2013 National Institute for Early Childhood Professional Development Final Program
On behalf of the staff and Governing Board of NAEYC, we are delighted to welcome you to the 2013 National Institute for Early Childhood Professional Development.
1 NATIOnAL ASSOCIATIOn for the EDUCATIOn of YOUnG CHILDRen 2013 National Institute for Early Childhood Professional Development Final Program Sunday, June 9â€“Wednesday, June 12, 2013 San Francisco, California 2 Contents 3 Welcome Early Childhood Professionals! 32 Monday—ACCESS Session—4:30–5:30 p.m. 4 Institute Overview and Sponsors 33 Monday—Research Posters and Spotlight Forum—5:45–7:00 p.m. 5 Institute Announcements 7 San Francisco Attractions 8 Saturday—Pre-Institute Workshops 36 Tuesday—Sessions—8:00–10:00 a.m. Tuesday—Featured Session—8:00–10:00 a.m. Tuesday—Research Symposium Session 9 Sunday—Opening Plenary Session 39 Tuesday—Sessions—10:30 a.m.–12:30 p.m. 10 Sunday—Sessions—10:30 a.m.–12:30 p.m. 40 Tuesday—Featured Session— 10:30 a.m.–12:30 p.m. Featured Session—10:30 a.m.–12:30 p.m. 11 Sunday—Research Symposium Plenary— 10:30 a.m.–12:30 p.m. 12 Sunday—Sessions—2:00–4:00 p.m. Sunday—Featured Session—2:00–4:00 p.m. 13 Sunday—Research Symposium Session— 2:00–4:00 p.m. Tuesday—Research Symposium Session— 10:30 a.m.–12:30 p.m. 43 Tuesday—Sessions—2:00–4:00 p.m. Tuesday—Featured Session—2:00–4:00 p.m. 46 Tuesday—Sessions—4:30–5:30 p.m. 15 Sunday—Sessions—4:30–5:30 p.m. 50 Wednesday—Sessions—8:00–10:00 a.m. 19 Sunday—Networking Reception and Reopening of NAEYC Exhibits—6:00–7:30 p.m. 51 Wednesday—Featured Session—8:00–10:00 a.m. 20 Monday—Sessions—8:00–10:00 a.m. 54 Workgroups, Panels, and Liaisons Monday—Featured Session—8:00–10:00 a.m. Get Involved with NAEYC! 22 Monday—ACCESS Session—8:00–10:00 a.m. 55 Institute Hotels—Street Map 23 Monday—NCATE Session—8:00 a.m.–12:30 p.m. 56 Hilton San Francisco Union Square Floor Plans Monday—Sessions—10:30 a.m.–12:30 p.m. 63 NAEYC Shop 24 Monday—Featured Session— 10:30 a.m.–12:30 p.m. 64 Index of Exhibitors 25 Monday—ACCESS Session—10:30 a.m.–12:30 p.m. 85 Index of Presenters 26 Monday—Sessions—2:00–4:00 p.m. 27 Monday—Featured Session—2:00–4:00 p.m. 93 NAEYC’s 2014 National Institute for Early Childhood Professional Development 28 Monday—ACCESS Session—2:00–4:00 p.m. 94 2013 NAEYC Annual Conference & Expo 30 Monday—Sessions—4:30–5:30 p.m. 95 Certificate of Attendance 53 Wednesday—Closing General Session— 10:30 a.m.–12:00 noon 67 Advertisements 1 2 Welcome Early Childhood Professionals! O n behalf of the staff and Governing Board of NAEYC, we are delighted to welcome you to the 2013 National Institute for Early Childhood Professional Development. Over the next few days, you will join a diverse group of educators, directors, administrators, college faculty, and others who are dedicated to excellence in early childhood education. At this year’s Institute, more than 200 presentations will explore the theme “Developmentally Appropriate Practice: The Next Era,” as well as other critical issues in the field. Developmentally appropriate practice, often shortened to DAP, has guided the planning and implementation of programs for young children since the 1980s. As the early childhood field moves toward the third decade of DAP, it is important to consider how we are implementing the guidelines and what we are doing to help all early childhood educators understand the full meaning of DAP. This year’s Institute offers many sessions that will address— and debunk—myths and misconceptions about DAP and explore how we can all work together to support its effective application. In the coming days you will also have opportunities to learn effective teaching strategies, discover new approaches for coaching and mentoring, hear the latest research and public policy developments, and gain new knowledge you can take back home. In particular, you won’t want to miss: l The Opening Plenary Session, “The Next Era of DAP Has Begun,” presented by Sharon Ritchie, Jason Sachs, and Jeri Robinson. l Top-notch networking opportunities, including NAEYC’s Networking Reception, Sunday, June 9, 6:00–7:30 p.m. l A wide range of interactive sessions on critical topics such as early childhood leadership and pro gram management, assessment, Common Core State Standards, and professional development systems. l The Closing General Session, “Preparing the Next Generation of Professionals to Implement, Own, and Lead the Next Era of DAP,” presented by Diane Horm, Eboni Howard, and Isauro Michael Escamilla. l The vibrant Exhibit Hall and NAEYC Shop, which feature the latest products and solutions for teaching and learning. While you are here, we also hope you’ll take some time to enjoy the lively city of San Francisco and its famous scenery, attractions, and restaurants. We thank you for your dedication to children and families and hope you have a wonderful conference. Jerlean Daniel NAEYC Executive Director Peter Pizzolongo NAEYC Associate Executive Director NAEYC GOVERNING BOARD Gera Jacobs, President Carol Brunson Day, President-Elect Roberta Schomburg, Vice President William H. Isler, Treasurer Susan DeVenny, Secretary Lorraine Cooke, Affiliate Liaison Amy O’Leary Chad Dunkley Sharon Ritchie Cristina Gillanders Ginger Marie Swigart Jim Lesko Dennis Sykes Nili Luo Ann McClain Terrell Tammy Mann Anna Mercer-McLean, Affiliate Liaison Jerlean Daniel, Ex Officio 3 4 Institute Overview and Sponsors 2013 SCHEDULE OF EVENTS Saturday, June 8 8:30 a.m.–5:00 p.m. Pre-Institute Workshops (Pre-registration required) 9:00 a.m.–5:00 p.m. Institute Registration Sunday, June 9 7:00 a.m.–6:00 p.m. Institute Registration 8:15–10:00 a.m. Opening Plenary Session 10:00 a.m.–7:00 p.m. NAEYC Shop 10:30 a.m.–12:30 p.m. Sessions 12:00 noon–5:00 p.m. NAEYC Exhibits 2:00–4:00 p.m. Sessions 4:30–5:30 p.m. Sessions 6:00–7:30 p.m. Networking Reception and Reopening of Exhibits SPONSORS NAEYC thanks the following sponsors for their generous support. Year Round Sponsors institute sponsors Monday, June 10 7:00 a.m.–3:00 p.m. Institute Registration 8:00–10:00 a.m. Sessions 9:00 a.m.–7:00 p.m. NAEYC Shop 10:00 a.m.–6:30 p.m. NAEYC Exhibits 10:30 a.m.–12:30 p.m. Sessions 2:00–4:00 p.m. Sessions 4:30–5:30 p.m. Sessions 5:45–7:00 p.m. Research Posters and Spotlight Forum gold Tuesday, June 11 7:00 a.m.–12:00 noon Institute Registration 8:00–10:00 a.m. Sessions 9:00 a.m.–3:00 p.m. NAEYC Exhibits 9:00 a.m.–7:00 p.m. NAEYC Shop 10:30 a.m.–12:30 p.m. Sessions 2:00–4:00 p.m. Sessions 4:30–5:30 p.m. Sessions silver Wednesday, June 12 8:00–10:00 a.m. platinum Sessions 10:30 a.m.–12:00 noon Closing General Session ™ Institute Announcements Session location Sessions will take place at the Hilton San Francisco Union Square (333 O’Farrell Street, San Francisco, CA 94102). Institute Registration and Final Program pick-up The Institute badge—which permits admission to sessions and to the NAEYC Institute Exhibits—was mailed in advance to those who registered by May 10, 2013. Those who registered after May 10 must bring their registration receipt to the Institute Registration area in the East Lounge on the Ballroom Level at the Hilton San Francisco Union Square to pick up their badge. On-site registration will be available to those who did not preregister. If you did register, you can pick up your copy of the Institute Final Program anytime during registration hours. Registration hours are Saturday, June 8 9:00 a.m.–5:00 p.m. Sunday, June 9 7:00 a.m.–6:00 p.m. Monday, June 10 7:00 a.m.–3:00 p.m. Tuesday, June 11 7:00 a.m.–12:00 noon NAEYC Headquarters NAEYC Headquarters will be in the Hilton San Francisco Union Square, Union Square 25, on the Fourth Floor. NAEYC Shop Hilton San Francisco Union Square Golden Gate 1, Lobby Level NAEYC publications are on hand for browsing, on-site purchases, or bulk-orders—all at member prices. NAEYC Shop hours are Sunday, June 9 10:00 a.m.–7:00 p.m. Monday, June 10 9:00 a.m.–7:00 p.m. Tuesday, June 11 9:00 a.m.–7:00 p.m. NAEYC Membership Hilton San Francisco Union Square Registration Area, East Lounge, Ballroom Level Want to become an NAEYC member? Visit the NAEYC Membership area and join today! Membership hours are Saturday, June 8 9:00 a.m.–5:00 p.m. Sunday, June 9 7:00 a.m.–6:00 p.m. Monday, June 10 7:00 a.m.–3:00 p.m. Tuesday, June 11 7:00 a.m.–12:00 noon NAEYC in search of book authors Are you shopping a manuscript? . . . Want help preparing your book proposal? . . . Or just have a project in mind? Staff from NAEYC’s books department will be available by appointment to meet with prospective authors. Appointments must be made in advance. To schedule an appointment, please email firstname.lastname@example.org. Submission guidelines are also available at www.naeyc.org/publications/ books/writing. NAEYC Exhibits Hilton San Francisco Union Square Grand Ballroom B, Grand Ballroom Level Exhibits feature books, training materials, and other professional development resources. Exhibit hours are Sunday, June 9 12:00 noon–5:00 p.m. and 6:00–7:30 p.m. Monday, June 10 10:00 a.m.–6:30 p.m. Tuesday, June 11 9:00 a.m.–3:00 p.m. Plan now to participate in the Exhibitors’ Attendee Raffle at the 2013 Institute! More details on page 64. NAEYC Scavenger Hunt Win a $500 Apple gift card or a free registration to NAEYC’s 2014 National Institute! More details on page 21. Research Posters and Spotlight Forum Hilton San Francisco Union Square Grand Ballroom A, Grand Ballroom Level Monday, June 10 5:45 p.m.–7:00 p.m. Stop by the Research Posters and Spotlight Forum to network and exchange ideas with individuals and organizations showcasing effective approaches to professional development, high-quality programs, and new research. 5 6 Institute Announcements cont. CEUs and Graduate Credits offered Continuing Education Units Attendees can earn 1 or 2 NAEYC CEUs for attending sessions at the Institute. NAEYC awards CEUs for the Association’s professional development programs–including the Institute—as an Authorized Provider of the International Association for Continuing Education and Training (IACET). CEU registration is available at the Institute Registration area. For more information visit www.naeyc.org/institute/ceu. Graduate Credit Portland State University will offer one or two graduate quarter credits ($100 for one credit and $160 for two credits). In order to receive credit, attendance at the Institute is required along with a final assignment due July 12, 2013. We recommend that attendees register online for graduate quarter credits in advance of the Institute by using the resources available on the Portland State University website. Registration will be available ONLY online this year at www.pdx.edu/ceed/naeycinstitute. The online registration will be available until July 12, 2013. Business center Hilton San Francisco Union Square, Lobby Level The FedEx Office in the Hilton San Francisco Union Square offers photocopying, fax services, shipping, mail (regular or overnight), computer workstations and Internet access. The hours are from 6:30 a.m.–7:00 p.m. Monday through Friday, and 9:00 a.m.–5:00 p.m. on Saturday and Sunday. Guests have 24-hour access to computer area. Internet access Free WiFi Hot Spots are available in the lobby and Starbucks of the Hilton San Francisco Union Square. Job board Hilton San Francisco Union Square, East Lounge, Ballroom Level Job seekers and people with positions to be filled may post information in NAEYC’s Institute Registration area. Message board Hilton San Francisco Union Square, East Lounge, Ballroom Level There will be a bulletin board for messages and announcements in NAEYC’s Institute Registration area. Restaurant and tour reservations in San Francisco Hilton San Francisco Union Square, Concierge Desk, Lobby Level A knowledgeable concierge will be on hand to answer questions and assist participants with restaurant and local tour reservations. Endorsement NAEYC’s Institute encourages the exchange of diverse opinions. It is important for attendees to recognize that the ideas presented do not necessarily reflect NAEYC’s official position statements. Moreover, NAEYC assumes no responsibility for any statement of fact or opinion presented at the Institute, nor does acceptance of advertising or exhibits imply endorsement of any products or services by the Association. Lost and Found Please visit the NAEYC Headquarters, Hilton San Francisco Union Square, Union Square 25, if you have lost an item while attending sessions. Final Program organization The Sunday through Wednesday sessions are described in the pages that follow. The program is organized by day, time, and location. The description of each session includes location, time, title, presenters, and track. The track defines the session focus. Consent to use photographic images Registration and attendance at, or participation in, NAEYC meetings and other activities constitutes an agreement by the registrant or attendee to NAEYC’s use and distribution (both now and in the future) of the registrant’s or attendee’s image, likeness, and appearance in photographs of such events and activities. Institute evaluation Please remember to complete the 2013 Institute evaluation forms, which will be sent to you electronically immediately following the Institute. NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future NAEYC professional development activities. San Francisco Attractions San Francisco is often called “Everybody’s Favorite City,” a title earned by its scenic beauty, cultural attractions, diverse communities, and world-class cuisine. Measuring 49 square miles, this very walk-able city is dotted with landmarks and attractions like Union Square, the Golden Gate Bridge, cable cars, Alcatraz, and the largest Chinatown in the United States. The NAEYC Institute hotel, the Hilton San Francisco Union Square, is located in the Union Square neighborhood. Union Square is the heartbeat of San Francisco and its most visited neighborhood. Within walking distance of your hotel are retail shops, art galleries, cafés, restaurants, and theatres, all surrounding a beautiful urban park. Union Square is a wonderful place to enjoy an afternoon of shopping, indulge in a delicious meal, sip a cup of coffee at an outdoor café, catch a show, or just sit in Union Square Park and people watch. The Golden Gate Bridge is the most famous bridge in the world and is said to be one of the most photographed things on Earth. Spanning 1.7-miles, approximately 120,000 automobiles drive across it every day. A pedestrian walkway also allows the crossing on foot, and bikes are allowed on the western side. Since the late 19th century, cable cars have been transporting people around San Francisco. The cars run on tracks and are moved by an underground cable on three routes. Their familiar bells can be heard ringing from blocks away. Traveling on the cable cars provide spectacular views of the city’s celebrated hills, as well as, exhilarating transportation. Alcatraz, the notorious former prison, is on an island of the same name in San Francisco Bay. Some of the country’s most notorious criminals were incarcerated there. Though several tried, no inmate ever made a successful escape from “The Rock.” The prison was closed in the 1960s and stories about Alcatraz are legendary. A visit to Alcatraz today is fascinating. Recorded cell-house tours are available, allowing visitors to learn about the prison as they explore the buildings and grounds. The entrance to Chinatown at Grant Avenue and Bush Street is called the “Dragon’s Gate.” Inside are 24 blocks of hustle and bustle, most of it taking place along Grant Avenue, the oldest street in San Francisco. This city within a city is best explored on foot. Exotic shops, renowned restaurants, food markets, temples, and small museums comprise its boundaries. Visitors can buy ancient potions from herb shops, relax and enjoy a “dim sum” lunch, or witness the making of fortune cookies. Dining in San Francisco is an attraction in itself. Known as America’s best restaurant city, San Francisco chefs excel at combining the freshest local ingredients, authentic international flavors, and a touch of creative genius. Choose your cuisine—Chinese, Japanese, French, Italian, Spanish, Moroccan, Indian, Malaysian, Mexican, Greek, Russian or “fusion,” a combination of any or all of these influences. 7 Saturday, June 8 8 PRE-INSTITUTE WORKSHOPS Workshops on NAEYC Accreditation Systems Imperial A 8:30 a.m.–4:00 p.m. NAEYC Accreditation of Programs for Young Children: Preparing classrooms and teaching staff to demonstrate quality during the NAEYC site visit Amanda Batts, NAEYC; Dezerie Martinez, NAEYC Imperial B 8:30 a.m.–4:00 p.m. NAEYC Accreditation of Programs for Young Children: Operation Accreditation Golden Gate 4/5 8:00 a.m.–5:00 p.m. Early Childhood Workforce Data Systems: Data about the workforce, from the workforce, and for the workforce This meeting is sponsored by NAEYC’s Early Childhood Workforce Systems Initiative in partnership with the Center for the Study of Child Care Employment and the Early Childhood Data Collaborative, and funded by the Alliance for Early Success. Susan Hedges, NAEYC; Katherine Stenner, NAEYC Yosemite B 8:30 a.m.–4:00 p.m. Meeting NAEYC professional preparation standards: A self-study workshop for faculty Kathy Allen, Blue Ridge Community College; Rebecca Brinks, Grand Rapids Community College; Elisa Huss-Hage, Owens Community College; John Johnston, University of Memphis; Marica Mitchell, NAEYC; Edyth Wheeler, Towson University Training for Program Administrators Workshops Franciscan A/B 8:30 a.m.–5:00 p.m. Training-of-trainers for program administrators— Developmentally appropriate practice: Training program for teaching staff Anthony Durborow and Peter Pizzolongo, NAEYC; Luis Hernandez, T/TAS at Western Kentucky University Franciscan C/D 8:30 a.m.–5:00 p.m. Promoting social and emotional competence in preschool environments: A training-of-trainers Rosa Milagros Santos, University of Illinois at Urbana–Champaign Research Symposium Sunday, June 9–Tuesday, June 12 Research Symposium Plenary Sunday, June 9 Imperial B 10:30 a.m.–12:30 p.m. Leveraging the Common Core State Standards to support young children’s learning Lisa Goldstein, Santa Clara University; Kyle Snow, NAEYC Research Symposium Sessions Sunday, June 9 Continental Ballroom 5 2:00–4:00 p.m. Research informing practice to support children’s emotion regulation and executive functioning Clancy Blair and Cybele Raver, New York University; Deborah Leong, Tools of the Mind; Kyle Snow, NAEYC Tuesday, June 11 Continental Ballroom 5 8:00 a.m.–10:00 a.m. Research and practice in engaging diverse families Charlyn Harper Brown, Center for the Study of Social Policy; J. Glenn Hopkins, Hopkins House; Kyle Snow, NAEYC Tuesday, June 11 Continental Ballroom 5 10:30 a.m.–12:30 p.m. Meeting the needs of dual language learners Karen Nemeth, Language Castle, LLC; Kyle Snow, NAEYC; Marlene Zepeda, California State University, Los Angeles NAEYC appreciates the support of Pearson as the sponsor of the Research Symposium. Sunday, June 9 OPENING PLENARY SESSION Continental Ballroom 1–9 8:15–10:00 a.m. Opening Plenary Session The Next Era of Developmentally Appropriate Practice (DAP) Has Begun Developmentally appropriate practice (DAP) a dynamic phenomenon, fueled by ongoing research and its thoughtful application in practice. Today, pre-K- to third-grade continuum endeavors around the country are constructing a robust foundation for a more nuanced, explicit DAP. The Opening Plenary Session speakers will address what is emerging in this next era: A system that engages children, teachers, families, and communities in a vibrant learning environment that unpacks the elements of development and clarifies the conditions for a successful early childhood learning community. Moderator: Jerlean Daniel, NAEYC Executive Director Jerlean Daniel is Executive Director of the National Association for the Education of Young Children. She also serves on the Advisory Council for PNC Bank’s Grow Up Great initiative; the Board of the Fred Rogers Company; and the U.S. Census Bureau’s National Advisory Committee. Previously, she Jerlean Daniel served as NAEYC’s Deputy Executive Director. Before joining the NAEYC staff, Dr. Daniel was a professor at the University of Pittsburgh and a child care center director. During that time, she served as a Board Member, Secretary, and President of the Pennsylvania Association of Child Care Agencies; President of the Pittsburgh AEYC; and Governing Board Member and President of NAEYC. Jason Sachs is Director of Early Childhood at the Boston Public Schools (BPS), where he has overseen the expansion of kindergarten classes and coordinates kindergarten and preschool programs across the district. He has led an effort to deliver a universal, high-quality system of early childJason Sachs hood programs for BPS, including the successful implementation of the kindergarten curriculum, professional development system for teachers and principals, expansion of NAEYC accredited classrooms in Boston, and a comprehensive evaluation system of both classroom quality and child outcomes. Previously, Dr. Sachs worked in the Massachusetts Department of Education’s Early Learning Services division for 6 years as a research and policy consultant. He is a former member of the NAEYC Governing Board. Sharon Ritchie is Director of FirstSchool at the Frank Porter Graham Child Development Institute at the University of North Carolina Chapel Hill, a pre-K–3rd grade public school reform initiative committed to school success, particularly focused on African American, Latino, and low-income Sharon Ritchie children and their families. Previously, she worked as a teacher, program director, consultant, teacher educator, and researcher. Dr. Ritchie has also provided long-term professional development for 17 Head Start agencies in Los Angeles and has been the researcher and director of a therapeutic preschool. She is a member of the NAEYC Governing Board. Jeri Robinson is Vice President of Education and Family Learning at the Boston Children’s Museum. She has over 40 years of experience teaching and consulting in the fields of early childhood and museum education. She is the developer of the PlaySpace exhibit, one of the earliest prototypes for early learnJeri Robinson ing family spaces in children’s and other museums; founder of the Boston Cultural Collaborative for Early Learning; and co-founder of both Families First Parenting programs and “Count Down to Kindergarten.” She currently oversees the Massachusetts museums and libraries project that is part of the state’s Race to the TopEarly Learning Challenge Grant. The Opening Plenary Session will also include a tribute to Jerlean Daniel, who is retiring from NAEYC this month. 9 10 Sunday, June 9 SESSIONS 10:30 a.m.–12:30 p.m. Franciscan A/B 10:30 a.m.–12:30 p.m. The journey of PD systems integration Explore integrated PD systems and successful strategies that cross early learning and school-age settings, sectors, and systems. Review a planning and implementation guide designed for policy makers and other leaders who build, enhance, and administer integrated PD systems. Allyson Dean and Susan O’Connor, National Center on Child Care Professional Development Systems and Workforce Initiatives (PDW Center), jointly funded by the Administration for Children and Families’ Office of Child Care and Office of Head Start Professional Development Systems Franciscan C/D 10:30 a.m.–12:30 p.m. School readiness and the approaches toward learning domain: Preparing infant and toddler educators to support learning Are you preparing early care professionals who work with infants and toddlers to recognize and support the developing attributes of school readiness? Come discuss the attributes and strategies that support them, and identify resources and activities to include in trainings and course content. Donna Britt, Early Head Start National Resource Center at Zero-to-Three Professional Development—Education Programs Golden Gate 2/3 10:30 a.m.–12:30 p.m. Assessment work groups: Increasing validity of child assessment outcomes through a professional learning community model Gain knowledge on the use of assessment work groups, discuss video vignettes, engage in a mock assessment work group, and self-reflect on the appropriateness of using assessment work groups to increase validity of child outcome data in one’s own program. Victoria Ankrah, Sarah Barton, and Kathy Mosley, Acelero Learning, Inc. Professional Development Systems Golden Gate 4/5 10:30 a.m.–12:30 p.m. Focus on ethics: What ethical issues are facing the field now? Learn about “Focus on Ethics,” a regular column in Young Children, and pressing ethical issues facing the field today. Work in small groups to analyze the next case to appear in the column, and share ethical issues faced in our daily work. Stephanie Feeney, University of Hawaii; Nancy Freeman, University of South Carolina Professional Development—Education Programs Golden Gate 6/7 10:30 a.m.–12:30 p.m. New opportunities at the federal level Participants will learn about federal developments across child care, Head Start, schools, and higher education and how to impact positive federal advocacy results. Adele Robinson, NAEYC Advocacy/Public Policy Featured Session Imperial A 10:30 a.m.–12:30 p.m. Developing appropriate practice in pre-K through 3rd grade: It can be done This session offers a research-based overview of how DAP changes as children move through their early childhood and elementary years. The PreK–3rd Grade Work Group will share their experiences in finding opportunities and meeting challenges in providing a seamless experience for children in pre-K–3. Lisa Guernsey, New America Foundation; Bridget Hamre, University of Virginia—CASTL; Kristie Kauerz, University of Washington; Christine Maxwell, Erikson Institute; Sharon Ritchie, FirstSchool—Frank Porter Graham Child Development Institute, University of North Carolina– Chapel Hill NAEYC Activities Sunday, June 9 Research Symposium Plenary Imperial B 10:30 a.m.–12:30 p.m. Leveraging the Common Core State Standards to support young children’s learning This session challenges us to consider the ways in which the Common Core State Standards can be a very positive change for all of us who currently dream of offering young children developmentally appropriate learning experiences like we used to be able to do way back before NCLB. Lisa Goldstein, Santa Clara University; Kyle Snow, NAEYC Research NAEYC appreciates the support of Pearson as the sponsor of the Research Symposium. Plaza A 10:30 a.m.–12:30 p.m. Using DAP to help each other on the road to glorious competencies Engage in transformational thinking about DAP to support increased understanding of considerations, principles, and guidelines to enhance competency as an adult educator. RuthAnn Ball, University of Oklahoma, retired; Holly Elissa Bruno, BAM Radio Network and Holly Elissa Bruno Keynotes; Beverlyn Cain, Fayetteville State University; Alicia Smith, South Mountain Community College Professional Development—Education Programs Plaza B 10:30 a.m.–12:30 p.m. Project LEARN: Building relationships to change teacher practice in early childhood classrooms through professional development and coaching This presentation will describe a relationship-based coaching model used as a framework for professional development of early childhood teachers in inner city preschools serving culturally, linguistically, and ability diverse populations. Susan Moore, University of Colorado, Boulder; Jane Walsh, Denver Public Schools Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) SESSIONS cont. Union Square 19/20 10:30 a.m.–12:30 p.m. Voices for early childhood excellence within higher education institutes: Exploring developmentally appropriate practice in campus children’s centers Discover the important role campus children’s centers play within higher education institutions and the community at large. Strategies for working with preservice and in-service teachers to implement a DAP learning environment will be emphasized. Discuss turning theory and research into practice. Dana Bush, Eastern Kentucky University; Sandy Owen, Cincinnati State Technical and Community College; Pam Pallas, University of Florida; Mary Sciaraffa, National Coalition for Campus Children’s Centers Learning Environments Union Square 22 10:30 a.m.–12:30 p.m. Workplace coaching and professional development: Using DAP with adult learners Presents coaching adults as an opportunity to build potential, framed within a background of DAP for the adult learner. Coaching looks to the future, embraces change, and allows staff to grow through it. Coaching, using a DAP approach, can create a positive culture in your organization. Diana Abel, Rene Manning, and Jennifer Stasi, Rio Salado College Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Union Square 23/24 10:30 a.m.–12:30 p.m. Writing for NAEYC’s publications Interested in writing an article for NAEYC’s Young Children journal or Teaching Young Children magazine? Writing a book or contributing to digital publications? Join editorial staff who will discuss the types of submissions they are seeking, how to submit materials, and the overall review process. Holly Bohart, Kathleen Charner, Meghan Dombrink-Green, Susan Friedman, Derry Koralek, Amy Shillady, and Elizabeth Wegner, NAEYC NAEYC Activities 11 12 Sunday, June 9 SESSIONS cont. Yosemite A 10:30 a.m.