Online Resources and Career possibilities

 For this blog post, I am including the websites of various national organizations which support the quality of child care in this country. The National Association of the Education of Young Children (NAEYC)
www.naecy.org The National Association for Family Child Care (NAFCC)
www.nafcc.org

Early Head Start National Resource Center- This website contains resources for professional development and improve practice for child care providers working with young children (Infant to toddler)www.ehsnrc.org


Quality Rating Improvment Scale National Learning Network-
This website provides an overview of the various initiatives or programs created to rate quality in various states across the nation.http://www.qrisnetwork.org/


Child trends
This nonforprofit organization aims a conducting research to investigate issues and trends in early childhood. The support findings about concers affecting children and families. Great research available in their website.
http://www.childtrends.org/


BUILD Initiative
This organization works with early care and education leaders within states and nationally to better prepare young children to thrive and succeed. We support state leaders from both the private and public sectors as they work to set policy, offer services and advocate for children from birth to age five. http://www.buildinitiative.org/


The overview of BUILD initiative work with New York State:
http://www.buildinitiative.org/OurWork/StateandLocal/BUILDStates/NewYork.aspx


The following job postings were found during my search for the websites above:


http://www.naccrra.org/career-center/job-listing/senior-director-of-research

Senior Director of Research

　

primarily responsible for contributing to the vision and development of a research agenda and policies and products aligned with Child Care Aware® of America’s strategic plan. To accomplish this, the Senior Director of Research will undertake research to develop national strategies to strengthen the child care resource and referral field and the quality of child care across the country. In addition, this individual provides oversight and supervisory support to research staff, works independently and in cross-teams and cross-departments.

Position Duties and Responsibilities:

