27 minute read
Sunday
Opening Plenary Session
Creating inclusive and affirming environments for emergent bilingual children
Sonia Nieto, University of Massachusetts, Amherst (emeritus)
JW Grand Ballroom8:45–10:15 a.m.
The number and diversity of English learners, or emergent bilingual students, has grown dramatically in the past decade. Over 350 languages are spoken in the United States and currently almost one in four students in the nation speaks a language other than English at home. This means that all teachers from pre-K to 12 have, or will have, emergent bilingual students in their classrooms. As a result, all teachers need to learn strategies for teaching them. Just as important, they need to learn about the backgrounds, histories, and experiences of these students in order to teach them effectively. In this keynote address, Dr. Sonia Nieto will suggest both research-based approaches and
concrete strategies for working with emergent bilingual students and their families.Dr. Nieto has devoted her professional life to questions of diversity, equity, and social justice in education. She began her teaching career in 1966 in an intermediate school in Brooklyn, New York, later moving to P.S. 25, the first fully bilingual school in the Northeast. Since 1972, she has been a researcher, professor, and teacher educator, mostly at the University of Massachusetts, Amherst. Dr. Nieto has focused her research on multicultural education, teacher education, and the education of students from culturally and linguistically diverse backgrounds. She has written or edited 11 books, including Affirming Diversity, which was selected for The Museum of Education Readers’ Guide as one of the 100 books that helped define the field of education in the 20th century.
Sunday | Sessions
10:45 a.m.–12:45 p.m.
Brazos/206
Collaborating for success: Relationship-based learning approach to fostering ECE teachers’ professional knowledge and practices in emergent literacy and language
Connecting research to practice, we will engage the audience in specific aspects of a relationship-based learning approach of professional development via teacher study groups, demonstrating (a) how activities are modeled, practiced, and enacted, (b) the strength of collaboration in solving classroom problems, and (c) how the various elements of the meetings support both a deeper understanding of the content and pedagogy as well as teacher engagement in a cohesive and action-based collaboration.
Anne Cunningham, University of California, Berkeley; Mary Requa, San Francisco State University; Yi-Jui Iva Chen, University of California, Berkeley.
Training & Professional Development Programs
Lone Star Ballroom Salon A
10:45 a.m.–12:45 p.m.
Smoothing the transition from preschool to kindergarten: How preschool and kindergarten observational assessments can help
Learn about the standards and research that undergirds early childhood observational assessments, including kindergarten entry assessments. Review existing early childhood observational measures. Participate in discussion groups geared toward how the results of the measures can be used by preschool and kindergarten teachers to help smooth the transition between preschool and kindergarten.
Christine Boisvert Maier, HighScope Educational Research Foundation; Jeffrey Beal, HighScope Educational Research Foundation; Jill Claxton, HighScope Educational Research Foundation.
Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)
Lone Star Ballroom Salon B
10:45 a.m.–12:45 p.m.
The impact of trauma on healthy growth and development
It is estimated that one out of four children will experience a traumatic event by age 4. Because early childhood teachers are “first responders,” it is important that they understand how trauma impacts brain development—the attachment, regulatory, social, sensory processing, and learning systems—in order to create environments that heal.
Barbara Sorrels, The Institute for Childhood Education.Social/Emotional Development
Lone Star Ballroom Salon C
10:45 a.m.–12:45 p.m.
Leading for change: Using the Universal Design approach to effectively include children who are dual language learners
Leaders and teacher educators face unique challenges to ensure full participation of young children who are dual language learners in early education. This session will engage participants in dynamic exploration of the value of using the proactive Universal Design for Learning approach to update programs and systems that ensure desired outcomes for all children, especially DLLs. Universal Design for Learning is now part of the education requirements in many states, so leaders will benefit from this opportunity to discuss and evaluate UDL strategies for DLLs.
Karen Nemeth, Language Castle LLC.Diversity & Equity
The Exhibit Hall is open at 12:00 noon on Sunday.
The Networking Reception for all attendees is at 5:30 p.m.
Featured Session
Lone Star Ballroom Salon D
10:45 a.m.–12:45 p.m.
Voices of practitioners: Powerful school–university partnerships supporting teacher research and an inquiry stance in early childhood education
Teachers and teacher educators will explore and discuss strategies to develop and support teacher inquiry networks. Using documentation of program activities, we will examine three ongoing teacher research inquiry projects around the topics of early literacy, classroom storytelling and story-acting, and dual language learning that promote effective teaching through professional educational initiatives that emphasize reading, writing, culture, child development, and research.
Debra Murphy, Cape Cod Community College; Ben Mardell, Project Zero, Harvard Graduate School of Education; Frances Rust, Metro Center of New York University and University of Pennsylvania; Karen Capo, Rice University; Debra Paz, Rice University; Jordan Khadam-Hir, Rice University.
Lone Star Ballroom Salon E
10:45 a.m.–12:45 p.m.
