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2018

#naeycINST

Professional Learning Institute

Austin, Texas | June 10­–13


2018 Professional Learning Institute

Sign up for event updates and news alerts at

NAEYC.org/institute

National Association for the Education of Young Children 1313 L Street NW, Suite 500, Washington, DC 20005-4101 202-232-8777 | 800-424-2460 NAEYC.org #naeycINST

NAEYC is a high-performing, inclusive organization, and we encourage the exchange of diverse opinions at the 2018 NAEYC Professional Learning Institute. It is important for Institute attendees to recognize that the ideas presented at the Institute do not necessarily reflect NAEYC’s official position and NAEYC assumes no responsibility for any statement of fact or opinion presented at the Institute. NAEYC does not endorse the products or services of any Institute advertiser, exhibitor, or sponsor.


Welcome, Early Childhood Professionals and Leaders! Dear Attendees, You’re here! Welcome to the NAEYC 2018 Professional Learning Institute (PLI). We are excited to have you join us this year in Austin, Texas. We know you will have a blast—participating in the conference, networking among peers, and hitting the town. Austin is a great city with great food and entertainment, so enjoy yourself. It is year two of Power to the Profession, and we are excited about the momentum building around this initiative. Power to the Profession has made progress in laying the groundwork for the future of the early childhood education profession. To those of you who are already contributing to this movement, thank you. To all of you, we still need your voice. This is your movement. This is your profession. There are significant decisions to be made that require your input. You will find opportunities throughout the conference to join the dialogue, so please plug in! Dr. Sonia Nieto opens the NAEYC Institute on Sunday as the keynote speaker. She will discuss “Creating Inclusive and Affirming Environments for Emergent Bilingual Children.” As early childhood professionals, it is our responsibility to deepen our knowledge and hone our competencies in serving children and families with a wide range of cultural backgrounds and rich language diversity. We welcome Sonia as she shares her experience and expertise with us. This year’s peer-reviewed sessions tackle the topics that confront early childhood educators in classrooms, administrative offices, state systems, and statehouses across the country. We’ve worked hard to ensure you receive current information of the highest quality throughout the Institute. Our peer reviewers undertook a rigorous selection process to bring you relevant and diverse sessions to inform your practice and expand your knowledge. You will return home a stronger and wiser professional. Have you created your personal agenda yet? We’ve improved the NAEYC Events app to make it easier than ever to personalize your Institute experience and get the most out of your time here. On behalf of the leadership of NAEYC, we want to express our gratitude for the incredible contributions you make each and every day to children and families, to the field, and to your professional association. Have a great time, learn a lot, and enjoy Austin!

Amy O’Leary

Rhian Evans Allvin

NAEYC Governing Board Amy O’Leary, President Tammy L. Mann, Past-President Crystal Sanford-Brown, Vice President Steven Hicks, Secretary Carl L. Hairston, Treasurer

Iliana Alanís Isauro Escamilla Calan Dina C. Castro Jie-Qi Chen Vincent J. Costanza Sebreana Domingue Elisa Huss-Hage Tamara Johnson Megan Madison Krista Murphy Alissa Mwenelupembe

Sincerely,

Stacia Tipton Michelle Wlazlo Amy O’Leary NAEYC Governing Board President

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Rhian Evans Allvin NAEYC Chief Executive Officer

Rhian Evans Allvin (Ex Officio)

2018 NAEYC Professional Learning Institute


Table of Contents 4

2018 Schedule of Events

41

Featured Session 8:00–10:00 a.m.

4

2018 Institute Sponsors

44

Sessions 10:45 a.m.–12:45 p.m.

5

Institute Announcements

44

ACCESS Session 10:45 a.m.–12:45 p.m.

9

Discover Austin

46

Featured Session 10:45 a.m.–12:45 p.m.

10

JW Marriott Austin Map

49

Sessions 2:00–4:00 p.m.

12

Institute Hotel Area Map

49

ACCESS Session 2:00–4:00 p.m.

52

Research Symposium Session 2:00–4:00 p.m.

52

Featured Session 2:00–4:00 p.m.

55

Sessions 4:45–5:45 p.m.

59

TXAEYC Books-N-Bats Boat Tour

15 Saturday 15

Saturday Pre-Institute Workshops

15

NAEYC Affiliate Day 8:00 a.m.–3:00 p.m.

15

Topic-Based Workshops 8:30 a.m.–4:00 p.m.

15

NAEYC Accreditation of Early Childhood Higher Education Programs Workshop 8:30 a.m.–4:00 p.m.

15 NAEYC Accreditation of Early Learning Programs Workshop 8:30 a.m.–4:00 p.m.

61 Tuesday 61

Sessions 8:00–10:00 a.m.

65

Sessions 10:45 a.m.–12:45 p.m.

15

Half-Day Workshop 12:00 noon–4:00 p.m.

67

Research Symposium Session 10:45 a.m.–12:45 p.m.

16

Research Symposium Schedule

69

Sessions 2:00–4:00 p.m.

18

NAEYC Shop

71

Featured Session 2:00–4:00 p.m.

73

Featured Session 2:00–4:00 p.m.

74

Sessions 4:30–5:30 p.m.

19 Sunday 19

Opening Plenary Session 8:45–10:15 a.m.

20

Sessions 10:45 a.m.–12:45 p.m.

21

Featured Session 10:45 a.m.–12:45 p.m.

81

Sessions 8:00–10:00 a.m.

24

Sessions 2:00–4:00 p.m.

82

Featured Session 8:00–10:00 a.m.

26

Featured Session 2:00–4:00 p.m.

85

Closing Plenary Session 10:30 a.m.–12:00 noon

28

Sessions 4:30–5:30 p.m.

32

Networking Reception in the Exhibit Hall 5:30–7:00 p.m.

89

Become an NAEYC Leader!

34

Research Poster Session 5:45–7:00 p.m.

89 Workgroups, Panels, and Liaisons

36

Lasting Legacy Campaign

90 NAEYC Corporate Strategic Alliances

81 Wednesday

91

NAEYC Exhibit Hall

91

Index of Exhibitors

39 Sessions 8:00–10:00 a.m.

93

Index of Advertisers

39 ACCESS Session 8:00–10:00 a.m.

95

Certificate of Attendance

39 Monday 40 NAECTE Session 8:00 a.m.–12:45 p.m.

2018 NAEYC Professional Learning Institute

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Schedule of Events and Sponsors 2018 Schedule of Events

2018 Institute Sponsors

Saturday, June 9 8:30 a.m.–3:00/4:00 p.m. & 12:00 noon–4:00 p.m. 9:00 a.m.–5:00 p.m.

Pre-Institute Workshops (Preregistration required) Institute Registration

Sunday, June 10 7:00 a.m.–6:00 p.m. 8:45–10:15 a.m. 10:45 a.m.–12:45 p.m. 12:00 noon–3:30 p.m. 12:45–2:00 p.m. 2:00–4:00 p.m. 4:30–5:30 p.m. 5:30–7:00 p.m. 5:45–7:00 p.m.

Institute Registration Opening Plenary Session Sessions NAEYC Exhibit Hall & NAEYC Shop Lunch Break Sessions Sessions Networking Reception in the Exhibit Hall Research Poster Session

Monday, June 11 7:00 a.m.–3:00 p.m. 8:00–10:00 a.m. 10:00 a.m.–5:00 p.m 10:45 a.m.–12:45 p.m. 12:45–2:00 p.m. 2:00–4:00 p.m. 4:00–4:45 p.m. 4:45–5:45 p.m.

Institute Registration Sessions NAEYC Exhibit Hall & NAEYC Shop Sessions Lunch Break/Exhibit Hall Sessions Ping Pong Challenge in the Exhibit Hall Sessions

Tuesday, June 12 7:00 a.m.–12:00 noon 8:00–10:00 a.m. 10:00 a.m.–2:00 p.m. 10:45 a.m.–12:45 p.m. 12:45–2:00 p.m. 2:00–4:00 p.m. 4:30–5:30 p.m.

Institute Registration Sessions NAEYC Exhibit Hall & NAEYC Shop Sessions Lunch Break/Prize Drawings in the Exhibit Hall Sessions Sessions

early childhood

Wednesday, June 13 8:00–10:00 a.m. 10:30 a.m.–12:00 noon

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Sessions Closing Plenary Session

2018 NAEYC Professional Learning Institute


Institute Announcements Session location

NAEYC Membership

Sessions take place at the JW Marriott Austin (110 E. 2nd Street, Austin, TX 78701).

JW Marriott Austin Registration Area, Level 3, Lone Star Foyer

Institute Registration and Final Program pick-up The Institute badge—which permits admission to sessions and to the NAEYC Institute Exhibit Hall—was mailed in advance to attendees and presenters who registered by May 11, 2018. Exhibitors and those who registered after May 11 must bring their registration receipt to Institute Registration, on Level 3 in the Lone Star Foyer of the JW Marriott Austin, 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 9 ��������������������������� 9:00 a.m.–5:00 p.m. Sunday, June 10 ���������������������������� 7:00 a.m.–6:00 p.m. Monday, June 11 �������������������������� 7:00 a.m.–3:00 p.m. Tuesday, June 12 �������������������������� 7:00 a.m.–12:00 noon

NAEYC Headquarters NAEYC Headquarters will be in the JW Marriott Austin on Level 3 in Room 306.

NAEYC Shop JW Marriott Austin Level 2, Griffin Hall, Booth #613 Don’t go home empty handed! NAEYC publications will be available for browsing, on-site purchases, and bulk orders—all at member prices. NAEYC Shop hours are Sunday, June 10 ���������������������������� 12:00 noon–3:30 p.m. and 5:30–7:00 p.m. Monday, June 11 �������������������������� 10:00 a.m.–5:00 p.m. Tuesday, June 12 �������������������������� 10:00 a.m.–2:00 p.m.

Take advantage of all the amazing benefits membership has to offer! Visit the NAEYC Membership area and upgrade today! Membership hours are Saturday, June 9 ��������������������������� 9:00 a.m.–5:00 p.m. Sunday, June 10 ���������������������������� 7:00 a.m.–6:00 p.m. Monday, June 11 �������������������������� 7:00 a.m.–3:00 p.m. Tuesday, June 12 �������������������������� 7:00 a.m.–12:00 noon

NAEYC Exhibit Hall and Registrant Bag Pick-Up JW Marriott Austin Level 2, Griffin Hall Discover tools, services, and demonstrations for implementing new solutions that build on what you learn at Institute. Your complimentary registrant bag is waiting for you at the NAEYC Homeroom Booth #112. Exhibit Hall hours are Sunday, June 10 ���������������������������� 12:00 noon–3:30 p.m. and 5:30–7:00 p.m. Monday, June 11 �������������������������� 10:00 a.m.–5:00 p.m. Tuesday, June 12 �������������������������� 10:00 a.m.–2:00 p.m.

Research Posters JW Marriott Austin Level 2, Griffin Hall Stop by the Research Posters to network and exchange ideas with individuals and organizations showcasing effective approaches to professional development, high-quality programs, and new research. Research Posters hours are Sunday, June 10 �������������������������� 5:45–7:00 p.m.

Don’t forget to download the Institute App! Search “NAEYC Institute” in app stores to download.

2018 NAEYC Professional Learning Institute

Follow the conversation on Facebook and Twitter using #naeycINST.

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Institute Announcements Business center

Lost and Found

JW Marriott Austin Level 5

Please visit the NAEYC Headquarters, JW Marriott Austin, Level 3 in Room 306, if you have lost an item while attending sessions.

Located on the 5th floor, the FedEx Office is open daily, Monday–Friday from 7:00 a.m.–7:00 p.m. and Saturday– Sunday from 9:00 a.m.–5:00 p.m. Services include photocopies, printing, packing and shipping, plus office supplies available for purchase. Hotel guests’ room keys provide 24-hour access.

Austin Info Desk JW Marriott Austin Lobby Level The Concierge desk is located on the Lobby Level of the JW Marriott Austin. A knowledgeable concierge is available to answer questions and assist with restaurant reservations from 7:00 a.m.–10:00 p.m. daily.

Internet access Complimentary Attendee Wi-Fi Password: PLI2018 (not case sensitive) Network: JWMarriott_CONFERENCE There is also free Wi-Fi is available on the Lobby Level of the JW Marriott Austin. The network name is JW Public. There is no password needed.

Final Program organization The Sunday through Wednesday sessions are described on pages 19 to 85. 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.

General consent and release for use of image Registration and attendance at, or participation in, NAEYC meetings and other activities constitutes an agreement for NAEYC, or anyone authorized by NAEYC, to record and use, as NAEYC may desire in its sole and absolute discretion, all recording and reproductions or depictions of such exhibitor’s, or attendee’s name, likeness, voice, persona, words, actions, and/or biography, which NAEYC may make, including without limitation, the right for NAEYC, or anyone authorized by NAEYC, to use such recordings, reproductions, or depictions in or in connection with any legitimate purposes, including for advertising, publicity, trade, and editorial purposes, at any time in the future in all media now known or hereafter developed, throughout the world.

Endorsement

Available at the NAEYC Shop!

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 by the Association of any products or services.

NEW! Spotlight on Young Children Observation and Assessment Understand how to use observation and assessment to support children’s learning and development Item 2842 | List $25 Institute Price $20

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2018 NAEYC Professional Learning Institute


Institute Announcements

Available at the NAEYC Shop!

Education for a Civil Society How Guidance Teaches Young Children Democratic Life Skills The social-emotional skills children need to learn democratic life skills Item 356 List $35 Institute Price $28

2018 NAEYC Professional Learning Institute

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JW Marriott Austin Second Level

NAEYC Exhibit Hall, Shop, and Research Posters

Third Level

NAEYC Registration and Membership

10

2018 NAEYC Professional Learning Institute


JW Marriott Austin Fourth Level

Fifth Level

2018 NAEYC Professional Learning Institute

11


Institute Hotel Area Map

12

2018 NAEYC Professional Learning Institute


Saturday Pre-Institute Workshops Lone Star Ballroom Salon D 8:00 a.m.–3:00 p.m.

NAEYC Affiliate Day Affiliate board members and staff are invited to register for Affiliate Day. Planned jointly by the NAEYC Affiliate Advisory Council and staff, this day is designed to inspire and build leadership throughout our Affiliate network. Advance registration is required through the Affiliate Relations Department. Seating is limited. For more information, please contact the Affiliate Relations team at affiliate@naeyc.org.

Topic–Based Workshops Lone Star Ballroom Salon F 8:30 a.m.–3:00 p.m.

Asking big questions to extend children’s thinking Janis Strasser, William Paterson University; Lisa Mufson Bresson, Grow NJ Kids.

Lone Star Ballroom Salon G 8:30 a.m.–3:00 p.m.

Making, tinkering, and engineering in early childhood Cate Heroman, Cate Heroman, LLC.

Lone Star Ballroom Salon H 8:30 a.m.–4:00 p.m.

Connecting strengths-based Powerful Interactions™ to teaching and learning Judy Jablon, Leading for Children; Diana Courson, Arkansas State University; Nichole Parks, Arkansas State University.

Don’t forget to check out the Institute App on Google Play and the Apple iTunes Store! Search “NAEYC Institute” in app stores to download.

Follow the conversation on Facebook

2018 NAEYCand Professional Institute Twitter usingLearning #naeycINST.

NAEYC appreciates the support of Bright Horizons for Affiliate Day.

NAEYC Accreditation of Early Childhood Higher Education Programs Workshop Lone Star Ballroom Salon C 8:30 a.m.–4:00 p.m.

Completing the NAEYC Higher Education Accreditation process: A workshop for higher education faculty Megan Woolston, NAEYC; Bridget Murray, Henderson Community College.

NAEYC Accreditation of Early Learning Programs Workshop Lone Star Ballroom Salon E 8:30 a.m.–4:00 p.m.

NAEYC’s updated accreditation process Meghann Hickey, NAEYC; Amanda Batts, NAEYC; Anna Ring, NAEYC.

Half-Day Workshop Lone Star Ballroom Salons A/B 12:00 noon–4:00 p.m.

Power to the Profession: A town hall for faculty and workforce systems experts Co-hosted by NAEYC; Texas AEYC; ACCESS; Council for Professional Recognition; Division of Early Childhood-CEC; NAECTE; National Workforce Registry Alliance; T.E.A.C.H. Early Childhood® National Center.

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Research Symposium Schedule Research Symposium Schedule

Monday, June 11–Tuesday, June 12

Monday, June 11

Tuesday, June 12

Lone Star Ballroom Salon E

Lone Star Ballroom Salon E

2:00–4:00 p.m.

10:45 a.m.–12:45 p.m.

Advancing equity and valuing diversity in early childhood education, in theory and in practice

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

With the forthcoming release of NAEYC’s new position statement on equity and diversity, now is the time to delve into the responsibilities that early childhood educators have to do this work in the context of a diverse society that has not yet resolved its structural and institutional inequities. What does this look like in theory? And how could it work in practice? Join us to learn, talk, and share. Keffrelyn Brown, University of Texas-Austin; Elisa Huss-Hage, NAEYC Governing Board Early Learning Systems Committee; Lisa Gordon, Bank Street College of Education; Iliana Alanis, University of Texas at San Antonio.

In the May 2018 issue of Young Children, expert researchers and practitioners embraced the opportunities and challenges presented by early childhood education to address opportunity and achievement gaps. Join us to continue the critical conversation with this issue’s guest editor, Jerlean Daniel, and authors from the publication and beyond, in order to grapple with the data, the research, the experiences, and the solutions. Facilitator: Jerlean Daniel, early childhood consultant; Adam Alvarez, Rowan University and University of Pittsburgh; Danielle Davis, Vanderbilt University; Diandra Verwayne, New York City Public Schools; Kirsten Cole, Borough of Manhattan Community College.

Thank you to our sponsor of the Research Symposium, Pearson.

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2018 NAEYC Professional Learning Institute


Sunday Opening Plenary Session Creating inclusive and affirming environments for emergent bilingual children Sonia Nieto, University of Massachusetts, Amherst (emeritus)

JW Grand Ballroom 8:45–10:15 a.m. The number and diversity of English learners, or emergent bilingual students, has grown dramatically in the past decade. Over 350 languages are spoken in the United States and currently almost one in four students in the nation speaks a language other than English at home. This means that all teachers from pre-K to 12 have, or will have, emergent bilingual students in their classrooms. As a result, all teachers need to learn strategies for teaching them. Just as important, they need to learn about the backgrounds, histories, and experiences of these students in order to teach them effectively. In this keynote address, Dr. Sonia Nieto will suggest both research-based approaches and

2018 NAEYC Professional Learning Institute

concrete strategies for working with emergent bilingual students and their families.Dr. Nieto has devoted her professional life to questions of diversity, equity, and social justice in education. She began her teaching career in 1966 in an intermediate school in Brooklyn, New York, later moving to P.S. 25, the first fully bilingual school in the Northeast. Since 1972, she has been a researcher, professor, and teacher educator, mostly at the University of Massachusetts, Amherst. Dr. Nieto has focused her research on multicultural education, teacher education, and the education of students from culturally and linguistically diverse backgrounds. She has written or edited 11 books, including Affirming Diversity, which was selected for The Museum of Education Readers’ Guide as one of the 100 books that helped define the field of education in the 20th century.

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Sunday | Sessions 10:45 a.m.–12:45 p.m. Brazos/206 10:45 a.m.–12:45 p.m.

Collaborating for success: Relationship-based learning approach to fostering ECE teachers’ professional knowledge and practices in emergent literacy and language Connecting research to practice, we will engage the audience in specific aspects of a relationship-based learning approach of professional development via teacher study groups, demonstrating (a) how activities are modeled, practiced, and enacted, (b) the strength of collaboration in solving classroom problems, and (c) how the various elements of the meetings support both a deeper understanding of the content and pedagogy as well as teacher engagement in a cohesive and action-based collaboration. Anne Cunningham, University of California, Berkeley; Mary Requa, San Francisco State University; Yi-Jui Iva Chen, University of California, Berkeley. Training & Professional Development Programs

Lone Star Ballroom Salon A 10:45 a.m.–12:45 p.m.

Smoothing the transition from preschool to kindergarten: How preschool and kindergarten observational assessments can help Learn about the standards and research that undergirds early childhood observational assessments, including kindergarten entry assessments. Review existing early childhood observational measures. Participate in discussion groups geared toward how the results of the measures can be used by preschool and kindergarten teachers to help smooth the transition between preschool and kindergarten. Christine Boisvert Maier, HighScope Educational Research Foundation; Jeffrey Beal, HighScope Educational Research Foundation; Jill Claxton, HighScope Educational Research Foundation. Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)

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Lone Star Ballroom Salon B 10:45 a.m.–12:45 p.m.

The impact of trauma on healthy growth and development It is estimated that one out of four children will experience a traumatic event by age 4. Because early childhood teachers are “first responders,” it is important that they understand how trauma impacts brain development—the attachment, regulatory, social, sensory processing, and learning systems—in order to create environments that heal. Barbara Sorrels, The Institute for Childhood Education. Social/Emotional Development

Lone Star Ballroom Salon C 10:45 a.m.–12:45 p.m.