In coordination with the Executive Director and the Chief of Policy and Evaluation, develop a research agenda aligned with Child Care Aware® of America’s strategic plan to improve the quality of child care and early education.
Create a strategy and matrix to support the research agenda based on individual goals and benchmarks identified in the strategic plan.
Review national, state and local child care trends and use the findings to compile policy briefs and other documents to support Child Care Aware® of America’s overall mission and the improvements in early care and education.
Review state licensing policies, regulations, and statutes as part of the development of major annual child care licensing studies.
In partnership with the Development department and project directors, create outcome measurement plans and evaluation strategies and systems for Child Care Aware® of America’s federal national programs, including partnerships with the military and projects funded by various foundations.
Conduct survey research on the Child Care Resource and Referral (CCR&R) field to describe trends and best practices that inform Child Care Aware® of America’s development of programs and services in support of the CCR&R field.
Design surveys and systems to collect and analyze information as requested by the Executive Director and/or Chief of Policy.
Conduct literature reviews where necessary, write research white papers and general resources for a public audience where appropriate.
Conduct evaluations and needs assessments in support of Child Care Aware® of America’s programs and services in collaboration with internal workgroups and colleagues across departments.
In partnership with the Development Department, design evaluation plans and systems to support grant proposals and contract reporting requirements for national programs and partnerships.
Develop funding proposals in coordination with the Development Department that support Child Care Aware® of America’s research goals and contribute to the national policy agenda.
Manage projects as assigned and develop strategies, timelines, goals and deliverables to accomplish all tasks.
Manage the development of research reports for the CCR&R field and policymakers based on the findings of data analysis, research and other evaluations and coordinate with the Chief of Policy on recommendations.
Serve as a liaison to Child Care Aware® of America’s membership by responding to requests for the latest research information and current state and local projects.
Represent Child Care Aware® of America at meetings and conferences to discuss the research agenda and its findings.
Serve on national level research committees and federally funded research consortiums.
Oversee the daily functions of the Senior Associate and Director of Special Projects and the Research Analyst.
Ensure a supportive environment within the Policy and Evaluation department that promotes employee professional growth and organizational loyalty.
Qualifications:
A Master’s Degree, PhD preferred in child development, early education or research related field; familiarity with Child Care Resource and Referral Agencies, Military Child Development Programs, and/or early childhood delivery systems.
At least five years of experience working in research, qualitative and quantitative data collection, and/or data collection coordination, experience processing complex survey data, as well as the ability to translate the data for public audiences (i.e., reports or white papers).
Experience or training in use of major data processing software packages, preferably SPSS; extensive computing skills in the Windows environment, particularly with a variety of database applications; attention to detail.
Experience writing research abstracts, reports and manuscripts. Ability to summarize data and to write reports explaining data trends and data highlights in a manner for easy public consumption.
A successful record of creative leadership in the development and implementation of comprehensive policy, research and communications programs in a complex, multi-layered, work environment.
Knowledge:
Knowledge of survey research principles and practices; experience with political science and public policy
Knowledge of relational databases with multiple tables; basic knowledge of SQL; ability to create multiple table queries and subqueries; ability to produce basic reports summarizing data.
Knowledge of respondent confidentiality regulations.
General familiarity of legislative process at the local, state, and federal levels preferred.
In depth knowledge of national and state policies affecting child care and children.
Familiarity with federal data sources (ie, Census Bureau, Bureau of Labor Statistics, etc.) related to children, families, the workforce, and poverty.
The ideal candidate will possess the following skills and abilities:
Strategic thinking, planning, and management skills to conceptualize a research agenda and affect its delivery.
Project management skills to manage complex and varied projects. Analytical and critical thinking skills to formulate research options and develop viable recommendations.
Ability to multi-task in a fast-paced work environment.
Ability to work under pressure and tight timelines, ability to re-order priorities while meeting deadlines and ability to delegate among team members.
Ability to work independently, to work in teams, and to work well with individuals of varying backgrounds and skill levels to achieve goals.
Excellent quantitative skills and ability to translate numbers into concepts.
Strong attention to both the vision and details.
General knowledge of Census Bureau data and ability to use Census Bureau numbers.
Research skills to plan and conduct research and to evaluate research activities.
Advanced database skills
Superior writing and presentation skills demonstrated in authoring position papers, reports, and communications materials including speeches, presentations and publications.
Exceptional interpersonal skills to engage stakeholders, potential partners and collaborators to work on projects of mutual interest. Ability to establish and maintain credibility with a variety of partners.
Excellent computer skills and experience with the Microsoft Office suite of products.
Ability to plan, organize, direct, coordinate, and evaluate the work of professional and technical staff engaged in division goals and objectives
Ability to build high functioning teams, demonstrate loyalty and high degree of commitment to achieving organizational goals and objectives.
Knowledge of child care policy preferred.


https://home2.eease.adp.com/recruit2/?id=5624102&t=2

Research Assistant

Early Childhood

Child Trends, founded in 1979, is a nonprofit, nonpartisan research organization dedicated to improving the lives of children by conducting research and providing science-based information to improve the decisions programs, and policies that affect children.

General Description:

Under close supervision by more experienced researchers, assists in the performance of social science research in education and youth development by gathering research, and helping to prepare material for inclusion in reports. Assist in the development and administration of surveys/questionnaire and study protocols. Recruit study participants, conduct interviews, and compile results. May collect, tabulate, and perform basic data analysis. May write sections of reports and research briefs.

The Early Childhood research area focuses on research and intervention programs that promote the social, academic, and behavioral wellbeing of children and adolescents, primarily from ages 6 to 17. We are seeking a Research Assistant to support our research efforts.

