NAEYC 2019 Professional Learning Institute Program by NAEYC

Long Beach, California June 2â&#x20AC;&#x201C;5

2019

Professional Learning Institute Share with us on social media using #naeycINST

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For additional information visit NAEYC.org/institute

WHY

W E â&#x20AC;&#x2122;R E B E T T E R

2019 Professional Learning Institute

Empowering early childhood professionals with fresh ideas and insights to participate in and facilitate the highest quality professional development

Schedule of Events Saturday, June 1

Monday, June 3

Tuesday, June 4

8:30am–4pm & 12 noon–4pm Pre-Institute Workshops (Preregistration required)

7 am–3 pm Institute Registration

7 am–12 noon Institute Registration

8–10 am Sessions

9 am–5 pm Institute Registration

10 am–5 pm Exhibit Hall NAEYC Shop

10 am–2 pm Exhibit Hall NAEYC Shop

10:30 am–12:30 pm Sessions

12:30–2 pm Lunch Break / Concessions in Exhibit Hall

2–4 pm Sessions

1:30–2 pm Prize Drawings

4–4:30 pm Ping Pong Challenge

2–4 & 4:30–5:30 pm Sessions

4:30–5:30 pm Sessions

Wednesday, June 5

Sunday, June 2 7 am–6 pm Institute Registration 8:30–10 am Opening Plenary Session 10:30 am–12:30 pm Sessions 12 noon–3:30 pm Exhibit Hall NAEYC Shop 12:30–2 pm Lunch Break / Concessions in Exhibit Hall

8–10 am Sessions

2–4 & 4:30–5:30 pm Sessions 5:30–7 pm Networking Reception 5:45–7 pm Research Poster Session

10:30 am–12 noon Closing Plenary Session EXHIBIT HALL Discover new ideas and solutions from more than 60 early learning companies while enjoying daily activities, demonstrations, and prize drawings. 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.

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. It is important for 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.

Table of Contents 4 Welcome Letter

Saturday, June 1

5 Sponsors

19 Pre-Institute Workshops

8 Announcements

Affiliate Day 8 am–3 pm

12 Maps 14 Discover Long Beach 20 Research Symposium Schedule

hyatt regency long beach, regency ballroom b/c

Topic-Based Workshops 8:30 am–4 pm Accreditation Workshops 8:30 am–4 pm

89 Become an NAEYC Leader

Half-Day Workshop 12 noon–4 pm

Sunday, June 2 23 Opening Plenary Session 8:30–10 am terrace theater / long beach performing arts center

24 Sessions 10:30 am–12:30 pm Featured Session Changing mindsets grand ballroom

28 Sessions 2–4 pm Featured Session Racial microaggressions

Workgroups, Panels, & Liaisons

grand ballroom

33 Sessions 4:30–5:30 pm

90 NAEYC Corporate Alliances

36 Networking Reception 5:30–7 pm hall B, lower level

91 Exhibit Hall Index of Exhibitors

38 Research Poster Session 5:45–7 pm hall B, lower level

93 Index of Advertisers 95 Certificate of Attendance

Institute Evaluation Please remember to complete the 2019 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 professional development activities.

2019 NAEYC Professional Learning Institute

Table of Contents Monday, June 3

Tuesday, June 4

Wednesday, June 5

41 Sessions 8–10 am

61 Sessions 8–10 am

81 Sessions 8–10 am

Featured Session

Baby boomers to X, Y, and Z grand ballroom

Integrating social justice approaches in preservice and in-service teacher education

ACCESS Session

grand ballroom

43 NAECTE Session 8 pm–12:30 pm

63 Research Symposium Session 8–10 am room 104A

46 Sessions 10:30 am–12:30 pm Featured Session The early advantage grand ballroom

Preparing teachers to work with children who have been traumatized grand ballroom

86 Closing Plenary Session 10:30 am–12 noon grand ballroom B

65 Sessions 10:30 am–12:30 pm Featured Session Counting all children

ACCESS Session

grand ballroom

50 Sessions 2–4 pm

70 Sessions 2–4 pm

Featured Session

Cross-border window shopping grand ballroom

Five steps for self-regulation for administrators, educators, and children

grand ballroom

ACCESS Session 52 Research Symposium Session 2–4 pm room 104A

75 Sessions 4:30–5:30 pm

55 Sessions 4:30–5:30 pm

Complimentary Wi-Fi for Sessions Network: NAEYC Password: PLI2019! (case sensitive) There is also free Wi-Fi is available in the lobby areas of the Long Beach Convention & Entertainment Center. The network name is Free Internet. There is no password needed.

