Tuesday

8:00–10:00 a.m.

Brazos/206

8:00–10:00 a.m.

Adults need play, too! Fun team-building activities for every play personality

Research shows that play supports adults’ work just as it does children’s development. Administrators and teacher educators will discover ways that adults and their workplace benefit when adults play and have a playful attitude. After identifying the eight adult play personalities and participating in games for each, they will leave with many ideas for fostering playfulness in their staff and themselves—and they’ll have had fun, too!

Diane Goyette, Early Childhood Specialties LLC; Barbara Lynn, Wharton County Junior College.

Training & Professional Development Programs

JW Grand Ballroom Salon 1

8:00–10:00 a.m.

Peer-based mentorship: A multifaceted peer support model

EDvance at San Francisco State University has developed a multifaceted peer support model that pairs first-generation college students with veteran teachers as both pursue degrees. This model supports future teachers to learn from veteran teachers while they explore the field as a career and learn about the challenges teachers face. At the same time, veteran teachers benefit from what the aspiring teachers know about navigating a complex system of higher education. This presentation focuses on the mentorship design and highlights the impact on quality in ECE programs.

Lygia Stebbing, EDvance, San Francisco State University; Ashley Williams, Office of Early Care and Education; Christine Nevarez, EDvance, San Francisco State University; Stephanie Estrada, Mission Neighborhood Centers; Karen Galicia, Mission Neighborhood Centers.

JW Grand Ballroom Salon 2

8:00–10:00 a.m.

The early childhood classroom: The teacher, the curriculum, the environment

This session is focused on the research related to early childhood administrators and their understanding of early childhood pedagogy, including developmentally appropriate practices. An additional focus will be on the classroom design, or environment, and how that plays a role in early childhood teaching and learning. Participants will engage in conversation and discussion throughout the session regarding early childhood pedagogy, practices, and policies. One such practice we will discuss is teacher evaluation in pre-K through grade 3.

Brian Kingrey, Iowa AEYC.Professionalism, Leadership & Ethics

JW Grand Ballroom Salon 3

8:00–10:00 a.m.

Making the case for a well-compensated early childhood workforce: Shaping new messages from the eight-state Moving the Needle on Compensation project

Learn about the eight-state Moving the Needle on Compensation (MtN) project, facilitated by the T.E.A.C.H. Early Childhood® National Center. Hear about the work these states are doing to create/improve policy and funding strategies toward better workforce compensation and to reframe our messages around making the case for a well-compensated early childhood workforce to help garner better public and political buy-in around compensation. Practice reframing your messages based on lessons learned from the Frameworks Institute.

Sue Russell, T.E.A.C.H. Early Childhood® National Center; Julie Rogers, T.E.A.C.H. Early Childhood® National Center; Megan Burk, Texas AEYC; Brandee Lengel, Nebraska AEYC.

JW Grand Ballroom Salon 4

8:00–10:00 a.m.

Creating environments that connect young children, families, and communities

There is an invisible thread of life that connects us all. It weaves in and out among us to create a unique tapestry of beauty and diversity. Beginning with the child and radiating out to the family, school, and community, this invisible thread joins us all together. Learn how classroom life is much like a beautiful tapestry and how to create a classroom environment and offer innovative and collaborative experiences that connect young children, families, and communities.

Sandra Duncan, Nova Southeastern University; Jody Martin, Frog Street.

Learning Environment

JW Grand Ballroom Salon 7

8:00–10:00 a.m.

The key to virtual instruction: Unlocking the secrets of high-quality online facilitation

In an effort to reach early childhood practitioners, Florida launched Early Learning Florida—a comprehensive online professional development opportunity. To date, 30,000 practitioners have taken courses to improve their instructional practices. This interactive presentation will focus on the key elements of effective virtual learning and the role of the online instructor. Participants will share their online experiences, examine key elements of effective virtual learning, and apply the learnings to their practice.

Raquel Munarriz-Diaz, University of Florida; Tiffany Taylor-Jones, University of Florida; Ronald Viafore, University of Florida.

JW Grand Ballroom Salon 8

8:00–10:00 a.m.

Supports for implementing the Project Approach in inclusive early childhood settings

Review strategies and engage in dialogue about examples and resources for meeting the educational needs of young children with diverse special needs through the Project Approach. View and analyze video examples of practitioners embedding the Project Approach in inclusive settings. Experiment with an implementation checklist and guide intended to practice implementation of the Project Approach.

Sallee Beneke, St. Ambrose University; Michaelene Ostrosky, College of Education, University of Illinois.

Children with Disabilities/Early Intervention

Lone Star Ballroom Salon A

8:00–10:00 a.m.

What’s new with the BAS? Second edition changes and how they impact providers, coaches, and QRIS

A nurturing heart is an essential part of family child care, but quality care is hard to sustain without sound business and professional practices in place. The Business Administration Scale for Family Child Care (BAS) was designed as a tool to measure and guide such practices. This session will include an update on national norms, an overview of changes to the second edition, and interactive activities on how to incorporate the BAS into leadership academies and QRIS.

Jill Bella, McCormick Center for Early Childhood Leadership; Teri Talan, McCormick Center for Early Childhood Leadership.

Program Quality, Evaluation, & Accountability

Lone Star Ballroom Salons B/C

8:00–10:00 a.m.

Where is the fairy dust? PART 1: The director’s role in supporting staff, children, and families when there is a child with challenging behaviors at the center/school

The stakes are high when children get kicked out of childcare 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 early childhood programs and school administrators 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 and consultant; Joan Duffell, Committee for Children.

