Friday, June 27, 2014

Time Well Spent


Throughout my time working towards my master’s degree, I have felt an array of emotions such as accomplishment. There were many ups and downs. There were times when the courses were exciting because I was learning things that would directly impact my goals and the same is true for courses that were more challenging. Regardless of how I was feeling throughout my studies I was learning and working towards my goals.
Community of Practice- I love the concept and will do my best to replicate this when I create a board of directors. Have connections with people from different organization in order to have multiple perspectives to offer the best service possible.  In addition, I’ve learned that I am determined and because of my determination, I was able to finish my degree despite, illness, surgery, loss and a move to another state. Finally, I learned that planning is very important. I’ve learned to plan almost everything in my life and because of this skill I have learned to manage my entire life better.
My long term goal is to opening and run a successful nonprofit organization that will start with a preschool offering quality education that focuses on early literacy. This organization will service families through social service

I would like to say thank you to my instructor and colleagues for all you have contributed to me through of this program. Your contributions have added to my growth intellectually and personally. I send blessing to you all and it is my hope that you all make an impact on the education field in whatever way you wish to.  Blessings Angela Clay 

Sunday, June 15, 2014

Jobs/Roles in the ECE Community: Internationally

NAFSA
NAFSA: ASSOCIATION OF INTERNATIONAL EDUCATORS. This organization  has  I direct connection form the united states to counties abroad that support education.  What appeals to me the most is their advocacy component.  According to NAFSA  NAFSA advocates for public policies that lead to a more globally engaged and welcoming United States. In the debate about America's future, we advocate for U.S. policies that foster a more peaceful world, result in a commonsense immigration process, encourage enlightened global engagement, and sustain an informed civic culture through international education.

World Learning Inc.
World Learning's programs span a range of issue areas to comprehensively address critical needs around the globe. The three issues they focus on is Education Development and Exchange. Education : World Learning provides educational programs at the high school, undergraduate, graduate, and professional levels as well as development programs to improve education worldwide.  Development: World Learning's International Development Programs prepare communities worldwide to effectively address critical issues.  Exchange: Each year, World Learning brings emerging leaders from around the world to the United States for international exchanges. 

The Global Learning: Education without Borders:
The Global Learning: Education Without Borders website contains educational resources for integrating international content into K-16 curriculum using communication technologies. 
Global learning uses communication technologies that allow learners from diverse cultures to participate in an intercultural dialogic co-construction of 21st century knowledge, skills and attitudes needed by global citizens. 
In some cases they are learning simultaneously from different nations and diverse cultural s which enhances the capacity to learn and expand knowledge of the world as a whole.
Executive Director, Office of Global Programs
The Executive Director ("ED") is responsible for leading the unit within the Office of Global Programs ("OGP") that manages finance and administrative processes. The ED manages staff who work on financial operations and are responsible for the planning and development of new initiatives. The ED works closely with the Dean/AVP, the OGP senior leadership team, Associate Dean of Administration, and various departments/schools to support international education opportunities through long-term, strategic financial planning and creation of policy. The unit functions as part of Columbia College and liaises with University financial and administrative units such as the Offices of the Treasurer, Comptroller, Public Safety and others. The ED and staff help develop policies, protocols and procedures that ensure high quality study abroad experiences for Columbia students and faculty. The ED is part of the OGP Dean/AVP's senior leadership team and will be expected to represent the Office to Columbia stakeholders and external partners in global education initiatives.
DUTIES & RESPONSIBILITIES: 
A. Lead all aspects of the OGP Operations 
--Finance: Oversee operations of financial administration of study abroad programs; establish administrative policies related to the funding; oversee all aspects of billing; develop & monitor budgets; undertake financial analytics, modeling & forecasting to inform planning & decision making; manage vendor agreements & payments, improve billing/collections; work with the Columbia Bursars office to ensure student fees are collected & appropriately recorded; establish key performance indicators (KPIs) regarding successful financial operations for Columbia programs & conduct ongoing financial audits & evaluations against KPIs; oversee & ensure compliance with legal & institutional requirements & stay abreast of finance issues & trends. 

--Human Resources: Manage the hiring process for staff working on Columbia study abroad programs & consortium-administered programs; design performance management process & tools for staff abroad along with the Associate Dean for Columbia Global Programs & the Dean/AVP; oversee & ensure compliance with HR policies & procedures for international staff & stay abreast of HR issues & trends for international staff. 