Responsibilities:

Working as part of an experienced research team, research assistants support all aspects of the research process, including idea generation, conducting studies and producing final reports. This position requires strong analytic skills and logical thinking, great attention to detail, excellent writing skills, and an interest in and enthusiasm for topics related to child welfare. Specific responsibilities include:

Conduct literature reviews on topics and synthesize material in the form of bibliographies, abstracts, reports, according to instructions.
Tabulate and/or maintain collected data by means of coding or organizing data into tables or graphs. Produce tables and graphs.
Process data from computational output using SAS/SPSS or other such statistical packages.
Analyze primary and secondary data using basic statistical methods.
Assist with survey design and administers structured surveys (telephone, written, and in-person interviews, site observations) for projects requiring primary data collection.
Assist with organizing meetings, meeting notes, and filing when necessary.
May evaluate/supervise interns.
Prepare presentations for conferences and helps finalize journal articles, draft sections of literature reviews and reports. Perform analysis tasks.
Qualifications

The academic knowledge of a social science discipline that is generally associated with the bachelor's degree or and equivalent combination of education and experience or demonstrated ability to perform beginning level research in a social science field. Experience in Early Childhood research required. Experience in early childhood settings and/or research lab experience strongly preferred. Fluent Spanish skills preferred. Strong organizational and writing skills required.

Community of Practice & Career goals

 

This week we are exploring our community of practice (CoP), the people and organizations who support our career related goals. For this blog post I have to provide online links to organizations which can be pare of this CoP.

The National Association of Family Child Care: www.nafcc.org

The United Federation of Teachers, providers division: http://www.uft.org/providers

The New York State Early Childhood Advisory Council:

http://ccf.ny.gov/ECAC/index.cfm

NYS Association for Education of Young Children: http://www.nysaeyc.org

The other part of this blog was about researching career options. The following link helped me research career options with young children in NY.

My two top options include:

Adult educator:

Description: A person who leads adults to learn such as a community-based trainer, independent consultant or college faculty.

Knowledge, Skills and Dispositions: The adult educator has a depth of knowledge in a specific field of study gained from college preparation and from experience. Besides the subject area, the adult educator knows about the adult learner, stages of adult development, and systems in which adults work and live. The skills of an adult educator are planning and facilitating learning environments and content, public speaking, negotiation and problem solving, and active listening techniques. The adult educator has dispositions of kindness, tact, humor, empathy, and confidentiality.

Employment Settings: The adult educator may work for a community-based organization to provide training for its members or the community at large. The independent consultant works in a variety of settings dependent on the nature of the training being presented. It may be in small groups or to very large audiences. College faculty works in an adult classroom environment within a large bureaucratic organization. Some are adjunct faculty positions (part-time, contracted to teach one or more courses, on a semester-by-semester basis) or tenure track, full-time positions.

Required Qualifications: Usually at least a bachelor’s degree is required for the adult educator except in certain circumstances where the person's knowledge and experience are a consideration and their level of higher education is less of a factor. Many adult educators complete a train the trainer course/s in the content area in which they educate other adults.

Preparation: The adult educator prepares by meeting the educational qualifications, gaining sufficient experience to be a credible authority on a specific subject, and developing public speaking and presentation skills. Experience may be gained by presenting at local conferences, participating in local speaking organizations such as Toastmasters International, and being mentored by an experienced adult educator who will give helpful advice.

Alternate Pathways: Sometimes adult educators have gained experience in other fields such as religious education and involvement in community organizations, scouting, or PTA. The experience in speaking and leading groups of adults in addition to education and training can prepare a person for a career in adult education.

Job Outlook: Where people want to learn, there will always be a need for someone to help them, whether it is providing workshops, seminars, or college classes. This position may be self-employment on a independent contractor basis or it may be a formal contract or employment.

Earnings:When an adult educator works for an agency, the sponsor and type of agency determine the salary range. As an independent consultant, depending on geographic area, expertise, and prior experiences, self-employed consultant fees may range from $25 per hour upwards into thousands of dollars for a speech or presentation. College faculty salaries vary greatly depending on the college or university of employment. Factors that impact college faculty salaries include whether the institution is public or private, a two or four year school, etc.

Opportunity For Advancement: As an agency employee, advancement depends on the organization, the size and the kinds of training it offers. As an independent consultant, you are your own employer. As college faculty in a tenure track position, advancement occurs through the ranks of Lecturer, Instructor, Assistant Professor, Associate Professor, Professor. Each level has criteria for advancement with an increase in salary. College faculty are typically ten-month employees with the opportunity for summer employment or additional responsibilities within the academic year that may result in additional income. Professional development funds are usually available for faculty but may not be available for the agency employee or consultant.