2019 NAEYC Professional Learning Institute

Welcome Early Childhood Professionals & Leaders! Dear Attendees, Welcome to Long Beach, California! Thank you for meeting us at the beach for NAEYC’s 2019 Professional Learning Institute. Let’s prove once again that we are stronger together! Get ready for an exciting week of sessions and events to motivate, educate, and inspire. We challenge you to attend workshops that speak to your experience as an early childhood professional, to make connections with peers in the field, to visit the exhibit hall to check out innovative solutions in early learning, and to enjoy the beach. Please share what you learn here in Long Beach with your program, community, and colleagues! This year, our keynote speaker, renowned architect Trung Le, will explore humanity-based design during the opening plenary and challenge you to innovate as futurists.

Amy O’Leary, Governing Board President

Rhian Evans Allvin, Chief Executive Officer

NAEYC Governing Board Amy O’Leary, President Ann McClain Terrell, President-Elect

Don’t miss our research symposium—designed to connect you to research, policy, and practice that impact your everyday work. Look forward to thought-provoking dialogue with experts.

Crystal Sanford-Brown, Vice President

Collectively, we have the power to shape the future of early childhood education. Building on our progress with Power to the Profession, we will dive deep into topics highlighting compensation strategies and explore what early learning professionals should know and be able to do. As we prepare to launch our first ever position statement on advancing equity, effective implementation is on our minds! We need you— practitioners, administrators, and system leaders—to pick up the mantle of implementation, and we want to explore the best ways to do that.

Uhriel Bedoya

Remember—our time is now! The work we accomplish today will set a foundation for the leaders of tomorrow and cultivate the status of the early childhood education profession for decades to come.

Tamara Johnson

So, let’s get to work!

Nicol Russell

Sincerely,

Stacia Tipton

Steven Hicks, Secretary Carl L. Hairston, Treasurer Anthony Broughton Isauro Escamilla Calan Dina C. Castro Jie-Qi Chen Sebreana Domingue Elisa Huss-Hage Alissa Mwenelupembe Yohana Quiroz

Michelle Wlazlo Rhian Evans Allvin (Ex Officio)

Amy O’Leary, NAEYC Governing Board President

Rhian Evans Allvin, NAEYC Chief Executive Officer

2019 NAEYC Professional Learning Institute

Sponsored by

am–3 pm

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

NAEYC Accreditation Workshops

Using powerful interactions with adults to promote children’s learning and success

Higher education faculty workshop: Completing the NAEYC higher education accreditation process

room

8:30

101B

am–4 pm

room

Judy Jablon , Leading for Children; Diana Courson , Arkansas State University; Nichole Parks , Leading for Children

Making, tinkering, and engineering in early childhood room

8:30

102B

am–3 pm

Cate Heroman , Cate Heroman , LLC

From survive to thrive: Leading early childhood programs room

8:30

101A

am–4 pm

Megan Woolston , NAEYC; Mary Harrill , NAEYC; Bridget Murray , Henderson Community College

Sponsored by Leadership Institute • Academic Services

NAEYC Accreditation of Early Learning Programs: Implementing the process room

8:30

104A

am–4 pm

April Kimble , NAEYC; Meghann Hickey , NAEYC

102C

am–4 pm

Debbie LeeKeenan , AntibiasLeadersECE; Sarah Felstiner , Hilltop Children’s Center

Don’t forget to check out the Institute App on Google Play and the Apple iTunes Store!

Half-Day Workshop Don’t forget to check out the Institute App on Google Play

Power to the Profession: From shared and the Apple iTunes Store! framework to implementation and investment room

104C

noon–4 pm

Search “NAEYC Institute” in app stores to download.

Co-hosted by NAEYC and Power to the Profession National Task Force members

Search “NAEYC Institute” in app stores to download. Follow the conversation on Facebook and Twitter using #naeycINST.

Follow the conversation on Facebook and Twitter using #naeycINST.