–12:30 p.m. A walk through the NAEYC recognition process for baccalaureate and graduate programs Learn more about NAEYC’s professional preparation standards, how they can be used for program development and improvement, and how the revised standards will affect programs seeking NAEYC recognition and NCATE/CAEP accreditation. John Johnston, University of Memphis; Edyth Wheeler, Towson University NAEYC Activities Yosemite B 10:30 a.m.–12:30 p.m. The physics playground: Developmentally appropriate materials and activities that engage young children as they explore physical science concepts STEM is a critical part of early education. Although teachers may be apprehensive about including these concepts, when physics is presented through play with simple, readily available materials, children and adults can not only gain an understanding of many concepts, they can have fun too. Kate Cole, Macomb Community College Curriculum—Theories and Approaches Yosemite C 10:30 a.m.–12:30 p.m. CDA 2.0: An overview of the CDA Assessment System Provides an overview of the revised CDA Assessment System as a candidate’s professional development experience for determining competency to obtain the Child Development Associate Credential (CDA) in various settings. Vivienne Oxford and Vilma Williams, Council for Professional Recognition Professional Development—Training Programs HRM Journal: Human Resources Management in Early Childhood Programs (DVD-ROM) A computer-based training series with approximately 30 hours of study and practice. This self-paced, interactive learning resource is designed to assist new early childhood program administrators learn systems for human resources (HR) management. Designed for new administrators and those who aspire to be program administrators. Item #8030 List: $390 Member: $312 Order online at www.naeyc.org or call 800-424-2460 option 5 (9:00 a.m.–5:00 p.m. ET, Monday–Friday) 2:00–4:00 p.m. Continental Ballroom 1/2 2:00–4:00 p.m. Herding cats or turning cruise ships? Finding clarity on early childhood governance As the early childhood systems movement has developed, state leaders have wrestled with defining governance, its functions, and outcomes. Presenters will share recent findings. Discuss with other participants ideas from the last several years of considering this important subject. Stacie Goffin, Goffin Strategy Group, LLC; Kristie Kauerz, University of Washington; Jana Martella, Center on Enhancing Early Learning Outcomes—Education Development Center, Inc. Advocacy/Public Policy Continental Ballroom 3 2:00–4:00 p.m. Keeping it real: Using persona dolls to set the stage for developmentally appropriate teaching about social skills, diversity, and bullying Persona dolls are the perfect tool for helping children value diversity and stand up against teasing and bullying. They are engaging, fun, and give children a perfect chance to hone their skills by “teaching” the dolls. Come learn more about how to use them in your setting! Meg Thomas, Amaze Social/Emotional Development Featured Session Continental Ballroom 4 2:00–4:00 p.m. DAP—Developmentally Appropriate Partnering: Respecting and honoring families where they are! Analyze DAP core considerations as applied to relationships with children’s families. Review research on developmental stages of parenting, analyze reallife scenarios challenging appropriate responses to families, and develop individual strategies to support parenting in the 21st century. Suzette Davis, DCWR Infant & Toddler Care—The Preschool Learning Center: Phoenix; Shawntel Hill, The Chosen Generation Child Care; Virginia Palacios, Tutor Time Learning Centers; Alicia Smith, South Mountain Community College Family Support and Engagement Sunday, June 9 Research Symposium Session Continental Ballroom 5 2:00–4:00 p.m. Research informing practice to support children’s emotion regulation and executive functioning This session describes cutting-edge research on children’s executive functioning and regulation skills and the practices that early educators can use to support the development of these critical early learning skills. Clancy Blair, New York University; Deborah Leong, Tools of the Mind; Cybele Raver, New York University; Kyle Snow, NAEYC Research NAEYC appreciates the support of Pearson as the sponsor of the Research Symposium. Continental Ballroom 6 2:00–4:00 p.m. Why the field of early childhood education must transform professional development Together, we have come a long way over the decades to ensure that the members of our field continue to develop as professionals. However, the field has changed dramatically as well, and it is time that we come together to transform our professional development systems accordingly. Sue Bredekamp and Valora Washington, Council for Professional Recognition; Peter Pizzolongo, NAEYC; Maurice Sykes, Early Childhood Leadership Institute, University of the District of Columbia Professional Development Systems Continental Ballroom 7 2:00–4:00 p.m. DAP-resistant: Challenges with teacher and family attitudes This presentation explores teacher and family resistance to developmentally appropriate practice. What are the causes of this resistance? How do we foster understanding and acceptance and facilitate change in attitudes? How does creating a community of practice help sustain change? Patricia Paris, Palm Beach State College; Beth Paris, University of Central Florida Curriculum—Theories and Approaches SESSIONS cont. Continental Ballroom 8/9 2:00–4:00 p.m. Training preservice teachers and revisiting with in-service teachers on developmentally appropriate practices using good children’s literature Explore how to extend teachers’ learning about developmentally appropriate practices by examining intellectual and social dispositions using children’s literature as a vehicle to examine the topic. Holly Seplocha, William Paterson University Language & Literacy Franciscan C/D 2:00–4:00 p.m. Overview of NAEYC Early Childhood Associate Degree Accreditation Learn more about NAEYC’s professional preparation standards, how they can be used for program development and improvement, and how the revised standards will affect programs seeking NAEYC Associate Degree Accreditation. Hear from faculty who successfully completed the accreditation process. Brenda Blackburn, Blue Ridge Community College; Elisa Huss-Hage, Owens Community College NAEYC Activities New online training from NAEYC Documenting Quality: A Teacher’s Guide to Creating a Classroom Portfolio Discover best practices, organization tips, and practical strategies for creating a classroom portfolio. Take an in-depth look at classroom portfolios to better understand what they are and how they're put together. View examples of classroom portfolio evidence and work with sample documentation in hands-on learning activities. An excellent resource for programs pursuing NAEYC Accreditation of Programs for Young Children, Documenting Quality explains and demonstrates the value of well-made classroom portfolios. NAEYC’s online courses provide Continuing Education Units (CEUs). List: $75 Member: $60 20% savings Order online at www.naeyc.org or call 800-424-2460 option 5 (9:00 a.m.–5:00 p.m. ET, Monday–Friday) 13 14 Sunday, June 9 SESSIONS cont. Golden Gate 2/3 2:00–4:00 p.m. Workforce essentials: Access to PD, compensation, and workplace conditions Explore a planning guide and promising strategies to advance workforce access to PD, equitable compensation, and positive workplace conditions. Learn about successful efforts that cross early learning and school-age settings, sectors, and systems. Allyson Dean and Susan O’Connor, National Center on Child Care Professional Development Systems and Workforce Initiatives (PDW Center), jointly funded by the Administration for Children and Families’ Office of Child Care and Office of Head Start Professional Development Systems Golden Gate 4/5 2:00–4:00 p.m. Promising practice in state training and trainer approval Review the tools and promising practices documents developed by The National Registry Alliance’s Trainer and Training Approval Task Force. Participate in smallgroup discussion and review of promising practice in state training and trainer approval systems. J. Albright, The National Registry Alliance; Colleen Brower, Connecticut Charts-a-Course; Jere Wallden, The Registry Professional Development—Training Programs Golden Gate 6/7 2:00–4:00 p.m. CONNECT: Using 21st-century technology to enhance professional development Review CONNECT modules which are free, webbased resources that can be easily infused into existing professional development (PD) efforts. Discuss and explore ways to use technology and social media for PD, support, outreach, and continuous improvement of PD, as well as ways to “flip” instruction. Chih Ing Lim, Dale Epstein, and Pam Winton, Frank Porter Graham Child Development Institute Technology and Professional Development/Management Imperial A 2:00–4:00 p.m. Boston Public Schools universal preschool program Learn about the collision between strong early childhood practice and traditional K–12 structures in an urban school district. For 7 years an aggressive BPS early childhood staff set policies, rewrote curriculum, provided professional development, and collaborated with outside partners to reshape how BPS serves its youngest students. Jason Sachs, Boston Public Schools NAEYC Activities Imperial B 2:00–4:00 p.m. Courage to take a stand: Risk being inappropriate to do what’s right Holding yourself back from taking a stand? Fearful of ostracism? Get your courage on with “positive disruption” skills. Holly Elissa Bruno, BAM Radio Network and Holly Elissa Bruno Keynotes Leadership Plaza A 2:00–4:00 p.m. Supporting the early educator workforce’s success in higher education through enhanced counseling and coaching models Core knowledge and competencies gained from earning credentials and degrees in higher education are key to effective teaching. Review barriers to succeed in higher education. Learn about models of support and resources to implement them. Discuss early childhood systems and strategies that work. Barbara Merrill, Iowa Association for the Education of Young Children; Julie Rogers and Sue Russell, Child Care Services Association Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Plaza B 2:00–4:00 p.m. Through the assessor’s eyes: How classrooms are observed during the NAEYC site visit Discover how assessors approach the process of observing and rating all elements of the group environment. NAEYC staff assessors will share tips about things to watch out for and ideas for ensuring successful classroom assessments. Amanda Batts and Katherine Stenner, NAEYC NAEYC Activities Sunday, June 9 Union Square 19/20 2:00–4:00 p.m. Estrategias exitosas: Successful strategies for training Spanish-speaking adult students learning about developmentally appropriate practice Explore examples of successful strategies to build native Spanish-speaking practitioners’ understanding and implementation of developmentally appropriate practices. Consider application in your own situations and how to stimulate enthusiasm and commitment. Yully Ortega, Indiana Association for Child Care Resource & Referral; Laura Zeisler, Explorations Unlimited, LLC Professional Development—Training Programs Union Square 22 2:00–4:00 p.m. Evaluating the effects of combined professional development methods on standards implementation Interact with online tools used by an online mentoring community of practice! This session will explore the implementation strategies of an online, relationshipbased professional development technique and provide tools to help programs with cost-saving alternatives to intensive PD. Lori Bird, Minnesota State University–Mankato; Megan Cox and Eileen Nelson, Minnesota Department of Education Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Union Square 23/24 2:00–4:00 p.m. Voices from the baby room: Stories about living, loving, and learning in infant/toddler rooms Hear real-life stories of caring and being cared for from the perspectives of infants and toddlers, families, and teachers in full-time birth to 3 child care programs. Consider the impact and outcomes of developmentally appropriate, relationship-based care from those who directly experience it—and those who do not. Mary McMullen and Na Ra Yun, Indiana University Curriculum—Theories and Approaches Yosemite A 2:00–4:00 p.m. Ensuring developmentally appropriate practice through a statewide, integrated system of professional development Introduces a new comprehensive publication designed to guide intentional professional development and workforce development. Review key elements SESSIONS cont. required to design a comprehensive, complimentary professional development system for all types of service providers. Jenna Bilmes, WestEd; Cecelia Fisher-Dahms and Camille Maben, California Department of Education Professional Development Systems Yosemite C 2:00–4:00 p.m. The role of the state ECAC in supporting developmentally appropriate practice: How are we doing? New York’s ECAC has a strong commitment to integrating DAP into its comprehensive vision, mission, and workgroup activities. This session will focus on how this strategic decision informs policy, practice, and the allocation of resources, generating positive change for young children in New York. Sherry Cleary, New York Early Childhood Professional Development Institute; Stephanie Woodard, New York State Early Childhood Advisory Council Leadership 4:30–5:30 p.m. Continental Ballroom 1/2 4:30–5:30 p.m. Stress and trauma: How does DAP support renewal and resilience? Understand the impact of stress and trauma on development and the role developmentally appropriate practice, especially creation of a “culture of support,” can provide for preschool- and kindergarten-age children. Research and options for practice will be discussed and references provided. Karen Peterson, Washington State University–Vancouver Social/Emotional Development Continental Ballroom 3 4:30–5:30 p.m. “Who, me?”: Learn about NAEYC Board service—It could be you Learn what Board service looks like and what NAEYC looks for in a Board candidate. It could be you. Nominating Panel, Governing Board Leadership, NAEYC NAEYC Activities 15 16 Sunday, June 9 SESSIONS cont. Continental Ballroom 4 4:30–5:30 p.m. Links with libraries: The surprisingly diverse ways libraries are supporting developmentally appropriate early learning in partnerships with schools and programs Libraries do amazing things for early learning and DAP. Ideas for collaborating with libraries should be part of teacher preparation and training. The session presents exciting examples of library initiatives that meet diverse language needs, offer access to technology, and build family literacy. Cen Campbell, Mountain View Public Library; Lisa Guernsey, New America Foundation; Karen Nemeth, Language Castle, LLC Community Relationships Continental Ballroom 5 4:30–5:30 p.m. A study of perceptions of prejudice in young children: “Which doll do you want to play with and why?” Learn results of a study that explored perceptions of urban and suburban preschool and kindergarten children’s prejudices and engaged their teachers in a yearlong learning community that focused on anti-bias curriculum, multicultural education, and their own biases. Janis Strasser, William Paterson University Research Continental Ballroom 6 4:30–5:30 p.m. Mentoring in the 21st century: Mentors as educators, learners, and leaders Prompted by rising expectations for teachers to promote children’s early learning and quality improvement initiatives, new mentoring and coaching programs now dot the early childhood landscape. Learn about a new curriculum that addresses building competencies for these emerging roles in the field. Dan Bellm, independent consultant; Marcy Whitebook, Center for the Study of Child Care Employment, UC Berkeley Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Continental Ballroom 7 4:30–5:30 p.m. Writing for Voices of Practitioners Authors interested in writing an article for NAEYC’s online professional publication Voices of Practitioners: The Teacher Research of Early Childhood Educators can meet with members of the editorial board to learn about the process of article submission and discuss their article ideas. Learn about the new format for teacher educators and teachers. Frances Rust, University of Pennsylvania; Barbara Henderson, San Francisco State University; Gail Perry, NAEYC NAEYC Activities Continental Ballroom 8/9 4:30–5:30 p.m. The Early Childhood Higher Education Inventory: Gathering data to inform the development of coordinated and comprehensive professional development systems for practitioners Learn about the Early Childhood Higher Education Inventory, a tool states use to collect data to describe their early childhood higher education offerings, identify areas for improvement, and assess changes in programs over time. Lea Austin and Fran Kipnis, Center for the Study of Child Care Employment, UC Berkeley; Sharon Ryan, Rutgers, The State University of New Jersey Professional Development Systems Franciscan C/D 4:30–5:30 p.m. Tools and strategies to promote consistent and effective evaluation of student teachers How should student teachers be evaluated and what tools and strategies can be used? Identify what student characteristics and behaviors should be evaluated, learn about tools and informal strategies for student evaluation, and discuss how to evaluate student teachers fairly and consistently. Anurika Ejimofor, Catherine Scott-Little, and Teressa Sumrall, University of North Carolina–Greensboro Professional Development—Education Programs Sunday, June 9 Golden Gate 2/3 4:30–5:30 p.m. Early childhood teacher education—Why does it matter? How does it matter? A panel discussion Panel discussion featuring guest editors and authors from the special issue of the Journal of Early Childhood Teacher Education focused on early childhood teacher education: Why Does It Matter? How Does It Matter? Opportunities to gain knowledge, connect with experts, and develop ideas for advocacy. Jan Burcham, Columbus State University; Frances Rust, University of Pennsylvania Professional Development—Education Programs Golden Gate 4/5 4:30–5:30 p.m. Understanding the language development and early education of Hispanic children Examine what is known about Hispanic learners in pre-K–3. Identify and expand on instructional interventions and developmentally appropriate practices used with young Hispanic learners. Determine next steps for decreasing the unacceptable achievement gap surrounding these young children. Eugene Garcia, Arizona State University; Erminda Garcia, Higley School District Language & Literacy Golden Gate 6/7 4:30–5:30 p.m. Ethical issues related to child assessment In order for assessment to be developmentally appropriate, educators must ensure that they are using assessment tools accurately and ethically. This session explores the various types of assessment and how the NAEYC Code of Ethical Conduct applies to child assessment practices. Kai-lee Berke, Teaching Strategies, LLC; Stephanie Feeney, University of Hawaii–Manoa Child Assessment (Developmental Screening, Diagnostic Evaluation, Classroom-Based Assessment) SESSIONS cont. Imperial A 4:30–5:30 p.m. Do job-specific credentials actually improve practice? A follow-up of 1,800 infant/toddler and administrator credential recipients and the longterm effect on actual practice Discussion will focus on planning the project, preparing the survey, employer interviews, focus groups, and analysis of data from The Registry, T.E.A.C.H., and YoungStar (QRIS). Results will be shared. This project was completed in collaboration with the PDW Center and Child Trends. Lucy Glaser, Natalie Queen, and Jere Wallden, The Registry Professional Development—Education Programs Imperial B 4:30–5:30 p.m. How do states with an Early Learning Challenge grant address program administration in QRIS? A focus on leadership and management standards, supports, and accountability Designing and implementing an integrated, crosssector QRIS is complex and challenging. Consider how states with Early Learning Challenge grants have embedded leadership and management standards, supports, and accountability into their statewide QRIS, inclusive of schools, centers, and homes. Jill Bella and Teri Talan, McCormick Center for Early Childhood Leadership; Ingrid Mezquita, First Five San Francisco; Audrey Smith, Maryland Department of Education Quality Initiatives—QRIS, Compensation, and Licensing Plaza A 4:30–5:30 p.m. Busting barriers: Deepening adaptive coaching skills for sustainable change Do you ask yourself “Now what?” when coaching someone doesn’t go so smoothly? Participants will learn practical strategies for facilitating people to overcome adaptive barriers that are related to limitations related to awareness, attitudes, motivation, emotions, stress, and skills. Constant Hine, Horizons in Learning Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) 17 18 Sunday, June 9 SESSIONS cont. Plaza B 4:30–5:30 p.m. Using reflective practice with early educators to increase developmentally appropriate practices for all children: California Inclusion and Behavior Consultation (CIBC) Network Children experience successful social-emotional development and learning when early educators use reflective practice in everyday classroom interactions. Discussion will illustrate key principles and strategies to implement reflective practice and how this supports teachers in working with children. Sue Bollig and Jayanthi Kasiraj, WestEd Center for Prevention & Early Intervention; Jan Kearns, WestEd Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Union Square 19/20 4:30–5:30 p.m. Investing in people: Building leadership capacity in South Carolina Learn about a unique collaboration between a state agency and an institution of higher education designed to enhance the early childhood leadership capacity in South Carolina. Consider the impact of this project as you explore opportunities for leadership development in your own settings. Angela Baum and Nancy Freeman, University of South Carolina; Beverly Hunter, South Carolina Department of Social Services Leadership Union Square 22 4:30–5:30 p.m. Social networking: Keeping up with the new frontier Social networking is an exciting new frontier. This seminar will address what to include in personnel policies, the potential liability for the program and the employee, and confidentiality and professionalism related to social networking. Dawn Martini, Ronald V. McGuckin and Associates Administration/Management Union Square 23/24 4:30–5:30 p.m. Meeting the English language needs of parents and child care professionals Is English a barrier for a child care provider or parent you know? Examine the curriculum one local college uses to teach language skills necessary for communication with and about children. Participants will learn about the development and components of this effective ESL for Child Care program. Marsha Chan and Julaine Rosner, Mission College Professional Development—Education Programs Yosemite A 4:30–5:30 p.m. Applying developmentally appropriate practice to home visits: A collaborative partnership between a university and an inclusive NAEYC-accredited early childhood program A professor from a university and a practicing teacher from an inclusive NAEYC-accredited early childhood center share the design and implementation of a collaborative partnership to offer teaching opportunities of developmentally appropriate practice in home visits to university students. Kelly Hantak, United Services for Children; Rebecca Panagos, Lindenwood University Community Relationships Yosemite B 4:30–5:30 p.m. Sitting and stacking, walking and talking: Red flags for developmental delays after a stay in the neonatal intensive care unit This session will identify some red flags for atypical or delayed development. These red flags should spur caregivers to refer children and families for further developmental screening as intervention has been shown to have greater impacts the sooner it is started. Britta Schasberger, Main Line Health Child Assessment (Developmental Screening, Diagnostic Evaluation, Classroom-Based Assessment) Yosemite C 4:30–5:30 p.m. DAP and play Review essential elements of DAP. Evaluate the place of play within DAP. Analyze play as the context for children’s learning and development. Apply this examination of DAP and play to one’s own classroom or program. Laurel Bongiorno, Champlain College Play Sunday, June 9 NETWORKING RECEPTION & REOPENING OF EXHIBITS Grand Ballroom A 6:00 p.m.–7:30 p.m. Networking Reception and Reopening of NAEYC Exhibits J oin early childhood colleagues, exhibitors, and NAEYC staff for networking, fun, complimentary hors d’oeuvres, soft drinks, and a cash bar at the Institute’s Networking Reception and reopening of exhibits. Sponsored by the Hilton San Francisco Union Square Attendee Raffle 2013 S imply introduce yourself to any exhibitor at the Networking Reception on Sunday evening and ask for your free raffle ticket. Complete the reverse side of the ticket and drop it in the NAEYC Institute raffle drum located outside the reception entrance. Increase your chances of winning great prizes! You can get more free tickets by visiting exhibitors at their booths during exhibit hours on Monday and Tuesday. The NAEYC Institute raffle drum will be located inside the exhibit area for ticket drop. The first drawing will be held Monday, June 10, in the exhibit area, with more drawings to follow through Tuesday, June 11. Daily prize winners will be listed on the prize board just inside the exhibit area. Be sure to take advantage of this opportunity to learn about the latest early childhood products and services and a chance to win some great prizes. 19 20 Monday, June 10 SESSIONS 8:00–10:00 a.m Continental Ballroom 1/2 8:00–10:00 a.m. Read aloud great books: Nothing could be more developmentally appropriate! See and hear some of the best new children’s books of the year. What makes the words sing and what makes the art entertain? Mull over possible extension activities with other attendees. Isabel Baker, The Book Vine for Children Language & Literacy Featured Session Continental Ballroom 4 8:00–10:00 a.m. Developmentally appropriate coaching: Exploring a coaching framework that addresses the whole provider Discuss innovative practices for overcoming common challenges to coaching in early childhood education. Review materials, share ideas, and make connections to the work that is happening in your regions and professional development systems. Carolyn Brennan, Megan Frye, Gail Joseph, and West Keller, University of Washington Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) NAEYC appreciates the support of HighScope as the sponsor of this session. Continental Ballroom 5 8:00–10:00 a.m. Doing what’s best for kindergartners: 10 powerful policy recommendations The ever-increasing push down of academics into the kindergarten year leads to inappropriate practices for both children and teachers. Build your knowledge about 10 policy recommendations and how they might impact practice. Leave the session with a plan to affect policy in your own state. Esther Buch and Renee DeMars-Johnson, Michigan Department of Education; Vincent Costanza, New Jersey Department of Education Advocacy/Public Policy Continental Ballroom 6 8:00–10:00 a.m. The Powerful Interactions Approach: Creating a program-wide climate of powerful interactions to promote more effective teaching and children’s learning Learn how a program climate conducive to powerful interactions promotes teachers’ effectiveness in the classroom. Participate in analysis of video clips. Identify strategies to incorporate powerful interactions in your program and clues to measure positive change for teachers and children. Amy Dombro, Judy Jablon, and Charlotte Stetson, Powerful Interactions Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Continental Ballroom 7 8:00–10:00 a.m. What does pre-K mathematics have to do with it? Everything! Explore the background on current research in the area of mathematics for teaching pre-K children in this interactive session. Resources to support developing and refining pre-K mathematics programs will be discussed along with how these ideas work together with principles and guidelines of DAP. Kim Bambao and April Cherrington, San Mateo Office of Education; Julie Spitzer, San Jose State University Mathematics Continental Ballroom 8/9 8:00–10:00 a.m. The top 3 legal issues affecting early childhood education programs Look at the trends in legal actions facing early care and education programs, with a focus on unemployment compensation claims and how to prepare for them, discrimination claims and how to avoid them, and the Fair Labor Standards Act as related to employee pay and job classification. Ronald McGuckin, Ronald V. McGuckin and Associates Administration/Management Monday, June 10 Franciscan A/B 8:00–10:00 a.m. Forward down the road: Principles and practices sharing the same path The presenters will highlight the importance of maintaining ECE principles at the forefront of daily work while experimenting and exploring innovative practices that challenge and thrill all learners—children, families, teachers—while supporting and enhancing the DAP “community of learners” mode. Holly Elissa Bruno, BAM Radio Network and Holly Elissa Bruno Keynotes; Janet Gonzalez-Mena, ECE Consultants, Inc; Luis Hernandez, T/TAS at Western Kentucky University; Debra Sullivan, Praxis Institute Diversity & Equity Franciscan C/D 8:00–10:00 a.m. Play—the final frontier: Using play with the art form of embodiment (becoming what you learn) to elevate how children learn in math and language development Experience new strategies with the art form of embodiment (becoming what we learn) and participate in joyful and rigorous ways related to elevating children’s knowledge in language development, cognition, and math. Develop ways to improve children’s critical thinking and self-regulation skills. Enrique Feldman, F.A.M.E. Foundation Play Golden Gate 2/3 8:00–10:00 a.m. Teachers at their best: A new tool to assess and improve how early childhood programs support effective practice and ongoing development Learn about the SEQUAL (Supportive Environmental Quality Underlying Adult Learning)—a new tool that assesses how the workplace can support professional growth and high-quality care and instruction. Participants will have the opportunity to complete the SEQUAL and explore how it can be used in training, research, and quality improvement efforts. Sharon Ryan, Rutgers University; Laura Sakai, Diana Schaack, and Marcy Whitebook, Center for the Study of Child Care Employment, UC Berkeley Professional Development Systems SESSIONS cont. Golden Gate 4/5 8:00–10:00 a.m. Transformation in action! Reflections from an early childhood director and her professional coach on their journey to strengthen leadership and improve program quality The director will share how coaching helped her gain a new perspective on leadership and program vision and her experiences of adopting a developmentally appropriate curriculum. The certified coach will share methods that support leadership transformation and resources for exploring coaching models. Susan MacDonald, Inspiring New Perspectives; Tracey Trask, Kids’ Connection Leadership Golden Gate 6/7 8:00–10:00 a.m. Quality coaching: Leading the way to developmentally appropriate practices for infant/ toddler teachers Discuss professional development for infant/toddler teachers related to promoting developmentally appropriate practices in the classroom. Create a professional development plan centered around quality coaching that will include self-assessment, observation, debriefs, and collaborative goal-setting. Sarah Barton, Kathy Mosley, and Sonali Raval, Acelero Learning, Inc. Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) NAEYC Scavenger Hunt! Win a $500 Apple gift card or a free registration to NAEYC’s 2014 National Institute! Come to the NAEYC Exhibit Hall in Grand Ballroom B between 12:30–2:00 p.m. Monday and Tuesday. Grab an entry form with clues about participating Institute Sponsors, and then submit your completed form by 2:00 p.m. for the drawing. NAEYC thanks the Carambola Tradeshow Group for their generous donation of gift prizes. 21 22 Monday, June 10 SESSIONS cont. Imperial A 8:00–10:00 a.m. Lost opportunities: How teaching interferes with learning Teachers disrupt children’s learning through daily interactions and schedules. This session brings to light the unintended consequences of teaching and provides strategies for increasing learning in your classroom. Debra Lawrence, Chestnut Hill College Learning Environments Imperial B 8:00–10:00 a.m. NAEYC Accreditation of Programs for Young Children: Quality practice trends in NAEYCaccredited programs NAEYC Academy staff present new data findings from NAEYC Accreditation site visits. The focus of this trend report is NAEYC Standards and Criteria related to families, especially family engagement factors embodied in the Strengthening Families initiative. Susan Hedges and Stephanie Olmore, NAEYC NAEYC Activities ACCESS Session Plaza A 8:00–10:00 a.m. Good, better, best: Building early childhood programs that support each young learner— Part I Want to learn about resources to support improvement in your syllabi, field experiences, and program practices? Representatives of community colleges in six states will share methods, models, and materials for identifying and attaining priorities for change and improvement in your program. Camille Catlett, Frank Porter Graham Child Development Institute; Debra Murphy, Cape Cod Community College Professional Development—Education Programs Union Square 19/20 8:00–10:00 a.m. Pin it! Reenergize your learning environments with developmentally appropriate activities for any age group or setting through Pinterest Put the interest back in your interest areas through the use of the online tool Pinterest. Directors, trainers, and teachers will learn techniques for finding, pinning, and organizing developmentally appropriate activities on boards organized to fit each program’s teaching style. Amber Donnelly, ARCHS Learning Environments Union Square 22 8:00–10:00 a.m. A collaborative system for DAP training and support: Promoting the implementation of California’s Preschool Learning Foundations and Frameworks Learn how California’s Preschool Learning Foundations and Frameworks (Early Learning Standards) support DAP. Gain insights about California’s professional development system. Be introduced to a social media tool that promotes the goals of enhancing knowledge and application of these resources. Nancy Herota and Debbie Supple, California Preschool Instructional Network; Ellen Morrison and Linda Olivenbaum, California Early Childhood Mentor Program Standards—Early Learning/Content Standards, Common Core Standards Union Square 23/24 8:00–10:00 a.m. Exploring the potential of state-level consolidated governance for bringing coherence to early childhood education systems This session offers participants the opportunity to review findings from a study on how state-level consolidated governance has influenced the early childhood education system in three U.S. states and to consider the implications of these findings for their own systembuilding efforts. Rebecca Gomez and Sharon Lynn Kagan, Teachers College, Columbia University Research Monday, June 10 Yosemite A 8:00–10:00 a.m. When teachers face themselves: Learning what makes us tick emotionally when we discipline young children Self-reflection about what makes adults tick emotionally is critical in helping children manage their own feelings. We challenge early childhood teachers to reflect on their emotional histories and find strategies to respond to children in ways that support their emotional health and development. Tamar Jacobson, Rider University Social/Emotional Development Yosemite B 8:00–10:00 a.m. Using comprehensive program quality assessment as a basis for implementing significant program improvement Addresses the importance of maintaining a comprehensive approach to program quality assessment, and examines productive, collaborative ways to help providers use information from assessments as a practical basis for program improvement. Thelma Harms, University of North Carolina Learning Environments Institute evaluation Please remember to complete the 2013 Institute evaluation forms, which will be sent to you electronically immediately following the Institute. NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future NAEYC professional development activities. 3 NEW books from NAEYC on developmentally appropriate practice can be purchased in the NAEYC Shop. Please see page 63 for details. SESSIONS cont. 8:00 a.m.–12:30 p.m. NAECTE Session Plaza B 8:00 a.m.–12:30 p.m. National Association of Early Childhood Teacher Educators (NAECTE) meeting Join us for our annual spring meeting of the National Association for Early Childhood Teacher Educators. Enjoy paper presentations, posters, and small-group discussions of current issues in early childhood teacher education. Kelly Baker, University of Central Oklahoma; Sara Davis, University of Arkansas–Fort Smith; Libby Ethridge, University of Oklahoma; Rebecca New, University of North Carolina–Chapel Hill Professional Development—Education Programs 10:30 a.m.–12:30 p.m. Continental Ballroom 1/2 10:30 a.m.–12:30 p.m. Registries—What’s in it for me? Using early childhood workforce data to support practitioners, programs, and policy makers Use The National Registry Alliance’s 2012 State of Registries Survey and National Dataset to explore registry services related to practitioner professional development, program quality improvement, and informed early childhood policy making and reporting. Denise Mauzy, Missouri OPEN Initiative Center; Wayne Mayfield, University of Missouri; Darlene Ragozzine and Patti Russ, The National Registry Alliance Advocacy/Public Policy Continental Ballroom 3 10:30 a.m.–12:30 p.m. Sustainability from the start: Promoting implementation of the CA CSEFEL Teaching Pyramid in California Explore how the CSEFEL Teaching Pyramid approach has been adapted and designed for sustainability of implementation in California. Examine local contexts, experience sample activities, and identify ways to use the design and adaptations made to the national CSEFEL model in other communities. Linda Brault and Craig Zercher, WestEd; Cecelia FisherDahms, California Department of Education Social/Emotional Development 23 24 Monday, June 10 SESSIONS cont. Featured Session Continental Ballroom 4 10:30 a.m.–12:30 p.m. DAP through the eyes and ears of a child with challenging behavior Through video, see and hear an early childhood environment from one child’s viewpoint. Identify areas that might be contributing to this child’s use of challenging behavior. Leave with tools and strategies to prepare an appropriate and healthy social and emotional learning place for all children. Karen Cairone, Devereux Center for Resilient Children; Joan Duffell, Committee for Children; Ed Greene, Hispanic Information and Telecommunications Network; Marilou Hyson, University of Pennsylvania; Barbara Kaiser, Barbara Kaiser Consulting Guidance for Children with Challenging Behaviors NAEYC appreciates the support of Follett as the sponsor of this session. Continental Ballroom 6 10:30 a.m.–12:30 p.m. Reaching excellence: Strategies to refresh, renew, and rekindle teaching practices Examine the value of excellence—the importance of reaching the highest standards of professional recognition and contribution. Excellence is recognized in individual contributions as well as team efforts in creating the learning community infused with purpose and vision. Becky Bennett and Connie Smith, Beco; Luis Hernandez, T/TAS at Western Kentucky University Professional Development Systems Continental Ballroom 7 10:30 a.m.–12:30 p.m. A comprehensive approach to meeting math and science standards in preschool classrooms Develop practical ideas for infusing math and science throughout the early childhood classroom. Review tools for assessing the mathematical learning and teaching already present in classrooms. Apply these ideas through analyzing vignettes and video. Emily DeGroof, Ellen Frede, and Christina Herrera, Acelero Learning, Inc. Mathematics Continental Ballroom 8/9 10:30 a.m.–12:30 p.m. Seeing is believing: Using video coaching to enhance educators’ facilitation of emergent literacy in preschool classrooms Review effective strategies that promote emergent literacy and how to best support educators to implement these strategies. Learn how to use a video coaching framework to encourage self-reflection and intentional practice in the emergent literacy arena. Janice Greenberg, The Hanen Centre Language & Literacy Franciscan A/B 10:30 a.m.–12:30 p.m. Strategies for teaching teachers about socialemotional development and the guidance of young children Identify topics discussed in courses/professional development about social-emotional development and guidance of young children. Evaluate and learn strategies for teaching teachers about social and emotional development and guidance of young children. Ashley Brailsford Vaughns, University of Nebraska Omaha Social/Emotional Development Franciscan C/D 10:30 a.m.–12:30 p.m. Standing up and speaking out: The neglected role of early childhood directors Directors often underestimate their ability to impact the field of early care and education. Yet, individual and collective action can be a powerful force for improving the field. Learn how directors can harness their passion about workforce issues and become advocates for change. Jill Bella, McCormick Center for Early Childhood Leadership at National Louis University Advocacy/Public Policy Golden Gate 2/3 10:30 a.m.–12:30 p.m. Let a teacher be a teacher: Support from the administration Presents a case study on how a Head Start program implements strategies to streamline administration and individualize classroom curriculum development. Vanessa Chen, educational consultant; Masha Crayne, Li Mei Deng, and Jerry Yang, Kai Ming Head Start Administration/Management Monday, June 10 Golden Gate 4/5 10:30 a.m.–12:30 p.m. Promoting the “pro” in your professional development programs: Using standards in the development and delivery of your training programs Hear from a panel of experts in the early child care training field who are using the IACET standard as a framework for their professional development programs. Participate in small-group discussions on different modes of training and learn more about becoming an accredited provider of CEUs. Anthony Durborow and Peter Pizzolongo, NAEYC; Sara Meier, International Association for Continuing Education and Training (IACET); Maria Taylor, Childcare Education Institute Professional Development—Training Programs Golden Gate 6/7 10:30 a.m.–12:30 p.m. Using stories from the field to reconceptualize leadership in early childhood: Increasing inclusivity and strengthening our collective gaze on social justice and equity Explore diverse portraits of leadership in early childhood. Participate in discovering the comprehensive spectrum of strategies used by ECE professionals to inspire positive change in their organizations and across the field. Explore the relationship between social justice and equity and leadership. Jenna McAnulty, Children’s Creative Learning Centers; Katrina Morkner, Ventana School; Julie Nicholson, Mills College; Sandy Osborne, JCCSF Helen Diller Family Preschool Leadership Imperial A 10:30 a.m.–12:30 p.m. Connecting Common Core State Standards (CCSS), Mind in the Making life skills, and developmentally appropriate practice to foster children’s learning See how New Mexico has used momentum for Common Core State Standards to infuse CCSS, Mind in the Making life skills, and developmentally appropriate practice in compelling ways. Learn numerous specific activities that principals, teachers, and parents can do to promote CCSS, life skills, and DAP. Ellen Galinsky, Families and Work Institute Curriculum—Theories and Approaches SESSIONS cont. Imperial B 10:30 a.m.—12:30 p.m. Classroom portfolios as a strategy for professional development Classroom portfolio development is a reflective exercise that reinforces and strengthens our knowledge and use of best practices. This session will offer strategies for identifying the best practices present in your classrooms and how to map those practices to the NAEYC Accreditation Criteria. Stephanie Olmore and Katherine Stenner, NAEYC NAEYC Activities ACCESS Session Plaza A 10:30 a.m.–12:30 p.m. Good, better, best: Building early childhood programs that support each young learner— Part II Want to learn about resources to support improvement in your syllabi, field experiences, and program practices? Representatives of community colleges in six states will share methods, models, and materials for identifying and attaining priorities for change and improvement in your program. Camille Catlett, Frank Porter Graham Child Development Institute; Debra Murphy, Cape Cod Community College Professional Development—Education Programs Union Square 19/20 10:30 a.m.–12:30 p.m. Early learning and development standards as the catalyst for birth–grade 3 alignment Recent changes in state and national standards present a unique opportunity to promote alignment in birth to grade 3. Learn strategies for leveraging early learning and development standards as a catalyst for alignment and a continuum of developmentally appropriate practice across the sectors. Harriet Feldlaufer and Michelle Levy, Connecticut State Department of Education Standards—Early Learning/Content Standards, Common Core Standards 25 26 Monday, June 10 SESSIONS cont. Union Square 22 10:30 a.m.–12:30 p.m. Teasing, bullying, and exclusion: Strategies for age-appropriate intervention and prevention Through the lens of child development, review the latest research on bias-based teasing, bullying, and exclusion and its effects. Learn strategies for effective intervention and helping children develop the knowledge and skills they need for resilience and to stand up for themselves and others. Nancy Michael, Amaze Diversity & Equity Union Square 23/24 10:30 a.m.–12:30 p.m. Preschools at US nature centers: A model for connecting children, families, and communities to nature Review the results of a multiple case study that explored program practices at nature preschools. Examine unique approaches used to connect children with nature and how these incorporate DAP. Learn new strategies for including nature in early childhood programs and teacher training initiatives. Patti Bailie, North American Association for Environmental Education; Priscilla Woyke, New Canaan Nature Center Research Yosemite A 10:30 a.m.–12:30 p.m. Starting with the babies: Working with infant and toddler teachers to implement continuity of care— Opportunities and challenges Learn about the opportunities and challenges of working with infant and toddler quality improvement efforts in increasing continuity of care at the child, teacher, classroom, and program level. Kay Albrecht, Innovations in Early Childhood Education; Barbara Milner, First Relationships; Diana Schaack, UC Berkeley Professional Development—Training Programs Yosemite B 10:30 a.m.–12:30 p.m. Teaching for the five democratic life skills: DAP for social-emotional development Participants gain an overview of the construct of democratic life skills (DLs). By viewing video clips, participants examine behaviors that indicate child challenges or progress in relation to the five DLs. Participants explore ECE guidance practices that foster the life skills in young children. Dan Gartrell, Bemidji State University Guidance for Children with Challenging Behaviors Yosemite C 10:30 a.m.–12:30 p.m. Teacher, tell me what you think: Early education teacher perceptions on DAP, classroom quality enhancement, and coaching Learn about teacher perceptions of DAP, classroom quality enhancement, and coaching from a qualitative research effort. Explore the relationship between teacher perceptions and teacher characteristics. Examine possible impacts of teacher perception on classroom practices. Sandy Baba, Yolanda Garcia, Gayle Mayekawa, and Jemima Munoz, WestEd E3 Institute Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) 2:00–4:00 p.m. Continental Ballroom 1/2 2:00–4:00 p.m. Applying lessons learned from developing and teaching early childhood assessment: Simplifying the process The presenters will share how they have learned to simplify the assessment process as well as how they teach assessment after many years engaged with early childhood educators across the country. A newly revised version of the Work Sampling System will be introduced. Margo Dichtelmiller, Eastern Michigan University; Judy Jablon, Powerful Interactions; Samuel Meisels, Erikson Institute Child Assessment (Developmental Screening, Diagnostic Evaluation, Classroom-Based Assessment) Continental Ballroom 3 2:00–4:00 p.m. Active learning for preschool children using physical activity and movement to support classroom learning goals in literacy, math, nutrition, and motor skills Learn techniques in active learning using physical activity and movement to support curriculum in literacy, math, nutrition, and motor skills. Participate in active learning exercises to gain understanding of their use during the preschool day and their utility in obesity prevention. Deborah Michals, Learn With Action Cognitive Development Monday, June 10 Featured Session Continental Ballroom 4 2:00–4:00 p.m. Common Core State Standards in early childhood and developmentally appropriate practices This participatory discussion features ways to anchor the Common Core State Standards in developmentally appropriate practice to promote critical thinking, knowledge acquisition, literacy development, quantitative reasoning, and self-efficacy for all young children. Gayle Mindes, DePaul University; George Morrison, University of North Texas Standards—Early Learning/Content Standards, Common Core Standards Continental Ballroom 5 2:00–4:00 p.m. Managing legal risks in early childhood programs: Preventing brush fires from flaring up into lawsuits Potential legal issues abound: social networking site misuse, parent custody battles, hiring and firing, staff babysitting, amendments to the ADA. Want to be better prepared? Learn appropriate ethical and legal policies and practices to reduce the risk of lawsuits. Holly Elissa Bruno, BAM Radio Network and Holly Elissa Bruno Keynotes; Tom Copeland, self-employed Administration/Management Continental Ballroom 6 2:00–4:00 p.m. Developing leaders: Are we walking the talk? A developmental approach to supporting early childhood professionals The audience will explore opportunities for leadership development for early and mid-career professionals by engaging with a panel of Affiliate leaders at various stages of their careers. Strategies for inclusion in leadership opportunities and skill building will be shared. Michelle Figlar, Pittsburgh Association for the Education of Young Children; Emilie Gay, Round the Clock Child Care, Inc.; Martha Muñoz, NAEYC; Jennifer White, Clover Park School District Leadership SESSIONS cont. Continental Ballroom 7 2:00–4:00 p.m. Making the most of staff meetings so you can achieve program goals: From playground cleanup to fund-raisers and more This workshop provides a framework for planning and conducting more engaging and productive staff meetings. Participants will learn how to increase participation, increase a group’s commitment to shared goals, arrive at decisions supported by everyone, and have more fun at meetings. Alberto Mares, Northeast New Mexico Association for the Education of Young Children Administration/Management Continental Ballroom 8/9 2:00–4:00 p.m. Developmentally appropriate practices in kindergarten Discuss five fundamental concepts of developmentally appropriate practices for kindergarten as described in the NAEYC publication Basics of Developmentally Appropriate Practice: Kindergarten and explore strategies for practical application in a kindergarten setting. Eva Phillips, Winston-Salem State University; Amy Scrinzi, North Carolina Department of Public Instruction Learning Environments Franciscan A/B 2:00–4:00 p.m. Resolving tough conversations using strengthsbased strategies Tough conversations with adults happen! In this session you will explore conditions that lead to, and develop within, challenging conversations. Discover and apply research-based techniques and a five-step process for handling these conversations with respect while building relationships. Joy Humbarger, Metropolitan Community College Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) 27 28 Monday, June 10 SESSIONS cont. Franciscan C/D 2:00–4:00 p.m. Conceptualizing early educator competence: Quantifying, reporting, and using program outcomes The Competencies Integration Project tool measures how courses/trainings address the competencies outlined in the CA ECE Competencies document. Learn strategies to address challenges such as quantifying competence, comparing instructional modes, and informing the professional development system. Rene Dahl, San Francisco State University; Nancy Hurlbut, Humboldt State University; Shulamit Ritblatt, San Diego State University; Sharon Seidman, CSU Fullerton Professional Development Systems Golden Gate 2/3 2:00–4:00 p.m. Benefits of play in early care and early education: Enhancing opportunities for young English language learners Focus on the benefits of play in early care and early education for English language learners. Active learning strategies will encourage learning about the role of teachers, DAP materials to facilitate play, and recommendations for designing professional development. Irasema González, Hilda Medrano, and Leslie Rojas, The University of Texas–Pan American Play Golden Gate 4/5 2:00–4:00 p.m. Tapping into the DAP of culture and language: The essential message that “I am valued” Examine the New Jersey Summer Institute and Mentoring Program features, and see and hear testimonies of teachers who are now implementing the core strategies that can assist them in becoming culturally conscious and intentional about using culture and language as anchors for child development. Ana Berdecia, Thomas Edison State College Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Golden Gate 6/7 2:00–4:00 p.m. Creating and sustaining a vision for your program Learn how to create and sustain a vision for your program that reflects your beliefs and values. Discover how to weave this through all aspects of your program, and develop strategies to get staff invested and engaged in implementing a common vision that supports best practices. Nancy Toso, COMPASS for Kids Leadership Imperial A 2:00–4:00 p.m. Meeting the individual learning needs of children in everyday learning environments Review the importance of individualizing when making decisions about developmentally appropriate teaching practices that respond to children’s individual strengths and needs. Plan and make adaptations to accommodate children’s varying levels of skills and abilities. Angela Notari-Syverson, Susan Sandall, and Crista Scott, University of Washington Children with Disabilities/Early Intervention Imperial B 2:00–4:00 p.m. Linking the new ECERS-R subscales with developmentally appropriate practice and child outcomes Provides participants with detailed information regarding current ECERS-R revision activities. Participants will discuss the implications of these activities, as well as practice scoring new subscales designed to provide more specific information about early learning environments. Richard Clifford, University of North Carolina–Chapel Hill; Jennifer Neitzel and John Sideris, Frank Porter Graham Child Development Institute Program Quality, Evaluation, and Accountability ACCESS Session Plaza A 2:00–4:00 p.m. ACCESS to Shared Knowledge and Practices: Best practices in associate degree early childhood teacher education Explore and discuss a variety of best practices in associate degree early childhood teacher education such as assessment, teacher research, and technology in teacher education. Debra Murphy, Cape Cod Community College; Sharon Carter, Davidson County Community College Professional Development—Education Programs Monday, June 10 Plaza B 2:00–4:00 p.m. Resilience-building strategies for preschoolers: Build their bounce! Build the bounce of a child you care about! Learn about resilience in preschoolers, as well as many new strategies to help promote protective factors and resilience. Karen Cairone and Linda Likins, Devereux Center for Resilient Children Social/Emotional Development Union Square 19/20 2:00–4:00 p.m. Six Saudi teachers’ perceptions on the gains and challenges of applying a new developmentally appropriate observational strategy Learn an effective strategy that you can apply the next day, and participate in observational activities. Nada Al Rabiah, King Saud University Professional Development—Training Programs Union Square 22 2:00–4:00 p.m. Ensure statewide, consistent, high-quality training: Explore California’s Early Childhood Common Core Curriculum for professional development providers Explore tools for supporting a high-quality, developmentally appropriate professional development system. Participants will leave with example resources for implementing a similar system. Melinda Brookshire and Cecelia Fisher-Dahms, California Department of Education Professional Development—Training Programs Union Square 23/24 2:00–4:00 p.m. No tengo limites (I have no limits): Who I become when parents and schools partner in bicultural education This session will demonstrate how to partner with parents to create culturally reflective and developmentally appropriate classroom materials, such as identity texts and family paper dolls, for the purposes of building children’s skills and positive regard for their cultures. Clara Cappiello and Katherine Savage, East Coast Migrant Head Start Project Diversity & Equity SESSIONS cont. Yosemite A 2:00–4:00 p.m. NAEYC Asian Interest Forum presents international early language and literacy development: Supporting young children in language and literacy development in the global age This session will shed light on how to think globally and act locally on the need to support children’s development, their families, and their communities’ heritage and language through a global perspective. Sandy Baba, WestEd E3 Institute; I-Fang Lee, The University of Newcastle; Lisa Lee, First 5 California; Jerry Yang, Kai Ming Head Start Language & Literacy Yosemite B 2:00–4:00 p.m. Using early childhood mental health consultation (ECMHC) for quality improvement ECMHC improves ECE program quality by reducing challenging behaviors, providing alternative strategies, decreasing staff turnover, and increasing opportunities for positive development. Participants will analyze descriptions of successful models and review sample procedures, policies, and resources. Neal Horen, Georgetown University; Steven Shuman, Education Development