--Communications: Communicate safety protocols & procedures for students, faculty, & staff that meet best-in-class professional standards; facilitate consistency in style & quality of published materials; lead the production of the OGP annual report. 

--Planning, Data & Analytics: Comply with reporting requirements of foundation initiatives related to undergraduate global education; forecast & report on financial consequences of developing & implementing new study abroad/fellowship programs; compile & analyze global education & fellowships data. 

--IT: Interface with CCIT to manage OGP IT support, website design & maintenance. 

B. Administrative Duties & Responsibilities: Develop & continuously improve: safety protocols & procedures for students, faculty, & staff; procedures for pre-departure & re-entry programs for students; & policies to support quality global education & fellowships programming & operations. Serve on the University's International Administrative Working Group Committee. 

C. Shared Leadership Responsibilities: Provide OGP leadership, including crisis management in the Dean/AVP's absence; collaborate with other units on special global education projects & new initiatives; represent Columbia to external partners, international visitors, & other constituencies; represent the office at national and international professional events as required; guide & assist other units with international operations issues. 

D. Perform other related duties as assigned  
Bachelor's degree required. Minimum 7 years' of related experience.

A cover letter and resume must be submitted with an application to be considered for this position.  
Experience must include work in a university setting. Project management and excellent writing and speaking skills required. Must have demonstrated administrative and organizational skills. Must have working knowledge of computer applications such as Word, Excel, PowerPoint and Outlook as well as the capacity to learn all relevant administrative systems used by Columbia University and the Studio Abroad application. Must have the ability to work well with all levels of colleagues and constituents, including faculty. Must be willing to travel for business and have the capacity to represent OGP and Columbia both nationally and internationally as required.  Advanced degree strongly desired, MBA preferred. Familiarity with liberal arts college curricula a plus. Knowledge of additional languages strongly preferred. International experience, including working outside of the United States, and experience working effectively with cross-cultural communication desired. Strong preference for knowledge and experience with international financial operations, regulatory requirements, personnel operations and internal controls.  
Internal Number: 074044


Friday, May 30, 2014

At Least Three National/Federal Organizations or Communities of Practice

Geoffrey Canada

“Geoffrey Canada is a social activist and educator (HCZ, 2014). He is the former president and CEO of Harlem children zone (HCZ) which is located in Harlem, New York. “The goal of the organization is to increase high school and college graduation rates in Harlem (HCZ, 2014).” Through his work he came to realize that he couldn’t increase graduation rate without reaching the whole family. This is done by starting from the beginning by reaching pregnant mothers and their new born babies. The organization follows them from birth through college, offer services and worships along the way. HCZ’s mission: The emphasis of The Children's Zone® work is not just on education, social service and recreation, but on rebuilding the very fabric of community life. Geoffrey Canada has inspired me to adopt is model (HCZ, 2014). I not only want to educated children but I want to make communities better one child at a time.

Michelle Rhee

Michelle Rhee is a public figure and the former chancellor of the Washington D.C. public school systems.  The first time, I heard of her was when she was on the Oprah Winfrey show in 2010. She announce that she wasn’t taking any job offers after leaving the Washington dc public school system and would be starting her own nonprofit organization called student first.  Student’s first mission is to build a national movement to defend the interests of children in public education and pursue transformative reform, so that America has the best education system in the world. I was drawn to her because she believes in quality education and not just passing students without educating them.  Cities such as Washington D.C. and New York City were promoting students from grade to grade without proper education. Michelle Rhee made headlines because she made the controversial decision, “In her first year on the job to closed 23 schools, fired 36 principals and cut approximately 121 office jobs. In addition, under this new agreement, Rhee fired 241 teachers, the vast majority of whom received poor evaluations, and put 737 additional school employees on notice Of the dismissed teachers. It is important to her to for children to have a excellent educations even if that meant hundreds of people loosing their jobs to make that happen (Studentsfirst, 2014).”
Community Coordinated Care for Children (4C)

4C is an organization provides child care funding and referrals to local early learning provider and provides early intervention services promoting the healthy development of children.   In addition the agency offers child care trainings, and administers the Child Care Food Program.
“4C’s mission is to be a community leader in providing high quality services that improve the lives of children and families. Together, with local stakeholders, 4C works to ensure children are safe, healthy, and school ready (4C, 2008).” This agency will be helpful will resources and information about the needs of the community.