Reboot the brain to reach higher levels of thinking: Using connections, energetic activity, movement, and music to boost student learning and self-regulation
Teachers often despair about children’s poor attention, increased distractibility, and disconnected relationships. Learn effective teaching strategies such as intentional greetings, interactive morning meetings, purposeful play, and powerful closing activities that meet the vital needs of the developing brain while (a) boosting children’s sense of safety, (b) creating secure attachments, and (c) increasing awareness of self and others, as well as improve listening and promote prosocial behavior as you create a compassionate and empowered learning environment.
Kim Hughes, Conscious Connections.Learning Environment
Lone Star Ballroom Salon F
10:45 a.m.–12:45 p.m.
Creating an NAEYC program and class portfolio that speaks volumes to your everyday best practices
Learn how to document your best practices according to the NAEYC assessment item guidelines. Hear from a center director, teacher, and assessor about how they went through the process of creating a shared understanding of best practices, updating policies and procedures, and observing and documenting with intention, which eventually led to the creation of remarkable classroom and program portfolios.
Meghann Hickey, NAEYC; Anna Ring, NAEYC.Accreditation of Early Learning Programs
Lone Star Ballroom Salon G
10:45 a.m.–12:45 p.m.
The instructional leader in early childhood programs: Supporting intentional planning with teachers
The session will develop new knowledge among participants about the importance of instructional leadership, job-embedded professional development, and ambitious teaching. Participants will examine their own observations of highly effective teaching, and then practice using protocols and facilitating the routine of team lesson planning. We will describe how instructional leaders in two states focus on what “ambitious teaching” is for an early childhood program and the role an instructional leader has in continual learning and improvement through routines of collaboration.
Marsha Hawley, Ounce of Prevention Fund; Michael Connor, Oregon Department of Education.
Professionalism, Leadership & Ethics
Lone Star Ballroom Salon H
10:45 a.m.–12:45 p.m. Priming the pump: What you can do now to advance Power to the Profession in your state
This collective initiative is leading towards a collective effort to create and implement a robust policy and financing agenda that advances, supports, and invests in the early childhood education profession. Using a set of questions to help “uncover the inner workings” of your state policy and regulatory structures and systems, we will talk and share together about what we can be doing now to set the stage for implementation in the months and years to come.
Lauren Hogan, NAEYC; Dianna Wallace, Indiana AEYC.Advocacy/Public Policy
Room 201/202
10:45 a.m.–12:45 p.m.
An open-access internet application for professional development in early math: The Learning and Teaching with Learning Trajectories tool
Participants will learn to use the free Learning and Teaching with Learning Trajectories (LT2) tool. Based on decades of research, LT2 helps teachers and caregivers implement effective and appropriate mathematics education for young children, and helps trainers build effective professional development for the entire workforce. LT2 includes hundreds of videos and technology-based games for young children. Discussions of the resources and analyses of the videos will help participants support teachers’ and caregivers’ development of meaningful and motivating mathematics.
Douglas Clements, University of Denver; Julie Sarama, University of Denver; Carrie Gemeroth, University of Denver; Candace Joswick, University of Denver; Dan Riordan, Jr., University of Denver; Aleis Pugia, University of Denver.
Technology & Digital Media
Room 203/204
10:45 a.m.–12:45 p.m.
“I can deal with the children ... it’s the parents”: Dealing with conflict, negotiation management, and difficult parents
Do you find conflict and negotiation to be difficult? Many early education leaders struggle to balance the needs and wants of the parents and clients with maintaining strong, workable business strategies. This session outlines a format for dealing effectively with difficult parents and clients. The most common challenges faced by management individuals also will be briefly discussed. Principles discussed will help with family/work relationship and business negotiations, as well. Concepts include “in-the-box thinking” and the use of a reflective listening strategy.
Amber Smith, National Institute of Child Care Management; Bradley Smith, National Institute of Child Care Management.
Family Engagement & Support
Room 205
10:45 a.m.–12:45 p.m.
Five years later: Reflecting on lessons learned from a large-scale PBIS implementation
In 2012, The Children’s Workshop implemented the PBIS system in all of our schools and presented information about PBIS at the NAEYC Annual Conference in Atlanta. Five years later, we are engaged in self-assessment around this system: what is working, what isn’t, and where we should go from here. This session will focus on what we have learned so far and how we can continue to improve our teachers’ and administrators’ understanding of how best to manage challenging behaviors and teach social-emotional skills, while increasing staff and student retention rates.
Julie Boutwell, The Children’s Workshop; Nicole Chiello, The Children’s Workshop; Heather Grocott, The Children’s Workshop.
Guidance/Discipline/Challenging Behaviors
Room 208
10:45 a.m.–12:45 p.m.
Fostering an equitable learning culture for the ECE workforce: Strategies to design meaningful learning opportunities
Explore approaches to offer inclusive and equitable learning opportunities for a diverse audience. Identify strategies to design and deliver training content to enhance learners’ knowledge and guide them to improve upon their practices in culturally relevant and meaningful ways.
Betzaida Vera-Heredia, Achieve—The MN Center for Professional Development.
Diversity & Equity
Room 211/212
10:45 a.m.–12:45 p.m.
The role of registries: High-powered vehicles for supporting integrated early childhood professional development systems
Power to the Profession is focused on moving the workforce forward by creating shared national definitions. Areas of focus include career pathways, competencies, qualifications, and compensation. Workforce registries, in various stages of implementation in each state, are well positioned to provide critical data. NY, WI, and PA will share registry data analysis with a focus on the specific elements above. This interactive session will provide a forum for policy makers and stakeholders to exchange ideas and identify strategies for using this valuable data to advance the field.