Center Guidance for Children with Challenging Behaviors Yosemite C 2:00–4:00 p.m. 101 principles for positive guidance with young children: Creating strength-based solutions to behavior challenges Learn research-based strategies for persistent behavior needs and develop highly effective approaches to challenging behavior. Analyze and revitalize your approach to discipline as you gain practical, detailed skills to create meaningful interactions, reduce stress, and build children’s strengths. Katharine Kersey, Old Dominion University; Marie Masterson, Dominican University Guidance for Children with Challenging Behaviors 29 30 Monday, June 10 SESSIONS cont. 4:30–5:30 p.m. Continental Ballroom 1/2 4:30–5:30 p.m. A research-based, innovative training design to effectively influence teacher-child interactions that support child development and learning Learn suggestions on how to create a more effective training design that supports adult and child interactions and that promotes continued effective application and reflection through ongoing communities of learners. Continental Ballroom 6 4:30–5:30 p.m. Better together: Translating developmentally appropriate practice into coaching relationships with teachers Learn how developmentally appropriate practice works with adult learners. Teachers thrive when coaches understand their stages of development, create meaningful opportunities, and scaffold teacher learning, resulting in enhanced instructional strategies and better child outcomes. Grace Kolbe, Darcy Russo, and David Wells, Palm Beach State College Professional Development—Training Programs Claire Chang, Minnesota Philanthropy Partners; Sandra Heidemann and Beth Menninga, The Saint Paul Foundation Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Continental Ballroom 3 4:30–5:30 p.m. Engaging early learning programs in the development and implementation of a voluntary QRIS: The Rhode Island experience Learn about Rhode Island’s experience in employing unique strategies to communicate with and engage early learning programs in the development and implementation of BrightStars, our QRIS. Discuss grassroots efforts used to encourage program participation in the QRIS. Continental Ballroom 7 4:30–5:30 p.m. A new perspective on challenging behaviors in young children: A sensory integrative approach Learn about brain processes, sensory integration, and how they are related to behavior in young children. Gain a new perspective on interpreting behavior. Discover ways to incorporate sensory integration principles with developmentally appropriate methods of addressing challenging behavior. Lisa Hildebrand, Rhode Island Association for the Education of Young Children/BrightStars Quality Initiatives—QRIS, Compensation, and Licensing Continental Ballroom 4 4:30–5:30 p.m. Legal aspects of recruiting, interviewing, hiring, and terminating employees An organization’s most important investment is its employees. This workshop will help you avoid the pitfalls related to recruiting, interviewing, hiring, and terminating employees, thus reducing your risk for the legal dilemmas related to hiring the wrong candidate. Janice Nieliwocki, Ronald V. McGuckin and Associates Administration/Management Continental Ballroom 5 4:30–5:30 p.m. When everything old is new again: Amplification of child development as a central principle of a Vygotskian-based ECE curriculum Learn about main principles of pedagogy and curriculum design based on Vygotskian and post-Vygotakian approaches to ECE. Examine instructional practices intended to “accelerate” or “amplify” child development and discuss their short-term and long-term implications. Elena Bodrova and Deborah Leong, Tools of the Mind Curriculum—Theories and Approaches Christy Isbell, Milligan College Guidance for Children with Challenging Behaviors Continental Ballroom 8/9 4:30–5:30 p.m. Exploring the findings from an intensive model of support that promotes quality improvement in high-subsidy child care centers Learn about the components of an intensive model of support, Stars Plus, that supports quality improvement in high-subsidy child care programs and hear descriptive and formative data about participants’ experiences. Discuss how elements of this model could be implemented in other contexts. Martha Buell, Jennifer Cortes, Kelley Perkins, and Alison Seefeldt, University of Delaware Program Quality, Evaluation, and Accountability Monday, June 10 Franciscan A/B 4:30–5:30 p.m. This never would have happened indoors: Documenting and supporting children’s learning in nature-rich outdoor classrooms Explore how children are using well-designed outdoor spaces, the skills they are developing in these nature-rich environments, and ways teachers are effectively documenting and scaffolding children’s learning outdoors in developmentally appropriate ways. Examine field-tested parent engagement tools. Vicki Bohling-Phillipi, Forest Lake Family Center; Susan Wirth, Dimensions Educational Research Foundation Learning Environments Franciscan C/D 4:30–5:30 p.m. Charting progress for babies in child care: How state infant/toddler policies can promote developmentally appropriate practice Learn what the findings of a recent 50-state survey tell us about infant/toddler child care subsidy, licensing, and quality enhancement policies and how state policies can promote conditions that foster developmentally appropriate practice. Christine Johnson-Staub and Stephanie Schmit, Center for Law and Social Policy Advocacy/Public Policy Golden Gate 2/3 4:30–5:30 p.m. Helping teachers implement the RPT-M (Reciprocal Peer Tutoring–Math) model with a self-regulated strategy for urban elementary-age children Demonstrates the importance of RPT-M procedures in learning to determine peer-tutoring activities in instructional design, promote understanding of an effective self-monitoring strategy using Piaget’s pre-operational concept, and predict students’ self-efficacy of mathematics learning. Chin Wen Yang, Eastern Connecticut State University Mathematics SESSIONS cont. Golden Gate 4/5 4:30–5:30 p.m. Using stories to promote an inclusive early childhood science program Review research on the use of stories in science at the ECE level. Learn strategies for using stories skillfully to create an inclusive science program. Participate in the analysis of stories and student work to gain appreciation for the potential and complexities of using stories in ECE. Azza Sharkawy, Queen’s University Science/Environment/Nature Education Golden Gate 6/7 4:30–5:30 p.m. All I really needed to know about education law I learned in kindergarten Converse about legal issues parents face when sending children to kindergarten. Discuss legal issues unique to entering school. Formulate communication strategies to foster better teacher-school communications about legal issues. Gretchen Oltman, Bellevue Public Schools Leadership Imperial A 4:30–5:30 p.m. Moving beyond “You can’t say you can’t play”: Understanding and addressing peer exclusion during early childhood Peer exclusion is common and developmentally normative during early childhood. This presentation will address the variety of reasons that young children exclude their peers from play. Discuss the most effective ways to respond to exclusion and encourage inclusion. Suzanne Fanger, The University of Texas at Austin Social/Emotional Development Imperial B 4:30–5:30 p.m. Digital Media Literacy and Early Learning: Lessons from the field Session participants will engage in hands-on experiences and dialogue as part of a presentation that examines elements of a research-based initiative that incorporates educational digital applications, effective approaches to early learning, and developmentally appropriate practices. Sandy Baba and Yolanda Garcia, WestEd E3 Institute; Ed Greene and Maryann Marrapodi, Hispanic Information and Telecommunications Network Technology and Young Children 31 32 Monday, June 10 SESSIONS cont. ACCESS Session Plaza A 4:30–5:30 p.m. ACCESS to shared knowledge and practices: Associate Degree Early Childhood Teacher Educators member meeting Connect and collaborate with ACCESS to Shared Knowledge and Practices: Associate Degree Early Childhood Teacher Educators from all over the United States. Discuss current and future initiatives including teacher research, technology in teacher education, and ECADA accreditation. Nancy Beaver, Eastfield College; Debra Murphy, Cape Cod Community College; Carrie Nepstad, Harold Washington College Professional Development—Education Programs Plaza B 4:30–5:30 p.m. Creating inclusive early childhood classrooms that support diversity and build community: Expanding the reach of developmentally appropriate practice Learn new ways to think about early childhood inclusion. Work with others to generate meaningful teaching practices and strategies. Develop ideas for instructional methods that will better prepare early childhood teachers to support and nurture diverse learners and build classroom community. Yoon-Joo Lee, Brooklyn College, CUNY; Susan Recchia, Teachers College, Columbia University Children with Disabilities/Early Intervention NEW from NAEYC From Play to Practice: Connecting Teachers’ Play to Children’s Learning by Marcia L. Nell & Walter F. Drew, with Deborah E. Bush From Play to Practice promotes play-based learning as part of developmentally appropriate practice in early childhood programs. The book’s numerous journal reflections of play participants, along with photos of play workshops, help illustrate the power of play. A Comprehensive Member Benefit Item #180 List: $28 Member: $22.40 20% savings Order online at www.naeyc.org/store. Union Square 19/20 4:30–5:30 p.m. Green: The missing link to developmentally appropriate practices The missing link in the DAP paradigm spans from a healthy learning environment to a child’s capacity to reach their full developmental potential. Discover the most important steps to eliminating exposure to toxins, greening your facility, and mentoring our future leaders as environmental stewards. Phil Boise, GreenCare for Children Health and Safety Union Square 22 4:30–5:30 p.m. Create presentations with punch using Prezi Tired of boring presentations? Looking for a way to convey information with a little more punch? This workshop will introduce Prezi, a presentation platform that is user friendly and visually exciting. This is for Prezi beginners only. Christie Verarde, Chabot College/Brandman University Technology and Professional Development/Management Yosemite A 4:30–5:30 p.m. A developmentally appropriate, free access, online professional development site in math literacy for home child care providers Engage in an introduction to our Math at Home site and daily blog. Explore our research findings on usage and the potential for enhancing and changing practice for those providers that have geographic, time, and economic constraints for professional development. Jennifer Asimow, Harold Washington College; Catherine Main and Kathleen Sheridan, University of Illinois at Chicago Professional Development—Training Programs Yosemite B 4:30–5:30 p.m. Using an implementation checklist to increase fidelity of implementation of the project approach Discover a tool that can help teachers implement the project approach with greater fidelity. Participate in analysis of video vignettes and the impact of the tool on teacher effectiveness and diverse learners. Learn new strategies for successful implementation of the project approach. Sallee Beneke, St. Ambrose University; Michaelene Ostrosky, University of Illinois at Urbana–Champaign Curriculum—Theories and Approaches Monday, June 10 Yosemite C 4:30–5:30 p.m. DAP—Examining the GAP (Globally Appropriate Practice): A discussion concerning appropriateness and intentionality of activities from a global perspective Begin the discussion of Globally Appropriate Practices and sustainability in early childhood arenas. Participate in analyzing intentionality and secondary messages taught in early childhood and begin the process of developing an environmentally sound philosophical standpoint. Donna Satterlee, University of Maryland Eastern Shore Diversity & Equity Honor Jerlean Daniel by Contributing to the Building a Lasting Legacy Campaign T he career of NAEYC’s retiring Executive Director, Jerlean Daniel, epitomizes the varied roles of early childhood professionals. Jerri has made countless contributions to the Association and helped to build the profession—as a preschool teacher, center director, state advocate, NAEYC Governing Board member at large, president, faculty member, and in multiple staff roles. You can acknowledge Jerri’s many contributions and extend NAEYC’s important activities in leadership development, policy, and advocacy by contributing to the Building a Lasting Legacy Campaign in Jerri’s honor. For more information and to make a contribution, please visit www.naeyc.org/legacy or contact Kathleen Cassidy Donato at NAEYC: telephone 800424-2460, ext. 8824, or email email@example.com. SESSIONS cont. 5:45–7:00 p.m. Research Posters and Spotlight Forum Grand Ballroom A Research Posters Beliefs about education and care: A new measure for infant/toddler care and education Treshawn Anderson and James Elicker, Purdue University; Mary McMullen, Indiana University Blurring concepts of parent education and parent involvement in early childhood education: Conceptualizing effort is needed Yanghee Kim, Kennesaw State University Compare strategies used to support children emotionally in preschool: Developmentally appropriate versus developmentally inappropriate practices in a developing country Kwesi Bentum, Northwest Special Education Cooperative, Freeport; Vivian Tackie-Ofosu, University of Ghana Constructivist education and epistemological development in online and face-to-face higher learning environments Rebecca Pruitt, Lewis University Creating a welcoming, developmentally appropriate learning environment for infants and toddlers through the use of the Emotional Beginnings curriculum Rochelle Andre and Andrea Walton, ARCHS Developing cultural and linguistically responsive early childhood systems: What the research says Thomas Rendon, Iowa Department of Education; Yuzhu Zheng, Iowa State University Institute evaluation Please remember to complete the 2013 Institute evaluation forms, which will be sent to you electronically immediately following the Institute. NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future NAEYC professional development activities. Developmentally appropriate integrated science inquiry curriculum: Supporting young English language learners’ language and literacy development through science in preschool Mina Kim, San Francisco State University; Nkechi Nkwanko, San Francisco Unified School District; Fengyuan Sun, Kai Ming Head Start Establishing an organic garden: A healthy approach to learning indoors and outdoors Jill Raisor and Amanda Wheaton-Collins, University of Southern Indiana 33 Monday, June 10 34 SESSIONS cont. 5:45–7:00 p.m. Research Posters and Spotlight Forum cont. Grand Ballroom A An examination of preservice students’ reflections about an inclusive parent-child play group field experience in early intervention Mary-Alayne Hughes, University of Illinois at Urbana– Champaign; Bernadette Laumann, Eastern Illinois University Explaining the why of DAP Kristin Lord, Meredith Scherrer, and Kathrine Utzke, Our Growing Village An exploratory study on the 12 principles of child development and learning that inform practice: Where we are now? Michelle Manganaro, University of Phoenix Exploring possibilities with data: Working with early childhood programs serving high-risk communities in Santa Clara County Sandy Baba, Yolanda Garcia, Jemima Munoz, and G Samuel Ruiz J, WestEd E3 Institute How can teachers of young children use iPads, interactive e-books, and digital tools in developmentally appropriate and creative ways? Mary Jensen and Maria Liwanag, State University of New York at Geneseo Parents’ perceptions of learning through play: Research from two perspectives Laurel Bongiorno, Champlain College; Christine Lux, Montana State University Respectful care is only fair: Working with infants in group care Toni Christie, Childspace Early Childhood Institute Supporting paraprofessionals to teach communicative behavior to preschoolers with disabilities: A staff training package Jessica Zanton, Black Hills State University Teacher-child talk and affective and instructional interactions: The influence of the classroom environment Lucy Quek, Ngee Ann Polytechnic Technology in the professional lives of child care administrators leading quality improvement Jade Burris and Rena Hallam, Delaware Stars for Early Success Using CLASS to assess quality in family child care homes: A combined measure approach Erika Feldman and Gail Joseph, University of Washington Using collaboration to assess and improve practice: Two collaborative techniques for improving the the California Competencies Integration Project (CIP) mapping tool Kathryn Browne, Skyline College; June Millovich, Saddleback College; Amanda Wilcox-Herzog, CSUSB; Janet Young, El Camino Community College Spotlight Forum The Alliance’s 2012 Workforce Dataset: A review of workforce trends and implications for policy development Wayne Mayfield, University of Missouri; Maria Taylor, The National Registry Alliance Become a CDA PD Specialist Mary LaMantia, Council for Professional Recognition The BrightStars Peer Network Pilot Project: An alternative and collaborative form of professional development Lisa Hildebrand, Rhode Island Association for the Education of Young Children Coaching for quality: Using a flexible thinking and action planning tool Sarah Griffiths and Cassandra O’Neill, Wholonomy Consulting CONNECT: Online modules that develop evidencebased decision making skills around early childhood inclusion practices and supporting children with high needs Pam Winton, Frank Porter Graham Child Development Institute Monday, June 10 5:45–7:00 p.m. Research Posters and Spotlight Forum cont. Grand Ballroom A Curriculum Alignment: California’s efforts to create transportable early childhood education coursework Jan DeLapp, CA Curriculum Alignment Project Devereux Center for Resilient Children: Resilience advocacy, research, assessment, strategies and professional development for those working with infants through adults Karen Cairone, Devereux Center for Resilient Children Division for Early Childhood of the Council for Exceptional Children Sarah Mulligan, Division for Early Childhood Exploring preservice student teacher and first year in-service early childhood teacher perceptions of educating and assessing homeless children Reginald Williams, South Carolina State University HITN Early Learning Collaborative: Exploring new digital media for young children Gina Bonilla, Hispanic Information and Telecommunications Network How to develop a common framework for professional development that bridges the unique characteristics of programs, culture, and what we know as “best practice” Noelani Iokepa-Guerrero, ‘Aha Punana Leo Preschools; Melodie Vega, Hawaii Careers with Young Children Implementing the CLASS in one of the nation’s largest states, with a deep look at implementation in its most diverse county: Lessons learned from Florida and Miami-Dade County Christine Hughes, Early Learning Coalition Miami–Dade Monroe The iPs iPad model Lynne Mueller and Eira Toral-Sukhra, The International Preschools SESSIONS cont. Let Us Introduce You to CEELO—Center on Enhancing Early Learning Outcomes, a new technical assistance center within the US Department of Education Comprehensive Centers Program Jana Martella, Center on Enhancing Early Learning Outcomes—Education Development Center, Inc. NAEYC Academy at the Spotlight Forum: Classroom portfolios Amanda Batts, Susan Hedges, Dezerie Martinez, and Katherine Stenner, NAEYC NAEYC Professional Development Solutions Anthony Durborow and Peter Pizzolongo, NAEYC NAEYC publications: Books, Young Children, and TYC Holly Bohart, Meghan Dombrink-Green, Amy Shillady, and Elizabeth Wegner, NAEYC Numeracy all day long: Building children’s numeracy through games, stories, and everyday activities Nuria Jaumot-Pascual and Marlene Kliman, TERC The perceptions of certified bilingual education kindergarten teachers toward play-based learning and the impact on their teaching practices Maria Arreguin-Anderson, The University of Texas–San Antonio; Irasema González and Hilda Medrano, The University of Texas–Pan American Relationship between home environment and early literacy and school readiness among US immigrant families Charlotte Nitardy, University of Minnesota Resources to support infant and toddler course development in institutions of higher education Donna Britt, Early Head Start National Resource Center The role of early care and education providers in identifying young children with developmental delay Camille Smith, Center for Disease Control and Prevention 35 36 Tuesday, June 11 SESSIONS 8:00–10:00 a.m. Research Symposium Session Continental Ballroom 1/2 8:00–10:00 a.m. From play to practice: How adult creative play enriches teaching and learning in primary and preschool practice Experience the power of hands-on adult creative play and reflection as a way to build skills, dispositions, and insights to enrich teaching and learning in primary and preschool practice. Walter Drew, Institute for Self Active Education, Inc.; Marcia Nell, Millersville University Professional Development—Training Programs Continental Ballroom 3 8:00–10:00 a.m. DAP: Moving forward with backward design Have you ever heard your students or staff exclaim, “You want me to use backward design to develop a project that meets developmentally appropriate practice? Really?” Join us in this session for the needle and thread you will need to weave these essential tools together! Carol Enger, Kate Keating-Peterson, and Kelli Odden, Mayville State University Curriculum—Theories and Approaches Featured Session Continental Ballroom 4 8:00–10:00 a.m. DAP for college students: Creating a caring community of learners in the higher education classroom Come journey with us as we explore building relationships and creating environments that support our college students’ success. How can we practice what we preach and model for students what we ask them to do with children? Learn about tools and teaching strategies on-ground and online. Amy Davis and Nancy Ledbetter, Nashville State Community College Professional Development—Education Programs NAEYC appreciates the support of SchoolChapters as the sponsor of this session. Continental Ballroom 5 8:00–10:00 a.m. Research and practice in engaging diverse families This session describes practices to engage diverse, generally high-risk, families in early childhood programs. The Strengthening Families model and NAEYC Accreditation criteria provide a frame for practical experience in successfully reaching families. Charlyn Harper Brown, Center for the Study of Social Policy; J. Glenn Hopkins, Hopkins House; Kyle Snow, NAEYC Research NAEYC appreciates the support of Pearson as the sponsor of the Research Symposium. Continental Ballroom 6 8:00–10:00 a.m. Finding the wisdom within: Using a collaborative, self-study process to bring about high-quality practice Analyze ways to use the NAEYC Accreditation standards to shape a collaborative professional development endeavor resulting in enhanced program quality. Examine photos and videos that illustrate how national standards of quality translate to specific cultural and geographical settings. Shelli Aiona, Kamehameha Schools; Judy Jablon, Powerful Interactions; Shaun Johnsen, Murray Hill Studios Professional Development—Training Programs Continental Ballroom 7 8:00–10:00 a.m. Teachers as researchers: Observing, documenting, and co-constructing curriculum with children in the Reggio-inspired classroom Share with participants the philosophy and pedagogy of Reggio-inspired practices. Discuss how the ongoing cycle of observing, documenting, and interpreting the “wondering and marveling” of children can be used to co-create intellectually challenging and emotionally satisfying learning environments. Polly Ashleman, Kean University; Barbara Berger, educational consultant; Sonja Kim, Kean University; Joanne Vesay, Rider University Curriculum—Theories and Approaches Tuesday, June 11 Continental Ballroom 8/9 8:00–10:00 a.m. Closing the loop: Collecting and using data to improve your early childhood associate degree program Learn about how to collect meaningful assessment data, as well as how to use this data to improve your early childhood associate degree program, including stories from commissioners, faculty of accredited programs, and programs going through the accreditation renewal process. Margaret Annunziata, Davidson County Community College; Kathy Allen, Blue Ridge Community College; Elisa Huss-Hage, Owens Community College NAEYC Activities Franciscan A/B 8:00–10:00 a.m. CONNECTing evidence-based practice and teacher research: Using a 5-step learning cycle for organizing professional development content Learn about and participate in an innovative webbased, evidence-based PD approach to support inservice and preservice learners. Hear about how to use CONNECT’s 5-Step Learning Cycle as a framework for preparing teacher researchers. Plan how to implement CONNECT modules in your PD. Dale Epstein, Chih Ing Lim, and Pam Winton, Frank Porter Graham Child Development Institute Professional Development—Education Programs Franciscan C/D 8:00–10:00 a.m. Making degrees matter: Resources to support relevant and effective course development in higher education Experts developed and tested competency-based course resources. Preview the innovative series of evidence-based infant, toddler, and preschool modules addressing quality adult-child interactions, cultural competency, early academics, and more. Receive free resources and access to future training. Donna Britt, Early Head Start National Resource Center at Zero-to-Three; Bridget Hamre, University of Virginia–CASTL; Gail Joseph and Miriam Packard, University of Washington Professional Development—Education Programs SESSIONS cont. Golden Gate 2/3 8:00–10:00 a.m. Credit for prior learning in Wisconsin: A look at state initiatives and collaboration and the impact on the child care workforce Join an interactive session to learn about Wisconsin’s statewide credit-based course for professionals to receive credit for prior learning and experience. Course competencies, credits awarded, and tools utilized will be reviewed. Share successes from your state as well. Mary Beth Boettcher, Northeast Wisconsin Technical College; Autumn Gehri, Wisconsin Early Childhood Association; Patti Kielpinski, Milwaukee Area Technical College; Luanne Platt, The Registry Professional Development Systems Golden Gate 4/5 8:00–10:00 a.m. SeSSIOn “Predictable sequences in LImITeD TO which children acquire specific 50 concepts, skills, and abilities”: pARTICIpAnTS What does this guideline mean for literacy instruction for preschoolers? Participants will analyze and discuss a number of early literacy instructional episodes in small groups. The episodes will place “developmental appropriateness” and “instructional adequacy/soundness” in some kind of conflict. The goal is to stimulate thinking and deepen understanding of DAP. Judith Schickedanz, Boston University Language & Literacy Golden Gate 6/7 8:00–10:00 a.m. Sharing resources for professional development: A school district–university experiment in designing cross-sector in-service training Learn about a professional development partnership between university faculty, school district administrators, and teachers (in both contexts) who are actively and visibly working to support high-quality instruction and effective experiences for children from pre-K to third grade. Michelle Hammond, Washoe County School District; Sherry Waugh, University of Nevada–Reno Professional Development—Training Programs 37 38 Tuesday, June 11 SESSIONS cont. Imperial A 8:00–10:00 a.m. Educating America about the value of the early childhood teacher: A national campaign How do we change the national perception of the early childhood teacher and the important work she does? Session participants will learn about a national campaign with multiple partners aimed at educating the public about the importance of knowledgeable and well-prepared early childhood educators. Jana Fleming, Erikson Institute; Sue Russell, Child Care Services Association; Larry Schweinhart, HighScope Educational Research Foundation Advocacy/Public Policy Imperial B 8:00–10:00 a.m. NAEYC Accreditation of Programs for Young Children: Sustaining quality after your accreditation and preparing for renewal NAEYC Accreditation is a process of ongoing quality improvement that extends beyond the accreditation decision. NAEYC staff will share strategies for engaging in ongoing quality improvement throughout your term of accreditation. Susan Hedges and Dezerie Martinez, NAEYC NAEYC Activities Plaza A 8:00–10:00 a.m. Developmentally appropriate teacher evaluation: Adapting the Charlotte Danielson Framework for pre-K–3 teachers Examine and improve developmentally appropriate early learning teaching practice, including linking components of the Danielson Framework to appropriate critical attributes at different levels of performance. Review and utilize examples of developmentally appropriate evidence for pre-K–3 teachers. Lisa Hood, Erika Hunt, and Debbie Kasperski, Illinois State University; Pam Rosa, Danielson Group Professional Development Systems Plaza B 8:00–10:00 a.m. Being a CDA Professional Development Specialist: What’s it all about? It’s all about contributing to the professional growth of early childhood teachers and caregivers! Using multiple sources of evidence, Professional Development Specialists assess CDA Candidates’ competency by observing them working with children, reviewing Professional Portfolios and facilitating a reflective dialogue to help set professional goals. Mary LaMantia, Council for Professional Recognition Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Union Square 19/20 8:00–10:00 a.m. Fighting child neglect: Policies and practices for building a safe and nurturing infant/toddler classroom Provides teachers and center administrators with the tools they need to identify child neglect in the infant/ toddler classroom, to prevent instances of neglect within the center, and to create supportive and nurturing practices and policies for families and children. Ginger Welch, Oklahoma State University; Laura Wilhelm, University of Central Oklahoma Social/Emotional Development Union Square 22 8:00–10:00 a.m. Designing and implementing a developmentally appropriate statewide kindergarten entry assessment and K–3 formative assessment system: Necessary considerations Participants will learn about North Carolina’s plan to design a statewide kindergarten entry assessment and K–3 formative assessment system and discuss the necessary considerations to ensure that it is developmentally appropriate, scalable, sustainable, and used to improve teaching and learning. Cindy Bagwell, John Pruette, Amy Scrinzi, and Dan Tetreault, North Carolina Department of Public Instruction Child Assessment (Developmental Screening, Diagnostic Evaluation, Classroom-Based Assessment) Tuesday, June 11 Union Square 23/24 8:00–10:00 a.m. Teaching games well: Effective use of online games to enhance children’s early mathematics and literacy development in preschool settings Gain hands-on experience with new online professional development modules developed by Boston University and the CPB-PBS Ready To Learn initiative. Learn how to enhance children’s early mathematics and literacy development through the effective use of children’s games. Jean Crawford, PBS; Pamela Johnson, CPB; Jeanne Paratore, Boston University School of Education Technology and Young Children Yosemite A 8:00–10:00 a.m. Using video clips to illustrate developmentally appropriate practice: Potential successes and challenges Video clips can be very helpful in illustrating developmentally appropriate practice when quality video clips are chosen with a clear focus for discussion. Explore potential strategies and limits for their effective use. Gaye Gronlund, ECE Consulting, Inc.; Marlyn James, Flathead Valley Community College Technology and Professional Development/Management Yosemite B 8:00–10:00 a.m. Co-mentoring: Developing each other by sharing skills and observations. A teacher-educator, a community college faculty member, and a family child care provider work together Consider the relationships developing between a mentor and two of her mentees. Daily documentation has informed all three of us and the ways we use our reading of that documentation enriches us greatly. We think it can be of help to you, too. Marie Catrett, Tigerlily Preschool; Sydney Gurewitz Clemens, consultant; Nicole Mitchell, Pitt Community College Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) SESSIONS cont. Yosemite C 8:00–10:00 a.m. How is the whole child reflected in the Common Core State Standards? Considerations for teacher education programs Analyze the commonalities and differences found between developmentally appropriate principles and the guiding principles of the Common Core State Standards. Then use that analysis to generate action items for further examination. Candice Barnes and Rene Crow, University of Central Arkansas Standards—Early Learning/Content Standards, Common Core Standards 10:30 a.m.