Leading for change: Using the Universal Design approach to effectively include children who are dual language learners Leaders and teacher educators face unique challenges to ensure full participation of young children who are dual language learners in early education. This session will engage participants in dynamic exploration of the value of using the proactive Universal Design for Learning approach to update programs and systems that ensure desired outcomes for all children, especially DLLs. Universal Design for Learning is now part of the education requirements in many states, so leaders will benefit from this opportunity to discuss and evaluate UDL strategies for DLLs. Karen Nemeth, Language Castle LLC. Diversity & Equity

The Exhibit Hall is open at 12:00 noon on Sunday. The Networking Reception for all attendees is at 5:30 p.m.

2018 NAEYC Professional Learning Institute


Sunday | Sessions Featured Session Lone Star Ballroom Salon D 10:45 a.m.–12:45 p.m.

Voices of practitioners: Powerful school–university partnerships supporting teacher research and an inquiry stance in early childhood education Teachers and teacher educators will explore and discuss strategies to develop and support teacher inquiry networks. Using documentation of program activities, we will examine three ongoing teacher research inquiry projects around the topics of early literacy, classroom storytelling and story-acting, and dual language learning that promote effective teaching through professional educational initiatives that emphasize reading, writing, culture, child development, and research. Debra Murphy, Cape Cod Community College; Ben Mardell, Project Zero, Harvard Graduate School of Education; Frances Rust, Metro Center of New York University and University of Pennsylvania; Karen Capo, Rice University; Debra Paz, Rice University; Jordan Khadam-Hir, Rice University.

Lone Star Ballroom Salon E 10:45 a.m.–12:45 p.m.

Lone Star Ballroom Salon F 10:45 a.m.–12:45 p.m.

Creating an NAEYC program and class portfolio that speaks volumes to your everyday best practices Learn how to document your best practices according to the NAEYC assessment item guidelines. Hear from a center director, teacher, and assessor about how they went through the process of creating a shared understanding of best practices, updating policies and procedures, and observing and documenting with intention, which eventually led to the creation of remarkable classroom and program portfolios. Meghann Hickey, NAEYC; Anna Ring, NAEYC. Accreditation of Early Learning Programs

Lone Star Ballroom Salon G 10:45 a.m.–12:45 p.m.

The instructional leader in early childhood programs: Supporting intentional planning with teachers The session will develop new knowledge among participants about the importance of instructional leadership, job-embedded professional development, and ambitious teaching. Participants will examine their own observations of highly effective teaching, and then practice using protocols and facilitating the routine of team lesson planning. We will describe how instructional leaders in two states focus on what “ambitious teaching” is for an early childhood program and the role an instructional leader has in continual learning and improvement through routines of collaboration.

Reboot the brain to reach higher levels of Marsha Hawley, Ounce of Prevention Fund; Michael thinking: Using connections, energetic activity, movement, and music to boost student learning and Connor, Oregon Department of Education. self-regulation Professionalism, Leadership & Ethics Teachers often despair about children’s poor attention, increased distractibility, and disconnected relationships. Learn effective teaching strategies such as intentional greetings, interactive morning meetings, purposeful play, and powerful closing activities that meet the vital needs of the developing brain while (a) boosting children’s sense of safety, (b) creating secure attachments, and (c) increasing awareness of self and others, as well as improve listening and promote prosocial behavior as you create a compassionate and empowered learning environment.  Kim Hughes, Conscious Connections. Learning Environment

Lone Star Ballroom Salon H 10:45 a.m.–12:45 p.m.

Priming the pump: What you can do now to advance Power to the Profession in your state This collective initiative is leading towards a collective effort to create and implement a robust policy and financing agenda that advances, supports, and invests in the early childhood education profession. Using a set of questions to help “uncover the inner workings” of your state policy and regulatory structures and systems, we will talk and share together about what we can be doing now to set the stage for implementation in the months and years to come. Lauren Hogan, NAEYC; Dianna Wallace, Indiana AEYC. Advocacy/Public Policy

2018 NAEYC Professional Learning Institute

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Sunday | Sessions Room 201/202

Room 205

10:45 a.m.–12:45 p.m.

10:45 a.m.–12:45 p.m.

An open-access internet application for professional development in early math: The Learning and Teaching with Learning Trajectories tool

Five years later: Reflecting on lessons learned from a large-scale PBIS implementation

Participants will learn to use the free Learning and Teaching with Learning Trajectories (LT2) tool. Based on decades of research, LT2 helps teachers and caregivers implement effective and appropriate mathematics education for young children, and helps trainers build effective professional development for the entire workforce. LT2 includes hundreds of videos and technology-based games for young children. Discussions of the resources and analyses of the videos will help participants support teachers’ and caregivers’ development of meaningful and motivating mathematics. Douglas Clements, University of Denver; Julie Sarama, University of Denver; Carrie Gemeroth, University of Denver; Candace Joswick, University of Denver; Dan Riordan, Jr., University of Denver; Aleis Pugia, University of Denver. Technology & Digital Media

In 2012, The Children’s Workshop implemented the PBIS system in all of our schools and presented information about PBIS at the NAEYC Annual Conference in Atlanta. Five years later, we are engaged in self-assessment around this system: what is working, what isn’t, and where we should go from here. This session will focus on what we have learned so far and how we can continue to improve our teachers’ and administrators’ understanding of how best to manage challenging behaviors and teach social-emotional skills, while increasing staff and student retention rates. Julie Boutwell, The Children’s Workshop; Nicole Chiello, The Children’s Workshop; Heather Grocott, The Children’s Workshop. Guidance/Discipline/Challenging Behaviors

Room 208 10:45 a.m.–12:45 p.m.

Room 203/204 10:45 a.m.–12:45 p.m.

“I can deal with the children ... it’s the parents”: Dealing with conflict, negotiation management, and difficult parents Do you find conflict and negotiation to be difficult? Many early education leaders struggle to balance the needs and wants of the parents and clients with maintaining strong, workable business strategies. This session outlines a format for dealing effectively with difficult parents and clients. The most common challenges faced by management individuals also will be briefly discussed. Principles discussed will help with family/work relationship and business negotiations, as well. Concepts include “in-the-box thinking” and the use of a reflective listening strategy. Amber Smith, National Institute of Child Care Management; Bradley Smith, National Institute of Child Care Management. Family Engagement & Support

Fostering an equitable learning culture for the ECE workforce: Strategies to design meaningful learning opportunities Explore approaches to offer inclusive and equitable learning opportunities for a diverse audience. Identify strategies to design and deliver training content to enhance learners’ knowledge and guide them to improve upon their practices in culturally relevant and meaningful ways. Betzaida Vera-Heredia, Achieve—The MN Center for Professional Development. Diversity & Equity

Available at the NAEYC Shop!

Big Questions for Young Minds Extending Children’s Thinking

Scaffold children’s learning and promote deeper understanding through the use of high-level questions Item 1132 | List $ 30 Institute Price $24

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2018 NAEYC Professional Learning Institute


Sunday | Sessions Room 211/212

Room 303/304

10:45 a.m.–12:45 p.m.

10:45 a.m.–12:45 p.m.

The role of registries: High-powered vehicles for supporting integrated early childhood professional development systems

The core of our own competence: Reflections from the field

Power to the Profession is focused on moving the workforce forward by creating shared national definitions. Areas of focus include career pathways, competencies, qualifications, and compensation. Workforce registries, in various stages of implementation in each state, are well positioned to provide critical data. NY, WI, and PA will share registry data analysis with a focus on the specific elements above. This interactive session will provide a forum for policy makers and stakeholders to exchange ideas and identify strategies for using this valuable data to advance the field. Nicole Lopez, The Registry, Inc.; Louisa Higgins, New York Early Childhood Professional Development Institute; Kris Madden, Pennsylvania Key; Jill Soto, New World Now. Professional Development Systems

Room 301/302 10:45 a.m.–12:45 p.m.

Building and growing minds: A STEM adventure in early childhood Participants will learn how to introduce STEM lessons as a way of bridging the gap between science, technology, engineering, and mathematics to help students investigate and engineer solutions to problems and construct explanations to real-world issues. Attendees will use STEM lessons in both whole group and independent work settings where they have the ability to differentiate through questioning. Participants will gain handson experience, with a projected emphasis on the lessons being used as an instructional tool and not as an exploratory center. Wendy Sydeski, Volusia County School District; Jenna O’Donoghue, Volusia County School District. Curriculum-Theories & Approaches

Engage in experiences that help you think about how adults develop the competencies to work with young children and families. Participate in conversations that explore how personal and professional identity connect to confidence in practice. Learn strategies to support competency-based learning that begins with finding out what the learner knows and is confident about practicing. Deborah Adams, Connecticut Office of Early Childhood. Educator/Teacher Preparation

Room 310/311 10:45 a.m.–12:45 p.m.

An overview of the NAEYC Higher Education Accreditation process Attendees will learn about the steps involved in the process of seeking, earning, and maintaining NAEYC Accreditation of Early Childhood Higher Education Programs. This session contains introductory content and is intended for attendees whose programs have not yet applied for accreditation, or for those who are new faculty members at programs already engaged in the process. Megan Woolston, NAEYC; Tiffany Hunter, Florida State College at Jacksonville. Accreditation of Higher Education Programs

Room 402/403 10:45 a.m.–12:45 p.m.

Continue the conversation with Sonia Nieto: Creating inclusive and affirming environments for emergent bilingual children Learn strategies for teaching bilingual children. In a follow up to PLI’s opening plenary, this session offers the chance to expand our learning on the research-based approaches and concrete strategies for working with emergent bilingual students and their families. Sonia Nieto, University of Massachusetts, Amherst (emeritus). NAEYC Activities

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Sunday | Sessions Room 408/409

JW Grand Ballroom Salon 1

10:45 a.m.–12:45 p.m.

2:00–4:00 p.m.

A walk through the NAEYC/CAEP SPA Recognition process for higher education programs

Embedding equity principles across the curriculum: The process of meaningful implementation in early childhood undergraduate programs

Participants will learn the steps involved in the process of seeking NAEYC Recognition through the Council for the Accreditation of Educator Preparation (CAEP), and they will have a chance to ask questions. Mary Harrill, NAEYC; Reginald Williams, South Carolina State University. Accreditation of Higher Education Programs

Review the process of establishing and revising equity principles in early childhood undergraduate programs. Brainstorm curriculum goals and student outcomes for each of the principles. Develop activities and assignments that support those outcomes. Review available resources and develop ways to use them in meaningful ways to meet goals and outcomes. Consider ways to assess student progress. Lynn Dietrich, University of Washington. Educator/Teacher Preparation

Griffin Hall, across from NAEYC Shop 1:15–2:15 p.m.

JW Grand Ballroom Salon 2

Keynote book signing

2:00–4:00 p.m.

Join Dr. Sonia Nieto and have her sign one book of your choosing. Preregistration is required and includes a copy of Finding Joy in Teaching Students of Diverse Backgrounds: Culturally Responsive and Socially Just Practices in U.S. Classrooms ($30) or Why We Teach Now ($31.95). NAEYC Activities

2:00–4:00 p.m. Brazos/206 2:00–4:00 p.m.

Strategies for helping practitioners improve program practices using the ECERS-3 Participants will learn about new requirements in the ECERS-3 that will bring up new issues in providing technical assistance. Participants will discuss new solutions to problems observed in classrooms relating to those new requirements, and share strategies that they can use in providing technical assistance with the scale for continual quality improvement.

Embracing the three-prong leadership challenge: Quality, continuity, and equity in birth through grade 3 education and care An integrated focus on quality, continuity, and equity is essential for early education to realize its full potential in reducing opportunity and achievement gaps. Even in differing policy and funding contexts, leaders from various early education sectors can work within their spheres of influence to advance quality, continuity, and equity. Examine one approach to this challenge through which metro Omaha schools serve as hubs for early learning and family support systems, birth through grade 3. Critique and use tools from this work to identify next-step leadership opportunities.        Christine Maxwell, Buffett Early Childhood Institute at the University of Nebraska; Kim Bodensteiner, Buffett Early Childhood Institute at the University of Nebraska; Kathleen Gallagher, Buffett Early Childhood Institute at the University of Nebraska; Criselda Lopez Anderson, Buffett Early Childhood Institute at the University of Nebraska. Professionalism, Leadership & Ethics

Debby Cryer, Environment Rating Scales Institute; Cathy Riley, Environment Rating Scales Institute. Technical Assistance (Coaching, Mentoring, Consultation)

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Sunday | Sessions JW Grand Ballroom Salon 3

JW Grand Ballroom Salon 8

2:00–4:00 p.m.

2:00–4:00 p.m.

Understanding Y: Generational differences in the workplace

Using documentation to support an individualized coaching partnership

Generational differences can cause friction in the workplace. Generational perspectives are both personal and professional and influence how we get along with others. Participants will engage in reflective practice to gain better understanding of self and others as it relates to the differences in generational expectations. Participants will identify influences that produce boundaries or create strengths that can lead to the overall health of the workplace climate.

Explore purposes and strategies for documenting the story of the process and results of the learning partnership between coach and teacher. Using video clips, practice documenting teachers’ moments of effectiveness and crafting meaningful feedback statements. Role-play coaching conversations that use documentation as the centerpiece for identifying the teacher’s strengths and plans for next steps. Evaluate different methods and tools for documenting so that you can customize the documentation as you individualize your coaching.

Rose Snyder, Pennsylvania AEYC. Professionalism, Leadership & Ethics

JW Grand Ballroom Salon 4 2:00–4:00 p.m.

Diana Courson, Arkansas State University; Judy Jablon, Leading for Children; Jill Gunderman, Arkansas State University; Nichole Parks, Arkansas State University. Technical Assistance (Coaching, Mentoring, Consultation)

Leading for equity: Supporting young language learners to thrive This session will emphasize the importance of cultivating collaborative relationships between teachers, children, families, and communities, which is necessary for young language learners to thrive. Participants will have opportunities to (a) learn about linguistically and culturally diverse children and families, (b) explore their identity and role as an equity-focused leader, (c) read and reflect on quotes and examples from experts in the field, (d) identify research-based action steps, and (e) plan next steps that promote equitable opportunities for all children. Patricia Blanco, WIDA at the Wisconsin Center for Education Research, UW Madison; Maya Martinez-Hart, WIDA at the Wisconsin Center for Education Research, UW Madison. Diversity & Equity

Available at the NAEYC Shop!

Making and Tinkering With STEM

Available at the NAEYC Shop!

Brochures: High-Quality Programs and Schools Use these excellent resources to help families understand how to identify high-quality programs and schools and to learn what educators do to support children’s learning and development. Item numbers 3100, 3101, 3102, 3103, 3104 List $0.75 Institute Price $0.60

Solving Design Challenges With Young Children Integrate making and tinkering and STEM concepts in preschool through third grade classrooms Item 1130 |

List $25

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Institute Price $20

2018 NAEYC Professional Learning Institute

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Sunday | Sessions Lone Star Ballroom Salon A 2:00–4:00 p.m.

Featured Session

Power to the Profession: The shared strategy for a united, diverse, and well-compensated ECE profession

Lone Star Ballroom Salon D

Power to the Profession is the national collaboration at the heart of defining the early childhood education profession. This professionled initiative is working to establish a unifying framework of career pathways, knowledge and competencies, qualifications, standards, and compensation, leading to the thoughtful implementation of a robust policy and financing agenda to advance early childhood education and educators. Learn about and engage in this national dialogue. Katherine Kempe, NAEYC. Professionalism, Leadership & Ethics

Lone Star Ballroom Salon B 2:00–4:00 p.m.

The power of intention: Using the Complementary Curriculum approach to support engagement, independence, and competence The Complementary Curriculum approach—rooted in the theories of Montessori, Dewey, Vygotsky, and Malaguzzi—highlights productive choice making, intentional presentations of materials, socially constructed learning experiences, and emergent curriculum. In this session, participants will gain hands-on experience with the Four Intentions—following children’s interests, compelling materials, explicit presentations, and responsive scaffolding—and learn to balance exploration, purposeful learning, scaffolding, and differentiation. Lisa Kuh, Somerville Public Schools; Iris Ponte, Henry Frost Children’s Program. Curriculum-Theories & Approaches

2:00–4:00 p.m.

The next generation of standards and competencies for early childhood educators What do effective early childhood educators need to know and be able to do? What will it take to unify ECE workforce systems within and across states with these standards and competencies? Come and learn about critical revisions being made to both the content and structure of the 2009 NAEYC Professional Preparation Standards so that it can better influence the quality of professional preparation, ensure that early childhood educators are prepared to be effective with all children birth to age 8, address the gaps identified in the Transforming the Workforce report, and align with the Power to the Profession initiative. This is an opportunity as early childhood educators, higher education faculty and workforce systems representatives to learn about and inform the revisions of these standards and competencies. Iliana Alanis, University of Texas at San Antonio; Angela Baum, University of South Carolina; Marica Cox Mitchell, NAEYC; Sarah LeMoine, ZERO TO THREE; Valora Washington, Council for Professional Recognition.

early childhood

Thank you to our sponsor of this Featured session, The Source for Learning.

Available at the NAEYC Shop!

Lone Star Ballroom Salon C

The Essentials

2:00–4:00 p.m.

Supporting Young Children with Disabilities in the Classroom

Writing for NAEYC publications and blogs Become an NAEYC author! Interested in writing an article for Young Children, Teaching Young Children, or the NAEYC For Families website? Or maybe you’re thinking about writing a book or being a guest blogger? Join the editors as they discuss what they’re looking for, how to submit, and the review process. Susan Friedman, NAEYC. NAEYC Activities

A simple, straightforward introduction to the core concepts of teaching and supporting children with disabilities alongside their peers Item 1131 | List $28

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Institute Price $22.40

2018 NAEYC Professional Learning Institute


Sunday | Sessions Lone Star Ballroom Salon E Film Screening: No Small Matter 2:00–4:00 p.m. The science is clear and public understanding is growing about the fact that the early years of a child’s life matter. Yet access to high-quality early learning that supports children’s positive growth and development is out of reach for too many families. Join us for a special preview screening of No Small Matter, the first major theatrical documentary that sheds light on many of the issues facing early childhood education and educators, while challenging all of us to drive this cause to the top of our country’s agenda. The screening will feature an introduction from the director and an insightful panel conversation following the film. Advocacy/Public Policy

Room 203/204 2:00–4:00 p.m.

Mapping the customer’s journey: Maximize marketing opportunities and ensure excellent family experiences This workshop will help program directors/school administrators and leaders learn to maximize marketing opportunities to retain and gain enrollment by executing a high-quality experience for every family throughout the various stages of the customer journey. Map out the various customer touchpoints and identify stakeholders in your center throughout the customer’s journey. Develop strategies and ideas on how to provide exceptional family experiences.   Monica Miller, Bright Horizons Family Solutions; Linda Hall, Bright Horizons Family Solutions. Family Engagement & Support

Room 211/212 Sponsored by HighScope Educational Research Foundation.

Lone Star Ballroom Salon F 2:00–4:00 p.m.

The NAEYC Accreditation of Early Learning Programs updated process This session will provide a high-level overview of the fourstep process to achieve accreditation. An NAEYC-accredited program center director and teacher will share their experiences about their journey to becoming accredited. Meghann Hickey, NAEYC. Accreditation of Early Learning Programs

Lone Star Ballroom Salon G

2:00–4:00 p.m.

Breaking the bias barrier: Strategies for acknowledging and overcoming biases that impact collaboration with families To effectively collaborate with families, professionals must acknowledge their biases toward families from different backgrounds and how these biases might impact their practice. Through reflective activities, discussions, and action planning, participants will examine their own biases and learn effective strategies for supporting families experiencing diverse and challenging situations, such as caring for a child with a disability, immigrant families, or families experiencing homelessness. Kimberly Hile, University of Alabama in Huntsville; Jenna Weglarz-Ward, University of Nevada Las Vegas; Robyn DiPietro-Wells, University of Illinois at Urbana-Champaign. Family Engagement & Support

2:00–4:00 p.m.

Increase your ethical competence: Building your skills in ethical analysis Review the NAEYC Code and its contribution to professionalism in the early childhood field. Learn to identify the nature of the issues early childhood educators encounter in their work. Practice using a systematic process to apply the NAEYC Code of Ethical Conduct to identify a morally defensible resolution to a real-life dilemma. Nancy Freeman, University of South Carolina; Stephanie Feeney, University of Hawaii. Professionalism, Leadership & Ethics

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Sunday | Sessions Room 301/302 2:00–4:00 p.m.

Why build multiple early learning professional development systems when you can create one aligned, cross-sector (childcare, pre-K, early intervention, Head Start) system? Join colleagues in discussing state-of-the-art cross-sector professional development system building. How are state theories of change matching up with the provision of technical assistance? How are states creating conversations about equity in technical assistance? How are states moving from addressing structural quality of programs and compliance to improving teaching and learning to close the achievement gap? States are changing the culture to one of continual quality improvement and reexamining the role of professional development, including technical assistance. Deborah Mathias, BUILD Initiative; Brandi King, Child Care Aware of America, NCECDTL. Professional Development Systems

4:30–5:30 p.m. Brazos/206 4:30–5:30 p.m.