Guidance/Discipline/Challenging Behaviors

Lone Star Ballroom Salon E

8:00–10:00 a.m.

“I’m not going to play with Madison for a hundred years. Are you?” Preventing and addressing one-up/one-down exclusionary dynamics in the classroom and between adults

Research shows that 4-year-old girls form exclusive cliques. Organizations form “inner circles,” excluding others as outsiders. Maslow and neuroscientific research affirm our human need to be part of a community. Let’s replace this elephant in the living room with strategies to identify, prevent, and address “insider” manipulation in the classroom and the staff meeting room.

Holly Elissa Bruno, Wheelock College.Social/Emotional Development

Lone Star Ballroom Salon F

8:00–10:00 a.m.

Everyone needs attention: Learning what makes us tick emotionally when young children need our attention

Early childhood teachers are taught strategies as a quick fix to control children’s behaviors. Self-reflection about what makes adults tick emotionally is critical in helping children manage their own feelings. This presentation challenges early childhood teachers to reflect on how we perceive children’s need for attention in connection with how we remember being treated as young children, and to find strategies for responding to children in ways that support their emotional health and development and help them thrive.

Tamar Jacobson, Rider University.Social/Emotional Development

Lone Star Ballroom Salon G

8:00–10:00 a.m.

Borrow from the best: Free resources and strategies for addressing cultural, linguistic, and individual diversity in your teaching and professional development

With increasing pressure to prepare early childhood professionals who can individualize to support children who are culturally, linguistically, and individually diverse, faculty and professional development providers need access to evidence-based, highquality resources with which to incorporate new areas of emphasis. This session will present new strategies and fresh perspectives on how to access free, readily available resources and examples of how use them to support confident and capable professionals.

Camille Catlett, Frank Porter Graham Child Development Institute; Katherine Cowles, University of Vermont; Lauren MacKillop, University of Vermont; Nancy Steeley, Champlain College; Susan Torncello, University of Vermont.

Educator/Teacher Preparation

Lone Star Ballroom Salon H

8:00–10:00 a.m.

Embracing the “I” in QRIS: Improving quality in early childhood classrooms, one teacher at a time

This session promotes further understanding of the coaching role and how it informs child, teacher, and program outcomes related to implementing research-based curricula and assessment with fidelity. Participants will examine ways to individualize their coaching practice, adeptly tailoring their approach to individual teachers’ strengths and needs. This session also guides participants to explore practical strategies for working effectively and respectfully with teachers and caregivers at all levels of implementation and at all levels within their particular QRIS.

Breeyn Mack, Teaching Strategies, LLC; Sandy Little, Teaching Strategies, LLC.

Quality Initiatives-QRIS, Compensation & Licensing

Room 201/202

8:00–10:00 a.m.

Promoting a diverse and powerful profession: Ensuring equity in the ECE profession

Well-prepared, effective, diverse, compensated and supported early childhood educators are essential components of quality early learning programs for children. In order to best meet the needs of children, we must intentionally and equitably advance a profession that reflect the diversity of the children and families the profession supports. Join us to discuss challenges, opportunities and the supports necessary to achieve our vision of a diverse and powerful profession.

Valora Washington, Council for Professional Recognition; Marica Cox Mitchell, NAEYC; Ana De Hoyos O’Connor, San Antonio College.

Professionalism, Leadership & Ethics

Room 203/204

8:00–10:00 a.m.

Financial analysis: What your accountant doesn’t know to tell you—Strategies to help even a non-numbers person analyze their financial reports, including managing the most important numbers

Bradley Smith has helped hundreds of centers analyze their financial structure and reporting systems. This session will help you increase your bottom line, and includes a structure and strategy to use in analyzing your center’s financial reporting system, including developing a checklist of the most important information to be gleaned from each monthly and annual report. Topics will include: FTE—what it means; recognizing the most important information from a financial report; how to set a rate structure; the soft and hard side of the sale; and working both sides of the ratio.

Bradley Smith, National Institute of Child Care Management.

Program Administration & Financial Management

Room 208

8:00–10:00 a.m.

Better together: Building a comprehensive professional development system in the state of Washington

Case study of the creation of Washington State’s Early Childhood Education Workforce Council, which supports the development of qualified, diverse, and competitively compensated educators across all early learning settings. Learn how the council works to ensure that ECE degrees, certificates, and endorsements are progressive, valued, and transferable. Explore strategies and resources used to create new opportunities for those already employed, those in high school, and those preparing for the profession. Participate in activities for adopting lessons learned.

Sally Holloway, Whatcom Community College; Marilyn Chu, Western Washington State University; Melisa Matczak, Yakima Valley Community College.

Professional Development Systems

Room 211/212

8:00–10:00 a.m.

Designing higher education rubrics that align with the NAEYC Professional Preparation Standards

Participants will learn the features of key assessments that are aligned with the NAEYC Professional Preparation Standards for Higher Education Accreditation and Recognition.

Mary Harrill, NAEYC; Brenda Blackburn, Blue Ridge Community College.

Accreditation of Higher Education Programs

Room 301/302

8:00–10:00 a.m.

What’s in style? Taking advantage of your leadership style in the field of early childhood

This session aims to help young professionals recognize their leadership styles and identify effective methods of using their leadership in the early childhood field. Through leadership exercises aimed at identifying and using leadership styles, young professional educators will be able to reflect on the ways in which they can take advantage of their professional leadership talents, network with other young professionals, and set goals for further leadership development.

