How Many?

If you went to work today, thank an early childhood educator! I want to make this sentence into bumper stickers, billboards, commercials, tweets that go viral, songs, and more to get the word out about the importance of the early childhood workforce for our communities. Professionals who work with young children allow our communities to prosper because of the solutions and supports offered to working parents. As a working mother, I am grateful to professionals who have poured their love and expertise into serving my child and our family. Their work allows me to go to work. Our community depends on early childhood educators and professionals. The Early Childhood (EC) workforce is the foundation for a prosperous community.

Yet, at the moment, the EC workforce is struggling with many challenges (e.g., pay, respect, adequate healthcare, their own childcare needs, food insecurity, and many more). Who can help us solve the EC workforce challenges? Maybe students can. Yesterday my university held a competition for students to come up with innovative solutions to problems. We had 137 students participate in the event. It was so cool to observe students use their creativity to solve issues that we all face. It reminded me of a game I play with children called, “How Many?” Did you ever play the “How Many” game? The game goes like this by asking the question, “How many ways can you get to _____?”

We play this game with my little one and she loves using mental math to answer the question. Our little one likes to say, for example, how can you get to 10 and then answer her own question by saying 5 plus 5 is a way to get to 10. Then, 7 plus 3 is 10. And… 2 plus 8 is 10. And… 14 minus 4 is 10. And so on. There are many ways to get to ten!

Maybe we can have community-wide brainstorming sessions where we play a version of the “How Many” game. How many ways can we get to better pay for our EC workforce? How many ways can we get to better resources for our EC workforce? How many ways can we get to better ______ for our EC workforce? Our neighborhoods can determine solutions to problems unique to our community. Honoring the people who serve children and families with better pay, conditions, and respect is needed. Innovations and creativity in solving childcare and teacher shortages are encouraged at this time. Our communities must unite to generate and try solutions that can make our neighborhoods stronger for all of us. How many ways can we thank our EC workforce?

If you went to work today, THANK an early childhood educator!

Motivation

Is there a sense of community and commitment to accomplish goal(s) for the organization? Workplace engagement is worthy of examination. Knowing ourselves is a building block for guiding and supporting organizational purpose.  In the movie “Stand and Deliver,” real life educator Mr. Jaime Escalante tells his students that in order to succeed we all need GANAS.

What is “ganas?” Motivation. Ganas is translated from Spanish to mean a desire to succeed. We need to stay motivated and be intentional in our commitment and purpose.

Questions we can ask ourselves are: do I know my organization’s purpose as well as my own, do I believe the work I do makes a difference, and can I grow and continue to learn new things (Jenkins & Quinn). When we know ourselves we can better connect with our purpose.

Reference:  Jenkins, J., & Quinn, T. (n.d.). Connecting people + purpose. Steelcase. Retrieved from https://www.steelcase.com/research/articles/topics/brand-culture/connecting-people-purpose/

Shaping Norms by Creating an Adaptive Culture

We can shape norms by creating an adaptive culture. Shared leadership can transform and promote advances in our practices (Fitzsimmons, 2016). Explicit or implicit norms exist in early childhood education settings.

Take curriculum for example. An explicit norm may exist where early childhood professionals may be required to follow a specific curriculum that was chosen by someone else. An implicit norm may exist where early childhood professionals are freely using their resources, activities, and materials to enhance the curriculum as they meet external guidelines and standards.

The curriculum example is a form of normalizing risk-taking as early childhood professionals adapt to shaping professional norms. Medvic (2017) states that we want organizations that encourage, “innovation and empowers its people to make decisions.” How we support people to take risks is by creating a culture that fosters exploration and experimentation (Derler, 2017; Gibbs & Irons, 2011). Transformation starts now! Now get out there and go be amazing!

Transformational Practices

Adapting to Change

Change is inevitable. How we manage changes can set a course for success (Kislick, 2018). An adaptive challenge that may occur in an early childhood setting is learning that the organization will be adopting a new assessment. “UGGHHH” might be the first emotion we are feeling as we think about all the new and different things we will be required to take on because of this new mandate.

This challenge has adaptive elements, because how we choose to react is up to us.

For example, adaptive components to the challenge may be to: gather information, use a growth mindset, remain calm, be positive, work with team to support one another (Bryan, Matson, & Weiss, 2007), and jump into professional development moving forward to implement new assessment with fidelity and confidence.

It is important to address the challenge because change will occur whether we accept it or not (Goodwin, 2015). Accept the challenge and it will turn into an opportunity not a problem (Duncan, 2012). If interested, below are further readings on adapting to change in the workplace.

References

Bryan, L. L., Matson, E., &  Weiss, L. M. (2007). Harnessing the power of informal employee networks. McKinsey Quarterly. Retrieved https://www.mckinsey.com/business-functions/organization/our-insights/harnessing-the-power-of-informal-employee-networks 

 Duncan, R. D. (2012). In times of change, “What’s in it for me?” Is the question you need to answer. Fast Company. Retrieved from: https://www.fastcompany.com/3001250/times-change-whats-it-me-question-you-need-answer 

 Goodwin, B. (2015). Getting unstuck. Educational Leadership, 72. Retrieved from www.ascd.org/publications/educational-leadership/jun15/vol72/num09/Getting-Unstuck.aspx

 Kislik, Liz (2018). How to tell your team that organizational change is coming. Harvard Business Review. Retrieved from https://hbr.org/2018/08/how-to-tell-your-team-that-organizational-change-is-coming

Me during big changes in my life.