Social-emotional learning: Helping children help themselves Emotional health is a necessary foundation for all aspects of learning. In addition to using brief video clips, scenarios, and small group discussions to generate strategies for supporting children’s social and emotional development, participants will have an opportunity to seek help from the group in identifying support strategies for particular classroom situations. Kenneth Sherman, HighScope Educational Research Foundation. Social/Emotional Development

JW Grand Ballroom Salon 1 4:30–5:30 p.m.

Room 303/304 2:00–4:00 p.m.

Playfulness in tech integration: Kids having fun learning to code Come explore the principles of tech integration in early learning, as explained in the joint position statement put out by NAEYC and the Fred Rogers Center. Recent publication of the MIT Media Lab book Lifelong Kindergarten highlights how the Scratch digital online programing language promotes learning through projects that children are passionate about, in collaboration with peers in a playful spirit. The web-based, freeware, open-source nature of Scratch makes it something that can follow a child throughout their childhood into lifelong learning. Josh Thompson, Texas A&M University-Commerce; Melissa Wright, Techie Factory.

Coaching for success: Growth mindset—Cultivating persistence, curiosity, and resilience for teachers, families, and children Do you face stumbling blocks every day, or do you see stepping stones? The difference is in perception. As a group, we will explore, discuss, and learn more about two mindsets, fixed and growth, and how they affect our stress levels and sense of wellbeing. Why it is easier to have challenging discussions with some teachers/professionals, while others seem to quickly shut down? We will create strategies for increasing resiliency, curiosity, and persistence, which are key to being successful in school, work, and life. T. Vail Shoultz-McCole, Colorado Mesa University. Technical Assistance (Coaching, Mentoring, Consultation)

Technology & Digital Media

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2018 NAEYC Professional Learning Institute


Sunday | Sessions JW Grand Ballroom Salon 2 4:30–5:30 p.m.

JW Grand Ballroom Salon 4

Demonstrating developmentally appropriate practice and rigor in an urban school district: Early childhood education learning lab

4:30–5:30 p.m.

Learn about how ECE learning lab classrooms take a unique approach to professional learning by demonstrating high-quality practice for ECE teachers and school leaders throughout the district. Understand how to close opportunity gaps for dual language learners and economically disadvantaged children by engaging them in developmentally appropriate and rigorous learning experiences. Analyze video samples to deepen understanding of how learning lab classrooms can serve as a catalyst for teacher development and systemic change in schools and community-based settings.

By invitation only. Currently trained higher education peer reviewers: come together to receive updates on the peer review process, share your ideas for improvements to the system, and network with fellow reviewers and NAEYC higher education staff.

NAEYC higher education peer reviewer meeting

Mary Harrill, NAEYC; Megan Woolston, NAEYC.

Kathryn Murphy, District of Columbia Public Schools. Training & Professional Development Programs

JW Grand Ballroom Salon 7 4:30–5:30 p.m.

JW Grand Ballroom Salon 3 4:30–5:30 p.m.

Data-driven decision making and relationship building: Using assessment and evaluation data to support early learning, quality improvement, and engagement Review ways to use assessment and evaluation data to support decisions at the child/family, teacher/center, and systems levels. Discuss ways that assessment and evaluation processes may be improved to capture more useful or relevant information that can help drive responsive action. Explore how data can inform conversations and build relationships with families and other stakeholders. Amy Nash-Kille, KinderCare Education; Priscilla Carver, KinderCare Education; Rita Yelverton, KinderCare Education.

Increase family engagement by guiding and supporting play for parents Review research on parental attitudes toward play and challenges that keep millennial families from playing more. Learn real-world, field-tested strategies and tactics for demonstrating the value of play to parents. Get families actively engaged and supporting their child’s learning and development through play. Discover hands-on resources available to support parents and encourage more play and learning at home. Understand the role of toys in facilitating play and helping remove some of the common barriers to play. Anna Yudina, The Toy Association; Keriann Wilmot, ToyQueen.com. Family Engagement & Support

Program Quality, Evaluation, & Accountability

Institute evaluation

Your opinion is important to us! Please remember to complete the 2018 Institute evaluation survey, 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.

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Sunday | Sessions JW Grand Ballroom Salon 8

Lone Star Ballroom Salon B

4:30–5:30 p.m.

4:30–5:30 p.m.

What’s new in faculty resources from NAEYC, DEC, Big questions for young minds: Extending CEC, and other professional associations? children’s thinking by using high-level questions in preschool, kindergarten, and primary classrooms In collaboration with the OSEP-funded Early Childhood Personnel Center, several professional associations, including NAEYC, DEC, and CEC, have developed resources to facilitate integration of standards and recommended practices into higher education curricula. Join us to learn more about these “need to know” resources (e.g., standards alignments, recommended practices and standards crosswalks with exemplars, cross-disciplinary competency areas) and provide input for development of future resources. Peggy Kemp, Division for Early Childhood-CEC; Vicki Stayton, Early Childhood Personnel Center; Marica Cox Mitchell, NAEYC.

Questions are powerful tools! Asking rich, thoughtful questions can illuminate a whole new world of possibilities and insights for young children. Participants will discover how to meet children at their individual developmental levels and stretch their thinking. This workshop will describe how to use high-level questions in classroom interest areas, routines, and other contexts; provide tips for getting started and examples of questions at each of the six levels of questioning; and discuss picture books that support the use of high-level questions. Janis Strasser, William Paterson University; Lisa Mufson Bresson, Grow NJ Kids.

NAEYC Activities

Curriculum-Theories & Approaches

Lone Star Ballroom Salon A

Lone Star Ballroom Salon C

4:30–5:30 p.m.

4:30–5:30 p.m.

Creating research-to-practice conversations in early math: A case study of an innovative book writing process

Supporting the excellence of black children: Using a culturally relevant anti-bias framework

Learn about a dynamic process used at Erikson Institute to develop Growing Mathematical Minds, a book that connects research scientists with early childhood teachers. Review gamechanging early math findings about gesture, language, and math manipulatives and their implications for teaching and learning. Discuss the challenges and benefits of collaboration between those who develop new knowledge about how children learn and those who help children learn on a daily basis. Be inspired to infuse professional development and teacher education with rich, complex content. Jennifer McCray, Erikson Institute; Jie-Qi Chen, Erikson Institute; Janet Eisenband Sorkin, University of Chicago.

In this session, we will engage participants in a discussion about African American children’s academic strengths and talents. We will also discuss how a culturally relevant anti-bias framework can be incorporated in the early education program. Finally, participants will review an emerging observation tool focused on a culturally relevant anti-bias framework. Kim Diamond-Berry, HighScope Educational Research Foundation; Cheryl Polk, HighScope Educational Research Foundation; Iheoma Iruka, HighScope Educational Research Foundation. Diversity & Equity

Mathematics

Available at the NAEYC Shop!

Rituals and Traditions Fostering a Sense of Community in Preschool Teachers foster a sense of belonging and create positive learning environments by using rituals and traditions to connect children, families, and staff. Learn how to use rituals and traditions to create a caring community that supports children’s learning. Item 183

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Institute Price $16

2018 NAEYC Professional Learning Institute


Sunday | Sessions Lone Star Ballroom Salon E

Lone Star Ballroom Salon G

4:30–5:30 p.m.

4:30–5:30 p.m.

After the storm: Lessons learned from Hurricane Harvey—A childcare director’s perspective

Coaching teachers through tough times

When Hurricane Harvey plowed into the Texas Gulf Coast, it destroyed many homes and businesses, including 117 childcare centers that were permanently closed or voluntarily suspended. During this session, you will hear from a panel of owner/directors whose programs were damaged or destroyed by Hurricane Harvey. They will share their experiences and lessons learned from this natural disaster and discuss what they have learned firsthand about emergency preparedness and recovery that others will find helpful in developing their emergency preparedness plans. Jackie L. Taylor, ICF; Jana Daigle, Circle K Kiddie Ranch; Chelyn Butts, Bright Beginnings Learning Center; Michelle Barnett, Circle C Clubhouse; Nikki Relford, Niklem Kids Academy. Health & Safety

Lone Star Ballroom Salon F 4:30–5:30 p.m.

Creating tomorrow’s leaders today: An innovative fellowship program for emerging leaders in Pennsylvania’s early learning system Pennsylvania’s Office of Child Development and Early Learning (OCDEL) identified a gap in the early childhood career path specific to career advancement in leadership positions. OCDEL developed a unique fellowship program as a way to advance the early childhood profession through the development of emerging leaders. This session will review key features of the OCDEL Fellowship. It will demonstrate through a Fellowship Curriculum, video vignettes, assignments, and leadership projects how participants can apply these strategies for developing leaders in their own states. Gina Federico, Early Intervention Technical Assistance; Melissa Allar Mecke, Tuscarora Intermediate Unit 11. Professional Development Systems

Teachers routinely face a wide range of difficult situations in their daily practices. They can face tough times when dealing with tricky classroom problems, when responding appropriately to diverse families, or when managing conflict with colleagues. This session will feature approaches to individualizing coaching, resources, and support to teachers so they can develop new skills and receive the ongoing professional learning they need to effectively navigate difficult situations. Participants will engage with tools to help coaches reframe their perspectives. Robyn Brookshire, University of Tennessee Early Learning Center for Research and Practice; Elizabeth DeMartino Newton, University of Tennessee Early Learning Center for Research and Practice. Educator/Teacher Preparation

Lone Star Ballroom Salon H 4:30–5:30 p.m.

Elevating pre-K teaching: Five innovative models for professional learning New America identified promising local professional learning programs for pre-K teachers across five states. These programs address the needs of the whole child and strengthen educators’ ability to work with culturally and linguistically diverse children across settings. Join us for a policy- and researchbased discussion as we explore innovations and challenges in professional learning. Shayna Cook, New America; Abbie Lieberman, New America. Training & Professional Development Programs

Available at the NAEYC Shop!

Nurturing Creativity An Essential Mindset for Young Children’s Learning Discover how to support and nurture children’s creativity by arranging your classroom and interacting with children in ways that spark their creativity and challenge their thinking. Item 1129 List $30 Institute Price $24

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Sunday | Sessions Room 201/202

Room 205

4:30–5:30 p.m.

4:30–5:30 p.m.

Juggling the elements of curriculum building in K–3: An integrated approach for supporting critical thinking, problem solving, and creativity

New faces at the table: Stories from Affiliate leaders

Review ways in which an integrated approach to curriculum making and implementation can be used to support critical thinking, problem solving, and creativity. Participate in analyses of integrated curriculum elements proven to enhance cognitive and learning outcomes for diverse learners. Discover ways to integrate assessment into curriculum activities, thereby using assessments wisely and well while meeting standards and teaching holistically. Learn ways to enhance professional practice and extend knowledge through professional learning communities. Dominic Gullo, Drexel University; Gayle Mindes, DePaul University. Curriculum-Theories & Approaches

Room 203/204 4:30–5:30 p.m.

Creating an online learning community for family childcare providers In this session we will discuss the process of developing an online learning community, which can be used to create an online professional development system for anyone. Town Square was created for family childcare providers who face many challenges, including long days, often low pay, learning to run a small business, and isolation. Providers too often are dealing with the “tough stuff” all on their own. This workshop will discuss the creation of an online learning community developed to address the unique professional development needs of family childcare providers. Angela Fowler, Erikson Institute; Mary Quest, Erikson Institute. Professional Development Systems

Hear from members of NAEYC’s Affiliate Advisory Council about their leadership journeys, the role of mentorship in developing new leaders, and how their unique perspectives have supported NAEYC Affiliates. Erin Daga, NAEYC. NAEYC Activities

Room 208 4:30–5:30 p.m.

America for Early Ed: What’s happening in Washington (and what you can do about it!) From child care to tax reform to higher education, it has been quite a year in Washington, DC—and there is more to come! Join us for an update on the federal landscape and what it means for your states. Then learn more about how you can engage with Affiliates, educators, and allies to ensure that policymakers from both sides of the aisle embrace early learning as a “must”—with a commitment to expanding opportunity, supporting excellence and equity, and valuing early childhood educators. Lauren Hogan, NAEYC. Advocacy/Public Policy

Room 301/302 4:30–5:30 p.m.

Providing power to the profession: CDA training— Supporting your CDA students on their journey This session will examine detailed information in the preparation of CDA students for CDA assessment and credentialing. Attendees will be introduced to key information about the CDA Assessment and Credentialing System. Participants will increase their understanding of what is expected during the CDA preparation, application, and assessment processes. Discover ideas for successful CDA training and effective alignment of council requirements/expectations with your preparation program. This is a unique opportunity for CDA trainers, coaches, and instructors. Abena Ocran-Jackson, Council for Professional Recognition. Training & Professional Development Programs

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Sunday | Sessions & Research Posters Room 303/304 4:30–5:30 p.m.

Columbus City Schools’ Linden Park Neighborhood Early Childhood Education Center: An innovative commitment by our city, our district, and our community to focus on children, neighborhoods, families, and the future This session will give participants a review of research surrounding the importance of high-quality early childhood education and the collaborative project between Columbus City Schools, the City of Columbus, and early childhood education providers to meet the needs of young children, their families, and the community. We will also review the ongoing collaborative work with community providers, partners, and advocacy groups to ensure all children have access to high-quality early childhood education to ensure kindergarten readiness. Rochelle Wilkerson, Columbus City Schools, Columbus, Ohio. Community Partnerships

5:30–7:00 p.m. Level 2, Griffin Hall 5:30–7:00 p.m.

Networking Reception in the Exhibit Hall Join early childhood colleagues, exhibitors, and NAEYC staff for networking, fun, complimentary bites, and a cash bar at the Networking Reception.

5:45–7:00 p.m. Research Poster Session Griffin Hall, in rear of Exhibit Hall Effects of a relationship-based early literacy professional development intervention for preschool teachers on their practice and their students’ academic growth Mary Requa, San Francisco State University; Anne Cunningham, University of California, Berkeley.

Proactive and reactive emotion language: Teachers’ emotion language strategies and toddlers’ social-emotional competence Elizabeth King, Missouri State University.

The impact of professional development on preschool teachers’ awareness of intentional teaching Jill Soto, New World Now.

Validating a comprehensive assessment of preschool classroom quality: Linking quality to student outcomes Jeff Beal, HighScope Educational Research Foundation; Jill Claxton, HighScope Educational Research Foundation.

Early childhood teachers’ concerns about inclusive education Mi-Hwa Park, Murray State University.

Preservice teachers’ perceptions of their social and emotional competency Mi-Hwa Park, Murray State University; Jeanetta Riley, Murray State University.

Play-based learning in the Common Core era: Supporting the Common Core State Standards through play with basic materials Jenna Rist, Bing Nursery School at Stanford University

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Sunday | Research Posters The influences of Vygotsky-based professional development on educators’ practices and a preschool’s institutional identity

The impact of training and coaching on infant/toddler teachers’ interactions and responsive caregiving

Lois Yamauchi, University of Hawaii; Stephanie Char, University of Hawaii.

Teresa Byington, University of Nevada, Reno Cooperative Extension.

Interprofessional education to increase the quality of teachers’ language in early childhood classrooms

The success of an intensive technical assistance model

Kristen Linzmeier, University of Wisconsin-Whitewater; Casey O’Keefe, University of Wisconsin- Whitewater.

The effects of an early childhood STEM professional development model on coaching effectiveness Alissa Lange, East Tennessee State University; Irena Nayfeld, East Tennessee State University; Hagit Mano, Rutgers University.

“It means a lot...”: The parents of at-risk preschoolers in center-based care offer insights into establishing relationships with childcare providers and teachers Kaitlin Moran, Saint Joseph’s University.

Public preschool slots in private program settings: Mixed delivery implementation experiences for grantees, programs, and families BreAnna Davis Tribble, School Readiness Consulting.

An early childhood policy typology: Understanding policy characteristics that influence teacher qualifications Larra Rucker, University of Arkansas.

Louise Davis, Mississippi State University Extension Service; Jamila Taylor, Mississippi State University Extension Service.

Infant-toddler teachers’ perceptions and experiences in culturally responsive and culturally sustaining teaching practices: Is cultural competence a myth? Adam Kennedy, Loyola University Chicago; Anna Lees, Western Washington University.

“Where are the boys who look like me?” The limited portrayal of African American males in children’s books Jill Davis, University of Central Oklahoma; Mychaelon Mullins, University of Central Oklahoma.

Exploring the social transformation of teacher identities in an online focus group Karen Walker, Northwestern State University.

Perspectives on education from migrant farmworker households with young children in early childhood programs in the Great Lakes region Julia Smith, Indiana University-Purdue University Fort Wayne.

Comparison of financial knowledge and classroom practices among teachers in India and the United States J.D. Jayaraman, New Jersey City University, Teachers College—Columbia University; Saigeetha Jambunathan, New Jersey City University.

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Your Lasting Legacy Donations Are Working! Thanks to your support of NAEYC’s Lasting Legacy Scholarship program, we received a record number of applications for the 2018 Professional Learning Institute scholarships. Your financial gifts help develop a new generation of diverse, effective, and emerging early childhood leaders. Some of the 2017 NAEYC Institute scholarship recipients: (from left) Laura Delmar, Victoria Roanhorse, Rosalba Rodriguez, Trinisha Dean, Jennifer Crouch, Christine Stark, Neelofer Tajani, Tsitsi Nyabando, Monica Cheslak, Theresa Sanders, and Lucero Irizarry

For more details about NAEYC’s scholarship program and to make a donation, please visit NAEYC.org/ about-us/donate.


You Spoke, We Listened! NAEYC is committed to continuous quality improvement and the use of feedback from stakeholders to enhance our accreditation system. NAEYC Accreditation of Early Learning Programs has made significant enhancements to the accreditation process and standards. We compiled data from program records, early childhood educators, program administrators, and other stakeholders to identify and prioritize enhancements that build on our 30-year experience and streamline the accreditation process. Revisions to the NAEYC Early Learning Program Accreditation Standards and Assessment Items were approved by the Council on the Accreditation of Early Learning Programs in January 2018. We want you to be successful! Data from the 2017 accreditation pilot indicates that programs are most successful when they use NAEYC resources to deepen their understanding of the NAEYC Early Learning Program Accreditation Standards and Assessment Items. That is why we updated resources and tools to support you throughout your accreditation journey. NAEYC.org/accreditation/early-learning-program-accreditation

NAEYC Early Learning Program Accreditation Standards and Assessment Items Approved by the NAEYC Council on the Accreditation of Early Learning Programs

*Applies to all accreditation site visits beginning July 2018 until otherwise informed. NAEYC Early Learning Program Accreditation Standards and Assessment Items Copyright 2018 National Association for the Education of Young Children. All rights reserved.

Let’s map out your accreditation journey together. Contact us today!


Monday 8:00–10:00 a.m. Brazos/206 8:00–10:00 a.m.

Understanding the preschool environment as the “third teacher” from a Reggio perspective First, we will share components of a Reggio Emilia-inspired preschool learning environment by encouraging participants to engage in discussion about a PowerPoint presentation rich with photographs and examples. Next, we will share the Classroom Physical Environment Protocol (CPEP), a teacher reflection tool we developed in urban classrooms serving diverse and vulnerable populations. Participants will actively engage with the CPEP with photograph and video examples, then sketch their own classrooms to reflect and imagine implications in local schools and centers.  Kathryn Whitmore, University of Louisville; Christie Angleton, University of Louisville. Learning Environment

JW Grand Ballroom Salon 2 8:00–10:00 a.m.

Moving beyond false choices for early childhood educators: Untangling the preparation and education, compensation and status, and diversity and inclusion knot This session probes whether ECE has created false choices among preparation and education, compensation and status, and diversity and inclusion. Fieldwide tensions related to these entangled strands threaten to block ECE’s advancement as a field of practice. This interactive session builds on a new blog series and is geared toward forging new insights, evolving fresh thinking, and identifying innovative possibilities for moving forward. Stacie Goffin, Goffin Strategy Group; Laura Bornfreund, New America; Albert Wat, Alliance for Early Success. Diversity & Equity

JW Grand Ballroom Salon 3 8:00–10:00 a.m.

ACCESS Session JW Grand Ballroom Salon 1 8:00–10:00 a.m.

ACCESS to Shared Knowledge: Teachers as learners—Making math meaningful Have fun with math and learn how to help others enjoy it, too! Engage in hands-on, minds-on math learning activities. Consider how to use adult learning activities to build knowledge of math development and pedagogy, as well as content. Talk with peers about math and how to use the ideas and strategies in your own settings.

To beat them, sometimes you HAVE to join them: Why social welfare organizations and political action committees are key to legislative victories We will (a) review the format, function, and benefits/challenges of 501(c)(4) social welfare organizations and political action committees for legislative advocacy, (b) discuss the myths versus reality regarding legal obstacles, ethical considerations, and funding challenges, and (c) empower advocates to make an informed decision about the role social welfare organizations and PACs can play in their legislative agenda. Kim Kofron, Texas AEYC; Aaron Carrara, Metropolitan Montessori Schools; Chad Cantella, Texas Star Alliance; Eric Knustrom, Texas Star Alliance. Advocacy/Public Policy

Sharon Carter, Davidson County Community College; Lisa Ginet, Erikson Institute; Debra Murphy, Cape Cod University; Nancy Gabriel, Onondaga Community College; D’Lee Babb, Western Kentucky University. Educator/Teacher Preparation

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Monday | Sessions JW Grand Ballroom Salon 4

JW Grand Ballroom Salon 7

8:00–10:00 a.m.

