NAEYC 2019 Professional Learning Institute Program

Long Beach, California June 2–5

2019

Professional Learning Institute Share with us on social media using #naeycINST

Download the app to your Android or iPhone for updates

For additional information visit NAEYC.org/institute

WHY

W E ’R E B E T T E R

2019 Professional Learning Institute

Empowering early childhood professionals with fresh ideas and insights to participate in and facilitate the highest quality professional development

Schedule of Events Saturday, June 1

Monday, June 3

Tuesday, June 4

8:30am–4pm & 12 noon–4pm Pre-Institute Workshops (Preregistration required)

7 am–3 pm Institute Registration

7 am–12 noon Institute Registration

8–10 am Sessions

8–10 am Sessions

9 am–5 pm Institute Registration

10 am–5 pm Exhibit Hall NAEYC Shop

10 am–2 pm Exhibit Hall NAEYC Shop

10:30 am–12:30 pm Sessions

10:30 am–12:30 pm Sessions

12:30–2 pm Lunch Break / Concessions in Exhibit Hall

12:30–2 pm Lunch Break / Concessions in Exhibit Hall

2–4 pm Sessions

1:30–2 pm Prize Drawings

4–4:30 pm Ping Pong Challenge

2–4 & 4:30–5:30 pm Sessions

4:30–5:30 pm Sessions

Wednesday, June 5

Sunday, June 2 7 am–6 pm Institute Registration 8:30–10 am Opening Plenary Session 10:30 am–12:30 pm Sessions 12 noon–3:30 pm Exhibit Hall NAEYC Shop 12:30–2 pm Lunch Break / Concessions in Exhibit Hall

8–10 am Sessions

2–4 & 4:30–5:30 pm Sessions 5:30–7 pm Networking Reception 5:45–7 pm Research Poster Session

10:30 am–12 noon Closing Plenary Session EXHIBIT HALL Discover new ideas and solutions from more than 60 early learning companies while enjoying daily activities, demonstrations, and prize drawings. Collect colored ping pong balls from exhibitors on Monday and Tuesday to turn in for raffle tickets.

Win an iPad or free registration to the NAEYC Annual Conference.

National Association for the Education of Young Children 1313 L Street NW, Suite 500, Washington, DC 20005-4101 202-232-8777 | 800-424-2460 NAEYC.org #naeycINST

NAEYC is a high-performing, inclusive organization, and we encourage the exchange of diverse opinions. It is important for attendees to recognize that the ideas presented at the Institute do not necessarily reflect NAEYC’s official position and NAEYC assumes no responsibility for any statement of fact or opinion presented at the Institute. NAEYC does not endorse the products or services of any Institute advertiser, exhibitor, or sponsor.

Table of Contents 4 Welcome Letter

Saturday, June 1

5 Sponsors

19 Pre-Institute Workshops

8 Announcements

Affiliate Day 8 am–3 pm

12 Maps 14 Discover Long Beach 20 Research Symposium Schedule

hyatt regency long beach, regency ballroom b/c

Topic-Based Workshops 8:30 am–4 pm Accreditation Workshops 8:30 am–4 pm

89 Become an NAEYC Leader

Half-Day Workshop 12 noon–4 pm

Sunday, June 2 23 Opening Plenary Session 8:30–10 am terrace theater / long beach performing arts center

24 Sessions 10:30 am–12:30 pm Featured Session Changing mindsets grand ballroom

A

28 Sessions 2–4 pm Featured Session Racial microaggressions

Workgroups, Panels, & Liaisons

grand ballroom

A

33 Sessions 4:30–5:30 pm

90 NAEYC Corporate Alliances

36 Networking Reception 5:30–7 pm hall B, lower level

91 Exhibit Hall Index of Exhibitors

38 Research Poster Session 5:45–7 pm hall B, lower level

93 Index of Advertisers 95 Certificate of Attendance

Institute Evaluation Please remember to complete the 2019 Institute evaluation survey, which will be sent to you electronically immediately following the Institute. NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future professional development activities.

2

2019 NAEYC Professional Learning Institute

Table of Contents Monday, June 3

Tuesday, June 4

Wednesday, June 5

41 Sessions 8–10 am

61 Sessions 8–10 am

81 Sessions 8–10 am

Featured Session

Featured Session

Featured Session

Baby boomers to X, Y, and Z grand ballroom

Integrating social justice approaches in preservice and in-service teacher education

A

A

ACCESS Session

grand ballroom

43 NAECTE Session 8 pm–12:30 pm

63 Research Symposium Session 8–10 am room 104A

46 Sessions 10:30 am–12:30 pm Featured Session The early advantage grand ballroom

A

Preparing teachers to work with children who have been traumatized grand ballroom

A

86 Closing Plenary Session 10:30 am–12 noon grand ballroom B

65 Sessions 10:30 am–12:30 pm Featured Session Counting all children

ACCESS Session

grand ballroom

A

50 Sessions 2–4 pm

70 Sessions 2–4 pm

Featured Session

Featured Session

Cross-border window shopping grand ballroom

Five steps for self-regulation for administrators, educators, and children

A

grand ballroom

ACCESS Session 52 Research Symposium Session 2–4 pm room 104A

A

75 Sessions 4:30–5:30 pm

55 Sessions 4:30–5:30 pm

Complimentary Wi-Fi for Sessions Network: NAEYC Password: PLI2019! (case sensitive) There is also free Wi-Fi is available in the lobby areas of the Long Beach Convention & Entertainment Center. The network name is Free Internet. There is no password needed.

2019 NAEYC Professional Learning Institute

3

Welcome Early Childhood Professionals & Leaders!

Dear Attendees, Welcome to Long Beach, California! Thank you for meeting us at the beach for NAEYC’s 2019 Professional Learning Institute. Let’s prove once again that we are stronger together!

Get ready for an exciting week of sessions and events to motivate, educate, and inspire. We challenge you to attend workshops that speak to your experience as an early childhood professional, to make connections with peers in the field, to visit the exhibit hall to check out innovative solutions in early learning, and to enjoy the beach.

Please share what you learn here in Long Beach with your program, community, and colleagues!

This year, our keynote speaker, renowned architect Trung Le, will explore humanity-based design during the opening plenary and challenge you to innovate as futurists.

Amy O’Leary, Governing Board President

Rhian Evans Allvin, Chief Executive Officer

NAEYC Governing Board Amy O’Leary, President Ann McClain Terrell, President-Elect

Don’t miss our research symposium—designed to connect you to research, policy, and practice that impact your everyday work. Look forward to thought-provoking dialogue with experts.

Crystal Sanford-Brown, Vice President

Collectively, we have the power to shape the future of early childhood education. Building on our progress with Power to the Profession, we will dive deep into topics highlighting compensation strategies and explore what early learning professionals should know and be able to do.

As we prepare to launch our first ever position statement on advancing equity, effective implementation is on our minds! We need you— practitioners, administrators, and system leaders—to pick up the mantle of implementation, and we want to explore the best ways to do that.

Uhriel Bedoya

Remember—our time is now! The work we accomplish today will set a foundation for the leaders of tomorrow and cultivate the status of the early childhood education profession for decades to come.

Tamara Johnson

So, let’s get to work!

Nicol Russell

Sincerely,

Stacia Tipton

Steven Hicks, Secretary Carl L. Hairston, Treasurer Anthony Broughton Isauro Escamilla Calan Dina C. Castro Jie-Qi Chen Sebreana Domingue Elisa Huss-Hage Alissa Mwenelupembe Yohana Quiroz

Michelle Wlazlo Rhian Evans Allvin (Ex Officio)

Amy O’Leary, NAEYC Governing Board President

4

Rhian Evans Allvin, NAEYC Chief Executive Officer

2019 NAEYC Professional Learning Institute

Sponsors

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Announcements Session Location

NAEYC Membership

Long Beach Convention & Entertainment Center 300 East Ocean Boulevard, Long Beach, CA 90802

Long Beach Convention & Entertainment Center, Registration Area, Main Concourse Level, Main Lobby

Institute Registration & Final Program Pick-up

Take advantage of all the amazing benefits membership has to offer! Visit the NAEYC Membership area and upgrade today!

Institute badges—which permit admission to sessions and to the NAEYC Institute Exhibit Hall—were mailed in advance to attendees and presenters who registered by May 3, 2019. Exhibitors and those who registered after May 3 must bring their registration receipts to Institute Registration, on the Main Concourse Level in the Main Lobby of the Long Beach Convention & Entertainment Center, to pick up their badges. On-site registration will be available to those who did not preregister. If you did register, you can pick up your copy of the Institute Final Program anytime during registration hours. See Schedule of Events for hours.

NAEYC Headquarters NAEYC Headquarters will be in the Long Beach Convention & Entertainment Center on the Upper Level, in Room 204.

NAEYC Shop Long Beach Convention & Entertainment Center Lower Level/Exhibit Area, Hall B, Booth #335 Don’t go home empty handed! NAEYC publications will be available for browsing, on-site purchases, or bulk orders— all at member prices. See Schedule of Events for hours.

Research Posters Long Beach Convention & Entertainment Center Lower Level/Exhibit Area, Hall B Stop by the Research Posters to network and exchange ideas with individuals and organizations showcasing effective approaches to professional development, high-quality programs, and new research. See Schedule of Events for hours.

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Membership Hours

Saturday, Sunday, Monday, Tuesday,

June 1 June 2 June 3 June 4

9 am–5 pm 7 am–6 pm 7 am–3 pm 7 am–12 noon

NAEYC Exhibit Hall & Registrant Bag Pick-Up Long Beach Convention & Entertainment Center Lower Level/Exhibit Area, Hall B Discover tools, services, and demonstrations for implementing new solutions that build on what you learn at Institute. Your complimentary registrant bag is waiting for you at the NAEYC Homeroom, Booth #126. See Schedule of Events for hours.

For safety reasons, we cannot allow children or strollers into the Exhibit Hall. Attendees 18 and older will be permitted.

Business Center FedEx Office Print & Ship Center 555 E. Ocean Blvd., Suite 102 Long Beach, CA 90802 562-495-5767 The closest business center to the Long Beach Convention & Entertainment Center is the FedEx Office Print & Ship Center located on Ocean Boulevard, which is less than two blocks east of the Westin Long Beach. Hours are Monday through Friday, 7 am–10 pm; Saturday, 8 am–8 pm; and Sunday, 10 am–8 pm.

2019 NAEYC Professional Learning Institute

Long Beach Info Desk

Endorsement

Long Beach Convention & Entertainment Center, Main Concourse Level

NAEYC’s Institute encourages the exchange of diverse opinions. It is important for attendees to recognize that the ideas presented do not necessarily reflect NAEYC’s official position statements. Moreover, NAEYC assumes no responsibility for any statement of fact or opinion presented at the Institute, nor does acceptance of advertising or exhibits imply endorsement by the association of any products or services.

The Visitor Information desk is located on the Main Concourse Level of the Long Beach Convention & Entertainment Center. A knowledgeable concierge is available to answer questions and assist with restaurant reservations from Sunday, 10 am–7 pm, and Monday and Tuesday, 10 am–5:30 pm.

Conference CEUs & Graduate Credits Are Available!

Seattle Pacific University will offer Continuing Education Units (CEUs) and Graduate Credits for conference attendees. Sign up online at ce.spu.edu. Registration will be available online only. Details on the requirements for CEUs and graduate credits are available on the website.

Continuing Education Units Conference participants may earn up to two Continuing Education Units ($20 for one CEU and $40 for two CEUs).

Please note that prior to attending sessions, participants will need to either download the form online at ce.spu.edu or pick up a form at the registration counters at the Long Beach Convention & Entertainment Center. Please visit ce.spu.edu for more information on how to register for CEUs.

Graduate Credits Conference participants may earn one or two graduatelevel quarter credits ($55 for one credit and $110 for two credits). Participants must track attendance and complete a final assignment. Please visit ce.spu.edu for more information on how to register for graduate credits.

2019 NAEYC Professional Learning Institute

Lost & Found Please visit the NAEYC Headquarters, Long Beach Convention & Entertainment Center, Upper Level, Room 204, if you have lost an item while attending sessions.

Final Program Organization The Sunday through Wednesday sessions are described on pages 23 to 86. The program is organized by day, time, and location. The description of each session includes title, location, time, presenters, and topic. The topic defines the session focus.

General Consent & Release for Use of Image Registration and attendance at, or participation in, NAEYC meetings and other activities constitutes an agreement for NAEYC, or anyone authorized by NAEYC, to record and use, as NAEYC may desire in its sole and absolute discretion, all recording and reproductions or depictions of such exhibitor’s, or attendee’s name, likeness, voice, persona, words, actions, and/or biography, which NAEYC may make, including without limitation, the right for NAEYC, or anyone authorized by NAEYC, to use such recordings, reproductions, or depictions in or in connection with any legitimate purposes, including for advertising, publicity, trade, and editorial purposes, at any time in the future in all media now known or hereafter developed, throughout the world.

9

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Long Beach

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NAEYC Professional Learning Institute June 2-5, 2019 The Long Beach Convention Center Main Entrance is on Pine Avenue, an easy walk from the

Map may not be exactly to scale Distances Approximated

hotels. The Hyatt Regency is next door, the Renaissance is across the street, the Westin is about one block over and the Courtyard is one block beyond the Westin.

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2019 NAEYC Professional Learning Institute

Download the App! Stay connected, share photos and status updates, and get alerts!

Access great electronic features designed to enhance your Institute experience, such as ſſ Mobile session planner ſſ Event alerts and chances to win big prizes ſſ Maps and exhibitor information ſſ And more!

Discover Long Beach Long Beach is a pedestrian-friendly location ideal for shopping, dining, culture, and entertainment when you’re not engaging in vital professional development. You could even get special offers and discounts when you present your Institute badge at various Long Beach businesses and attractions.

Here are a few suggested sites to check out when you arrive.

Queen Mary The Queen Mary is one of Long Beach’s signature attractions, a piece of world history that attracts visitors from around the globe.

The Aquarium of the Pacific The Long Beach Aquarium of the Pacific offers a “face-to-fish” encounter with its more than 11,000 inhabitants of the world’s largest ocean.

Sandy Beaches

Restaurant Row

Boasting 11 miles of sandy beaches, inland waterways, and bays, Long Beach is the ultimate year-round playground.

In the heart of downtown is the enticing Restaurant Row, with dozens of restaurants offering cuisine from cultures worldwide.

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Saturday

Pre-Institute Workshops

Affiliate Day

Hyatt Regency Long Beach — Regency Ballroom B/C 8

Sponsored by

am–3 pm

Affiliate board members and staff are invited to register for Affiliate Day. Planned jointly by the NAEYC Affiliate Advisory Council and staff, this day is designed to inspire and build leadership throughout our Affiliate network. Advance registration is required through the Affiliate Relations Department. Seating is limited. For more information, please contact the Affiliate Relations team at affiliate@naeyc.org.

Topic-Based Workshops

NAEYC Accreditation Workshops

Using powerful interactions with adults to promote children’s learning and success

Higher education faculty workshop: Completing the NAEYC higher education accreditation process

room

8:30

101B

am–4 pm

room

Judy Jablon , Leading for Children; Diana Courson , Arkansas State University; Nichole Parks , Leading for Children

Making, tinkering, and engineering in early childhood room

8:30

102B

am–3 pm

Cate Heroman , Cate Heroman , LLC

From survive to thrive: Leading early childhood programs room

8:30

8:30

101A

am–4 pm

Megan Woolston , NAEYC; Mary Harrill , NAEYC; Bridget Murray , Henderson Community College

Sponsored by Leadership Institute • Academic Services

NAEYC Accreditation of Early Learning Programs: Implementing the process room

8:30

104A

am–4 pm

April Kimble , NAEYC; Meghann Hickey , NAEYC

102C

am–4 pm

Debbie LeeKeenan , AntibiasLeadersECE; Sarah Felstiner , Hilltop Children’s Center

Don’t forget to check out the Institute App on Google Play and the Apple iTunes Store!

Half-Day Workshop Don’t forget to check out the Institute App on Google Play

Power to the Profession: From shared and the Apple iTunes Store! framework to implementation and investment room

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104C

noon–4 pm

Search “NAEYC Institute” in app stores to download.

Co-hosted by NAEYC and Power to the Profession National Task Force members

Search “NAEYC Institute” in app stores to download.

Follow the conversation on Facebook and Twitter using #naeycINST.

Follow the conversation on Facebook and Twitter using #naeycINST.

Research Symposium Schedule Monday, June 3

Tuesday, June 4

The research—policy—practice cycle: Moving our field forward

Cutting child poverty in half within a decade

room

2–4

104A

room

8–10

pm

Networks that convene to explore issues facing the field of early childhood are most effective when researchers, policymakers, and educators steeped in the practice are at the table together. The NYC Early Childhood Research Network, a unique collaboration that includes research scientists from community colleges as well as public and private colleges and universities in New York City, models this approach, making significant contributions to the field. How did it get started? How does it work? What are its contributions?

This conversation is designed to share our work, and inspire other cities and states as they consider their own collaborations to move our field forward.

Sherry Cleary , New York Early Childhood Professional Development Institute; Kate Tarrant , NYC Early Childhood Research Network; Simone Hawkins , NYC Department of Health and Mental Hygiene; Jennifer Gilken , Borough of Manhattan Community College; Jen Longley , Borough of Manhattan Community College; Jillian Crosby , Borough of Manhattan Community College

104A

am

In response to a mandate from Congress, the National Academies of Science, Engineering, and Medicine (NASEM) released a landmark consensus study on child poverty in the US. This study included analysis of the economic, health, and social costs of child poverty to our society, as well as the effectiveness of current anti-poverty programs to reduce child poverty. Based on this analysis, the study committee issued a set of evidence-based policy recommendations about how to cut the national child poverty rate in half within a decade. Join us to hear from leading experts on this new landmark study and learn how you can utilize its findings to reduce child poverty and its negative consequences in the US. Greg J. Duncan , University of California, Irvine; Jackie Thu-Huong Wong , GRACE; Donna Sneeringer , Child Care Resource Center (CCRC); Antionette Dozier , Western Center on Law & Poverty; Becca Patton , First 5 LA

Research Symposium sponsored by

NAEYC is Looking for Book Authors!

Are you writing a book? Or do you want to talk with an editor about a book you are interested in writing? Editors from NAEYC’s Books Department are available to meet with you. To schedule an appointment, email Kathy Charner at kcharner@naeyc.org.

Submission guidelines are available at NAEYC.org/writing-a-book.

Institute Evaluation Please remember to complete the 2019 Institute evaluation survey, which will be sent to you electronically immediately following the Institute. NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future professional development activities.

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Exhibit Hall Come discover new ideas and solutions to build on what you learn in the conference sessions.

Sunday, June 2 12 noon–3:30 pm Exhibit Hall/NAEYC Shop 12:30–2 pm Lunch Break ($) 5:30–7 pm Networking Reception 5:45–7 pm Research Poster Session

Monday, June 3 10 am–5 pm Exhibit Hall/NAEYC Shop 10:30 am–12:30 pm Learning Bytes 12:30–2 pm Lunch Break ($) 2–4 pm Learning Bytes 4–4:30 pm Ping Pong Challenge

Hall B LOWER LEVEL

Tuesday, June 4 10 am–2 pm Exhibit Hall/NAEYC Shop 10:30 am–12:30 pm Learning Bytes 12:30–2 pm Lunch Break ($) 1:30–2 pm Prize Drawings

NAEYC Shop in the Exhibit Hall

PING PONG

Collect colored ping pong balls on Monday & Tuesday from exhibitors. Relax and meet new friends through a game of ping pong near Homeroom booth #126.

Visit Us For: Books & Resources NAEYC Merchandise

We redesigned the shop! Check out our new look while browsing our high-quality publications. All Institute attendees receive a 20% discount on purchases, so stock up that library while you’re here!

Don’t worry about hauling heavy books back home—orders over $60 are eligible for free shipping. Stop by to say hi and see what we have for you!

Sunday

Opening Plenary Session

Humanity centered design Trung Le, 180 Studio. terrace theater long beach performing arts center

8:30–10

am

Inspired by living systems, we can begin to write a new humanity- centered story. Learning from living systems, we can begin to design a new ecology of living and learning environments for our children and ourselves.

Join us for this keynote address to: • Better understand the power of design and design thinking.

• Learn the six properties of living systems through the lens of design.

• Get examples of how the six properties of living systems can be applied at multiple scales to everything we are designing—from a culture to a city to a school to a learning space.

• Better understand the connections between pedagogy and place making, the physical environment as the third teacher.

Le is a founding partner of a global design studio that helps communities and clients curate the spaces, stories, and strategies that advance our collective understanding of the future of learning. Le currently serves on the Board of Trustees at the Academy for Global Citizenship, a Chicago public charter school located on the underserved southwest side of Chicago.

Refer to the Walking map, distributed at the registration desk on-site, for directions to the Terrace Theater/Long Beach Performing Arts Center.

EXHIBIT HALL

PING PONG

Check Your Registrant Bag for More Information

ROUNDUP

Monday June 3rd

Tuesday June 4th

10 AM –5 PM

10 AM –1 PM

Sunday 10:30 am–12:30 pm Featured Session Changing mindsets: Culturally and linguistically responsive practices for young dual language learners and their families in ECE settings grand ballroom

10:30

A

am–12:30 pm

Participants will begin by completing selfassessment tools regarding dispositions, including relevant beliefs and values regarding culturally responsive practices in early childhood settings.

Presenters will address current knowledge about how children learn languages and review relevant research leading to recommended practices for assessment, eligibility determination, and learning strategies for culturally, linguistically, and ability diverse students, with a focus on dual language learners and their families in ECE. Susan Moore , University of Colorado , Boulder; Clara Pérez-Méndez , Puentes Culturales

Sponsored by

Building a profession: Addressing higher education barriers for the early childhood workforce room

101A

10:30

am–12:30 pm

In this session, T.E.A.C.H. Program counselors and scholars and higher education faculty will (a) present survey findings that identify barriers to higher education for the early childhood workforce; (b) discuss strategies that two states in the Addressing Early Childhood Higher Education Barriers Project are using to address barriers, such as remedial math, student teaching, the lack of bilingual curriculum, and access and affordability; and (c) highlight innovative solutions being used to address these barriers.

Understanding what preschoolers are thinking: A critical (and often missing) foundation for decisions about pre-K curriculum and instructional interactions room

101B

10:30

am–12:30 pm

Participants will consider examples of preschoolers’ misunderstandings in a variety of language and literacy instructional contexts, along with the presenter’s suggestions about “what a child was likely thinking.”