Zaina Cahill, Children’s Village; Cody Summerville, Texas Education Agency.

Professionalism, Leadership & Ethics

Room 303/304

8:00–10:00 a.m.

Integrating STEM play, technology, and literacy into public school curriculum through project-based learning: Two case studies

In this session, the presenters will showcase two case studies integrating play, technology, and project-based learning in urban public schools with first and second graders. The process of partnership between public schools and higher education, the assessment process, and teachers’ professional learning will be highlighted. Participants will receive materials and samples of activities to envision the integration of STEM/literacy in the primary grades, and they will have opportunities for discussion, hands-on work, and planning.

Zeynep Isik-Ercan, Rowan University; Serhat Ercan, Sinop University.

Curriculum-Theories & Approaches

10:45 a.m.–12:45 p.m.

Brazos/206

10:45 a.m.–12:45 p.m.

Linking emotional intelligence and school readiness: The impact of an emotional intelligence curriculum on prekindergartners’ behavior and academic development

Gain understanding of the RULER approach, visible thinking, and global thinking methods through brief tutorials, followed by active learning groups and application of the new methods. Participants will solidify knowledge of the emotional intelligence curriculum and be able to apply strategies immediately in their own setting. Current research focused on the impact of the emotional intelligence approach will be discussed.

Andrea Adelman, Florida International University; Daniela Foerch, Florida International University.

Social/Emotional Development

JW Grand Ballroom Salon 1

10:45 a.m.–12:45 p.m.

Empowering dual language learners: Coaching strategies to support teachers of DLLs from a holistic approach

Learn strategies to help teachers improve teacher–child interactions and instructional strategies so that dual language learners (DLLs) can thrive. This session will present an overview of effective strategies to use in settings with DLLs from birth till age 5. We will also discuss how to conduct effective group and one-on-one coaching sessions to support teachers as they implement evidence-based strategies.

Erika Flores, ChildrenFlow, LLC.Technical Assistance (Coaching, Mentoring, Consultation)

JW Grand Ballroom Salon 2

10:45 a.m.–12:45 p.m.

Assessing quality in family child care homes: FCCERS-R results in QRIS and preparing the new FCCERS-3

Examine the use of the Family Child Care Home Environment Rating Scale in FCC homes, beginning with a presentation of FCCERS-R data from 1,218 observations in state QRIS efforts in several states. Critique our work in developing a new third edition of the FCCERS. Participants will be encouraged to question and make suggestions for making the FCCERS-3 more comparable to the third editions of the ECERS and ITERS instruments—addressing issues of scaling and duplication of indicators and improved methods to measure language/cognitive development activities.

Richard Clifford, University of North Carolina at Chapel Hill; Debby Cryer, Environment Rating Scales Institute, Inc.

Program Quality, Evaluation, & Accountability

JW Grand Ballroom Salon 3

10:45 a.m.–12:45 p.m.

A comprehensive model to support the social and emotional wellness of young children in a city-wide Head Start program: An integrated, trauma-informed approach designed to effect systemic change for classroom staff and leaders

Explore a collaborative approach designed to effect systemic change at multiple levels for teachers and leaders, with the goal of social-emotional wellness for all children. Participate in experiences that provide insight into integrated components supporting project goals: (1) develop a social-emotional lens to view interactions between teachers– children/families and teachers–supervisors/consultants, (2) establish common language for talking about relationships and interactions, and (3) integrate trauma-informed practice into daily classroom experiences.

Andrea Sobel, independent consultant; Marie Celeste, independent consultant.

Training & Professional Development Programs

JW Grand Ballroom Salon 4

10:45 a.m.–12:45 p.m.

It’s time to close the leadership gap in early childhood education

Improving quality and advancing early childhood education as a professional field of practice—including initiatives such as Power to the Profession—depend on the leadership voice of early educators. Learn new strategies for developing inclusive and entrepreneurial leadership in your work with early educators. Engage in a dialogue about structuring our field to cultivate early educator leadership in the context of advancing ECE’s professionalization.

Anne Douglass, University of Massachusetts Boston; Stacie Goffin, Goffin Strategy Group.

JW Grand Ballroom Salon 7

10:45 a.m.–12:45 p.m.

Interactions matter! Effective teaching practices that support positive child outcomes

This session provides concrete strategies for supporting teachers, family childcare providers, and home visitors in using teaching practices that result in positive child outcomes. The National Center on Early Childhood Development, Teaching, and Learning developed an interactive resource that shows what effective practices look like in the early learning and development domains related to the Head Start Early Learning Outcomes Framework (ELOF). Coaches, trainers, and directors will reflect on using this resource to support staff in implementing effective practices.

Judi Stevenson-Garcia, ZERO TO THREE; Allyson Dean, ZERO TO THREE.

Lone Star Ballroom Salon A

10:45 a.m.–12:45 p.m.

Chronic absenteeism in the early years: A broken rung on the ladder of educational success

Provides an overview of the chronic absenteeism problem from prekindergarten through third grade. Review and participate in an analysis on how to effectively understand and use chronic absenteeism data to identify individual students or specific subgroups most vulnerable to missing too much school. Learn about best practices and work with partners to develop strategies on how best to engage families in understanding the importance of regular school attendance and assisting them with barriers that lead to student absenteeism.

Cynthia Rice, Advocates for Children of New Jersey; Peter Chen, Advocates for Children of New Jersey.

