I can not believe that here I am, so close to the end of a long journey. There have been many moments throughout the past six years, yep I took the long route but I am so glad that I did, that I have been thankful for my colleagues and classmates. Discussion boards were always our way of communicating and now with the use of blogs we are able to reach each other on a more personal level. These past two quarters have been the most beneficial for me; it seems that most of us were feeling lost and alone and by sharing with each other we saw that was just not the case! I wish you all the best of luck in the future and if there is every anything that I can do for anyone please do not hesitate to contact me!
Thank you all,
~Julie
Tuesday, June 5, 2012
Monday, May 28, 2012
Enlisting and Providing Support
I have to admit I am just so overwhelmed at this point of the course. I feel like I understand the questions when I am reading the assignments and I put more detail then is asked of most; often turning in at least 5 pages (not including reference or cover page) compared to the requirement of 2 pages. Then when I review my grades the comments are that I am passionate about my advocacy but that I have not answered or provided enough details. Although I am currently getting a B in this course I fear that I will fall below the passing grade. I had a 3.96 grade point average entering this last course and really do not want to see that be shattered with one course. Actually the only B I have on my transcript was another course I did take with Professor McGee-Swope so I anticipated having to work even harder than I have been. Am I the only one?
For this assignment I am not even sure which questions to ask of you all. I keep coming back to the struggle of second guessing if I am even doing this assignment and subsequent presentation correctly. I was not so nervous at the beginning of the course because I knew that I was comfortable at my internship placement (which is my employers - this quarter with my "sister" Head Start center; we are in the same county but about 10 minutes apart from each other and cover different towns). I knew who I would be presenting to and what I wanted to see happen. The Site Administrator (Director) and the Lead Teachers have been discussing our want to be in collaboration with the new Pre-K program in our county school system since it just came to our county this school year. We have seen our other centers (there are 7 other Head Start centers in our program) struggle with their respected school board systems and we did not want to start our collaboration on a rocky relationship. I have felt I was sure who was going to be in my audience group and had been looking forward to sharing. Now that we are getting there I am worried that what I have prepared is just not enough. My questions for you are how many are doing power point presentations? Is there anyone else that is choosing to give an informative speech approach? I have gained a few ideas for helpful Internet sites from our discussion but if anyone has others that they have found useful that would always be appreciated.
My advocacy plan is to gain a collaborative relationship with our local Virginia Preschool Initiative program with the ultimate hope that we can house a collaborative classroom within the center I am currently working. We have an empty classroom that would be an ideal location! If anyone has any tips on any collaboration relationships that have worked they would be greatly appreciated. I feel that I have a great professional relationship now since we do use the school board special education director for concerns with developmental and speech needs for our children each year. We have helped parents begin the Child Find process or Speech Assessments and I attend subsequent IEP's eligilibity and annual meetings. Can you think of any questions that you would like to hear if you were to attend my presentation?
There is one site that really took me for a surprise, not so much because of the content but that fact that I was only the 17th person to use this site to contact local governmental respresentative to show my support for Head Start; at least from the State of Virginia. The site is http://www.nhsa.org/news_and_advocacy/advocacy. Again, since my advocacy is based with the importance of Head Start and a relationship with other programs I felt it was important to find facts on Head Start. This site was helpful!
For this assignment I am not even sure which questions to ask of you all. I keep coming back to the struggle of second guessing if I am even doing this assignment and subsequent presentation correctly. I was not so nervous at the beginning of the course because I knew that I was comfortable at my internship placement (which is my employers - this quarter with my "sister" Head Start center; we are in the same county but about 10 minutes apart from each other and cover different towns). I knew who I would be presenting to and what I wanted to see happen. The Site Administrator (Director) and the Lead Teachers have been discussing our want to be in collaboration with the new Pre-K program in our county school system since it just came to our county this school year. We have seen our other centers (there are 7 other Head Start centers in our program) struggle with their respected school board systems and we did not want to start our collaboration on a rocky relationship. I have felt I was sure who was going to be in my audience group and had been looking forward to sharing. Now that we are getting there I am worried that what I have prepared is just not enough. My questions for you are how many are doing power point presentations? Is there anyone else that is choosing to give an informative speech approach? I have gained a few ideas for helpful Internet sites from our discussion but if anyone has others that they have found useful that would always be appreciated.