Participants then discuss with their small group several additional examples. Presenter and participants will explore implications of preschoolers’ thinking for decisions about pre-K curriculum and instructional interactions.

Judith Schickedanz , Boston University Language & Literacy

Translating relationship-based professional development competencies to action: Building coaching skills through informed practice and reflection room

102A

10:30

am–12:30 pm

Join us as we use the Minnesota Relationship-Based Professional Development (RBPD) competencies as a foundation to identify, discuss, and participate in learning experiences that bridge knowledge to practice. We will view teacher–coach video in order to identify RBPD strategies that can be used for coaches, mentors, consultants, and technical assistance specialists. We will actively practice skills and reflect on learning activities that, regardless of coaching content area, support participants so that they leave with coaching tools to put into practice.

Vicki Hawley , University of Minnesota Center for Early Education and Development; Beth Menninga , Center for Inclusive Child Care, Concordia University, St Paul, MN Technical Assistance (Coaching, Mentoring, Consultation)

Sue Russell , TEACH Early Childhood® National Center; Sharon Sullivan , TEACH Early Childhood® National Center; Phyllis Kalifeh , Children’s Forum , Inc; Ana De Hoyos O’Connor , San Antonio College Professional Development Systems

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2019 NAEYC Professional Learning Institute

Sunday Developing early childhood teachers for social change: Preservice teachers reflect on their White fragility

Understanding the uniqueness of family child care: Coaching and mentoring strategies for successful relationships with providers

room

102B

room

103B

10:30

am–12:30 pm

10:30

am–12:30 pm

Review the theory of White fragility. Learn strategies for supporting preservice teachers’ reflection on their White fragility that can be used in teacher education courses.

Sarah Jean Baker , Missouri State University Educator/Teacher Preparation

A walk through the NAEYC/ CAEP SPA recognition process for higher education programs room

102C

10:30

am–12:30 pm

Participants will learn the steps involved in the process of seeking NAEYC recognition through the Council for the Accreditation of Educator Preparation (CAEP), and they will have an opportunity to ask questions.

Mary Harrill , NAEYC Accreditation of Higher Education Programs

Play it forward: Defending play-based practices by making learning visible room

103A

10:30

am–12:30 pm

Children learn best through play, yet many programs struggle with defending this practice. Understanding current research and having skills for communicating its importance as well as the conviction to implement it are key. In this interactive workshop, you’ll discover how to communicate the valuable outcomes that happen when children are allowed the freedom to direct their own learning through play. Learn how displays and documentation will make learning visible to children, parents, visitors, and other educators. Participants are encouraged to bring an iPad, if possible.

Kim Adams , Barron Park Preschool

Supporting family child care providers can be a unique challenge for coaches and mentors who are embracing this demographic in our field yet are used to working with center-based staff. This session will outline the stages of professional development for providers as they evolve as educators and discuss the important differences between a family child care program and a center-based program. Participants will leave with strategies for building successful relationships and fresh approaches to the professional development they offer providers.

Patricia Dischler , National Association for Family Child Care; Donna Fowler , National Association for Family Child Care Technical Assistance (Coaching, Mentoring, Consultation)

Share the cost, strengthen the quality: How ECE shared services alliances can build high-quality professional development opportunities for ECE directors, staff, and family child care providers room

103C

10:30

am–12:30 pm

This session will bring together representatives from three shared services alliances in Los Angeles County to talk about their stories highlighting how this innovative system has improved professional development outcomes for staff, children, and families. Panel members will discuss their shared services alliance journeys—how they formed their alliance, how it currently operates, professional development activities, plus the past successes and the challenges for next steps.

Joyce Robinson , Opportunities Exchange; Marcella McKnight , Opportunities Exchange; Gloria Davis , Girls Club of Los Angeles; Susan Wood , Children’s Center at Caltech; Micaela Walker , Precious Little Heartbeat Family Child Care Community Partnerships

Play

2019 NAEYC Professional Learning Institute

25

Sunday Using practice-based coaching to increase teachers’ inclusive practices in preschool room

104A

10:30

am–12:30 pm

Learn how early childhood coaches across Iowa used practice-based coaching to help teachers in a pilot project increase inclusive practices in classrooms. Teachers and coaches were trained in DEC evidence-based inclusive practices, with the goal to increase specially designed instruction for students with Individualized Education Plans, as well as increasing developmentally appropriate practices for all children. This session will focus on how this coaching model assisted coaches in helping teachers change their practice and increase inclusive practices.

Melanie Reese , Grant Wood Area Education Agency; Betsy Lin , Iowa Department of Education; Pamela Elwood , Green Hills Area Education Agency; Lorry Wilson , Mississippi Bend Area Education Agency Training & Professional Development Programs

104B

10:30

am–12:30 pm

A panel will discuss key ideas highlighted in the new position statement (planned to be adopted by the Board in April). Participants will learn about the statement and its key ideas and reflect on ways they can begin to use the statement in their work.

Elisa Huss-Hage , NAEYC Governing Board Early Learning Systems Committee; Shayna Cook , Bainum Foundation Diversity & Equity

Available at the NAEYC Shop!

Equity & Diversity Build on children’s diverse knowledge and abilities and empower them to achieve their full potential.

Item 2843 List $25 | Institute Price $20

26

Spotlight on Young Children Spotlight on Young Children: Equity & Diversity

New! Spotlight on Young Children

&

room

104C

10:30

am–12:30 pm

This workshop will explore the importance of good communication in the workplace. There is a great need to add humor in our lives and use it appropriately.

Participants will discover simple and easy activities and motivators to use all year long to help create a cohesive work team. To bond as a group, people must have shared dreams and investment. Participants will leave this session with something they can implement at their center.

Sarah Miner , Live & Learn Early Learning Center , LLC and Granite State College; Johanna BoothMiner , Live & Learn Early Learning Center LLC Professionalism, Leadership & Ethics

Meet your AFPs

Advancing Equity in Early Childhood Education: NAEYC’s newest position statement room

The power of play in building strong teams: Let’s run up the hill and fall down together laughing

Cristina Gillanders & Rossella Procopio editors

Equity Diversity

room

201A

10:30

am–12:30 pm

Find out more about how NAEYC Accreditation Facilitation Projects built their structures and learn how they support programs in their regions.

Kristen Johnson , NAEYC Accreditation of Early Learning Programs

Coaching teachers around challenging behaviors: Creating responsive environments where all children thrive room

201B

10:30

am–12:30 pm

This session will give coaches/administrators tools to return a sense of competence and efficacy to teachers faced with children’s challenging behaviors. We’ll examine challenging behaviors through two lenses: the environments teachers create and how we can effectively arm children to handle classroom social-emotional demands. First, we will actively explore five practices teachers can incorporate into their classrooms to lessen challenging behaviors. Then we will lay out the classroom practices that are effective in teaching children socialemotional skills.

Michelle Salcedo , The Sunshine House Guidance/Discipline/Challenging Behaviors

2019 NAEYC Professional Learning Institute

Sunday The Science of Early Learning: Connecting research to practice

Choosing safe art supplies: Protecting children from environmental health hazards

room

202A

room

202C

10:30

am–12:30 pm

10:30

am–12:30 pm

There is a significant gap between academic research and its translation into usable knowledge and everyday practice.

This is the very problem Deans for Impact (DFI) set out to solve with its groundbreaking report, “The Science of Learning,” which has been downloaded over 6,000 times already. This session will present the report and make critical connections between the most influential current research and everyday practice.

Rachel Robertson , Bright Horizons; Stephanie Carlson , University of Minnesota Educator/Teacher Preparation

Nourish to flourish: The power of mindfulness in the early childhood profession room

202B

10:30

am–12:30 pm

Teachers respond to emotionally charged situations daily, and a high level of social-emotional competence is essential to a positive classroom climate. In this session, we discuss the impact of a pilot series developed to support stress reduction, mindfulness, and self-care for early childhood educators in Washington, DC. Participants will practice mindfulness activities and leave with mindfulness intervention strategies they can implement in their settings to sustain positive classroom environments and improve student learning.

Jess Lane , AppleTree Early Learning Public Charter School; Rose Silva , AppleTree Early Learning Public Charter School Training & Professional Development Programs

The environmental health of an early learning environment can significantly impact a child’s health and ability to learn.

Emerging science is linking chemicals commonly found in children’s learning environments to asthma, lower IQ, and developmental disabilities. Toxic exposures can cause, worsen, or contribute to these conditions. Children are at risk because their systems are still developing. Research and best practice suggestions pertaining to safer art supplies will be discussed. Example products will be shown, and labels and certifications will be explained.

Hester Pau l, Children’s Environmental Health Network; Susan Hedges, NAEYC Health & Safety

Supporting the development of language and mathematics in formal and informal spaces: Counting, spatial relations, and measurement room

203A

10:30

am–12:30 pm

In this session, we will explore the interaction of informal and formal language, gesture, and representation as teachers simultaneously support language development and mathematics learning in preschool classrooms.

Participants will engage with classroom video, developmentally appropriate activities, and literature to explore children’s thinking and pedagogy in counting, spatial relations, and measurement (with opportunities to connect to other math content). We will share free online resources that teacher educators (faculty, coaches, mentors, etc.) can use to support teacher learning.

Angela Turrou , University of California , Los Angeles; Dolores Torres , Lennox State Preschool

Available at the NAEYC Shop!

Mathematics

New! Serious Fun How Guided Play Extends Children’s Learning

Help preschoolers and kindergartners learn essential knowledge and skills in the context of playful situations.

Item 1137 List $28 | Institute Price $22.40

2019 NAEYC Professional Learning Institute

27

Sunday Kindergarten transition: Strategies to support and engage children, families, and teachers in the transition to kindergarten room

203B

10:30

am–12:30 pm

High-quality early childhood education is crucial to giving children a strong start, but what happens when they leave child care and enter grade school? Transition into grade school from child care settings is an exciting time, but it can be scary for children and families. Discuss approaches and challenges to supporting kindergarten transition at the system and school level in highly diverse Philadelphia and in your own district.

Sharai Cunningham , The School District of Philadelphia; Judith Johnson , The School District of Philadelphia Family Engagement & Support

Rethinking the first six weeks of preschool: Preparing teachers to achieve optimal fidelity room

203C

10:30

am–12:30 pm

Discover how making a thoughtful investment in the first six weeks of preschool not only sets the stage for children’s development and learning all year long, but also positions teachers to implement curriculum and assessment with fidelity. By examining the fundamental aspects of a caring classroom community, learn how you can help teachers build meaningful relationships with children and families, create a child-centered physical environment that conveys positive messages, and lay the foundation for a successful school year.

Kai-leé Berke , Teaching Strategies , LLC Social/Emotional Development

12:30–2 PM Lunch Break Concessions open in the Exhibit Hall

2–4 pm Featured Session Racial microaggressions: Redressing inequities for Black boys and girls in early childhood education grand ballroom

2–4

A

pm

In recent years, practitioners have become aware of the role that racial microaggressions have on the learning, development, and success of young children. Microaggressions are common verbal and nonverbal slights that negate the experiences of people of color. Participants will learn what racial microaggressions are and how they serve as a barrier to academic success for Black children. ECE counternarratives will amplify strategies and practices that parents, teachers, and community advocates can use to reduce the prevalence of microaggressions.

Jerlean Daniel , University of Pittsburgh; Idara Essien , San Diego State University; J Luke Wood , San Diego State University

Sponsored by

Available at the NAEYC Shop!

Brochures: High-Quality Programs and Schools Use these excellent resources to help families understand how to identify high-quality programs and schools and to learn what educators do to support children’s learning and development.

Item numbers 3100, 3101, 3102, 3103, 3104 List $0.75 Institute Price $0.60

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2019 NAEYC Professional Learning Institute

Sunday Inquiry as a catalyst for building a professional early childhood workforce: Lessons from teacher research for pre-and in-service teachers’ professional learning room

2–4

101A

pm

This panel of teachers and teacher educators will discuss their recent teacher research projects and the power of sharing teacher research with others. Learn how the making of meaning and constructing knowledge has helped them to understand the deeper issues of teaching (e.g., social justice, equity, values). This will be an interactive session, with opportunities for breakout groups so that participants can discuss their ideas about how to use teacher research in their own practice.

Debra Murphy , Cape Cod Community College; Andrew Stremmel , South Dakota State University; Barbara Henderson , San Francisco State University; Frances Rust , NYU Metro Center and University of Pennsylvania Educator/Teacher Preparation

Writing for NAEYC publications and blogs room

2–4

101B

pm

Be an NAEYC author! Are you interested in writing an article for Young Children, Teaching Young Children, or the NAEYC For Families website? Or maybe you’re thinking about writing a book or being a guest blogger?

Join the editors as they discuss what they’re looking for, how to submit, and the review process.

Continue the conversation with Trung Le: Living school, by design room

2–4

102A

pm

In a follow up to Institute’s opening plenary session, participants will collaborate to unpack the essential questions that intersect the future of early childhood education, and the future of humanity. Attendees will prototype potential new ideas that they can bring back to their own institutions, and emerge new ideas by viewing essential questions through the lens of living systems. This session offers the opportunity to better understand the connections between pedagogy and place making, with the physical environment serving as the third teacher.

Trung Le , 180 Studio NAEYC Activities

Affiliate orientation 101: Ensuring your board and staff make an impact on Day One room

2–4

102B

pm

Join NAEYC staff for an overview of the relationship between NAEYC and Affiliates and the shared accountability we have to our members. Mission-driven work requires transparent, reciprocal communication and alignment across our Association. Learn how to access technical assistance and tap into NAEYC resources to enhance your board service or staff role in your Affiliate.

Gwen Simmons , NAEYC NAEYC Activities

Susan Friedman , NAEYC NAEYC Activities

Institute Evaluation

Your Opinion is Important to Us! Please remember to complete the 2019 evaluation survey (sent to you electronically immediately following the Institute). NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future professional development activities.

2019 NAEYC Professional Learning Institute

29

Sunday Power to the profession and revised standards and competencies: Shaping a game plan for change in the higher education community room

2–4

102C

pm

The development of a Framework for a Unified Early Childhood Education Profession and revised Standards and Competencies for Early Childhood Educators will transform how higher education prepares and supports the profession. What are the implications for program design? What can preparation programs do to be up to date and aligned with the revised Standards and Competencies and the Framework produced by Power to the Profession?

Join this session to address these questions and discuss action steps and resources needed in the higher education community to support the profession.

Katherine Kempe , NAEYC; Mary Harrill , NAEYC; Angela Baum, University of South Carolina; Ana De Hoyos-O’Connor, San Antonio College Professionalism, Leadership & Ethics

Families with LGBTQ members: Working to develop safe early childhood environments for adults and their children room

2–4

103A

pm

This workshop will start with defining terminology, after which we will cover data and research related to parents who are LGBTQ and their experiences in schools. Then, through open discussion and scenarios, we will lead participants through exercises to better understand the lived experiences of parents who are LGBTQ. The exercises are meant to be taken back to participants’ agencies, schools, centers, or university courses and used as staff development or preservice teacher opportunities.

Using formative assessment data to tell data stories that inform instruction room

2–4

103B

pm

During this session, participants will hear about the types of formative assessment data that are collected in two districts and how these data tie back to major state initiatives such as kindergarten entry assessment.

Presenters will discuss how these data are used to tell stories that inform district decision making.

Vincent Costanza , Teaching Strategies; James DeSimone , Mount Laurel Public Schools; Kate Rosander , Scotch Plains Public Schools; Sandra Little , Teaching Strategies Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)

Equity by design: Promoting equity-on-purpose through the power of play, learning, and design room

2–4

104A

pm

In this interactive workshop, we invite educators to engage in dialogue and design that will spark ideas for innovation, access, and opportunity for young children to “play,” make, and learn. Together as a learning community, we will explore how to create meaningful and powerful collaborations between private and public schools, community agencies, families, museums, and libraries in an effort to ensure all children have access to 21st-century learning spaces that cultivate creativity, exploration, experimentation, prototyping, and design.

Miriam Beloglovsky , Cosumnes River College and ReflecThink Institute; Michelle Grant-Groves , Center of Gravity , STEM Early Education Lab School for the i3 Institute Diversity & Equity

Sponsored by

Robin Fox , University of Wisconsin-Whitewater Family Engagement & Support

30

2019 NAEYC Professional Learning Institute

Sunday Strengthening early learning systems: What does it take to build strong relationships among adults? room

2–4

104B

pm

Examine new strategies for building strong, trusting relationships among adults that transcend typical barriers of roles and organizations. Learn tools for improving program climate. Consider ways to achieve sustainable continuous quality improvement using the five commitments of Optimistic Leadership.

Judy Jablon , Leading for Children; April May , Mississippi Community College Board; Nichole Parks , Leading for Children Professional Development Systems

Demystifying DAP: Looking at developmentally appropriate practice through a cultural lens room

2–4

201B

pm

Participants will learn to examine the role of culture in developmentally appropriate practice in a preschool environment. Emphasis will be on understanding what “appropriate” means through the lens of culture.

Participants will learn the importance of looking at children’s cultural backgrounds before they look at the stages of development when planning developmentally appropriate curriculum.

Jayanti Tambe Roy , De Anza College; Natalie Seer , Mission College; Shelley Gonzales , International Child Resource Institute Curriculum-Theories & Approaches

Who ME? Yes, YOU! Early educators running for office, serving on boards, and influencing policy room

2–4

104C

pm

Teach them how to say good-bye: Succession planning for remarkable leaders room

202A

To achieve universally accessible, high-quality early education and care in our country, we need the voices of those who have had experience working directly with children and families to run for public office, serve on boards, and sit at tables that influence policy. This session offers professionals across the field opportunities to hear from early educators who have run for office and to consider ways to expand their roles as leaders and advocates. Join us for a combination of interactive discussions and information sharing.

2–4

Amy O’Leary , Strategies for Children; Beth Bye , Office of Early Childhood (CT); Betsy Carlin , EC Consulting; Marie Enochty , Boston Public Schools

Jana Martella , Center on Enhancing Early Learning Outcomes (CEELO); Tracy Jost , National Institute of Early Education Research

Advocacy/Public Policy

ADR 101: Introduction to NAEYC Accreditation Decision Reports room

2–4

201A

pm

Understand the components of the Accreditation Decision Reports and learn how to use the results for continuous quality improvement throughout your accreditation journey.

Meghann Hickey , NAEYC; Susan Hedges , NAEYC Accreditation of Early Learning Programs

pm

How do leaders ensure the vision, mission, and objectives for their programs have legs to guarantee that a principled legacy continues past their tenure in early childhood policy and practice? Starting succession planning well before a departure is on the horizon will help the transition to go smoothly when the day arrives. Participants will explore concepts and planning tools and discuss the technical and adaptive skills, knowledge, and competencies that support strong successions.

Professionalism, Leadership & Ethics

Professional development and coaching: Looking beyond the workshop room

2–4

202B

pm

Professional development is one of the elements identified as essential for retaining and “growing” quality staff. In this session, informal and formal training opportunities will be evaluated. This session will also examine the role of coaching, introduce the principles of strengths-based coaching, and begin to create a coaching plan.

Kristen Wheeler Highland , Minnesota Association for the Education of Young Children (MnAEYC) Professionalism, Leadership & Ethics

2019 NAEYC Professional Learning Institute

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Sunday Coaching through crisis: How can professional development address the workforce shortage? room

2–4

202C

pm

Creating a holistic teacher preparation system: Engaging higher education as critical partners room

2–4

203B

pm

The presenter will facilitate a conversation on how coaches (and coaching) can respond to the current ECE teacher shortage. How can a focus on program quality help attract and retain staff? What role should coaches play in a classroom staffed by a rotating and often unfamiliar group of teachers? The presenter will explore current relevant research and offer some key recommendations.

Presenter and participants will reflect together to generate specific initiatives and approaches that address the current workforce challenges with honesty and creativity.

Learn about successful approaches and lessons learned in working to mitigate the bifurcation of early childhood teacher preparation pathways. Participate in discussions to identify ways of engaging higher education partners and policy makers. Learn how states with historically distinct educational pathways leading toward teacher licensure or credential/competency attainment are aligning teacher preparation programs and simultaneously strengthening articulation. Share what’s happening in your state related to the unification of early childhood teacher preparation.

Todd Wanerman , Todd Wanerman Educational Consulting

Joni Scritchlow , Illinois Network of Child Care Resource and Referral Agencies; Ola Friday , Massachusetts Department of Early Education and Care; Winifred Hagan , Massachusetts Department of Higher Education; Lisa Eads , North Carolina Community College System

Technical Assistance (Coaching, Mentoring, Consultation)

The triggered brain: Using traumainformed approaches to enhance selfawareness and prevention strategies room

2–4

203A

pm

Trauma comes in many shapes and sizes and often manifests itself as “difficult behaviors” in students.

Working with students who are easily triggered can be challenging. In this lighthearted and informative workshop, participants will have hands-on opportunities to gain skills and insights into students they work with (and themselves), while identifying strategies to understand the triggered brain and to minimize triggered moments.

This session will discuss brain states, self-regulation, and strategies to encourage adult self-awareness and positive student behavior.

Tessa Brock , Child Parent Centers/Harmonizing Hearts Guidance/Discipline/Challenging Behaviors

Educator/Teacher Preparation

Supporting young children’s agency: Consent and respect with infants and toddlers room

2–4

203C

pm

Review information about the growing need to teach consent foundations to children. Hear from an infant/ toddler specialist, an early childhood sexual health consultant, an infant/toddler teacher mentor, and a bicultural CCR&R coordinator about the developmental and cultural implications of infant/toddler consent and bodily autonomy issues. Learn the importance of intentionality in language and practical ways to support young children’s agency. Discuss challenges and considerations through Q&A and small group discussion and practice skills with other participants.

Lydia Bowers , Lydia Bowers Consulting; Benjamin Planton , Early Learning Indiana; Robyn Lopez Melton , The Research Institute at Western Oregon University; Tara Hurdle , Tennessee State University Social/Emotional Development

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2019 NAEYC Professional Learning Institute

Sunday 4:30–5:30 pm A lifetime of survival: The six skills of survival for young children room

101A

4:30–5:30

pm

The purpose of this session is to help participants understand the six skills of survival that are critical to a child’s social-emotional development. Social-emotional development is an essential portion of a child’s overall development, so it’s critical that educators working with young children understand its foundation. These six skills of survival comprise of attachment, belonging, selfregulation, collaboration, contribution, and adaptability.