Psychological Safety

Early childhood educators are leaders. Learning leadership skills takes time and experience. We can leverage our experiences to continually grow in our professional practices. Effective design and implementation involve an iterative process where we observe, interpret, develop meaning and knowledge, make a plan, and try the plan (Lesaux, 2021). The “TRY” is the implementation part of the plan where we experiment. This Zaentz 5-part learning cycle (Lesaux, 2021) could be used in many ways. I will focus on using this cycle for performance evaluation.

Professionals often engage in evaluations of their performance and benefit from predictable interactions with their supervisors that are built on mutual respect and a caring environment. However, a basic need we have as professionals on a journey toward continuous learning and improvement is psychological safety.

Fran, the site director at You Are My Sunshine Center, was on her way to observe her staff member with little warning or predictable routine. She sprung the observation on her staff member at the last minute. Fran says to her staff words like, “I have to get these observations/paperwork done” and “don’t worry…no pressure.” These statements to her staff member show lack of awareness that this performance evaluation could be causing her staff stress, anxiety, and/or negative feelings.

Psychological safety can be created when we are in tune and responsive to the needs of others. Fran would benefit by observing how her actions and statements are creating a culture of warmth and care that bring out the best in her staff. These interpretations can lead to better understanding and goal setting.

One possible goal for Fran might be to establish a predictable procedure around performance evaluations. For example, she could use a preconference meeting with her staff that happens before the formal observation where staff share the lesson or activity plan prior to the formal observation. This could help staff have more control and help develop rapport between Fran and her team. Once Fran has tried the new performance evaluation plan, she would continue making adjustments as a result of the iterative process of using the learning cycle. Growth can occur when we feel safe in a caring environment. Just like flowers need the right conditions to grow, educators and children need psychological safety in order to thrive.  

Source: Lesaux, N. (2021). Zaentz 5-part learning cycle for effective design and implementation. Harvard Graduate School of Education, Cambridge, Massachusetts.

Teaching for Cognitive Growth

A barrier that may prevent or impact children’s cognitive development and growth is when adults/caregivers are in a hurry and do not take time to intentionally create responsiveness in the environment for children. Dr. Stephanie Jones who is an early childhood researcher at Harvard says, “When we talk about cognitive development, we are focusing on those skills that the brain uses to think, learn, read, remember, pay attention, and solve problems. Cognitive skills also support us when we set goals, plan, organize, and persevere through challenges.”

Research studies support the idea that cognition is one of the more difficult developmental areas to promote (Hamre, 2014; Hassinger-Das, Hirsh-Pasek, & Golinkoff, 2017; Hinton, 2017; National Commission on Social, Emotional, & Academic Development, 2019; Weiland & Yoshikawa,  2013; Weisberg et al., 2016). Parents and educators can support cognitive growth by creating cognitively stimulating interactions with children, and then by assessing, goal setting, implementing strategies, and then evaluating the effectiveness of the strategies.

One way to measure how effective we are in teaching children for cognitive growth is by implementing a curriculum-based assessment (CBA). My colleagues and I are publishing a new edition of a widely used CBA called the Assessment, Evaluation, and Programming System or AEPS (Bricker, Dionne, Grisham, Johnson, Macy, Slentz, & Waddell, 2022). The AEPS3® has a revised cognitive area where we can assess, and also turn to a companion curriculum to help support cognitive development in infants, toddlers, preschoolers, and kindergarteners.

Educators and parents promote cognitive development by creating a responsive environment for children. Project Zero concepts can be used to model visible thinking and thinking routines for children (Project Zero, 2019; Salmon, 2010; Walsh & Rastegari, 2018). Providing children with feedback is an important element that supports growth and learning. For example, asking a child questions which expand on their initial communicative attempts is a form of feedback that leads to learning. Parents and educators can weave in opportunities throughout a young child’s day and routines when we teach for cognitive growth.

Sources:

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Baltimore: Brookes Publishing Co.

Hamre, B. (2014). Teachers' daily interactions with children: An essential ingredient in effective early childhood programs. Child Development Perspectives 11(4), 223-230.

Hassinger-Das, B., Hirsh-Pasek, K., & Golinkoff, R.M. (2017). The case of brain science and guided-play: A developing story. Young Children, 72(2). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play

Hinton, M. (2017). New study touts gains from academic preschools. Education Week. Retrieved from https://blogs.edweek.org/edweek/early_years/2017/06/study_finds_academic_preschools_benefit_middle-class_students.html

National Commission on Social, Emotional, & Academic Development. (2019). From a nation at risk to a nation at hope. Retrieved from http://nationathope.org/report-from-the-nation/executive-summary/

Project Zero (2019). Thinking Routines. Retrieved from https://vimeo.com/108000553 (4:35 minutes).

Salmon, A. K. (2010). Engaging young children in thinking routines. Childhood Education (86),3, 132-137.

Walsh, B. & Rastegari, I. (2018). Think better. Usable Knowledge. Retrieved from https://www.gse.harvard.edu/news/uk/18/02/think-better Links to an external site.

Weiland, C. & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. Child Development, 84 (6), 2112–2130. 

Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practice. Current Directions in Psychological Science, 25(3),177-182.