 

http://www.earlychildhood.org/cdrg/exp_positions_p1.cfm


At this moment I am also in the process to becoming an NYS Early Learning Credential trainer http://www.nysaeyc.org/trainercredential/.


A second option is to also work as a family childcare provider:

Description:

Family Child Care Provider - A person who operates a registered family or a licensed group family child day care business in a private residence.

Family Child Care Alternate Provider - The pre-approved substitute for the Family Child Care Provider who works in the licensed provider's home.

Group Family Child Care Assistant - The assistant who is an employee and works in the residence of the owner/provider. (See ASSISTANT TO HEAD OF GROUP - POSITION 3.)

Knowledge, Skills and Dispositions: The family child care provider has knowledge of child development, health, safety and nutrition. The provider uses good speaking and listening skills to communicate with children and their families. The provider plans routines and activities that contribute to each child's physical, intellectual, emotional, and social well-being. Critical thinking, problem solving and techniques of child management are important skills for the family child care provider. This position requires skills in working with young children, an appreciation for all kinds of families and cultures, a respect for the family as the child's first teacher and the willingness to work as a partner with the family.

Employment Settings: Family and Group Family Child Care is offered in the provider's own residence or in an approved residential home. In the case of the Alternate or Assistant, the employment setting is the home of the registered/licensed provider.

Required Qualifications: Eighteen years of age, minimum of two years experience caring for children under six years of age or one year of experience caring for children under six years of age plus six hours of training or education in early childhood development, and three references. (NYSOCFS 417.13 (a) and 416.13(a)). All persons holding this position must be cleared through the NYS Central Registry of Child Abuse and fingerprints submitted to required authorities.

Preparation: This is an entry-level position with minimal preparation required. Some people take early childhood courses in high school and/or college as preparation for employment. All new providers are required to take the NYS OCFS approved 15 hour health and safety training prior to registration or licensing.

Continuing Education: Thirty hours of training completed every two years of the registration or licensing period which consists of:

• Principles of childhood development, including the appropriate supervision of children, meeting the needs of children enrolled in the program with physical or emotional challenges and behavior management and discipline
• Nutrition and health needs of children
• Child day care program development
• Safety and security procedures, including communication between parents and staff
• Business record maintenance and management
• Child abuse and maltreatment identification and prevention
• Statutes and regulations pertaining to child day care
• Statutes and regulations pertaining to child abuse and maltreatment

Alternate Pathways: People may move from a position in center-based child care operations to a family child care business of their own or they may move from being an assistant to having their own program.

Job Outlook: More children are cared for in family child care homes than in any other form of non-relative care. Many people prefer a home setting for their child rather than a school-like setting, especially for infants and toddlers. The demand for this kind of care is expected to continue.

Earnings: A group or family care provider's earnings are dependent upon management practices, demand for service and level of quality. It is up to the provider to make this business successful.

Opportunity for Advancement: The family child care provider is self-employed. The provider may expand the business to group family child care by applying for a group family child care license and hiring assistant providers to maintain adult/child ratios with larger numbers of children.

http://www.earlychildhood.org/cdrg/exp_positions_p7.cfm


The last link provides excellent information on preparing for employment, writing a portfolio and creating a resume to obtain a job in the field of early childhood.
 http://www.earlychildhood.org/cdrg/prep_employ.cfm

Re-opening my blog for 6990- The Capstone Project

This is the last lap of a challenging race! EDUC 6990 the capstone project here I go!

I look forward to posting stimulating blogposts & reading my colleagues comments. We may not have met in person, but I feel I know you all so much from all of our exchanges.

In this course I will work towards creating positive social change. I started by evaluting my priorities in a word art piece called a Wordle. Using an online applet you type in the text you want to visually analyze, see my wordle below. I know diversity and culturally responsive practice will be at big focus for this project.


Thank you all for the great support!

Angie