Nicole Lopez, The Registry, Inc.; Louisa Higgins, New York Early Childhood Professional Development Institute; Kris Madden, Pennsylvania Key; Jill Soto, New World Now.
Professional Development Systems
Room 301/302
10:45 a.m.–12:45 p.m.
Building and growing minds: A STEM adventure in early childhood
Participants will learn how to introduce STEM lessons as a way of bridging the gap between science, technology, engineering, and mathematics to help students investigate and engineer solutions to problems and construct explanations to real-world issues. Attendees will use STEM lessons in both whole group and independent work settings where they have the ability to differentiate through questioning. Participants will gain handson experience, with a projected emphasis on the lessons being used as an instructional tool and not as an exploratory center.
Wendy Sydeski, Volusia County School District; Jenna O’Donoghue, Volusia County School District.
Curriculum-Theories & Approaches
Room 303/304
10:45 a.m.–12:45 p.m.
The core of our own competence: Reflections from the field
Engage in experiences that help you think about how adults develop the competencies to work with young children and families. Participate in conversations that explore how personal and professional identity connect to confidence in practice. Learn strategies to support competency-based learning that begins with finding out what the learner knows and is confident about practicing.
Deborah Adams, Connecticut Office of Early Childhood.Educator/Teacher Preparation
Room 310/311
10:45 a.m.–12:45 p.m.
An overview of the NAEYC Higher Education Accreditation process
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 for those who are new faculty members at programs already engaged in the process.
Megan Woolston, NAEYC; Tiffany Hunter, Florida State College at Jacksonville.
Accreditation of Higher Education Programs
Room 402/403
10:45 a.m.–12:45 p.m.
Continue the conversation with Sonia Nieto: Creating inclusive and affirming environments for emergent bilingual children
Learn strategies for teaching bilingual children. In a follow up to PLI’s opening plenary, this session offers the chance to expand our learning on the research-based approaches and concrete strategies for working with emergent bilingual students and their families.
Sonia Nieto, University of Massachusetts, Amherst (emeritus).NAEYC Activities
Room 408/409
10:45 a.m.–12:45 p.m.
A walk through the NAEYC/CAEP SPA Recognition process for higher education programs
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 a chance to ask questions.
Mary Harrill, NAEYC; Reginald Williams, South Carolina State University.
Accreditation of Higher Education Programs
Griffin Hall, across from NAEYC Shop
1:15–2:15 p.m.Keynote book signing
Join Dr. Sonia Nieto and have her sign one book of your choosing. Preregistration is required and includes a copy of Finding Joy in Teaching Students of Diverse Backgrounds: Culturally Responsive and Socially Just Practices in U.S. Classrooms ($30) or Why We Teach Now ($31.95).
NAEYC Activities
Brazos/206
2:00–4:00 p.m.
Strategies for helping practitioners improve program practices using the ECERS-3
Participants will learn about new requirements in the ECERS-3 that will bring up new issues in providing technical assistance. Participants will discuss new solutions to problems observed in classrooms relating to those new requirements, and share strategies that they can use in providing technical assistance with the scale for continual quality improvement.
Debby Cryer, Environment Rating Scales Institute; Cathy Riley, Environment Rating Scales Institute.
Technical Assistance (Coaching, Mentoring, Consultation)
JW Grand Ballroom Salon 1
2:00–4:00 p.m.
Embedding equity principles across the curriculum: The process of meaningful implementation in early childhood undergraduate programs
Review the process of establishing and revising equity principles in early childhood undergraduate programs. Brainstorm curriculum goals and student outcomes for each of the principles. Develop activities and assignments that support those outcomes. Review available resources and develop ways to use them in meaningful ways to meet goals and outcomes. Consider ways to assess student progress.
Lynn Dietrich, University of Washington.Educator/Teacher Preparation
JW Grand Ballroom Salon 2
2:00–4:00 p.m.
Embracing the three-prong leadership challenge: Quality, continuity, and equity in birth through grade 3 education and care
An integrated focus on quality, continuity, and equity is essential for early education to realize its full potential in reducing opportunity and achievement gaps. Even in differing policy and funding contexts, leaders from various early education sectors can work within their spheres of influence to advance quality, continuity, and equity. Examine one approach to this challenge through which metro Omaha schools serve as hubs for early learning and family support systems, birth through grade 3. Critique and use tools from this work to identify next-step leadership opportunities.
Christine Maxwell, Buffett Early Childhood Institute at the University of Nebraska; Kim Bodensteiner, Buffett Early Childhood Institute at the University of Nebraska; Kathleen Gallagher, Buffett Early Childhood Institute at the University of Nebraska; Criselda Lopez Anderson, Buffett Early Childhood Institute at the University of Nebraska.
Professionalism, Leadership & Ethics
JW Grand Ballroom Salon 3
2:00–4:00 p.m.