Presenters will discuss each skill and what they look like both developed and underdeveloped.

Shayna Torres , Early Learning Coalition of Orange County Social/Emotional Development

Available at the NAEYC Shop!

Anti-Bias Education for Young Children and Ourselves Practical guidance to become a skilled anti-bias teacher and confront and eliminate the barriers of prejudice, misinformation, and bias Item 254 List $40 | Institute Price $32

Available at the NAEYC Shop!

Spotlight on Young Children Observation and Assessment

Immigration policy is a children’s issue: What ECE stakeholders can do to support children of immigrant families in early childhood programs room

102A

4:30–5:30

pm

Review how immigration enforcement policies affect young children. Discuss how immigrant families and early childhood programs are impacted by immigration policy changes. Learn strategies to promote the well-being of children in immigrant families through federal, state, and local policy changes in programmatic protocols and direct practice.

Rebecca Ullrich , Center for Law and Social Policy (CLASP); Wendy Cervantes , Center for Law and Social Policy Diversity & Equity

Understand how to use observation and assessment to support children’s learning and development Item 2842 List $25 | Institute Price $20

Available at the NAEYC Shop!

Big Questions for Young Minds Extending Children’s Thinking

Scaffold children’s learning and promote deeper understanding through the use of high-level questions Item 1132 List $ 30 | Institute Price $24

2019 NAEYC Professional Learning Institute

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Sunday Building a child care constituency: Working together to grow CCDBG funding room

102B

4:30–5:30

pm

Historic investments in child care have made highquality, affordable child care a reality for more children and families, but it is critical to continue to grow these investments so that states can continue to make progress.

Join the conversation about how states are using increased funding for the Child Care and Development Block Grant; how advocates are building capacity and bipartisan support for equitable access to high-quality child care; and how we can work together to sustain and grow the investments.

Lauren Hogan , NAEYC; Jillian Herink , Iowa AEYC; Beth Oppenheimer , Idaho AEYC; Catherine White , National Women’s Law Center Advocacy/Public Policy

Community engagement strategies for launching a school-readiness initiative room

102C

4:30–5:30

pm

Using every second: A report on how coaches use their time in a citywide prekindergarten initiative room

103B

4:30–5:30

pm

Presenters will share the findings of a time use study with 47 coaches working in a large urban prekindergarten program. Participants will hear about where and how these coaches spend most of their work time, the activities that occupy a typical workday, and some of the ways in which their time use presents challenges. Participants will work in groups to discuss how the findings of this study might be used to inform other coaching models and improve supports for coaches.

Sharon Ryan , Graduate School of Education , Rutgers University; Zijia Li , National Institute for Early Education Research Research

Integrating literacy into the blocks center to create STEM learning opportunities in early childhood classrooms room

103C

This session reviews community engagement strategies used for the launch of Family University, a communitybased initiative in West Philadelphia aimed at increasing caregivers’ knowledge of child development, early childhood education, and school readiness. Strategies such as community conversations and formative assessments were used to ensure the development of a meaningful and relevant initiative for community families. Successes, challenges, and opportunities with launching and sustaining a community-based school-readiness support initiative will be shared.

4:30–5:30

James Morgante , Drexel University; Dominic Gullo , Drexel University

Candace Barriteau Phaire , Central Connecticut State University

Community Partnerships

34

pm

Participants will review various methods for integrating literacy into the blocks area for increased STEM learning opportunities. Participants will discuss the results of teachers’ implementation of such methods and how to incorporate these practices into their own learning environments. Coaches/mentors and program directors will learn how to support faculty and staff at their own sites and can share the information received to implement in their own schools and facilities. Teachers and students will gain another perspective for using the blocks center.

Language & Literacy

2019 NAEYC Professional Learning Institute

Sunday How can big questions support language and thinking? Helping early childhood teachers understand how to engage young children in conversations! room

104A

4:30–5:30

pm

How can trainers, administrators, and university faculty help teachers engage in rich conversations with young children to scaffold language and thinking? This workshop will present activities to be used with teachers. We will examine how to create and use questions in the various interest areas of the classroom and contexts of the day based on a revised version of Bloom’s Taxonomy adapted to meet the needs of children in preschool/primary grades.

Janis Strasser , William Paterson University , Retired Language & Literacy

The art of delegation and empowerment room

104B

4:30–5:30

pm

Your biggest challenge to becoming a better leader may be time. You don’t have time to do it because you are already doing too much! Join us to learn how to free yourself to focus on the most important things while empowering others along the way.

Kimberly Tice , National Early Childhood Leadership Center & Ohio AEYC Professionalism, Leadership & Ethics

Why won’t they just do what I tell them?

Coaching to improve classroom quality room

104C

4:30–5:30

pm

Coaching is one of the most powerful ways to improve the quality of classrooms to ensure positive outcomes for children in the classroom. In its simplest form, coaching is helping another person develop and grow. For those providing technical assistance, coaching, or mentoring to teachers striving to achieve higher quality, as well as for program directors, this workshop provides guidance in varied strategies and nuances in coaching to empower and support the adults who work with young children in making lasting improvements.

Holly Seplocha , NJ Center for Quality Ratings at William Paterson University Technical Assistance (Coaching, Mentoring, Consultation)

2019 NAEYC Professional Learning Institute

ADR 101: The program perspective room

201A

4:30–5:30

pm

In this panel discussion, participants will hear different programs’ perspectives on how they analyzed their Accreditation Decision Reports and continuously use the data to drive quality improvement.

Meghann Hickey , NAEYC; Zlata Stankonvic-Ramirez , Eastfield College Children’s Laboratory School Accreditation of Early Learning Programs

Leading with a growth mindset room

201B

4:30–5:30

pm

A growth mindset is the belief that your abilities, qualities, and intelligence can be developed, while a fixed mindset is the belief that your intelligence and qualities are unchangeable. This session will focus on the development of a growth mindset in teachers so they can help foster a growth mindset in young children. Doing this will help equip children with the resiliency skills needed to put in the effort and dedication required to overcome the many challenges they will face in school and in life.

Jessica Peters , Lakeshore Learning Cognitive Development

Supporting teachers who work with preschoolers who are at risk: Using child data as a foundation for professional development, systems integration, and PLC development room

202A

4:30–5:30

pm

Participants review the critical nature of child data as the driving mechanism for high quality. Child data is gathered from developmentally appropriate curricula, aggregated by teachers, and used to set the stage for supporting ongoing quality. Learn new strategies and tools for collecting highquality data, building professional learning communities, supporting multidisciplinary teams, and intentionally integrating data-driven practices.

Jean Allison , Jackson County Intermediate School District; Catherine Brubaker , Jackson County Intermediate School District; Wendy Bell , Jackson County Intermediate School District Program Quality, Evaluation, & Accountability

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Sunday Practice-based early childhood special education standards: Input on draft standards needed! room

202B

4:30–5:30

pm

The Division for Early Childhood is developing early intervention/early childhood special education (EI/ ECSE) professional standards. The rationale for standards development, activities to date, and next steps will be provided. The majority of session time will be allotted to obtaining participants’ input on draft standards, components, and supporting explanations. Participants will be provided with information as to how they can provide additional input on the standards and resource documents. Session input will inform future drafts of the standards documents.

Eva Horn , University of Kansas; Vicki Stayton , Western Kentucky University; Natalie Danner , Western Oregon University Educator/Teacher Preparation

Leveraging CDA to develop an inclusive ECE workforce and career ladders room

203A

4:30–5:30

pm

For 35 years, the Council and its signature Child Development Associate credentials have played a pivotal role in advancing the field of early childhood education for infant/toddler, preschool, family child care, and home visitor educators. This session illustrates how some SECA states systemically leverage the CDA to support the ECE workforce development and building ECE career ladders. The session will also feature updates on the latest happenings at the Council that impact ECE professionals, including new credentials and expansion of the CDA internationally.

Abena Ocran-Jackson , Council for Professional Recognition; Tre Maxie , Council for Professional Recognition Professional Development Systems

An overview of the NAEYC Higher Education Accreditation process room

203B

4:30–5:30

pm

Attendees will learn about the steps involved in the process of seeking, earning, and maintaining NAEYC Accreditation of Early Childhood Higher Education Programs. This session contains introductory content and is intended for attendees whose programs have not yet applied for accreditation or who are new faculty members at programs already engaged in the process.

Megan Woolston , NAEYC; Bridget Murray , Henderson Community College Accreditation of Higher Education Programs

Parents’ perceptions of a K–3 formative assessment room

203C

4:30–5:30

pm

This session will report on a study that aimed to explore parents’ beliefs about formative assessments for kindergarten to third grade and the role parents can play in the assessment of young children in early education. Implications for home–school partnerships in the assessment of young children will be discussed.

Cristina Gillanders , University of Colorado Denver; Tobi Adegbuyi , University of Colorado Denver; Iheoma Iruka , HighScope Educational Research Foundation; Cindy Bagwell , NC Department of Education (formerly) Family Engagement & Support

5:30–7 pm Networking Reception hall

B, lower level

5:30–7

pm

Join early childhood colleagues, exhibitors, and NAEYC staff for networking, fun, complimentary bites, and a cash bar at the Networking Reception.

Sponsored by

36

2019 NAEYC Professional Learning Institute

M.Ed. in Early Childhood Education

Top 10 Online M.Ed. in Early Childhood Education programs The Best Schools, Since 2015 Champlain’s nationally ranked online M.Ed. in Early Childhood Education is the ideal choice for early childhood educators looking to deepen their understanding of children’s development.

The program combines the flexibility of online classwork with a dynamic 4-day residency at one of two NAEYC conferences. Choose from three specializations built around Champlain’s “play as learning” philosophy.

- SPECIAL EDUCATION - TEACHING - ADMINISTRATION With three opportunities to start the program each year, we’re ready when you are. Inquire Today.

LEARN MORE AT:

champlain.edu/med

VISIT US AT BOOTH #227 BURLINGTON, VERMONT | 877.887.3962

Sunday 5:45–7 pm Research Poster Session hall

B, lower level

Photographing and reflecting on play: Children’s play as curricular inspiration in pre-K

Exploring African American elementary students’ experiences with culturally relevant pedagogy Oluwakemi Mustapha , California State University , Long Beach

Transforming the field into an organized system of practice: Leadership competencies for ECE systems leaders Julianne Zvalo-Martyn , Brandman University

Ron Grady , Isidore Newman School

Mindfulness as a pathway to develop early childhood preservice teachers’ self-awareness Mi-Hwa Park , Murray State University; Jeanetta Riley , Murray State University

Early childhood teachers’ emotion and its impact on children’s learning Mi-Hwa Park , Murray State University; Jeanetta Riley , Murray State University; Jessica Branch , Murray State University

Researching our practice: Investigating language environments and interactions in a college laboratory school learning community Kelsi Ramirez , Moorpark College; Amy Deplane , Moorpark College; Nasha Adorbehi , Moorpark College

Creating a peaceful, caring community for young children: Lessons learned from the case study of one infant professional Nara Yun , Indiana University

How classroom activity settings influence child engagement Ayesha Usman , Mid-America Regional Council; Carolyn Barber , University of Missouri , Kansas City

Why I teach: A content analysis of eight early childhood teacher vignettes Karen Walker , Northwestern State University; Josh Thompson , Texas A&M University-Commerce

The classroom environment and teachers’ training in supporting young children’s learning of science Hannah Thompson , California State University , Long Beach Clever Endeavors Early Care and Education; Ruth Alfaro Piker , California State University , Long Beach

Empowering early childhood education: The professional support and leadership training we’ve been missing Jacqueline Bass , Watson College of Education

The Musical Adventures storybook series: Qualitative assessment of multi-user engagement and knowledge acquisition Kenneth Korber , Center for Functional Learning Ltd.

Patterns of discourse across an elementary teacher’s small group mathematics instruction Heather West , North Carolina State University; Emily Elrod , North Carolina State University

Family variations within a school: How socioeconomic status influences family engagement Elizabeth Lee , Lesley University

Intentional leadership: Using communities of practice and a coaching intervention to support professional development of early childhood program administrators

Analyzing preservice teachers’ self-selection of activity plan topics implemented with young children during field placements

Keri Giordano , Kean University

Jade Burris , West Chester University

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2019 NAEYC Professional Learning Institute

Sunday Understanding uptake of services by families: Demographic contributors to service utilization in Head Start

Establishing benchmark goals for monitoring child progress in early literacy development

Melissa Dahlin , University of California , Irvine

Ruth Kaminski , Dynamic Measurement Group , Inc.; Stephanie Stollar , Dynamic Measurement Group , Inc.

Perspectives on early childhood educators’ professional learning and development

Changing how early childhood teachers think about language: From immutable to malleable

David Banzer , University of Illinois at Chicago

Kristen Linzmeier , University of Wisconsin-Whitewater; Casey O’Keefe , University of Wisconsin-Whitewater

Nurturing Homes Initiative: The successes of mentoring and coaching unlicensed family home providers Louise E Davis , Mississippi State University; Jamila Taylor , Mississippi State University

QRIS revisited: A snapshot of early childhood programs and opinions of consultants regarding QRIS in a midsize county in North Carolina Dilara Yaya-Bryson , University of North Carolina at Greensboro; Berrin Akman , Hacettepe University; Catherine Scott-Little , University of North Carolina at Greensboro

Developing an early childhood curriculum based on indigenous knowledge: A case study using tribally based participatory research Melody Redbird-Post , Inner City Fund

Preparing English-learning preservice teachers for successful read-alouds about challenging topics through children’s literature and cross-cultural discussion Julaine Rosner , Mission College; Marsha Chan , Sunburst Media

Using family literacy activities to interrupt the cradle-to-prison pipeline: Community partnerships that facilitate success

Social-emotional leave-in-home play bag supports for home visitors Andrea Emerson , Western Oregon University

Parenting style and emotional intelligence in young children Elizabeth Thorne , Mississippi State University; Louise E Davis , Mississippi State University

ECE teachers’ stress, job-related stress, and depressive symptoms Nina McCartney , University of Nevada , Reno; Hyun-Joo Jeon , University of Nevada , Reno

Early childhood education teachers’ characteristics, professional motivation, job appraisal, and teaching efficacy Sara Jo Johnson , University of Nevada , Reno; Hyun-Joo Jeon , University of Nevada , Reno

Emerging understandings: Critical literacy and conversations about disability Sue Mankiw , William Paterson University

Researching our practice: Implementing undergraduate student research in a community college laboratory school setting Cynthia Sheaks , Moorpark College

Michelle Brunson , Northwestern State University; Debra Jo Hailey , Southeastern Louisiana University

2019 NAEYC Professional Learning Institute

39

Tufts Early Childhood Technology certificate program For educators and practitioners working with young children in pre-kindergarten through second grade g

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WELCOME

TO OUR HOME IN SOUTHERN CALIFORNIA!

WE’RE CHANGING THE LANDSCAPE OF LEARNING

Learn to teach coding, making, and design in playful early childhood settings Experience cutting-edge technologies including KIBO robotics & the ScratchJr app

go.tufts.edu/ECT

Come See What’s Blooming VISIT US AT BOOTH 323

Online Learning NAEYC’s online professional development introduces early childhood educators to core ideas from position statements, books, journals, and more.

Designed with busy educators in mind, all online resources are ›› 1–3 hours in length ›› Self-paced & mobile-friendly learning formats ›› Based on research-based content that is aligned with NAEYC’s standards ›› An affordable solution for individuals or groups

Topics include ›› Assessment ›› Developmentally Appropriate Practice ›› and more!

Prices start at $20

Visit NAEYC.org/online-learning for available modules and jump-start your learning today!

Monday 8–10 am

ACCESS Session

Featured Session Baby boomers to X, Y, and Z: Contemporary contexts across the generations in the early childhood profession—Finding common ground for solution-oriented outcomes grand ballroom

8–10

A

am

Presenters representing a variety of generations and educational roles will share their workplace experiences and career aspirations. Topics like expectations, technology, communication, diversity and inclusion, mentoring, leadership, and norms will be explored. Participants will examine belief systems and be challenged to think beyond “the right way” to manage and lead in a changing early childhood landscape. This interactive session serves to cultivate a strengths-based approach to workplace and networking relationships.

Martha Muñoz , MDZ Planning Group; Isabella Gibbs , Starlight Park School , Cartwright School District; Amber Jones , Creating Connections Consulting Group , LLC; Cigdem Unal , University of Wisconsin-Madison School of Education; Cheryl Foster , CL Foster Consulting

Don’t forget to check out the Institute App on Google Play and the Apple iTunes Store!

Search “NAEYC Institute” in app stores to download.

ACCESS to Shared Knowledge: New standards, new learning opportunities room

8–10

101A

am

With new standards and competencies on the horizon, it’s time to learn and plan how these can be best incorporated into coursework. In this session, we will discuss the latest updates and share ideas to adjust some of our content and embed new learning opportunities into our courses to reflect the new standards. Bring your ideas and questions, as well as any concerns about lack of clarity in the latest draft and potential unintended consequences.

Sharon Carter , Davidson County Community College; Nancy Beaver , Eastfield College; Anu Sachdev , Lehigh Carbon Community College; Nancy Gabriel , Onondaga Community College Educator/Teacher Preparation

From survival to resilience: Guiding children to gain five democratic life skills room

8–10

101B

am

Participants will engage in a discussion of five democratic life skills (DLS) and understand the parallels of the DLS to Maslow’s dual meta-motivations for safety and growth and the amygdala vis-a-vis executive functioning in contemporary brain research. We will analyze video clips that illustrate children working at different levels of the DLS, study guidance practices that empower children to make gains in the DLS, and explore the importance of the DLS for our society’s continued progress in becoming civil, sustainable, and more democratic.

Daniel Gartrell , Bemidji State University Guidance/Discipline/Challenging Behaviors

Follow the conversation on Facebook and Twitter using #naeycINST. 2019 NAEYC Professional Learning Institute

41

Monday Meeting diverse literacy learning needs in prekindergarten: Intentional strategies and assessment-guided decision making for strengthening children’s reading development and kindergarten transitions room

8–10

102A

am

Learn how intentional strategies can be partnered with assessment-guided decision making to facilitate effective teaching, monitoring, and support in the preschool classroom. Use LRA Greenhouse resources for exploring “quick win” intentional teaching strategies (e.g., explicit presentation, intentional talk, purposeful scaffolding) and assessment results to responsively help children grow their literacy and self-regulation competencies. Discuss how assessment-guided intentional strategies can help to enable inclusive learning and smoother kindergarten transitions.

Leilani Saez , University of Oregon , College of Education Language & Literacy

Helping teachers ask Why, How, and What if? Supporting creativity, analysis, and reasoning in early childhood settings room

8–10

102B

am

This session provides an overview of teaching practices and interactions that support children’s creativity, analysis, and reasoning. We will share concrete strategies for supporting teachers and family child care providers in developing and using creativity, analysis, and reasoning in their own work. Coaches, trainers, and directors will reflect on how resources developed by The National Center on Early Childhood Development, Teaching, and Learning can support staff in using practices that support children’s approaches to learning and cognitive development.

Which adults feel welcomed in preschool?

Engaging fathers in early learning spaces room

8–10

102C

am

This session will help participants develop an understanding of anti-bias literature in the field of early childhood family engagement. Presenters will discuss interview data collected from mothers and fathers of color in Head Start settings, and help attendees co-create strategies for engaging fathers of color in their settings by aligning current research, session discussions, and knowledge of their current preschool and kindergarten populations. There will be time for Q&A and sharing from participants’ lived experiences.

Andrea Emerson , Western Oregon University; Jacquelyn Hemingway , SHARE Head Start Department Family Engagement & Support

Self-care strategies in the early childhood education field to strengthen relationships with families and children room

8–10

103A

am

Examine the effects of stress that occur inside the body and the differences between the four types of stress: good, acute, chronic, and emotional. Participate in hands-on activities to become aware of daily stressors and how these might affect relationships with children and families. Learn new self-care strategies to balance work and life events that can be modified for use with children to develop coping skills for daily stress in a child care setting.

Elidia Anaya , Los Angeles Mission College.

Professionalism, Leadership & Ethics

Judi Stevenson-Garcia , ZERO TO THREE; Allyson Dean , ZERO TO THREE Educator/Teacher Preparation

Available at the NAEYC Shop!

The Young Child and Mathematics (2nd ed.)

Stories, activities, and strategies to integrate math into every day Item 167 List $40 | Institute Price $32

42

2019 NAEYC Professional Learning Institute

Monday The heavy lift of barrier removal: Partners working together to increase access to quality professional development options room

8–10

103B

am

Engage in an interactive panel discussion with leaders of Washington State’s professional development system.

Learn how scholarships, teacher preparation program alignment, financial incentives, policy changes, and collaborating organizations are beginning to transform the ECE workforce. Share strategies for increasing access in all communities when developing a state professional development system.

Sally Holloway , Whatcom Community College; Marilyn Chu , Western Washington University; Melissa Matczak , Yakima Valley College; Meka Riggins , Child Care Aware of Washington; Gayle Dilling , Olympic College; Angela Abrams , Washington State Department of Children , Youth , and Families Professional Development Systems

A missing piece: Elementary school leaders supporting quality early learning classrooms and programs room

8–10

NAECTE Session

103C

National Association of Early Childhood Teacher Educators (NAECTE) Conference and Meeting: Leadership and global perspectives for early childhood teacher educators room

8

104A

am–12:30 pm

Designed for those who work in the field of early childhood teacher education, this session serves as the spring conference for NAECTE. Explore the theme of leadership and global perspectives for early childhood teacher educators through a keynote presentation, paper and poster presentations, and dialogue among participants.

Pamela Evanshen , East Tennessee State University; Angela Baum , University of South Carolina; Will Parnell , Portland State University; Reginald Williams , South Carolina State University; Tracey Crowe , University of Arkansas; Linda Taylor , Ball State University; Vickie Lake , University of Oklahoma Educator/Teacher Preparation

am

Elementary schools are enrolling increasing numbers of young children, but just providing access to programs isn’t enough; it’s the quality that makes a difference in children’s development and helps provide an equitable start to education. Participants will discuss the importance of elementary school and district-based leadership in supporting continuous early learning improvement.

Presenters will share how Long Beach USD and other districts are building principal and district leader knowledge of developmentally appropriate instructional practices and curriculum.