Pandemic-style Graduation

As I sit here at my laptop to write this, I am filled with so much hope for the future. You see last night we had our university graduation for summer 2020 graduates. It was virtual. It was a pandemic-style graduation. Of course (I hate you, COVID-19). Students did not gather in a big facility with their friends and families to celebrate their big accomplishments. Nope. They did not get to walk across the stage, shake our Dean’s hand, and hear many people wish them “Congratulations.” Nope. In this age of the Coronavirus, a graduate is more likely to see their name scroll across a screen as they squint to see acknowledgment of their achievement on an electronic device. It saddens my heart. But still I’m hopeful for the future.

“Oh the places you will go.” (with photoshop)

Picture it (yes I’m channeling Sofia from Golden Girls) late spring 2020 and you have one more semester left before you can graduate with your degree. As of spring break your university has moved fully online and virtual. You had plans to do your summer Practicum and graduate in August 2020. Your professor calls you on the phone (how 1998 of her). She says she has good news and bad news. Good news first: “we are approved to do summer Practicum.” Yay! You can still graduate in August you might be thinking. But WAIT. Bad news is, “Practicum is fully online and virtual.” Huh? That doesn’t fit with what I’ve been planning or envisioning for my final field experience. What about the children? What about families? What about learning from my on-site supervisor and other professionals? What about all the things I was hoping to do?

So many disappointments. I hate you, COVID-19!

Okay, the show must go on. Practicum is different from what was planned, but look at the new things that I got to do as a result of this unexpected turn of events. I’m learning about children’s needs during a global pandemic. I’m learning how to connect with parents and other professionals in new ways. I’m learning that I am a strong and resilient person who is capable of taking what life throws at me and not only survive but THRIVE!

As I take a sip of cold tea and look down at my dry chapped hands (20 seconds people!), I realize how happy I am thinking about this summer semester with my students. I sit here inspired by ALL of their accomplishments. Each student overcame a lot to be waking up on this cloudy and windy Florida Sunday morning after their pandemic-style graduation waiting for what might be a visit from hurricane Isaias (okay, COVID-19 has nothing to do with Isaias but I still hate you anyway COVID-19). They have earned a college degree! They did it! Wow! Inspirational. Yesterday, 16 of my undergraduate students earned a Bachelor of Science degree in Early Childhood Development & Education (ECDE), and 4 graduate students earned a Master’s of Science degree in ECDE. Many of these amazing college students even graduated with honors (minus the cords and other recognition - I hate you, COVID-19!). One of my students said, “A global pandemic could NOT stop my education.” Take that, COVID-19! Charge on!

“Oh the places you will go.” (with photoshop)

“Oh the places you will go.” (with photoshop)

Things to Consider as a Result of COVID-19

The vice provost of our university’s digital learning program, Dr. Thomas Cavanagh, wrote on Twitter that one of the lessons he has learned recently from this national experiment in remote teaching is that it is impossible to over-communicate.

I’m reminded of this lesson daily about communication. Effective communication is imperative even though we are physically distant from one another as we move our work to a virtual/remote format. The world has changed so much since the last time I wrote a blog entry. It feels like 327 years ago…but it was only about a month ago on March 1, 2020 when I was writing about bulletin boards.

A global pandemic has changed all of our lives. For me, I’m healthy and safe at home with my family. Yay! I am extremely grateful. The quarantine has been going well. I get to work from home teaching adults who are working on their undergraduate and graduate degrees in Child Development and Early Education. COVID-19 has changed how I interact and teach my students. I’m lucky to have the support and resources of my university to teach online.

In addition to the physical space, another thing that has changed for me is my work attire. I’ve added a new accessory to my work-from-home wardrobe. Virtual classroom teaching and virtual office hours attire for me now includes mouse ears. Yup, that’s me….

Marisa Macy

I love my students and I love Disney so I’ve tried to stay positive by signaling happiness with the way I dress for virtual teaching. Luckily I have several sets of ears between my Disney wardrobe and my family’s wardrobe that they have agreed to share with me. Thank you, fam! Here’s a picture I took a while back at a store in Disney Springs where I shop for mouse ears. I am looking forward to the day I can go back there and shop.

Another lesson that I’ve learned during this move to a virtual/remote format is how valuable it is to connect with people. Some ways I’ve been staying connected with others is through electronic communication, video conferencing, and phone calls. I haven’t talked this much on the phone since I was a teenager.

This global pandemic has been challenging for everyone. For my college students it has been rough on them in many ways. Students may not have the equipment and/or resources at home to fully function in an online capacity. Many students have had their final field experience disrupted and moved to a virtual/remote format. Several of my students did not even get a chance to say goodbye to the children they had been working with all semester which has been heartbreaking for them. Graduation celebrations have been postponed or canceled. I feel terrible that students may not get to experience the joy of walking across the stage at graduation and shaking our Dean’s hand at commencement. I’m so sorry for these and other things that are being missed out on as a result of the quarantine.

With so many things that have changed as a result of moving to remote/virtual format, we may find ourselves using time differently. Quarantine time may be an opportunity to add some professional activities that were hard to find time for before the global pandemic. I created this list with the help of my spring 2020 practicum students (thank you CB, JC, NF, EK, EP, KT, and JV … you guys have been such a pleasure getting to know better this semester!).

Here are things to consider if you are looking for ways to experience gratitude,  learn, and grow during COVID-19.

1.   Make a smile file. A recipe box with index cards are where I add things that happen I want to remember that make me happy. Here is an example of something that happened to me that is on an index card in my Smile File. What would you add to your file?

2.   Create a parent newsletter.

3.   Develop or revise program/agency handbook.

4.   Find ways to communicate with children and/or parents using other modalities. Learn or work on proficiency in other languages to include sign language.