Understanding Y: Generational differences in the workplace
Generational differences can cause friction in the workplace. Generational perspectives are both personal and professional and influence how we get along with others. Participants will engage in reflective practice to gain better understanding of self and others as it relates to the differences in generational expectations. Participants will identify influences that produce boundaries or create strengths that can lead to the overall health of the workplace climate.
Rose Snyder, Pennsylvania AEYC.Professionalism, Leadership & Ethics
JW Grand Ballroom Salon 4
2:00–4:00 p.m.
Leading for equity: Supporting young language learners to thrive
This session will emphasize the importance of cultivating collaborative relationships between teachers, children, families, and communities, which is necessary for young language learners to thrive. Participants will have opportunities to (a) learn about linguistically and culturally diverse children and families, (b) explore their identity and role as an equity-focused leader, (c) read and reflect on quotes and examples from experts in the field, (d) identify research-based action steps, and (e) plan next steps that promote equitable opportunities for all children.
Patricia Blanco, WIDA at the Wisconsin Center for Education Research, UW Madison; Maya Martinez-Hart, WIDA at the Wisconsin Center for Education Research, UW Madison.
JW Grand Ballroom Salon 8
2:00–4:00 p.m.
Using documentation to support an individualized coaching partnership
Explore purposes and strategies for documenting the story of the process and results of the learning partnership between coach and teacher. Using video clips, practice documenting teachers’ moments of effectiveness and crafting meaningful feedback statements. Role-play coaching conversations that use documentation as the centerpiece for identifying the teacher’s strengths and plans for next steps. Evaluate different methods and tools for documenting so that you can customize the documentation as you individualize your coaching.
Diana Courson, Arkansas State University; Judy Jablon, Leading for Children; Jill Gunderman, Arkansas State University; Nichole Parks, Arkansas State University.
Technical Assistance (Coaching, Mentoring, Consultation)
Lone Star Ballroom Salon A
2:00–4:00 p.m.
Power to the Profession: The shared strategy for a united, diverse, and well-compensated ECE profession
Power to the Profession is the national collaboration at the heart of defining the early childhood education profession. This professionled initiative is working to establish a unifying framework of career pathways, knowledge and competencies, qualifications, standards, and compensation, leading to the thoughtful implementation of a robust policy and financing agenda to advance early childhood education and educators. Learn about and engage in this national dialogue.
Katherine Kempe, NAEYC.Professionalism, Leadership & Ethics
Lone Star Ballroom Salon B
2:00–4:00 p.m.
The power of intention: Using the Complementary Curriculum approach to support engagement, independence, and competence
The Complementary Curriculum approach—rooted in the theories of Montessori, Dewey, Vygotsky, and Malaguzzi—highlights productive choice making, intentional presentations of materials, socially constructed learning experiences, and emergent curriculum. In this session, participants will gain hands-on experience with the Four Intentions—following children’s interests, compelling materials, explicit presentations, and responsive scaffolding—and learn to balance exploration, purposeful learning, scaffolding, and differentiation.
Lisa Kuh, Somerville Public Schools; Iris Ponte, Henry Frost Children’s Program.
Curriculum-Theories & Approaches
Lone Star Ballroom Salon C
2:00–4:00 p.m.Writing for NAEYC publications and blogs
Become an NAEYC author! 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.
Susan Friedman, NAEYC.NAEYC Activities
Lone Star Ballroom Salon D
2:00–4:00 p.m.
The next generation of standards and competencies for early childhood educators
What do effective early childhood educators need to know and be able to do? What will it take to unify ECE workforce systems within and across states with these standards and competencies? Come and learn about critical revisions being made to both the content and structure of the 2009 NAEYC Professional Preparation Standards so that it can better influence the quality of professional preparation, ensure that early childhood educators are prepared to be effective with all children birth to age 8, address the gaps identified in the Transforming the Workforce report, and align with the Power to the Profession initiative. This is an opportunity as early childhood educators, higher education faculty and workforce systems representatives to learn about and inform the revisions of these standards and competencies.
Iliana Alanis, University of Texas at San Antonio; Angela Baum, University of South Carolina; Marica Cox Mitchell, NAEYC; Sarah LeMoine, ZERO TO THREE; Valora Washington, Council for Professional Recognition.
Thank you to our sponsor of this Featured session, The Source for Learning.
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
Lone Star Ballroom Salon EFilm Screening: No Small Matter2:00–4:00 p.m.
The science is clear and public understanding is growing about the fact that the early years of a child’s life matter. Yet access to high-quality early learning that supports children’s positive growth and development is out of reach for too many families. Join us for a special preview screening of No Small Matter, the first major theatrical documentary that sheds light on many of the issues facing early childhood education and educators, while challenging all of us to drive this cause to the top of our country’s agenda. The screening will feature an introduction from the director and an insightful panel conversation following the film.
Advocacy/Public Policy
Sponsored by HighScope Educational Research Foundation.
Lone Star Ballroom Salon F
2:00–4:00 p.m.
The NAEYC Accreditation of Early Learning Programs updated process
This session will provide a high-level overview of the fourstep process to achieve accreditation. An NAEYC-accredited program center director and teacher will share their experiences about their journey to becoming accredited.