Family Engagement & Support

Lone Star Ballroom Salons B/C

10:45 a.m.–12:45 p.m.

Where is the fairy dust? PART 2: The director’s role in supporting staff, children, and families when there is a child with challenging behaviors at the center/school

As states and school districts increasingly prohibit the suspension and expulsion of young children, administrators of early childhood programs and school administrators 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. Don’t wait until a child with challenging behaviors arrives. Discover the skills you need to create an environment where all children and families are welcome. Note: This is a continuation of the 8:00 a.m. session.

Barbara Kaiser, author and consultant; Joan Duffell, Committee for Children.

Guidance/Discipline/Challenging Behaviors

Featured Session

Lone Star Ballroom Salon D

10:45 a.m.–12:45 p.m.

Preventing preschool expulsion: Classroom practices, mental health consultation, and new state policies

This session will (1) present research about why children are expelled from preschool three times more often than primary school children, (2) problem-solve ways that mental health consultation, coaching, anti-bias training, and other professional development can enhance teacher–child and teacher–parent interaction to prevent and respond to challenging behaviors, and (3) discuss real-life examples of successful advocacy for new laws prohibiting expulsion and funding mental health consultation.

Peggy Pizzo, Stanford University Graduate School of Education; Scott Moore, Kidango; Andrea Garcia, Kidango; Ed Greene, Hispanic International Television Network.

Research Symposium Session

Lone Star Ballroom Salon E

10:45 a.m.–12:45 p.m.

The power of early childhood education: Expanding educational equity, shrinking the achievement gap

In the May 2018 issue of Young Children, expert researchers and practitioners embraced the opportunities and challenges presented by early childhood education to address opportunity and achievement gaps. Join us to continue the critical conversation with this issue’s guest editor, Jerlean Daniel, and authors from the publication and beyond, in order to grapple with the data, the research, the experiences, and the solutions.

Facilitator: Jerlean Daniel, early childhood consultant; Adam Alvarez, Rowan University and University of Pittsburgh; Danielle Davis, Vanderbilt University; Diandra Verwayne, New York City Public Schools; Kirsten Cole, Borough of Manhattan Community College.

Lone Star Ballroom Salon F

10:45 a.m.–12:45 p.m.

Boosting your strategic partnerships to support your accreditation journey

Want to pursue accreditation but feeling a bit overwhelmed? Can’t imagine how you can afford accreditation? This session is for you. Programs that successfully earn NAEYC early learning program accreditation don’t do it alone. These programs strategically leverage resources within and outside their programs to support their accreditation journey. Come and learn about untapped resources that are designed with you in mind.

Kristen Johnson, NAEYC; Paula Barnes, Resource Connections; Robert Gundling, Better Futures, LLC; Jahi Davis, Better Futures, LLC.

Accreditation of Early Learning Programs

Lone Star Ballroom Salon G

10:45 a.m.–12:45 p.m.

Teaching teachers how to fish: Facilitating professional growth through parallel processing

Examine how to purposefully structure professional development sessions to engage adult learners in actively constructing their own understanding of how to support young children’s learning. Experience a mini-learning lab on number sense for ages birth to 8 to deepen your own conceptual knowledge and reflect on how this informs your teaching practice. Unpack powerful facilitation strategies such as creating communities of practice, parallel processing, unlocked questions, the CAIR principle (Closely Attend & Intentionally Respond), small and whole group interactions, and more!

Mary Hynes-Berry, Erikson Institute; Lauren Solarski, Erikson Institute.

Training & Professional Development Programs

Lone Star Ballroom Salon H

10:45 a.m.–12:45 p.m.

Protecting children from environmental health hazards: A closer look at art supplies

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. Sample products will be shown, and labels and certifications will be explained.

Kathy Attar, Children’s Environmental Health Network; Amanda Batts, NAEYC.

Health & Safety

Room 201/202

10:45 a.m.–12:45 p.m.

Unlucky 13: The top 13 management mistakes that can start in your classroom and end up in the courtroom

Recently, there has been an increase in the number of lawsuits filed by employees. These lawsuits can cost employers a great deal of time and money. This workshop will address the 13 management mistakes that can spark employee lawsuits, focusing on a proactive approach by identifying policies that will lessen your chance of being involved in a lawsuit and increase your chance of prevailing if a lawsuit is filed.

Janice Nieliwocki, Ronald V. McGuckin and Associates.Program Administration & Financial Management

Room 211/212

10:45 a.m.–12:45 p.m.

Completing the NAEYC Higher Education Accreditation Self-Study Report

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

Mary Harrill, NAEYC; Victoria Young-Chiverton, Central Arizona College.

Accreditation of Higher Education Programs

Room 301/302

10:45 a.m.–12:45 p.m.

Tandem preparation of early childhood teachers: Building partnerships for field experiences

An outcome-driven AAS ECE teacher education program renovation will be described, including evaluation and support for cohesive, supervised field experiences. As a change from the traditional capstone, teacher education programs are weaving practicum and direct child instruction in multiple courses to strengthen the performance and competence of preservice teachers. This presentation will explain the benefits to student performance, including a data review of pre/post self-evaluations, internship teacher ratings, student interviews, and employer surveys.

Melissa Szymczak, Joliet Junior College.Educator/Teacher Preparation

Room 303/304

10:45 a.m.–12:45 p.m.