5.  Create a resource list or binder.

6.  Work on curriculum or curricular enhancements.

7.   Attend virtual meetings, workshops, and/or trainings.

8.  Write reflection paper. Storyboard your ideas and experiences.

9.  Make a virtual bulletin board or design your future spaces.

10. Watch video clips on skills like positive behavior supports and other topics that enrich professional development.

11. Communicate with parents. Share tips and/or activities they can do with their child during quarantine.

12. Collaborate with related specialists (e.g., speech language pathologist, therapists, other), if applicable.

13. Set up a time to check in with others on a regular basis.

14. Participate in webinars that pertain to Early Education. I’ll be doing one on authentic assessment in May for Brookes Publishing. Stay tuned….

15. Make a parent letter/video/song/other of what parents can do at home with their children while they are away from school.

16. Look up different ideas and hands on activities to do with children. Here is an example of an art activity I love to do with my daughter.

17. Research and make program brochure.

18. Learn and use tools to implement developmental activities.

19. Create developmentally appropriate resources for parents to use during the COVID-19 quarantine.

This historical time in our lives is an opportunity for us to grow together. Right before the quarantine, I interviewed Mr. Bill Isler for the Buttercup iTunes show. Mr. Isler ran the Fred Rogers Productions Company and contributed and appears in the Tom Hanks movie about Mr. Rogers entitled, “A Beautiful Day in the Neighborhood” (2019).

Mr. Bill Isler

Mr. Isler shared some wonderful stories about his time with Mr. Rogers. One thing Mr. Rogers encouraged children to do is talk about their feelings and look for the helpers. Children and adults could all benefit by remembering kindness during these times and look for ways to not only survive but thrive during this difficult time. We will get through this together. Stay safe, stay connected, and look for the helpers, and/or become a helper. Wishing you good health!  

See ya real soon. Charge on!

I LOVE Bulletin Boards

I LOVE bulletin boards. There. I said it.

Some people collect objects. I collect pictures of bulletin boards. My students and friends send me pictures of bulletin boards to add to my collection. If you’re reading this and thinking, “Marisa Macy sure is strange” then you are 100% correct, my friend!

Bulletin boards are more than just the visual version of background noise in a busy school, classroom, hallway, or on a door.  To me bulletin boards are sources of beauty and inspiration. A masterpiece is created with just some paper, scissors, tape, push pins, and glue. Bulletin boards are gorgeous works of art that hang in an educational setting for a short time before they are torn down and replaced with a new one. Unlike Leonardo Da Vinci’s “Mona Lisa” with a permanent placement hanging in the Louvre, bulletin boards are only here for a short time. Maybe that is part of what makes them so special to me…the temporary nature of this art form. Beauty is found in the impermanence.

Here are some bulletin boards that I adore. Thank you to these bulletin board artists. Enjoy!

Tips for Practicum

I have the privilege and pleasure of coordinating fieldwork for students in Early Childhood Development and Education at our university. What students do (and in some cases don’t do) before the first week of field placement sets the tone for the rest of the term. I’ve compiled a list of tips to consider.

Prior to Field Work

·       Start communicating with your on-site supervisor and university supervisor as soon as you can. Keep the conversations and communication ongoing. The relationship you create with these two people on your team are important for your success, as well as your future. Contact your On-site Supervisor by phone and email.

·       Have all your required paperwork and clearances in order.

·       Make all arrangements for transportation ahead of time. Get the address and map ready so that you don’t have to fumble on your first day.

·       Go online and learn who the people are at your field placement. 

·       If applicable, do research on your placement. Learn about the mission and goals of the organization. Find out what the expectations and/or rules are ahead of time.. For example, many schools do not allow gum chewing. So you will want to make sure to spit out your Bubble Yum™ before you go. If available, become familiar and read the field placement handbook.

Getting Started

·       Wear your name badge, or other self-identification.

·       Check in and out at the field placement main office. You will most likely be required to sign your name, date, time of arrival and departure, and purpose of your visit. Some schools have you wear a name tag in the building. Ask the office personnel if there is anything you might have forgotten for check in/out procedures. *Remember to follow these important safety precautions. Programs serving young children need to know who is in their building. These procedures are in place to protect children and personnel.

·       Introduce yourself to the office personnel. If possible, ask to introduce yourself to the school principal and/or leadership personnel. Here are a few hints for an introduction (Post, 2004):

o   If you are sitting, rise to greet the person who has entered the room. It is a sign of respect.

o   You may want to shake the person’s hand.

o   Tell them your first and last names. Speak clearly.

o   Address the person by his/her title (e.g., Mr., Ms., or Dr.). It is better to err on the side of formal.

o   Example, “Hello Dr. Smith! my name is Marisa Macy. I am an undergraduate student at the University of Central Florida, and I will be doing my practicum here for the next 15 weeks. My university supervisor will be <fill in the blank> and coming out to observe me during the semester. I look forward to doing my field work here. Thanks for the opportunity.”

·       Find out where you will be spending your time during your field placement. You may also want to find out where the bathroom, exits, and other necessary landmarks are located. Some programs have a map available to guests. Ask for one if you want it.

·       If you drove, determine that where you have parked your car is okay with them. Sometimes, programs have designated parking and/or information about transportation that will be useful to you.

While You Are There

Remember you are a guest at this placement, and a representative of the university. Be polite and respectful. Every interaction you have is an opportunity for you to make a good impression, and apply what you have been learning. Use your best judgment, have fun, and good luck! I hope these tips help you with practicum.