Research Symposium Schedule Monday, June 3

Tuesday, June 4

The research—policy—practice cycle: Moving our field forward

Cutting child poverty in half within a decade

room

2–4

104A

room

8–10

Networks that convene to explore issues facing the field of early childhood are most effective when researchers, policymakers, and educators steeped in the practice are at the table together. The NYC Early Childhood Research Network, a unique collaboration that includes research scientists from community colleges as well as public and private colleges and universities in New York City, models this approach, making significant contributions to the field. How did it get started? How does it work? What are its contributions? This conversation is designed to share our work, and inspire other cities and states as they consider their own collaborations to move our field forward. Sherry Cleary , New York Early Childhood Professional Development Institute; Kate Tarrant , NYC Early Childhood Research Network; Simone Hawkins , NYC Department of Health and Mental Hygiene; Jennifer Gilken , Borough of Manhattan Community College; Jen Longley , Borough of Manhattan Community College; Jillian Crosby , Borough of Manhattan Community College

104A

In response to a mandate from Congress, the National Academies of Science, Engineering, and Medicine (NASEM) released a landmark consensus study on child poverty in the US. This study included analysis of the economic, health, and social costs of child poverty to our society, as well as the effectiveness of current anti-poverty programs to reduce child poverty. Based on this analysis, the study committee issued a set of evidence-based policy recommendations about how to cut the national child poverty rate in half within a decade. Join us to hear from leading experts on this new landmark study and learn how you can utilize its findings to reduce child poverty and its negative consequences in the US. Greg J. Duncan , University of California, Irvine; Jackie Thu-Huong Wong , GRACE; Donna Sneeringer , Child Care Resource Center (CCRC); Antionette Dozier , Western Center on Law & Poverty; Becca Patton , First 5 LA

Research Symposium sponsored by

NAEYC is Looking for Book Authors! Are you writing a book? Or do you want to talk with an editor about a book you are interested in writing? Editors from NAEYC’s Books Department are available to meet with you. To schedule an appointment, email Kathy Charner at kcharner@naeyc.org. Submission guidelines are available at NAEYC.org/writing-a-book.

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Exhibit Hall Come discover new ideas and solutions to build on what you learn in the conference sessions.

Sunday, June 2 12 noon–3:30 pm Exhibit Hall/NAEYC Shop 12:30–2 pm Lunch Break ($) 5:30–7 pm Networking Reception 5:45–7 pm Research Poster Session

Monday, June 3 10 am–5 pm Exhibit Hall/NAEYC Shop 10:30 am–12:30 pm Learning Bytes 12:30–2 pm Lunch Break ($) 2–4 pm Learning Bytes 4–4:30 pm Ping Pong Challenge

Hall B LOWER LEVEL

Tuesday, June 4 10 am–2 pm Exhibit Hall/NAEYC Shop 10:30 am–12:30 pm Learning Bytes 12:30–2 pm Lunch Break ($) 1:30–2 pm Prize Drawings

NAEYC Shop in the Exhibit Hall

PING PONG

Collect colored ping pong balls on Monday & Tuesday from exhibitors. Relax and meet new friends through a game of ping pong near Homeroom booth #126.

Visit Us For: Books & Resources NAEYC Merchandise

We redesigned the shop! Check out our new look while browsing our high-quality publications. All Institute attendees receive a 20% discount on purchases, so stock up that library while you’re here! Don’t worry about hauling heavy books back home—orders over $60 are eligible for free shipping. Stop by to say hi and see what we have for you!

Sunday

Opening Plenary Session

Humanity centered design Trung Le, 180 Studio. terrace theater long beach performing arts center

8:30–10

Inspired by living systems, we can begin to write a new humanity- centered story. Learning from living systems, we can begin to design a new ecology of living and learning environments for our children and ourselves. Join us for this keynote address to: • Better understand the power of design and design thinking. • Learn the six properties of living systems through the lens of design. • Get examples of how the six properties of living systems can be applied at multiple scales to everything we are designing—from a culture to a city to a school to a learning space. • Better understand the connections between pedagogy and place making, the physical environment as the third teacher.

Le is a founding partner of a global design studio that helps communities and clients curate the spaces, stories, and strategies that advance our collective understanding of the future of learning. Le currently serves on the Board of Trustees at the Academy for Global Citizenship, a Chicago public charter school located on the underserved southwest side of Chicago. Refer to the Walking map, distributed at the registration desk on-site, for directions to the Terrace Theater/Long Beach Performing Arts Center.