Betsy Fox , New Teacher Center; Jill Baker , Long Beach Unified School District Professionalism, Leadership & Ethics

This is definitely a laughing matter: How humor and play increase rigor and support effective classroom management room

8–10

104B

am

The increasing pressures of standardized tests and strict discipline policies in some schools have made incorporating humor and play into the classroom more difficult. This workshop explores how humor and play can increase rigor and promote effective classroom management in ECE classrooms. Participants will (a) examine the developmental benefits of play and humor; (b) investigate personal, cultural, and institutional barriers to play and humor in ECE settings; and (c) discuss and apply examples of play and humor to real-world challenges that ECE practitioners face.

Alvin Irby , Barbershop Books Curriculum-Theories & Approaches

2019 NAEYC Professional Learning Institute

43

Monday Read-aloud wow! New children’s books that matter and will enhance your curriculum program room

8–10

104C

am

Are the books in your classrooms offering too much message and not enough magic? Good books bring joy.

Quality books promote the lifelong love of reading and being read to. They support literacy skills, social and emotional development, and cognitive growth. It is pleasurable for teachers to share good books they love.

Their enthusiasm is contagious and the children will benefit, too. Unless the teacher loves the book, there is little chance a child will love the book.

Isabel Baker , The Book Vine for Children; Amy Vandament , The Book Vine for Children Language & Literacy

Setting your staff up for success room

8–10

201A

am

High-quality programs provide their staff ongoing learning and development in addition to opportunities for formal education. Participants will examine the characteristics, competencies, and types of support to include in a Program Professional Development Plan.

April Kimble , NAEYC; Meghann Hickey , NAEYC Accreditation of Early Learning Programs

Leading for quality, continuity, and equity in schools as a hub for birth through the elementary years room

8–10

201B

am

An integrated focus on quality, continuity, and equity is essential for elementary schools to embrace a new paradigm—school as hub for birth through elementary— and address longstanding opportunity and achievement disparities that begin at birth. School administrators and university collaborators will share key change strategies and real-world examples of transformative work underway in the Omaha, Nebraska, metro area. Participants will use and critique tools to identify leadership opportunities to advance quality, continuity, and equity within their own spheres of influence.

Criselda Lopez Anderson , Buffett Early Childhood Institute at the University of Nebraska; Kim Bodensteiner , Buffett Early Childhood Institute at the University of Nebraska; Kristi Reinsch , Pinewood Elementary School , Omaha Public Schools; Amy Schmidtke , Buffett Early Childhood Institute at the University of Nebraska Diversity & Equity

Curriculum strategies that support social competence: Developmentally appropriate adult–child interactions that help young children develop self-control while enhancing their self-esteem room

8–10

202A

am

Learn evidence-based, solution-oriented strategies that help young children develop self-discipline. Participants will be actively engaged in role-playing techniques that extinguish disruptive behavior while supporting each child’s self-esteem.

Institute Evaluation

Your Opinion is Important to Us!

William Mosier , Wright State University, Lynda A. Cohen Center for the Study of Child Development Guidance/Discipline/Challenging Behaviors

Please remember to complete the 2019 evaluation survey (sent to you electronically immediately following the Institute). NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future professional development activities.

44

2019 NAEYC Professional Learning Institute

Monday Supporting dual language learners and their families in the crucial early years: “How beginning and established early years educators can network and share best practices”? room

8–10

202B

am

This session aims to identify international policy and research surrounding the needs, educational focus, and goals for dual language learners in diverse international settings. It will address the impact of positive and negative initial experiences in the early years as a foundation for future learner success and explore classroom strategies and approaches that can support this goal. Participants will have opportunities to share practices through networking and future online pathways to allow educators to collaboratively support dual language learners and families.

Donita Bell , Suzhou’s International School

Technical assistance and professional learning for teaming and high-quality inclusion room

8–10

203A

am

Maximizing resources to assure implementation of a practice is a challenge. We provide training and technical assistance to increase the number of preschoolers who have access to high-quality inclusive environments. We maximize our efforts, using a team-based model to build on the collective knowledge of the classroom teams. Hear about our strategies and reflect on how to use a team-based model to build on the collective knowledge of the classroom teams, help build teaming and collaboration across programs, and increase the quality of inclusive practices within classrooms.

Ann Kremer , Early CHOICES; Emily Ropars , Early CHOICES Technical Assistance (Coaching, Mentoring, Consultation)

Language & Literacy

Building and sustaining engaged and developmentally appropriate school-age programs room

8–10

202C

am

Moving from participation and engagement to true partnership: How to use formative assessment to build family partnerships for dual language learners in kindergarten room

8–10

203B

am

Participants will (a) review the process and tools (SACERS) used to assess program quality within two after-school programs, (b) review challenges faced and addressed by the program leaders and staff, and (c) discuss the curriculum model and lessons learned during the partnership between the programs and the college. This presentation will be framed around the NAEYC Professional Preparation standards and how the project supported the development of these skills for both students and the after-school program staff.

This presentation provides a review of research indicating the importance of family partnership for dual language learners’ academic success, followed by a framework of strategies kindergarten administrators can implement to decrease barriers for family partnership and increase opportunities for dual language learners’ academic successes. Participants will learn strategies to use formative assessment with key family partnership and cultural competence research. Presenters will share free resources and provide time for small group discussion and reflection.

Margaret Hoose , SUNY Morrisville , Norwich Campus

Tamarra Barrett , WestEd; Heidi Mendenhall , WestEd

Program Quality, Evaluation, & Accountability

Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)

2019 NAEYC Professional Learning Institute

45

Monday Looping: A way to strengthen your entire program through a commitment to fostering strong relationships room

8–10

ACCESS Session

203C

am

The presenter will share the process taken at her center to implement a looping model for continuity of care from infancy through four-year-old kindergarten over the past five years. Current research supporting continuity of care will be provided. Different models of looping/continuity of care will be explored. Participants will share ideas, discuss challenges and barriers of looping in their own programs, and brainstorm possible solutions to overcome these challenges. The perspectives of directors/administrators, classroom teachers, and families will be presented.

Erica Schepp , University of Wisconsin–Whitewater Social/Emotional Development

10:30 am–12:30 pm Featured Session The early advantage: Lessons from leading countries around the world grand ballroom

10:30

A

am–12:30 pm

Based on a three-year study, this session will share how leading countries conceptualize, design, implement, and evaluate services for young children and families. Focusing on a systems approach that addresses governance, finance, accountability, quality enhancement, professional development, family engagement, and transition, this interactive session will provide concrete examples of how diverse countries achieve early childhood services that are high quality, equitably distributed, efficiently organized and managed, and durably sustained.

ACCESS to Shared Knowledge: Using technology to enhance the classroom room

101A

10:30

am–12:30 pm

This session will introduce ways to use technology to enhance all types of classes (online, face-toface, and hybrid). There will be an introduction of apps and programs to enhance learning in early childhood coursework.

Sharon Carter , Davidson County Community College; Debra Murphy , Cape Cod Community College; D’Lee Babb , Western Kentucky University; Nancy Gabriel , Onondaga Community College; Danielle Savory , Lansing Community College; Gayle Dilling , Olympic College Educator/Teacher Preparation

Minimizing burn-out and turnover: Using self-assessment as a guide for action room

102A

10:30

am–12:30 pm

Administrators often provide professional support.

Educators with little professional support have lower job satisfaction and performance. Professional support can be collegial conversations. Providing non-financial support and incentives may improve staff well-being and encourage ongoing professional development. Participants will use tools developed by the presenters to determine patterns of self-perceptions that influence how they communicate and examine the relationship between agency and caring.

Attendees will leave with a plan to create a culture of caring.

Susan Eliason , Bridgewater State University; Beth Mahar , Corner Co-op Nursery School Program Administration & Financial Management

Sharon Lynn Kagan , Teachers College , Columbia University and Child Study Center , Yale University; Eva Landsberg , National Center for Children and Families at Teachers College , Columbia University

Sponsored by

46

2019 NAEYC Professional Learning Institute

Monday Early childhood educators of color: Their lived experiences of change and the policy implications

A child’s social and emotional well-being is vital: What about you, the early childhood professional—how vital is your well-being?

room

102B

room

102C

10:30

am–12:30 pm

10:30

am–12:30 pm

One of the most important things we can do as we advance a diverse and equitable early childhood education profession is listening and learning from educators of color in multiple states who have been through the implementation of policy changes related to increased educational requirements. In focus groups and intentional conversations, we have explored questions such as: How did they perceive policy changes; how had their implementation impacted their careers; and what advice did they have for policymakers? Join us to hear about their perspectives and insights, and to engage in conversation about how to maintain and grow our profession’s diversity at scale, as new policies related to educational requirements are implemented around the country.

The social and emotional well-being of adults is vital for (a) young children, (b) longevity in the field, (c) empowering others, and (d) leading/mentoring others on their professional pathways. The work environment plays a critical role in supporting or destroying adult well-being.

Listen to one educator’s story and how they learned about the power of a positive well-being. Learn, analyze, and develop strategies that you can bring back to your program to encourage and support one another. In the end, who are the true benefactors? The children!

Lucy Recio , NAEYC; Sandy Baba , NAEYC Asian Interest Forum; Syritha Robinson , The Education Trust; Carrie Gillispie , The Education Trust

Learning through our experience: Vermont’s exploration of workforce professionalization

Diversity & Equity

Kelli Odden , Mayville State University Social/Emotional Development

room

103B

10:30

am–12:30 pm

Participants will learn how the Vermont AEYC is facilitating the process of exploring the professionalization of the early childhood workforce in Vermont and the connection to Power to the Profession. Learn from Vermont’s yearlong statewide project using conversations with intent with the ECE workforce to determine their will and engagement in professionalizing, and to identify leaders in the workforce. Attendees will participate in a conversation intended to help them see the power of this approach in building engagement.

Sonja Raymond , Vermont AEYC; Rachel Hunter , Let’s Grow Kids & Springfield School District

Available at the NAEYC Shop!

Professionalism, Leadership & Ethics

What You Need to Lead an Early Childhood Program Emotional Intelligence in Practice

This important book guides a director through steps to build respectful, dynamic, and welcoming relationships with families and staff.

Item 363 List $42 | Institute Price $33.60

2019 NAEYC Professional Learning Institute

47

Monday A community partnership stemming the opioid crisis with 3-year-olds: Just say no! room

103C

10:30

am–12:30 pm

Learn how one community is addressing the opioid crisis through multisector partnerships. Review state and national data that underscore the urgency of this crisis and identify the role of early childhood professionals as frontline responders to support children affected by trauma.

Analyze plans for equipping early childhood professionals with tools and resources to support children and families.

Contribute to the creation of a template for action planning and partnership building.

Mary Jane Eisenhauer , Purdue University Northwest; Anne Gregory , Purdue University Northwest Community Partnerships

Embracing our dragons, demons, and dark nights: Transforming trauma into invaluable professional insights and practices

Our time, our space: Creating limitless learning opportunities for children using natural loose parts and intentionally designed outdoor spaces room

104C

10:30

am–12:30 pm

Gain hands-on experience with evidence-based principles for creating outdoor learning environments that support young people’s connection with nature. With the addition of loose parts and provocations to explore, these spaces uniquely support emergent cognitive development. Develop strategies for implementing changes to boost creativity, ingenuity, and problem solving through careful selection of loose parts and tools for children’s use. Strategies for involving children in co-creating their own learning experiences will be shared and investigated.

Heather Fox , Dimensions Educational Research Foundation Learning Environment

Perfecting your program portfolio

room

104B

room

201A

10:30

am–12:30 pm

10:30

am–12:30 pm

We are the children’s curriculum. Children watch intently to learn how to face life’s stark difficulties with perspective and grace. Given that 58% of early childhood professionals experienced childhood trauma ourselves and many of us have lived through adult traumatic experiences, we can embody hope or denial about these challenges. For educators, “Take your broken heart and turn it into art” becomes: “What can I learn from difficulties that I can spin into golden lessons for children?” Shall we explore some of those tools and possibilities?

Developing portfolios is an opportunity to reflect and showcase the unique story of a program. In this session, participants will learn to develop their program portfolio by creating meaningful policies and practices.

April Kimble , NAEYC; Susan Hedges , NAEYC Accreditation of Early Learning Programs

Holly Elissa Bruno , Holly Elissa Bruno Keynotes & Team Building Health & Safety

Available at the NAEYC Shop!

The Essentials Supporting Young Children with Disabilities in the Classroom A simple, straightforward introduction to the core concepts of teaching and supporting children with disabilities alongside their peers.

Item 1131 |

48

List $28

|

Institute Price $22.40

2019 NAEYC Professional Learning Institute

Monday Systems leaders and systems thinkers: Everything you wanted to know about systems thinking but were afraid to ask

Establishing partnerships with families, from the classroom to administration: How to make these partnerships successful

room

201B

room

202B

10:30

am–12:30 pm

10:30

am–12:30 pm

Nothing happens in early childhood except in a system.

That system has profound influence on whether what happens is successful and supportive of children or not.

But too few early childhood professionals understand how early childhood systems work at the local, state, or national level. This session provides a primer on systems thinking and systems leadership, and how these concepts apply to early childhood systems. Through simple explanations and focused discussion, this session will help you become more adept at understanding how best to operate within your system.

Tom Rendon , Iowa Department of Education; Diane Schilder , Education Development Center; Jana Martella , Center on Enhancing Early Learning Outcomes (CEELO) Professional Development Systems

I know what quality looks like, but how do I get others to do it?

This session will demonstrate how to build partnerships between families, school administration, and teachers.

Participants will learn how to establish a partnership with families through appreciating diversity and respecting diverse family values while maintaining the philosophical values of the school. We will focus on continual communication between teachers, administrators, and families as well as on demonstrating knowledge of families and how to respect the dynamics of family life, including race, socioeconomic status, religion, and language.

Catherine Robinson , The University of Texas at Austin PPFCFL; Amanda Davila , The University of Texas at Austin PPFCFL Family Engagement & Support

Through the lens of attachment theory: How relationships, challenging behaviors, and resilience are influenced by attachment styles in early childhood and through the lifespan

room

202A

room

202C

10:30

am–12:30 pm

10:30

am–12:30 pm

Have you ever wondered how you can help a teacher enhance or change teaching practices in the classroom? Well, do we have a session for you! Come and join the Sunshine House Early Learning Academy education team as we share our techniques and tips on how we train, coach, mentor, and support teachers with age-appropriate teaching practices in learning environments for children 0 to 5 years old.

Nicole Shea , Sunshine House Early Learning Academy; Alice Oliver , Sunshine House Early Learning Academy; Travis Williams , Sunshine House Early Learning Academy; Heather Reyes , Sunshine House Early Learning Academy Training & Professional Development Programs

2019 NAEYC Professional Learning Institute

This session will revisit the work of John Bowlby, Mary Ainsworth, and current researchers on attachment theory and explore strategies to support secure attachments in children. Understanding the four types of attachment styles helps educators find appropriate ways to meet the needs of individual children. Attachment styles are fairly consistent through life, but intervention strategies can help children and adults create more secure attachments and positive relationships. Attachment theory can be used to help guide children’s behaviors and build resilience.

Randi Albertsen , Innovations in Education , LLC Social/Emotional Development

49

Monday Animating student stories in the early childhood classroom: Storytelling and dramatic play strategies to support children’s language and social-emotional development room

203B

10:30

am–12:30 pm

Experience storytelling and dramatic play strategies to animate preschool children’s original dictated stories and enhance their language and social-emotional development.

Learn how to lead storytelling/story acting and use our assessment tool, the Preschool Theatre Arts Rubric (PTAR), to examine children’s theater arts skills.

Maria Asp , Children’s Theatre Company; Amy Susman-Stillman , University of Minnesota

12:30–2 PM Lunch Break Concessions open in the Exhibit Hall

2–4 pm Featured Session

Arts (Performing & Visual Arts)

A framework for valuing multilingual children and their families in early childhood education room

203C

10:30

am–12:30 pm

Participants will identify strategies that value multilingual children and their families through a “funds of knowledge” framework. Specific activities will be presented on how early childhood specialists can value multilingual children and their families. In addition, creative activities on supporting language development for multilingual children will be presented. Participants will also identify their role in promoting policies and practices that best support multilingual children and their families.

Giselle Navarro-Cruz , California State Polytechnic University , Pomona; Dulce Anahi Alvaro , California State Polytechnic University , Pomona; Elizabeth Hernandez , California State Polytechnic University, Pomona; Maria Lopez , California State Polytechnic University, Pomona Language & Literacy

50

Cross-border window shopping: Discovering shared and differing perspectives about professionalization grand ballroom

2–4

A

pm

Power to the Profession is spearheading exploration of early childhood education’s future as a recognized field of practice. This session will enlighten participants about the results of Ontario’s successful effort to form ECE as a profession and explore differences with professions in the US. Learn more about professionalization by comparing Ontario’s model with US-based professions, followed by reflection and discussion about application of our “cross-border window shopping” for efforts to professionalize ECE as a field of practice in the US. Melanie Dixon , College of Early Childhood Educators; Stacie Goffin , Goffin Strategy Group

Sponsored by

2019 NAEYC Professional Learning Institute

Monday Navigating leadership transitions

ACCESS Session ACCESS to Shared Knowledge: Current issues and best practices in associate degree early childhood teacher education room

2–4

101A

pm

During this session, there will be roundtable discussions of current issues in the field of early childhood teacher education. Topics of discussion will include teacher research, revised professional development standards, engaging assignments, technology, inclusion of children with exceptionalities, recruitment of potential students, and other topics pertinent to the future of teacher education.

Sharon Carter , Davidson County Community College; Nancy Gabriel , Onondaga Community College; Gayle Dilling , Olympic College; D’Lee Babb , Western Kentucky University Educator/Teacher Preparation

Play in the lives of young children: Why toys? room

2–4

101B

pm

Play in the lives of young children would not be complete without the exciting, colorful, soft, hard, buildable, squishable, intriguing world of toys. Infant and toddler programs, preschool programs, parent cooperative nursery schools, child development programs, Head Start programs, public school preschools, and kindergartens would not be stimulating places to grow and develop without toys. What are toys? How do they impact children’s development? What is the history of toys? What are different types of toys? This presentation will dive into the wonderful world of toys and play.

room

2–4

102B

pm

Are you facing a leadership change in your organization?

Are you exploring exit strategies for yourself? Navigating leadership transitions requires intentional planning for the individual and the organization. Learn how to assist executive directors, staff, and board members in assessing and planning for future leadership transitions and develop a shared understanding of what needs to be done in the organization. Key elements of succession planning and personal reflection tools will be shared. This session is based on resources from the Building Momentum Project.

Gwen Simmons , NAEYC NAEYC Activities

Hear my voice! Achieving sustainable change and equity through a culturally responsive coaching framework room

2–4

102C

pm

Participants will learn a science-based approach that creates sustainable change through equitable coaching.

In order to create long-term impact, as opposed to compliance, a transformative model is necessary.

Participants will have the opportunity to go through selfreflection and learn strategies that help enhance equity and create sustainable long-term change through coaching.

This interactive session will also foster relationships among participants to continue supporting their work of creating equitable coaching systems.

Jill McFarren Aviles , McFarren Aviles & Associates; Erika Flores , ChildrenFlow , LLC Technical Assistance (Coaching, Mentoring, Consultation)

William Strader , New England Symposium on Play; Anna Yudina , Genius of Play , The Toy Association Play

2019 NAEYC Professional Learning Institute

51

Monday Mind, body, and senses: A multidisciplinary approach to developing social-emotional regulation, executive functions, school readiness, and academic skills in young children room

2–4

103A

pm

Development of social-emotional skills and executive functions forms the foundation for school readiness, regulated behavior, and academic achievement. In educational training, the emphasis is primarily on academics and behaviors.

However, research shows success in school is determined by the development of social-emotional, regulatory, and executive processes that facilitate abilities to attend, assimilate content, and be productive. It also emphasizes that a multidisciplinary approach that integrates body and mind is necessary to support these skills successfully.

Ira Glovinsky , Fielding Graduate University; Nina Newman , Fielding Graduate University

Using implementation science to impact outcomes for preschool children with disabilities room

2–4

103C

pm

Learn how Iowa is using implementation science to scale professional learning, coaching, and system supports statewide so that preschool teachers are competent in improving outcomes for young children with disabilities. Strategies for highly effective professional development and coaching on the Iowa Specially Designed Instruction Framework and the DEC Recommended Practices will be shared, including resources and tools used with teachers and coaches. Implementation data and scale-up plans will also be discussed.

Betsy Lin , Iowa Department of Education; Pamela Elwood , Green Hills Area Education Agency; Melanie Reese , Grant Wood Area Education Agency; Lorry Wilson , Mississippi Bend Area Education Agency Children with Disabilities/Early Intervention

Training & Professional Development Programs

A seat at the table: Including and engaging with diverse leaders through a bilingual format room

2–4

103B

pm

Orange County AEYC has been working to expand a bilingual format for meeting and professional development. We use two (or more) translation machines and translators so that all participants can contribute and receive information in their primary language. In this workshop, we will model the format with English and Spanish, so all monolingual and bilingual speakers are encouraged to attend. We will give a brief overview of our experience (successes, challenges, and lessons learned), do some group sharing, and hear from local educators on their experiences with this format.

Jennifer Burrell , Orange County AEYC; Yessika Magdaleno , Little Flowers Family Child Care Diversity & Equity

Research Symposium Session The research—policy—practice cycle: Moving our field forward room

2–4

104A

pm

Networks that convene to explore issues facing the field of early childhood are most effective when researchers, policy-makers, and educators steeped in the practice are at the table together. The NYC Early Childhood Research Network, a unique collaboration that includes research scientists from community colleges as well as public and private colleges and universities in New York City, models this approach, making significant contributions to the field. How did it get started?

How does it work? What are its contributions? This conversation is designed to share our work, and inspire other cities and states as they consider their own collaborations to move our field forward.

Sherry Cleary , New York Early Childhood Professional Development Institute; Kate Tarrant , NYC Early Childhood Research Network; Simone Hawkins , NYC Department of Health and Mental Hygiene; Jennifer Gilken , Borough of Manhattan Community College; Jen Longley , Borough of Manhattan Community College; Jillian Crosby , Borough of Manhattan Community College

Sponsored by

52

2019 NAEYC Professional Learning Institute

Monday Let’s talk toddlers! Activate powerhouse positive guidance, prime-time teaching, and purposeful play for behavior and learning success room

2–4

104B

pm

Get your coaching and teaching goals in focus, in balance, and in step with toddler development. Maximize the competence equation and minimize behavior challenges with essential ingredients that create the highest quality learning experience for rambunctious, sensitive, curious toddlers.