–12:30 p.m. Continental Ballroom 1/2 10:30 a.m.–12:30 p.m. Practicums to playgrounds: Building muscle for early learning’s heavy lifting Developmentally appropriate practice is dependent on support within the real-world context. This presentation will place special attention on strategies that provide bridges between the higher learning classroom and the early childhood classroom. Petra Hutchison, Oklahoma State University–Oklahoma City; Rebecca Pruitt, Lewis University Professional Development—Education Programs Continental Ballroom 3 10:30 a.m.–12:30 p.m. Developmentally appropriate practice and assessing new kindergartners: What you need to know to influence your state’s kindergarten entry assessment Kindergarten entry assessments (KEAs) can be powerful tools for improving early learning, but to effectively advocate for developmentally appropriate KEAs, educators need to strengthen their assessment literacy. This session provides you with the knowledge and tools for influencing your state’s KEA. Ida Rose Florez, First Things First Child Assessment (Developmental Screening, Diagnostic Evaluation, Classroom-Based Assessment) 39 40 Tuesday, June 11 SESSIONS cont. Featured Session Continental Ballroom 4 10:30 a.m.–12:30 p.m. Building infant and toddler intellect and language on a social-emotional base: The developmentally appropriate roots of school readiness How the social-emotional nature of the relationship between infants and toddlers and their caregivers stands as the foundation for language development and intellectual development will be addressed using video examples and analysis to provoke the creation of curriculum experiences. J. Ronald Lally and Peter Mangione, WestEd Curriculum—Theories and Approaches NAEYC appreciates the support of Bright Horizons as the sponsor of this session. Research Symposium Session Continental Ballroom 5 10:30 a.m.–12:30 p.m. Meeting the needs of dual language learners This session looks at best practices in supporting dual language learners and how to prepare early educators to successfully support all children in diverse linguistic and cultural settings. Karen Nemeth, Language Castle, LLC; Kyle Snow, NAEYC; Marlene Zepeda, California State University, Los Angeles Research NAEYC appreciates the support of Pearson as the sponsor of the Research Symposium. Continental Ballroom 6 10:30 a.m.–12:30 p.m. Where is the fairy dust? How do I prepare my students or staff to effectively respond to a child’s challenging behavior? A child’s challenging behavior is a major concern for all teachers. This workshop will identify ways you can help preservice and early childhood educators understand themselves so that they can respond in an intentional and effective manner to a child’s behavior. Barbara Kaiser, Barbara Kaiser Consulting Guidance for Children with Challenging Behaviors Continental Ballroom 7 10:30 a.m.–12:30 p.m. Out of the classroom and into the world: The essential role of field trips in the education of children and teachers The presentation will show how simple trips into the school’s immediate neighborhood can spark children’s imaginations; engender their questions and desire to find out, explore, and discover; and link children to each other, their teachers, and to the social and physical world in which they live. Salvatore Vascellaro, Bank Street College of Education Curriculum—Theories and Approaches Continental Ballroom 8/9 10:30 a.m.–12:30 p.m. The intersection between Response to Intervention (RTI) and developmentally appropriate practice: Reflections from an expert panel Eight leading early childhood experts discuss the intersections between RTI and DAP related to curriculum and instruction, targeted interventions, formative assessment, models of tiered instruction, professional development, supports for implementation, and policy implications for states. Virginia Buysse and Ellen Peisner-Feinberg, University of North Carolina; Diane Dodge, Teaching Strategies, LLC; Thomas Rendon, Iowa Department of Education Curriculum—Theories and Approaches Franciscan A/B 10:30 a.m.–12:30 p.m. Assessing the dispositions of teacher candidates: Yes, you can! Provide a framework for faculty to engage in creating a disposition development and assessment plan. Participants will leave the session with ideas, strategies, and activities to consider when designing a plan for their teacher candidates. Candice Barnes, Mark Cooper, and Janet Filer, University of Central Arkansas Professional Development—Education Programs Tuesday, June 11 Franciscan C/D 10:30 a.m.–12:30 p.m. Describing your associate degree program’s context by collaboratively writing the criterion section of the self-study report Learn how to collaborate with administration, adjunct faculty, students, and other stakeholders to write the criterion section of your program’s self-study report for Early Childhood Associate Degree Accreditation, including stories of successes and challenges from faculty at accredited programs. Kathy Allen, Blue Ridge Community College; Nancy Gabriel, Onondaga Community College NAEYC Activities Golden Gate 2/3 10:30 a.m.–12:30 p.m. Using NEXT for TYC and NEXT for Young Children: Tools for staff development and teacher education Learn how to use NEXT for Teaching Young Children (TYC) and NEXT for Young Children, NAEYC professional development resources for early childhood staff development in a variety of settings. Share, network, and learn from other teacher educators. Meghan Dombrink-Green, Derry Koralek, and Amy Shillady, NAEYC NAEYC Activities Golden Gate 4/5 10:30 a.m.–12:30 p.m. Constructing local knowledge through collaboration, consultation, and critical inquiry: An in-depth look at one school-university partnership Discuss successes and challenges of a school-university partnership, which consisted of coaching sessions, community of practice meetings, and varied levels of inquiry, all grounded in developmentally appropriate practice. Explore ways to apply elements of this model across educational contexts. Kaitlin Bargreen, University of Delaware; Lori Caudle, Western Carolina University; Melody Hobbs, Lenoir City Elementary Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) SESSIONS cont. Golden Gate 6/7 10:30 a.m.–12:30 p.m. Reflective practices for the adult learner: Listening to yourself Explore the fundamentals of reflective teaching and ways to help adults learners use reflective teaching to enhance good teaching practices, using strategies that are built into course content. Kathryn Browne, Skyline College; Ann Gordon, consultant Professional Development—Training Programs Imperial A 10:30 a.m.–12:30 p.m. Helping teachers use early learning standards for curricular planning and assessment Learn a new approach that uses early learning standards for curricular planning, assessment, and improvement. Use a website built to facilitate this new approach. Review examples from classrooms. Learn how to use observations of children to evaluate curriculum in terms of the standards observed. Erika Feldman and Gail Joseph, University of Washington Curriculum—Theories and Approaches Imperial B 10:30 a.m.–12:30 p.m. DAP and the Common Core: These two DO tango! Explore DAP and ‘unpack’ the CCSS through engaging games and lively examples from practice. Once all the pieces have been laid on the table, participants will deconstruct and reconstruct their practice to validate and strengthen alignment with both frameworks. Lissanna Follari, Colby-Sawyer College; Ginny Harmelink, Pima Community College Standards—Early Learning/Content Standards, Common Core Standards Plaza A 10:30 a.m.–12:30 p.m. Coming together: Linking higher education and professional development to provide opportunities to develop the skills, knowledge, and dispositions of a competent ECE workforce Learn about the development of California’s Competencies Integration Project to ‘map’ competencies with program outcomes from higher education and professional development agencies. Share strategies for including different systems to provide professional development for providers in your state. Jan DeLapp, California ECE Competencies Integration Project; Marilyn Moore, Fresno City College; Jeanne Virgilio, Las Positas College Professional Development Systems 41 42 Tuesday, June 11 SESSIONS cont. Plaza B 10:30 a.m.–12:30 p.m. Promoting inclusive practices: Using research and practical resources from DEC in professional and policy development Discover how DEC’s evidence-based resources can be used in professional and policy development. Participate in discussions and activities to learn how to use these resources to support the inclusion of and individually appropriate services for young children with disabilities and their families. Yosemite A 10:30 a.m.–12:30 p.m. Modeling effective practices: How New Mexico PreK consultants are talking the talk and walking the walk Review the tools and focused consultation model used in New Mexico PreK. Explore how New Mexico PreK consultants use reflective practices, individualized support, continuous education, and a strength-based approach in their work and guide teachers in doing the same in their work with children. Camille Catlett, University of North Carolina–Chapel Hill; Michaelene Ostrosky and Rosa Milagros Santos, University of Illinois at Urbana–Champaign Children with Disabilities/Early Intervention Shannon Bracamonte, Kathleen Carroll, and Mary McQuiston, University of New Mexico; Ann Allen, University of New Mexico Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Union Square 19/20 10:30 a.m.–12:30 p.m. Learn to fish: Evaluate apps yourself! Review and use a tool published in 2012 by NAEYC in Young Children and Spotlight on Young Children and Technology for evaluating and rating educational technology content for early learners. Analyze, discuss, and rate video clips of apps on developmental appropriateness. Lilla Dale McManis, Hatch Early Learning Technology and Young Children Union Square 22 10:30 a.m.–12:30 p.m. Early learning in President Obama’s second term In this session, we will discuss how the new initiatives for early learning proposed for the President’s second term will build on the foundation of the first term, with an opportunity for participants to provide input. Steven Hicks, US Department of Education; Shannon Rudisill, US Department of Health and Human Services Advocacy/Public Policy Union Square 23/24 10:30 a.m.–12:30 p.m. Looking for natural places to add play Learn how to influence developmental experiences in natural, outdoor environments that offer essential benefits for families, staff, and young children. Enjoy visualizing real-life affordable spots where natural elements enhance all domains of learning for children at play. Katari Coleman and Janice Lovell, Tennessee State University Science/Environment/Nature Education Yosemite B 10:30 a.m.–12:30 p.m. Total training revolution: A best practice model for delivering online professional development It’s time for a total training revolution! Learn about an online professional development model that is engaging, fun, and effective. Discover strategies for integrating best practices into online training that intentionally broadens and deepens learning. Kim Tai DeMars, Quality Assist, Inc.; Martha Abbott-Shim, consultant Technology and Professional Development/Management Yosemite C 10:30 a.m.–12:30 p.m. Secrets from the Library: How librarians have been using DAP [for hundreds of years] and what you can learn from them Librarians are scientists, artists, performers, and educators. They offer unique perspectives to offer early childhood educators. This unique approach can help your program tackle important objectives in all domains, especially early literacy development. . . . If only you knew more about the secrets of library science! Now they will be revealed! Mary Stansbury, Morgridge College of Education, University of Denver Language and Literacy NAEYC appreciates the support of Follett as the sponsor of this session. Tuesday, June 11 2:00–4:00 p.m. Continental Ballroom 1/2 2:00–4:00 p.m. Learning through play and effective teaching: Review DAP tools and strategies interconnecting developmental progress, play-based learning activities, and educational decisions Review DAP tools for interconnecting developmental progress, play-based learning activities, and developmentally appropriate educational decisions. Learn and discuss new strategies to develop and enhance teachers’ knowledge and skills, implement principles, and turn guidelines of DAP into practice. Mari Blaustein and Kamna Seth, The Source for Learning, Inc. Child Assessment (Developmental Screening, Diagnostic Evaluation, Classroom-Based Assessment) Continental Ballroom 3 2:00–4:00 p.m. Mastering math! One community’s strategy to support college students in completing mathematics requirements of early childhood associate degrees Review one strategy to support student completion of the math requirements of early childhood associate degrees. Identify barriers to completion of early childhood associate degrees in your community. Create an action plan to address those barriers. Darla Aguilar, Alicia Engelstad, and Shanna Kukla, Pima Community College Professional Development—Education Programs Featured Session Continental Ballroom 4 2:00–4:00 p.m. Dual language learners in early care and education contexts: A conceptual framework to guide developmentally appropriate practices and research Examine what is known about dual language learners (DLLs) in early childhood programs. Identify and expand on developmentally appropriate practices used with DLLs. Analyze current research methods used with the DLL population. Determine next steps for understanding and promoting DLL development. Dina Castro, UNC–Chapel Hill; Linda Espinosa, University of Missouri; Eugene Garcia, Arizona State University Diversity & Equity NAEYC appreciates the support of Follett as the sponsor of this session. SESSIONS cont. Continental Ballroom 5 2:00–4:00 p.m. Growing up play and choice in the pre-K–3 continuum Grow up the notions of choice and play to apply them to settings across the pre-K–3 continuum. Explore how choice and play can be routinely integrated into the classroom experience to effectively support child development. Hone your skills for effectively advocating for inclusion of DAP. Sam Oertwig and Sharon Ritchie, FirstSchool–Frank Porter Graham Child Development Institute at the University of North Carolina–Chapel Hill; Eva Phillips, Winston-Salem State University Learning Environments Continental Ballroom 6 2:00–4:00 p.m. Great expectations for teachers, children, and families: Building an EC professional development system and a network of birth–8 initiatives based on DAP and systems thinking Become part of a highly interactive session describing how an innovative EC professional development grant based on DAP, systems thinking, instructional support, and coaching is linking with community-wide birth–8 literacy initiatives to improve outcomes for Tucson’s children. LaVonne Douville and Naomi Karp, United Way of Tucson and Southern Arizona; Sheri Marlin, Office of the Pima County School Superintendent Professional Development Systems Continental Ballroom 7 2:00–4:00 p.m. Together we are stronger! A panel discussion on coming together to support primary care and continuity of care for infants and toddlers Participate in a panel discussion about how seven states have joined forces to help implement best practices around primary care and continuity of care. We will talk about efforts in individual states and nationally. Facilitated by Peter Mangione from the Program for Infant and Toddler Care. Evelyn Efinger, Early Care and Learning Council; Jo Koehn, Colorado Department of Education; Laura Lukens-Parker, 4C of Southern Indiana, Inc.; Peter Mangione, WestEd Center for Child and Family Studies Advocacy/Public Policy 43 44 Tuesday, June 11 SESSIONS cont. Continental Ballroom 8/9 2:00–4:00 p.m. Curriculum learning communities: Reaching developmentally appropriate practices through collaboration Practice efficient strategies used in an ongoing professional development project. Become familiar with how protocols facilitate collaboration among practitioners implementing DAP curriculum in multicultural settings. Identify key components for highly functioning learning communities. Zvia Dover, Miami-Dade College; Raquel Munarriz-Diaz, University of Florida; Ana Pizano, Early Learning Coalition of Miami–Dade/Monroe Professional Development—Training Programs Franciscan A/B 2:00–4:00 p.m. Intentionality and DAP in preservice teacher education: Curriculum, teaching, and assessment to guide preprofessionals to become excellent teachers Explore the connection between standards for professional preparation and developmentally appropriate practices. Review activities, experiences, assessment tools, and learning environments that foster adult learners’ understanding of DAP. Learn strategies to enhance teachers’ knowledge and skills. Mary Jane Eisenhauer and Debra Pratt, Purdue University North Central Professional Development—Education Programs Franciscan C/D 2:00–4:00 p.m. What we can continue to learn from Fred Rogers’ approach to STEM/STEAM and how we can apply it to our own work with children Review STEAM concepts. Participate in analyzing videos from Mister Rogers’ Neighborhood. Offer ways to deal with children’s questions. Lead discussion of everyday experiences and situations for STEam conversations. Participate in DAP hands-on activities that lead to more meaningful learning. Hedda Sharapan, The Fred Rogers Company Science/Environment/Nature Education Golden Gate 2/3 2:00–4:00 p.m. The best first step: How CDA Council partnerships transform programs Explore innovative partnerships that directly support the training, assessment, and credentialing of CDA candidates. The presenters will inform participants about the benefits of partnering with the Council for Professional Recognition (CDA). Brocklin Qualls, Council for Professional Recognition; Lorena Sernett, Teaching Strategies, LLC; Kathy South, Bright Horizons; Terry Tolan, State of Kentucky Professional Development Systems Golden Gate 4/5 2:00–4:00 p.m. Coaching kindergarten teachers to implement statewide, wholistic observation assessment Review and practice strategies for coaching kindergarten teachers implementing a new program. The program implementation example used in the training will be the Illinois KIDS instrument—a developmentally based, statewide observation assessment. Mary Kay Dunne, Mary Ellen Wodziez, and Keith Young, WestEd Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Golden Gate 6/7 2:00–4:00 p.m. Aligning standards to key assessments in higher education early childhood professional preparation programs Learn how to design assessments of student learning that align with the NAEYC standards for professional preparation. The focus of this session will be on design of the assessment tasks and assessment rubrics, with hands-on practice. Rebecca Brinks, Grand Rapids Community College; John Johnston, University of Memphis NAEYC Activities Tuesday, June 11 Imperial A 2:00–4:00 p.m. Tools and strategies for building systems that support young children who are culturally and linguistically diverse Discover evidence-based practices and new, free tools for building state and regional early childhood systems that incorporate culturally, linguistically, and individually appropriate practices. Learn what other states have found effective and discuss options you can use. Camille Catlett, Frank Porter Graham Child Development Institute; Debi Mathias, QRIS National Learning Network; Eva Shivers, Indigo Cultural Center Diversity & Equity Imperial B 2:00–4:00 p.m. The world is all around us: Creating a culturally responsive classroom and school community Often teachers and administrators want to have culturally responsive classrooms, but don’t feel they have enough training or cultural knowledge. This experiential session explores what is needed to access the cultural richness inherent in the contributions of diverse children, families, and staff. Mun Wah Lee, StirFry Seminars and Consulting Diversity & Equity Plaza A 2:00–4:00 p.m. Coaching early childhood professionals: Attuning for personal and organizational change When coaching is a collaborative process, the coach is allowed the same opportunity as the coachee to reflect on self as part of the learning. This session will explore and apply change theory to coaching for change and for creating a climate that fosters growth for all. Geri Mendoza, University of Utah; Sondra Ranum, Colorado Department of Education Administration/Management Plaza B 2:00–4:00 p.m. Utilizing developmentally appropriate practice to build a comprehensive, research-based technical assistance system: Scaffolding for teachers so we can scaffold for children Explore the California Preschool Instructional Networks Trainers manual, a research-based system to support developmentally appropriate scaffolding for SESSIONS cont. adults receiving technical assistance/onsite support. Share similar tools and resources and brainstorm applicable uses for these tools. Laura Bridges, California Department of Education; Heidi Mendenhall, WestEd Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Union Square 19/20 2:00–4:00 p.m. Science talk: Using investigations to promote language and literacy learning Young children’s curiosity about the natural world leads to high levels of engagement in scientific inquiry. Infusing science and encouraging “science talk” in the curriculum yields a rich knowledge base that supports later reading comprehension. Cate Heroman and Breeyn Mack, Teaching Strategies, LLC Curriculum—Theories and Approaches Union Square 22 2:00–4:00 p.m. Thinking globally, acting locally: How continuous quality improvement is reframing technical assistance for QRIS QRIS systems use intentional improvement support strategies (coaching, training, professional development, scholarships, grants and incentives). Continuous Quality Improvement (CQI) is a framework that is guided by data and helps QRIS programs in moving forward in their quality efforts. Muriel Wong, WELS Systems Foundation Quality Initiatives—QRIS, Compensation, and Licensing Union Square 23/24 2:00–4:00 p.m. Concept development, quality of feedback, language modeling: Working with teachers on embedding instructional support into a typical day Participants will deepen their understanding of the skills behind the instructional support (IS) dimensions by analyzing strong examples. Using motivational interviewing principles, participants will gain ideas and strategies for working with teachers to embed the IS dimensions in their teaching. Rosemary Frazel, Center for Early Education and Development; Michael Huber, Seward Childcare Center Cognitive Development 45 46 Tuesday, June 11 SESSIONS cont. Yosemite A 2:00–4:00 p.m. Demonstration of preservice/in-service training to increase teacher ability to support a wide range of learners in early childhood classrooms This training is intended to introduce teachers to the use of individual and collective sensory profiles to create inclusive classrooms that support a wide range of learners. Some of the practices will focus on social awareness of the individual differences in sensory and learning preferences. Leslie Roffman and Todd Wanerman, The Little School Professional Development—Training Programs Yosemite B 2:00–4:00 p.m. DAP or ABA (Applied Behavior Analysis), DAP and ABA: Let’s discuss practices for children with autism in inclusive programs and look at models that support teachers and lead to successful outcomes Hear and share research and experiences about effective practices and successes of particular inclusive programs for children with autism. Discuss the benefits and challenges. Consider ABA as an effective intervention and how to partner with DAP and best support children and teachers. Pamela Brillante, New Jersey Department of Education; Amy Goerl, Amy Goerl Consulting; Kathleen Priestley, KDP Consulting, LLC Program Quality, Evaluation, and Accountability Yosemite C 2:00–4:00 p.m. Using technology to support instruction and assessment Early childhood educators are in a unique position to fully integrate technology into their important work. This session introduces participants to real-world examples of innovative technology that supports developmentally appropriate teaching practices, formative assessment, and family connections. Clarissa Martinez and Timothy Reed, Teaching Strategies, LLC Technology and Professional Development/Management 4:30–5:30 p.m. Continental Ballroom 1/2 4:30–5:30 p.m. Updating professional development materials and courses to include best practices for linguistic and cultural diversity Is it time to flip your approach to preparing early childhood teachers for working with children who come from different languages and cultures? Join this presentation of new resources and learn new ways to embed diversity strategies in all of your presentations, courses, and publications. Karen Nemeth, Language Castle, LLC Diversity & Equity Continental Ballroom 3 4:30–5:30 p.m. “Who, me?”: Learn about NAEYC Board service—It could be you Learn what Board service looks like and what NAEYC looks for in a Board candidate. It could be you. Nominating Panel, Governing Board Leadership, NAEYC NAEYC Activities Continental Ballroom 4 4:30–5:30 p.m. Power of P–3: Aligning rigor and developmentally appropriate practices while bridging the gap between state early learning standards and guidelines and the