Source:

Post, P. (2004). Emily Post’s etiquette: The definitive guide to manners, completely revised and updated (17th ed.). New York: HarperCollins. 

Professional Development

by guest blogger Melissa Hogan

Over the past two years, I have researched and studied at one of the finest institutions in our country that offer the Bachelors of Science in Early Childhood Development and Education. My goal was to discover better ways to support early childhood educators, directors, owners and staff. I discovered that this industry is still young in its development (Dr. Sharon Carnahan, Rollins College, 2019, Personal Conversation.) According to NAEYC (2018), the industry is equivocally educated. In my own seventeen plus years, I have found this to be true.

When I first opened a preschool with a popular local franchise, I interviewed applicants with no training, basic forty-five hour trainings, CDAs, and bachelor degrees. In addition to the varying types of education there were the factors of experience, personality, work ethic and professionalism to take into account. My eyes began to open to the fact that each person that I interviewed was valuable and special because they wanted to work with the fastest developing brains in the community, young children. The questions of how to solve this varying educational puzzle began to circle in my head, so I decided to go back to college and earn my doctorate in early childhood.

I am now in the practicum stage of the bachelor’s degree. I have at my practicum placement for one week and already I am applying what I have learned in my coursework at my prestigious college. I am excited to say that there are a whole team of professionals at this placement that are committed to assessing, coaching and supporting ECEs on a daily basis.

Using assessments, I have been given the opportunity to go into the early childhood classrooms and witness how Provider Services Specialists are helping early educators to provide the best teacher-child interactions possible. These teachers have many different educational backgrounds, yes even bachelor degrees, yet still needed the support and guidance of outside sources. This showed me that as the early childhood field strives to get all teachers on an even playing field educationally, the professional development piece is vital because applying all that is learned on an everyday basis can be difficult without the right kind of quality support for all staff involved, including directors.

I am excited to watch the early education field grow and evolve over time, but the biggest take away for me so far has been the value of supporting each other in the field with research-based practices. What we learn in college can be applied, but our education doesn’t stop there. Mentorship, professional development and collaborating with each other on a consistent basis are the keys to providing the best possible start for young children everywhere.

Reference: National Association for the Education of Young Children (2018). DRAFT: Professional Standards and Competencies for Early Childhood Educators. Retrieved from: https://www.naeyc.org/resources/position-statements/draft-professional-standardscompetencies

Message from today’s guest blogger:

My name is Melissa Hogan and the education of young children has been my whole adult life’s work. I knew since I was young that I wanted to be a teacher. I never imagined my passion would include the youngest of children and those that mean to serve them. I have had the honor to be a part of many experiences in the early childhood field including assisting, lead teaching, managing, facilitating community partnerships, and mentoring. It was opening a preschool franchise from the remodel phase to 100% enrollment that I realized my dream of supporting early childhood teachers, their careers and the teacher-child interactions that are vital to any successful early education experience. Motherhood has only strengthened my perspectives of the need for quality early childhood experiences and as I pursue a graduate degree at the University of Central Florida, I am inspired by my own sweet boys daily. I am proud to be a part of an evolving early educational system and hope to implement change for young children globally.

Bringing the Ivory Tower into Homes

Access to higher education is made possible when educators and administrators incorporate strategies to support all students in inclusive learning environments. More than ever, students with disabilities are seeking alternative options to traditional classroom experiences. Students with diverse areas of abilities are seeking online learning for various reasons. In a study of university faculty, over half did not know if they had training or resources to ensure accommodations (Phillips et al., 2012). Many online educators are unaware of legal, practical, and/or ethical responsibilities for students with disabilities.

An article that offers information about how to create an accessible online learning environment is, “Bringing the Ivory Tower into Students’ Homes: Promoting Accessibility in Online Courses.” The article shares information about: professional development, modeling diversity, assignment choice, universal design for learning, and the use of authentic assessment to measure student learning and determine outcomes. Appropriate accommodations for individual learners with disabilities, as well as universal design concepts for the entire class can lead to an accessible online learning environment that meets legal requirements and recommended practice standards. Seven categories of accessible features fall into: images, tables, page content, multimedia, color, and auto-testing tools. When the ivory tower goes into students homes in the form of online courses, accessibility is the key to unlock learning and development.  

Drawing courtesy of Adriana Macy age 6

Sources:

Macy, M., Macy, R., & Shaw, M., (2018). Bringing the ivory tower into students’ homes: Promoting accessibility in online courses. Ubiquitous Learning: An International Journal, 11(1), 13-21. doi:10.18848/1835-9795/CGP/v11i01/13-21.  This paper won the International Award for Excellence.

Phillips, A., Terras, K., Swinney, L., & Schneweis, C. (2012). Online disability accommodations: Faculty experiences at one public university. Journal of Postsecondary Education & Disability, 25(4), 331-344.

Access to Higher Education

Higher education should be accessible. President Abraham Lincoln believed in access to higher education. One of the things he did was create a land grant system that would have a mission of creating higher education opportunities for the public in every state.