Meghann Hickey, NAEYC.Accreditation of Early Learning Programs
Lone Star Ballroom Salon G
2:00–4:00 p.m.
Increase your ethical competence: Building your skills in ethical analysis
Review the NAEYC Code and its contribution to professionalism in the early childhood field. Learn to identify the nature of the issues early childhood educators encounter in their work. Practice using a systematic process to apply the NAEYC Code of Ethical Conduct to identify a morally defensible resolution to a real-life dilemma.
Nancy Freeman, University of South Carolina; Stephanie Feeney, University of Hawaii.
Professionalism, Leadership & Ethics
Room 203/204
2:00–4:00 p.m.
Mapping the customer’s journey: Maximize marketing opportunities and ensure excellent family experiences
This workshop will help program directors/school administrators and leaders learn to maximize marketing opportunities to retain and gain enrollment by executing a high-quality experience for every family throughout the various stages of the customer journey. Map out the various customer touchpoints and identify stakeholders in your center throughout the customer’s journey. Develop strategies and ideas on how to provide exceptional family experiences.
Monica Miller, Bright Horizons Family Solutions; Linda Hall, Bright Horizons Family Solutions.
Family Engagement & Support
Room 211/212
2:00–4:00 p.m.
Breaking the bias barrier: Strategies for acknowledging and overcoming biases that impact collaboration with families
To effectively collaborate with families, professionals must acknowledge their biases toward families from different backgrounds and how these biases might impact their practice. Through reflective activities, discussions, and action planning, participants will examine their own biases and learn effective strategies for supporting families experiencing diverse and challenging situations, such as caring for a child with a disability, immigrant families, or families experiencing homelessness.
Kimberly Hile, University of Alabama in Huntsville; Jenna Weglarz-Ward, University of Nevada Las Vegas; Robyn DiPietro-Wells, University of Illinois at Urbana-Champaign.
Family Engagement & Support
Room 301/302
2:00–4:00 p.m.
Why build multiple early learning professional development systems when you can create one aligned, cross-sector (childcare, pre-K, early intervention, Head Start) system?
Join colleagues in discussing state-of-the-art cross-sector professional development system building. How are state theories of change matching up with the provision of technical assistance? How are states creating conversations about equity in technical assistance? How are states moving from addressing structural quality of programs and compliance to improving teaching and learning to close the achievement gap? States are changing the culture to one of continual quality improvement and reexamining the role of professional development, including technical assistance.
Deborah Mathias, BUILD Initiative; Brandi King, Child Care Aware of America, NCECDTL.
Professional Development Systems
Room 303/304
2:00–4:00 p.m.
Playfulness in tech integration: Kids having fun learning to code
Come explore the principles of tech integration in early learning, as explained in the joint position statement put out by NAEYC and the Fred Rogers Center. Recent publication of the MIT Media Lab book Lifelong Kindergarten highlights how the Scratch digital online programing language promotes learning through projects that children are passionate about, in collaboration with peers in a playful spirit. The web-based, freeware, open-source nature of Scratch makes it something that can follow a child throughout their childhood into lifelong learning.
Josh Thompson, Texas A&M University-Commerce; Melissa Wright, Techie Factory.
Technology & Digital Media
Brazos/206
4:30–5:30 p.m.
Social-emotional learning: Helping children help themselves
Emotional health is a necessary foundation for all aspects of learning. In addition to using brief video clips, scenarios, and small group discussions to generate strategies for supporting children’s social and emotional development, participants will have an opportunity to seek help from the group in identifying support strategies for particular classroom situations.
Kenneth Sherman, HighScope Educational Research Foundation.
Social/Emotional Development
JW Grand Ballroom Salon 1
4:30–5:30 p.m.
Coaching for success: Growth mindset—Cultivating persistence, curiosity, and resilience for teachers, families, and children
Do you face stumbling blocks every day, or do you see stepping stones? The difference is in perception. As a group, we will explore, discuss, and learn more about two mindsets, fixed and growth, and how they affect our stress levels and sense of wellbeing. Why it is easier to have challenging discussions with some teachers/professionals, while others seem to quickly shut down? We will create strategies for increasing resiliency, curiosity, and persistence, which are key to being successful in school, work, and life.
T. Vail Shoultz-McCole, Colorado Mesa University.Technical Assistance (Coaching, Mentoring, Consultation)
JW Grand Ballroom Salon 2
4:30–5:30 p.m.
Demonstrating developmentally appropriate practice and rigor in an urban school district: Early childhood education learning lab
Learn about how ECE learning lab classrooms take a unique approach to professional learning by demonstrating high-quality practice for ECE teachers and school leaders throughout the district. Understand how to close opportunity gaps for dual language learners and economically disadvantaged children by engaging them in developmentally appropriate and rigorous learning experiences. Analyze video samples to deepen understanding of how learning lab classrooms can serve as a catalyst for teacher development and systemic change in schools and community-based settings.
Kathryn Murphy, District of Columbia Public Schools.Training & Professional Development Programs
JW Grand Ballroom Salon 3
4:30–5:30 p.m.