Common Core Learn about current national, state, and district level pre-K–3 work and approaches to best help align and bridge the gap between the “rigor” of the Common Core and the importance of DAP for early childhood. Come learn about some different strategies one state is currently developing. Melissa Burnham and Sherry Waugh, University of Nevada– Reno; Anna Severens, Nevada Department of Education Standards—Early Learning/Content Standards, Common Core Standards Tuesday, June 11 Continental Ballroom 5 4:30–5:30 p.m. Improving leadership and management practice in early learning programs through assessment and support Examine the process conducted and outcomes achieved by a quality improvement project working with early learning centers using the Program Administration Scale. Discover how support can improve management practice, which is useful for working toward accreditation or other quality initiatives. Michael Abel and Melissa Newkirk, University of Missouri– Kansas City Institute for Human Development Administration/Management Continental Ballroom 6 4:30–5:30 p.m. Continuing the conversation: Targeted professional development for public prekindergarten teachers in rural communities Learn about an innovative professional development model for public prekindergarten teachers in geographically isolated communities. Examine documentation illustrating what teachers value most from their involvement in this unique network. Share your own ideas for supporting rural pre-K teachers. Carol Rasowsky, The College of Saint Rose; Marcia Whitney, Washington-Saratoga-Warren-Hamilton-Essex Board of Cooperative Educational Services Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Continental Ballroom 8/9 4:30–5:30 p.m. Building Connecticut’s early childhood workforce: Developmentally appropriate practice Shares the goals, strategies, and systemic changes that are being implemented by the Workforce Committee of the Connecticut Early Childhood Cabinet. Participants will learn about best practice, lessons learned, and roadblocks faced in moving the qualifications of an entire workforce. Joan Parris, Norwalk Community College; Darlene Ragozzine, Board of Regents for Connecticut Higher Education Professional Development Systems SESSIONS cont. Franciscan A/B 4:30–5:30 p.m. Tennessee’s Child Care Online Training System (TCCOTS): Using free online training to promote professional development in Tennessee Explore the collaboration between state departments and higher education in the development and use of an interactive web-based training tool. Lessons learned in designing this online training option will be shared. Discover how you can access this site free. Katari Coleman and Lin Venable, Tennessee State University Technology and Professional Development/Management Franciscan C/D 4:30–5:30 p.m. Paths to consensus: Acculturating preschool teachers to the components of classroom quality Discuss the critical role preschool teachers play in supporting and perpetuating quality in early childhood programs. Identify reasons why discrepancies among beliefs about quality may exist. Consider possibilities that may enhance teachers’ involvement in programs participating in QRIS initiatives. Michelle Amodei, Slippery Rock University of Pennsylvania Research Golden Gate 2/3 4:30–5:30 p.m. “What is DAP anyway?”: Elementary education preservice teachers learning about the kindergarten classroom—Introducing DAP as foundational knowledge Identify the essential DAP knowledge that a preservice teacher would need to effectively teach kindergarten. Create group and individual graphic representations of key DAP principles. Share personal connections to teaching preservice students. Genan Anderson and Tracy Sermon, Utah Valley University Professional Development—Education Programs Golden Gate 4/5 4:30–5:30 p.m. Choosing a statewide child assessment: Missouri’s process This session will examine the process of selecting a state-recommended child assessment appropriate for children ages 3 through kindergarten. We will share the successes and struggles we had throughout the process. Be prepared to share your experiences too! Peggy Pearl, Missouri State University; Kathy Thornburg, Center for Family Policy and Research Child Assessment (Developmental Screening, Diagnostic Evaluation, Classroom-Based Assessment) 47 48 Tuesday, June 11 SESSIONS cont. Golden Gate 6/7 4:30–5:30 p.m. Professional development for technical assistance professionals: NAEYC’s new state and territory profiles of best practices and resources Learn about NAEYC’s new state and territory profiles of professional development for technical assistance professionals, and find out how you can use this new resource in your state to improve the quality and effectiveness of coaching, mentoring, and consultation. Billie Young, NAEYC NAEYC Activities Imperial A 4:30–5:30 p.m. Doing early childhood teacher education in a time of reform: What they want, how we respond, what’s next Review the requirements of new national ECE standards, a mandated yearlong residency, and a mandated high stakes capstone teacher performance assessment. Learn the process and resources one ECE teacher education program used to respond, and discuss the next steps we will take as implementation begins. Lauren Burrow, Shelly Counsell, and Yeon Sun Ro, University of Memphis Standards—Program Standards Plaza A 4:30–5:30 p.m. Confronting the challenges of preparing early childhood teachers to understand and promote play and playful learning: Learning to defend young children’s right to play Review challenges and opportunities to promote an understanding of the importance of play and playful learning to future early childhood teachers in teacher preparation programs. Discuss ways to help these future early childhood teachers become advocates for play and playful learning. Mira Berkley, SUNY Fredonia; Wendy McLeish, Buffalo State College Play Plaza B 4:30–5:30 p.m. Walk the walk: Living DAP in a program built from scratch Analyze how your experiences with young children affect your ability to teach new ECE professionals, examine how your interactions with young children inform your higher education work, and consider the emphasis your college places on you working directly with children. Ellen Cerniglia, Touro College Learning Environments Imperial B 4:30–5:30 p.m. Engaging preservice teachers in building school, family, and community partnerships: Do they have the knowledge and skills to succeed? Identify tools to ensure teacher candidates gain the necessary knowledge, skills, and dispositions to promote DAP. Explore the strategies and rationale for developing creative, reflective, responsive, and reciprocal relationships between children, their families, schools, and the community. Union Square 19/20 4:30–5:30 p.m. The voice of the cooperating teacher: Supporting classroom teachers’ participation in the preparation of preservice teachers Examine current efforts to prepare classroom teachers to work with preservice teachers. Analyze the interface between the preparation program and the cooperating teacher. Discuss ways in which the voice of the classroom teacher can be incorporated into professional development efforts. Rachel Boit, University of Akron Family Support and Engagement Angela Baum, University of South Carolina; Byran Korth and Janet Losser, Brigham Young University Professional Development—Education Programs Tuesday, June 11 Union Square 22 4:30–5:30 p.m. New beginnings: The Illinois Kindergarten Individual Development Survey Review this kindergarten assessment tool, including Spanish language measures. Participants will learn how a large state is implementing a new observational assessment tool statewide for kindergarten assessment, including the plan for training, coaching, and technical assistance. Reyna Hernandez and Karen McCarthy, Illinois State Board of Education Child Assessment (Developmental Screening, Diagnostic Evaluation, Classroom-Based Assessment) Union Square 23/24 4:30–5:30 p.m. NCRECE study on supervision of student teachers: Findings across two- and four-year institutions Examine how student teachers are supervised and evaluated in two- and four-year programs, and learn how student teaching requirements differ between and within states. Results from a large study of teacher education programs will be presented and implications for teacher preparation will be discussed. Anurika Ejimofor, Karen La Paro, and Victoria Kintner-Duffy, University of North Carolina–Greensboro Professional Development—Education Programs Yosemite A 4:30–5:30 p.m. Literacy achievement: It’s possible and imperative Learn all about the Balanced Literacy Approach to teaching all children to read. Immerse yourself in motivating all readers to high academic achievement by focusing on reading skill and will. Literacy achievement for all children is possible—and imperative! Emily Chapman, independent consultant Language & Literacy Reflections on Early Childhood Program Management (DVD) Eleven early childhood experts share their words of wisdom covering elements of healthy organizations, written policies and procedures, human resources management, and financial management. Includes a downloadable note-taking guide. Designed for individual or group use. Item: #8047 List: $50 Member: $40 20% savings Order online at www.naeyc.org or call 800424-2460 option 5 (9:00 a.m.–5:00 p.m. ET, Monday–Friday) SESSIONS cont. Yosemite B 4:30–5:30 p.m. A new professional development leadership pathway: The post-master’s certificate in early education research, policy, and practice Explore an innovative model designed to address the demand for new leadership in our rapidly advancing field. The post-master’s certificate program establishes a pathway from the classroom to leadership and research positions and supports leadership for change from the field. Anne Douglass, Mary Lu Love, Lynne Mendes, and Lisa VanThiel, University of Massachusetts Boston Professional Development—Education Programs Yosemite C 4:30–5:30 p.m. Supporting developmentally appropriate practice in family child care programs using a cohort model Learn about the experiences of a cohort of family child care providers as they work to increase quality and implement DAP. This session will specifically focus on strategies for enriching family and community partnerships as well as supporting environment and curriculum. Jennifer Cortes, Kelley Perkins, and Alison Seefeldt, University of Delaware; Rena Hallam, Delaware Stars for Early Success Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) 5:30–6:30 p.m. Powell Room 5:30–6:30 p.m. Professional development focus group Are you involved in early childhood professional development? NAEYC would like your feedback to help determine what professional development resources NAEYC should develop and in what formats, addressing what content, and for which audience. Contact firstname.lastname@example.org to reserve your seat. Peter Pizzolongo and Anthony Durborow, NAEYC NAEYC Activities 49 50 Wednesday, June 12 SESSIONS 8:00–10:00 a.m. Continental Ballroom 1/2 8:00–10:00 a.m. Squish-squashing your way to developmentally appropriate open-ended art After defining the open-ended art process and how it benefits children’s growth, participants will watch colors rise on paper towels, pull string to make colors appear, and tell a rainbow scratch story. We’ll learn creative ways to paint. Teach standards through open-ended art! Lois Wachtel, Creative Beginnings Steps; Lucia Adrian, Palm Beach State College Creative Arts Continental Ballroom 3 8:00–10:00 a.m. Absolutely essential math skills and concepts Let’s put the fun and success back into math in the crucial early learning years. We will explore the essential sequence of math skills and simple and efficient ways to determine exactly which skills a child has and which skills she is ready to learn. Bob Sornson, Early Learning Foundation Mathematics Continental Ballroom 7 8:00–10:00 a.m. Creative partnerships for building statewide leadership capacity How can states support leadership efforts for administrators when resources are limited? Hear how Indiana has creatively bridged T.E.A.C.H. scholarships, local college credit, and national online leadership modules to ensure highly qualified administrators lead programs to higher levels of quality. Kathryn Graver and Kara Lehnhardt, McCormick Center for Early Childhood Leadership; Hanan Osman, Indiana Association for the Education of Young Children Leadership Continental Ballroom 8/9 8:00–10:00 a.m. Developmentally appropriate practice and the instructional support domain: Fine-tuning CLASSbased professional development Review effective instructional support interactions, DAP, and how teachers can link them in the classroom. Learn how to provide feedback to teachers and help them observe, reflect, and improve their instructional support behaviors in their classrooms with DAP. Erika Flores and Anne Tapaszi, Teachstone Training LLC Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Franciscan A/B 8:00–10:00 a.m. Using NAEYC’s Professional Preparation Program Standards as the unifying framework for professional development in your state Learn how NAEYC’s Professional Preparation Program Standards can serve as the unifying framework for professional development in your state. Megan Grosart and Marica Mitchell, NAEYC Professional Development Systems Franciscan C/D 8:00–10:00 a.m. Establishing specialized competencies for responsive early education: The Dual Language Learner Teacher Competencies for a diverse early childhood workforce Review the Dual Language Learner Teacher Competencies and Professional Dispositions for teachers of 3- and 4-year-olds. Examine the teacher competency matrices through small group activity. Develop an understanding of the application of the model for fostering competency in a diverse workforce. David Atencio, University of New Mexico; Antonia Lopez, National Council of La Raza; Marlene Zepeda, California State University, Los Angeles Professional Development—Education Programs Powerful Interactions: How to Connect with Children to Extend Their Learning by Amy Laura Dombro, Judy Jablon, & Charlotte Stetson An NAEYC bestseller! A teacher interacts with the children all day long. But interactions that intentionally promote learning can be few. A “Powerful Interaction” may last only a few minutes, but in that time the teacher tunes out any distractions, tunes into the child, then delivers a learning experience tailored to that child at that moment. Item #245 List: $32 Member: $25.60 20% savings Order online at www.naeyc.org or call 800-424-2460 option 5 (9:00 a.m.–5:00 p.m. ET, Monday–Friday) Wednesday, June 12 Golden Gate 2/3 8:00–10:00 a.m. Partnering with community colleges: The next best step to supporting Child Development Associates (CDA) Provides examples of community college models that embed the CDA Subject Areas into early care and education courses. Participants learn more about strategies for building articulation pathways between the CDA credential and associate degrees. Mrya Crouch and Brocklin Qualls, Council for Professional Recognition; Dianna Wallace, Indiana Association for the Education of Young Children; Cecelia Westby, Rasmussen College Professional Development Systems Golden Gate 4/5 8:00–10:00 a.m. Observe, reflect, and apply: Foster a cycle of reflection on teacher-child interactions through mentoring and coaching relationships What might it mean to engage in the ‘parallel process’ of using developmentally appropriate interactions to foster adult learning? Examine strategies for mentoring and coaching to engage teachers in a process of observation, reflection, and application of effective interactions with young children. Marilyn Chu, Western Washington University Professional Development—Technical Assistance (Coaching, Mentoring, Consultation) Golden Gate 6/7 8:00–10:00 a.m. Language building blocks for optimizing and monitoring developmentally appropriate practice in pre-K–3 Review tools for identifying and monitoring child development, agency, and learning. Learn to capture the sounds letters make, effectively instruct children to produce challenging sounds (that is, strategic phonemic awareness), and grow children’s vocabulary and content literacy. Anita Pandey, Morgan State University Professional Development—Training Programs SESSIONS cont. Imperial A 8:00–10:00 a.m. “Everyone’s different and the same”: Exploring cultural diversity in early childhood teacher education Join us in examining how cultural understandings and biases can be addressed in professional development. Evaluate inclusion of culture in teacher education and professional development. Learn new strategies for incorporating culture in your own teaching of developmentally appropriate practice. Victoria Kintner-Duffy and Catherine Scott-Little, University of North Carolina–Greensboro; Nina Smith, Duke University Research Imperial B 8:00–10:00 a.m. Continuity of care: I like it, but how do I do it? One center’s exploratory journey embedding philosophy into practice An interactive discussion exploring the relevance of Continuity of Care. During our center’s implementation, we have experienced many pros and cons. This journey has led us to many questions. Participants will analyze the impact, practicality, and effectiveness of our journey. Nodelyn Abayan, Jennifer Delos Reyes, Kelly Dotson, and Anna Tobin-Wallis, Children’s Campus at San Francisco State University Administration/Management Featured Session Plaza A 8:00–10:00 a.m. Preparing teachers to use technology “DAP style”: What teacher educators and professional development providers need to know Preservice and early service teachers may know how to use technology in their personal lives, but do they know how to apply what they know in DAP settings? Learn new approaches and resources designed to prepare you to link DAP to technology implementation in professional development. Chip Donohue, Erikson Institute; Karen Nemeth, Language Castle, LLC Technology and Professional Development/Management ™ NAEYC appreciates the support of MyChild as the sponsor of this session. 51 52 Wednesday, June 12 SESSIONS cont. Plaza B 8:00–10:00 a.m. The intentional teaching of social-emotional skills to address challenging behavior in the early childhood classroom Learn to address challenging behaviors in the classroom in this interactive workshop. Learn strategies that are developmentally appropriate and will help your children to listen, speak, and act in ways that promote positive social-emotional development and school success. Diann Grimm, Kimochis Social/Emotional Development Union Square 19/20 8:00–10:00 a.m. Using child development theories to inform practices and support play Examine documentation of children’s play to discern developmental theories that inform our practices. Participants will take away strategies on how to apply theories to make children’s learning visible and validate developmentally appropriate practices that respond to children’s interests. Miriam Beloglovsky, Cosumnes River College; Lisa Daly, Folsom Lake College Curriculum—Theories and Approaches Union Square 22 8:00–10:00 a.m. Supporting child care professionals in reducing environmental health hazards through healthier choices in the child care setting Discuss concepts of children’s environmental health. Review common hazards and share best practices. Investigate a product from a plastic “grab bag,” and report on its suitability for food use or mouthing by children. Review free resources that support healthier choices in child care settings. Asa Bradman, Center for Environmental Research and Children’s Health (CERCH); Carol Stroebel, Children’s Environmental Health Network Health and Safety Union Square 23/24 8:00–10:00 a.m. Implementing relationship-based technical assistance: Transitions in QRIS structures in Delaware Learn about the transition to a more intensive strengths-based and relationship-based technical assistance model to facilitate quality improvement efforts in Delaware’s QRIS. Monitoring of provision of technical assistance through a statewide database will be presented. Kaitlin Bargreen, Nicole Hylton, and Mary Sonnenberg University of Delaware; Andrea Prettyman, Children and Families First Quality Initiatives—QRIS, Compensation, and Licensing Yosemite A 8:00–10:00 a.m. Pushing and pulling language: Increasing infant/ toddler teachers’ intentional use of language during caregiving routines and natural learning opportunities In this interactive multimedia presentation, educational coaches, trainers, and administrators will develop a set of tools to help infant/toddler child care teachers become more intentional in “pushing and pulling” language during existing caregiving routines and natural learning activities. Joan Kuo and T.J. Ragan, Rollins Center for Language & Learning at the Atlanta Speech School Language & Literacy Yosemite B 8:00–10:00 a.m. Addressing DAP: Responding to the changing needs of stakeholders within a QRIS through North Carolina’s Rated License Assessment Project Review the changing role of the North Carolina Rated License Assessment Project over the past 12 years. Explore resources, collaborations, and methods of delivery developed in response to changing needs within the QRIS and the state. Lia Rucker, Rhonda Sawyer, and Nicole Wyrick McCaskill, North Carolina Rated License Assessment Project Program Quality, Evaluation, and Accountability Yosemite C 8:00–10:00 a.m. The power of spiritually centered teaching: Reflecting on the 3 questions of intentionality and how to build intentional relationships that foster community How do spirituality and religion differ? How can a spiritually centered approach to teaching build relationships and foster community? These are two questions asked as we build an understanding of the connection between intentional relationships and creating a community founded in spirituality. Deborah Zurmehly, The Ohio State University Social Studies Wednesday, June 12 CLOSING GENERAL SESSION Continental Ballroom 4/5/6 10:30 a.m.–12:00 noon Closing General Session Preparing the Next Generation of Professionals to Implement, Own, and Lead the Next Era of DAP The next era of developmentally appropriate practice (DAP) will be shaped and molded by the early childhood professionals we are preparing today. So what should these professionals know and be able to do to implement DAP effectively? How do we measure successful implementation of DAP? Who will lead the next era of DAP? This session will address these questions and highlight key considerations as we prepare the next generation of early childhood ambassadors and leaders. Moderator: Camille Catlett Camille Catlett is a scientist at the University of North Carolina’s Frank Porter Graham Child Development Institute. For the past 20 years, she has developed and shared resources for supporting young children who are culturally, linguistically, and ability diverse. She is currently is curCamille Catlett rently supporting replication of the Crosswalks model, an evidence-based approach to supporting improvements in higher education programs, in seven states. Ms. Catlett is a frequent presenter at state, national, and international conferences. She coordinates the weekly Natural Resources listserv, authors a regular column on high-quality/low-cost resources in Young Exceptional Children, and co-edited the 2008 publication Practical Approaches to Early Childhood Professional Development. Panelists: Diane Horm is the George Kaiser Family Foundation Endowed Chair of Early Childhood Education and Founding Director of the Early Childhood Education Institute (ECEI) at the University of Oklahoma at Tulsa. She is currently leading several applied research initiatives in early childDiane Horm hood education, including program evaluation research in collaboration with Oklahoma’s Early Childhood Program and Tulsa’s Educare programs. Dr. Horm previously held faculty and administrative positions at the University of Rhode Island (URI), including Associate Dean of the College of Human Sciences, Professor of Human Development and Family Studies, and Director of the URI Child Development Centers. Eboni Howard is a Principal Researcher and the Early Childhood Specialist at American Institutes for Research (AIR). She oversees AIR’s early childhood practice area and has over 20 years of experience conducting child and family research, as well as program administration and Eboni Howard management. She has also provided research or consultation services to many federal, state and local organizations. Previously, she was the Frances Stott Chair in Early Childhood Policy and founding director of the Herr Research Center for Children and Social Policy at Erikson Institute and a senior researcher at Chapin Hall Center for Children at the University of Chicago. Isauro Michael Escamilla is a preschool teacher at Las Americas Early Education School. He has worked for the San Francisco Unified School District for almost two decades in positions ranging from teacher assistant to acting site administrator. These experiences have given him a broad Isauro Michael perspective on how to best support Escamilla the learning process of children and teachers. Mr. Escamilla has spearheaded a teacherresearch group at his school and has organized a series of parent workshops on child development and violence prevention. One of the most important lessons he has acquired over the years is an appreciation of the wealth of experiences each individual possesses, which is used as a springboard to generate new understanding and knowledge. 53 54 Workgroups, Panels, and Liaisons Workgroups, Panels, and Liaisons NAEYCâ€™s 2013 National Institute for Early Childhood Professional Development thanks the following NAEYC Workgroups and Committees: Council for NAEYC Accreditation Francesca Gallozzi, Chair Claire Chang, Chair-Elect Noelle Bee James Clay Marilyn Favreau Jeanine Huntoon Rhonda Moore Linda Whitehead Deby Ziesmer Get involved with NAEYC! Help shape the future of the early childhood profession. NAEYC is currently seeking applications from members interested in serving on the NAEYC Governing Board: 2014 NAEYC Governing Board Term begins June 1, 2014 (Application deadline: June 30, 2013) Other NAEYC leadership opportunities include Annual Conference Proposal Reviewers Term begins September 1, 2013 Early Childhood Professional Preparation Program (ECADA and NCATE) Reviewers Early Childhood Associate Degree Accreditation Commission Term begins September 1, 2013 Elissa Huss-Hage, Commission Chair Kathy Allen Tracey Bennett Rebecca Brinks Jana Fleming Becky Gorton Diane Horm Pamela Ray Marica Mitchell, Ex Officio Early Childhood Research Quarterly Consulting Editors Early Childhood Workforce Systems Initiative Advisory Committee Esther Lindy Buch Gayle Cunningham Linda Espinosa Anne Mitchell Jane Wiechel Billie Young, NAEYC Staff Term begins September 1, 2013 Teaching Young Children Editorial Advisory Panel Members Term begins September 1, 2013 Young Children and NAEYC Publications Consulting Editors Term begins September 1, 2013 Application deadlines vary. Please visit www.naeyc. org/getinvolved for the full list of opportunities, application deadlines, and instructions. NAEYC Affiliate Groups also offer leadership opportunities. Please contact your local or state Affiliate for more information. NAEYC-NCATE Audit Team Donna Couchenour Ken Counselman Evia Davis Rebecca Huss-Keeler John Johnston Karen Shetterley Edyth Wheeler Reginald Williams Affiliate Leadership Day at the 2012 NAEYC Annual Conference in Atlanta. Institute Hotels 3 1 2 1 2 3 Hilton San Francisco Union Square 333 O’Farrell Street San Francisco, CA 94102 415-202-7766 Fax 415-202-7035 Parc55 Wyndham 55 Cyril Magnin Street San Francisco, CA 94102 415-392-8000 Fax 415-403-6602 JW Marriott San Francisco Union Square 500 Post Street San Francisco, CA 94102 415-771-8600 Fax 415-398-0267 Street Map 55 56 Hilton San Francisco Union Square Lobby Level NAEYC Shop Hilton San Francisco Union Square Lobby Level 57 Hilton San Francisco Union Square Ballroom Level NAEYC Registration and Membership 58 Hilton San Francisco Union Square Grand Ballroom Level Exhibit Hall Research Posters and Spotlight Forum Sessions 59 60 Hilton San Francisco Union Square Union Square Fourth Floor Hilton San Francisco Union Square Sixth Floor 61 Research Posters and Spotlight Forum GRAND BALLROOM Networking Reception GRAND BALLROOM B 62 Hilton San Francisco Union Squareâ€ƒ NAEYC Exhibits NAEYC Shop! NAEYC Shop Golden Gate 1 Browse through NAEYC’s publications and buy onsite or place bulk orders—All at member prices! Stop by the NAEYC Shop during these hours: NAEYC Shop hours Orders of more than $100 are shipped for FREE! Sunday, June 9 10:00 a.m.–7:00 p.m. Monday, June 10 9:00 a.m.–7:00 p.m. Tuesday, June 11 9:00 a.m.