·         Job opportunities (currently available or not)

Education Coordinator, Harlem Children Zone

HCZ® has achieved unprecedented success, helping thousands of children and families and disrupting the cycle of generational poverty in Central Harlem through our innovative and effective programs.
Our goal is simple—to give our kids the individualized support they need to get to and through college and become productive, self-sustaining adults. Realizing this goal is difficult and complex, particularly since we are working with over 12,000 youth, many of them with tough challenges.

Skills and Experience

Earned a masters degree in Early childhood Education

Must have 5 years experience as coordinator or director of a child care facility

Plan, direct, or coordinate the academic and nonacademic activities of preschool and child care centers or programs.=


Sunday, December 22, 2013

When I Think of Research...

What insights have you gained about research from taking this course? I have definitely gained a deeper understanding of research and the importance of it.  I’m still not 100% clear on the understanding of all the research styles but I am clearer than I was when I took this course in undergrad.

In what ways have your ideas about the nature of doing research changed? I’m learning more and more that research is important to the future of education. Doing research helps to deepen your understanding in any topic

What lessons about planning, designing, and conducting research in early childhood did you learn? I have incorporated research in my everyday life but certainly in my career as an educator, I will be using research to help me understand the field more so I will be able to serve children the way want to.

What were some of the challenges you encountered—and in what ways did you meet them?
My main challenge is gaining a full understanding of all the research styles and how to apply them to the early childhood education field. I am still learning how to meet the challenges.
With continue studying I will be able to meet the challenge
.

What are some of the ways your perceptions of an early childhood professional have been modified as a result of this course? Well, my perspective hasn’t been modified but has been enhanced. When I started I want to open a school but after this, I realize I need to open an organization and start with early childhood education.


Saturday, November 30, 2013

Research Around the World

European Early Childhood Education Research Journal (EECERJ)
The EECERJ, the Journal of EECERA, is one of the most prestigious early childhood journals in the world. It is one of only four early years journals indexed by the Institute for Scientific Information. The ISI is highly selective of the journals in the citation databases and indices it maintains. EECERJ is located in the Social Sciences Citation Index (SSCI). EECERJ is peer reviewed, scholarly and is particular interested in research which has application. Abstracts are in English, French and German.
EECERJ is issued four times annually and now is in its 18th year of publication. It has become a world leader in the field. EECERJ is published by Taylor & Francis.


Organization: EECERA Administration
EECERA is a voluntary association wholly owned by its Membership and administered under the usual protocols of a charity with Board of Trustees elected by an Electoral College.
The Electoral College consists of all those members who have been Conference Chairs, who are on the EECERJ Editorial Board, who have been Editors of Special Editions of the EECERJ, who are Convenors of active EECERA SIGs, who are active Country Coordinators and all current and former Trustees.Executive decisions are taken by majority vote of the Board of Trustees. The Trustees are supported by two current Emeritus Trustees who do not vote and two part-time administrators.
Conferences
EECERA Annual Conference is the largest and most significant early years' research conference in Europe, regularly attracting more than 600 researcher delegates from all over the world. The EECERA Conference is hosted in a different European city each year by a local university or early years network and to encourage networking and cross-national collaborations, includes a full social program. The local knowledge and the EECERA organizational structure mean that each conference is unique but of consistent quality.
Conferences have been hosted by a variety of institutions, local and national government agencies, NGOs and charitable bodies but the Scientific Committee appointed for reviewing the Conference papers is always linked to an academic institution. The EECERA Trustees are particularly open to conference hosts who in the participatory spirit of the Association make collaborative cross-sector links to stage the conference.

Most delegates will make a short symposium paper presentation in a themed group of three papers, but there are a number of other ways in which to participate in Conference including posters, self-organized symposium, SIG symposiums or simply being a delegate. Invitations to deliver keynotes speeches are considered highly prestigious and EECERA attracts internationally renowned leaders in their field.

Saturday, November 16, 2013

Research that Benefits Children and Families—Uplifting Stories Option 2

I chose option 2 which is What topic would you choose? What can you imagine the positive contribution(s) would be? I would want to research the effect a high quality education and have on a child’s self esteem. The positive contribution that I imagine is understanding the importance of high quality education for children. When children receive high quality and are doing well, they feel better about themselves and what they are doing. The effects of a higher self esteem will be with a child throughout their entire life. The contribution of the effects of high self esteem is high grades, better attitude, and better outlook on live and less involvement in criminal behavior for starters. A more in depth research will reveal the rest.