EXHIBIT HALL

PING PONG

Check Your Registrant Bag for More Information

ROUNDUP

Monday June 3rd

Tuesday June 4th

10 AM –5 PM

10 AM –1 PM

Sunday 10:30 am–12:30 pm Featured Session Changing mindsets: Culturally and linguistically responsive practices for young dual language learners and their families in ECE settings grand ballroom

10:30

am–12:30 pm

Participants will begin by completing selfassessment tools regarding dispositions, including relevant beliefs and values regarding culturally responsive practices in early childhood settings. Presenters will address current knowledge about how children learn languages and review relevant research leading to recommended practices for assessment, eligibility determination, and learning strategies for culturally, linguistically, and ability diverse students, with a focus on dual language learners and their families in ECE. Susan Moore , University of Colorado , Boulder; Clara Pérez-Méndez , Puentes Culturales

Sponsored by

Building a profession: Addressing higher education barriers for the early childhood workforce room

101A

10:30

am–12:30 pm

In this session, T.E.A.C.H. Program counselors and scholars and higher education faculty will (a) present survey findings that identify barriers to higher education for the early childhood workforce; (b) discuss strategies that two states in the Addressing Early Childhood Higher Education Barriers Project are using to address barriers, such as remedial math, student teaching, the lack of bilingual curriculum, and access and affordability; and (c) highlight innovative solutions being used to address these barriers.

Understanding what preschoolers are thinking: A critical (and often missing) foundation for decisions about pre-K curriculum and instructional interactions room

101B

10:30

am–12:30 pm

Participants will consider examples of preschoolers’ misunderstandings in a variety of language and literacy instructional contexts, along with the presenter’s suggestions about “what a child was likely thinking.” Participants then discuss with their small group several additional examples. Presenter and participants will explore implications of preschoolers’ thinking for decisions about pre-K curriculum and instructional interactions. Judith Schickedanz , Boston University Language & Literacy

Translating relationship-based professional development competencies to action: Building coaching skills through informed practice and reflection room

102A

10:30

am–12:30 pm

Join us as we use the Minnesota Relationship-Based Professional Development (RBPD) competencies as a foundation to identify, discuss, and participate in learning experiences that bridge knowledge to practice. We will view teacher–coach video in order to identify RBPD strategies that can be used for coaches, mentors, consultants, and technical assistance specialists. We will actively practice skills and reflect on learning activities that, regardless of coaching content area, support participants so that they leave with coaching tools to put into practice. Vicki Hawley , University of Minnesota Center for Early Education and Development; Beth Menninga , Center for Inclusive Child Care, Concordia University, St Paul, MN Technical Assistance (Coaching, Mentoring, Consultation)

Sue Russell , TEACH Early Childhood® National Center; Sharon Sullivan , TEACH Early Childhood® National Center; Phyllis Kalifeh , Children’s Forum , Inc; Ana De Hoyos O’Connor , San Antonio College Professional Development Systems

2019 NAEYC Professional Learning Institute

Sunday Developing early childhood teachers for social change: Preservice teachers reflect on their White fragility

Understanding the uniqueness of family child care: Coaching and mentoring strategies for successful relationships with providers

room

102B

room

103B

10:30

am–12:30 pm

10:30

am–12:30 pm

Review the theory of White fragility. Learn strategies for supporting preservice teachers’ reflection on their White fragility that can be used in teacher education courses. Sarah Jean Baker , Missouri State University Educator/Teacher Preparation

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

102C

10:30

am–12:30 pm

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 an opportunity to ask questions. Mary Harrill , NAEYC Accreditation of Higher Education Programs

Play it forward: Defending play-based practices by making learning visible room

103A

10:30

am–12:30 pm

Children learn best through play, yet many programs struggle with defending this practice. Understanding current research and having skills for communicating its importance as well as the conviction to implement it are key. In this interactive workshop, you’ll discover how to communicate the valuable outcomes that happen when children are allowed the freedom to direct their own learning through play. Learn how displays and documentation will make learning visible to children, parents, visitors, and other educators. Participants are encouraged to bring an iPad, if possible. Kim Adams , Barron Park Preschool

Supporting family child care providers can be a unique challenge for coaches and mentors who are embracing this demographic in our field yet are used to working with center-based staff. This session will outline the stages of professional development for providers as they evolve as educators and discuss the important differences between a family child care program and a center-based program. Participants will leave with strategies for building successful relationships and fresh approaches to the professional development they offer providers. Patricia Dischler , National Association for Family Child Care; Donna Fowler , National Association for Family Child Care Technical Assistance (Coaching, Mentoring, Consultation)

Share the cost, strengthen the quality: How ECE shared services alliances can build high-quality professional development opportunities for ECE directors, staff, and family child care providers room