My advocacy plan is to gain a collaborative relationship with our local Virginia Preschool Initiative program with the ultimate hope that we can house a collaborative classroom within the center I am currently working. We have an empty classroom that would be an ideal location! If anyone has any tips on any collaboration relationships that have worked they would be greatly appreciated. I feel that I have a great professional relationship now since we do use the school board special education director for concerns with developmental and speech needs for our children each year. We have helped parents begin the Child Find process or Speech Assessments and I attend subsequent IEP's eligilibity and annual meetings. Can you think of any questions that you would like to hear if you were to attend my presentation?
There is one site that really took me for a surprise, not so much because of the content but that fact that I was only the 17th person to use this site to contact local governmental respresentative to show my support for Head Start; at least from the State of Virginia. The site is http://www.nhsa.org/news_and_advocacy/advocacy. Again, since my advocacy is based with the importance of Head Start and a relationship with other programs I felt it was important to find facts on Head Start. This site was helpful!
Sunday, May 13, 2012
Advocacy Journey
As I searched for a quote that would stand out for me I found that there is even more of a need for me to become as advocate for Head Start; there seems to be more opposition for this program than I was aware of. Although my quote does not directly state anything about Head Start for me it shows that education makes an impact.
"A teacher effects eternity; he can never tell where his influence stops." Henry B. Adams found at http://www.positivityblog.com/index.php/2007/04/20/21-inspirational-quotes-on-education/.
This spoke to me; showed me that we may not see the effects of our teaching in this moment but one will never know who will be impacted by what I do today. A child may go home and share an insight with their siblings, family, or friends and that teaching can be spread. I often see the impact of my efforts when I have visited the local elementary school and see my former students in their new classrooms. To see a student that came to me unable to participate in a structured setting; limited ability to control emotions and little peer relations, and then I witness them following directions and completing assigned work with no struggles. It truly put a smile on my face and a warmth in my heart. The teachers they have now really can not appreciate the efforts we put into getting those "sparklers" to this point in their academic successes. One child in particular comes to mind; a now six year old with autism. He came to our program at three years old and his primary function in the classroom was to create chaos. He found pleasure in yelling, running, and knocking down anything in his way (shelves, people, trays of food, pictures off a wall). He would laugh as he did these things and boy was he quick. During his two years with us the behavior did lessen. When we began preparing for his transition into kindergarten the discussion of his need for a full time aide was brought up and he was able to have the use of a person to help him with the major transitions of the school day; that was last school year. When I entered into the first grade classroom where I did my observations and lessons for the Math, Science, and Language Arts classes I was so excited to see this student with no aide. I was told that he only had the aide now for one hour in the mornings and that really he didn't show any need for her assistance. He was able to sit and just with subtle reminders from the teacher he could refocus and complete his work. I knew with the ability to be in our structures environment and be taught the skills needed before entering into the school system I had helped make a difference. His parents support this thought by their continued support of the Head Start; they donate materials to us still and are looking forward to enrolling their youngest child for the next school, who has also been diagnosed with autism.
Hearing success stories like the above mentioned is what keeps me going and keeps me excited about the Head Start program which is my advocacy plan. I see each year the impact we make for the children in our community. I did not grow up in the area that I currently live and work in and therefor do not know everyone in the small community. For those that have lived here their whole lives I can see how all the families are intertwined in even the smallest of ways. What I find exciting is that the longer I am with the program the more people are coming up to me and saying they had family come through the program and they all are so grateful for chance to be in the program. Just yesterday I had an employee from a local bank share with me that all three of her grand daughters went to the Head Start that I work at now; almost fifteen years ago. At that time it was the only program willing to take her one grand daughter who has autism. Because of the success they saw with her and the dedication of the staff and program they wanted the other sisters to go as well. All three are now successful high school students or graduates and were honor roll students. Now although I was not there during that time period it allows me to see that the Head Start program can work!