8:00–10:00 a.m.

The ABCs of active learning: Multisensory literacy activities for children of all abilities

Playful development: Evidence and resources for supporting each domain and each child

Children learn best when they are engaged in literacy-based activities that are enriched with the arts and movement. Participants will learn how a multisensory approach to learning the alphabet is fun and engaging for all. Through the introduction of letters, participants will explore, move, create, and engage with a story.

The internet is full of articles that continue the long-standing debate over what is best for young children: play or academics? This session will highlight a third option—why not both? The presenters will share evidence, ideas, and resources for ways in which playful options can support learning and development in any single domain, as well as across domains. The examples and free resources will support applications for classroom personnel and provide inspiration for instructors.

Laurie Gombash, Laurie’s Empty Nest, LLC. Physical Development

Robin Ploof, Champlain College; Camille Catlett, Frank Porter Graham Child Development Institute. Play

NAECTE Session JW Grand Ballroom Salon 8 JW Grand Ballroom Salon 5 8:00 a.m.–12:45 p.m.

National Association of Early Childhood Teacher Educators (NAECTE) Conference and Meeting: Reflections on research and practice in early childhood teacher education Designed for those who work in the field of early childhood teacher education. Serves as the spring conference for NAECTE. Explore the theme of Reflections on Research and Practice in Early Childhood Teacher Education through a keynote presentation, paper, and poster presentations, with time provided for dialogue among participants. Pamela Evanshen, East Tennessee State University; Angela Baum, University of South Carolina; Will Parnell, Portland State University; Kelly Baker, University of Central Oklahoma; Tracey Crowe, University of Arkansas; Cynthia DiCarlo, Louisiana State University; Vickie Lake, University of Oklahoma.

8:00–10:00 a.m.

The voices of children: Listening to children’s diverse perspectives on rights and participation through film An international team of educators and filmmakers journeyed to five countries, sparking conversations about “rights”—and then stepped back and invited the children to speak for themselves. Participants will view the new film “The Voices of Children” (24 mins) and gain insights into the vision and methodology for listening to children across many languages and cultural contexts. Using the film as a provocation, members of the film team will engage participants in discussing the meaning of children’s rights in diverse contexts and how they can be supported in practice and policy. John Nimmo, Portland State University; Gustavo Amora, COMOVA. Diversity & Equity

Educator/Teacher Preparation

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2018 NAEYC Professional Learning Institute


Monday | Sessions Lone Star Ballroom Salon A 8:00–10:00 a.m.

Featured Session

Professional development frameworks: What are they, how are states implementing them, and why should I care?

Lone Star Ballroom Salon D

Join us to examine the components of a professional development (PD) framework and explore the varied strategies states are using to develop and improve these frameworks. The frameworks were required by the 2016 Child Care and Development Fund (CCDF) rules, and since then states have chosen varying implementation strategies. Participants will learn the six components of a PD framework, discuss the importance of each for moving workforce development forward, and examine the very real implications of different states’ approaches. Michelle Adkins, Child Care Aware of America; Brandi King, Child Care Aware of America, NCECDTL. Professional Development Systems

Lone Star Ballroom Salons B/C

8:00–10:00 a.m.

Strengthening early learning programs and systems: The principles of optimistic leadership and a coherent path to quality Examine a more expansive understanding of leadership such that early learning practitioners at every level embrace responsibility for achieving a coherent path to high-quality programs. Explore how to use the five commitments of optimistic leadership to increase leadership capacity within and across programs to support continual quality improvement. Analyze how a high-quality program and a stronger early learning system require that children, families, and all staff members thrive. Judy Jablon, Leading for Children; Diana Courson, Arkansas State University; April May, Mississippi Building Blocks.

8:00–10:00 a.m.

Challenging behavior means challenged children: Guiding children from survival to resiliency through teaching five democratic life skills Recognize causes of unmanageable stress in young children, including environmental and physiological factors. Study the effects of unmanageable stress in young children, including the survival behavior of aggression. Explore responses to challenged children, including (a) building secure relationships with children and family members that reduce stress and increase trust, (b) intervening in ways that teach rather than punish, (c) constructing an encouraging classroom for all children, and (d) teaching children to make gains in relation to five democratic life skills. Daniel Gartrell, Bemidji State University. Guidance/Discipline/Challenging Behaviors

Thank you to our sponsor of this Featured session, Walden University.

Lone Star Ballroom Salon E 8:00–10:00 a.m.

Children’s books that matter...but don’t forget the classics! Many books today are too much message and not enough magic. We can have it all: magic, vocabulary, and dynamic books for your STEAM program. Attendees will hear about the best new books of the year: new books that matter. We will compare them to the classics that are too good to forget— books that bring us together and give us more in common. The presenter’s job is to read thousands of new children’s books published each year and narrow the field to the cream of the crop. Every participant will leave with a renewed enthusiasm for sharing good books with children. Isabel Baker, The Book Vine for Children. Educator/Teacher Preparation

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Monday | Sessions Lone Star Ballroom Salon F

Lone Star Ballroom Salon G

8:00–10:00 a.m.

8:00–10:00 a.m.

NAEYC site visit expectations and how to rate like an NAEYC assessor

Intentional leadership: How intentionality supports all facets of quality early education programs

Come hear from an assessor about what they look for during a site visit, and from a program director about how they prepared for the visit. Learn tips and strategies for how to prepare your staff for classroom observations and how to assemble, label, and organize your portfolios. Amanda Batts, NAEYC; Anna Ring, NAEYC. Accreditation of Early Learning Programs

Review and discuss the meaning of intentional practice when applied to leadership. Engage in discussions concerning the parallel process between what we want for children and what we want for adults in our early education environments. Consider new coaching, mentoring, and administrative strategies that support optimal adult learning and development. Christine Boisvert Maier, HighScope Educational Research Foundation. Professionalism, Leadership & Ethics

Lone Star Ballroom Salon H 8:00–10:00 a.m.

Science at the water table: Simple, easy-to-build constructions that create conditions for children to author their own experiments as they engage in highly complex scientific inquiry Through videos, photos, and anecdotes, children tell the story of scientific inquiry at the water table. Children author their own experiments while exploring simple and easy-tobuild constructions made from found or recycled materials. Participants will examine their current practice around sensory play in order to evaluate new possibilities for children’s learning at the water table in all areas of development, especially scientific thinking. Thomas Bedard, Saint Paul Public Schools. Science/Environment/Nature Education

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2018 NAEYC Professional Learning Institute


Monday | Sessions Room 203/204

Room 211/212

8:00–10:00 a.m.

8:00–10:00 a.m.

Dealing with difficult employees: Effectively dealing with absences, tardiness, and other issues of high-maintenance employees while increasing the tenure and longevity of the low-maintenance employees

Coaching for quality: Supporting application of new knowledge to classroom practice

As a director/manager/leader, your success is directly linked to the success of your employees. This session will showcase proven strategies and ideas for overcoming the challenges associated with difficult employees. Topics will include dealing with tardiness and absences, creative methods for “de-hiring,” and doing negative things in a positive manner, such as practicing the concept of “mutual resignation.” Bradley Smith, National Institute of Child Care Management. Program Administration & Financial Management

Room 205 8:00–10:00 a.m.

Improvement Science: How early learning leaders can get better at getting better Improvement Science is an approach to systematic decision making that can help address problems of practice and accelerate learning about real issues facing early learning leaders. Designing an atmosphere of inquiry for authentic dialogue to occur through Networked Improvement Communities, early learning leaders, traditional school leaders, community stakeholders, and parents will bridge gaps as various educational cultures take steps to understand how and why opportunities for change can be communicated and addressed through a goal-oriented process. Diana Morello, State Support Teams of Ohio. Program Quality, Evaluation, & Accountability

Learn how to use modified coaching strategies and tools—such as social media and intentional goal creation and reflection—to support early childhood professionals as they apply new knowledge learned in short-term training to their classroom practice. Debra Huestis, Family Connections Montana. Technical Assistance (Coaching, Mentoring, Consultation)

Room 301/302 8:00–10:00 a.m.

Affiliate Orientation 101: Ensuring your board and staff make an impact on Day One Join NAEYC staff for an overview of the relationship between NAEYC and Affiliates, and the shared accountability we have to our members. Mission-driven work requires transparent, reciprocal communications and alignment across our Association. Learn how to access technical assistance and tap into NAEYC resources to enhance your board service or staff role in your Affiliate. Gwen Simmons, NAEYC. NAEYC Activities

Room 303/304 8:00–10:00 a.m.

“Play with your food”: Family-centered nutrition education ECE professionals are uniquely positioned to provide both children and their families with nutrition education that can combat the rising incidence of childhood obesity. Uncover how current approaches to nutrition education often create home– school divisions. Learn a new approach that builds connections with families and supports their efforts to raise healthy children. Interested participants will have the opportunity to practice a sensory-based, hands-on food activity for children and their families: making a massaged kale salad.  Mary Lane, Malcolm X College, City Colleges of Chicago; Nena Bush, San Joaquin Delta College. Health & Safety

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Monday | Sessions 10:45 a.m.–12:45 p.m. Brazos/206 10:45 a.m.–12:45 p.m.

Unconference: Peer support for program leaders Join NAEYC trainers for an “unconference” session on how to be an effective program leader. The premise for this workshop is that the sum of the expertise of the people in the audience is greater than the sum of the expertise of the people on stage. Engage with your colleagues and discover how peer-to-peer collaboration and creativity can work for you! Anthony Durborow, NAEYC; Kara Myers, NAEYC.

JW Grand Ballroom Salon 2 10:45 a.m.–12:45 p.m.

So you want to be a presenter? Techniques and guidance for becoming a provider of early childhood professional development Providing professional development can be intimidating. Learn about the unique characteristics of adult learners and how you can design and plan a workshop that will engage participants from all levels of practice. Participants will have an opportunity to practice new strategies for presenting. Michelle Barnea, Innovations in Early Learning. Training & Professional Development Programs

Program Administration & Financial Management

JW Grand Ballroom Salon 3 10:45 a.m.–12:45 p.m.

ACCESS Session JW Grand Ballroom Salon 1 10:45 a.m.–12:45 p.m.

ACCESS to Shared Knowledge: Preparing students to be future educators In this session, presenters will discuss teacher identity, preparing students as future educators, and the importance of nature play and education in teacher education. Sharon Carter, Davidson County Community College; Debra Murphy, Cape Cod University; Carrie Nepstad, Harold Washington College; Gayle Dilling, Olympic College; Tammy Landgraf, Illinois Valley Community College; Ronda Hawkins, Sand Hills Community College. Educator/Teacher Preparation

Musical tennis, anyone? I serve, you return! Scientists now know a major ingredient in the process of building brain architecture in young children is the serve-and-return relationship between children and their significant adults. And just as the brain develops from these back-and-forth interactions, so too do the crucial bonds between children and their caregivers. This session will show how music-and-movement activities provide the ideal, joyful, whole-child serve-and-return experience—and how these simple but deliberate interactions form the basis for solid scaffolding as children move up the learning spectrum. Jessica Solares, Kindermusik International; Kelly Green, Kindermusik International; Deanne Kells, Kindermusik International. Curriculum-Theories & Approaches

Available at the NAEYC shop!

Coaching with Powerful Interactions

A Guide for Partnering with Early Childhood Teachers Filled with information, guidance, reflections, and insight about using Powerful Interactions to coach teachers Item 2451

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List $36

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2018 NAEYC Professional Learning Institute


Monday | Sessions JW Grand Ballroom Salon 4

JW Grand Ballroom Salon 8

10:45 a.m.–12:45 p.m.

10:45 a.m.–12:45 p.m.

How Systems Learn II: How to map complex early childhood systems, understand what the maps mean, and use that knowledge strategically

Connecting developmentally appropriate practice with technology integration in early childhood settings: Exploring guidance from the field and best practices from educators

Children grow and learn within family, community, and school systems. Effective early childhood leaders know how to use systems thinking tools to understand how complex systems work and how to help them work better. In this session, you will learn how to use two systems mapping tools, dynamic timelines, and feedback loops. These tools help system leaders identify the most effective ways to invest limited resources, design strategies that work with (rather than against) system complexity, and communicate complex information effectively with system stakeholders. Ida Rose Florez, Early Childhood System Solutions, LLC. Professionalism, Leadership & Ethics

JW Grand Ballroom Salon 7

This session explores the intersection of developmentally appropriate practice with technology integration—what it looks like in early childhood classrooms and how educators are connecting their understanding of child development and early learning with appropriate and intentional use of technology. The session builds on principles and guidelines of the joint position statement, synthesizes reports and research from national organizations, shares curated stories from classrooms and educators, and provides examples of developmentally informed technology integration. Chip Donohue, Erikson Institute; Tamara Kaldor, Erikson Institute. Technology & Digital Media

10:45 a.m.–12:45 p.m.

Families with LGBTQ members: Working to develop safe early childhood environments for adults and their children This workshop will start with terminology, after which we will cover data and research related to parents who are LGBTQ and their experiences in schools. Then, through open discussion and scenarios, we will lead participants through exercises to better understand the lived experiences of parents who are LGBTQ. The exercises are meant to be taken back to participants’ agencies/schools/centers/university courses and be used as staff development or preservice teacher opportunities. Robin Fox, University of Wisconsin-Whitewater; Kim Simes, Family Equality Council. Family Engagement & Support

Lone Star Ballroom Salon A 10:45 a.m.–12:45 p.m.

Professionalization can’t mean whitening: A critical race analysis of early care and education workforce policy We are seeing an increasing emphasis on the formal educational attainment of the field’s caregivers and educators. Exploring the consequences of this professionalization movement, this workshop will present the findings of a mixed-methods study exploring the impact of state-level bachelor’s degree requirements on the racial/ethnic diversity and stratification of the early childhood teaching workforce. This study advances the argument that the whitening of our workforce is a logical outcome of a “color-blind” approach to early childhood policy making. Megan Madison, Brandeis University.

Available at the NAEYC shop!

Research

Powerful Interactions

How To Connect With Children To Extend Their Learning How to turn everyday interactions into intentional and purposeful Powerful Interactions Item 245

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Institute Price $30.40

2018 NAEYC Professional Learning Institute

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Monday | Sessions Lone Star Ballroom Salons B/C

Lone Star Ballroom Salon E

10:45 a.m.–12:45 p.m.

10:45 a.m.–12:45 p.m.

Authentic assessment goes both ways: What looking at annual staff evaluation through the lens of classroom best practices can teach us about administrative responsibilities

Why does sitting equal learning? Exploring the “why” and the “how” of active learning

Gathering documentation over time is the only way to develop a meaningful story of a child’s development and learning. Do we practice the same depth of information gathering for teacher evaluations? This example represents a conflict of values between what we believe and what we practice. Join in the discussion about practicing what we preach. This session uses the staff evaluation process as the launching board to administrative practices that pay off in the classroom. We close the loop between administrative practice, teacher engagement, and authentic classroom learning. Amy Weaver, Amy E. Weaver—Educational Consulting. Professionalism, Leadership & Ethics

Featured Session

Recent years have seen an increase in academic demands for young children, resulting in more and more sitting. But the research doesn’t support the contention that sitting equals learning. In fact, sitting has been shown to be detrimental to learning—especially in early childhood! In this session, attendees will explore the benefits of active learning and discover best practices for making active learning the primary vehicle through which children acquire knowledge. Rae Pica, Rae Pica Keynotes & Consulting. Curriculum-Theories & Approaches

Lone Star Ballroom Salon F 10:45 a.m.–12:45 p.m.

Understanding the data from the new NAEYC Accreditation Decision Reports to drive continuous quality improvement

Lone Star Ballroom Salon D

NAEYC’s new decision reports are fully transparent and very specific. Hear from center directors of accredited and deferred programs about how they used their Accreditation Decision Report to drive their program’s quality improvement.

10:45 a.m.–12:45 p.m.

Meghann Hickey, NAEYC; Amanda Batts, NAEYC.

Taking quality systems to the next level: What ECE leaders and policymakers should know about the newly streamlined NAEYC accreditation Creating a sustainable system to assess, support, and incentivize quality requires strategic decisions about how resources are distributed particularly given the ever-evolving state and local landscape. NAEYC has intentionally revamped its early learning program accreditation model so that it can bolster quality systems like QRIS and Pre-K. In doing so, quality systems can increase the focus on what matters most— the supports and meaningful incentives that drive quality. Come and learn more about this streamlined accreditation system and the benefits of integrating accreditation in quality systems. Marica Cox Mitchell, NAEYC; Kim Bleakley-Sias, Fort Hood Child & Youth Services; Debi Mathias, BUILD Initiative; Marinel Russo, BrightStars QRIS.

Accreditation of Early Learning Programs

Lone Star Ballroom Salon G 10:45 a.m.–12:45 p.m.

Six strategies for dealing with staff conflict: Helping staff members connect and resolve issues through solutions THEY devise In this interactive workshop, participants will learn about techniques and activities that can be carried out with staff members to reduce the amount of conflicts that occur in the center before they even begin! Attendees will receive additional ideas on how to handle conflict and how to be a facilitator to helping teachers help themselves when it comes to resolving issues. Just as we guide children, administrators will receive tips and tricks to guide their teachers on bringing about resolution and solutions to struggles they may be experiencing with one another. Jennifer Romanoff, Lightbridge Academy. Professionalism, Leadership & Ethics

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2018 NAEYC Professional Learning Institute


Monday | Sessions Lone Star Ballroom Salon H

Room 203/204

10:45 a.m.–12:45 p.m.

10:45 a.m.–12:45 p.m.

Harnessing the power of nature play to enrich the preschool classroom

Simple strategies now: Integrating scaffolding procedures to create an all-inclusive and authentic play environment in early childhood settings to support children with special needs

This session will explore why nature is an effective learning tool for young children, and will help teachers and program directors plan for natural learning materials in the classroom. Participants will also reflect on their own outdoor environments and identify practical strategies for using natural elements immediately available in the natural environment to enhance students’ play and learning. Lavonne Taylor, Forest Hill Nature Preschool. Play

Room 201/202 10:45 a.m.–12:45 p.m.

Head Start and public school partnerships: More than a sum of their parts True collaboration can be challenging, especially when two systems with different sets of rules and regulations—and often very different professional cultures—try to work together. In this workshop, hear from the people from two public school systems and two Head Start agencies (in two very different regions of Maine) who have formed a partnership to provide high-quality public preschool. Learn how they traveled the hard road to make their collaborations work. They are thriving and now provide a program that could not exist without each entity’s contribution. Sue Reed, Maine Department of Education; Kim Bessette, Community Concepts, Inc.; Kristie Clark, Governor James B. Longley Elementary School; Kelly Frahn, Community Concepts, Inc./SAD 17; Heather Manchester, MSAD 17; Monica Redlevske, Promise Early Education Center. Community Partnerships

Available at the NAEYC Shop!

Gain insight into some simple but effective strategies to maximize the engagement and successful learning for students with disabilities who need modified instruction in inclusive early childhood settings. Join colleagues to reflect on educational strategies that allow for the seamless incorporation of scaffolds into daily routines to enrich children’s learning experiences and improve learning outcomes in family and program settings across all developmental domains. Gauri Shirali-Deo, The Source for Learning, Inc.; Kamna Seth, The Source for Learning, Inc. Children with Disabilities/Early Intervention

Room 205 10:45 a.m.–12:45 p.m.

Preparing a powerful profession: Redefining expectations for K–3 educators What does it mean for K–3 educators to be members of the ECE profession? How do K–3 educators meet the expectations of the ECE profession? What do these expectations mean for possible changes in elementary schools? These are some of the critical questions that will be addressed as Power to the Profession advances with a shared framework that unifies and defines all early childhood educators who work with children, birth through age 8, across a variety of early learning settings. Participants are invited to learn about and inform the development of this shared framework. Katherine Kempe, NAEYC; Cody Summerville, Texas AEYC; Megan Sigovich, Maine AEYC; Lesley Ryan, Eanes Elementary School. Professionalism, Leadership & Ethics

Anti-Bias Education for Young Children and Ourselves Practical guidance to become a skilled anti-bias teacher and confront and eliminate the barriers of prejudice, misinformation, and bias Item 254 List $40 Institute Price $32

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Monday | Sessions Room 211/212 10:45 a.m.–12:45 p.m.

Constant Hine, Horizons In Learning. Technical Assistance (Coaching, Mentoring, Consultation)

Room 301/302 10:45 a.m.–12:45 p.m.

Professional development opportunities: New STEM modules Learn about a free 11-session STEM series created for professional development agencies and institutions of higher education. Review video presentations, handouts, and research from the toolkits developed for the facilitator/instructor. Together, we will strategize ways to use the series to support practitioners’ language and literacy practices. Kathy Thornburg, AEM Corporation; Susan Mitchell, AEM Corporation. Training & Professional Development Programs

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This second edition of The Young Child and Mathematics reflects recent developments in math education in a wealth of vignettes from classrooms, activity ideas, and strategies for teaching young children about math processes and concepts. Using standards and guidelines from NCTM and NAEYC, Juanita Copley shows how teachers can readily and enjoyably make mathematics an integral part of their classrooms all day, every day.