–7:00 p.m. Are you an NAEYC Member? Members receive a 20% discount on all items in the NAEYC catalog. If you would like to become a member at the Institute, please go to the NAEYC Registration area in the East Lounge on the Ballroom Level at the Hilton San Francisco Union Square. A few of NAEYC’s publications available at the Institute: Developmentally Appropriate Practice: Focus on Infants and Toddlers edited by Carol Copple, Sue Bredekamp, Derry Koralek, & Kathy Charner This NEW resource is for teachers who work with infants and toddlers. It includes a section of outstanding recent articles from Young Children that highlight the use of DAP and the infant and toddler chapters from the comprehensive 2009 book Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Item: #168 List $29 Member: $23.20 20% savings Developmentally Appropriate Practice: Focus on Preschoolers edited by Carol Copple, Sue Bredekamp, Derry Koralek, & Kathy Charner This NEW resource is for teachers who work with preschoolers. It includes a selection of outstanding recent articles from Young Children and the preschool chapters from the comprehensive 2009 book Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Item: #169 List $29 Member: $23.20 20% savings Basics of Developmentally Appropriate Practice: An Introduction for Teachers of Kindergartners by Eva C. Phillips & Amy Scrinzi NEW! All kindergarten teachers need this basic book about what developmentally appropriate practice looks like in kindergarten. Apply the information if you are a new or experienced teacher to deepen your everyday practice in the classroom. Item #327 List: $20 Member: $16 20% savings Healthy Young Children: A Manual for Programs (5th ed.) edited by Susan S. Aronson, MD, FAAP Item #369 List: $35 Member: $28 20% savings What You Need to Lead an Early Childhood Program: Emotional Intelligence in Practice by Holly Elissa Bruno Item #363 List: $38 Member: $30.40 20% savings Many NAEYC Gift items will also be available— Carabiner Unique number 8 double carabiner is lightweight, yet exceptionally sturdy. It’s a perfect way to attach your keys to your bag, belt loop, or zipper. A safety lock keeps keys secure and easy to find. Item #7159 List: $4 Member: $3.20 20% savings 63 64 Index of Exhibitors Visit the 2013 NAEYC Exhibits Grand Ballroom B Exhibitors will feature books, training materials, and other professional development resources. Network with exhibitors and colleagues while discovering the latest products and services in early childhood education and professional development. 2013 NAEYC Exhibit hours Sunday, June 9 Monday, June 10 Tuesday, June 11 12:00 noon–5:00 p.m.; reopens 6:00–7:30 p.m. 10:00 a.m.–6:30 p.m. 9:00 a.m.–3:00 p.m. Bright Horizons 200 Talcott Ave South Watertown, MA 02472 http://www.brighthorizons.com Career opportunities; Child care center management; Management/consultant services Booth #211 Brookes Publishing PO Box 10624 Baltimore, MD 21285 http://www.brookespublishing.com Books/Videos; Curriculum resources/ materials; Professional development Booth #208 Carpets for Kids Attendee Raffle 2013 S imply introduce yourself to any exhibitor at the Networking Reception (see page 19) on Sunday evening and ask for your free raffle ticket. Complete the reverse side of the ticket and drop it in the NAEYC Institute raffle drum located outside the reception entrance. Increase your chances of winning great prizes! You can get more free tickets by visiting exhibitors at their booths during exhibit hours on Monday and Tuesday. The NAEYC Institute raffle drum will be located inside the exhibit area for ticket drop. The first drawing will be held Monday, June 10, in the exhibit area, with more drawings to follow through Tuesday, June 11. Daily prize winners will be listed on the prize board just inside the exhibit area. Be sure to take advantage of this opportunity to learn about the latest early childhood products and services and a chance to win some great prizes. 2013 NAEYC exhibitors Amaze–Antibias tools and training PO Box 17417 Minneapolis, MN 55417 http://www.amazeworks.org Curriculum resources/materials; Diversity in education/multicultural education; Teaching resources Booth #401 Angeles Corporation 9 Capper Drive Pacific, MO 63069 http://www.angelesstore.com Classroom equipment/furniture/supplies; Infants and toddlers Booth #114 Becker’s School Supplies 1500 Melrose Hwy Pennsauken, NJ 08110 http://www.shopbecker.com Learning settings/equipment/materials; Infants thru kindergarten Booth #411 Book Vine for Children 3980 W. Albany Street McHenry, IL 60050 http://www.bookvine.com Books and videos; Curriculum resources/ materials; Infants and toddlers Booth #302 Branagh Information Group 548 Market Street #19130 San Francisco, CA 94104 http://www.branaghgroup.com Computer software (administrative) Booth #112 115 S.E. 9th Avenue Portland, OR 97214-1301 http://www.carpetsforkids.com Child care options; Classroom equipment/ furniture/supplies; Early literacy resources Booth #700 CDA Council for Professional Recognition 2460 16th Street, NW Washington, DC 20009 http://www.cdacouncil.org Booth #306 CDC’s Learn the Signs, Act Early Campaign 3500 Lenox Road, Suite 1400 Atlanta, GA 30326 http://www.cdc.gov/actearly Curriculum resources/materials, Infants and toddlers, Developmental milestones Booth #503 Cengage Learning 20 Davis Drive Belmont, CA 94002 http://www.cengage.com Higher education; Professional development Booth #101 Champlain College Graduate Studies 163 South Willard Street Burlington, VT 05402 http://www.champlain.edu/graduatestudies.html Higher education Booth #512 Children’s Factory 245 W. Essex Avenue St. Louis, MO 63011 http://www.childrensfactory.com Classroom equipment/furniture/ supplies Booth #710 Index of Exhibitors cont. Community Playthings PO Box 2 Ulster Park, NY 12487 http://www.communityplaythings.com Classroom equipment/furniture/supplies; Educational toys/games; Multi-age Booth #212 Discount School Supply 2 Lower Ragsdale, Suite 200 Monterey, CA 93940 http://www.discountschoolsupply.com Classroom equipment/furniture/supplies; Curriculum resources/materials; Specialneeds resources Booth #118 The Hanen Centre 1075 Bay Street, Suite 515 Toronto, ON M5S 2B1 Canada http://www.hanen.org Books/videos; Early literacy resources; Professional development Booth #205 H.I.T.N./EARLY Learning Collaborative 63 Flushing Avenue Brooklyn Navy Yard Building 292, Suite 211 Brooklyn, NY 11205 http://www.earlylearningcollaborative.org Bilingual education; Early literacy resources; Kindergarten/primary Booth #415 Hatch 301 N. Main Street, Suite 101 Winston Salem, NC 27101 http://www.hatchearlychildhood.com Classroom equipment/furniture/supplies; Professional development; Technology/ information Booth #202 K12, Inc. 2300 Corporate Park Drive, #600 Herndon, VA 20171 http://www.k12.com/educators Curriculum resources/materials; Teaching resources Booth #601 Duck Duck Moose, Inc. 1825 S. Grant Street, Suite 600 San Mateo, CA 94402 http://www.duckduckmoose.com Educational toys/games; Language arts/ reading; Technology/information Booth #507 EDU Portraits 2182 Bohannon Drive Santa Clara, CA 95050 http://www.eduportraits.com Fundraising incentives; Photographic services Booth #315 Familink La Nina 3020, of. 807 Santiago, RM Chile http://www.familink.us Computer software (administrative), Supervision, Undergraduate/graduate schools Booth #505 Follett Early Learning Highlights for Children 1800 Watermark Drive Columbus, OH 43215 http://www.highlights.com Assessment/portfolios/observation; Curriculum resources/materials; Infants and toddlers Kaplan Early Learning Company HighReach Learning CarsonDellosa Publishing Booth #105 Booth #307 7027 Albert Pick Rd Greensboro, NC 27409 http://www.highreach.com Curriculum resources/materials; Infants and toddlers/Multi-age Booth #514 HighScope Educational Research Foundation 600 N. River Street Ypsilanti, MI 48198 http://www.highscope.org Curriculum resources/materials; Infants and toddlers; Professional development Booth #111 1310 Lewisville Clemmons Road Lewisville, NC 27023 http://www.gryphonhouse.com Books/videos Booth #201 Booth #501 Lakeshore Learning Materials 2695 East Dominguez Street Carson, CA 90895 http://www.lakeshorelearning.com Learning settings/equipment/materials; Teaching resources; Technology/ Information 667 East Vine Street PO BOX 1022 Owatonna, MN 55060 http://www.learningzonexpress.com Books and videos; Health and safety; Teaching resources Grand Canyon University Gryphon House 6288 Susana St Chino, CA 91710 http://www.kidsafetystore.com Learning ZoneXpress Booths #405 & 406 Booth #712 Kidsafety of America Booth #301 1340 Ridgeview Drive McHenry, IL 60050 http://www.follettearlylearning.com Books/videos; Early literacy resources; Language arts/reading 3300 W. Camelback Road Phoenix, AZ 85017 http://www.gcu.edu Higher education 1310 Lewisville-Clemmons Road Lewisville, NC 27023 http://www.kaplanco.com Classroom equipment/furniture/supplies; Educational toys and games; Technology/ Information Booth #108 NAEYC Scavenger Hunt! Win a $500 Apple gift card or a free registration to NAEYCâ€™s 2014 National Institute! Come to the NAEYC Exhibit Hall in Grand Ballroom B between 12:30â€“2:00 p.m. Monday and Tuesday. Grab an entry form with clues about participating Institute Sponsors, and then submit your completed form by 2:00 p.m. for the drawing. NAEYC thanks the Carambola Tradeshow Group for their generous donation of gift prizes. 65 66 Index of Exhibitors cont. Mobile Queue Technologies 15043 NE 8th St Bellevue, WA 98007 http://www.signinsignout.net Computer software (administrative) Booth #508 Mychild, Inc. 600 Davis Street, 3W Evanston, IL 60203 http://www.mychildnow.com Computer hardware; Parent involvement; Technology/information Booth #504 My IGDI’s 1450 Energy Park Drive Saint Paul, MN 55108 http://www.myIGDIs.com Assessment/portfolios/observation, Curriculumresources/materials, Early literacy resources Booth #611 Pearson One Lake Street Upper Saddle River, NJ 07458 http://www.pearson.com Books and videos; Higher education; Professional development Booth #206 Pearson Clinical Assessment 5601 Green Valley Drive Bloomington, MN 55437 http://www.PsychCorp.com Assessment/portfolios/observation Booth #215 Pikler/Loczy Fund USA 2437 South Sheridan Tulsa, OK 74129 http://www.pikler.org Books/videos; Infants and toddlers; Professional development Booth #314 The Program for Infant/Toddler Care 180 Harbor Drive, Suite 112 Sausalito, CA 94965 http://www.pitc.org Booth #403 ProSolutions Training 1117 Perimeter Center, Suite W-300 Atlanta, GA 30338 http://www.prosolutionstraining.com Bilingual education; Distance education; Professional development Booth #312 PR&P Architects: Childplay 975 Walnut Avenue Vallejo, CA 94592 http://www.childplay.info Professional development; Outdoor playscapes; Architecture Booth #418 Redleaf Press 10 Yorkton Court St Paul, MN 55117 http://www.redleafpress.org Child care center management; Professional development; Teaching resources Booth #402 Schoolchapters 12 Westfield Road Hartford, CT 02617 http://www.schoolchapters.com Assessment/portfolios/observation; Higher education; Technology/information Booth #412 School Cues 3145 E Chandler Blvd, Suite 110-706 Phoenix, AZ 85048 http://www.schoolcues.com Computer software (administrative); Parent involvement; Technology/ information Booth #115 The Pin Man—Oklahoma 802 East 6th Street PO Box 52528 Tulsa, OK 74152 http://www.positivepins.com Awards/recognition gifts; Fundraising/ incentives; Promotional/public relations Booth #308 Primary Concepts 1338 7th Street Berkeley, CA 94710 http://www.primaryconcepts.com Curriculum resources/materials; Educational toys/games; Language arts/reading Booth #218 Smart Horizons 25 East 9 1/2 Mile Road Pensacola, FL 32534 http://www.smarthorizons.org Bilingual education; Distance education; Diversity in education/multicultural education Booth #318 Soccer Shots Franchising, LLC 1401 AIP Drive, Suite 200 Middletown, PA 17057 http://www.soccershots.com Physical Education, Equipment program Booth #607 Teachers College Press 1234 Amsterdam Avenue New York, NY 10027 http://www.tcpress.com/index.html Assessment/portfolios/observation; Diversity in education/multicultural education; Infants and toddlers Booth #117 Teaching Strategies, Inc. 7101 Wisconsin Avenue #700 Bethesda, MD 20814 http://www.teachingstrategies.com Assessment/portfolios/observation; Curriculum resources/materials; Professional development Booth #102 Tout About Toys 1530 Gilbreth Road Burlingame, CA 94010 http://www.toutabouttoys.com Educational toys/games; Infants and toddlers; School-age care/after-school care Booth #612 Walden University 650 South Exeter Street Baltimore, MD 21202 http://www.waldenu.edu Distance education; Higher education; Undergraduate/graduate schools Booth #216 Wholonomy Consulting PO Box 42035 Tucson, AZ 85733 http://www.wholonomyconsulting.com Coaching, Professional development, Leadership Booth #417 Zoo-Phonics Inc 20950 Ferretti Road Groveland, CA 95321 http://www.zoo-phonics.com Curriculum resources/materials; Language arts/reading; Professional development Booth #502 67 68 69 70 ¡Vamos aprender español! Spanish Lesson Plans & Custom School Programs free trial Inspiring · Inspirando Exclusively for the NAEYC Institute, we are offering a free month membership to our Mariposa Club. Teach with creative and effective lesson plans and school curriculums that inspire children to think, speak and communicate in Spanish. All neatly organized and time-saving. Use coupon code: NAEYC13 No credit card required. Engaging · Incitando Offer expires June 30, 2013 Printable materials are beautifully handcrafted and successfully teacher-tested. A memorable learning experience starts with visually interesting materials. Proven · Comprobado Monarca’s 50 years of experience offers detailed step-by-step instructions and class activities meeting ECE standards. Experience is a must. visit us at www.monarcalanguage.com From 1,000+ online printable activities to fully customized curriculums, we can adapt to your school’s needs. ©2013 Monarca Language, LLC naeyc-full-page-v3.indd 2 4/24/13 9:31 AM 71 72 73 74 75 Q Q-Star QRIS Data System The Most Comprehensive QRIS Q-Star seamlessly links your Assessment, Quality Rating, and Technical Assistance components into a complete and unified data system. All of the Q-Star core elements work together to manage your QRIS process from application, to star rating, to continuous improvement. Quality Rating Technical Assistance Assessment Key Features Your Current Processes Stay Intact!– Q-Star is designed around your existing procedures and data collection forms. Adaptability to Changes– Your QRIS will evolve. Our system evolves with you. We’ve built it to accommodate and implement changes efficiently. Cloud-based Mobile Computing– Our unique hybrid design makes your data accessible with or without an internet connection. Seamless Data Integration– Leverage the power of your QRIS data by interfacing with your existing & emerging data systems. One Size Does Not Fit All Custom Tailored Solutions We partner with you every step of the way from design to implementation to ongoing support. The result is a complete system that brings together your Quality Rating, Technical Assistance, and Assessment teams. For more information visit us at Booth #112 www.BranaghGroup.com email@example.com / (813) 973-8855 76 Just 3 clicks of your mouse and Prestoâ€Ś instant lesson plans!! www.prestolessonplans.com Custom generated lesson plans that offer MORE THAN 500 ready-touse preschool activities that promote learning through thematic units Join Today and get a FREE UPGRADE 77 Motivate adults to change. Improving the Quality of Child Care Programs through Coaching August 15-October 1, 2013 This 15-hour, 10-week (six self-paced online lessons, nine webinar sessions) course is based on the Strengths-Based Coaching速 model created by the Francis Institute. Explore a step-by-step process to help you support early childhood and school-age personnel to improve the quality of their work. It will build on the strengths, knowledge and skills of technical assistance professionals, administrators and other leaders. $375 member $425 non-member (These prices are for individual sale only) To enroll: http://naccrra.smarthorizons.org/ccrr/ to register or contact Sobia Nawaz at 1-703-341-4163 or Sobia.Nawaz@usa.childcareaware.org for Child & Youth Development 78 79 80 Motivate adults to change. Strengths-Based Coaching® October 8-9, Kansas City, MO workbook and lunch for two days) $190 (includes This interactive training will build on the strengths, knowledge and skills of technical assistance professionals, administrators and other leaders. Discover: • Coaching basics for effective leadership • A step-by-step process for supporting adults through change • Strategies to build skills and achieve mutual goals • Methods to develop partnerships that motivate staff to action For more than two decades, our nationally recognized institute has set the standard for professional development of practitioners who work with children and youth. Register by Sept. 13 at www.AskFrancis.org (See Strengths-Based Coaching® page.) To learn more, call toll-free, 866.676.6224 Francis Institute at MCC-Penn Valley 3201 Southwest Trafficway Kansas City, MO 64111 81 82 83 Find your ideal candidate today with NAEYC’s Career Forum Confidentially post your job opening on NAEYC’s Early Childhood Career Forum website today and hire an experienced child care professional tomorrow. The forum puts your position in front of more than 150,000 child care professionals. Job seekers can search your listing, post their résumé, and set up job email notifications. www.naeyc.org/about/careerforum 1-800-604-9465 www.schoolchapters.com Are you participating in the NAEYC Accreditation Process? Did you know that thousands of educators across the country have selected SchoolChapters to create Classroom and Program Portfolios? Join today to learn how you can beneﬁt from a user-friendly, aﬀordable online solution to complete your self-study--and have fun in the process. “Using SchoolChapters during self-study really made the task of portfolio building more efficient and manageable.” --Early Childhood Education Coordinator for Even Start 84 Index of Presenters Abayan, Nodelyn, 51 Children’s Campus at San Francisco State University firstname.lastname@example.org Abbott-Shim, Martha, 42 Martha.email@example.com Abel, Diana, 11 Rio Salado College firstname.lastname@example.org Abel, Michael, 47 University of Missouri–Kansas City Institute for Human Development email@example.com Adrian, Lucia, 50 Palm Beach State College firstname.lastname@example.org Aguilar, Darla, 43 Pima Community College Desert Vista Campus email@example.com Aiona, Shelli, 36 Kamehameha Schools firstname.lastname@example.org Albrecht, Kay, 26 Innovations in Early Childhood Education email@example.com Albright, J., 14 Ankrah, Victoria, 10 Acelero Learning, Inc. firstname.lastname@example.org Annunziata, Margaret, 37 Davidson County Community College email@example.com Arreguin-Anderson, Maria, 35 The University of Texas–San Antonio firstname.lastname@example.org Ashleman, Polly, 36 Kean University email@example.com Asimow, Jennifer, 32 Harold Washington College firstname.lastname@example.org Atencio, David, 50 University of New Mexico email@example.com Austin, Lea, 16 Center for the Study of Child Care Employment, UC Berkeley firstname.lastname@example.org Baba, Sandy, 26, 29, 31, 34 WestEd E3 Institute email@example.com Bagwell, Cindy, 38 The National Registry Alliance firstname.lastname@example.org North Carolina Department of Public Instruction Cindy.Bagwell@dpi.nc.gov Allen, Ann, 42 Bailie, Patti, 26 University of New Mexico email@example.com Allen, Kathy, 8, 37, 41 Blue Ridge Community College firstname.lastname@example.org Al Rabiah, Nada, 29 King Saud University email@example.com Amodei, Michelle, 47 North American Association for Environmental Education firstname.lastname@example.org Baker, Isabel, 20 The Book Vine for Children email@example.com Baker, Kelly, 23 University of Central Oklahoma firstname.lastname@example.org Slippery Rock University of Pennsylvania email@example.com Ball, RuthAnn, 11 Anderson, Genan, 47 Bambao, Kim, 20 Utah Valley University firstname.lastname@example.org Anderson, Treshawn, 33 Purdue University email@example.com Andre, Rochelle, 33 ARCHS firstname.lastname@example.org University of Oklahoma, Retired email@example.com San Mateo Office of Education firstname.lastname@example.org Bargreen, Kaitlin, 41, 52 University of Delaware email@example.com Barnes, Candice, 39, 40 University of Central Arkansas firstname.lastname@example.org Barton, Sarah, 10, 21 Blair, Clancy, 8, 13 Acelero Learning, Inc. email@example.com New York University firstname.lastname@example.org Batts, Amanda, 8, 14, 35 Blaustein, Mari, 43 NAEYC email@example.com The Source for Learning, Inc. firstname.lastname@example.org Baum, Angela, 18, 48 Bodrova, Elena, 30 University of South Carolina email@example.com Tools of the Mind firstname.lastname@example.org Beaver, Nancy, 32 Boettcher, Mary Beth, 37 Eastfield College email@example.com Bella, Jill, 17, 24 Northeast Wisconsin Technical College firstname.lastname@example.org McCormick Center for Early Childhood Leadership email@example.com Bohart, Holly, 11, 35 Bellm, Dan, 16 Bohling-Phillipi, Vicki, 31 Independent Consultant firstname.lastname@example.org Forest Lake Family Center email@example.com Beloglovsky, Miriam, 52 Boise, Phil, 32 Cosumnes River College firstname.lastname@example.org GreenCare for Children email@example.com Beneke, Sallee, 32 Boit, Rachel, 48 St. Ambrose University BenekeSalleeJ@sau.edu University of Akron firstname.lastname@example.org Bennett, Becky, 24 Bollig, Sue, 18 Beco email@example.com Bentum, Kwesi, 33 NAEYC firstname.lastname@example.org WestEd Center for Prevention & Early Intervention email@example.com Northwest Special Education Cooperative, Freeport firstname.lastname@example.org Bongiorno, Laurel, 18, 34 Berdecia, Ana, 28 Bonilla, Gina, 35 Thomas Edison State College email@example.com Berger, Barbara, 36 Educational Consultant firstname.lastname@example.org Berke, Kai-lee, 17 Teaching Strategies, LLC email@example.com Berkley, Mira, 48 SUNY Fredonia firstname.lastname@example.org Bilmes, Jenna, 15 WestEd email@example.com Bird, Lori, 15 Minnesota State University– Mankato firstname.lastname@example.org Blackburn, Brenda, 13 Blue Ridge Community College email@example.com Champlain College firstname.lastname@example.org Hispanic Information and Telecommunications Network email@example.com Bracamonte, Shannon, 42 University of New Mexico firstname.lastname@example.org Bradman, Asa, 52 Center for Environmental Research and Children’s Health (CERCH) email@example.com Brault, Linda, 23 WestEd firstname.lastname@example.org Bredekamp, Sue, 13 Council for Professional Recognition email@example.com Brennan, Carolyn, 20 University of Washington firstname.lastname@example.org 85 86 Index of Presenters cont. Bridges, Laura, 45 California Department of Education email@example.com Brillante, Pamela, 46 New Jersey Department of Education firstname.lastname@example.org Brinks, Rebecca, 8, 44 Buysse, Virginia, 40 University of North Carolina email@example.com Cain, Beverlyn, 11 Fayetteville State University firstname.lastname@example.org Cairone, Karen, 24, 29, 35 Grand Rapids Community College email@example.com Devereux Center for Resilient Children firstname.lastname@example.org Britt, Donna, 10, 35, 37 Campbell, Cen, 16 Early Head Start National Resource Center at Zero-to-Three email@example.com Brookshire, Melinda, 29 Mountain View Public Library Cenlibrarian@gmail.com Cappiello, Clara, 29 California Department of Education firstname.lastname@example.org East Coast Migrant Head Start Project email@example.com Brower, Colleen, 14 Carroll, Kathleen, 42 Connecticut Charts-a-Course firstname.lastname@example.org Brown, Charlyn Harper, 8, 36 University of New Mexico email@example.com Carter, Sharon, 28 Center for the Study of Social Policy firstname.lastname@example.org Davidson County Community College email@example.com Browne, Kathryn, 34, 41 Castro, Dina, 43 Skyline College firstname.lastname@example.org Bruno, Holly Elissa, 11, 14, 21, 27 BAM Radio Network and Holly Elissa Bruno Keynotes email@example.com Buch, Esther, 20 Michigan Department of Education firstname.lastname@example.org Buell, Martha, 30 University of Delaware email@example.com Burcham, Jan, 17 Columbus State University firstname.lastname@example.org Burnham, Melissa, 46 University of Nevada–Reno email@example.com Burris, Jade, 34 Delaware Stars for Early Success firstname.lastname@example.org Burrow, Lauren, 48 University of Memphis email@example.com Bush, Dana, 11 Eastern Kentucky University firstname.lastname@example.org University of North Carolina– Chapel Hill email@example.com Catlett, Camille, 22, 25, 42, 45, 53 Frank Porter Graham Child Development Institute firstname.lastname@example.org Catrett, Marie, 39 Tigerlily Preschool email@example.com Caudle, Lori, 41 Western Carolina University firstname.lastname@example.org Cerniglia, Ellen, 48 Touro College email@example.com Chan, Marsha, 18 Chen, Vanessa, 24 Crayne, Masha, 24 Educational Consultant firstname.lastname@example.org Kai Ming Head Start email@example.com Cherrington, April, 20 Crouch, Myra, 51 San Mateo Office of Education firstname.lastname@example.org Council for Professional Recognition email@example.com Christie, Toni, 34 Crow, Rene, 39 Childspace Early Childhood Institute firstname.lastname@example.org University of Central Arkansas email@example.com Chu, Marilyn, 51 San Francisco State University firstname.lastname@example.org Western Washington University email@example.com Cleary, Sherry, 15 New York Early Childhood Professional Development Institute firstname.lastname@example.org Clemens, Sydney Gurewitz, 39 Consultant email@example.com Clifford, Richard, 28 University of North Carolina– Chapel Hill firstname.lastname@example.org Cole, Kate, 12 Macomb Community College email@example.com Tennessee State University firstname.lastname@example.org NAEYC email@example.com NAEYC firstname.lastname@example.org Davis, Amy, 36 Nashville State Community College email@example.com Davis, Sara, 23 University of Arkansas–Fort Smith firstname.lastname@example.org Davis, Suzette, 12 DCWR Infant & Toddler Care—The Preschool Learning Center: Phoenix DCWR.email@example.com Dean, Allyson, 10, 14 University of Central Arkansas firstname.lastname@example.org Copeland, Tom, 27 DeGroof, Emily, 24 Self-employed email@example.com Acelero Learning, Inc. firstname.lastname@example.org Cortes, Jennifer, 30, 49 DeLapp, Jan, 35, 41 University of Delaware email@example.com Costanza, Vincent, 20 Counsell, Shelly, 48 Charner, Kathleen, 11 Daniel, Jerlean, 9 Cooper, Mark, 40 Chang, Claire, 30 Independent Consultant firstname.lastname@example.org Folsom Lake College email@example.com National Center on Child Care Professional Development Systems and Workforce Initiatives firstname.lastname@example.org New Jersey Department of Education email@example.com Chapman, Emily, 49 Daly, Lisa, 52 Coleman, Katari, 42, 47 Mission College firstname.lastname@example.org Minnesota Philanthropy Partners Claire.Chang@mnpartners.org Dahl, Rene, 28 California ECE Competencies Integration Project email@example.com DeMars, Kim Tai, 42 firstname.lastname@example.org DeMars-Johnson, Renee, 20 University of Memphis email@example.com Michigan Department of Education firstname.lastname@example.org Deng, Li Mei, 24 Cox, Megan, 15 Minnesota Department of Education email@example.com Crawford, Jean, 39 PBS firstname.lastname@example.org Kai Ming Head Start email@example.com Dichtelmiller, Margo, 26 Eastern Michigan University firstname.lastname@example.org Index of Presenters cont. Dodge, Diane, 40 Elicker, James, 33 Flores, Erika, 50 Goerl, Amy, 46 Dombrink-Green, Meghan, 11, 35, 41 Engelstad, Alicia, 43 Florez, Ida Rose, 39 Goffin, Stacie, 12 Enger, Carol, 36 Follari, Lissanna, 41 Goldstein, Lisa, 8, 11 Epstein, Dale, 14, 37 Frazel, Rosemary, 45 Gomez, Rebecca, 22 Escamilla, Isauro Michael, 53 Frede, Ellen, 24 Teaching Strategies, LLC Diane@TeachingStragies.com NAEYC email@example.com Dombro, Amy, 20 Powerful Interactions Amydombro@aol.com Donnelly, Amber, 22 ARCHS firstname.lastname@example.org Donohue, Chip, 51 Erikson Institute CDonohue@erikson.edu Dotson, Kelly, 51 Children’s Campus at San Francisco State University email@example.com Douglass, Anne, 49 University of Massachusetts Boston firstname.lastname@example.org Douville, LaVonne, 43 Purdue University email@example.com Pima Community College firstname.lastname@example.org Mayville State University email@example.com Frank Porter Graham Child Development Institute firstname.lastname@example.org Las Americas Early Education School email@example.com Espinosa, Linda, 43 University of Missouri firstname.lastname@example.org Ethridge, Libby, 23 University of Oklahoma email@example.com United Way of Tucson and Southern Arizona firstname.lastname@example.org Fanger, Suzanne, 31 Dover, Zvia, 44 Feeney, Stephanie, 10, 17 Miami-Dade College email@example.com Drew, Walter, 36 Institute for Self Active Education, Inc. firstname.lastname@example.org Duffell, Joan, 24 Committee for Children email@example.com Dunne, Mary Kay, 44 WestEd firstname.lastname@example.org Durborow, Anthony, 8, 25, 35, 49 The University of Texas at Austin email@example.com University of Hawaii–Manoa firstname.lastname@example.org Feldlaufer, Harriet, 25 Connecticut State Department of Education email@example.com Teachstone Training LLC firstname.lastname@example.org First Things First email@example.com Colby-Sawyer College firstname.lastname@example.org Center for Early Education and Development email@example.com Acelero Learning, Inc. firstname.lastname@example.org Freeman, Nancy, 10, 18 University of South Carolina email@example.com Friedman, Susan, 11 NAEYC firstname.lastname@example.org Frye, Megan, 20 University of Washington email@example.com Gabriel, Nancy, 41 Onondaga Community College firstname.lastname@example.org Galinsky, Ellen, 25 Families and Work Institute email@example.com