My public university is located in the central part of my state which makes it a good location in the middle. Easy access. The other attractive feature is that this location is sought after by people from around the world who come here for their vacations and/or work experiences—Orlando, Florida. At the end of October, early childhood professionals and parents of young children came to Orlando for the Division of Early Childhood international conference.  My Early Childhood Development and Education (ECDE) program at the University of Central Florida (UCF) had a booth in the Exhibit Hall. Our goal was to get the word out about three different opportunities for people who would like to pursue higher education at our public access institution. I had the opportunity to share with others what makes UCF an outstanding place to come to school. I talked with people about our ECDE undergraduate degree, ECDE master’s degree, and ECDE doctoral degree programs. Our ECDE master’s students, Ms. Toni-Ann Rusiana and Ms. Kim Nassoiy, were there to share valuable information with participants about higher education and their experiences as students in the ECDE program at UCF.

President Lincoln said, “Whatever you are, be a good one.” Higher education can help prepare you to become a good one. Like Lincoln, I believe in the power of education. There is no better way than through education to level the playing field and create opportunities for everyone who seeks to improve themselves, improve their communities, and improve society.

Teaching is Like Making Chocolate Chip Cookies

“Change lanes when conveeeeeeeeenient,” Mr. McDonald would say. I’m not sure the best way to teach driver’s education. I’m pretty sure one of the main ingredients is staying calm behind the wheel. Mr. Bruce McDonald taught me driver’s education when I took it the summer before I turned sixteen, and his calming presence in the car (and use of vowel stretching) helped me feel safe. He also had a brake on his side of the car. I knew he was on my side and would help me if I had a problem.

School is out now for summer. It is time for those of us in the business of education to reflect on the past year, rest, play, and start thinking of the upcoming year. My reflection centers most on gratitude. I was fortunate this year to have taught smart and hardworking undergraduate and graduate students at a university in a border town between the United States and Mexico. Many of my students cross a border every day to gain access to higher education. Just like Mr. McDonald did for me, it was my responsibility to support my students when needed. It was a pleasure! A guest on my iTunes show recently talked about teaching methods on our podcast. She said that teaching is like making chocolate chip cookies and that there are many ways to do it. Dr. Jean Feldman was making a good point that there are unlimited strategies for effective teaching. As I get ready to change lanes and move into a new school year, I will take happy classroom memories with me. The best part of making chocolate chip cookies is savoring every morsel.

School Ring

A school ring saved his life.

Every year at this time, thousands of people come out to the New Mexico desert at White Sands Missile Range (WSMR) to run a half or full marathon. Participants can choose to do the event with a 35-pound pack. This is no ordinary race. It is a tradition for many who have a connection to the Bataan Death March which took place in the Philippines during World War II.

Col. Ben Skardon is a survivor of the Bataan Death March. Yesterday, at the age of 99, Skardon spoke about his experiences at Bataan during WWII to a standing room only crowd in a WSMR theatre. He stood at the podium and read his eloquent words then responded to questions with a sharp intellect and with details that seemed like it was just yesterday when the events happened.

While in the prisoner of war camp, Skardon found two other American soldiers who were from his alma mater—Clemson University. The three friends stuck together having their school as a common bond. Skardon kept his Clemson ring hidden from his captors in places like his socks.

The Bataan Death March was 69 miles in the grueling heat with many American and Filipino casualties. Along with yellow puss discharge in his eyes that sealed them shut, Skardon was suffering from beriberi, malaria, and diarrhea. When it looked like death was imminent, his Clemson brothers sold his university ring to buy a chicken, cooked it, and fed it to Skardon. He described how every part of the chicken was consumed leaving only white bones because even the marrow had been sucked out. The nourishment he got from the chicken gave him enough fuel to finish the march. Skardon’s Clemson brothers did not make it home from the war. When Skardon came home he got married, started a family, and became a professor at Clemson University.

If you are out on the course today you will notice his posse because they are the ones with the bright orange shirts that say, “Ben’s Brigade.” Col. Skardon plans to walk 8 and a half miles, like he has done in recent years, with friends and family who have come to support him.

Col. Skardon attributes family and faith for getting him through difficult times. In Latin, the words alma mater mean “nourishing mother.” The people, places, and experiences from school can be an impactful and enduring part of our lives. Skardon’s school ring is so much more than a piece of jewelry. The memory of his ring is a symbol of love.

Blooming desert at WSMR

Race website: http://bataanmarch.com/

Further reading on the Bataan Death March by New Mexico resident Hampton Sides:        

Sides, H. (2001). Ghost soldiers: The forgotten epic story of World War II’s most dramatic mission. New York: Random House.

YouTube video: “Col. Ben Skardon’s Amazing Ring Story”

https://video.search.yahoo.com/yhs/search?fr=yhs-Lkry-SF01&hsimp=yhs-SF01&hspart=Lkry&p=ben+skardon+ring+ceremony#id=3&vid=58c922fb1a87361c8892eb3f8baf0199&action=click

Stanford

“Do you love children? Do they know it? Children will not learn from adults who don’t love them,” said Major General John Henry Stanford who was hired in 1995 to serve as the Superintendent of the Seattle School District. His leadership skills were unorthodox but widely admired by teachers, principals, students, and parents. When he was hired he promised, “Give me a mission and I will get it done.”

Major General John Henry Stanford

Many influential leaders have been teachers. At least four American presidents were teachers. Poets, writers, artists, musicians, politicians, inventors, and scientists have been leaders in the classroom. Here is a short list of some famous teachers:

Al Gore, Alexander Graham Bell, Andy Griffith, Art Garfunkel, Bill O’Reilly, Billy Crystal, Clara Barton, D. H. Lawrence, Dan Brown, Frank McCourt, Gabriel Byrne, Gene Simmons, George Orwell, Hugh Jackman, J. K. Rowling, Jon Hamm, Kal Penn, Kate Capshaw, Laura Bush, Laura Ingalls Wilder, Laura Mercier, Leonard Maltin, Louisa Mae Alcott, Madeline Albright, Maya Angelou, Mr. T, President Barack Obama, President Jimmy Carter, President John Adams, President Lyndon B. Johnson, Robert Frost, Roberta Flack, Sheryl Crow, Stephen King, Steve Wozniak, Sting, Sylvester Stallone, Thomas Paine, and Tony Danza.