I have found that with these success stories I am still facing challenges in my efforts. Many of them are personal ones as well as professional ones. As I have continued through all these courses I have found myself growing into my profession. I have been in this field for almost twenty years and felt I was presenting myself in a professional manner before but I truly can see the difference in my thoughts and actions. Now that part of my advocacy plan is to collaborate with other early childhood education professionals and speak about the impact of Head Start I definitely want to come across as being competent. Just recently I was in an IEP meeting and the Early Childhood Education Director was discussing options with one of my current parents for their child next school year. This child is not quite ready for kindergarten and is awaiting a diagnosis for possible autism. We have worked so hard with this family for two years and to get them to this point in their child's life is just a success for me personally. As we sat in the meeting the director was talking about the two options for this family and child; the new preschool program at another local elementary school or enrolling for kindergarten at the "home" elementary school with the understanding that she will more than likely be repeating this grade twice. As the director was describing the preschool program it make me feel like she was telling the parents we had not been doing those same efforts with their daughter. At first I didn't want to be rude but I finally added my opinion; that at the Head Start we were also an academically and curriculum based program. Our goal is also school readiness and that if their daughter were age eligible we would have loved to keep her but once the child reaches the age of five and is able to enroll into the school system in the next available school year that was just not an option any longer. The director realized she had "offended" me and apologized after. It seems that everyone's thoughts on our program are going to have to be reminded that we are not just a free day care program. I think part of those feelings I was having is that I have worked so hard for this degree and to be able to stay in my job and I just want others to recognize this in me and "my" program. The more I express and show my knowledge the more that others will be able to recognize.
What I believe will be most effective in helping me overcome this challenge is the support of my co-staff and supervisors. I am actually looking forward to presenting my advocacy plan to the intended audience; which consists of my direct supervisor, two of our specialists (Disabilities/Mental Health, and Education), and one Head Start parent. In the future I would like to invite a representative from the local school system; possibly the director I mentioned above. Part of my plan would entail me getting the feedback needed from my supervisor and specialist to approve the use of the empty classroom in my building currently. The goal I have is to possibly allow for us to get the classroom filled with a collaborative classroom of half Head Start students and half preschool students from the local elementary school.
What encourages me or how can I encourage others? That is a great question! What I find encouraging is hearing the positive stories and seeing the positive outcomes. I also get encouraged when the supervisors or others that oversee the program operations express how they see what I am doing and it is positive feedback. I also want to hear their ideas on how they can see things improve or be slightly different to make a greater impact. I hope that by me sharing what I find to be a great message, my excitement will carry over and be encouragement for others. I know when I am excited about something I get animated and talk more emotionally as well as what I think is logically. I have been known to cry at parents orientations and meetings because I feel so strongly about the role parents play in their child's lives and I want them to understand their importance. I have been told this allows the parents to see me in a "human" way and they find me approachable.
I just want to know I have made a difference to a child and their family; if that means putting myself out there and becoming somewhat vulnerable in my efforts I know that it is worth it!
"A teacher effects eternity; he can never tell where his influence stops." Henry B. Adams found at http://www.positivityblog.com/index.php/2007/04/20/21-inspirational-quotes-on-education/.
This spoke to me; showed me that we may not see the effects of our teaching in this moment but one will never know who will be impacted by what I do today. A child may go home and share an insight with their siblings, family, or friends and that teaching can be spread. I often see the impact of my efforts when I have visited the local elementary school and see my former students in their new classrooms. To see a student that came to me unable to participate in a structured setting; limited ability to control emotions and little peer relations, and then I witness them following directions and completing assigned work with no struggles. It truly put a smile on my face and a warmth in my heart. The teachers they have now really can not appreciate the efforts we put into getting those "sparklers" to this point in their academic successes. One child in particular comes to mind; a now six year old with autism. He came to our program at three years old and his primary function in the classroom was to create chaos. He found pleasure in yelling, running, and knocking down anything in his way (shelves, people, trays of food, pictures off a wall). He would laugh as he did these things and boy was he quick. During his two years with us the behavior did lessen. When we began preparing for his transition into kindergarten the discussion of his need for a full time aide was brought up and he was able to have the use of a person to help him with the major transitions of the school day; that was last school year. When I entered into the first grade classroom where I did my observations and lessons for the Math, Science, and Language Arts classes I was so excited to see this student with no aide. I was told that he only had the aide now for one hour in the mornings and that really he didn't show any need for her assistance. He was able to sit and just with subtle reminders from the teacher he could refocus and complete his work. I knew with the ability to be in our structures environment and be taught the skills needed before entering into the school system I had helped make a difference. His parents support this thought by their continued support of the Head Start; they donate materials to us still and are looking forward to enrolling their youngest child for the next school, who has also been diagnosed with autism.