Moving the needle: Tools for using data to inform evidence-based professional development in early childhood education

This session assembles early childhood experts who have developed innovative tools to support data use and inform research-based professional development in early childhood education. These tools include a prioritization matrix, data-use culture self-assessment, coaching companion, data visualization toolkit, and professional development needs survey. Given recent updates to policy, these tools will be crucial in supporting early childhood programs’ implementation of successful data- use practices and targeted, evidence-based professional development.

Sheila Brookes, AEM Corporation; NCECDTL; Allison Metz, National Implementation Research Network, University of North Carolina at Chapel Hill; Katie Emerson-Hoss, EarlyEdU Alliance at University of Washington; Osnat Zur, West Ed Center for Child and Family Studies; Kathy Thornburg, AEM Corporation; NCECDTL; Laura Louison, National Implementation Research Network, University of North Carolina at Chapel Hill.

2:00–4:00 p.m.

Brazos/206

2:00–4:00 p.m.

Full-cycle recruitment in shifting markets: How understanding market conditions impacts recruitment, onboarding, and career development practices

Join us to have some fun while increasing your overall competency and becoming resources in the areas of recruitment, candidate care, interviewing and selection, onboarding, and beyond!

Susie Billingsley, Bright Horizons Family Solutions; Nicole Burton, Bright Horizons Family Solutions.

Training & Professional Development Programs

JW Grand Ballroom Salon 1

2:00–4:00 p.m.

Building and supporting kindergarten teacher leaders: One district’s way through the power of K

Learn about one large urban school district’s efforts to bring together a selected group of kindergarten teachers to learn about, discuss, practice, and implement more developmentally appropriate and effective instructional practices in their kindergarten classrooms through a comprehensive teacher leader professional development initiative. Participate in discussions and small group activities related to the “why” and “how” of this initiative. Walk away with new strategies to support your kindergarten programs based on the results and lessons learned.

Eva Phillips, independent consultant.Training & Professional Development Programs

JW Grand Ballroom Salon 2

2:00–4:00 p.m.

A project management approach to higher education accreditation: Tips and tools to navigate the process

This interactive session will provide an overview of the value of early childhood higher education accreditation as it relates to faculty, students, institutional administrators, employers, and policy makers. Participants will identify where they are in the accreditation process and determine next steps. Project management tools and strategies will be shared to effectively organize information and manage efforts during the self-study or renewal process for later direct application and use. Tips for engaging stakeholders and finding resources will be shared.

Martha Muñoz, MDZ Planning Group; Raymond DelZotto, CookDZ; Linda Welsh, consultant.

Accreditation of Higher Education Programs

JW Grand Ballroom Salon 3

2:00–4:00 p.m.

Persona dolls: Helping children process a chaotic world

We all know that children take in so much of what we try to shield them from. With the increase of “othering” in our country, the children we teach are taking in bias, prejudice, and stereotypes that will stay with them for a lifetime. Persona dolls are a way your staff can help children name and reject bias while building empathy and compassion.

Nancy Michael, AMAZE.Diversity & Equity

JW Grand Ballroom Salon 4

2:00–4:00 p.m.

Directing our valuable assets: Increasing ROI with a director-focused coaching model

This session prepares participants to evaluate their current approach to coaching in early care and education programs. Participants will review longitudinal data on traditional coaching models, and they will learn and practice new strategies related to systemic approaches to pedagogical leadership in early childhood programs. Video vignettes and dissection will support this work. Last, participants will develop strategic models for implementation.

Mary Harper, Early Learning Coalition of Orange County.

Technical Assistance (Coaching, Mentoring, Consultation)

JW Grand Ballroom Salon 7

2:00–4:00 p.m.

Farm-to-classroom programs: A new paradigm and curriculum rooted in an old idea—The how-to essentials for getting inspired, started, organized, and funded

This presentation is all about the exciting possibilities for programs and children to operate and participate in farm-to-school programs. This will be an inspiring and informational “how to” for getting started, organized, and funded for farm-to-school, with a complete walk-through of the current farm-to-school landscape, including direct paths to USDA funding and resources. This exposure can be very beneficial for administrators, teachers, and children. It’s an exciting new paradigm rooted in an old idea. NAEYC overlapping criteria will also be discussed.

Nicholas Bova, R and S Consultants.Learning Environment

JW Grand Ballroom Salon 8

2:00–4:00 p.m.

How teacher behavior and classroom characteristics influence student behavior: An investigation of brain-based learning, the Classroom Assessment Scoring System (CLASS), and aggressive behaviors in young children

Literature from education, psychology, and neuroscience all provide complementary perspectives on the links between teacher behavior and student behavior. The Classroom Assessment Scoring System (CLASS) is a useful heuristic to understand the meaning behind aggression. Analysis of 28 classrooms showed a statistically significant negative correlation between CLASS emotional supports, classroom organization, and incident reports. This workshop examines implications for practice, research, and recommendations for policy makers and higher education.

Angela Searcy, Erikson Institute and Simple Solutions Educational Services.

Guidance/Discipline/Challenging Behaviors

Lone Star Ballroom Salon A

2:00–4:00 p.m.

Early childhood virtual leadership cohorts: A transformative journey

Join us as we share the transformative personal and professional leadership journey of aspiring, emerging, and established leaders who took part in the Ohio AEYC Early Childhood Virtual Leadership Cohorts. Learn more about this innovative approach to leadership training based on The 5 Actions℠ of The Serving Leader Model℠. This approach provides simple yet highly effective tools to put serving leadership principles into action to create a high-performance and flourishing culture within teams and organizations.