Major General Stanford was buried in 1998 in the Arlington National Cemetery after fighting leukemia. A book he wrote called, “Victory in Our Schools: We CAN Give Our Children Excellent Public Education” lays out much of his vision where he stated, “I produce destinies for children!” I would love to have a conversation with Stanford to learn his thoughts and ideas about public education today. I wonder what he would say...

Does Agency Status Matter?

The lead agency is Education for school age special education. However, the lead agency varies when it comes to special education for infants and toddlers (Part C of IDEA). Some states may have education, whereas other states may have social and/or health services. For example, the lead agency for infant and toddler services is Education in Oregon. If a child and family moved to New Mexico the lead agency is Health.

The eligibility criteria and federal funding awarded to each state for IDEA-Part C services varies from state to state in America. What does this mean for a family with a child who is eligible for early childhood intervention due to a risk, delay, or disability? It could mean that if they move to a different state they may experience differences in child/family services.

A recent study examined lead agency status in the United States and outlying territories. Specifically, Dr. Torres wanted to know if there is a functional relationship between a lead agency’s status for early intervention and the amount of per capita funding awarded to the state for services after controlling for population size. She found no statistically significant difference in lead agency status and funding. She did find that outlying territories experienced 14 times more funding when compared to the 50 states.  

Dr. Torres also wanted to know more about the criteria used for early intervention (Part C) eligibility determination. She used a formula by Dunst and Hamby (2004) to classify the restrictiveness of eligibility criteria as: (1) broad or liberal (includes environmental and/or biological risk), (2) moderate, (3) narrow (does NOT include environmental and/or biological risk). She found no statistically significant difference in lead agency status and criteria for defining the eligible population.

This study is one of the first of its kind to examine lead agency status as the independent variable. Research is an important endeavor that requires continued funding. A quote by the writer Zora Neale Hurston states, “Research is formalized curiosity. It is poking and prying with a purpose.” Let us remain curious! Money to do research helps too!

Writer Zora Neale Hurston

Source: “Variability in State Lead Agency Eligibility Criteria and IDEA-Part C Per-Capita Budget Commitments: An Exploratory Analysis,” by Christina Torres (2017)

You’ve Got a Friend

We are lucky to be able to serve children and their families. Few professions can have such an immediate influence on a child and his/her family unit. When I was teaching 7th and 8th graders, I got a call during my planning period from the bus garage for the school district. On the phone was an angry school bus driver with a bee in his bonnet who said that one of my students in the special education program would no longer be allowed to ride “his” bus. My student was caught on tape breaking bus rules and was kicked off the bus for the rest of the school year. After his rant, the bus driver’s supervisor got on the phone and we discussed next steps.

Students in special education have a legal right to school district transportation. If the school district removes that right, we need to document changes in the child’s Individualized Education Program (IEP). As the student’s case manager, it was my job to facilitate an emergency IEP meeting and do a “Change of Placement” to his program since he had no ride home that day. 

I called the student’s parents. His Mom answered. We were able to do the IEP meeting over the phone. Since the school day had not ended, we made arrangements for her to pick him up that day. She was at work and took the rest of the day off to address her son’s needs. This Mom was apologetic for her son’s behavior, understanding of the school district’s position, and an awesome member of the IEP team. She did not want him to have “specialized” transportation where a district bus or van would pick him up door-to-door. She and her husband planned to transport their son to/from school.

Her ability to collaborate with us school folks was amazing. I thought to myself on my way home that night, “I could be friends with this Mom.” During the drive, I hummed along to the James Taylor song “You’ve Got a Friend.” I fantasized about us shopping at the mall, getting BFF matching necklaces, having customized friendship pillows embroidered, and getting matching manicures and pedicures. Not really. I sometimes am prone to hyperbole and other forms of exaggeration. The IEP bus story, however, is true. One hundred percent (well make it 98% true – remember I sometimes exaggerate).

If I could be queen and improve practices with families, I’d start by putting on a jeweled crown. I would then wave my fancy authoritative wand and demand peaceful harmony among parents and teachers. When teachers are granted their teaching licenses, they would also receive a big tapestry magical bag—like Mary Poppins—with all the incredible tools needed to foster positive rapport with parents. That would be practically perfect in every way. 

What to do with A.T.T.O?

“Okay, I tried dolce far niente and I’m bored to tears! What now?”

In our teaching practice, we are lucky to have chunks of time to spend during summer breaks, holiday breaks, and of course the beloved personal days. This gives us time off that many professions do not enjoy. In case you are having trouble coming up with ways to spend A.T.T.O. (all that time off), here are nine ideas for you.

