Life and eJewish Philanthropy. Meredith holds a Bachelor’s degree in Psychology from the University of Michigan, a Master’s degree in Early Childhood Special Education from Bank Street College, a Master’s degree in Clinical Social Work from Columbia University and a graduate certificate in Early Intervention from Georgetown University.

Sarah Rabin Spira

Sarah Rabin Spira is the Manager of PJ Library ® in Greater Washington, under the auspices of the Jewish Federation of Greater Washington. She has been working in Jewish education for almost 14 years, starting as a preschool teacher at the Edlavitch JCC of Washington DC and eventually running the summer camp, Parenting Center and family programs. She directed the Edlavitch DCJCC Preschool from 2007 – 2012. She has previous experience in public relations, planning, organizing and outreach. Sarah has participated in the PJLL’s “Va’yakhel: Togetherness as the Key for the Reggio-Jewish Journey” and the Israel Educators Institute. She loves bringing her education, programming and marketing background to engage and connect local Jewish and interfaith families. Sarah has a BA in English (focusing on children’s literature) from the University of Florida and an MA in Media and Public Affairs from George Washington University and has completed additional coursework in child development and education.

Presenter Biographies Rabbi Benjamin Shalva

As a rabbi, writer, meditation teacher, and yoga instructor, Benjamin Shalva leads seminars around the world in Spiritual Cross-Training, Kabbalah Yoga, Jewish Meditation, and Mindfulness Meditation. He received his rabbinical ordination from the Jewish Theological Seminary in New York City and his yoga teacher certification from the Yogic Physical Culture Academy in Los Cabos, Mexico. He serves on the faculty at the Jewish Mindfulness Center of Washington and leads musical prayer services for the Sixth & I Historic Synagogue and Bet Mishpachah in Washington, DC. His writings have been published in the Washington Post, Elephant Journal and Spirituality & Health magazine, and he is the author of two books, Spiritual Cross-Training: Searching through Silence, Stretch, and Song, and Ambition Addiction: How to Go Slow, Give Thanks, and Discover Joy Within.

Stephanie Slater

Stephanie Slater has worked in the area of Early Childhood Special Education for 25 years. She has a Master’s Degree in Social Work and has done post-graduate work in psychoanalytic psychotherapy with children and adolescents. Stephanie completed a Graduate Certificate Program in Early Intervention at Georgetown University – School of Continuing Education in 2014. She has worked in DC-area community preschools for 12 years and is currently the full-time Developmental Support Coordinator at Gan HaYeled Nursery School at Adas Israel Congregation. This year will be Stephanie’s fourth year educating us at the Early Childhood Educators Conference. Stephanie is also a certified children’s yoga teacher and founded Paper Crane Yoga in 2012. She lives in Bethesda with her husband and two daughters, ages 15 & 11. Stephanie is committed to advocating a preschool environment where all children can develop and thrive.

Avi West

Avi West is a Senior Education Officer and Master Teacher for The Jewish Federation’s Department of Jewish Life and Learning. As a generalist, he integrates accessible and inclusive Judaic content into instructional and identity building experiences for learners of all ages. As a specialist, he is the coordinator of ROUTES, Federation’s community-wide day of adult study, and works to create a more robust framework for adult Jewish learning in Greater Washington. Avi consults with educational leadership and offers professional development workshops for educators and Jewish life presentations for parents. Among his teachers and influencers are his six grandchildren in Israel and Gaithersburg, MD.

Orly Zimmerman-Leizerov

Orly Zimmerman-Leizerov is a clinical social worker at the Jewish Social Service Agency (JSSA) where she provides therapy for children and families. Orly also leads JSSA’s Core of Knowledge trainings for childcare providers and is an early childhood mental health consultant for Montgomery County Early Childhood Mental Health program. Orly received her bachelor’s degree from the University of Maryland, her master’s degree in developmental psychology and communication from George Mason University and her master’s degree in social work from the University of Maryland.

Dr. Naama Zoran

Dr. Naama Zoran, born and raised in Israel, is a Developmental Psychologist with a PhD in Education. For the last 35 years, she has worked with preschools and elementary school educational systems in Israel and the United States. She has developed a unique approach based on Humanistic philosophy and on Loris Malaguzzi’s philosophy, known as the Reggio Emilia approach. Naama’s important contributions to the field of Early Childhood Education include: directing intervention programs for parents and children from birth to 12 years; working with the founders of the early childhood department of the Israel Ministry of Education and supervising educational settings all over Israel; participating as part of the writing team for the Israel national curriculum for two to three-year-olds; developing unique working models that are connected to children’s social emotional well-being, systems change processes and elevating thematic quality in Jewish settings; bringing the Reggio Emilia Approach to Israel and leading the educational change according to this philosophy. Naama serves as Reggio Children International Representative to the State of Israel and has brought the “Hundred Languages” and the “Wonder of Learning” exhibits to Israel. Naama presents regularly at NAEYC conferences and was Israel’s representative to the Organization for Economic Co-operation and Development (OECD) world-wide early childhood conference in Norway. She has worked with schools across the US since 2000 and is leading them to high quality practice. Naama has worked within the DC community since 2004.

Notes

THANK YOU to our wonderful Jewish Early Childhood Education Conference leadership:

CO-CHAIRS: DJ Schneider Jensen

Director, Washington Hebrew Congregation E-T ECC

Gary Mayes

Pedagogista, Temple Emanuel Early Childhood Center

CO-CHAIRS OF THE ECE DIRECTORS COUNCIL:

LEADERSHIP OF THE JEWISH FEDERATION OF GREATER WASHINGTON:

Joanie Smeltz

Executive Vice President & Chief Executive Officer

Director, Ohr Kodesh Early Childhood Center

Sharon Sherry Director, Olam Tikvah Preschool

Steven A. Rakitt Robert Zahler President

Mara Bier

Senior Education Officer, Early Childhood, Jewish Life and Learning