Learn how powerhouse positive guidance, prime-time teaching, and purposeful play strengthen emerging skills, empower toddler success, and serve as a revitalizing force for quality improvement. Receive activities lists, language tips, and strategies to empower coaching and teaching.

Marie Masterson , McCormick Center for Early Childhood Leadership Guidance/Discipline/Challenging Behaviors

Engaging all families: Leading early childhood educators to gain the skills and knowledge needed to build relationships with diverse families room

2–4

104C

pm

Professors, trainers, coaches, and directors will discuss high-quality family engagement that is fully inclusive and effective. After a brief introduction of recent research and policies, participants will enjoy dynamic discussions, reflections, and exercises to build their knowledge and skills for preparing and supporting education staff. Content includes strategies for getting to know families, building relationships with diverse families, and the NAEYC principles and resources for family engagement. Examples from California programs will be shared.

Karen Nemeth , Language Castle LLC; Derry Koralek , DGK & Co.; Kelly Ramsey , Developing People , Inc. Family Engagement & Support

The timeline is in your hands room

2–4

201A

pm

NAEYC is committed to continuous quality improvement and has made major enhancements.

Participants will examine these developments, including how to advance through the accreditation process on a timeline that works for you!

Meghann Hickey , NAEYC; Cassie Chapman , NAEYC Accreditation of Early Learning Programs

Bridging the gap: Connecting what is taught in coursework to what educators need to know to teach today’s children room

2–4

201B

pm

In this session, participants will learn how to address the disconnect between what education students learn in their classes and what the students need to know when they begin teaching children.

Kathy Charner , NAEYC; Janis Strasser , William Paterson University , Retired; Barbara Tamialis , Saddleback College; Ashley Williams , San Francisco State University; Debbie LeeKeenan , AntibiasLeadersECE NAEYC Activities

Teaching teachers how to use data to improve child outcomes room

2–4

202A

pm

This session will focus on simplified methods to teach teachers how to use three sources of data— curriculum guides, child assessment tools, and developmental screenings—to develop lesson plans that will meet the individual needs of the children in their classroom. Using these methods, teachers will learn that the information required to improve child outcomes is readily available through the data that they collect.

Jocelyn Tucker , Training and Research Foundation Educator/Teacher Preparation

2019 NAEYC Professional Learning Institute

53

Monday DAP and Chinese culture: Lessons learned in an early childhood teacher preparation partnership between two universities in Shanghai and Oregon room

2–4

202B

pm

Working with students and teaching early childhood education in both China and at Western Oregon University has been a remarkable and inspiring experience. Using the principles of developmentally appropriate practice in teaching these courses means using strategies such as active learning through play, individual and group projects, artistic presentations, respecting individual learning styles, and the use of the students’ home language. This interactive presentation will share lessons learned over the ongoing partnership and ideas for the future.

Cindy Ryan , Western Oregon University; Linda Craven , Western Oregon University; Natalie Danner , Western Oregon University; Maria Laine , Western Oregon University; Erika Lanning , Western Oregon University Educator/Teacher Preparation

Reconnecting young children to their cultural history: Celebrating the return of the buffalo room

2–4

202C

pm

Learn about Montana’s emphasis on Indian Education for All by exploring Native American culture through multimedia presentation and hands-on activities. Gain a deeper understanding of the importance of culturally relevant and responsive curricula in early care and education by exploring resources and lessons created for Native American Head Start children celebrating the return of the buffalo to the Fort Peck Reservation.

Creating cross-sector professional development systems in early learning room

2–4

203B

pm

Join colleagues in discussing state-of-the-art cross-sector professional development system building. How does the theory of change impact the provision of professional development? How are we thinking about equity in professional development? How are states moving from addressing the structural quality of programs and compliance to improving interactions, teaching, and learning? The focus in states is on supporting programs to embrace a culture of continuous quality improvement and reexamining the role of professional development, including technical assistance.

Debi Mathias , BUILD Initiative Professional Development Systems

Captain of the ship: Sailing your school to success with compassion and strength room

2–4

203C

pm

Directors transform into cooks, diaper changers, salespeople, and teachers depending on the situation in front of them. Having that flexibility allows for greater success. During this workshop, directors will learn real solutions to challenges like teacher retention, bullying, behavior management, challenging parents, low-energy staff meetings, and closing tours and the one secret to hiring and keeping the most qualified teachers in the harsh world of preschool turnover—all while laughing through the workshop.

Ron Shuali , Shua Life Skills Professionalism, Leadership & Ethics

Christine Lux , Montana State University Social Studies

54

2019 NAEYC Professional Learning Institute

Monday 4:30–5:30 pm Revising Developmentally Appropriate Practice: Comments and feedback on the draft revision grand ballroom

4:30–5:30

A

pm

Members of the Early Learning Systems committee will provide an overview of the proposed revisions to NAEYC’s Developmentally Appropriate Practice position statement. This is an opportunity to discuss and provide feedback on the draft revision.

Elisa Huss-Hage , NAEYC Governing Board Early Learning Systems Committee NAEYC Activities

Leadership speed-date: Learn how you can be an NAEYC leader room

Early childhood teachers and family partnerships: Using empathy to build reciprocal collaboration with diverse families room

101B

4:30–5:30

pm

The ability to empathize with the families of young children from diverse backgrounds is essential for building meaningful partnerships. This session will include discussion of successful strategies for fostering early childhood teacher empathy with diverse families by (a) exploring dispositions related to the important role that empathy plays in developing positive relationships with families and (b) building perspective-taking abilities to respond to and interpret the behavior of the families of young children.

Lea Ann Christenson , Towson University; Kevin McGowan , Bridgewater State University; Leah Muccio , University of Hawaii Manoa Diversity & Equity

101A

4:30–5:30

pm

Speed-date with NAEYC leaders to learn how you can get involved in different leadership opportunities throughout NAEYC. Come learn more about ways that you can help to shape the early childhood profession as an NAEYC leader.

Current and former members of the NAEYC Governing Board , Council for NAEYC Accreditation , Affiliate Advisory Council , Interest Forum Facilitators , and Peer Reviewers NAEYC Activities

Available at the NAEYC Shop!

Nurturing Creativity An Essential Mindset for Young Children’s Learning Discover how to support and nurture children’s creativity by arranging your classroom and interacting with children in ways that spark their creativity and challenge their thinking.

Item 1129 List $30 | Institute Price $24

2019 NAEYC Professional Learning Institute

55

Monday Beyond pre-K: Lessons from Boston and key states on a comprehensive P–3 approach room

102B

4:30–5:30

pm

New America conducted a case study of Boston Public Schools to learn about their efforts to reform the early and elementary grades by embracing a comprehensive P–3 approach. We also have been conducting ongoing research focused on state and local professional learning efforts to strengthen principals’ roles as P–3 leaders.

Join us for a policy-and research-based discussion as we explore innovations and challenges in implementing comprehensive P–3 approaches.

Aaron Loewenberg , New America; Abbie Lieberman , New America Research

Breaking down the silos: Collaboration among early learning leaders and school district leaders room

102C

4:30–5:30

pm

Three education leaders from the AASA National Cohort for Early Learning will share effective strategies to “break down the silos” between early learning providers and K–12 school districts. Highlights from AASA Case Studies in Early Learning will be shared. Presenters will include school-and district-level leaders from Delaware, Arizona, and Washington State. Participants will gain the perspective of leaders from public school systems while learning practical strategies to build positive relationships across systems to focus on student success.

Peter Finch , West Valley School District #208; Gayle Rutter , Spring Meadow Early Childhood Center; Tamika Cleveland , TG Barr Elementary School Community Partnerships

Finding space for infant/toddler curriculum in undergraduate early childhood education programs room

103B

4:30–5:30

pm

Explore EC teacher education program curricula in NYC institutions of higher education related to infants/toddlers.

Teacher certification often ranges from birth through kindergarten or second grade, but course-and fieldwork related to infants/toddlers is underrepresented. This session will (a) examine the scope of infant/toddler course content and fieldwork opportunities and (b) analyze the teacher education pipeline and career pathways for infant/ toddler professionals. We will engage in discussions about strategies for enhancing infant/toddler curricula.

Jennifer Gilken , Borough of Manhattan Community College; Jennifer Longley , Borough of Manhattan Community College; Jillian Crosby , Borough of Manhattan Community College Educator/Teacher Preparation

An integrated approach to building the Massachusetts professional development system room

103C

4:30–5:30

pm

Massachusetts will present its new strategic framework for professional development and the aligned initiatives for workforce development and program quality supports.

State representatives will discuss lessons learned thus far and resources used in the design, development, and implementation of the professional development system.

Ola Friday , Massachusetts Department of Early Education and Care; Amy Whitehead-Pleaux , Massachusetts Department of Early Education and Care; Pam Roux , Massachusetts Department of Early Education and Care Professional Development Systems

56

2019 NAEYC Professional Learning Institute

Monday Landscapes for learning: Supporting the development of infants, toddlers, and families through an integrated approach to environmental and program design room

104A

4:30–5:30

pm

Physical environments in infant and toddler group care have a significant impact on children’s learning and relationships. This session will provide strategies for designing quality environments and describe how program administrators can use classroom and facility improvements as an opportunity to assess and improve program practices, structure, and teacher–child interactions.

Louis Torelli , Spaces for Children; Catherine Tsao , Center for Child and Family Studies , WestEd Learning Environment

Data driven coaching: Using child assessment to inform professional learning room

104B

4:30-5:30 PM

Ever feel as if your teacher’s are simply collecting child assessment data because it’s a requirement and then promptly forgetting about it until family conference time?

This session will explore coaching strategies, techniques, and support systems to be implemented at the classroom level in order to assist teachers in using child assessment to drive instruction. Join us as we uncover ways to demystify data for our teachers and develop coaching plans that are individualized to be the “right-fit” based on their own knowledge and motivation to change. With the goal of increasing child outcomes, this session will focus on how coaches can build capacity within their educators as they partner together to explore best practices within the field of early childhood.

Holly Delgado , HighScope Educational Research Foundation Technical Assistance (Coaching, Mentoring, Consultation)

Working together is hard; coming to an agreement is even harder: Together, advocates can use their unified voice to advance early education in policy and politics room

104C

4:30–5:30

pm

Participants will learn effective tactics and strategies for expanding early childhood education within government, including quality standards, availability of resources, and the development of smart early education policy by first developing synergy among advocates. Participate in developing individual action plans on how to build relationships with other advocates in and outside of early childhood as well as on how to win over the strongest opposition and get results in today’s political climate.

Kimberly Kofron , TXAEYC; Eric Knustrom , Texas Star Alliance; Chad Cantella , Texas Star Alliance Advocacy/Public Policy

Applying the principles of appreciative inquiry to early childhood leadership room

201A

4:30–5:30

pm

Leaders in the field of early care and education need tools to inform their leadership, decision making, and coaching. Examine the principles of appreciative inquiry and their application within early childhood leadership contexts. Appreciative inquiry is a framework that looks at the organization as a whole, focuses on asking the right questions to move forward, and informs a leader’s everyday thinking and interactions.

Laurel Bongiorno , Champlain College Professionalism, Leadership & Ethics

Giving children a head start on engineering room

201B

4:30–5:30

pm

What is engineering, and what are appropriate engineering experiences for preschool? During this presentation you will develop an improved understanding of engineering education and developmentally appropriate, pocketbookfriendly, and highly engaging means for developing young children’s ability to successfully engage in engineering activities.

William Straits , California State University Long Beach Science/Environment/Nature Education 2019 NAEYC Professional Learning Institute

57

Monday Playing across Russia: The “4Д” project to revive the culture of neighborhood games room

202A

4:30–5:30

pm

There is a consensus among researchers and practitioners that today’s children spend less time in play than they used to, and that the lack of play negatively affects many areas of child development. Presenters will describe a solution to this problem developed by a group of Russian early educators from different regions who met at a professional development academy. This solution involves the creation of a virtual community of play advocates, creating a shared bank of games and organizing periodic “flash mobs” when, on a set date, all participants play the same game with the children.

Irina Bykadorova , Rybakov Foundation; Ekaterina Rybakova , Rybakov Foundation; Galina Laponova , Rybakov Foundation; Nadezhda Kulikova , Municipal autonomous preschool educational institution № 174 “Yagodka”; Viktoriya Kuryshova , Municipal autonomous preschool educational institution № 9 “Berezka” Play

room

202B

4:30–5:30

pm

In this session, we will review data on parental and teacher perceptions of school readiness, discuss ways to facilitate a unified understanding of school readiness, and explore new communication strategies between parents and teachers.

Nina Smith , North Carolina Central University; Danielle Crosby , University of North Carolina at Greensboro Family Engagement & Support

202C

4:30–5:30

pm

Communities of practice (CoP) are a form of job-embedded professional development where participants interact regularly in order to reflect on their practice. The facilitator’s role in creating a safe, collaborative space is key. During the last five years, the University of Florida has partnered with the Office of Early Learning and trained over 400 CoP facilitators across the state. The Facilitator Fellows program, a yearlong hybrid program, was created to provide sustained support to the trained facilitators.

Raquel Munarriz Diaz , University of Florida; Liza Leonard , University of Florida Training & Professional Development Programs

Preparing the ECE workforce for the STEM world: Strategies that support confidence development, knowledge construction, and skill building room

Parents’ and teachers’ perceptions of school readiness: A collaborative effort room

Facilitator Fellows: Empowering practitioners through collaboration and community

203A

4:30–5:30

pm

The rise of the popularity of STEM education around the world has prompted the ECE workforce to advance their confidence and competence in STEM education. This session will (a) review research on early childhood teacher confidence and competence in STEM education; (b) present strategies for developing teachers’ confidence, knowledge, and skills in creating STEM-focused curricula in early childhood programs; and (c) share how each strategy contributes to teachers’ professionalism and classroom curricula in STEM. Pei-Ying Wu , California State University , Fresno Educator/Teacher Preparation

Available at the NAEYC Shop!

Making & Tinkering With STEM Solving Design Challenges With Young Children Integrate making and tinkering and STEM concepts in preschool through third grade classrooms

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Item 1130 | List $25 | Institute Price $20 2019 NAEYC Professional Learning Institute

Monday By invitation only: NAEYC higher education peer reviewer meeting room

203B

4:30–5:30

pm

Invitation-only meeting for peer reviewers in the NAEYC higher education accreditation and recognition systems.

Megan Woolston , NAEYC

Self-paced learning about children’s math thinking with playful activities: Using the Learning and Teaching with Learning Trajectories tool room

203C

4:30–5:30

pm

The Learning and Teaching with Learning Trajectories (LTLT) tool is a playful way to learn about children’s thinking and how to build it with everyday activities and materials. LTLT shows videos of the learning paths of children and playful activities to use immediately and joyfully. Trainers can use the site to work with teachers and home visitors. Teachers and parents can dive deeply into understanding their children’s thinking and suggestions for just-in-time activities for groups and individuals.

Douglas Clements , University of Denver; Julie Sarama , University of Denver Mathematics

Outlast Mud Kitchen 2019 NAEYC Professional Institute Free Shipping 10-Year WarrantyLearning Manufactured in USA

communityplaythings.com

59 800-777-4244

They May Be Small, But You Can Give Them a Big Future Earn your bachelor’s degree online in Early Childhood Education and give yourself the tools you need to make a great impact on the lives of young children.

Learn practical, research-based techniques from the experienced faculty at The University of Alabama to implement in preschool classrooms, including strategies focused on infant and toddler development. With coursework offered online, you can complete the program from almost any location while you balance life’s other responsibilities.

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Learn more about our online bachelor’s in Early Childhood Education.

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BamaByDistance.ua.edu/institute

Bama By Distance

Tuesday 8–10 am

LGBT 101: A developmentally appropriate perspective through children’s literature room

Featured Session Integrating social justice approaches in preservice and inservice teacher education grand ballroom

8–10

A

am

This session will introduce two complementary approaches—anti-bias education and culturally sustaining pedagogy—to advance social justice in teacher education. Drawing on these perspectives, we offer practical strategies for the preparation and ongoing learning of preservice and in-service teachers. This session will support adult identity development, designing learning activities, addressing practical teaching dilemmas, navigating institutional politics, and teaching in online spaces.

Opportunity will be provided for problem solving and action planning.

Debbie LeeKeenan , AntibiasLeadersECE; Caryn Park , Antioch University Seattle; John Nimmo , Portland State University

Sponsored by

Playful learning: Evidence and resources for supporting social-emotional development room

8–10

101A

am

The internet is full of articles that continue the longstanding debate over what is best for young children— play or academics? This session will highlight a third option: Why not both? The presenters will share evidence and resources for ways in which playful options can support social-emotional learning and development.

Examples will highlight playful approaches that support children of diverse cultures, languages, and abilities.

8–10

101B

am

The LGBT Center OC and the Orange County AEYC have developed this session to increase the understanding and support of an underserved and often discriminated against population. This workshop will review key terminology to increase knowledge, as well as cover strategies for those who wish to become allies. We will explore children’s literature that embraces themes of diversity in themselves and in others. Through literature, our hope is to make our community safe and affirming for LGBTQ children and families.

Marilyn Mendoza , Orange County AEYC; Wendi Evans , LGBT Center OC Diversity & Equity

Getting the advantage of creating and growing a high-quality early childhood education organization/business room

8–10

102A

am

This interactive workshop is based on the best-selling book The Advantage by Peter Lencioni and responds to the question: “Why does organizational health trump everything else in business?” Participants will learn about organizational health principles and practices and their effect on transforming an early childhood education business. Attendees will gain a new perspective as leaders of early childhood programs and learn additional strategies to strengthen their business.

Robert Gundling , Better Futures , LLC; Jahi Davis , Better Futures , LLC Program Administration & Financial Management

Robin Ploof , Champlain College; Camille Catlett , Frank Porter Graham Child Development Institute , University of North Carolina Play

2019 NAEYC Professional Learning Institute

61

Tuesday Embracing the voice of the teacher to educate the child: Using teacher voices to create a culturally responsive teacher trainer model in early childhood education room

8–10

102B

am

Participants will receive training on culturally responsive pedagogies that can be used when educating young children and interacting with culturally diverse parents. They will participate in three research-based training modules that focus on team engagement, anti-bias strategies for young ESL children, and parent communication. Participants will also have opportunity to discuss professional development practices that enhance developmentally appropriate practice recommendations in connection with culturally relevant lessons, customs, and holidays.

Flora Harmon , Texas A&M University Training & Professional Development Programs

A community-based learning lab: How a quality ECE program can support professionalization and teacher prep through PD, observation, coaching, TA, and partnerships with institutes of higher education room

8–10

102C

am

In this session, participants will learn about the transformation of Children’s Village—a large, high-quality child care program in Center City, Philadelphia—into a learning lab. This will include an overview of staff qualifications in this environment, the PD and TA offerings that the learning lab has provided to audiences throughout the ECE field, and the partnerships that Children’s Village has formed with institutions of higher education.

Participants will also discuss the impact of the learning lab on the program’s teacher compensation.

Never too young: Museums as ideal learning environments for young children room

8–10

103B

am

Learn about the benefits of museum learning from Smithsonian early childhood educators. Participate in hands-on lessons showcasing content connections to science, history, and art museums. Explore practical techniques and gain confidence for designing meaningful museum and community field trips for your school.

Cynthia Raso , Smithsonian Early Enrichment Center; Tiffany McGettigan , Hirshhorn Museum & Sculpture Garden (Smithsonian); Brooke Shoemaker , Smithsonian Early Enrichment Center Community Partnerships

Using a multifaceted evaluation process to support high-quality early childhood special education programs room

8–10

103C

am

Participants will learn about an evaluation model for early childhood special education programs that provides a context for reducing the amount of time children spend in pull-out related services and substantially separate programs. Presenters will demonstrate ways to use OSEP Child Outcomes and aligned assessment tools to drive eligibility decision making and IEP development, as well as describe how this evaluation model provides a format for collaborating with community partners and increasing family engagement.

Ann Ramminger , Early Childhood Associates , Inc.; Linda Warren , Early Childhood Associates , Inc. (ECA) Children with Disabilities/Early Intervention

Zaina Cahill , Children’s Village; Mary Graham , Children’s Village Professional Development Systems

62

2019 NAEYC Professional Learning Institute

Tuesday Research Symposium Session

Using transformational coaching to facilitate and promote continuous quality improvement (CQI) for early learning professionals and programs

Cutting child poverty in half within a decade

room

room

8–10

104A

am

In response to a mandate from Congress, the National Academies of Science, Engineering, and Medicine (NASEM) released a landmark consensus study on child poverty in the US. This study included analysis of the economic, health, and social costs of child poverty to our society, as well as the effectiveness of current antipoverty programs to reduce child poverty. Based on this analysis, the study committee issued a set of evidencebased policy recommendations about how to cut the national child poverty rate in half within a decade. Join us to hear from leading experts on this new landmark study and learn how you can utilize its findings to reduce child poverty and its negative consequences in the US. Greg J. Duncan , University of California, Irvine Jackie Thu-Huong Wong , GRACE; Donna Sneeringer , Child Care Resource Center (CCRC); Antionette Dozier , Western Center on Law & Poverty; Becca Patton , First 5 LA

Sponsored by

Creating the village: Building relationships that support children room

8–10

104B

am

It takes a village to raise a child, but what does it take to create a village? Every grown-up has a valued, understood role in the education, health, welfare, growth, and development of children. Creating a culturally, racially, and linguistically diverse village in early childhood care and education means turning parents, teachers, and the community into a team that meets the needs of the children and families they serve. Join this lively, interactive session to find out more about how you create that village for children in an increasingly diverse society.

Debra Sullivan , Ashé Preparatory Academy; Holly Elissa Bruno , Holly Elissa Bruno Keynotes & Team Building; Luis Hernandez , T/TAS at Western Kentucky University

8–10

104C

am

Participants will explore the GROOMER Framework for Change model. This systematic and intentional model can be used both with individuals and at the program level to facilitate intentional change and promote continuous quality improvement (CQI). Participants will learn the seven GROOMER components to effectively facilitate reflection, problem solving, and documentation to create lasting changes that improve program services and individual practices and increase positive outcomes for children and families.

Constant Hine , Horizons In Learning; Robin Levy , Horizons In Learning Technical Assistance (Coaching, Mentoring, Consultation)

Mining for gold: Recognizing the expertise inherent in the early childhood educator room

8–10

201A

am

This session will examine why valuing the caregiver as the source of program excellence is vital. Learn how to refocus programs to invest in their intrinsic resource for program quality—the teacher in the classroom. Explore tools that support administrators in cultivating the expertise of their teachers. Learn strategies to coexist with extrinsic systems of program quality without undermining program culture and integrity.