Garcia, Erminda, 17 Higley School District firstname.lastname@example.org Feldman, Enrique, 21 F.A.M.E. Foundation email@example.com Garcia, Eugene, 17, 43 Arizona State University firstname.lastname@example.org Feldman, Erika, 34, 41 University of Washington email@example.com Garcia, Yolanda, 26, 31, 34 WestEd E3 Institute firstname.lastname@example.org Figlar, Michelle, 27 NAEYC email@example.com Pittsburgh Association for the Education of Young Children firstname.lastname@example.org Gartrell, Dan, 26 Efinger, Evelyn, 43 Filer, Janet, 40 Gay, Emilie, 27 Early Care and Learning Council EEFinger@earlycareandlearning.org University of Central Arkansas email@example.com Eisenhauer, Mary Jane, 44 Fisher-Dahms, Cecelia, 15, 23, 29 Purdue University North Central firstname.lastname@example.org Ejimofor, Anurika, 16, 49 University of North Carolina– Greensboro email@example.com California Department of Education firstname.lastname@example.org Fleming, Jana, 38 Erikson Institute email@example.com Bemidji State University firstname.lastname@example.org Round the Clock Child Care, Inc. email@example.com Gehri, Autumn, 37 Wisconsin Early Childhood Association agehri@wisconsinearlychildhood. org Glaser, Lucy, 17 The Registry firstname.lastname@example.org Amy Goerl Consulting email@example.com Goffin Strategy Group, LLC firstname.lastname@example.org Santa Clara University LSGoldstein@scu.edu Teachers College, Columbia University email@example.com González, Irasema, 28, 35 The University of Texas–Pan American firstname.lastname@example.org Gonzalez-Mena, Janet, 21 ECE Consultants, Inc email@example.com Gordon, Ann, 41 Consultant firstname.lastname@example.org Graver, Kathryn, 50 McCormick Center for Early Childhood Leadership kathryn.Graver@nl.edu Greenberg, Janice, 24 The Hanen Centre email@example.com Greene, Ed, 24, 31 Hispanic Information and Telecommunications Network firstname.lastname@example.org Griffiths, Sarah, 34 Wholonomy Consulting email@example.com Grimm, Diann, 52 Kimochis firstname.lastname@example.org Gronlund, Gaye, 39 ECE Consulting, Inc. email@example.com Grosart, Megan, 50 NAEYC firstname.lastname@example.org Guernsey, Lisa, 10, 16 New America Foundation email@example.com Hallam, Rena, 34, 49 Delaware Stars for Early Success firstname.lastname@example.org 87 88 Index of Presenters cont. Hammond, Michelle, 37 Washoe County School District email@example.com Hamre, Bridget, 10, 37 University of Virginia—CASTL firstname.lastname@example.org Hantak, Kelly, 18 United Services for Children email@example.com Harmelink, Ginny, 41 Pima Community College firstname.lastname@example.org Harms, Thelma, 23 University of North Carolina email@example.com Hedges, Susan, 8, 22, 35, 38 NAEYC firstname.lastname@example.org Heidemann, Sandra, 30 The Saint Paul Foundation Sandy.Heidemann@mnpartners.org Henderson, Barbara, 16 San Francisco State University email@example.com Hernandez, Luis, 8, 21, 24 T/TAS at Western Kentucky University firstname.lastname@example.org Hernandez, Reyna, 49 Illinois State Board of Education email@example.com Heroman, Cate, 45 Teaching Strategies, LLC firstname.lastname@example.org Herota, Nancy, 22 Hine, Constant, 17 Horizons in Learning email@example.com Hobbs, Melody, 41 Lenoir City Elementary firstname.lastname@example.org Hood, Lisa, 38 Illinois State University email@example.com Hopkins House firstname.lastname@example.org Georgetown University email@example.com University of Oklahoma firstname.lastname@example.org Rhode Island Association for the Education of Young Children/ BrightStars email@example.com Hill, Shawntel, 12 The Chosen Generation Child Care Sha2057606@maricopa.edu Iokepa-Guerrero, Noelani, 35 Kasiraj, Jayanthi, 18 ‘Aha Punana Leo Preschools firstname.lastname@example.org Isbell, Christy, 30 Milligan College email@example.com J, G Samuel Ruiz, 34 WestEd E3 Institute firstname.lastname@example.org Jablon, Judy, 20, 26, 36 Powerful Interactions email@example.com Howard, Eboni, 53 American Institutes for Research firstname.lastname@example.org Jacobson, Tamar, 23 Rider University email@example.com Huber, Michael, 45 Seward Childcare Center firstname.lastname@example.org James, Marlyn, 39 Flathead Valley Community College email@example.com Hughes, Christine, 35 Early Learning Coalition Miami– Dade Monroe firstname.lastname@example.org Jaumot-Pascual, Nuria, 35 Hughes, Mary-Alayne, 34 Jensen, Mary, 34 University of Illinois at Urbana– Champaign email@example.com Humbarger, Joy, 27 Metropolitan Community College firstname.lastname@example.org Hunter, Beverly, 18 Hildebrand, Lisa, 30, 34 Karp, Naomi, 43 University of Pennsylvania email@example.com Horm, Diane, 53 Herrera, Christina, 24 US Department of Education firstname.lastname@example.org Hyson, Marilou, 24 Horen, Neal, 29 Hunt, Erika, 38 Hicks, Steven, 42 Kaiser, Barbara, 24, 40 University of Delaware email@example.com Hopkins, J. Glenn, 8, 36 California Preschool Instructional Network firstname.lastname@example.org Acelero Learning, Inc. email@example.com Hylton, Nicole, 52 Illinois State University firstname.lastname@example.org South Carolina Department of Social Services email@example.com Hurlbut, Nancy, 28 Humboldt State University firstname.lastname@example.org Huss-Hage, Elisa, 8, 13, 37 Owens Community College email@example.com Hutchison, Petra, 39 Oklahoma State University– Oklahoma City firstname.lastname@example.org TERC email@example.com State University of New York at Geneseo firstname.lastname@example.org Johnsen, Shaun, 36 Murray Hill Studios email@example.com Johnson, Pamela, 39 CPB firstname.lastname@example.org Barbara Kaiser Consulting email@example.com United Way of Tucson and Southern Arizona firstname.lastname@example.org WestEd Center for Prevention & Early Intervention email@example.com Kasperski, Debbie, 38 Illinois State University firstname.lastname@example.org Kauerz, Kristie, 10, 12 University of Washington email@example.com Kearns, Jan, 18 WestEd firstname.lastname@example.org Keating-Peterson, Kate, 36 Mayville State University katharine.keating@mayvillestate. edu Keller, West, 20 University of Washington email@example.com Kersey, Katharine, 29 Old Dominion University firstname.lastname@example.org Kielpinski, Patti, 37 Milwaukee Area Technical College email@example.com Kim, Mina, 33 San Francisco State University firstname.lastname@example.org Kim, Sonja, 36 Kean University email@example.com Johnson-Staub, Christine, 31 Kim, Yanghee, 33 Center for Law and Social Policy firstname.lastname@example.org Kennesaw State University email@example.com Johnston, John, 8, 12, 44 Kintner-Duffy, Victoria, 49, 51 University of Memphis firstname.lastname@example.org Joseph, Gail, 20, 34, 37, 41 University of Washington email@example.com Kagan, Sharon Lynn, 22 Teachers College, Columbia University firstname.lastname@example.org University of North Carolina– Greensboro email@example.com Kipnis, Fran, 16 Center for the Study of Child Care Employment, UC Berkeley firstname.lastname@example.org Kliman, Marlene, 35 TERC email@example.com Index of Presenters cont. Koehn, Jo, 43 Colorado Department of Education firstname.lastname@example.org Kolbe, Grace, 30 Palm Beach State College email@example.com Koralek, Derry, 11, 41 NAEYC firstname.lastname@example.org Korth, Byran, 48 Brigham Young University email@example.com Kukla, Shanna, 43 Pima Community College firstname.lastname@example.org Kuo, Joan, 52 Rollins Center for Language & Learning at the Atlanta Speech School email@example.com Lally, J. Ronald, 40 WestEd firstname.lastname@example.org LaMantia, Mary, 34, 38 Council for Professional Recognition email@example.com La Paro, Karen, 49 University of North Carolina– Greensboro firstname.lastname@example.org Laumann, Bernadette, 34 Eastern Illinois University email@example.com Lawrence, Debra, 22 Chestnut Hill College firstname.lastname@example.org Ledbetter, Nancy, 36 Nashville State Community College email@example.com Lee, I-Fang, 29 The University of Newcastle firstname.lastname@example.org Lee, Lisa, 29 First 5 California email@example.com Lee, Mun Wah, 45 StirFry Seminars and Consulting firstname.lastname@example.org Lee, Yoon-Joo, 32 Brooklyn College, CUNY email@example.com Lehnhardt, Kara, 50 McCormick Center for Early Childhood Leadership firstname.lastname@example.org Leong, Deborah, 8, 13, 30 Tools of the Mind email@example.com Levy, Michelle, 25 Connecticut State Department of Education firstname.lastname@example.org Likins, Linda, 29 Devereux Center for Resilient Children email@example.com Lim, Chih Ing, 14, 37 Frank Porter Graham Child Development Institute firstname.lastname@example.org Liwanag, Maria, 34 State University of New York at Geneseo email@example.com Lopez, Antonia, 50 National Council of La Raza ALopez@nclr.org Lord, Kristin, 34 Our Growing Village firstname.lastname@example.org Losser, Janet, 48 Brigham Young University email@example.com Love, Mary Lu, 49 University of Massachusetts Boston firstname.lastname@example.org Lovell, Janice, 42 Main, Catherine, 32 Mayfield, Wayne, 23, 34 University of Illinois at Chicago email@example.com University of Missouri firstname.lastname@example.org Manganaro, Michelle, 34 McAnulty, Jenna, 25 University of Phoenix email@example.com Mangione, Peter, 40, 43 WestEd firstname.lastname@example.org Manning, Rene, 11 Rio Salado College email@example.com Mares, Alberto, 27 Northeast New Mexico Association for the Education of Young Children firstname.lastname@example.org Marlin, Sheri, 43 Office of the Pima County School Superintendent email@example.com Marrapodi, Maryann, 31 Hispanic Information and Telecommunications Network firstname.lastname@example.org Martella, Jana, 12, 35 Center on Enhancing Early Learning Outcomes—Education Development Center, Inc. email@example.com Martinez, Clarissa, 46 Teaching Strategies, LLC firstname.lastname@example.org Martinez, Dezerie, 8, 35, 38 NAEYC email@example.com Children’s Creative Learning Centers firstname.lastname@example.org McCarthy, Karen, 49 Illinois State Board of Education email@example.com McCaskill, Nicole Wyrick, 52 North Carolina Rated License Assessment Project firstname.lastname@example.org McGuckin, Ronald, 20 Ronald V. McGuckin and Associates email@example.com McLeish, Wendy, 48 Buffalo State College WMcLeish16@aol.com McManis, Lilla Dale, 42 Hatch Early Learning dmcmanis@hatchearlychildhood. com McMullen, Mary, 15, 33 Indiana University firstname.lastname@example.org McQuiston, Mary, 42 University of New Mexico email@example.com Medrano, Hilda, 28, 35 The University of Texas–Pan American firstname.lastname@example.org Meier, Sara, 25 Ronald V. McGuckin and Associates email@example.com International Association for Continuing Education and Training (IACET) firstname.lastname@example.org Masterson, Marie, 29 Meisels, Samuel, 26 Dominican University email@example.com Erikson Institute SMeisels@Erikson.edu Mathias, Debi, 45 Mendenhall, Heidi, 45 QRIS National Learning Network firstname.lastname@example.org WestEd email@example.com Mauzy, Denise, 23 Mendes, Lynne, 49 Missouri OPEN Initiative Center MauzyD@missouri.edu University of Massachusetts Boston Lynne.Mendes@umb.edu Inspiring New Perspectives inspiringnewperspectives@gmail. com Maxwell, Christine, 10 Mendoza, Geri, 45 Erikson Institute firstname.lastname@example.org University of Utah email@example.com Mack, Breeyn, 45 Mayekawa, Gayle, 26 Menninga, Beth, 30 Tennessee State University firstname.lastname@example.org Lukens-Parker, Laura, 43 4C of Southern Indiana, Inc. email@example.com Lux, Christine, 34 Montana State University firstname.lastname@example.org Maben, Camille, 15 California Department of Education email@example.com MacDonald, Susan, 21 Teaching Strategies, LLC firstname.lastname@example.org Martini, Dawn, 18 WestEd E3 Institute email@example.com The Saint Paul Foundation Beth.Menninga@mnpartners.org 89 90 Index of Presenters cont. Merrill, Barbara, 14 Iowa Association for the Education of Young Children firstname.lastname@example.org Mezquita, Ingrid, 17 First Five San Francisco email@example.com Michael, Nancy, 26 Amaze NancyMichael@amazeworks.org Michals, Deborah, 26 Learn With Action firstname.lastname@example.org Millovich, June, 34 Saddleback College email@example.com Milner, Barbara, 26 First Relationships firstname.lastname@example.org Mindes, Gayle, 27 DePaul University email@example.com Mitchell, Marica, 8, 50 NAEYC firstname.lastname@example.org Mitchell, Nicole, 39 Pitt Community College email@example.com Moore, Marilyn, 41 Fresno City College marilyn.moore@fresnocitycollege. edu Moore, Susan, 11 University of Colorado, Boulder firstname.lastname@example.org Morkner, Katrina, 25 Ventana School email@example.com Morrison, Ellen, 22 California Early Childhood Mentor Program firstname.lastname@example.org Morrison, George, 27 University of North Texas email@example.com Mosley, Kathy, 10, 21 Acelero Learning, Inc. firstname.lastname@example.org Mueller, Lynne, 35 The International Preschools email@example.com Mulligan, Sarah, 35 Division for Early Childhood firstname.lastname@example.org Munarriz-Diaz, Raquel, 44 University of Florida email@example.com Munoz, Jemima, 26, 34 WestEd E3 Institute firstname.lastname@example.org Muñoz, Martha, 27 NAEYC email@example.com Murphy, Debra, 22, 25, 28, 32 Cape Cod Community College firstname.lastname@example.org Neitzel, Jennifer, 28 Frank Porter Graham Child Development Institute email@example.com Nell, Marcia, 36 Millersville University firstname.lastname@example.org Nelson, Eileen, 15 Minnesota Department of Education email@example.com Nemeth, Karen, 8, 16, 40, 46, 51 Language Castle, LLC Karen@languagecastle.com Nepstad, Carrie, 32 Harold Washington College firstname.lastname@example.org New, Rebecca, 23 University of North Carolina– Chapel Hill email@example.com Newkirk, Melissa, 47 University of Missouri–Kansas City firstname.lastname@example.org Nicholson, Julie, 25 Mills College email@example.com Nieliwocki, Janice, 30 Ronald V. McGuckin and Associates firstname.lastname@example.org Nitardy, Charlotte, 35 University of Minnesota email@example.com Nkwanko, Nkechi, 33 San Francisco Unified School District firstname.lastname@example.org Notari-Syverson, Angela, 28 University of Washington email@example.com O’Connor, Susan, 10, 14 National Center on Child Care Professional Development Systems and Workforce Initiatives firstname.lastname@example.org Odden, Kelli, 36 Mayville State University email@example.com Oertwig, Sam, 43 FirstSchool—Frank Porter Graham Child Development Institute at University of North Carolina– Chapel Hill firstname.lastname@example.org Olivenbaum, Linda, 22 California Early Childhood Mentor Program email@example.com Olmore, Stephanie, 22, 25 NAEYC firstname.lastname@example.org Oltman, Gretchen, 31 Bellevue Public Schools email@example.com O’Neill, Cassandra, 34 Wholonomy Consulting firstname.lastname@example.org Ortega, Yully, 15 Indiana Association for Child Care Resource & Referral email@example.com Osborne, Sandy, 25 JCCSF Helen Diller Family Preschool firstname.lastname@example.org Osman, Hanan, 50 Indiana Association for the Education of Young Children email@example.com Ostrosky, Michaelene, 32, 42 University of Illinois at UrbanaChampaign firstname.lastname@example.org Owen, Sandy, 11 Cincinnati State Technical and Community College email@example.com Oxford, Vivienne, 12 Council for Professional Recognition firstname.lastname@example.org Packard, Miriam, 37 National Center on Quality Teaching and Learning— University of Washington email@example.com Palacios, Virginia, 12 Tutor Time Learning Centers firstname.lastname@example.org Pallas, Pam, 11 University of Florida email@example.com Panagos, Rebecca, 18 Lindenwood University firstname.lastname@example.org Pandey, Anita, 51 Morgan State University languagebuildingblocks@gmail. com Paratore, Jeanne, 39 Boston University School of Education email@example.com Paris, Beth, 13 University of Central Florida firstname.lastname@example.org Paris, Patricia, 13 Palm Beach State College email@example.com Parris, Joan, 47 Norwalk Community College firstname.lastname@example.org Pearl, Peggy, 47 Missouri State University email@example.com Peisner-Feinberg, Ellen, 40 University of North Carolina firstname.lastname@example.org Perkins, Kelley, 30, 49 University of Delaware email@example.com Peterson, Karen, 15 Washington State University– Vancouver firstname.lastname@example.org Phillips, Eva, 27, 43 Winston-Salem State University email@example.com Pizano, Ana, 44 Early Learning Coalition of Miami– Dade/Monroe firstname.lastname@example.org Pizzolongo, Peter, 8, 13, 25, 35, 49 NAEYC email@example.com Platt, Luanne, 37 The Registry firstname.lastname@example.org Index of Presenters cont. Pratt, Debra, 44 Reed, Timothy, 46 Russ, Patti, 23 Schmit, Stephanie, 31 Prettyman, Andrea, 52 Rendon, Thomas, 33, 40 Russell, Sue, 14, 38 Schweinhart, Larry, 38 Priestley, Kathleen, 46 Reyes, Jennifer Delos, 51 Russo, Darcy, 30 Purdue University North Central email@example.com Children and Families First firstname.lastname@example.org KDP Consulting, LLC email@example.com Pruette, John, 38 North Carolina Department of Public Instruction John.Pruette@dpi.nc.gov Pruitt, Rebecca, 33, 39 Lewis University firstname.lastname@example.org Qualls, Brocklin, 44, 51 Council for Professional Recognition email@example.com Queen, Natalie, 17 The Registry firstname.lastname@example.org Quek, Lucy, 34 Ngee Ann Polytechnic email@example.com Ragan, T.J., 52 Rollins Center for Language & Learning at the Atlanta Speech School firstname.lastname@example.org Ragozzine, Darlene, 23, 47 The National Registry Alliance email@example.com Raisor, Jill, 33 University of Southern Indiana firstname.lastname@example.org Ranum, Sondra, 45 Colorado Department of Education email@example.com Rasowsky, Carol, 47 The College of Saint Rose firstname.lastname@example.org Raval, Sonali, 21 Acelero Learning, Inc. email@example.com Teaching Strategies, LLC firstname.lastname@example.org Iowa Department of Education email@example.com Children’s Campus at San Francisco State University firstname.lastname@example.org Ritblatt, Shulamit, 28 San Diego State University email@example.com Ritchie, Sharon, 9, 10, 43 FirstSchool—Frank Porter Graham Child Development Institute at University of North Carolina– Chapel Hill firstname.lastname@example.org Ro, Yeon Sun, 48 University of Memphis email@example.com Robinson, Adele, 10 NAEYC firstname.lastname@example.org Robinson, Jeri, 9 Boston Children’s Museum robinson@bostonchildrensmuseum. org Roffman, Leslie, 46 The Little School email@example.com Rogers, Julie, 14 Child Care Services Association firstname.lastname@example.org Rojas, Leslie, 28 The University of Texas–Pan American email@example.com Rosa, Pam, 38 Danielson Group Pam.firstname.lastname@example.org Rosner, Julaine, 18 Palm Beach State College email@example.com Rust, Frances, 16, 17 University of Pennsylvania firstname.lastname@example.org Ryan, Sharon, 16, 21 Rutgers University email@example.com US Department of Health and Human Services firstname.lastname@example.org Sciaraffa, Mary, 11 National Coalition for Campus Children’s Centers email@example.com Scott, Crista, 28 University of Washington firstname.lastname@example.org Scott-Little, Catherine, 16, 51 University of North Carolina– Greensboro email@example.com Sakai, Laura, 21 Scrinzi, Amy, 27, 38 Center for the Study of Child Care Employment, UC Berkeley firstname.lastname@example.org North Carolina Department of Public Instruction email@example.com Sandall, Susan, 28 Seefeldt, Alison, 30, 49 University of Washington firstname.lastname@example.org University of Delaware email@example.com Santos, Rosa Milagros, 8, 42 Seidman, Sharon, 28 University of Illinois at Urbana– Champaign firstname.lastname@example.org CSU Fullerton email@example.com Seplocha, Holly, 13 Satterlee, Donna, 33 University of Maryland Eastern Shore firstname.lastname@example.org Savage, Katherine, 29 East Coast Migrant Head Start Project email@example.com Sawyer, Rhonda, 52 William Paterson University firstname.lastname@example.org Sermon, Tracy, 47 Utah Valley University email@example.com Sernett, Lorena, 44 Teaching Strategies, LLC firstname.lastname@example.org North Carolina Rated License Assessment Project email@example.com Seth, Kamna, 43 Schaack, Diana, 21, 26 Severens, Anna, 46 Schasberger, Britta, 18 Rudisill, Shannon, 42 HighScope Educational Research Foundation firstname.lastname@example.org Boston Public Schools email@example.com Rucker, Lia, 52 Recchia, Susan, 32 Center for Law and Social Policy firstname.lastname@example.org Sachs, Jason, 9, 14 Mission College email@example.com New York University firstname.lastname@example.org Teachers College, Columbia University email@example.com Child Care Services Association firstname.lastname@example.org Center for the Study of Child Care Employment, UC Berkeley email@example.com North Carolina Rated License Assessment Project firstname.lastname@example.org Raver, Cybele, 8, 13 The National Registry Alliance email@example.com Main Line Health firstname.lastname@example.org Scherrer, Meredith, 34 Our Growing Village email@example.com Schickedanz, Judith, 37 Boston University firstname.lastname@example.org The Source for Learning, Inc. email@example.com Nevada Department of Education firstname.lastname@example.org Sharapan, Hedda, 44 The Fred Rogers Company Sharapan@fredrogers.org Sharkawy, Azza, 31 Queen’s University email@example.com Sheridan, Kathleen, 32 University of Illinois at Chicago firstname.lastname@example.org 91 92 Index of Presenters cont. Shillady, Amy, 11, 35, 41 Stetson, Charlotte, 20 Shivers, Eva, 45 Strasser, Janis, 16 NAEYC email@example.com Indigo Cultural Center firstname.lastname@example.org Shuman, Steven, 29 Powerful Interactions email@example.com William Paterson University firstname.lastname@example.org Stroebel, Carol, 52 Tobin-Wallis, Anna, 51 Children’s Campus at San Francisco State University email@example.com Tolan, Terry, 44 State of Kentucky firstname.lastname@example.org Children’s Environmental Health Network email@example.com Toral-Sukhra, Eira, 35 Frank Porter Graham Child Development Institute firstname.lastname@example.org Sullivan, Debra, 21 Toso, Nancy, 28 Smith, Alicia, 11, 12 Sumrall, Teressa, 16 Trask, Tracey, 21 Education Development Center email@example.com Sideris, John, 28 South Mountain Community College firstname.lastname@example.org Smith, Audrey, 17 Maryland Department of Education email@example.com Smith, Camille, 35 Center for Disease Control and Prevention firstname.lastname@example.org Smith, Connie, 24 Beco email@example.com Smith, Nina, 51 Duke University firstname.lastname@example.org Snow, Kyle, 8, 11, 13, 36, 40 NAEYC email@example.com Sonnenberg, Mary, 52 University of Delaware firstname.lastname@example.org Sornson, Bob, 50 Early Learning Foundation email@example.com South, Kathy, 44 Bright Horizons firstname.lastname@example.org Praxis Institute email@example.com University of North Carolina– Greensboro firstname.lastname@example.org Sun, Fengyuan, 33 Kai Ming Head Start email@example.com Supple, Debbie, 22 California Preschool Instructional Network firstname.lastname@example.org Sykes, Maurice, 13 Early Childhood Leadership Institute, University of the District of Columbia email@example.com Tackie-Ofosu, Vivian, 33 University of Ghana firstname.lastname@example.org Talan, Teri, 17 McCormick Center for Early Childhood Leadership email@example.com Tapaszi, Anne, 50 Teachstone Training LLC firstname.lastname@example.org Taylor, Maria, 25, 34 Childcare Education Institute email@example.com Tetreault, Dan, 38 San Jose State University firstname.lastname@example.org North Carolina Department of Public Instruction Dan.Tetreault@dpi.nc.gov Stansbury, Mary, 42 Thomas, Meg, 12 Spitzer, Julie, 20 email@example.com Stasi, Jennifer, 11 Rio Salado College firstname.lastname@example.org Stenner, Katherine, 8, 14, 25, 35 NAEYC email@example.com Amaze firstname.lastname@example.org Thornburg, Kathy, 47 Center for Family Policy and Research email@example.com The International Preschools EToral@ipsnyc.org COMPASS for Kids firstname.lastname@example.org Kids’ Connection email@example.com Utzke, Kathrine, 34 Our Growing Village firstname.lastname@example.org VanThiel, Lisa, 49 University of Massachusetts Boston email@example.com Vascellaro, Salvatore, 40 Bank Street College of Education firstname.lastname@example.org Vaughns, Ashley Brailsford, 24 University of Nebraska Omaha email@example.com Vega, Melodie, 35 Hawaii Careers with Young Children firstname.lastname@example.org Wallden, Jere, 14, 17 The Registry email@example.com Walsh, Jane, 11 Denver Public Schools Walsh_j@dpsk12.org Walton, Andrea, 33 ARCHS firstname.lastname@example.org Wanerman, Todd, 46 The Little School email@example.com Washington, Valora, 13 Council for Professional Recognition firstname.lastname@example.org Waugh, Sherry, 37, 46 University of Nevada–Reno email@example.com Wegner, Elizabeth, 11, 35 NAEYC firstname.lastname@example.org Welch, Ginger, 38 Oklahoma State University email@example.com Wells, David, 30 Palm Beach State College firstname.lastname@example.org Westby, Cecelia, 51 Rasmussen College email@example.com Wheaton-Collins, Amanda, 33 Venable, Lin, 47 University of Southern Indiana firstname.lastname@example.org Verarde, Christie, 32 Towson University email@example.com Tennessee State University firstname.lastname@example.org Chabot College/Brandman University email@example.com Vesay, Joanne, 36 Rider University firstname.lastname@example.org Virgilio, Jeanne, 41 Las Positas College email@example.com Wheeler, Edyth, 8, 12 White, Jennifer, 27 Clover Park School District firstname.lastname@example.org Whitebook, Marcy, 16, 21 Center for the Study of Child Care Employment, UC Berkeley email@example.com Whitney, Marcia, 47 Creative Beginnings Steps firstname.lastname@example.org Washington–Saratoga–Warren– Hamilton–Essex Board of Cooperative Educational Services email@example.com Wallace, Dianna, 51 Wilcox-Herzog, Amanda, 34 Wachtel, Lois, 50 Indiana Association for the Education of Young Children firstname.lastname@example.org CSUSB email@example.com Index of Presenters cont. Wilhelm, Laura, 38 University of Central Oklahoma firstname.lastname@example.org Williams, Reginald, 35 South Carolina State University email@example.com Williams, Vilma, 12 Council for Professional Recognition firstname.lastname@example.org Winton, Pam, 14, 34, 37 Wong, Muriel, 45 Young, Janet, 34 WELS Systems Foundation email@example.com El Camino Community College firstname.lastname@example.org Woodard, Stephanie, 15 Young, Keith, 44 New York State Early Childhood Advisory Council email@example.com Woyke, Priscilla, 26 New Canaan Nature Center firstname.lastname@example.org Frank Porter Graham Child Development Institute email@example.com Yang, Chin Wen, 31 Wirth, Susan, 31 Yang, Jerry, 24, 29 Dimensions Educational Research Foundation firstname.lastname@example.org Wodziez, Mary Ellen, 44 WestEd email@example.com Eastern Connecticut State University firstname.lastname@example.org Kai Ming Head Start email@example.com WestEd firstname.lastname@example.org Yun, Na Ra, 15 Indiana University email@example.com Zanton, Jessica, 34 Black Hills State University firstname.lastname@example.org Zepeda, Marlene, 8, 40, 50 California State University, Los Angeles email@example.com Zercher, Craig, 23 WestEd firstname.lastname@example.org Zheng, Yuzhu, 33 Iowa State University email@example.com Zurmehly, Deborah, 52 The Ohio State University firstname.lastname@example.org Zeisler, Laura, 15 Explorations Unlimited, LLC email@example.com Young, Billie, 48 NAEYC firstname.lastname@example.org See you next year in Minneapolis NAEYCâ€™s 2014 National Institute for Early Childhood Professional Development June 8â€“11, 2014 Minneapolis, Minnesota 93 94 2013 NAEYC Annual Conference 2013 NAEYC Annual Conference & Expo J November 20–23 Washington, D.C. oin us in Washington, D.C., for NAEYC’s 2013 Annual Conference & Expo! We know you’ll have a great time and gain a lot from the Conference, but you don’t need to take our word for it. Read what past Conference attendees have to say—because who else knows better why you should attend? At NAEYC’s Annual Conference, you can Make it an event to remember! “I always look forward to the Conference because NAEYC sets the standard for quality and current trends related to early childhood education.” Join the largest gathering of early childhood educators. “Meeting teachers from all over the country and finding out about the latest research and strategies is priceless.” Network with like-minded professionals. “Thank you for the opportunity to meet colleagues and be in a group of people who are so committed to early childhood education.” Expand your knowledge, regardless of your role. “Thank you for offering a great array of experiences for all levels of expertise and interest!” Attend numerous sessions on varied topics. “It covered diverse topics that were useful to me as a college educator. This has improved my thinking and the way I teach my students.” Learn from distinguished presenters. “I wish that some speakers could have spoken for two days.” Gain information that you can use immediately. “I learned so many new things to take back to my classroom, children, parents, co-workers, and lab students.” Get motivated. “I always leave energized and inspired by the presenters and other professionals who I talk to.” Save the date! Registration and Housing will open on July 1. Visit www.naeyc.org/conference for additional details. 95 96