Data-driven decision making and relationship building: Using assessment and evaluation data to support early learning, quality improvement, and engagement
Review ways to use assessment and evaluation data to support decisions at the child/family, teacher/center, and systems levels. Discuss ways that assessment and evaluation processes may be improved to capture more useful or relevant information that can help drive responsive action. Explore how data can inform conversations and build relationships with families and other stakeholders.
Amy Nash-Kille, KinderCare Education; Priscilla Carver, KinderCare Education; Rita Yelverton, KinderCare Education.
Program Quality, Evaluation, & Accountability
JW Grand Ballroom Salon 4
4:30–5:30 p.m.
NAEYC higher education peer reviewer meeting
By invitation only. Currently trained higher education peer reviewers: come together to receive updates on the peer review process, share your ideas for improvements to the system, and network with fellow reviewers and NAEYC higher education staff.
Mary Harrill, NAEYC; Megan Woolston, NAEYC.
JW Grand Ballroom Salon 7
4:30–5:30 p.m.
Increase family engagement by guiding and supporting play for parents
Review research on parental attitudes toward play and challenges that keep millennial families from playing more. Learn real-world, field-tested strategies and tactics for demonstrating the value of play to parents. Get families actively engaged and supporting their child’s learning and development through play. Discover hands-on resources available to support parents and encourage more play and learning at home. Understand the role of toys in facilitating play and helping remove some of the common barriers to play.
Anna Yudina, The Toy Association; Keriann Wilmot, ToyQueen.com.
Family Engagement & Support
Institute evaluation
Your opinion is important to us!
Please remember to complete the 2018 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 NAEYC professional development activities.
JW Grand Ballroom Salon 8
4:30–5:30 p.m.
What’s new in faculty resources from NAEYC, DEC, CEC, and other professional associations?
In collaboration with the OSEP-funded Early Childhood Personnel Center, several professional associations, including NAEYC, DEC, and CEC, have developed resources to facilitate integration of standards and recommended practices into higher education curricula. Join us to learn more about these “need to know” resources (e.g., standards alignments, recommended practices and standards crosswalks with exemplars, cross-disciplinary competency areas) and provide input for development of future resources.
Peggy Kemp, Division for Early Childhood-CEC; Vicki Stayton, Early Childhood Personnel Center; Marica Cox Mitchell, NAEYC.
NAEYC Activities
Lone Star Ballroom Salon A
4:30–5:30 p.m.
Creating research-to-practice conversations in early math: A case study of an innovative book writing process
Learn about a dynamic process used at Erikson Institute to develop Growing Mathematical Minds, a book that connects research scientists with early childhood teachers. Review gamechanging early math findings about gesture, language, and math manipulatives and their implications for teaching and learning. Discuss the challenges and benefits of collaboration between those who develop new knowledge about how children learn and those who help children learn on a daily basis. Be inspired to infuse professional development and teacher education with rich, complex content.
Jennifer McCray, Erikson Institute; Jie-Qi Chen, Erikson Institute; Janet Eisenband Sorkin, University of Chicago.
Lone Star Ballroom Salon B
4:30–5:30 p.m.
Big questions for young minds: Extending children’s thinking by using high-level questions in preschool, kindergarten, and primary classrooms
Questions are powerful tools! Asking rich, thoughtful questions can illuminate a whole new world of possibilities and insights for young children. Participants will discover how to meet children at their individual developmental levels and stretch their thinking. This workshop will describe how to use high-level questions in classroom interest areas, routines, and other contexts; provide tips for getting started and examples of questions at each of the six levels of questioning; and discuss picture books that support the use of high-level questions.
Janis Strasser, William Paterson University; Lisa Mufson Bresson, Grow NJ Kids.
Curriculum-Theories & Approaches
Lone Star Ballroom Salon C
4:30–5:30 p.m.
Supporting the excellence of black children: Using a culturally relevant anti-bias framework
In this session, we will engage participants in a discussion about African American children’s academic strengths and talents. We will also discuss how a culturally relevant anti-bias framework can be incorporated in the early education program. Finally, participants will review an emerging observation tool focused on a culturally relevant anti-bias framework.
Kim Diamond-Berry, HighScope Educational Research Foundation; Cheryl Polk, HighScope Educational Research Foundation; Iheoma Iruka, HighScope Educational Research Foundation.
Diversity & Equity
Available at the NAEYC Shop!Rituals and Traditions
Fostering a Sense of Community in Preschool
Teachers foster a sense of belonging and create positive learning environments by using rituals and traditions to connect children, families, and staff. Learn how to use rituals and traditions to create a caring community that supports children’s learning.
Lone Star Ballroom Salon E
4:30–5:30 p.m.
After the storm: Lessons learned from Hurricane Harvey—A childcare director’s perspective
When Hurricane Harvey plowed into the Texas Gulf Coast, it destroyed many homes and businesses, including 117 childcare centers that were permanently closed or voluntarily suspended. During this session, you will hear from a panel of owner/directors whose programs were damaged or destroyed by Hurricane Harvey. They will share their experiences and lessons learned from this natural disaster and discuss what they have learned firsthand about emergency preparedness and recovery that others will find helpful in developing their emergency preparedness plans.
Jackie L. Taylor, ICF; Jana Daigle, Circle K Kiddie Ranch; Chelyn Butts, Bright Beginnings Learning Center; Michelle Barnett, Circle C Clubhouse; Nikki Relford, Niklem Kids Academy.