Kathleen Seabolt , Vanderbilt University Professionalism, Leadership & Ethics

Institute Evaluation

Your Opinion is Important to Us! Please remember to complete the 2019 evaluation survey (sent to you electronically immediately following the Institute). NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future professional development activities.

Diversity & Equity

2019 NAEYC Professional Learning Institute

63

Tuesday Trauma-informed leadership: Supporting teachers so they can support children room

8–10

201B

am

Presenters will review the incidence of educators who have experienced trauma and discuss why administrators need to be trauma informed. Participants will explore strategies for supporting teachers in a trauma-sensitive manner so they are in the best possible emotional state to support children.

Michelle Broniak , Starfish Family Services; Rhonda McClure , Starfish Family Services Professionalism, Leadership & Ethics

Using our words: Practical strategies for using the Division for Early Childhood’s position statement on challenging behavior and young children room

8–10

202A

am

In 2017, the Division for Early Childhood of the Council for Exceptional Children released a revised position statement on challenging behavior and young children.

Learn about this document and the complementary tools to help you address and prevent challenging behavior in young children. We’ll share success stories and practical ways that you can advocate for change in your program and community. Walk away with resources, ideas, and a stronger professional network.

Kathleen Artman-Meeker , University of Washington; Angel Fettig , University of Washington; Jessica Hardy , University of Louisville Guidance/Discipline/Challenging Behaviors

Learning to see: Using video to support learning, connection, and community online room

8–10

202B

am

Leverage the power of video to improve student observation skills, provide effective feedback, improve implementation of effective teaching practices, and perhaps most important to build communities of reflection and practice where students have the opportunity to connect with their peers and instructors to discuss authentic problems of practice.

Practice and plan for how you might use the free tools available through the EarlyEdU Alliance to build your own effective online coursework and degree programs.

Katie Emerson-Hoss , EarlyEdU Alliance at University of Washington; Miriam Packard , University of Washington Educator/Teacher Preparation

Connecting emotional intelligence and school readiness: The impact of an emotional intelligence curriculum on prekindergarten students’ behavior and academic development room

8–10

202C

am

This session will focus on the implementation of an emotional intelligence (EI) curriculum in preschool settings. The rationale behind the project will be discussed, in addition to the larger impact on early childhood development and improving student outcomes.

Participants will gain understanding of the RULER approach, visible thinking, and global thinking methods through brief tutorials followed by active learning groups and application of the curriculum. Participants will solidify knowledge of the EI curriculum and have the ability to apply strategies in their own setting.

Daniela Foerch , Florida International University; Andrea Adelman , Florida International University Social/Emotional Development

64

2019 NAEYC Professional Learning Institute

Tuesday Transformative coaching strategies to support teachers of dual language learners room

8–10

203A

am

In this session, you will learn about evidence-based strategies that support the emerging bilingual child from birth to age 5. You will also learn strategies to gain the tools necessary for supporting dual language learners. We will explore a coaching approach as well as practical strategies, helping to create sustainable and lasting change in your practice.

Erika Flores , ChildrenFlow , LLC Training & Professional Development Programs

Designing higher education rubrics that align with NAEYC’s Professional Preparation standards room

8–10

203B

am

Participants will learn the features of key assessments that are aligned with the NAEYC Professional Preparation standards for higher education accreditation and recognition.

Megan Woolston , NAEYC; Crystal Swank , Truckee Meadows Community College Accreditation of Higher Education Programs

Interpreting student learning in the early childhood setting: Colorado’s model to support educators and their evaluators room

8–10

10:30 am–12:30 pm

203C

am

Session participants will explore a supplemental evaluation guide (The Practical Ideas Guide for Early Childhood Evaluation) that can be used to support the professional growth of early childhood educators. They will learn about how the strategies presented in the guide can be applied to a variety of different contexts to support the development of early childhood educators and their evaluators. They will then apply the learnings to example vignettes of early childhood classrooms and discuss how to use student learning to identify areas of growth for early childhood educators.

Jeanette Joyce , Marzano Research; Jennifer O’Brien , Colorado Department of Education; Joshua Stewart , Marzano Research; Courtney Cabrera , Colorado Department of Education; Lyn Bopp , Marzano Research Standards-Early Learning/Content Standards, Common Core Standards

2019 NAEYC Professional Learning Institute

Featured Session Count all children: Preparing for the 2020 Census grand ballroom

10:30

A

am–12:30 pm

Data from the decennial Census are used to determine federal resources states receive, including allocations of major federal funding such as Head Start/Early Start, Children’s Health Insurance Program, and WIC. The US is currently at risk of undercounting up to 1.5 million young children in the 2020 Census and early childhood professionals have the opportunity to be leaders to ensure a fair and accurate count of the children and families in their communities. This session will provide an update on the current preparations for the 2020 Census and strategies that early childhood professionals can implement to ensure their communities are accurately counted and that young children and their families have access to the resources they need to thrive.

Arturo Vargas , NALEO Educational Fund; Rebecca Rodriguez , NALEO Educational Fund

Early childhood policy in institutions of higher education: Stepping out? Stepping up? room

101A

10:30

am–12:30 pm

Presenters will share contemporary issues that advance early childhood policy efforts. Particularly salient at a time when attention is being focused on teacher education and leadership, this session will feature strategies to prepare policy leaders who will take on conceptual leadership.

Content will inform participants about a large new national effort to create a greater focus on early childhood policy in institutions of higher education, as well as solicit input and critical thinking on the strategies currently being considered to do so.

Eva Landsberg , National Center for Children and Families at Teachers College , Columbia University; Kathy Thornburg , University of Missouri Advocacy/Public Policy

65

Tuesday Program administrators: Supporting developmentally appropriate practice in early childhood programs

NAEYC Early Learning Accreditation Standards as a foundation for teaching students about high-quality early education and care

room

101B

room

102C

10:30

am–12:30 pm

10:30

am–12:30 pm

This session focuses on ways in which developmentally appropriate practice (DAP) is critical for high-quality early childhood programs—and addresses myths and misconceptions about DAP. We’ll explore ways that program administrators can leverage their leadership and management skills to create a culture that embraces DAP. Anthony Durborow , NAEYC; Kara Myers , NAEYC Professionalism, Leadership & Ethics

Elevating our workforce: How three states led workforce initiatives for all with a CDA foundation room

102B

10:30

am–12:30 pm

Learn how Ohio, Indiana, and Massachusetts successfully developed and implemented workforce initiatives for all early childhood educators, including their use of the Child Development Associate credentials as foundational steps. The presenters will engage you in dialogue about lessons learned from idea generation, building staff/ public support, financing, and program administration, evaluation, and documentation.

Valora Washington , Council for Professional Recognition; Dianna Wallace , Indiana Association for the Education of Young Children; Ola Friday , Massachusetts Department of Early Education and Care; Todd Barnhouse , Ohio Child Care Resource and Referral Association Professional Development Systems

Learn about an innovative approach for teaching students how to recognize the elements of a high-quality early education learning environment. Bridgewater State University ECE students are using NAEYC Early Learning Accreditation Standards as a measure to support their understanding of best practices. Through a three-credit course offered in a hybrid (online/F2F) format, students complete site observations in different child care settings, each week focusing on a different NAEYC standard.

They then collect and analyze evidence and make recommendations for program improvement.

Gwenyth Alexander , Bridgewater State University Educator/Teacher Preparation

Mindful planning: Using observation, assessment, and reflection to inform instruction room

103A

10:30

am–12:30 pm

Creating and implementing lesson plans for a classroom of children can be a daunting task—particularly when the needs of individual children ought to be taken into consideration. In order to more effectively plan so that ALL children can optimize their learning potential, some purposeful, engaging, and intentional practices can be used. This session will provide strategies to help teachers understand how to pull together and create meaningful plans from multiple data sources—in particular observations, assessments, and reflective practices.

Keith Pentz , Early Years Consulting Services Program Quality, Evaluation, & Accountability

Available at the NAEYC Shop!

New! From Survive to Thrive A Director’s Guide for Leading an Early Childhood Program

From Survive to Thrive

A Director’s Guide for Leading an Early Childhood Program Debbie LeeKeenan and Iris Chin Ponte

Practical information, guidance, and tips for new and experienced directors.

Item 1136 List $28 | Institute Price $22.40

66

2019 NAEYC Professional Learning Institute

Tuesday A trail of breadcrumbs: Supporting and encouraging diversity in ECE leadership room

103B

10:30

am–12:30 pm

Join us for a conversation with diverse ECE practitioners who are currently earning their doctorate degrees in educational leadership. We hope to inform and inspire diverse practitioners who currently don’t see themselves represented in the current leadership to explore pathways to leadership.

Patricia Sullivan , San Francisco State University; Hanneefah Shuibe , San Francisco State University Educational Leadership Packard Fellow; Martha Melgoza , San Francisco State University Educational Leadership Doctoral Packard Fellowship; Ashley Williams , San Francisco State University; Denicia Carlay , UC Berkeley School of Social Welfare Diversity & Equity

Supporting early mathematical development everywhere: Resources for teacher educators, teachers, caregivers, and families room

104B

10:30

am–12:30 pm

Math skills at kindergarten entry predict later academic success. Rich mathematical activities that are playful and fun help propel young children’s mathematical growth.

What are best practices to promote math development in the classroom, child care settings, and at home? How can teacher educators best support pre-and in-service preschool teachers in developing the skills and beliefs to effectively teach math? Find out the latest research and resources from the DREME Network to advance math teaching and learning in the early years.

Linda Platas , San Francisco State University; Eric Dearing , Boston College; Douglas Clements , University of Denver Mathematics

What would a resilient brain do? Teaching early childhood leaders the brain science of emotional health and resilience room

104A

10:30

am–12:30 pm

Everyone can have a more resilient brain! Building resilience among early childhood leaders is made easy through this brain science model that is simple enough for young children to understand, too. This session will not only teach you about the neurochemical responses in the brain when facing challenges—but also how to use this knowledge to build resilience in all the adults and children in your program.

This knowledge will give participants the tools they need to use any challenge as an opportunity to make mindful choices about building resilience.

Cassandra O’Neill , Leadership Alchemy LLC; Monica Brinkerhoff , Child-Parent Centers; Debby Spitzer , The Center for Resilient Leadership LLC Cognitive Development

Where is the fairy dust? The director’s role in supporting staff, children, and families when there is a child with challenging behavior at the center/school room

104C

10:30

am–12:30 pm

The stakes are high when children get kicked out of child care or school: They learn that no one believes in their ability to succeed. As states and school districts increasingly prohibit the suspension and expulsion of young children, administrators of schools and early childhood programs play a crucial role in making it possible for children with challenging behaviors to stay and learn. Possessing good leadership skills is just the beginning. Discover the skills you need to create an environment where all children and families are welcome.

Barbara Kaiser , author/consultant; Joan Duffell , Committee for Children Guidance/Discipline/Challenging Behaviors

2019 NAEYC Professional Learning Institute

67

Tuesday Making it count: Comparing NAEYC results to national trends room

201A

10:30

am–12:30 pm

Hear various perspectives on how NAEYC accreditation data can be used for continuous quality improvement within programs and for promoting quality of care across the country.

April Kimble , NAEYC; Susan Hedges , NAEYC Accreditation of Early Learning Programs

Transforming preschool: How to manage the change process for the community of teachers, children, and families room

201B

10:30

am–12:30 pm

Presenters will share the process of change to a Reggio-inspired onstructivist approach in a universitybased program, which includes the engagement of teachers, children, and families. We will examine a multifaceted approach to navigating and negotiating change processes. Critical themes will be explored and discussed, including how a teacher’s view of the child plays a pivotal role in their adoption of, or resistance to, pedagogical change, and the type of knowledge and skills that teachers and parents perceive they need in order to accept a constructivist approach.

Lorraine Breffni , Nova Southeastern University; Roni Leiderman , Nova Southeastern University Program Administration & Financial Management

Evidence-based strategies to decrease stress, increase joy, and enhance your work as a trainer and coach room

202A

10:30

am–12:30 pm

Learn concrete methods to reduce stress, increase success, and enhance joy as a trainer and coach from information gleaned from the latest neuroscience, social science, and integrative medicine research. Experience a unique parallel learning process as you gain several top stress-reducing strategies while participating in creative, engaging, and inspiring practices. Reflect on which strategies you will incorporate to enhance your own work as a trainer and coach, and increase the joy and positive outcomes you experience, personally and professionally.

Raelene Ostberg , Thriving Together , LLC Technical Assistance (Coaching, Mentoring, Consultation)

How teachers and communities can use PBS KIDS science media to engage children and families room

202B

10:30

am–12:30 pm

Learn how to build a science lesson unit aligned with the Next Generation Science Standards using digital media from PBS KIDS that actively engages families in what their children are learning. Discover how PBS stations use PBS KIDS media to develop learning resources customized to the needs of their community partners. Then roll up your sleeves and participate in two engaging activities: a seed investigation that allows you to experience science inquiry firsthand and an activity aligned with the Head Start standards that blends science inquiry with arts.

Jean Crawford , Public Broadcasting Service (PBS); Jeanne Paratore , Boston University; Sarah Thomas , PBS SoCal; Dalila Rodriguez , Children’s Institute , Inc. Technology & Digital Media

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2019 NAEYC Professional Learning Institute

Tuesday What’s data insight got to do with collaboration? Transforming early childhood data into insights that inform and strengthen community collaboration room

202C

10:30

am–12:30 pm

Participants will have an opportunity to learn about innovative practices and tools for transforming early childhood data into insights that inform and strengthen collaborations at the community level. This session will provide an overview of key concepts, examples of data insights tools already in use, and tips to help participants develop these tools and communicate about data insights in their communities. There will be significant time for group idea sharing on how data insight tools can be used to address problems of practice.

Kenley Branscome , ICF; Nina Johnson , National Center on Early Childhood Quality Assurance; Angelica McKee , ICF Technology & Digital Media

Reflect and learn first, teach second: How to support educators on the journey to cultural competence and strengthening family partnerships room

203A

10:30

am–12:30 pm

This presentation reviews current research highlighting the importance of family partnerships to support children’s learning and development through a culturally competent lens. Participants use self-reflection strategies to begin understanding their personal role in building culturally competent family partnerships. Participants use free video, print, and online resources to practice planning professional learning experiences that enable educators to practice similar self-reflection.

Completing the NAEYC Higher Education Accreditation Self-Study Report room

203B

10:30

am–12:30 pm

This session will walk through the Higher Education Accreditation Self-Study Report template, providing guidance and tips for completing the report.

Megan Woolston , NAEYC; Crystal Swank , Truckee Meadows Community College Accreditation of Higher Education Programs

WebEx and Moodle and Zoom—oh my!

Facing the lions and tigers and bears of distance learning using technology room

203C

10:30

am–12:30 pm

Distance learning using technology shouldn’t be scary! As more and more people are connecting online, those who teach early childhood professionals should embrace the online platform but still hold true to our philosophy of hands-on learning. Join us as we explore the tools available to you as professional development specialists and embrace your inner techie! We will explore tools and create a plan that will support you in creating and facilitating effective, engaging, and meaningful long-distance training, coaching, and mentoring experiences.

Deb Huestis , Family Connections MT Training & Professional Development Programs

Heidi Mendenhall , WestEd; Joua Lee , WestEd Family Engagement & Support

12:30–2 PM Lunch Break Concessions open in the Exhibit Hall

2019 NAEYC Professional Learning Institute

69

Tuesday 2–4 pm Featured Session

Shift happens: Tools and strategies for addressing NAEYC’s new professional standards and competencies for early childhood educators room

2–4

Five steps for self-regulation for administrators, educators, and children: The awareness and skills to move from self-sabotage to self-regulation grand ballroom

2–4

A

pm

Using reflective activities and video vignettes, participants will learn about the five steps of an unregulated life that create a cycle of self-sabotage.

Then they will consciously create a life blueprint of the five steps (and skills) to self-regulation that provide a bridge from problems to solutions in all areas of education, from administration to classrooms.

Becky Bailey , Conscious Discipline

Challenges and potential pitfalls of adding more letters to the concept and practice of early STEM education room

2–4

101A

pm

There has been a national call for quality early STEM education. As a relatively new and developing field, there remain many myths and unanswered questions. This session will draw attention to the challenges and potential pitfalls of adding disciplines (letters) to STEM in early childhood education without engaging in a dialogue about the meaning of the concept and possible implications for teaching and learning. There is an urgent need to better understand this burgeoning field, educate the public, and inform educational practice.

Jie-Qi Chen , Erikson Institute; Meredith Dodd , University of Chicago Laboratory Schools; Louis Coronel , University of Chicago Laboratory Schools Curriculum—Theories & Approaches

70

101B

pm

The new NAEYC standards/competencies require shifts in how early childhood professionals are prepared to address stress, socioemotional development, and dual language learners. Programs at all levels will be required to provide explicit attention to inclusion, diversity, and equity. This session will provide a free, evidence-based model and extensive free resources to assist faculty, instructors, and professional development programs in making these shifts in terms of what they know, what they teach, and how they teach.

Camille Catlett , Frank Porter Graham Child Development Institute , University of North Carolina; Rebecca Brinks , Grand Rapids Community College; Elisa Huss-Hage , Owens Community College Educator/Teacher Preparation

Supporting family math: Ways to promote access and equity in early mathematics learning opportunities through strong home–school connections room

2–4

102A

pm

Participants will learn about the opportunity gap in early mathematics and ways to close it by empowering families to engage in play and conversations that foster their child’s mathematics learning and enjoyment. They will take away family math resources they can use immediately, as well as principles for choosing or developing their own. We will learn together through interactive discussion, study of mathematics materials that support learning, and small group play experiences. The session aims to share effective resources and foster discussion about family math.

Kristen Reed , Education Development Center; Jessica Young , Education Development Center Mathematics

2019 NAEYC Professional Learning Institute

Tuesday The compensation conundrum: Lessons learned on how a multi-state team initiative moved the needle toward better compensation for the early childhood workforce room

2–4

102B

pm

Learn about a multi-state compensation initiative facilitated by the T.E.A.C.H. Early Childhood National Center. Examine the early childhood workforce compensation landscape and discuss barriers/opportunities to better compensation. Hear about state teams’ work to raise awareness of workforce compensation issues and create new (or expand existing) policies, strategies, and funding to improve compensation in their states—and gain the tools to begin or continue to address the next steps toward compensation solutions in your state.

Sue Russell , TEACH Early Childhood® National Center; Phyllis Kalifeh , Children’s Forum , Inc; Ruth Schmidt , Wisconsin Early Childhood Association; Julie Rogers , TEACH Early Childhood® National Center Quality Initiatives-QRIS, Compensation & Licensing

Spa days are not the solution: Mindful selfcompassion to heal compassion fatigue room

2–4

Explore the distinctions between self-care and selfcompassion, including research showing why selfcompassion is the solution to emotional exhaustion and burn-out for those in the helping professions. Participants will learn specifically about mindful self-compassion and how it can be practiced—in the moment of stress or struggle, as well as in a moment that you cultivate for yourself. This session will be highly experiential: Participants will explore several mindful self-compassion practices that they can use in their daily life.

Christine Hughes Pontier , The Developing Mother Professionalism, Leadership & Ethics

Assessing growth in vocabulary and oral language skills in preschool children: Why it is important and how to do it room

Building leadership capacity: Creating communities of practice tailored to developmental stages of administrators room

2–4

102C

pm

Sustaining leadership capacity involves individualizing for leaders and creating communities of practice that support continuous quality improvement. This session explores research on the developmental stages of administrators (novice, capable, and master), highlights leadership academies tailored to the unique needs of administrators based on developmental stage, and addresses methods for individualizing supports. Through discussion and interactive exercises, participants will learn how to embed these new findings into state systems and work with administrators.

103A

pm

2–4

103B

pm

This session will describe the development, validation, and intended use of a screening and progress-monitoring tool to assess foundational literacy and oral language skills of preschool children. Following a brief overview of the early literacy measure and its intended purpose, participants will learn new strategies for assessing children’s vocabulary and oral language skills as they observe videos and review children’s progress-monitoring data.

Ruth Kaminski , Dynamic Measurement Group , Inc.; Stephanie Stollar , Dynamic Measurement Group , Inc. Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)

Jill Bella , McCormick Center for Early Childhood Leadership at NLU; Teri Talan , McCormick Center for Early Childhood Leadership at NLU; Michael Abel , McCormick Center for Early Childhood Leadership at NLU Professional Development Systems

2019 NAEYC Professional Learning Institute

71

Tuesday Implementing curricula responsively: Responding to children’s cultures and language(s) room

2–4

103C

pm

Early childhood educators are responsible for creating welcoming environments and learning experiences that respect diversity and promote responsiveness to children’s cultural identities and home languages. Participants will (a) explore research-based criteria for examining how early childhood curricula support cultural and linguistic responsiveness; (b) reflect on current curricular approaches to culturally and linguistically responsive interactions, environments, and learning experiences; and (c) discuss ways to enhance responsive practice.

Faith Polk , National Center on Early Childhood Development , Teaching , and Learning; Jennifer DiBara Crandell , National Center on Early Childhood Development , Teaching , and Learning; Jennifer Marcella-Burdett , National Center on Early Childhood Development , Teaching , and Learning; Osnat Zur , National Center on Early Childhood Development , Teaching and Learning Diversity & Equity

Inspiring professional growth: Leadership strategies to guide, motivate, and engage early childhood educators room

2–4

104A

pm

The focus of this workshop is to share key strategies developed to inspire educators to be fully committed to their own professional growth and development. Our learning will center around these fundamental questions: “How do I motivate and inspire teachers to grow and develop?” “How can I infuse positive energy into my professional development work?” We will explore how a deliberately developmental organization (DDO) supports each individual’s unique desire to reach their full potential.

Leaders will leave with new resources and templates to guide their ongoing work.

Susan MacDonald , Inspiring New Perspectives

Fulfilling the NAEYC Code of Ethical Conduct: Creating welcoming ECE environments for lesbian, gay, bisexual, transgender, queer, questioning, and nonbinary families, staff, and children with gender-expansive behavior, presentation, and/or identity room

2–4

104B

pm

This is an interactive workshop to develop and practice (a) strategies and skills to create welcoming environments and inclusive curricula for gender nonconforming children and LGBTQ+ families, and their children; (b) understanding and supporting children with gender-expansive behavior and their families; (c) understanding the special issues and needs of LGBTQ+ parents and their children; (d) responding to difficult scenarios related to sexual orientation and gender roles/expectations; and (e) advocating for change by confronting homophobia and heterosexism.