Kimberly Tice, Ohio AEYC; Pamela Perrino, Ohio AEYC; Belinda Costin, Costin Consulting.

Training & Professional Development Programs

Lone Star Ballroom Salons B/C

2:00–4:00 p.m.

From play to practice: The wisdom of self-active play education in theory and practice

Participants engage in a play experience using a variety of open-ended materials. Through hands-on play, reflection, and discussion, attendees gain an awareness of how self-active play is used to improve the practice of teaching and learning in a variety of settings—including the Iowa Department of Education/ Head Start, Auburn University Summer Enrichment Program, Millersville University Labyrinth Project, and Florida pre-K programs—and then brainstorm possible application in their professional practice.

Walter Drew, Institute for Self Active Education; Marcia Nell, Millersville University; Sean Durham, Auburn University; Tom Rendon, Iowa Department of Education.

Training & Professional Development Programs

Featured Session

Lone Star Ballroom Salon D

2:00–4:00 p.m.

Do you want to coach like a neuroscientist? This session will reveal secrets about how the brain works that promote true partnerships in coaching, mentoring, and professional development so you can build trust in the moment and over time

Do you think trust is something that takes a long time to build or repair? This session will highlight recent neuroscience research on the brain and trust—so you can instantly break through distrust and start building trust. Participants will leave with several tools and strategies they can begin to use immediately to transform coaching, mentoring, and professional development.

Cassandra O’Neill, Leadership Alchemy LLC; Monica Brinkerhoff, Child-Parent Centers, Inc.

Lone Star Ballroom Salon E

2:00–4:00 p.m.

Gifts of culture: Looking through the cultural lens and determining its impact on the classroom

Come to this interactive session and deepen your understanding of the gifts of culture and how your culture impacts not only your worldview, but may impact your view of children and their families. In this session, participants reflect on how their cultural values and beliefs may be different from others’ and examine the effects of unconscious stereotypes and bias on children in the classroom. Finally, participants investigate how these stereotypes and biases may negatively impact parent engagement.

Debra Lawrence, Delaware County Community College.Diversity & Equity

Lone Star Ballroom Salon F

2:00–4:00 p.m.

“Evidence-based” is not a dirty word: How to confidently use and contribute to research in your practice

Develop new skills and strategies to make the avalanche of available research more approachable and relevant to practice in programs and classrooms. Flex your muscles translating research language into everyday language. Identify strategies for using research through interactive activities with research materials while attending to the racial/ethnic, language, and cultural characteristics of the children being served. Learn about opportunities to become research practitioners.

Melissa Dahlin, University of California, Irvine; Diane Schilder, Education Development Center; Kathleen Theodore, American Institutes for Research.

Program Quality, Evaluation, & Accountability

Featured Session

Lone Star Ballroom Salon G

2:00–4:00 p.m.

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

In the words of the late historian Howard Zinn: “You can’t be neutral on a moving train.” During this session, we will learn tools to shift from being passively non-racist to being actively anti-racist. Let’s get to work building early childhood programs and systems that are as diverse, inclusive, and equitable as they are high quality!

Megan Madison, Brandeis University; Ijumaa Jordan, IJ Consulting/Harvest Resource Associates.

Lone Star Ballroom Salon H

2:00–4:00 p.m.

The transformative nature of affect on communication, learning, and development

The role and significance of the affective nature of communication, interaction, and relationship building with very young children is not always considered when implementing programming decisions. Considerable new research on affective science and how feelings and emotions govern learning and development are cause for considering more than whether an experience and/or physical presence occurs and is assessably evident. It really is about HOW we communicate and interact. “Being” is more important than simply doing.

Keith Pentz, Kaplan Early Learning Company.Cognitive Development

Room 208

2:00–4:00 p.m.

One of us: Sharing research and opportunities on K–3 educators and the early childhood profession

Do K–3 educators feel like early childhood educators? Do they want to be part of a unified profession with educators of children ages 3 and 4, and birth to 3? What do they value most from their professional preparation—and what do they think was missing? Join us to share your thoughts, gain insight from leaders, and hear about the findings from NAEYC’s newly released market research about the priorities and perspectives of educators working from kindergarten through third grade.

Dave Metz, FM3; Will Parnell, Portland State University; Azucena Garcia, Austin Independent School District; Monica Pineda, Austin Independent School District.

Room 211/212

2:00–4:00 p.m.

Promoting healthy sexual development in young children: Tools to support educators and families

Learn what healthy sexuality looks like in young children and how to support children’s growth. Understand why sexual development is a critical part of physical, cognitive, and development. Participate in brainstorming and role-playing to develop and practice strategies to hold more confident discussions about these topics with children, families, and staff. Explore tools and resources to enrich organization and classroom libraries and to facilitate further learning.

Lydia Bowers, O.School; Melissa Carnagey, Sex-Positive Families.

Educator/Teacher Preparation

Room 301/302

2:00–4:00 p.m.

The impact of multiple perspectives: Strategies for increasing diversity in your membership and leadership

A wide range of opinions, perspectives, and experiences drives organizational success. In this session, you will learn from research on best practices and brainstorm with colleagues to increase diversity within your membership and leadership.

Erin Daga, NAEYC.NAEYC Activities

Room 303/304

2:00–4:00 p.m.