Hearing success stories like the above mentioned is what keeps me going and keeps me excited about the Head Start program which is my advocacy plan. I see each year the impact we make for the children in our community. I did not grow up in the area that I currently live and work in and therefor do not know everyone in the small community. For those that have lived here their whole lives I can see how all the families are intertwined in even the smallest of ways. What I find exciting is that the longer I am with the program the more people are coming up to me and saying they had family come through the program and they all are so grateful for chance to be in the program. Just yesterday I had an employee from a local bank share with me that all three of her grand daughters went to the Head Start that I work at now; almost fifteen years ago. At that time it was the only program willing to take her one grand daughter who has autism. Because of the success they saw with her and the dedication of the staff and program they wanted the other sisters to go as well. All three are now successful high school students or graduates and were honor roll students. Now although I was not there during that time period it allows me to see that the Head Start program can work!
I have found that with these success stories I am still facing challenges in my efforts. Many of them are personal ones as well as professional ones. As I have continued through all these courses I have found myself growing into my profession. I have been in this field for almost twenty years and felt I was presenting myself in a professional manner before but I truly can see the difference in my thoughts and actions. Now that part of my advocacy plan is to collaborate with other early childhood education professionals and speak about the impact of Head Start I definitely want to come across as being competent. Just recently I was in an IEP meeting and the Early Childhood Education Director was discussing options with one of my current parents for their child next school year. This child is not quite ready for kindergarten and is awaiting a diagnosis for possible autism. We have worked so hard with this family for two years and to get them to this point in their child's life is just a success for me personally. As we sat in the meeting the director was talking about the two options for this family and child; the new preschool program at another local elementary school or enrolling for kindergarten at the "home" elementary school with the understanding that she will more than likely be repeating this grade twice. As the director was describing the preschool program it make me feel like she was telling the parents we had not been doing those same efforts with their daughter. At first I didn't want to be rude but I finally added my opinion; that at the Head Start we were also an academically and curriculum based program. Our goal is also school readiness and that if their daughter were age eligible we would have loved to keep her but once the child reaches the age of five and is able to enroll into the school system in the next available school year that was just not an option any longer. The director realized she had "offended" me and apologized after. It seems that everyone's thoughts on our program are going to have to be reminded that we are not just a free day care program. I think part of those feelings I was having is that I have worked so hard for this degree and to be able to stay in my job and I just want others to recognize this in me and "my" program. The more I express and show my knowledge the more that others will be able to recognize.
What I believe will be most effective in helping me overcome this challenge is the support of my co-staff and supervisors. I am actually looking forward to presenting my advocacy plan to the intended audience; which consists of my direct supervisor, two of our specialists (Disabilities/Mental Health, and Education), and one Head Start parent. In the future I would like to invite a representative from the local school system; possibly the director I mentioned above. Part of my plan would entail me getting the feedback needed from my supervisor and specialist to approve the use of the empty classroom in my building currently. The goal I have is to possibly allow for us to get the classroom filled with a collaborative classroom of half Head Start students and half preschool students from the local elementary school.
What encourages me or how can I encourage others? That is a great question! What I find encouraging is hearing the positive stories and seeing the positive outcomes. I also get encouraged when the supervisors or others that oversee the program operations express how they see what I am doing and it is positive feedback. I also want to hear their ideas on how they can see things improve or be slightly different to make a greater impact. I hope that by me sharing what I find to be a great message, my excitement will carry over and be encouragement for others. I know when I am excited about something I get animated and talk more emotionally as well as what I think is logically. I have been known to cry at parents orientations and meetings because I feel so strongly about the role parents play in their child's lives and I want them to understand their importance. I have been told this allows the parents to see me in a "human" way and they find me approachable.
I just want to know I have made a difference to a child and their family; if that means putting myself out there and becoming somewhat vulnerable in my efforts I know that it is worth it!
Wednesday, April 11, 2012
Hello
After starting to add my fellow classmates from EDU 412 to my RSS reader I realized I had not posted anything to my blog. Just want to reiterate how excited I am, just as you all are, to be in this course and be so close to finishing our goal. After I finally got the hang of the blog last quarter I found I actually enjoyed the process. I look forward to reading and sharing with everyone again this quarter.
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