Ellie Friedland , Boston University Wheelock College of Education and Human Development Diversity & Equity

Socially and emotionally healthy classrooms: An integrated systems approach that infuses trauma-informed practices to create healthy classrooms and decrease the incidence of challenging behaviors room

2–4

104C

pm

Explore the connections between trauma-informed care and the creation of a socially and emotionally healthy program. Participate in identifying practices in classrooms that support socially and emotionally healthy classrooms and prevent behaviors that challenge teachers. Identify ways in which the system can enhance or exacerbate these practices. Evaluate your own programs through a reflective framework to identify strategies to boost the integration and support of socially and emotionally healthy classrooms for all children.

Marie Celeste , Trinity Washington University; Andrea Sobel , The Catholic University of America Social/Emotional Development

Training & Professional Development Programs

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2019 NAEYC Professional Learning Institute

Tuesday Strengthening the capacity of cultural navigators: A cultural wealth model to support immigrant families in creating the bridge to school room

2–4

201A

pm

Understand the roles and development of “cultural navigators” who support families as they engage with schools and social institutions. Cultural navigators illuminate the voice, visibility, and cultural wealth of families so that they can co-create the bridge to the host culture and be advocates in the schools. This presentation shares a project with two community organizations focused on culturally specific approaches within an East African immigrant community, including preschool that supports transition into school.

John Nimmo , Portland State University; Ingrid Anderson , Portland State University Family Engagement & Support

Moving the field forward 12 years after “Ready or Not” room

2–4

201B

pm

In 2007, Ready or Not: Leadership Choices in Early Care and Education posed six field-defining questions that 12 years later remain unanswered. In this dynamic session, we will explore what has changed over the past 12 years, what hasn’t changed, and what our field should be doing to address ECE’s field-defining questions.

Integrating state initiatives in college courses to ensure a well-informed graduating workforce room

2–4

202A

pm

Explore ways college directors and faculty can integrate individual state’s initiatives to enhance current curriculum.

Presenters will use the Michigan Literacy Essentials initiative as an example and share strategies used to incorporate them into an existing literacy course.

Paula Spencer , Michigan AEYC; Rebecca Garske , Mott Community College Training & Professional Development Programs

Evaluating the early childhood teacher: What to consider and what administrators need to know room

2–4

202B

pm

This session is designed to shed light on best practices when evaluating early childhood teachers (P–3).

Throughout this session, both formal and informal discussions will take place, as well as some lecture-style presentation. Upon completion of the session, conferees will be equipped with evaluative tools that are ready for classroom implementation.

Brian Kingrey , Iowa AEYC Professionalism, Leadership & Ethics

Stacie Goffin , Goffin Strategy Group; Valora Washington , Council for Professional Recognition Professionalism, Leadership & Ethics

Available at the NAEYC Shop!

New! The Essentials Providing High-Quality Family Child Care

Expand your knowledge and skills to meet the needs of children and their families.

Item 1135 List $20 | Institute Price $16

2019 NAEYC Professional Learning Institute

73

Tuesday Enhancing coaching access and strategies to reduce challenging behaviors by using live distance-based technology room

2–4

203A

pm

Coaching around challenging behaviors is, well, challenging. There are many significant limitations and roadblocks, including feasibility and accessibility. Video review and reflection are well-established enhancements that have proven beneficial. This presentation discusses increasing access to quality coaching—particularly around challenging behaviors—by adding a live coaching element using bug-in-the-ear technology, which can be delivered either onsite or from a distance.

A collaborative journey: The Arizona Higher Education Accreditation Project room

2–4

203B

pm

Review strategies for effective communication, such as creating a shared vocabulary, aligning to common competencies, using data to inform the continuous improvement of the teaching/learning process, and fostering articulation and transfer efforts.

Dawn Wilkinson , Arizona AEYC; Martha Muñoz , MDZ Planning Group Accreditation of Higher Education Programs

Carrie Gottschalk , University of Nebraska-Lincoln; Holly Hatton-Bowers , University of Nebraska-Lincoln; Amanda Cue , private practice Guidance/Discipline/Challenging Behaviors

Connect + Converse Post a question and get advice from the international community—think of it as the profession’s water cooler.

HELLO is our member-only online community supporting NAEYC’s Interest Forums. hello.NAEYC.org 74

Follow threads and contribute to the discussion on interesting topics—technology in the classroom, staff retention rates, and classroom supply fees have all been hot topics recently.

Grow your network beyond your local community— join NAEYC Interest Forums on Hello to meet educators from all over who share your passions and goals.

2019 NAEYC Professional Learning Institute

Tuesday 4:30–5:30 pm Consultants and administrators: Building effective partnerships for change room

101A

4:30–5:30

pm

School leaders are often looking to make schools change in one form or another, but change can be difficult without outside support. In this session, we will hear from a school leader who sought to move more toward a child-centered Reggio Emilia approach and brought in an experienced Reggio consultant. However, change can’t happen without real collaboration. The consultant and the administrator share how they built a partnership to bring about the desired school change.

Angela Fowler , Cultivating the Early Years; Jill Kushnir LeVee , Chicago Jewish Day School Technical Assistance (Coaching, Mentoring, Consultation)

The Nebraska panhandle: Developing a collaborative rural community and university partnership to promote systemic quality, continuity, and equity from birth through grade 3 room

101B

4:30–5:30

pm

Early care and education systems require transformative changes to address disparities in quality, continuity, and equity. This presentation will describe a collaborative approach bringing together families, community, educators, service providers, and university staff to address long-standing opportunity and achievement disparities beginning at birth. Participants will learn about key strategies to develop shared goals and strategic plans through real-world examples of this transformative work underway in the rural Nebraska panhandle.

Language is spirit: Exploring the healing power of heritage language revitalization in American Indian communities and why it is critical to early childhood education room

102A

4:30–5:30

pm

The number of fluent speakers of the heritage languages of many American Indian communities has been declining at an alarming rate. Join us to explore American Indian early childhood education and learn how revitalization of heritage languages honors the ancestors and strengthens the future of each nation. We will discuss how this can happen through the preservation of the languages and how preservation brings back the identity of native peoples through the children who attend early childhood education programs.

Renetta Goeson , ICF; Lamont Yazzie , ICF Diversity & Equity

Federal policy update: What’s happening in Washington? (And what you can do about it!) room

102B

4:30–5:30

pm

There’s a new Congress and a whole lot to talk about, from child care to infrastructure to higher education! Join us for an update on the federal landscape and what it means for your states. Then learn more about the steps you can take to ensure that policymakers from both sides of the aisle embrace early learning as a “must”—with a commitment to expanding opportunity, supporting excellence and equity, and valuing early childhood educators.

Lauren Hogan , NAEYC Advocacy/Public Policy

Kim Bodensteiner , Buffett Early Childhood Institute at the University of Nebraska; Nici Johnson , Nebraska Education Service Unit #13; Amy Roberts , Butler Institute for Families , University of Denver Community Partnerships

2019 NAEYC Professional Learning Institute

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Tuesday Power to the Profession and the framework for a unified and effective early childhood education profession room

102C

4:30–5:30

pm

Since 2017, Power to the Profession has engaged in a collaborative process to define the early childhood education profession by establishing a unifying framework for career pathways, knowledge, competencies, qualifications, standards, and compensation. As we approach the completion of the first edition of this unifying framework, we turn our attention toward implementation and the advocacy required to secure the significant public investments the profession deserves. This workshop will give an overview of Power to the Profession and offer steps to make this framework a reality.

Katherine Kempe , NAEYC; Meghan Gowin , Diversity and Equity Education for Adults Interest Forum; Ruth Schmidt , Wisconsin Early Childhood Association; Lucy Recio , NAEYC Professionalism, Leadership & Ethics

Transition planning: A collaborative method for students transitioning to kindergarten room

103A

4:30–5:30

pm

Presenters will share tools for transition planning into kindergarten for students with disabilities. We will review and analyze collaborative methods from a case study of a student with autism transitioning to kindergarten. We will discuss the gaps in literature and studies that need to be filled in order to expand the field, and participants will leave with a roadmap and timeline of effective transition planning for students with disabilities.

Strengthening the capacity of early childhood preservice teachers toward the inculcation of core societal values in Nigerian children: Evidence from a research project room

103B

4:30–5:30

pm

Learn how early childhood teachers can acquire cultural knowledge that is relevant for inculcating core values of the society in young children using methods other than the Euro-Western system of teaching. Discuss and learn ways early childhood professionals can connect to the community by bringing cultural knowledge and values into early childhood programs and services.

Peter Olowe , Adeyemi College of Education , Ondo Educator/Teacher Preparation

Supporting breastfeeding families: Engaging families, educating staff, and providing a healthy start for infants room

103C

4:30–5:30

pm

Presenters will review best practices in infant feeding in early care settings and how those practices support infants’ health and continuity between school and home. We will reflect on current practices, create a plan to educate and support staff in working with breastfeeding infants and families, and develop strategies to support breastfeeding families within an ECE program to improve staff and family satisfaction.

Christine Hughes Pontier , The Developing Mother Family Engagement & Support

Sarah Katz , University of Nevada , Las Vegas Training & Professional Development Programs

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2019 NAEYC Professional Learning Institute

Tuesday Promoting play: Building systemic supports for self-directed play room

104A

4:30–5:30

pm

Join us for a panel of state and regional leaders discussing how they embed and support self-directed play in a variety of systems. California Quality Counts Region 9 will share how they are making play coaching part of QRIS continuous quality improvement supports, and Iowa, Florida, and Vermont AEYCs will share how they are using Affiliate Play Chapters to provide leadership through play workshops and hands-on “Play Spaces” during Annual Conference.

Krista Murphy , Orange County Department of Education; Jillian Herink , Iowa AEYC; Robin Ploof , Champlain College; Carly Bedard , Orange County Department of Education Play

Preventing and addressing challenging behaviors in students ages 3 to 5 in a formal classroom setting room

104B

4:30–5:30

Sharon Reed , USD 259 , Cloud Elementary Guidance/Discipline/Challenging Behaviors

Begin to . . . ECSEL: An evidencebased early learning program that significantly improves self-regulation, emotional competence, empathy, and other foundational skills from birth

104C

4:30–5:30

The What, Why, and How Booklets The What, Why, and How of High-Quality Programs for Infants—Item 2100 The What, Why, and How of High-Quality Programs for Toddlers—Item 2101 The What, Why, and How of High-Quality Programs for Preschoolers—Item 2102 The What, Why, and How of High-Quality Schools for Kindergartners—Item 2103 The What, Why, and How of HighQuality Schools for Children in First, Second, and Third Grades— Item 2104

List $2 (each)

|

Institute Price $1.60 (each)

pm

This session will provide information about what drives challenging behavior in students ages 3 to 5, how to prevent them, and how to address them when they happen.

room

Available at the NAEYC Shop!

pm

Presenters will review recently published findings from a study that shows children age 2–6 who were taught “begin to . . . ECSEL” significantly outperform peers and dramatically improve in self-regulation, empathy, and other critical emotional, cognitive, and social early learning skills. Discuss the relevance of findings given neuroscientific advances demonstrating that early childhood is a critical window for learning and promoting the development of these foundational constructs for lifelong learning, success, and mental health.

Available at the NAEYC Shop!

Ethics and the Early Childhood Educator Using the NAEYC Code, 3rd ed.

The third edition of this bestselling book helps you understand and apply the NAEYC Code of Ethical Conduct to navigate and address challenging ethical dilemmas.

Item 1134 List $28 | Institute Price $22.40

Donna Housman , Beginnings School Social/Emotional Development 2019 NAEYC Professional Learning Institute

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Tuesday Informal learning science centers using the engineering design process room

201A

4:30–5:30

pm

Learn how to transform your science center to incorporate both the engineering design process and informal learning to enhance student engagement, collaboration, and scientific thinking through this hands-on, brains-on learning environment.

Julie Quast , Henderson State University; Angela Stanford , Southern Arkansas University Science/Environment/Nature Education

Holacracy: A radical new approach to organizational structure room

201B

4:30–5:30

iLookOut for Child Abuse: An online, evidence-based interactive learning program for early childhood professionals room

202A

4:30–5:30

pm

Presenters will review why early childhood professionals (ECPs) need to be vigilant about protecting children from abuse. We will (a) discuss barriers to creating interventions that prepare ECPs to be responsible mandated reporters of suspected abuse; (b) describe the iLookOut for Child Abuse project, including its pedagogical underpinnings and use of gamification; (c) share data from randomized trials on its efficacy for improving knowledge and changing attitudes and behavior; and (d) explain how iLookOut uses follow-up micro-learning activities to reinforce learning.

Benjamin Levi , Penn State College of Medicine Health & Safety

pm

As educators, we dedicate our days to creating an inclusive, connected, empowering classroom environment, yet the environment we create for teachers leaves them disengaged. Research has found that 77% of employees feel disengaged. Our efforts at engagement are not going far enough. Educators work to create a “power with” classroom environment based on respect for children, yet we operate within a traditional hierarchical “power over” management structure. There is another way. Explore with us Holacracy, self-management, and a new wave in evolutionary organizational structure.

Jennifer Slack , Our Neighborhood Child Development Center Program Administration & Financial Management

Race and school success: An examination of how Black students’ racial perceptions of themselves impact their view of school success room

202B

4:30–5:30

pm

This session will help participants develop an understanding of how racial perceptions form and discover their relationship to Black students’ perceptions of schools’ success. We will review the evidence of the beginning of the achievement gap in early childhood, learn about how children’s internalization of their race has implications on how they perform in school, and understand that racial perceptions begin as early as 3 years old. Presenters will discuss specific interventions to develop positive racial perceptions and, subsequently, better school outcomes.

Tashon McKeithan , The Center for Early Education Diversity & Equity

Available at the NAEYC Shop!

Big Questions for Young Minds Extending Children’s Thinking

Scaffold children’s learning and promote deeper understanding through the use of high-level questions Item 1132 List $ 30 | Institute Price $24

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2019 NAEYC Professional Learning Institute

Tuesday Developing a curriculum that engages both children and adults: A contextual approach to planning room

202C

4:30–5:30

pm

Participants will view documented examples of classroom work developed as part of a contextual curriculum and use those examples to explore the following questions: How can we teach children to learn while also learning from children how to teach? How, with the resources available, can we create a system of support needed to engage in contextual curriculum planning? How can classroom experiences become a source for professional development? How can we engage teachers as researchers in order to elevate the field of early childhood education?

Alison Maher , Boulder Journey School; Andrea Sisbarro , Boulder Journey School Curriculum—Theories & Approaches

The opioid crisis: The effects on young children and their families room

203A

4:30–5:30

pm

Young children now entering early childhood programs who were exposed directly to opiates before birth and/ or the indirect impact of the opioid crisis pose special challenges in their development and behavior. This presentation focuses on the latest research on the effects of opioid-exposed young children, as well as practical and effective intervention strategies that can be implemented for these young children. In addition, we will discuss strategies to combat the psychological trauma of the families associated with the addiction.

William DeMeo , Specialty Psychological Services

B–3 from multiple perspectives: What it takes to do this work in the state—Challenges and opportunities of aligning birth-throughthird-grade policies and practices room

203B

4:30–5:30

pm

Come join an engaging conversation from three different perspectives of B–3 work at the state and local levels.

Even in a world where we know each other and work well together, capitalizing on these relationships while bringing others along to effect real change can be challenging. Come hear about some of these challenges and successes that include, but are not limited to, developing partnerships between fragmented systems, mentalities, practices, funding streams, and training and preparation of teachers and leaders.

Anna Severens , Nevada Department of Education; Melissa Burnham , University of Nevada, Reno; Sherry Waugh , University of Nevada, Reno Professionalism, Leadership & Ethics

The effects of multimedia e-books on young children’s vocabulary word learning and story comprehension room

203C

4:30–5:30

pm

In this session, presenters will show what multimedia e-books for young children may look like and review why multimedia e-books are beneficial for young children, especially those who lag behind in language.

Xuan Li , University of Houston; Adriana Bus , Vrije Universiteit Amsterdam Language & Literacy

Children with Disabilities/Early Intervention

2019 NAEYC Professional Learning Institute

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You are dedicated to children and families. You know how much your work matters. You are driven by passion and fueled by the lives you have touched. That’s why it’s time to translate your commitment to children into advocacy on their behalf.

Every day, in every corner of America, you rise to the task of helping our youngest learners reach their potential.

Join NAEYC’s America for Early Ed campaign and become part of a movement, powered by a community of educators and advocates, working together to improve access to high-quality, affordable early childhood education for all children and families. Together we can ensure that when #ECEwins, children, families, and our economy do too! www.americaforearlyed.org l @SupportEarlyEd

Your Lasting Legacy Donations Are Working!

Thanks to your support of NAEYC’s Lasting Legacy Scholarship program, we received a record number of applications for the 2019 Professional Learning Institute scholarships. Your financial gifts help develop a new generation of diverse, effective, and emerging early childhood leaders.

For more details about NAEYC’s scholarship program and to make a donation, please visit NAEYC.org/donate

Some of the 2018 NAEYC scholarship recipients pictured with NAEYC leaders from left to right: Barbara Willer, NAEYC Senior Advisor; Ashley Stockel, Lasting Legacy Scholar; Jerletha McDonald, Lasting Legacy Scholar; Bevin Reinen, Lasting Legacy Scholar; Naomi McQuiller, Hal Kaplan Emerging Leader; Juliana Simpson, Gera Jacobs Lasting Legacy Scholar; Aarie Wade, Jerlean E. Daniel Lasting Legacy Scholar; Lauren Allen, Hal Kaplan Emerging Leader; Katie Downs, Dylan Meyer Creativity Fund Scholar; Michael Lloyd, Lasting Legacy Scholar; Amy O’Leary, NAEYC, Governing Board President; Anna Iletto, Dylan Meyer Creativity Fund Scholar.

Wednesday 8–10 am

Introduction to language-focused family engagement: An approach for engaging with families of multilingual children

Featured Session Preparing teachers to work with children who have been traumatized grand ballroom

8–10

A

am

Children who have been traumatized are often misunderstood by teachers. Whether the trauma is from abuse, neglect, disaster, or other circumstances, these children often experience and exhibit behavior which teachers may misinterpret or find hard to understand. This workshop will explore the causes of trauma and how to identify and work with trauma in young children. The focus will be on training teachers to set up appropriate environments and provide effective guidance for children who have experienced trauma.

Sharon Hirschy , Collin College; Elaine Zweig , Collin College

Supporting reflective teaching practices by meeting up with children’s lively minds room

8–10

101A

am

Presenters will discuss mentoring approaches that support teachers to observe and plan for children’s competence and innate approaches to learning. Participants will study observations of children to identify schema explorations and brain research reflected in their play, enjoy hands-on investigations of materials, and evaluate elements that invite complex play and schema explorations.

room

8–10

101B

am

This interactive session will introduce participants to language-focused family engagement. This unique approach to family engagement centers firmly on multilingual children and their families by drawing attention to language learning and development that occur both in and out of school settings. Participants will have opportunities to reflect and discuss local family engagement policies and practices and explore resources on language-focused family engagement.

Lorena Mancilla , WIDA Family Engagement & Support

Building a stronger team through effective management and employee discipline room

8–10

102A

am

Strong program administrators need to balance motivation and management skills to lead a team successfully. This workshop will define professional expectations and review strategies and techniques to communicate directives. We will help participants (a) develop skills for documenting challenging performance issues of team members who are not doing their best work, (b) deliver both positive and negative feedback, and (c) develop individual coaching plans. The goal of this workshop is to help participants build the strong team that the children and families we serve deserve.

Stacey Smith-Clark , Long Beach City College Professionalism, Leadership & Ethics

Deb Curtis , San Francisco First Five; Nadia Jaboneta , Pacific Primary School Curriculum—Theories & Approaches

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Wednesday Building science skills through pretend play and family exhibit exploration: Incorporating science and engineering practices room

8–10

102B

am

Attendees will dive into science and engineering practices taken from Next Generation Science Standards. Learn how the California Science Center uses pretend play and family experiences within our Discovery Rooms to allow children the opportunity to build science and engineering skills.

Work with colleagues and other attendees to develop and identify opportunities for your students to “be” scientists in their everyday play.

Kristen Denton , California Science Center; Magaly Monroy-Gentle , California Science Center; Elena Lopez , California Science Center Science/Environment/Nature Education

Self-care for educators: Quick strategies to calm, focus, and build intention room

8–10

102C

am

Teaching is one of the top-ranking professions with day-today stress, leading to massive burn-out and turnover rates.

By caring for our physical, mental, and social well-being as adults, we can thrive while modeling positive behaviors for children. This interactive session introduces over a dozen mindful strategies that promote instant calm, refocused attention, and body alignment. Techniques include breathing, massage, acupressure, movement, and games.

Each takes five minutes or less to complete and can be used by anyone age 2 or older. Come ready to relax!

Jennifer Marks , Health Systems Educational Services , Ltd. Social/Emotional Development

Learning beyond walls: Integrating nature into the preschool classroom room

8–10

103A

am

Nature-based early childhood education (NbECE) has been receiving a lot of attention. Yet many educators find themselves in a traditional setting unsure of how to meaningfully integrate nature into their programs. Using a NbECE continuum as a framework, participants will leave with concrete ways to integrate nature into the program structure, physical environment (inside and outside), and teacher–child interactions. Thus, participants will be able to describe the core principles of a nature-based approach as well as meaningful ways to integrate those principles into practice.

Rachel Larimore , Samara Early Learning Science/Environment/Nature Education

Are we raising robots? Teaching critical thinking instead of compliance room

8–10

103B

am

This presentation addresses the need for a change to the paradigm of social-emotional learning programs from outcome goals based on compliance to outcome goals based on critical thinking. By flipping goals to critical thinking, we can help classrooms become more inclusive, help children better transfer the skills they learn to other environments, and help prepare more engaged learners for the world. We will dive into the specifics of how five goals of social-emotional learning programs are typically taught and explore how a change in thinking can make a powerful difference.