Working together to enhance early childhood community college programs in North Carolina

Learn about a collaborative model to support faculty, from community college early childhood programs in North Carolina, to enhance and redesign courses to better prepare preservice early childhood educators to meet the needs of all children in their communities, especially those who are culturally and linguistically diverse or have disabilities. Participants will review tools for assessing course syllabi and for planning program enhancements, and discuss the results and impact of the project on faculty and students.

Tracey West, University of North Carolina at Chapel Hill; Chih-Ing Lim, University of North Carolina at Chapel Hill; Shuting Zheng, University of North Carolina at Chapel Hill.

Educator/Teacher Preparation

Room 402/403

2:00–4:00 p.m.

Let’s stop, talk, and connect: Create supportive, welcoming learning environments for ECE children and families by reducing social divisions and building emotional connections

ECE programs need to be welcoming to all children and their families. Sometimes language, behaviors, or practices can be unintentionally hurtful and create divisions. Using our Stop- Talk- Connect technique, learn how to stop hurtful language or behavior, talk openly about feelings, and establish connections with others. Analyze vignettes of common teacher–parent exchanges for unintended bias. Practice the Stop-Talk-Connect technique through role-plays generated by our common experiences.

Nena Bush, San Joaquin Delta College; Mary Lane, City Colleges of Chicago, Malcolm X College.

Diversity & Equity

4:30–5:30 p.m.

Brazos/206

4:30–5:30 p.m.Social media, cell phones, and your ECE staff

Social media usage is a new frontier. People can now re-create themselves in what seems to be a consequence-free medium, creating a new area of concern for employers. In addition to issues with business image and moral character, employers are faced with issues of confidential information disclosure. Also challenge to confidentiality and supervision is employees’ use and abuse of personal cell phones and other devices in the classroom. This workshop will focus on the necessary personnel policies, as well as the potential liability for the program, related to these issues.

Dawn Martini, Ronald V. McGuckin and Associates.Program Administration & Financial Management

JW Grand Ballroom Salon 1

4:30–5:30 p.m.

Early childhood psychological assessment: Best practices in evaluation and interpretation

Presenters will provide current diagnostic descriptors for early childhood mental health conditions based on the most recent diagnostic manual and review best practices and current evaluation instruments appropriate for formal early childhood assessment. Participants will review a case study from referral to diagnosis and recommendations.

Ginger Welch, Oklahoma State University.

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

JW Grand Ballroom Salon 2

4:30–5:30 p.m.

Competency-based education: A pathway to professionalism for early childhood educators

Explore how Competency-Based Education models provide early childhood professionals with a pathway to advanced degrees and professional development. Participate in analytical discussion of key characteristics and elements of CBE models. Review examples of NAEYC-informed competencies and their corresponding performance-based assessments.

Martha Cheney, Walden University; Lisa McIntyre-Hite, Walden University.

Educator/Teacher Preparation

JW Grand Ballroom Salon 4

4:30–5:30 p.m.

Bridging the gap between data and practice: Unpacking classroom observation scores to inform professional learning

Contextualize and understand data from classroom observations used for QRIS and other accountability systems. Review methods such as detailed classroom score reports with evidence, datasharing meetings, and protocols that have been used to engage with diverse early childhood leaders and stakeholders and that assist in understanding scores and reports. Use results in proactive and impactful ways to prioritize areas for growth, setting goals and identifying action steps and resources necessary to support both knowledge building and application within context.

Dori Mornan, School Readiness Consulting.Program Quality, Evaluation, & Accountability

JW Grand Ballroom Salon 7

4:30–5:30 p.m.

Trees, bees, and skinned knees: Nature’s effect on brain development

Discover how nature provides cognitive benefits and why playing outdoors is so important to brain development. Useful strategies and resources will be shared to effectively integrate nature into your outdoor classroom. Participate in activities that share the wonders of nature with children.

Diann Gano, Under the Gingko Tree Nature School; Sharron Krull, Play Power.

Science/Environment/Nature Education

JW Grand Ballroom Salon 8

4:30–5:30 p.m.

Advancing diversity and valuing diversity: Provide feedback to a new NAEYC position statement

NAEYC is developing a new position statement on diversity and equity that outlines the responsibilities of early childhood educators in advancing diversity and equity for all young children. Make your voice heard on this important topic.

Isauro Escamilla Calan, NAEYC Governing Board Early Learning Systems Committee; Elissa Huss-Hage, NAEYC Governing Board Early Learning Systems Committee; Megan Pamela Ruth Madison, NAEYC Governing Board Early Learning Systems Committee.

NAEYC Activities

Lone Star Ballroom Salon A

4:30–5:30 p.m.

Successful engagement of fathers of color in early childhood home–school partnerships: The whys and the hows

Reconsider home–school partnerships through an anti-bias lens, with a focus on fathers. Participate in small group discussions blending personal experiences and new research. Reflect on the voices of Head Start fathers to reassess and reframe approaches to inviting fathers of color into home–school partnerships in early learning contexts.

Andrea Emerson, Clemson University; Jacquelyn Hemingway, Share Head Start.

Family Engagement & Support

Lone Star Ballroom Salons B/C

4:30–5:30 p.m.

Why we should reject the “word gap” argument: Countering bias in pre-K through grade 3 classrooms

Learn about the word gap argument and its impact on many early childhood classrooms serving children from marginalized communities. Watch and participate in analyzing videos of early childhood classrooms that do not use the word gap argument to make decisions or justify practices. Learn about how children’s and teacher’s agency can counter bias in early childhood education. The purpose of this session is to share— in an accessible way for all educators—our recent Harvard Educational Review article about how the word gap argument is used to deny children of color high-quality ECE.