(2nd ed.)

Includes a DVD of print and video resources, including clips of the author in action in real classrooms, engaging young children in math thinking and learning.

Nita Copley continues to lead the way in promoting mathematics for early childhood that is both child-centered and teacher-friendly. The new edition of The Young Child and Mathematics will be a valuable resource to all educators striving to provide the best educational experiences to the youngest learners.

The Young Child and Mathematics Second Edition

—Douglas Clements, SUNY Distinguished Professor and coauthor, Learning and Teaching Early Math: The Learning Trajectories Approach

Stories, activities, and strategies to integrate math into every day

The Young Child and Mathematics is a must-have for every teacher who works with young children. Copley’s approach to teaching math engages the children and builds on their inquisitiveness. The vivid vignettes and drawings make this book come alive. Readers will come away feeling confident that “I, too, can do this with my students!” —Valerie Johse, elementary math specialist, Pearland Independent School District, Texas

In this updated edition of The Young Child and Mathematics, Juanita Copley helps teachers understand what foundational math knowledge children need. I especially enjoy the videos of her own masterful teaching: it’s so useful to see these demonstrations of challenging, engaging curriculum and instructional strategies. Most importantly, Copley demonstrates that young children are eager, enthusiastic, and capable math learners! —Sue Bredekamp, early childhood education consultant and member, Committee on Early Childhood Mathematics, National Research Council

I appreciate and adapt in my own work the teacher-to-child, child-to-teacher, and child-to-child dialogue that is interspersed throughout The Young Child and Mathematics. These real-life episodes allow the teachers I train to connect pedagogical content to their children’s informal mathematics understanding.

Item 167 List $40 Institute Price $32

National Association for the Education of Young Children 1313 L Street, NW, Suite 500 Washington, DC 20005-4101 www.naeyc.org 800-424-2460 or 202-232-8777 NAEYC Item# 167

Cover for60#stock.indd 1

Juanita V. Copley

Participants will learn the Framework for Change Model, a mental model for “agents of change” to facilitate conscious change in individuals and programs. This intentional systematic model promotes continual quality improvement (CQI) and can be used by coaches, consultants, or administrators. The model is an empowerment, design thinking, and inquiry-based approach. Participants will learn practical strategies to help professionals overcome adaptive barriers related to awareness, attitudes, motivation, and stress, not just ECE skills and practices.

The Young Child and Mathematics

The Young Child and Mathematics, 2d ed.

Coaching for conscious change: Using the Framework for Change Model™ to promote continual quality improvement

Available at the NAEYC Shop!

—Brian Mowry, prekindergarten instructional specialist, Austin Independent School District, Texas

1906 Association Drive Reston, VA 20191-1502 www.nctm.org 703-620-9840 NCTM Stock# 13861

Juanita V. Copley 7/20/16 10:38 AM

Room 303/304 10:45 a.m.–12:45 p.m.

Culturally responsive translation for equitable access: Addressing language barriers in early learning systems As early learning systems advance and mature, it becomes increasingly important to ensure that all professionals, children, and families have access to the services and supports provided by our systems. This session focuses on strategies to promote equitable access to services, systems, and supports to ECE professionals through culturally responsive translation processes and the creation of materials in languages other than English. Join us in discussing the benefits and barriers to equitable language access and how to implement practices in your own state, agency, or program. Robyn Lopez Melton, The Research Institute at Western Oregon University; Patrick Aldrich, The Research Institute at Western Oregon University. Diversity & Equity

2018 NAEYC Professional Learning Institute


Monday | Sessions 2:00–4:00 p.m. Brazos/206 2:00–4:00 p.m.

Strengths-based coaching: A framework to achieve sustainable change A supported, empowered, and competent early childhood workforce requires an ongoing process of building relationships and connections with professionals, children, and families. This interactive session will present a strengths-based framework and engage participants to share, learn, and enhance their toolkit to support quality programming through ongoing coaching strategies.   Jill Aviles, McFarren, Aviles & Associates. Technical Assistance (Coaching, Mentoring, Consultation)

JW Grand Ballroom Salon 2 2:00–4:00 p.m.

Designing effective ongoing professional development to improve early childhood anti-bias teacher practices: An organizational case study Review an organization-wide professional development system developed by the YMCA of Metropolitan Chicago that combines a strengths-based framework with adult learning practices, backward planning (UbD), coaching, and reflective practice to effect significant change in teacher practice. Discuss this case study with staff members who participated in the professional development system. Learn how to modify this professional development system to meet the needs of your organization.  Megan Schumaker-Murphy, YMCA of Metropolitan Chicago; Amy Hirsch, YMCA of Metropolitan Chicago; Michele Black, YMCA of Metropolitan Chicago. Professional Development Systems

ACCESS Session JW Grand Ballroom Salon 1 2:00–4:00 p.m.

ACCESS to Shared Knowledge: Current issues and best practices in associate degree early childhood teacher education This session will feature roundtable discussions of current issues in the field of early childhood education. Topics will include teacher research, dual language learners, the revised NAEYC Professional Development Standards, online field experiences, alternatives to using textbooks, Early Childhood Career Advancement Ladder (ECCAL), and other topics pertinent to the future of teacher education. Sharon Carter, Davidson County Community College; Nancy Beaver, Eastfield College; Anu Sachdev, Lehigh Carbon Community College; Jill Harrison, Delta College; Danielle Savory Seggerson, Lansing Community College; Pat Martin, Onondaga Community College.

JW Grand Ballroom Salon 3 2:00–4:00 p.m.

Bank Street’s Early Childhood Review: Partnering with school districts to strengthen education systems for young children Learn about the ECR, a two- to three-day process created to surface—as a joint inquiry between school system leaders and Bank Street staff—the quality of early childhood practices and supports across the school district and generate next steps for professional learning and policy. Engage with the classroom visit tool through video to turn low-inference observations of children and educators into data patterns across classrooms and sites. Explore examples of trends surfaced through stakeholder interviews and the site visits, and consider recommendations for district leadership. Davia Brown-Franklyn, Bank Street College of Education; Kate Sussman, Bank Street College of Education. Professional Development Systems

Training & Professional Development Programs

2018 NAEYC Professional Learning Institute

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Monday | Sessions JW Grand Ballroom Salon 4

JW Grand Ballroom Salon 8

2:00–4:00 p.m.

2:00–4:00 p.m.

Playing with mathematical ideas in the classroom and at home: A preschool family engagement program with complementary classroom and family mathematics materials

A variety of play: Definitions, functions, and benefits

Family engagement during the early years increases school readiness and builds a strong foundation for children’s later school success, but how can early childhood educators effectively involve families, particularly in the area of math learning? Learn how to promote meaningful parent–child math talk with easy and affordable math games, stories, and activities that can be used both at school and at home. Participants will learn new strategies to engage families and receive access to high-quality early math materials to take back to their families and staff. Kristen Reed, Education Development Center; Jessica Young, Education Development Center.

In this session, the presenters will (a) contextualize the discussion by highlighting the importance of having clear definitions of play, (b) engage participants in several types of play, such as math games, guided inquiry, imaginative words, and technological gadgets, (c) compare different types of play with regard to their functions and benefits, and (d) delineate strategies for using play to promote cognitive and social-emotional learning. Jie-Qi Chen, Erikson Institute; Barbara Bowman, Erikson Institute; Jennifer McCray, Erikson Institute; Mary Hynes-Berry, Erikson Institute; Samina Hadi-Tabassum, Erikson Institute; Tamara Kaldor, Erikson Institute. Play

Mathematics

JW Grand Ballroom Salon 7 2:00–4:00 p.m.

Real-world snapshots: Perspectives on birth-tograde-3 assessment system implementation across all levels Hear about multiple roles critical to the successful implementation of birth-to-grade-3 assessment systems. Panelists will represent roles across various levels of leadership, from teacher to administrator to district- and state-level leadership. The panelists will guide participants through a robust birth-through-grade-3 assessment system, describing its benefits; sharing their experiences related to processes, opportunities, challenges, and successes; and identifying best practices for handling assessment and overcoming obstacles. Vincent Costanza, Teaching Strategies, LLC.

Lone Star Ballroom Salon A 2:00–4:00 p.m.

National Workforce Registry Alliance 2017 Dataset: Looking back to build a better future The National Workforce Registry Alliance released the 2017 dataset in the fall of 2017. It represents the state and regional registry data from across the nation that paint a picture of the landscape of the early childhood workforce. Also, the National Workforce Registry Alliance has developed benchmarks for state and regional registries to increase the breadth of reach. The participants will have the opportunity to discuss how the benchmarks will increase the impact of registry data nationally. Jill Soto, New World Now; Maria Taylor, Childcare Education Institute; Phyllis Kalifeh, The Children’s Forum, Inc. Professional Development Systems

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

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Monday | Sessions Lone Star Ballroom Salons B/C 2:00–4:00 p.m.

Strategies for retaining a professional early childhood workforce: Two unique approaches from Colorado and Illinois This session will explore how Illinois and Colorado used statewide surveys to better understand their workforce needs and vulnerabilities. From the survey data, both states identified challenges related to hiring and retaining staff. The presentation will highlight the data and recommend strategies to mitigate turnover. Strategies shared will focus on developing directors/administrators and wage supplement programs for early childhood professionals. Participants will discuss how the Illinois and Colorado strategies may be applied to their states and localities. Diana Schaack, University of Colorado Denver; Catherine Main, University of Illinois at Chicago; Christi Chadwick, Early Milestones Colorado; Teri Talan, National Louis University; Lucinda Burns, Early Childhood Options. Advocacy/Public Policy

Research Symposium Session Lone Star Ballroom Salon E 2:00–4:00 p.m.

Advancing equity and valuing diversity in early childhood education, in theory and in practice With the forthcoming release of NAEYC’s new position statement addressing issues of equity and diversity, now is the time to delve into early childhood educators’ responsibilities to do this critical work in the context of a diverse society that has not yet resolved its structural and institutional inequities. What does this work look like in theory? How does it work in practice? Join us to learn, talk, and share. Keffrelyn Brown, University of Texas-Austin; Elisa Huss-Hage, NAEYC Governing Board Early Learning Systems Committee; Lisa Gordon, Bank Street College of Education; Iliana Alanis, University of Texas at San Antonio.

Featured Session Lone Star Ballroom Salon D 2:00–4:00 p.m.

Thank you to our sponsor of the Research Symposium, Pearson.

Embracing authentic assessment through Learning Stories How can institutions of higher education help early childhood educators develop strong reflective teaching and documentation practices, while ensuring their success in state-funded programs? This presentation describes how practitioners at San Francisco State University and California State University Channel Islands are supported to explore, apply, and refine the use of Learning Stories in EC classrooms. The workshop will explore the paradigm shift that has occurred among California teachers and early education programs through the use of Learning Stories. Isauro Escamilla Calan, San Francisco Unified School District; Lygia Stebbing, San Francisco State University; Annie White, California State University, Channel Islands; Albert Chu, Growing Place Family Preschool; Kristen Stahmer, Petite Explorer Preschool.

Available at the NAEYC Shop!

The Intentional Teacher Choosing the Best Strategies for Young Children’s Learning (Rev. ed.) This revised and greatly expanded edition provides specific ideas and strategies for interacting with children in key subject areas using both child-guided and adult-guided learning experiences. This edition includes new chapters on science, social studies, and approaches to learning; updated, expanded information on social and emotional development, physical development and health, language and literacy, math, and the creative arts; and practical teaching strategies that are illustrated with classroom-based anecdotes. Item 1120

|

List $40

| Institute Price $32

Thank you to our sponsor of this Featured session, Community Playthings.

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Monday | Sessions Lone Star Ballroom Salon F

Lone Star Ballroom Salon H

2:00–4:00 p.m.

2:00–4:00 p.m.

Coming to the table with no strings attached: Collaborative leadership using emotional intelligence and emotional transformative approaches

Proven strategies for teaching vocabulary with book reading, games, and music

Learn six strategies: (1) know your emotional attitude and others’, (2) create an equitable environment, (3) invite input, (4) welcome conflict, (5) focus on goals, and (6) negotiate based on emotional intelligence and emotional transformation frames that foster productivity for collaborative team action when a group comes to the table. Participants will identify their emotional intelligence level. We will discuss “where you are,” practice aligning the six strategies with two case studies, and analyze growing concerns in your workplace that would benefit from these strategies. Beverlyn Cain, Fayetteville State University; Alicia Smith, South Mountain Community College; Holly Elissa Bruno, BAM Radio Network and Holly Elissa Bruno Keynotes & Team Building. Professionalism, Leadership & Ethics

Lone Star Ballroom Salon G 2:00–4:00 p.m.

Ramps & Pathways: A developmentally appropriate integrative STEM experience for young learners View STEM from the perspective of young children as they design and build ramp-and-pathway systems to move objects in interesting ways. Engage in building ramp-and-pathway systems with marbles and discuss how teachers can offer these materials to young children to support their development of science and engineering practices, spatial thinking, the tools of literacy, and executive functions. Learn how Iowa is providing Ramps & Pathways professional learning and materials to early childhood teachers across the state. 

Vocabulary is an aspect of language that has particular importance for early reading. Many children raised in lowincome homes lack sufficiently broad and deep vocabularies for long-term reading success. This session briefly discusses the need to foster language learning and introduces methods for teaching vocabulary that we have developed over the past six years. Methods include book reading, large and small group games, and music. These result in moderate to large growth in knowledge of taught words. There also is some evidence of an impact on generalized vocabulary. David Dickinson, Vanderbilt University’s Peabody College. Language & Literacy

Room 201/202 2:00–4:00 p.m.

Televisions, tablets, and teachers: Research-based strategies for using technology to support preschool learning Review examples of high-quality public digital media for use in early childhood settings to support math and science learning. Learn strategies that will prepare teachers to scaffold and extend digital learning and make connections with non-digital learning experiences. Explore how technology and media can be used to meet learning goals, and generate concrete plans for integrating digital resources into preschool classrooms. Claire Christensen, SRI Education; Alexandra Adair, Education Development Center; Sarah Nixon Gerard, SRI Education; Marion Goldstein, Education Development Center; Regan Vidiksis, Education Development Center. Technology & Digital Media

Beth VanMeeteren, University of Northern Iowa; Sherri Peterson, University of Northern Iowa. Science/Environment/Nature Education

The Exhibit Hall is open until 5:00 p.m. on Monday.

2018 NAEYC Professional Learning Institute

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Monday | Sessions Room 203/204

Room 301/302

2:00–4:00 p.m.

2:00–4:00 p.m.

Nurturing community partnerships through playful discovery in the natural world: BEEs in the Garden at the GrowHaus

Seeing equity more clearly: Using the lens of the Equity in Early Learning Initiative (EELI) framework to develop best practices and examine systems-level impact

BEEs (Budding Early Experiences) in the Garden, a food education project held each summer at the GrowHaus in Denver, is designed with young children’s health and wellness in mind. BEEs focus on engaging children in playful exploration, and discovery supports healthy connections to community, the garden, food, and the natural world. Presenters will share documentation of the voice of children and the role played by educators and families. Experiential learning will support participants’ exploration of ways they can partner with children and families in their own context. Lori Ryan, University of Colorado Denver; Jenna Augustine, Assuring Better Child Health & Development. Community Partnerships

Room 211/212 2:00–4:00 p.m.

Implementing change in early childhood programs: Lessons learned during a program’s journey Hear the journey of how LSU Early Childhood Education Laboratory Preschool implemented changes to its program’s leadership, philosophy, and curriculum. Participants will learn strategies for implementing change and supporting staff throughout the process. Angela Barnes, Louisiana State University Early Childhood Education Laboratory Preschool; Charlene Jenkins, Louisiana State University. Program Administration & Financial Management

Learn how educators, program leaders, and other early learning professionals can help early childhood systems and programs develop equity-focused best practices in leadership, teaching and learning, and family engagement. This session will review the Equity in Early Learning Initiative (EELI) framework and provide specific examples of how it is being implemented in the D.C. Metro Region. Participants will also explore how the framework can inform their own systems and practices. Lindsey Allard Agnamba, School Readiness Consulting. Diversity & Equity

Room 303/304 2:00–4:00 p.m.

Helping children to develop the dispositions of a peaceful, caring community This presentation will enhance understanding of the necessary dispositions to create a safe place in a caring, peaceful classroom community. Attendees will learn about helping children develop resilience, self-regulation, values, respect and problem-solving skills. Donna Satterlee, University of Maryland Eastern Shore; Barbara Garrett, Anne Arundel Community College; Flora Gee, Greenbelt Children’s Center; Christina Lopez, Prince George’s County Public Schools. Curriculum-Theories & Approaches

Room 402/403 2:00–4:00 p.m.

The journey of a statewide partnership: What could go wrong? What could go right? We will share what happened when the Maine Association for the Education of Young Children and the Family Child Care Association of Maine created a memorandum of understanding and began working together on policy and advocacy. Join us in a robust discussion around the opportunities and challenges of partnership and unifying the early childhood workforce. Tara Williams, Maine AEYC; Tammy Dwyer, Maine Roads to Quality. Advocacy/Public Policy

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Monday | Sessions 4:45–5:45 p.m. Brazos/206 4:45–5:45 p.m.

A roadmap to early SEL success: Applying best practices to design, implement, and evaluate a multitiered early childhood SEL program Social-emotional learning (SEL) represents the development of the necessary cognitive, affective, and behavioral competencies young learners can use as a foundation for better adjustment and positive behavior, which can result in better school readiness. This presentation follows recommendations from early childhood and SEL professionals to identify methods necessary for the successful development and application of SEL programs designed to provide instruction for young learners that facilitates their development of fundamental social skills.  Chris Huzinec, Pearson Clinical NA; Andre Banks, Pearson CAP. Social/Emotional Development

JW Grand Ballroom Salon 1 4:45–5:45 p.m.

Parents have the power: Addressing the talk gap through a parent group model Parents have the power to support their child’s language and brain development and to close the early talk gap! This session will explore the active ingredients of a successful group model that agencies across the United States have implemented to target increasing interactive talk at home and, by extension, support children’s school readiness. We’ll also discuss ideas for solving common challenges programs face around parent recruitment and engagement. Traci Martin, LENA. Family Engagement & Support

2018 NAEYC Professional Learning Institute

JW Grand Ballroom Salon 2 4:45–5:45 p.m.

Future leaders in early childhood: College and university students—Connections and cooperative relations! Got AEYCs? U-RAH! In this presentation, we will share early childhood club leadership initiatives as seen on college and university campuses (including two- and four-year schools) as well as perspectives from online college and university early childhood clubs. This session will provide a dialogue with exemplary early childhood clubs and AEYC Affiliate leaders to share community outreach initiatives and ways early childhood clubs and AEYCs can build lasting partnerships that lead to new leadership models and ongoing collaborations. William Strader, New England Symposium On Play. Professionalism, Leadership & Ethics

JW Grand Ballroom Salon 3 4:45–5:45 p.m.

The role of the navigator: How Rhode Island’s QRIS connects program assessment to quality improvement Marinel, Alyson, and Dilcia are employed by RIAEYC/BrightStars as BrightStars Navigators. Their role in the agency is to assist programs through the QRIS process through one-on-one visits with programs or through a professional development training written to provoke thought and reflection, provide feedback on assessments, and connect programs to quality resources such as grant funds, technical assistance, and professional development. The department would like to share the strengths of this model with other states who are interested in making the QRIS process more accessible. Marinel Russo, Rhode Island AEYC; Alyson Panzarella, Rhode Island AEYC; Dilcia Perdomo, Rhode Island AEYC. Quality Initiatives-QRIS, Compensation & Licensing

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Monday | Sessions JW Grand Ballroom Salon 4

Lone Star Ballroom Salon A

4:45–5:45 p.m.

4:45–5:45 p.m.

What early childhood teacher educators need to know about preparing teachers of color

Creating learning environments for infants and toddlers using the ITERS, Third Edition

In this session, we will present two studies on the preparation of early childhood educators of color from the point of view of faculty and preservice teachers of color. Study 1 examines the recruitment and retention practices of institutes of higher education that serve a majority of Latino educators. Study 2 examines the experiences of Asian American, African American, and Middle Eastern American educators during their teacher education programs in predominantly white institutions.

The ITERS, which has been used for over 30 years, has been updated with an emphasis on interactions and the teacher’s role. There are new items to help teachers understand the needs of infants and toddlers through language, literacy, and math experiences. Participate in an analysis of video footage to see how the new requirements in the third edition of the ITERS-R can enhance the learning environment.

Cristina Gillanders, University of Colorado Denver; Ranita Cheruvu, William Paterson University; Mari Riojas-Cortez, University of Texas at San Antonio. Educator/Teacher Preparation

JW Grand Ballroom Salon 7 4:45–5:45 p.m.