Health & Safety
Lone Star Ballroom Salon F
4:30–5:30 p.m.
Creating tomorrow’s leaders today: An innovative fellowship program for emerging leaders in Pennsylvania’s early learning system
Pennsylvania’s Office of Child Development and Early Learning (OCDEL) identified a gap in the early childhood career path specific to career advancement in leadership positions. OCDEL developed a unique fellowship program as a way to advance the early childhood profession through the development of emerging leaders. This session will review key features of the OCDEL Fellowship. It will demonstrate through a Fellowship Curriculum, video vignettes, assignments, and leadership projects how participants can apply these strategies for developing leaders in their own states.
Gina Federico, Early Intervention Technical Assistance; Melissa Allar Mecke, Tuscarora Intermediate Unit 11.
Professional Development Systems
Lone Star Ballroom Salon G
4:30–5:30 p.m.Coaching teachers through tough times
Teachers routinely face a wide range of difficult situations in their daily practices. They can face tough times when dealing with tricky classroom problems, when responding appropriately to diverse families, or when managing conflict with colleagues. This session will feature approaches to individualizing coaching, resources, and support to teachers so they can develop new skills and receive the ongoing professional learning they need to effectively navigate difficult situations. Participants will engage with tools to help coaches reframe their perspectives.
Robyn Brookshire, University of Tennessee Early Learning Center for Research and Practice; Elizabeth DeMartino Newton, University of Tennessee Early Learning Center for Research and Practice.
Educator/Teacher Preparation
Lone Star Ballroom Salon H
4:30–5:30 p.m.
Elevating pre-K teaching: Five innovative models for professional learning
New America identified promising local professional learning programs for pre-K teachers across five states. These programs address the needs of the whole child and strengthen educators’ ability to work with culturally and linguistically diverse children across settings. Join us for a policy- and researchbased discussion as we explore innovations and challenges in professional learning.
Shayna Cook, New America; Abbie Lieberman, New America.Training & Professional Development Programs
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
Room 201/202
4:30–5:30 p.m.
Juggling the elements of curriculum building in K–3: An integrated approach for supporting critical thinking, problem solving, and creativity
Review ways in which an integrated approach to curriculum making and implementation can be used to support critical thinking, problem solving, and creativity. Participate in analyses of integrated curriculum elements proven to enhance cognitive and learning outcomes for diverse learners. Discover ways to integrate assessment into curriculum activities, thereby using assessments wisely and well while meeting standards and teaching holistically. Learn ways to enhance professional practice and extend knowledge through professional learning communities.
Dominic Gullo, Drexel University; Gayle Mindes, DePaul University.
Curriculum-Theories & Approaches
Room 203/204
4:30–5:30 p.m.
Creating an online learning community for family childcare providers
In this session we will discuss the process of developing an online learning community, which can be used to create an online professional development system for anyone. Town Square was created for family childcare providers who face many challenges, including long days, often low pay, learning to run a small business, and isolation. Providers too often are dealing with the “tough stuff” all on their own. This workshop will discuss the creation of an online learning community developed to address the unique professional development needs of family childcare providers.
Angela Fowler, Erikson Institute; Mary Quest, Erikson Institute.
Professional Development Systems
Room 205
4:30–5:30 p.m.
New faces at the table: Stories from Affiliate leaders
Hear from members of NAEYC’s Affiliate Advisory Council about their leadership journeys, the role of mentorship in developing new leaders, and how their unique perspectives have supported NAEYC Affiliates.
Erin Daga, NAEYC.NAEYC Activities
Room 208
4:30–5:30 p.m.
America for Early Ed: What’s happening in Washington (and what you can do about it!)
From child care to tax reform to higher education, it has been quite a year in Washington, DC—and there is more to come! Join us for an update on the federal landscape and what it means for your states. Then learn more about how you can engage with Affiliates, educators, and allies 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
Room 301/302
4:30–5:30 p.m.
Providing power to the profession: CDA training— Supporting your CDA students on their journey
This session will examine detailed information in the preparation of CDA students for CDA assessment and credentialing. Attendees will be introduced to key information about the CDA Assessment and Credentialing System. Participants will increase their understanding of what is expected during the CDA preparation, application, and assessment processes. Discover ideas for successful CDA training and effective alignment of council requirements/expectations with your preparation program. This is a unique opportunity for CDA trainers, coaches, and instructors.
Abena Ocran-Jackson, Council for Professional Recognition.Training & Professional Development Programs
Room 303/304
4:30–5:30 p.m.
Columbus City Schools’ Linden Park Neighborhood Early Childhood Education Center: An innovative commitment by our city, our district, and our community to focus on children, neighborhoods, families, and the future
This session will give participants a review of research surrounding the importance of high-quality early childhood education and the collaborative project between Columbus City Schools, the City of Columbus, and early childhood education providers to meet the needs of young children, their families, and the community. We will also review the ongoing collaborative work with community providers, partners, and advocacy groups to ensure all children have access to high-quality early childhood education to ensure kindergarten readiness.
Rochelle Wilkerson, Columbus City Schools, Columbus, Ohio.