Heather Griffith , Young Peoples Learning Center Cognitive Development

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Wednesday Our stories: Transformative approaches to BA degree attainment for early childhood professionals room

8–10

103C

am

Is it fair? Great books that are good for mathematical thinking, celebrating diversity, and promoting equity room

104B

10:30

am–12:30 pm

The EDvance program at San Francisco State University has created a network of partnerships that has resulted in unprecedented four-year graduation rates for ECE BA candidates. In this presentation, program participants and alumni will share their personal journeys and perspectives as first-generation college students and/or ECE professionals who are navigating “traditional” US higher education and the impact a teacher preparation program has had on their educational and professional endeavors.

In this highly interactive session, we explore a question every child wonders about: Is it fair? Mathematical thinking about “fair share” can be straightforward, but resolutions that are fair and equitable take into account all parties’ wants, needs, and experiences. We will use children’s books to develop mathematical inquiries such as “Is Baby Bear’s bed ‘just right’ for everyone?” “Was it just that Tikki-Tikki-Tembo’s name was too long?” “Isn’t it great that we are all the same; we are all different?”

Ashley Williams , San Francisco State University; Alicia Torres , San Francisco State University; Christine Nevarez , San Francisco State University; Stephanie Estrada , San Francisco State University

Mary Hynes-Berry , Erikson Institute; Laura Grandau , Erikson Institute

Educator/Teacher Preparation

From non-racist to anti-racist: Proactively advancing racial equity in early childhood policy room

8–10

104A

am

As Angela Davis said, “In a racist society, it is not enough to be non-racist. We must be anti-racist.” During this session, we will learn about tools for building early childhood programs and systems that are as diverse, inclusive, and equitable as they are high quality!

Megan Madison , Brandeis University; Ijumaa Jordan , Ijumaa Jordan Consulting (IJC)

Mathematics

Inclusive inquiry as a practice in equity room

8–10

104C

am

The session will develop knowledge and practice ideas among participants about the importance of inclusive instructional leadership practices that increase participation and enhance equitable practices. This session is presented in the context of a renewed focus on equitable inclusion practices in part aimed at reducing suspension, expulsion, and other exclusionary practices that impact children of color.

Marsha Hawley , Ounce of Prevention Fund; Michael Connor , Oregon Department of Education Professionalism, Leadership & Ethics

Diversity & Equity

A tale of higher education accreditation: It was the best of times. It was the worst of times. room

8–10

Institute Evaluation

Your Opinion is Important to Us! Please remember to complete the 2019 evaluation survey (sent to you electronically immediately following the Institute). NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future professional development activities.

2019 NAEYC Professional Learning Institute

201A

am

Accreditation for higher education programs is not a destination; it is an adventurous journey. Participants will explore the process of pursuing, achieving, and maintaining accreditation through the lenses of cognitive, physical, and social-emotional domains from a program that is still on the journey. Learn about the inside story of accreditation and create your own narrative to advance your program’s goals.

Barbara Lynn , Wharton County Junior College Accreditation of Higher Education Programs

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Wednesday Focus on family fun: Practical, researchbased ideas for engaging with all families room

8–10

201B

am

Participate in discussions around how to develop and execute successful family events, how to coach teachers on involving families, and how to best communicate directly with families. Focus will be on research-based, practical implementation ideas, and time will be spent on guided roundtable discussions.

Jennifer Torres , Waterford Research Institute; Toby Gruber , Waterford Research Institute Family Engagement & Support

One child: Recognizing early signs of mental illness in young children room

8–10

202A

am

Studies tell us that mental illness in young children can begin early, but it is often not diagnosed for years. Statistics from the National Institute of Mental Health are staggering and illustrate how important it is to address this issue.

As parents, administrators, and early educators, we need to be aware of the subtle indicators that are too often misinterpreted or ignored. Paying attention to specific behaviors and body language during daily interactions can give us opportunities to initiate early intervention when it is most likely to provide positive outcomes.

Debra Pierce , Ivy Tech Community College of Indiana; Patti Dickmann , Ivy Tech Community College of Indiana Children with Disabilities/Early Intervention

Coaching with CLASS: The parallel process room

8–10

202B

am

Learn about CLASS coaching competencies demonstrating the power of parallel process as an effective learning and coaching tool. The use of parallel process in your learning and coaching practice is essential to promoting a deeper understanding of effective interactions among educators.

CLASS provides language to discuss effective adult–child interactions, but also provides a lens to help us notice effective adult–adult interactions. Hear from those who have implemented CLASS coaching programs.

Unlock the myths of trainer approval: Three states provide clarity about the trainer approval process room

8–10

202C

am

Early childhood workforce registries across the nation are implementing trainer approval to improve the quality of professional development. Writing strong trainer approval process policy and procedures is one way to accomplish this higher quality. Presenters from Wisconsin, Pennsylvania, and Montana will provide clarity about trainer approval processes and will share how they have implemented various policies to ensure ethical practices, including background screening, formalized grievances policies, and quality assurances built into the system.

Nicole Lopez-Purkapile , The Registry , Inc.; Kris Madden , Pennsylvania Key , business partner of OCDEL; Ann Klass , Montana Early Childhood Project; Jill Soto , New World Now Professional Development Systems

First 10 Schools and Communities: Improving teaching, learning, and care across the early childhood–elementary school continuum room

8–10

203A

am

Schools and early childhood organizations in communities across the country are working together to develop comprehensive strategies to address opportunity gaps across the first eight years of children’s lives. These communities are improving teaching and learning, partnering with families, and providing comprehensive services. Join us to learn about the innovative approaches these communities are developing. We will explore the experiences of two important First 10 initiatives in-depth: school hubs in Multnomah County, Oregon, and a community partnership in Cambridge, Massachusetts.

David Jacobson , Education Development Center; Lei-Anne Ellis , Cambridge Public Schools; Brooke Chilton-Timmons , SUN Service System; Criselda Lopez Anderson , Buffett Early Childhood Institute Community Partnerships

Kate Cline , Teachstone; Pamela Selgado , Teachstone Training , LLC Training & Professional Development Programs

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2019 NAEYC Professional Learning Institute

Wednesday Supporting teachers’ voices to shift public perception: Reflections and implications for systems change room

8–10

203B

am

Examine one community’s approach to positively shift public perception of early childhood education and the early childhood workforce. Participate in experiential activities used in this process. Consider the use of teachers’ lived experiences, connecting experiences to data, and disseminating tailored messages through social media and job-shadowing platforms. Learn new strategies to implement in other communities that foster positive changes in public perception, systems, and policy.

Ashley Allen , Education , Quality Improvement , & Professional Development (EQuIPD) Advocacy/Public Policy

Supporting young children’s social and emotional development: Partnering with parents as children work through the stages of biting and tantrums room

8–10

203C

am

Hear about experiences of working with children and families through the stages of children’s biting and tantrums. Participants will examine strategies for partnering with parents and colleagues in order to support children’s social-emotional development, including the use of ABC charts, self-and team reflection, parent meetings, and individualized guidance. Participants will use turnand-talks, table discussions, role-playing, and large group discussions to practice and develop new skills to support young children’s social-emotional development.

Sally Guyon , Portland State University Guidance/Discipline/Challenging Behaviors

Power to the Profession Needs Your Voice

Power to the Profession is a national collaboration to define and elevate the early childhood profession.

Because we know that qualified, wellprepared educators drive high-quality early learning experiences, we need your input in establishing a unified framework for career pathways, required knowledge and competencies, qualifications, standards, and compensation for all early2019 learning professionals.

NAEYC Professional Learning Institute

This is Your Movement

Join the conversation at NAEYC.org/profession 85

Wednesday

Closing Plenary Session

States leading: Moving an ambitious ECE agenda in California grand ballroom

10:30

B

am–12 noon

Nationally, early childhood education continues to grow in attention and investment---and nowhere is this more true than in California! To close out this year’s Professional Learning Institute, please join us for an exciting leadership conversation focused on the state’s successes, challenges, and opportunities as they work to move an ambitious, comprehensive early childhood education agenda.

Together, they will explore what it takes to move large systems; how to sequence and prioritize the work; how to build on the strengths of dual language learners; and what lessons they are learning to ensure that their state is able to do right by its children, families, and educators.

“

I am very excited to see the changes, intentions, and clarity with the new assessment items.

High quality care and education and what this looks like and means to young children is critical.

—Robin Findl

Kris Perry , Deputy Secretary, Early Childhood Development, California Health and Human Services Agency and Senior Advisor to the Governor on Implementation of Early Childhood Initiatives; Kathryn Jeffery , Superintendent and President, Santa Monica College; Giannina Perez , Senior Policy Advisor for Early Childhood in the Office of the (CA) Governor; Sarah Neville-Morgan , Early Learning and Care Division Director, California Department of Education

We are committed to continuous quality improvement and the use of stakeholder feedback to enhance our practice.

The launch of the Accreditation Portal is an exciting step forward to provide you: • Program-determined flexibility in your accreditation journey • Control of your accreditation process— no more prescribed timelines • No more burdensome paperwork submissions and the ability to update your program information as needed • Exclusive access to resources designed to support your program in providing the highest quality care and education • The ability to focus on what matters most— providing high quality early learning experiences

NAEYC + NOLA =

Learning | Sharing | Connecting | FUN

Save the Date!

June 7–10, 2020 New Orleans, Louisiana Stay tuned for updates and announcements on presenting and registration.

NAEYC.org/events/institute

#naeycINST

Advance the Profession and Your Program through NAEYC Accreditation of Early Childhood Higher Education Programs It’s an exciting time for professional preparation at NAEYC!

NAEYC congratulates the 200+ institutions across the nation that currently have accredited degree programs.

Your dedication to high-quality professional preparation for educators of young children is crucial to advancing the early learning profession.

NAEYC’s higher education accreditation system provides a quality improvement and accountability pathway for early childhood degree programs at the associate, baccalaureate, and master’s degree levels.

Start your program’s accreditation journey now at NAEYC.org/HigherEdAccred or send an email to highered@naeyc.org for more information.

Get Involved Workgroups, Panels, & Liaisons NAEYC’s 2019 Professional Learning Institute thanks the following NAEYC Workgroups and Committees:

Commission on the Accreditation of Early Childhood Higher Education Programs Crystal Swank, Chair Bridget Murray, Chair-Elect Kathy Allen Stacy Atkinson Nancy Barbour

Become an NAEYC Leader!

Nancy Beaver

Share your knowledge and expertise while helping to advance a diverse, dynamic early childhood profession!

Tiffany Hunter

NAEYC offers many different volunteer service opportunities as content reviewers, consulting editors, and professional preparation program reviewers—and in its governance structures.

Bweikia Steen

Applications for the 2020 NAEYC Governing Board election will be available on the NAEYC website and due no later than June 30. Available positions include two Governing Board At-Large positions and one Student Board Member position.

Donna Gollnick Wei Qiu Reginald Williams Victoria Young-Chiverton

Council for NAEYC Accreditation of Early Learning Programs Lorraine Cooke, Chair Nichole Parks, Chair-Elect Jill Bella

Learn more about these opportunities at Leadership Speed-Date monday at

4:30 pm, room 101A

Lorraine Breffni Gege Kreischer Judith K. Lavender Lance Reed Jorge Saenz De Viteri

Visit NAEYC.org/getinvolved for a complete

Cecilia Scott-Croff

list of available opportunities and instructions for submitting your application.

Don’t forget, NAEYC Affiliates also offer leadership opportunities.

NAEYC–CAEP Audit Team Mary Ellen Bardsley Dorothy Bauer Lorraine DeJong Susan Gilbert

Contact your Affiliate for

Kathleen Harris

more information.

Kathleen Hursh Misty LaCour Pamela Sebura

2019 NAEYC Professional Learning Institute

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NAEYC Corporate Alliances The NAEYC Corporate Alliance program is designed to build strong and lasting relationships with corporations and organizations that connect to the important work of the Association and that share and support NAEYC’s mission and vision for young children and their families.

YEAR ROUND

Funds raised through sponsorships support NAEYC’s general programs and activities, or, when designated, specific Association events and projects. Sponsorship is not an endorsement by NAEYC of the organization product or service.

Platinum Sponsor

Gold Sponsor

Silver Sponsor

ADVOCACY SPONSORS NAEYC wishes to recognize the sponsors of the 2019 Public Policy Forum.

For more information about the NAEYC Corporate Alliance program, contact Christine Herrmann at 202-350-8832, or cherrmann@naeyc.org.

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2019 NAEYC Professional Learning Institute

Exhibit Hall Hall B — Lower Level Visit the Exhibit Hall to discover new ideas and solutions from more than 60 early learning companies.

Enjoy daily activities, demonstrations, and prize drawings.

Stop by the NAEYC Homeroom at Booth #126 to pick up your complimentary registrant bag, learn how to use the Institute App, and join us for a fun game of ping pong.

Sunday, June 2

Index of Exhibitors

12 noon–3:30 pm First Look 5:30–7 pm Networking Reception 5:45–7 pm Research Poster Session

Monday, June 3 10 am–5 pm Exhibit Hall Ping Pong Roundup Time to collect colored ping pong balls from exhibitors!

Relax and meet new friends through a game of ping pong near Homeroom booth #126

Tuesday, June 4 10 am–2 pm Exhibit Hall Ping Pong Roundup Final hours to collect colored ping pong balls from exhibitors. Ping pong fun near Homeroom booth #126

1:30–2 pm Final Prize Drawings

Collect ping pong balls from exhibitors on Monday & Tuesday to turn in for raffle tickets. Win an iPad Air or free registration to the NAEYC Annual Conference in Tuesday’s drawing.

(as of May 10, 2019)

3 Oaks Resource Group International www.3oaksgroup.com booth #230

Access Sourcing Solutions

Brookes Publishing

www.brookespublishing.com Books/videos; Professional development; Special-needs resources booth #430

www.accesssourcingsolutions.com Child Care Center Management; Classroom Equipment/ Furniture/Supplies; Playground Equipment & Supplies booth #141

Buttry & Brown, LLC

alphaTUB Corporation

www.carpetsforkids.com Classroom equipment/furniture/supplies; Infants & toddlers; Kindergarten/primary booth #127

Alphatub.com Early literacy resources; Bilingual education; Kindergarten/primary booth# 531

Becker’s School Supplies

www.shopbecker.com Classroom equipment/furniture/ supplies; Curriculum resources/ materials; Educational toys/games booth #226

Book Vine for Children

www.bookvine.com Books/videos; Infants and toddlers booth #208

Branagh Information Group

www.branaghgroup.com Technology/information; Computer software (administrative); Professional development booth# 428

Bright Horizons

www.buttry-brown.com Real Estate/Development/ Construction/Funding booth #131

Carpets for Kids

CertaPro Painters www.certapro.com booth #135

Champlain College

www.champlain.edu/MEd Higher education; Professional development; Undergraduate/ graduate schools booth #227

Child Care Aware of America www.usa.childcareaware.org booth #435

Child360 (formerly LAUP) www.child360.org booth# 429

ChildCare CRM

www.brighthorizons.com Career opportunities; Infants & toddlers; Leadership booth #327

www.childcarecrm.com Child care center management; Computer software (administrative); Technology/information booth #527

brightwheel

ChildCare Education Institute

www.mybrightwheel.com booth #529

2019 NAEYC Professional Learning Institute

www.cceionline.edu booth #404

91

Index of Exhibitors Child’s Play

FunShine Express

Community Playthings

Gryphon House

www.childsplayusa.com booth #340

www.communityplaythings.com Classroom equipment/furniture/ supplies; Multi-age; Playground equipment/supplies booth #223

Lakeshore Learning Materials

www.funshineexpress.com booth #229

www.lakeshorelearning.com Educational toys/games; Infants and toddlers; Learning settings/ equipment/materials booth #323

www.gryphonhouse.com Books/videos; Infants and toddlers; Teaching resources booth #113

Lifecubby

www.lifecubby.me Assessment/portfolios/observation; Child care center management; Computer software (administrative) booth #407

Connect 4 Learning

www.connect4learning.com Assessment/portfolios/observation; Curriculum resources/materials; Teaching resources booth #111

Conscious Discipline

www.consciousdiscipline.com Discipline/challenging behaviors; Infants and toddlers; Professional development booth #310

Constructive Playthings

www.constructiveplaythings.com Educational toys/games; Infants and toddlers; Playground equipment/supplies booth #212

Discount School Supply/ Excellegence

www.discountschoolsupply.com Arts in education/art materials; Classroom equipment/furniture/supplies; Learning settings/equipment/materials booth #303

HighScope Educational Research Foundation

Florida Institute of Technology

www.aba.fit.edu booth #406

Frog Street Press

www.frogstreet.com Assessment/portfolios/observation; Curriculum resources/materials; Professional development booth #305

HiMama

Munchables

www.munchables.ca booth #521

www.himama.com Administrative/staffing; Child care center management; Infants and toddlers booth #311

Jump Start Finance

www.jumpstart-finance.com booth #328

Kangarootime

kangarootime.com Child care center management; Computer software (administrative); Parent involvement booth #234

National Center on Early Childhood Development, Teaching & Learning

https://eclkc.ohs.acf.hhs.gov/hslc Bilingual education; Curriculum resources/materials; Distance education booth #408

National Inventors Hall of Fame/Invention Playground www.invent.org booth #240

Pacific Oaks

www.pacificoaks.edu booth #241

Pearson Kaplan Early Learning Company

www.pearson.com booth #528

www.kaplanco.com Classroom equipment/furniture/ supplies; Infants and toddlers; Kindergarten/primary booth #107

ProSolutions Training

Kodo Kids

QBS, Inc.

www.kodokids.com Classroom equipment/furniture/ supplies; Playground equipment/ supplies; Professional development booth #316

Kohburg, Inc.

www.kohburg.com Classroom equipment/furniture/ supplies; Kindergarten/primary; School-age care/after-school care booth #235

92

www.mabelslabels.com booth #242

www.highscope.org Assessment/portfolios/observation; Curriculum resources/materials; Professional development booth #209

Fielding Graduate University

www.fielding.edu Distance education; Higher education; Undergraduate/graduate schools booth #526

Mabel’s Labels

www.prosolutionstraining.com Professional development; Teaching resources; Technology/information booth #309

www.qbscompanies.com Anti-violence; Professional development; Teaching resources booth #326

Redleaf Press

www.redleafpress.org Books/videos; Curriculum resources/materials; Multi-age booth #315 2019 NAEYC Professional Learning Institute

Index of Exhibitors /Advertisers Routledge/Taylor & Francis Group www.routledge.com booth #534

SafeSpace Concepts, Inc.

www.safespaceconcepts.com Infants and toddlers; Learning settings/equipment/materials; Playground equipment/supplies booth #211

SAGE Publishing

www.sagepubications.com booth #409

Scholastic Inc.

scholastic.com/education Bilingual education; Curriculum resources/materials; Diversity in education/multicultural education booth #137

Smartcare

www.smartcare.com Child care center management; Computer software (administrative); Technology/information booth #426

Teachstone Training, LLC

https://teachstone.com/ Professional development; Other: coaching; Online and face-to-face training; Program and classroom quality assessment and observation booth #129

The Hanen Centre www.hanen.org booth #431

The Source for Learning

sourceforlearning.org/ecei Administrative/staffing; Leadership; Professional development booth #330

The Teachers for Tomorrow Operating System

www.substituteteacherplacement.com booth #236

Tout About Toys

www.toutabouttoys.com Books/videos; Educational toys/ games; Infants and toddlers booth #421

Star Bright Books, Inc.

www.starbrightbooks.com Books/videos; Early literacy resources; Language arts/reading booth #228

Teachers College Press

www.tcpress.com Assessment/portfolios/ observation; Books/videos; Curriculum resources/materials booth #331

Index of Advertisers cover 2 Kohburg Inc

6 HighScope

7 Kaplan

10 Bright Horizons

Branagh Information Group

11 Illinois Early Learning Project

Teachers College Press

16 Book Vine for Children

Pro Solutions

17 Walden University

Gryphon House

18 Munchables

21 CCEI

37 Champlain College

40 Tufts University

Lakeshore

Walden University www.waldenu.edu Higher education booth #206

WIDA

https://wida.wisc.edu Bilingual education; Diversity in education/multicultural education booth #313

59 Zoo-Phonics Inc

Community Playthings

60 The University of Alabama

over c

4 Teaching Strategies, LLC

ZERO TO THREE

Teaching Strategies, LLC

https://teachingstrategies.com Assessment/portfolios/observation; Curriculum resources/materials booth #215

https://www.zerotothree.org Professional development/higher education/leadership; Infant early childhood/mental health/ infant toddler educators booth #437

Zoo-phonics Inc.

zoo-phonics.com Curriculum resources/materials; Early literacy resources; Multi-age booth #427

2019 NAEYC Professional Learning Institute

93

NAEYC Membership is for Everyone.

Wherever you’re from, wherever you are, wherever you want to be—we have a level right for you.

Entry Level Membership $30 Your digitally based introduction

Visit

NAEYC.org/ membership to join today.

Standard Membership $69 Unparalleled content and benefits Premium Membership $150 The best value, the ultimate NAEYC experience Family Membership $35 For families and advocates of young children

Interested in purchasing memberships for your team of 50 or more? Contact us at groupmembership@NAEYC.org, to learn more about the benefits of a group membership purchase.

Rhian Evans Allvin NAEYC Chief Executive Officer

National Association for the Education of Young Children

JUNE 2–JUNE 5, 2019 | LONG BEACH, CALIFORNIA

NAEYC’S 2019 Professional Learning Institute

for having participated in

The National Association for the Education of Young Children is pleased to present this Certificate to:

CERTIFICATE OF ATTENDANCE

2019 November 20–23 Nashville, TN Join us in Music City, USA, for an experience sure to motivate, inspire, and focus your commitment to early childhood education!

We’ll be in a new city for fresh, innovative learning opportunities with a whole lot of fun as well.

DON’T MISS OUT ON

Hundreds of Dynamic Sessions Special Events and Programs Connecting with Friends and Colleagues

REGISTRATION IS NOW OPEN

NAEYC.org/conference

#naeycAC

s tu si Vi h ot bo at 5 21

Professional Development designed with you in mind.

Studies show that programs providing 30+ hours of professional development per year see a larger positive impact on child outcomes. If you’re committed to elevating the quality of your program, it’s time to make professional development a priority.

A plan for every program. At Teaching Strategies, we offer online courses and in-person sessions to meet the needs of every early childhood classroom, within every budget. We’ll work with you to understand the challenges your program faces, because when we truly understand who you are, we can help you build a professional development plan that addresses your unique needs.

Let us help you build a professional development plan that is as unique as you are.

Stop by our booth today to get started.

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