Documenting and engaging a multisystem group to transform the early childhood workforce Participants in this presentation will take away lessons and innovative documentation techniques from a yearlong process of collaboration and engagement with a multi-system group. Susan Sarver, Buffett Early Childhood Institute at the University of Nebraska; Catherine Huddleston-Casas, Buffett Early Childhood Institute at the University of Nebraska; Amanda Garrett, Buffett Early Childhood Institute at the University of Nebraska; Sarah Zuckerman, University of Nebraska–Lincoln.

Cathy Riley, Environment Rating Scales Institute, Inc.; Tracy Link, Environment Rating Scales Institute, Inc. Learning Environment

Lone Star Ballroom Salons B/C 4:45–5:45 p.m.

Moving beyond teaching to the tool: Coaching to impact quality using ECERS The ECERS tool is a widely used research-based assessment that evaluates the quality of pre-K classrooms and is used across the country in many states’ QRIS, as well as by public and private preschool programs, to assess classroom quality. For those providing technical assistance, coaching, or mentoring to teachers striving to achieve higher quality, as well as for program directors, this workshop provides guidance in how they can use the ECERS to coach and support teachers beyond simply getting a good score during the three-hour observation. Holly Seplocha, William Paterson University. Technical Assistance (Coaching, Mentoring, Consultation)

Advocacy/Public Policy

Lone Star Ballroom Salon E JW Grand Ballroom Salon 8 4:45–5:45 p.m.

A new DAP? What changes are needed to NAEYC’s position statement on developmentally appropriate practice? NAEYC periodically updates position statements to reflect current research, policy, and practice. Make your voice heard as to what works well in the current DAP position statement and what changes are needed to make it a more effective tool to advance high-quality early learning settings for all young children. Barbara Willer, NAEYC; Elisa Huss-Hage, NAEYC Governing Board Early Learning Systems Committee; Tamara Johnson, NAEYC Governing Board Early Learning Systems Committee. NAEYC Activities

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4:45–5:45 p.m.

Joyful fluency: Brain-compatible second language acquisition in young children There has been an explosion of research in neuroscience on how the brain naturally learns best. Based on these brain-compatible principles, learning a second language is finding a powerful identity. This presentation will assist early childhood professionals involved with dual language learners on how to implement the principles of brain-compatible language acquisition into their programs. Participants will discover how brain-compatible principles maximize achievement and naturally accelerate the process in language learning while supporting dual language learners. William DeMeo, Specialty Psychological Services. Language & Literacy

2018 NAEYC Professional Learning Institute


Monday | Sessions Lone Star Ballroom Salon F

Room 201/202

4:45–5:45 p.m.

4:45–5:45 p.m.

Engaging others on Hello: Sparking and sustaining online conversations to connect and grow your networks

STEM in pre-K through grade 1 for inquiry and engagement: Research and case studies

This session will feature a short presentation using tips and tricks gathered from “superstar” Hello users for successfully engaging fellow community members. After the short presentation and discussion, attendees will try their hand at writing productive questions and brainstorming how to maintain them as successful discussions in Hello, NAEYC’s platform for interest forums and online communities. Why should I care to start a successful discussion thread? What kinds of questions will spark a lively conversation? How do I flame that spark and keep it lit? Michael Coventry, NAEYC; Gilmar Rosas, NAEYC. NAEYC Activities

Lone Star Ballroom Salon G 4:45–5:45 p.m.

Leadership speed-date: Learn how you can be an NAEYC leader Speed-date with NAEYC leaders to learn how you can get involved in different leadership opportunities throughout NAEYC. Come learn more about ways that you can help to shape the early childhood profession as an NAEYC leader. Current and former members of the NAEYC Governing Board, Council for NAEYC Accreditation, Affiliate Advisory Council, Interest Forum Facilitators, and Peer Reviewers.

STEM is important in the pre-K classroom! Learn practical strategies to support both social-emotional and scientific learning in children. Discover how STEM provides an integrated approach for authentic learning and problem solving for at-risk children in two case studies.  Lara Lehman, STEMScopes. Standards-Early Learning/Content Standards, Common Core Standards

Room 205 4:45–5:45 p.m.

Mississippi’s family-based unified and integrated early childhood system: Key strategies to improve community coordination and quality improvement Mississippi has recently implemented major reforms to their early childhood system in order to improve parental access to child care vouchers, coordinate referrals across education and social services, and improve child care quality. Presenters will highlight key strategies used in the development and implementation of the plan, lessons learned, and problem-solving practices and will make suggestions on how participants might use these strategies in their state or agency improvements. Laurie Smith, Office of Governor Phil Bryant, Mississippi; Andrea Mayfield, Mississippi Community College Board; Mimmo Parisi, Mississippi State University. Advocacy/Public Policy

NAEYC Activities

Lone Star Ballroom Salon H 4:45–5:45 p.m.

Bridging the gap birth through third grade: Percolating up early learning concepts As early learning professionals, we often feel as if everyone is pushing down their beliefs, strategies, and modes of education onto us. As brain research shows what we are doing in the early years IS making a difference, we need to work with school districts to ensure that those tenets of quality continue into elementary school. Strategies that are second nature to us—such as social-emotional learning, teacher–child interactions, and focused transition planning—should be moved into the elementary years to ensure that we do not see a fade-out effect for early learning programs.

Institute evaluation

Your opinion is important to us! Please remember to complete the 2018 Institute evaluation survey, 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.

Rebecca Berlin, Teachstone. Training & Professional Development Programs

2018 NAEYC Professional Learning Institute

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Monday | Sessions Room 208

Room 303/304

4:45–5:45 p.m.

4:45–5:45 p.m.

Transforming the early education workforce: A multimedia tour with a focus on institutions of higher education

Ways of working together: Policies and practices that support within- and across-sector collaboration among early childhood educators

The seminal “Transforming the Workforce” report does not call for minor tweaks to policy and practice, but instead significant shifts to revamp how teachers and leaders of young children are prepared, credentialed, and supported. Institutions of higher education have a key role to play in making the report’s recommendations a reality. Join us for an interactive discussion as we explore higher education’s role in transforming the workforce by taking a “tour” through specialized sections of New America’s interactive multimedia guidebook.

This session will explore patterns of early childhood educator collaboration within and across sectors. Participants will discuss findings of a recent study of collaboration with respect to their varied experiences in early childhood settings. Participants will codevelop strategies to maintain collaborative relationships with specific considerations for high-leverage work environment structures that can support collaborative relationships.

Abbie Lieberman, New America; Laura Bornfreund, New America.

Sascha Mowrey, Missouri State University; Elizabeth King, Missouri State University. Research

Educator/Teacher Preparation

Room 211/212 4:45–5:45 p.m.

The CDA Gold Standard training certification: The who, what, when, where, and why This session will introduce and explain the CDA Gold Standard training certification and the value and benefits for organizations obtaining it. Participants will learn the eligibility requirements to apply and the assessment criteria to be met for the Gold Standard for CDA training certification. April Hill-Addison, Council for Professional Recognition; Abena Ocran-Jackson, Council for Professional Recognition. Training & Professional Development Programs

Room 402/403 4:45–5:45 p.m.

Being mindful of the ACES in the room: Providing responsible and respectful training on trauma and adverse childhood experiences Understand research on the impact of adverse childhood experiences (ACES) and learn the importance of including this information in courses and professional development. Explore the prevalence of adverse childhood experiences in the lives of helping professionals, such as teachers and caregivers. Learn strategies and recommended practices for addressing these topics in a classroom or coaching setting. Elizabeth Criswell, University of Minnesota–Twin Cities. Educator/Teacher Preparation

Room 301/302 4:45–5:45 p.m.

Building a math-literate early childhood workforce: Professional development in early math that works This session will feature research on an online professional development program in early math that shows promising results for knowledge growth and practice change in early childhood providers. Participants will review and discuss the professional development program’s design and development and learn promising strategies in professional development that work to enhance early math literacy in early childhood professionals. Kathleen Sheridan, University of Illinois at Chicago; Anne Pradzinski, University of Illinois at Chicago; David Banzer, University of Illinois at Chicago and Erie House. Professional Development Systems

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Books-N-Bats Boat Tour When: Monday from 7:00–9:00 p.m. Boat begins boarding at 6:30 p.m.

This event is hosted by the Texas AEYC

Join the Texas Association for the Education of Young Children (TXAEYC) for an Austin evening on Lady Bird Lake meeting some of your favorite early childhood authors. Watch the largest colony of Mexican free-tailed bats take flight aboard Lone Star Riverboat while eating great Tex-Mex. Registered participants should bring their event ticket with them to board the Lone Star Boat, located at 208 Barton Springs Road. All other event details were e-mailed to registered participants.

2018 NAEYC Professional Learning Institute

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Tuesday 8:00–10:00 a.m. Brazos/206 8:00–10:00 a.m.

Adults need play, too! Fun team-building activities for every play personality Research shows that play supports adults’ work just as it does children’s development. Administrators and teacher educators will discover ways that adults and their workplace benefit when adults play and have a playful attitude. After identifying the eight adult play personalities and participating in games for each, they will leave with many ideas for fostering playfulness in their staff and themselves—and they’ll have had fun, too! Diane Goyette, Early Childhood Specialties LLC; Barbara Lynn, Wharton County Junior College. Training & Professional Development Programs

JW Grand Ballroom Salon 1 8:00–10:00 a.m.

Peer-based mentorship: A multifaceted peer support model EDvance at San Francisco State University has developed a multifaceted peer support model that pairs first-generation college students with veteran teachers as both pursue degrees. This model supports future teachers to learn from veteran teachers while they explore the field as a career and learn about the challenges teachers face. At the same time, veteran teachers benefit from what the aspiring teachers know about navigating a complex system of higher education. This presentation focuses on the mentorship design and highlights the impact on quality in ECE programs. Lygia Stebbing, EDvance, San Francisco State University; Ashley Williams, Office of Early Care and Education; Christine Nevarez, EDvance, San Francisco State University; Stephanie Estrada, Mission Neighborhood Centers; Karen Galicia, Mission Neighborhood Centers.

JW Grand Ballroom Salon 2 8:00–10:00 a.m.

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

JW Grand Ballroom Salon 3 8:00–10:00 a.m.

Making the case for a well-compensated early childhood workforce: Shaping new messages from the eight-state Moving the Needle on Compensation project Learn about the eight-state Moving the Needle on Compensation (MtN) project, facilitated by the T.E.A.C.H. Early Childhood® National Center. Hear about the work these states are doing to create/improve policy and funding strategies toward better workforce compensation and to reframe our messages around making the case for a well-compensated early childhood workforce to help garner better public and political buy-in around compensation. Practice reframing your messages based on lessons learned from the Frameworks Institute. Sue Russell, T.E.A.C.H. Early Childhood® National Center; Julie Rogers, T.E.A.C.H. Early Childhood® National Center; Megan Burk, Texas AEYC; Brandee Lengel, Nebraska AEYC. Advocacy/Public Policy

Educator/Teacher Preparation

2018 NAEYC Professional Learning Institute

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Tuesday | Sessions JW Grand Ballroom Salon 4

JW Grand Ballroom Salon 8

8:00–10:00 a.m.

8:00–10:00 a.m.

Creating environments that connect young children, families, and communities

Supports for implementing the Project Approach in inclusive early childhood settings

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

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

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

Sallee Beneke, St. Ambrose University; Michaelene Ostrosky, College of Education, University of Illinois. Children with Disabilities/Early Intervention

Learning Environment

JW Grand Ballroom Salon 7 8:00–10:00 a.m.

The key to virtual instruction: Unlocking the secrets of high-quality online facilitation In an effort to reach early childhood practitioners, Florida launched Early Learning Florida—a comprehensive online professional development opportunity. To date, 30,000 practitioners have taken courses to improve their instructional practices. This interactive presentation will focus on the key elements of effective virtual learning and the role of the online instructor. Participants will share their online experiences, examine key elements of effective virtual learning, and apply the learnings to their practice. Raquel Munarriz-Diaz, University of Florida; Tiffany Taylor-Jones, University of Florida; Ronald Viafore, University of Florida.

Lone Star Ballroom Salon A 8:00–10:00 a.m.

What’s new with the BAS? Second edition changes and how they impact providers, coaches, and QRIS A nurturing heart is an essential part of family child care, but quality care is hard to sustain without sound business and professional practices in place. The Business Administration Scale for Family Child Care (BAS) was designed as a tool to measure and guide such practices. This session will include an update on national norms, an overview of changes to the second edition, and interactive activities on how to incorporate the BAS into leadership academies and QRIS. Jill Bella, McCormick Center for Early Childhood Leadership; Teri Talan, McCormick Center for Early Childhood Leadership. Program Quality, Evaluation, & Accountability

Technology & Digital Media

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2018 NAEYC Professional Learning Institute


Tuesday | Sessions Lone Star Ballroom Salons B/C

Lone Star Ballroom Salon F

8:00–10:00 a.m.

8:00–10:00 a.m.

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

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

The stakes are high when children get kicked out of childcare or school: They learn that no one believes in their ability to succeed. As states and school districts increasingly prohibit the suspension and expulsion of young children, administrators of early childhood programs and school administrators play a crucial role in making it possible for children with challenging behaviors to stay and learn. Possessing good leadership skills is just the beginning. Discover the skills you need to create an environment where all children and families are welcome.  Barbara Kaiser, author and consultant; Joan Duffell, Committee for Children. Guidance/Discipline/Challenging Behaviors

Lone Star Ballroom Salon E 8:00–10:00 a.m.

“I’m not going to play with Madison for a hundred years. Are you?” Preventing and addressing one-up/one-down exclusionary dynamics in the classroom and between adults Research shows that 4-year-old girls form exclusive cliques. Organizations form “inner circles,” excluding others as outsiders. Maslow and neuroscientific research affirm our human need to be part of a community. Let’s replace this elephant in the living room with strategies to identify, prevent, and address “insider” manipulation in the classroom and the staff meeting room. Holly Elissa Bruno, Wheelock College. Social/Emotional Development

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

Lone Star Ballroom Salon G 8:00–10:00 a.m.

Borrow from the best: Free resources and strategies for addressing cultural, linguistic, and individual diversity in your teaching and professional development With increasing pressure to prepare early childhood professionals who can individualize to support children who are culturally, linguistically, and individually diverse, faculty and professional development providers need access to evidence-based, highquality resources with which to incorporate new areas of emphasis. This session will present new strategies and fresh perspectives on how to access free, readily available resources and examples of how use them to support confident and capable professionals. Camille Catlett, Frank Porter Graham Child Development Institute; Katherine Cowles, University of Vermont; Lauren MacKillop, University of Vermont; Nancy Steeley, Champlain College; Susan Torncello, University of Vermont. Educator/Teacher Preparation

2018 NAEYC Professional Learning Institute

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Tuesday | Sessions Lone Star Ballroom Salon H

Room 203/204

8:00–10:00 a.m.

8:00–10:00 a.m.

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

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

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

Room 201/202 8:00–10:00 a.m.

Promoting a diverse and powerful profession: Ensuring equity in the ECE profession Well-prepared, effective, diverse, compensated and supported early childhood educators are essential components of quality early learning programs for children. In order to best meet the needs of children, we must intentionally and equitably advance a profession that reflect the diversity of the children and families the profession supports. Join us to discuss challenges, opportunities and the supports necessary to achieve our vision of a diverse and powerful profession. Valora Washington, Council for Professional Recognition; Marica Cox Mitchell, NAEYC; Ana De Hoyos O’Connor, San Antonio College. Professionalism, Leadership & Ethics

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

Room 208 8:00–10:00 a.m.

Better together: Building a comprehensive professional development system in the state of Washington Case study of the creation of Washington State’s Early Childhood Education Workforce Council, which supports the development of qualified, diverse, and competitively compensated educators across all early learning settings. Learn how the council works to ensure that ECE degrees, certificates, and endorsements are progressive, valued, and transferable. Explore strategies and resources used to create new opportunities for those already employed, those in high school, and those preparing for the profession. Participate in activities for adopting lessons learned.   Sally Holloway, Whatcom Community College; Marilyn Chu, Western Washington State University; Melisa Matczak, Yakima Valley Community College. Professional Development Systems

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Tuesday | Sessions Room 211/212 8:00–10:00 a.m.

Designing higher education rubrics that align with the NAEYC Professional Preparation Standards Participants will learn the features of key assessments that are aligned with the NAEYC Professional Preparation Standards for Higher Education Accreditation and Recognition. Mary Harrill, NAEYC; Brenda Blackburn, Blue Ridge Community College. Accreditation of Higher Education Programs

Room 301/302 8:00–10:00 a.m.

What’s in style? Taking advantage of your leadership style in the field of early childhood This session aims to help young professionals recognize their leadership styles and identify effective methods of using their leadership in the early childhood field. Through leadership exercises aimed at identifying and using leadership styles, young professional educators will be able to reflect on the ways in which they can take advantage of their professional leadership talents, network with other young professionals, and set goals for further leadership development. Zaina Cahill, Children’s Village; Cody Summerville, Texas Education Agency. Professionalism, Leadership & Ethics

Room 303/304 8:00–10:00 a.m.

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

10:45 a.m.–12:45 p.m. Brazos/206 10:45 a.m.–12:45 p.m.

Linking emotional intelligence and school readiness: The impact of an emotional intelligence curriculum on prekindergartners’ behavior and academic development Gain understanding of the RULER approach, visible thinking, and global thinking methods through brief tutorials, followed by active learning groups and application of the new methods. Participants will solidify knowledge of the emotional intelligence curriculum and be able to apply strategies immediately in their own setting. Current research focused on the impact of the emotional intelligence approach will be discussed. Andrea Adelman, Florida International University; Daniela Foerch, Florida International University. Social/Emotional Development

JW Grand Ballroom Salon 1 10:45 a.m.–12:45 p.m.

Empowering dual language learners: Coaching strategies to support teachers of DLLs from a holistic approach Learn strategies to help teachers improve teacher–child interactions and instructional strategies so that dual language learners (DLLs) can thrive. This session will present an overview of effective strategies to use in settings with DLLs from birth till age 5. We will also discuss how to conduct effective group and one-on-one coaching sessions to support teachers as they implement evidence-based strategies. Erika Flores, ChildrenFlow, LLC. Technical Assistance (Coaching, Mentoring, Consultation)

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

2018 NAEYC Professional Learning Institute

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Tuesday | Sessions JW Grand Ballroom Salon 2

JW Grand Ballroom Salon 4

10:45 a.m.–12:45 p.m.

10:45 a.m.–12:45 p.m.

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

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

Examine the use of the Family Child Care Home Environment Rating Scale in FCC homes, beginning with a presentation of FCCERS-R data from 1,218 observations in state QRIS efforts in several states. Critique our work in developing a new third edition of the FCCERS. Participants will be encouraged to question and make suggestions for making the FCCERS-3 more comparable to the third editions of the ECERS and ITERS instruments—addressing issues of scaling and duplication of indicators and improved methods to measure language/cognitive development activities. Richard Clifford, University of North Carolina at Chapel Hill; Debby Cryer, Environment Rating Scales Institute, Inc. Program Quality, Evaluation, & Accountability

Improving quality and advancing early childhood education as a professional field of practice—including initiatives such as Power to the Profession—depend on the leadership voice of early educators. Learn new strategies for developing inclusive and entrepreneurial leadership in your work with early educators. Engage in a dialogue about structuring our field to cultivate early educator leadership in the context of advancing ECE’s professionalization. Anne Douglass, University of Massachusetts Boston; Stacie Goffin, Goffin Strategy Group. Professionalism, Leadership & Ethics

JW Grand Ballroom Salon 7 10:45 a.m.–12:45 p.m.

JW Grand Ballroom Salon 3 10:45 a.m.–12:45 p.m.

A comprehensive model to support the social and emotional wellness of young children in a city-wide Head Start program: An integrated, trauma-informed approach designed to effect systemic change for classroom staff and leaders Explore a collaborative approach designed to effect systemic change at multiple levels for teachers and leaders, with the goal of social-emotional wellness for all children. Participate in experiences that provide insight into integrated components supporting project goals: (1) develop a social-emotional lens to view interactions between teachers– children/families and teachers–supervisors/consultants, (2) establish common language for talking about relationships and interactions, and (3) integrate trauma-informed practice into daily classroom experiences. Andrea Sobel, independent consultant; Marie Celeste, independent consultant. Training & Professional Development Programs

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

The Final Prize Drawings are Tuesday at 1:30 p.m. The Exhibit Hall closes for the show at 2:00 p.m.

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Tuesday | Sessions Lone Star Ballroom Salon A 10:45 a.m.–12:45 p.m.

Chronic absenteeism in the early years: A broken rung on the ladder of educational success Provides an overview of the chronic absenteeism problem from prekindergarten through third grade. Review and participate in an analysis on how to effectively understand and use chronic absenteeism data to identify individual students or specific subgroups most vulnerable to missing too much school. Learn about best practices and work with partners to develop strategies on how best to engage families in understanding the importance of regular school attendance and assisting them with barriers that lead to student absenteeism. Cynthia Rice, Advocates for Children of New Jersey; Peter Chen, Advocates for Children of New Jersey. Family Engagement & Support

Lone Star Ballroom Salons B/C

Featured Session Lone Star Ballroom Salon D 10:45 a.m.–12:45 p.m.