Community Partnerships
Level 2, Griffin Hall
5:30–7:00 p.m.Networking Reception in the Exhibit Hall
Join early childhood colleagues, exhibitors, and NAEYC staff for networking, fun, complimentary bites, and a cash bar at the Networking Reception.
Research Poster Session
Griffin Hall, in rear of Exhibit Hall
Effects of a relationship-based early literacy professional development intervention for preschool teachers on their practice and their students’ academic growth
Mary Requa, San Francisco State University; Anne Cunningham, University of California, Berkeley.
Proactive and reactive emotion language: Teachers’ emotion language strategies and toddlers’ social-emotional competence
Elizabeth King, Missouri State University.
The impact of professional development on preschool teachers’ awareness of intentional teaching
Jill Soto, New World Now.
Validating a comprehensive assessment of preschool classroom quality: Linking quality to student outcomes
Jeff Beal, HighScope Educational Research Foundation; Jill Claxton, HighScope Educational Research Foundation.
Early childhood teachers’ concerns about inclusive education
Mi-Hwa Park, Murray State University.
Preservice teachers’ perceptions of their social and emotional competency
Mi-Hwa Park, Murray State University; Jeanetta Riley, Murray State University.
Play-based learning in the Common Core era: Supporting the Common Core State Standards through play with basic materials
Jenna Rist, Bing Nursery School at Stanford University
The influences of Vygotsky-based professional development on educators’ practices and a preschool’s institutional identity
Lois Yamauchi, University of Hawaii; Stephanie Char, University of Hawaii.
Interprofessional education to increase the quality of teachers’ language in early childhood classrooms
Kristen Linzmeier, University of Wisconsin-Whitewater; Casey O’Keefe, University of Wisconsin- Whitewater.
The effects of an early childhood STEM professional development model on coaching effectiveness
Alissa Lange, East Tennessee State University; Irena Nayfeld, East Tennessee State University; Hagit Mano, Rutgers University.
“It means a lot...”: The parents of at-risk preschoolers in center-based care offer insights into establishing relationships with childcare providers and teachers
Kaitlin Moran, Saint Joseph’s University.
Public preschool slots in private program settings: Mixed delivery implementation experiences for grantees, programs, and families
BreAnna Davis Tribble, School Readiness Consulting.
An early childhood policy typology: Understanding policy characteristics that influence teacher qualifications
Larra Rucker, University of Arkansas.
Comparison of financial knowledge and classroom practices among teachers in India and the United States
J.D. Jayaraman, New Jersey City University, Teachers College—Columbia University; Saigeetha Jambunathan, New Jersey City University.
The impact of training and coaching on infant/toddler teachers’ interactions and responsive caregiving
Teresa Byington, University of Nevada, Reno Cooperative Extension.
The success of an intensive technical assistance model
Louise Davis, Mississippi State University Extension Service; Jamila Taylor, Mississippi State University Extension Service.
Infant-toddler teachers’ perceptions and experiences in culturally responsive and culturally sustaining teaching practices: Is cultural competence a myth?
Adam Kennedy, Loyola University Chicago; Anna Lees, Western Washington University.
“Where are the boys who look like me?” The limited portrayal of African American males in children’s books
Jill Davis, University of Central Oklahoma; Mychaelon Mullins, University of Central Oklahoma.
Exploring the social transformation of teacher identities in an online focus group
Karen Walker, Northwestern State University.
Perspectives on education from migrant farmworker households with young children in early childhood programs in the Great Lakes region
Julia Smith, Indiana University-Purdue University Fort Wayne.
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 2018 ProfessionalLearning Institute scholarships. Your financial gifts help develop a newgeneration of diverse, effective, and emerging early childhood leaders.
Some of the 2017 NAEYC Institute scholarship recipients: (from left) Laura Delmar, Victoria Roanhorse, Rosalba Rodriguez, Trinisha Dean, Jennifer Crouch, Christine Stark, Neelofer Tajani, Tsitsi Nyabando, Monica Cheslak, Theresa Sanders, and Lucero Irizarry
For more details about NAEYC’s scholarship program and to make a donation, please visit NAEYC.org/ about-us/donate.
You Spoke, We Listened!
NAEYC is committed to continuous quality improvement and the use of feedback from stakeholders to enhance our accreditation system.
NAEYC Accreditation of Early Learning Programs has made significant enhancements to the accreditation process and standards. We compiled data from program records, early childhood educators, program administrators, and other stakeholders to identify and prioritize enhancements that build on our 30-year experience and streamline the accreditation process. Revisions to the NAEYC Early Learning Program Accreditation Standards and Assessment Items were approved by the Council on the Accreditation of Early Learning Programs in January 2018.
We want you to be successful! Data from the 2017 accreditation pilot indicates that programs are most successful when they use NAEYC resources to deepen their understanding of the NAEYC Early Learning Program Accreditation Standards and Assessment Items. That is why we updated resources and tools to support you throughout your accreditation journey.
NAEYC Early Learning Program Accreditation Standards and Assessment Items
Approved by the NAEYC Council on the Accreditation of Early Learning Programs
Let’s map out your accreditation journey together. Contact us today!