Siena, Italia

#1- Read. During the school year, time for reading fun books may be limited. But that is why we are so fortunate to have A.T.T.O.! The author of Teacher Man, Mr. Frank McCourt, understood the concept of A.T.T.O. after he spent several years in the classroom (2005). His book was a treat one summer when I finally read it. I do not read as much as I want when I am teaching, because there is too much other stuff to do (e.g., grade papers, prepare lessons, address student needs, and much more). When it is time to rotate the crops, and cash in on A.T.T.O., I get my book list out that I’ve been collecting all school year. Remember to ink it when you think it or you might forget what you want to read. The act of writing down the book titles during the year is reinforcing, and gives me something to look forward to during the long months before A.T.T.O.! I just got done reading Susan Vreeland's Lisette's List and a character in the book tells another character to "do the most important thing first." Agreed! Read!  

#2- Take a class. Enroll in a fun class. Your local community college might have just the class for you. Would you like to take a literary cooking class where you cook foods from a fictional book? Are you interested in learning the basics of car care? Maybe learning how the stock market works sounds fun to you? Do you want to learn how to decorate a cake? Being the student instead of the teacher may give you new insights into your teaching practices.

#3- Travel. Hit the road, air, water, or do what you can to get out of Dodge during A.T.T.O. If you cannot travel, the next best thing would be to read a travel book. Some inspiring creative non-fiction books about travel are: (1) Oregon Trail: A New American Journey by Rinker Buck, (2) Eat, Pray, Love by Elizabeth Gilbert, (3) Wild: From Lost to Found on the Pacific Crest Trail by Cheryl Strayed, and (4) Under the Tuscan Sun by Frances Mayes. Go somewhere, or read about another place, to transport yourself.

#4- Watch a movie. You will see that many of your joys and struggles in the teaching profession are universal. You are not alone. Here are some of my favorite education-related movies for A.T.T.O.

Breakfast Club (1985); Dangerous Minds (1995); Dead Poets Society (1989); Ferris Beuller’s Day Off (1986); Finding Forrester (2000); Freedom Writers (2007); Goodwill Hunting (1998); Grease (1978); Karate Kid (1984); Kindergarten Cop (1990); Lean on Me (1989); Miracle Worker (1962); Mr. Holland’s Opus (1995); Remember the Titans (2000); School of Rock (2003); Stand and Deliver (1988); Summer School (1987); The Theory of Everything (2014)

 #5- Go glamping. Explore the great outdoors. Go on glamorous camping trips. Breathe the open air in the style of Henry Ford, Thomas Edison, John Burroughs, and Harvey Firestone. The “Vagabonds” as they called themselves knew how to go glamping in their later years by exploring the road less traveled together. Their camping trips became legendary. Interesting ideas may have been sparked during the campfire conversations between the automobile manufacturer, inventor, naturalist, and tire mogul.

Ford and Edison worked together before they became neighbors in Florida. Their friendship had spanned several years before they decided they’d like to go on camping trips together.  They set out on several glamping adventures with friends. Their trips were a chance to relax in style, have fun, and experience nature decked out in luxury (i.e., cooks and assistants to help with work, spacious tents, Ford automobiles, gasoline stove, built-in refrigerator, Edison’s lights from the mobile electric generator, and more). Pretty impressive and glamorous given these glamping trips took place between 1914 and 1924.

#6- Write a novel, memoir, magazine article, or children’s book. If writing is your thing, A.T.T.O. is perfect for you. Writers need large amounts of uninterrupted time to develop a manuscript. You don’t need much in the way of equipment…just a pencil and some paper will do. You can write anywhere: laying on a sandy beach drinking spa water with infused tropical fruits, waiting for your dentist appointment, or sitting in an airport waiting for your flight to someplace fabulous. Just write!

#7- Projects. All those things you have been putting off can now get done during A.T.T.O.! Most of my household projects seem to take more time than I expect. One summer I treated and stained my outdoor decks. I thought it would be a two hour job. Wrong! My ability to estimate how long a project will take is about as reliable as a Wi-Fi connection inside the concrete walls of Costco. Have a blast! You will be glad you had the time to tackle these time-consuming projects during A.T.T.O.!

#8- Hobby. Now is the time to take up a new hobby, or further develop one you already have. Becoming good at a hobby takes a major time investment. We have so many talented hobbyists in our profession because of A.T.T.O.. I once worked with a Home Economics teacher who became a motorcycle enthusiast. In the summers she put away her quilts and recipes, slipped on black leather pants, and revved up her Harley on Route 66. Viva America!

#9- Play. Have you ever stopped to really watch a child who is absorbed in play? They don’t look at a clock to see what time it is. They don’t follow a schedule. They are in flow. They are totally lost in their fun. The founder of the Guild, Felicia Day, describes how she played Blizzard Entertainment’s World of Warcraft on average of sixty hours a week (Day, 2015). That is more than a full time job’s worth of hours. Isn’t that awesome! Imagine playing more hours than you work. Bravo, Felicia! With A.T.T.O., teachers could get on board a grand expedition too. Whatever it is you consider “play”–do more of it during A.T.T.O.!

Dolce Far Niente

Call it a hiatus, respite, or vacation, but whatever you call it we all need one. The singer and songwriter, Joni Mitchell is also a painter. I watched a documentary where she was describing her process. She compared how she moves from painting to songwriting like a farmer rotating crops. She described how she spends time with each activity and then enjoys the break when it is over. Mitchell's approach is similar to what we do in the teaching profession. We spend time teaching and then we rotate or shift our focus during A.T.T.O. (all that time off).

Educators should not feel lazy if we take time off work. We need time to rotate crops. “Dolce far niente” is an Italian phrase meaning the sweetness of doing nothing. Taking time to enjoy the pleasures in life can make for better teaching. All work and no play is bad for educators. Take time today for dolce far niente.

Pisa, Italia