Preventing preschool expulsion: Classroom practices, mental health consultation, and new state policies This session will (1) present research about why children are expelled from preschool three times more often than primary school children, (2) problem-solve ways that mental health consultation, coaching, anti-bias training, and other professional development can enhance teacher–child and teacher–parent interaction to prevent and respond to challenging behaviors, and (3) discuss real-life examples of successful advocacy for new laws prohibiting expulsion and funding mental health consultation. Peggy Pizzo, Stanford University Graduate School of Education; Scott Moore, Kidango; Andrea Garcia, Kidango; Ed Greene, Hispanic International Television Network.

10:45 a.m.–12:45 p.m.

Where is the fairy dust? PART 2: The director’s role in supporting staff, children, and families when there is a child with challenging behaviors at the center/school As states and school districts increasingly prohibit the suspension and expulsion of young children, administrators of early childhood programs and school administrators play a crucial role in making it possible for children with challenging behaviors to stay and learn. Possessing good leadership skills is just the beginning. Don’t wait until a child with challenging behaviors arrives. Discover the skills you need to create an environment where all children and families are welcome. Note: This is a continuation of the 8:00 a.m. session. Barbara Kaiser, author and consultant; Joan Duffell, Committee for Children. Guidance/Discipline/Challenging Behaviors

Research Symposium Session Lone Star Ballroom Salon E 10:45 a.m.–12:45 p.m.

The power of early childhood education: Expanding educational equity, shrinking the achievement gap In the May 2018 issue of Young Children, expert researchers and practitioners embraced the opportunities and challenges presented by early childhood education to address opportunity and achievement gaps. Join us to continue the critical conversation with this issue’s guest editor, Jerlean Daniel, and authors from the publication and beyond, in order to grapple with the data, the research, the experiences, and the solutions. Facilitator: Jerlean Daniel, early childhood consultant; Adam Alvarez, Rowan University and University of Pittsburgh; Danielle Davis, Vanderbilt University; Diandra Verwayne, New York City Public Schools; Kirsten Cole, Borough of Manhattan Community College. Research

Thank you to our sponsor of the Research Symposium, Pearson.

2018 NAEYC Professional Learning Institute

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Tuesday | Sessions Lone Star Ballroom Salon F

Lone Star Ballroom Salon H

10:45 a.m.–12:45 p.m.

10:45 a.m.–12:45 p.m.

Boosting your strategic partnerships to support your accreditation journey

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

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

The environmental health of an early learning environment can significantly impact a child’s health and ability to learn. Emerging science is linking chemicals commonly found in children’s learning environments to asthma, lower IQ, and developmental disabilities. Toxic exposures can cause, worsen, or contribute to these conditions. Children are at risk because their systems are still developing. Research and best practice suggestions pertaining to safer art supplies will be discussed. Sample products will be shown, and labels and certifications will be explained.

Kristen Johnson, NAEYC; Paula Barnes, Resource Connections; Robert Gundling, Better Futures, LLC; Jahi Davis, Better Futures, LLC. Accreditation of Early Learning Programs

Lone Star Ballroom Salon G 10:45 a.m.–12:45 p.m.

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

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

Room 201/202 10:45 a.m.–12:45 p.m.

Unlucky 13: The top 13 management mistakes that can start in your classroom and end up in the courtroom Recently, there has been an increase in the number of lawsuits filed by employees. These lawsuits can cost employers a great deal of time and money. This workshop will address the 13 management mistakes that can spark employee lawsuits, focusing on a proactive approach by identifying policies that will lessen your chance of being involved in a lawsuit and increase your chance of prevailing if a lawsuit is filed.  Janice Nieliwocki, Ronald V. McGuckin and Associates. Program Administration & Financial Management

Room 211/212 10:45 a.m.–12:45 p.m.

Completing the NAEYC Higher Education Accreditation Self-Study Report This session will walk attendees through the Higher Education Accreditation Self-Study Report template, providing guidance and tips for completing the report. Mary Harrill, NAEYC; Victoria Young-Chiverton, Central Arizona College. Accreditation of Higher Education Programs

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Tuesday | Sessions Room 301/302 10:45 a.m.–12:45 p.m.

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

2:00–4:00 p.m. Brazos/206 2:00–4:00 p.m.

Full-cycle recruitment in shifting markets: How understanding market conditions impacts recruitment, onboarding, and career development practices Join us to have some fun while increasing your overall competency and becoming resources in the areas of recruitment, candidate care, interviewing and selection, onboarding, and beyond! Susie Billingsley, Bright Horizons Family Solutions; Nicole Burton, Bright Horizons Family Solutions. Training & Professional Development Programs

Room 303/304

JW Grand Ballroom Salon 1

10:45 a.m.–12:45 p.m.

2:00–4:00 p.m.

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

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

This session assembles early childhood experts who have developed innovative tools to support data use and inform research-based professional development in early childhood education. These tools include a prioritization matrix, data-use culture self-assessment, coaching companion, data visualization toolkit, and professional development needs survey. Given recent updates to policy, these tools will be crucial in supporting early childhood programs’ implementation of successful data- use practices and targeted, evidence-based professional development. Sheila Brookes, AEM Corporation; NCECDTL; Allison Metz, National Implementation Research Network, University of North Carolina at Chapel Hill; Katie Emerson-Hoss, EarlyEdU Alliance at University of Washington; Osnat Zur, West Ed Center for Child and Family Studies; Kathy Thornburg, AEM Corporation; NCECDTL; Laura Louison, National Implementation Research Network, University of North Carolina at Chapel Hill.

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

Professional Development Systems

2018 NAEYC Professional Learning Institute

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Tuesday | Sessions JW Grand Ballroom Salon 2

JW Grand Ballroom Salon 7

2:00–4:00 p.m.

2:00–4:00 p.m.

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

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

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

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

JW Grand Ballroom Salon 3 2:00–4:00 p.m.

JW Grand Ballroom Salon 8

Persona dolls: Helping children process a chaotic world

2:00–4:00 p.m.

your staff can help children name and reject bias while building empathy and compassion.

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

How teacher behavior and classroom We all know that children take in so much of what we try to shield characteristics influence student behavior: An investigation of brain-based learning, the them from. With the increase of “othering” in our country, the Classroom Assessment Scoring System (CLASS), children we teach are taking in bias, prejudice, and stereotypes and aggressive behaviors in young children that will stay with them for a lifetime. Persona dolls are a way

Nancy Michael, AMAZE. Diversity & Equity

JW Grand Ballroom Salon 4 2:00–4:00 p.m.

Directing our valuable assets: Increasing ROI with a director-focused coaching model This session prepares participants to evaluate their current approach to coaching in early care and education programs. Participants will review longitudinal data on traditional coaching models, and they will learn and practice new strategies related to systemic approaches to pedagogical leadership in early childhood programs. Video vignettes and dissection will support this work. Last, participants will develop strategic models for implementation.

Angela Searcy, Erikson Institute and Simple Solutions Educational Services. Guidance/Discipline/Challenging Behaviors

Mary Harper, Early Learning Coalition of Orange County. Technical Assistance (Coaching, Mentoring, Consultation)

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Tuesday | Sessions Lone Star Ballroom Salon A 2:00–4:00 p.m.

Early childhood virtual leadership cohorts: A transformative journey Join us as we share the transformative personal and professional leadership journey of aspiring, emerging, and established leaders who took part in the Ohio AEYC Early Childhood Virtual Leadership Cohorts. Learn more about this innovative approach to leadership training based on The 5 Actions℠ of The Serving Leader Model℠. This approach provides simple yet highly effective tools to put serving leadership principles into action to create a high-performance and flourishing culture within teams and organizations.        Kimberly Tice, Ohio AEYC; Pamela Perrino, Ohio AEYC; Belinda Costin, Costin Consulting. Training & Professional Development Programs

Lone Star Ballroom Salons B/C 2:00–4:00 p.m.

From play to practice: The wisdom of self-active play education in theory and practice Participants engage in a play experience using a variety of open-ended materials. Through hands-on play, reflection, and discussion, attendees gain an awareness of how self-active play is used to improve the practice of teaching and learning in a variety of settings—including the Iowa Department of Education/ Head Start, Auburn University Summer Enrichment Program, Millersville University Labyrinth Project, and Florida pre-K programs—and then brainstorm possible application in their professional practice. Walter Drew, Institute for Self Active Education; Marcia Nell, Millersville University; Sean Durham, Auburn University; Tom Rendon, Iowa Department of Education. Training & Professional Development Programs

Featured Session Lone Star Ballroom Salon D 2:00–4:00 p.m.

Do you want to coach like a neuroscientist? This session will reveal secrets about how the brain works that promote true partnerships in coaching, mentoring, and professional development so you can build trust in the moment and over time Do you think trust is something that takes a long time to build or repair? This session will highlight recent neuroscience research on the brain and trust—so you can instantly break through distrust and start building trust. Participants will leave with several tools and strategies they can begin to use immediately to transform coaching, mentoring, and professional development. Cassandra O’Neill, Leadership Alchemy LLC; Monica Brinkerhoff, Child-Parent Centers, Inc.

Thank you to our sponsor of this Featured session, Branagh Information Group.

Lone Star Ballroom Salon E 2:00–4:00 p.m.

Gifts of culture: Looking through the cultural lens and determining its impact on the classroom Come to this interactive session and deepen your understanding of the gifts of culture and how your culture impacts not only your worldview, but may impact your view of children and their families. In this session, participants reflect on how their cultural values and beliefs may be different from others’ and examine the effects of unconscious stereotypes and bias on children in the classroom. Finally, participants investigate how these stereotypes and biases may negatively impact parent engagement. Debra Lawrence, Delaware County Community College. Diversity & Equity

2018 NAEYC Professional Learning Institute

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Tuesday | Sessions Lone Star Ballroom Salon F

Lone Star Ballroom Salon H

2:00–4:00 p.m.

2:00–4:00 p.m.

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

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

Develop new skills and strategies to make the avalanche of available research more approachable and relevant to practice in programs and classrooms. Flex your muscles translating research language into everyday language. Identify strategies for using research through interactive activities with research materials while attending to the racial/ethnic, language, and cultural characteristics of the children being served. Learn about opportunities to become research practitioners. Melissa Dahlin, University of California, Irvine; Diane Schilder, Education Development Center; Kathleen Theodore, American Institutes for Research. Program Quality, Evaluation, & Accountability

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

Room 208 2:00–4:00 p.m.

Featured Session Lone Star Ballroom Salon G 2:00–4:00 p.m.

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

One of us: Sharing research and opportunities on K–3 educators and the early childhood profession Do K–3 educators feel like early childhood educators? Do they want to be part of a unified profession with educators of children ages 3 and 4, and birth to 3? What do they value most from their professional preparation—and what do they think was missing? Join us to share your thoughts, gain insight from leaders, and hear about the findings from NAEYC’s newly released market research about the priorities and perspectives of educators working from kindergarten through third grade. Dave Metz, FM3; Will Parnell, Portland State University; Azucena Garcia, Austin Independent School District; Monica Pineda, Austin Independent School District.

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

Thank you to our sponsor of this Featured session, HighScope.

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Tuesday | Sessions Room 211/212

Room 303/304

2:00–4:00 p.m.

2:00–4:00 p.m.

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

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

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

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

Lydia Bowers, O.School; Melissa Carnagey, Sex-Positive Families. Educator/Teacher Preparation

Room 301/302 2:00–4:00 p.m.

The impact of multiple perspectives: Strategies for increasing diversity in your membership and leadership A wide range of opinions, perspectives, and experiences drives organizational success. In this session, you will learn from research on best practices and brainstorm with colleagues to increase diversity within your membership and leadership. Erin Daga, NAEYC. NAEYC Activities

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

Room 402/403 2:00–4:00 p.m.

Let’s stop, talk, and connect: Create supportive, welcoming learning environments for ECE children and families by reducing social divisions and building emotional connections ECE programs need to be welcoming to all children and their families. Sometimes language, behaviors, or practices can be unintentionally hurtful and create divisions. Using our StopTalk- Connect technique, learn how to stop hurtful language or behavior, talk openly about feelings, and establish connections with others. Analyze vignettes of common teacher–parent exchanges for unintended bias. Practice the Stop-Talk-Connect technique through role-plays generated by our common experiences. Nena Bush, San Joaquin Delta College; Mary Lane, City Colleges of Chicago, Malcolm X College. Diversity & Equity

2018 NAEYC Professional Learning Institute

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Tuesday | Sessions 4:30–5:30 p.m. Brazos/206 4:30–5:30 p.m.

Social media, cell phones, and your ECE staff

4:30–5:30 p.m.

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

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

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

Dawn Martini, Ronald V. McGuckin and Associates.

Dori Mornan, School Readiness Consulting.

Program Administration & Financial Management

Program Quality, Evaluation, & Accountability

JW Grand Ballroom Salon 1

JW Grand Ballroom Salon 7

4:30–5:30 p.m.

4:30–5:30 p.m.

Early childhood psychological assessment: Best practices in evaluation and interpretation

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

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

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

Ginger Welch, Oklahoma State University. Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)

JW Grand Ballroom Salon 2 4:30–5:30 p.m.

Competency-based education: A pathway to professionalism for early childhood educators Explore how Competency-Based Education models provide early childhood professionals with a pathway to advanced degrees and professional development. Participate in analytical discussion of key characteristics and elements of CBE models. Review examples of NAEYC-informed competencies and their corresponding performance-based assessments. Martha Cheney, Walden University; Lisa McIntyre-Hite, Walden University. Educator/Teacher Preparation

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JW Grand Ballroom Salon 4

Diann Gano, Under the Gingko Tree Nature School; Sharron Krull, Play Power. Science/Environment/Nature Education

JW Grand Ballroom Salon 8 4:30–5:30 p.m.

Advancing diversity and valuing diversity: Provide feedback to a new NAEYC position statement NAEYC is developing a new position statement on diversity and equity that outlines the responsibilities of early childhood educators in advancing diversity and equity for all young children. Make your voice heard on this important topic. Isauro Escamilla Calan, NAEYC Governing Board Early Learning Systems Committee; Elissa Huss-Hage, NAEYC Governing Board Early Learning Systems Committee; Megan Pamela Ruth Madison, NAEYC Governing Board Early Learning Systems Committee. NAEYC Activities

2018 NAEYC Professional Learning Institute


Tuesday | Sessions Lone Star Ballroom Salon A

Lone Star Ballroom Salon F

4:30–5:30 p.m.

4:30–5:30 p.m.

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

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

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

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

Andrea Emerson, Clemson University; Jacquelyn Hemingway, Share Head Start. Family Engagement & Support

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

Lone Star Ballroom Salons B/C

Lone Star Ballroom Salon G

4:30–5:30 p.m.

4:30–5:30 p.m.

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

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

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

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

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

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

Diversity & Equity

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Tuesday | Sessions Lone Star Ballroom Salon H

Room 203/204

4:30–5:30 p.m.

4:30–5:30 p.m.

Supporting children who have experienced trauma: A relational approach

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

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

Room 201/202

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

4:30–5:30 p.m.

Teachers need scaffolding too! Using Vygotskian principles in supporting teachers’ professional learning and development Adopting a new curriculum is often associated with teachers struggling to reconcile new approaches to teaching with their established practices and philosophies. Presenters will discuss how principles of scaffolding and de-scaffolding can be used not only in teaching young children, but also in providing technical assistance to teachers and coaches. Examples of effective scaffolding strategies based on adult learning theory will be discussed, along with the examples of how scaffolding might take different forms depending on the social context of a specific school system. Deborah Leong, Tools of the Mind; Elena Bodrova, Tools of the Mind; Amy Hnasko, Tools of the Mind; Megan Siebert, Tools of the Mind. Technical Assistance (Coaching, Mentoring, Consultation)

Room 301/302 4:30–5:30 p.m.

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

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2018 NAEYC Professional Learning Institute


Tuesday | Sessions Room 303/304 4:30–5:30 p.m.

Available at the NAEYC Shop!

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

The What, Why, and How Booklets

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

The What, Why, and How of High-Quality Programs for Toddlers—Item 2101

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

Room 402/403 4:30–5:30 p.m.

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

The What, Why, and How of High-Quality Programs for Preschoolers—Item 2102 The What, Why, and How of High-Quality Schools for Kindergartners—Item 2103 The What, Why, and How of High-Quality Schools for Children in First, Second, and Third Grades—Item 2104 List $2 (each)

|

Institute Price $1.60 (each)

Available at the NAEYC Shop!

What You Need to Lead an Early Childhood Program Emotional Intelligence in Practice

E

arly childhood directors manage through relationships. What You Need to Lead an Early Childhood Program guides a director through the steps to build respectful, dynamic,

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

important book covers all traditional early childhood administration top-

Family Engagement & Support

Holly Elissa Bruno

ics, from financial management to marketing and development, while also recognizing and exploring the human side of management and the critical role of emotional intelligence in effective leadership.

“By connecting emotional intelligence to leadership, Holly fills a void that exists in the field. Her case studies and real life scenarios allow the reader to relate to and solve everyday problems in a manner that supports how early childhood practitioners think, feel, and practice.” — Sue Offutt, Executive Director McCormick Center for Early Childhood Leadership

“Holly Elissa Bruno comes alive in every page. As a nationally recognized speaker on challenging topics, Holly brings a fresh perspective on the strategies and practices that emerging and seasoned organizational leaders seek. With her unique style and voice, Holly clearly sets a framework for success and quality. All leaders will find Holly’s approaches applicable and refreshing.” — Luis A. Hernandez, Early Childhood Education Specialist TTAS/Western Kentucky University

“Both the novice leader of a small group and the seasoned director will find this book to be useful and provocative. Inspiring and practical, this book is a must-read for anyone with the heart and courage to lead.” — Valora Washington, CEO Council for Professional Recognition

Item 363 List $42 Institute Price $33.60

NAEYC Item #363

What You Need to Lead

Gabriela Sanchez Killorin, University of Texas at San Antonio.

Holly Elissa Bruno

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

The What, Why, and How of High-Quality Programs for Infants—Item 2100

What You NEEd

to LEad an Early Childhood Program Emotional Intelligence in Practice

National Association for the Education of Young Children 1313 L Street NW, Suite 500 Washington, DC 20005

BrunoBook_FINALCOVER.indd 1

2018 NAEYC Professional Learning Institute

2/17/12 10:17 AM

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Don’t forget to check out the Institute App on Google Play and the Apple iTunes Store! Search “NAEYC Institute” in app stores to download.

Follow the conversation on Facebook and Twitter using #naeycINST.

Institute evaluation

Your opinion is important to us! Please remember to complete the 2018 Institute evaluation survey, 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.


Wednesday 8:00–10:00 a.m.

JW Grand Ballroom Salon 3

JW Grand Ballroom Salon 1

Becoming curious: The key to enhancing communication

8:00–10:00 a.m.

Taking technical assistance to a new level: Helping early childhood leaders adapt to change and move programs and policies to success for young children To reach an ambitious vision for young children that drives toward outcomes, early education leaders must align many complex purposes and processes and direct them toward clear operational goals and objectives. These include incorporating research-based foundations of early learning, along with sound operations, systems implementation, and performance management processes that support the evidence-based results. Participants will discuss the key TA processes that drive skills, knowledge, and competencies needed to advance this work and apply these processes. Diane Schilder, Education Development Center; Jana Martella, Education Development Center. Technical Assistance (Coaching, Mentoring, Consultation)

JW Grand Ballroom Salon 2 8:00–10:00 a.m.

Lasting transformational change through positive coaching methods: Closing the performance gap in and out of the classroom for adults and children Learn about and discuss the connections between two main parts of the brain and how performance/behavior of children and adults is affected. Experiment with a partner and use several coaching techniques, with a deep debrief and question-and-answer session. Create a plan for next steps when returning to the field. Michelle Burkhard, Grow By 1, LLC.

8:00–10:00 a.m.

This session is designed to promote the use of inquiry as a tool to enhance communication and interactions with children, families, and colleagues. This highly interactive session will provide participants with the opportunity to explore how becoming curious can benefit the work they do on a day-to-day basis. Participants will have the chance to collaborate with other professionals to create curiosity-rich scenarios and avoid breakdowns in communication. Leslie Coleman, ChildCare Education Institute. Professionalism, Leadership & Ethics

JW Grand Ballroom Salon 7 8:00–10:00 a.m.

What’s the big deal about Finland? How recess and character education are making a difference in the United States Learn about promoting healthier school environments through recess and character education in grades K–3. Explore ways to balance social-emotional learning, play, and required content time to create less anxious learning environments and healthier children. Presenters will introduce the Finnish-inspired LiiNK Project, a healthy whole child/whole teacher/whole school approach that includes unstructured outdoor play and character development. Presenters will answer questions and share ways interested schools can shift their thinking about approaches to learning. Debbie Rhea, Texas Christian University; Marilyn Tolbert, Texas Christian University; Mary Patton, Texas Christian University; Michelle Bauml, Texas Christian University. Learning Environment

Guidance/Discipline/Challenging Behaviors

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Wednesday | Sessions JW Grand Ballroom Salon 8 8:00–10:00 a.m.