Jennifer Keys Adair, University of Texas at Austin; Kiyomi Sanchez-Suzuki Colegrove, Texas State University.

Diversity & Equity

Lone Star Ballroom Salon F

4:30–5:30 p.m.

You don’t have to do everything to do something: Standing up for early childhood education in the 2018 elections

This year, there are thousands of people running for Governor, Congress, state legislatures, school boards, and city councils. That means thousands of opportunities to elevate the importance of early childhood education and educators. From town halls to social media to voter registration, come get the information, resources, and support you need to make a difference in this year’s elections for children, families, and educators.

Lauren Hogan, NAEYC; Lucy Recio, NAEYC.Advocacy/Public Policy

Lone Star Ballroom Salon G

4:30–5:30 p.m.

New models for supporting teachers and parents: Early lessons from three California communities

Investing in children means investing in the adults who teach them and care for them. But bringing this idea to reality is not as simple as it might seem. Since 2015, Starting Smart and Strong has been implementing professional learning for caregivers and teachers in three communities: Fresno, Oakland, and the Franklin-McKinley School District in San Jose. We have been visiting with collaborators in these communities, doing in-depth interviews, and capturing stories on video. View video clips, hear about hurdles, and join the discussion about how to design for lasting change.

Lisa Guernsey, New America; Sarah Jackson, HiredPen.Community Partnerships

Lone Star Ballroom Salon H

4:30–5:30 p.m.

Supporting children who have experienced trauma: A relational approach

In this session, participants will explore the complex consequences of attachment trauma. Attachment trauma refers to development in the early years characterized by significant neglect or impingements, often in the form of physical, sexual, and verbal abuse. This workshop will review the multiple consequences of attachment trauma, with a specific focus on the development of disorganized attachment. Participants will explore various strategies for supporting children with this type of trauma.

Tina Mannarino, LEARN.Social/Emotional Development

Room 201/202

4:30–5:30 p.m.

Teachers need scaffolding too! Using Vygotskian principles in supporting teachers’ professional learning and development

Adopting a new curriculum is often associated with teachers struggling to reconcile new approaches to teaching with their established practices and philosophies. Presenters will discuss how principles of scaffolding and de-scaffolding can be used not only in teaching young children, but also in providing technical assistance to teachers and coaches. Examples of effective scaffolding strategies based on adult learning theory will be discussed, along with the examples of how scaffolding might take different forms depending on the social context of a specific school system.

Deborah Leong, Tools of the Mind; Elena Bodrova, Tools of the Mind; Amy Hnasko, Tools of the Mind; Megan Siebert, Tools of the Mind.

Technical Assistance (Coaching, Mentoring, Consultation)

Room 203/204

4:30–5:30 p.m.

Promising practices: Using CDC’s Watch Me! Celebrating Milestones and Sharing Concerns, a professional development training from the “Learn the Signs. Act Early.” program

Learn how this free interactive online training tool has been embedded in different settings and professional development systems to help early care and education providers identify and monitor developmental milestones, recognize signs of potential delay, and share observations with parents. Learn about new resources including the Milestone Tracker app and the Spanish language version of the training, as well as ideas for using materials in classroom settings and for family engagement.

Julia Abercrombie, Centers for Disease Control and Prevention; Camille Smith, Centers for Disease Control and Prevention.

Professional Development Systems

Room 301/302

4:30–5:30 p.m.

Working with state boards of education to advance the early childhood workforce: State boards’ roles and state stories

State boards of education play a significant role in developing and adopting early learning standards, assessments, and workforce requirements. The National Association of State Boards of Education established an Early Learning State Network to help state boards in New York, Michigan, Iowa, and Nebraska lead the statewide cross-sector projects to advance the birth-to-8 workforce. This session will provide knowledge of state boards’ authorities and share stories from four states that have engaged state board leaders in early childhood initiatives.

Winona Hao, National Association of State Boards of Education; Alison Lutton, independent consultant.

Advocacy/Public Policy

Room 303/304

4:30–5:30 p.m.

Children, race, and culture: A universal approach for meeting the learning development needs of diverse populations

Review the EarlyEdU course approach and materials that bridge theory and practice in culturally responsive teacher preparation. Use the lenses of multicultural education and race and social justice, practice-based instruction, and reflective pedagogy to consider how to best support early childhood teachers’ development. Explore how video and reflection can be used to improve teacher practices in these sensitive and critical areas.

Sharon Knight, DSK Culturally Responsive Educational Services, LLC and EarlyEdU Alliance at University of Washington; Katie Emerson-Hoss, EarlyEdU Alliance at University of Washington.

Educator/Teacher Preparation

Room 402/403

4:30–5:30 p.m.

Teenage parents and their children: Understanding who they are and how helping them can set their young children onto a path of success

Family engagement is often associated with traditional parents. However, diversity of parents includes school-age or teen parents. The major emphasis of this presentation is on schoolage or teen parenting programs across the United States, and how such programs help teen parents engage with their young children. Ideas and strategies will be shared regarding how to work with teen parents in helping their young children thrive.

Gabriela Sanchez Killorin, University of Texas at San Antonio.

Family Engagement & Support

Available at the NAEYC Shop!

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 High-Quality Schools for Children in First, Second, and Third Grades—Item 2104

Available at the NAEYC Shop!

What You Need to Lead an Early Childhood Program

Emotional Intelligencein Practice

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