Ready teachers + ready learning environments = ready-to-read children: Early literacy matters This interactive session will present strategies for providing early childhood teachers ongoing job-embedded professional learning for creating literacy-rich learning environments and experiences to help ensure children are ready to read by first grade. Participants will learn how a newly piloted Early Literacy Matters transformed literacy environments and practices for its 200 early childhood providers. Participants will also have the opportunity to apply shared strategies to design their own literacy-embedded environments for children birth to age 5. Darlene Estes-Del Re, Tennessee Department of Education; Misty Moody, Tennessee Department of Education. Training & Professional Development Programs

Lone Star Ballroom Salon A 8:00–10:00 a.m.

Featured Session Lone Star Ballroom Salon D 8:00–10:00 a.m.

Powerhouse positive guidance: Turning around behavior struggles and empowering your most rambunctious, challenging, sensitive, and vulnerable toddlers with competence for success Revitalize coaching, teaching, and family partnerships with research-based, development-fostering strategies that boost toddlers’ language skills, strengthen socialemotional competence, and scaffold self-directed behavior regulation. Meet the unique needs of toddlers within a framework of resilience- promoting, childcentered guidance that will reorient your practice and radically change outcomes for children. Marie Masterson, McCormick Center for Early Childhood Leadership.

Playing with a purpose: Creating meaningful assessments that are tailored to your classroom and the children you teach Participants will learn how to create tailor-made assessments (based on the Texas pre-K guidelines) to drive their classroom instruction. Participants will learn how make these assessments align with the different centers (dramatic play, constructions, etc.), small groups, and whole group activities that can be found inside and outside the early childhood classroom. These assessment will show teachers and coteachers that they can successfully assess children while engaging with them during classroom activities. Michelle Cardenas, Hillcrest Elementary, Del Valle ISD. Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)

Thank you to our sponsor of this Featured session, Kaplan Early Learning Company.

Lone Star Ballroom Salon E 8:00–10:00 a.m.

Common mistakes supervisors make: Guiding adults to excel at their jobs Are you a veteran supervisor, or have you just started guiding other ECE professionals? Either way, you’re probably guilty of a few behaviors that unintentionally set up adults to fail in the workplace. Learn the common mistakes supervisors make and explore ways to help others excel in their position. Understand how to communicate appropriate expectations, recognize how to motivate each employee, and learn how to deliver difficult messages when necessary. Become a positive influence who empowers and encourages adults just as you did with children when you were in the classroom. Gigi Schweikert, Lightbridge Academy. Professionalism, Leadership & Ethics

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2018 NAEYC Professional Learning Institute


Wednesday | Sessions Lone Star Ballroom Salon F

Lone Star Ballroom Salon H

8:00–10:00 a.m.

8:00–10:00 a.m.

Culture and race in early education

Are you constantly losing your keys? Come discover fun and engaging social-emotional learning tools to help you and your students stay focused on the keys for success

Interview partners through a “cultural interview.” Reflect on different layers of culture while viewing a video and listening to a podcast. Read and reflect on text about “tourist curriculum.” Explore how culture (a) impacts how we understand the world, (b) shapes our identity, and (c) exists on many different levels. Consider race and racial identity in early learning classrooms. Review and share frameworks in culturally responsive teaching and anti-bias education in early childhood programs, and apply this knowledge through the viewing of and reflecting on video content. Betsy Fox, New Teacher Center; Katherine Powell, New Teacher Center. Diversity & Equity

Lone Star Ballroom Salon G

Participants will analyze their role as leaders in order to improve the social and emotional environment for young children. They will actively explore and identify classroom strategies that support social-emotional learning and identify authentic assessment opportunities within daily routines. Project KIND (Keys to Improvement for Necessary Development) is a universal research-based preschool and kindergarten classroom curriculum designed to increase students’ school success by building social and emotional competence and self-regulation skills. Marie Diniaco Economos, Ohio State University; Pamela Perrino, Perrino Consulting. Social/Emotional Development

8:00–10:00 a.m.

Exploring the mind of a successful early childhood business leader: Operation and business skills

Room 301/302

Presentation and discussion of evidenced-based management and business skills that contribute to a successful early childhood education program. Participate in the discussions and small group activities to understand and apply these important skills. Learn strategies to sustain a high-quality, vibrant early childhood education business.

Motivating employees in a low-wage industry

Robert Gundling, Better Futures, LLC; Jahi Davis, Better Futures, LLC. Program Administration & Financial Management

8:00–10:00 a.m. Discover prominent theories of motivation and how they apply to the early care and education workforce. Review tools and processes aligned with motivational theories that facilitate goal setting, leadership development, and strengths-based coaching in any ECE setting. Practice using the tools shared and design a staff development implementation plan to take back to your program. Eli Pessar, Child360. Program Administration & Financial Management

Available at the NAEYC Shop!

From Play to Practice

Institute evaluation

Your opinion is important to us! Please remember to complete the 2018 Institute evaluation survey, 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.

2018 NAEYC Professional Learning Institute

Connecting Teachers’ Play to Children’s Learning Become more knowledgeable about purposeful use of materials and intentional teaching strategies to help children engage in openended play Item 180 | List $28 Institute Price $22.40

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Wednesday | Sessions Room 303/304

Room 402/403

8:00–10:00 a.m.

8:00–10:00 a.m.

Professional development strategies to support early childhood teachers in home- and centerbased settings

Honoring teacher voices: Narrative stories used as a tool for self-reflection in higher education

Discuss and analyze benefits and disadvantages of professional development (PD) strategies for early childhood quality improvement regarding teacher practice. Practice how to integrate video-based PD strategies with coaching and reflection to support teachers in home- and center-based settings. Learn how to tailor these strategies to fit different teachers’ backgrounds and experiences, as well as the settings in which they teach and the ages of children in their care. Ursula Johnson, Amplify Consulting. Training & Professional Development Programs

Explore how to use narrative stories, referred to as “My Stories” in college courses. Become familiar with how My Stories, adapted from a narrative assessment approach, can be used for teacher learning and self-reflection. Learn essential components, strategies, and ways programs can incorporate My Stories for teachers’ professional development. University professor and student perspectives will be presented. Participate in development and analysis of sample My Stories. Gain understanding of how this powerful storytelling approach promotes diverse, shared voices. Annie White, California State University Channel Islands; Lygia Stebbing, San Francisco State University; Stephanie Estrada, Mission Neighborhood Centers and San Francisco State University; Barbara Paulino, California State University Channel Islands. Training & Professional Development Programs

Room 408/409 8:00–10:00 a.m.

Preparing an early childhood workforce to support children with disabilities: Free online recommended practices modules Come explore a series of free web-based modules to help preservice and in-service practitioners work with children with disabilities and their families. Learn from and discuss with faculty and professional development providers how you can incorporate the modules into your coursework and PD opportunities to help learners learn about evidencebased practices to support children with disabilities and their families. Support materials for faculty and PD providers include alignment to DEC and NAEYC personnel standards, as well as facilitation tips and tools. Chih-Ing Lim, University of North Carolina at Chapel Hill; Megan Vinh, University of North Carolina at Chapel Hill; Toni Miguel, University of North Carolina at Chapel Hill. Educator/Teacher Preparation

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Wednesday | Sessions

Closing Plenary Session Looking back to leap forward—A dialogue across generations JW Grand Ballroom Salons 5/6 10:30 a.m.–12:00 noon This is a famous quote: “Those who cannot remember history are doomed to repeat it.” And this, too, is a famous quote: “Those who look only to the past or present are certain to miss the future.” Both of these quotes speak to the truth— and to the importance of finding a balance between learning lessons from the past, and imagining a new vision for the future. Let this special conversation, led by educators and leaders from across generations, send you home with new understanding, perspective, and inspiration. Hanan Osman, Indiana AEYC; Ralph Smith, Campaign for Grade Level Reading; Naomi Karp, United Way of Tucson and Southern Arizona; Michelle Jackson, Atlanta First Day School; Adam Alvarez, Rowan University and University of Pittsburgh; Amy O’Leary, Early Education for All.

Hanan Osman

Michelle Jackson

Ralph Smith

Naomi Karp

Adam Alvarez

Amy O’Leary

Available at the NAEYC Shop!

NEW! Ethics and the Early Childhood Educator Using the NAEYC Code, 3rd ed. The third edition of this bestselling book helps you understand and apply the NAEYC Code of Ethical Conduct to navigate and address challenging ethical dilemmas. Item 1134 List $28 Institute Price $22.40

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Advance the Profession and Your Program through NAEYC Accreditation of Early Childhood Higher Education Programs It’s an exciting time for professional preparation at NAEYC!

NAEYC congratulates the 208 institutions across the nation that currently have accredited degree programs. Your dedication to high-quality professional preparation for educators of young children is crucial to advancing the early learning profession.

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NAEYC’s higher education accreditation system provides a quality improvement and accountability pathway for early childhood degree programs at the associate, baccalaureate, and master’s degree levels.

Start your program’s accreditation journey now at NAEYC.org/HigherEdAccred or send an email to highered@naeyc.org for more information.


Get Involved Become an NAEYC Leader!

Workgroups, Panels, and Liaisons NAEYC’s 2018 Professional Learning Institute thanks the following NAEYC Workgroups and Committees:

Commission on the Accreditation of Early Childhood Higher Education Programs Crystal Swank, Chair Kathy Allen Stacy Atkinson Nancy Barbour Ann Coffman

Share your knowledge and expertise while helping to advance a diverse, dynamic early childhood profession! NAEYC offers many different volunteer service opportunities as content reviewers, consulting editors, and professional preparation program reviewers, and in its governance structures. Applications for the 2019 NAEYC Governing Board election are due June 30. Available positions include President-elect, two Governing Board At-Large positions, and one Student Board member position.

Diane Horm Tiffany Hunter Bridget Murray Bweikia Steen Lisa Stein Reginald Williams Victoria Young-Chiverton

Council for NAEYC Accreditation Christine Snyder, Chair Lorraine Cooke, Chair-Elect

Learn more at Leadership Speed Date Monday at 4:45 p.m., Lone Star Ballroom Salon G

Jill Bella Lorraine Breffni Rosalind Johnson Judith Lavender

Visit NAEYC.org/getinvolved for a complete list of available opportunities and instructions for submitting your application. Don’t forget, NAEYC Affiliates also offer leadership opportunities. Contact your Affiliate for more information.

Debi Mathias Nichole Parks Jorge Saenz De Viteri

NAEYC–CAEP Audit Team Mary Ellen Bardsley Dorothy Bauer Lorraine DeJong Susan Gilbert Kathleen Harris Kathleen Hursh Misty LaCour Pam Sebura

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NAEYC Corporate Strategic Alliances About the NAEYC Sponsorship Program The NAEYC Corporate Strategic Alliance program is designed to build strong and lasting relationships with corporations and organizations that connect to the important work of the Association, and that share and support NAEYC’s mission and vision for young children and their families.

Funds raised through sponsorships support NAEYC’s general programs and activities, or, when designated, specific Association events and projects. Sponsorship is not an endorsement by NAEYC of the organization, product or service.

Year-Round Platinum Sponsor

Year-Round Gold Sponsor

Year-Round Silver Sponsor

Advocacy Sponsors NAEYC wishes to recognize the sponsors of the 2018 Public Policy Forum.

For more information about the NAEYC Corporate Strategic Alliance program, contact Nicole Zuchetto at 202-350-8824, or nzuchetto@naeyc.org.

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NAEYC Exhibit Hall Level 2, Griffin Hall

Index of Exhibitors (as of May 11, 2018)

Visit the Exhibit Hall to discover new ideas and solutions from more than 50 early learning companies. Enjoy daily activities, demonstrations, and prize drawings.

Abrams Learning Trends

Stop by the NAEYC Homeroom at Booth #112 to pick up your complimentary registrant bag, learn how to use the Institute App, and join us for a fun game of ping pong.

Becker’s School Supplies

Collect colored ping pong balls from exhibitors on Monday and Tuesday to turn in for raffle tickets. Win an iPad or free registration to the NAEYC Annual Conference in Tuesday’s drawing.

Sunday, June 10

www.abramslearningtrends.com Curriculum resources/materials; Early literacy resources; Teaching resources Booth #211

ChildCare Careers, LLC

Bilingual Birdies

ChildCare Education Institute

Book Vine for Children

Child’s Play

www.bilingualbirdies.com Diversity in education/multicultural education; Bilingual education; Curriculum resources/materials Booth #504

www.bookvine.com Books/videos; Infants and toddlers Booth #608

Networking Reception 5:30–7:00 p.m.

Branagh Information Group

5:45–7:00 p.m.

www.branaghgroup.com Software/training Booth #508

Bright Horizons

Monday, June 11 Exhibit Hall Hours 10:00 a.m.–5:00 p.m. Ping Pong Challenge Time to collect colored ping pong balls from exhibitors! Relax and meet new friends through a game of ping pong near booth #112.

Tuesday, June 12 Exhibit Hall Hours 10:00 a.m.–2:00 p.m. Ping Pong Challenge Final hours to collect colored ping pong balls from exhibitors. Ping pong fun near booth #112. Final Prize Drawings 1:30–2:00 p.m.

2018 NAEYC Professional Learning Institute

www.child360.org Assessment/portfolios/observation; Professional development; Quality Improvement Booth #514

www.shopbecker.com Educational toys/games; Infants and toddlers; Learning settings/equipment/ materials Booth #400

Exhibit Hall Hours 12:00 noon–3:30 p.m.

Research Poster Session

Child360 (Formerly LAUP)

www.brighthorizons.com/careers Career opportunities; Infants and toddlers; Leadership Booth #607

Brookes Publishing

www.brookespublishing.com Books/videos; Curriculum resources/ materials; Professional development Booth #407

Carpets for Kids

www.carpetsforkids.com Classroom equipment/furniture/ supplies; Learning settings/equipment/ materials Booth #517

Cengage Learning

www.cengage.com Curriculum resources/materials; Higher education; Teaching resources Booth #412

Champlain College

www.champlain.edu/med Career opportunities; Higher education; Undergraduate/graduate schools Booth #507

www.childcarecareers.net Child care options; Infants and toddlers; School-age care/after-school care Booth #206

www.cceionline.com Computer software (administrative); Distance education; Professional development Booth #204

www.childsplayusa.com Books/videos; Educational toys/ games; Infants and toddlers Booth #301

Collegis Professional

www.collegisprofessional.com Higher education; Professional development; Leadership Booth #310

Community Playthings

www.communityplaythings.com Classroom equipment/furniture/ supplies; Multi-age; Playground equipment/supplies Booth #612

Connect 4 Learning

www.connect4learning.com Curriculum resources/materials; Professional development Booth #702

Conscious Discipline

www.consciousdiscipline.com Discipline/challenging behaviors; Professional development Booth #109

Constructive Playthings

www.constructiveplaythings.com Educational toys/games; Infants and toddlers; Playground equipment/ supplies Booth #303

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Index of Exhibitors Discount School Supply

www.discountschoolsupply.com Arts in education/art materials; Educational toys/games; Infants and toddlers Booth #103

Florida Institute of Technology

www.fit.edu Distance education; Higher education; Professional development Booth #307

Free Spirit Publishing

www.freespirit.com Curriculum resources/materials; Discipline/ challenging behaviors; Special-needs resources Booth #401

Frog Street Press

www.frogstreet.com Assessment/portfolios/observation; Curriculum resources/materials; Professional development Booth #105

Health and Human Services, Early Childhood Intervention Program www.hhs.texas.gov/services/disability/ early-childhood-intervention-services Health and safety; Infants and toddlers; Parent involvement Booth #701

HighScope Educational Research Foundation

Gryphon House

www.gryphonhouse.com Books/videos; Curriculum resources/ materials; Teaching resources Booth #703

Harrison & Company

www.harrisonandcompany.com Classroom equipment/furniture/supplies; Educational toys/games; Infants and toddlers Booth #603

Hatch

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Long Beach CVB

“Best In the West”; Site of the 2019 NAEYC Professional Learning Institute Booth #112

M.A.T. Industries

www.matindustriesinc.com Fundraising/incentives; Infants and toddlers; Kindergarten/primary Booth #113

HiMama

www.mabelslabels.com Fundraising/incentives; Kindergarten/ primary Booth #308

www.himama.com Assessment/portfolios/observation; Child care center management; Parent involvement Booth #502

Mabel’s Labels

National Center on Early Childhood Development, Teaching & Learning www.eclkc.ohs.acf.hhs.gov/ncecdtl Infants and toddlers Booth #409

Kaplan Early Learning Company

www.kaplanco.com Classroom equipment/furniture/ supplies; Curriculum resources/materials; Educational toys/games Booth #704

Kindermusik International Inc.

www.kindermusik.com Music curriculum; Infants and toddlers; Early literacy resources Booth #415

Kodo Kids

www.kodokids.com Educational toys/games; Infants and toddlers; Professional development Booth #306

Kohburg, Inc.

www.hatchearlylearning.com Educational toys/games; Professional development; Technology/information Booth #102

www.lifecubby.me Assessment/portfolios/observation; Child care center management; Computer software (administrative) Booth #300

www.highscope.org Professional development; Curriculum resources; Assessment/portfolio/ observation Booth #302

FunShine Express

www.funshineexpress.com Assessment/portfolios/observation; Curriculum resources/materials; Teaching resources Booth #700

LifeCubby

www.kohburg.com Classroom equipment; Kindergarten/ Primary; Wooden furniture Booth #500

Lakeshore Learning Materials

www.lakeshoreLearning.com Classroom equipment/furniture/supplies; Educational toys/games; Teaching resources Booth #203

NAEYC Homeroom

Come pick up your free registrant bag, play ping pong, and learn more about the Institute App. Booth #112

National Inventors Hall of Fame/ Invention Playground www.invent.org/inspire/inventionplayground-pre-k Curriculum resources/materials; Educational toys/games; Science/ environment Booth #315

Pearson

www.pearsoned.com Curriculum resources/materials; Mathematics; Professional development Booth #403

ProSolutions Training

www.prosolutionstraining.com Professional development; CDA coursework online Booth #404

2018 NAEYC Professional Learning Institute


Index of Exhibitors/ Index of Advertisers QBS, INC.

www.qbscompanies.com Discipline/challenging behaviors; Management/consultant services; Special-needs resources Booth #510

Redleaf Press

www.redleafpress.org Books/videos; Curriculum resources/ materials; Leadership Booth #406

SafeGard Classes Online

www.sgclassesonline.com Professional development; Bilingual education; Online childcare training Booth #208

SafeSpace Concepts, Inc.

www.safespaceconcepts.com Classroom equipment/furniture/ supplies; Educational toys/games; Playground equipment/supplies Booth #509

Scholastic Inc.

www.scholastic.com/education Books/videos; Curriculum resources/ materials; Professional development Booth #101

Smart Horizons

www.smarthorizons.org Distance education; Infants and toddlers; Professional development Booth #411

Teachers College Press

www.tcpress.com Assessment/portfolios/observation; Books/videos; Curriculum resources/ materials Booth #711

Teaching Strategies, LLC

www.teachingstrategies.com Assessment/portfolios/observation; Curriculum resources/materials Booth #602

Tout About Toys

www.toutabouttoys.com Classroom equipment/furniture/ supplies; Educational toys/games; Infants and toddlers Booth #503

Walden University

www.waldenu.edu Higher education Booth #402

ZERO TO THREE

www.zerotothree.org Parent involvement; Professional development; Supervision Booth #506

Smartcare

www.smartcare.com Technology/information; Assessment/portfolios/observation; Management/consultant services Booth #210

Index of Advertisers Cover 2

Connect 4 Learning Gryphon House Books

7

The Source for Learning

8 Pearson 9

Branagh Information Group

13

HighScope Educational Research Foundation

13

Walden University

14

Kaplan Early Learning Company

17

Texas AEYC

33

The Genius of Play

36

Bright Horizons

37

Continued

38 Child360 42

Community Playthings

48

Stepping Stone School

51

ChildCare Education Institute

59

Teachers College Press

79

Frog Street Press

79

ProSolutions Training

80

Champlain College

84

Waterford Institute

85

Tufts University

87

DePaul University

Cover 4

Teaching Strategies, LLC

Stepping Stone School

www.steppingstoneschool.com Administrative/staffing; Career opportunities; Leadership Booth #309

2018 NAEYC Professional Learning Institute

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Connect + Converse HELLO is our members-only online community supporting NAEYC’s Interest Forums.

Post a question and get advice from the international community—think of it as the profession’s water cooler. Follow threads and contribute to the discussion on interesting topics—technology in the classroom, Father’s Day, and “What do I call my center?” have all been hot topics recently.

Visit NAEYC.org/ membership to join as a member and converse and connect through Hello today!

Grow your network beyond your local community—join NAEYC Interest Forums on Hello to meet educators from all over who share your passions and goals.

Meet us at the beach! Mark your calendar for next year’s Professional Learning Institute in Long Beach, California June 2–5, 2019

Stay tuned in early 2019 for updates and announcements on presenting and registration. NAEYC.org/events/institute

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2018 NAEYC Professional Learning Institute


NAEYC Institute | Final Program 2018  
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