103C

10:30

am–12:30 pm

This session will bring together representatives from three shared services alliances in Los Angeles County to talk about their stories highlighting how this innovative system has improved professional development outcomes for staff, children, and families. Panel members will discuss their shared services alliance journeys—how they formed their alliance, how it currently operates, professional development activities, plus the past successes and the challenges for next steps. Joyce Robinson , Opportunities Exchange; Marcella McKnight , Opportunities Exchange; Gloria Davis , Girls Club of Los Angeles; Susan Wood , Children’s Center at Caltech; Micaela Walker , Precious Little Heartbeat Family Child Care Community Partnerships

Play

2019 NAEYC Professional Learning Institute

Sunday Using practice-based coaching to increase teachers’ inclusive practices in preschool room

104A

10:30

am–12:30 pm

Learn how early childhood coaches across Iowa used practice-based coaching to help teachers in a pilot project increase inclusive practices in classrooms. Teachers and coaches were trained in DEC evidence-based inclusive practices, with the goal to increase specially designed instruction for students with Individualized Education Plans, as well as increasing developmentally appropriate practices for all children. This session will focus on how this coaching model assisted coaches in helping teachers change their practice and increase inclusive practices. Melanie Reese , Grant Wood Area Education Agency; Betsy Lin , Iowa Department of Education; Pamela Elwood , Green Hills Area Education Agency; Lorry Wilson , Mississippi Bend Area Education Agency Training & Professional Development Programs

104B

10:30

am–12:30 pm

A panel will discuss key ideas highlighted in the new position statement (planned to be adopted by the Board in April). Participants will learn about the statement and its key ideas and reflect on ways they can begin to use the statement in their work. Elisa Huss-Hage , NAEYC Governing Board Early Learning Systems Committee; Shayna Cook , Bainum Foundation Diversity & Equity

Available at the NAEYC Shop!

Equity & Diversity Build on children’s diverse knowledge and abilities and empower them to achieve their full potential. Item 2843 List $25 | Institute Price $20

Spotlight on Young Children Spotlight on Young Children: Equity & Diversity

New! Spotlight on Young Children

room

104C

10:30

am–12:30 pm

This workshop will explore the importance of good communication in the workplace. There is a great need to add humor in our lives and use it appropriately. Participants will discover simple and easy activities and motivators to use all year long to help create a cohesive work team. To bond as a group, people must have shared dreams and investment. Participants will leave this session with something they can implement at their center. Sarah Miner , Live & Learn Early Learning Center , LLC and Granite State College; Johanna BoothMiner , Live & Learn Early Learning Center LLC Professionalism, Leadership & Ethics

Meet your AFPs

Advancing Equity in Early Childhood Education: NAEYC’s newest position statement room

The power of play in building strong teams: Let’s run up the hill and fall down together laughing

Cristina Gillanders & Rossella Procopio editors

Equity Diversity

room

201A

10:30

am–12:30 pm

Find out more about how NAEYC Accreditation Facilitation Projects built their structures and learn how they support programs in their regions. Kristen Johnson , NAEYC Accreditation of Early Learning Programs

Coaching teachers around challenging behaviors: Creating responsive environments where all children thrive room

201B

10:30

am–12:30 pm

This session will give coaches/administrators tools to return a sense of competence and efficacy to teachers faced with children’s challenging behaviors. We’ll examine challenging behaviors through two lenses: the environments teachers create and how we can effectively arm children to handle classroom social-emotional demands. First, we will actively explore five practices teachers can incorporate into their classrooms to lessen challenging behaviors. Then we will lay out the classroom practices that are effective in teaching children socialemotional skills. Michelle Salcedo , The Sunshine House Guidance/Discipline/Challenging Behaviors

2019 NAEYC Professional Learning Institute

Sunday The Science of Early Learning: Connecting research to practice

Choosing safe art supplies: Protecting children from environmental health hazards

room

202A

room

202C

10:30

am–12:30 pm

10:30

am–12:30 pm

There is a significant gap between academic research and its translation into usable knowledge and everyday practice. This is the very problem Deans for Impact (DFI) set out to solve with its groundbreaking report, “The Science of Learning,” which has been downloaded over 6,000 times already. This session will present the report and make critical connections between the most influential current research and everyday practice. Rachel Robertson , Bright Horizons; Stephanie Carlson , University of Minnesota Educator/Teacher Preparation

Nourish to flourish: The power of mindfulness in the early childhood profession room

202B

10:30

am–12:30 pm

Teachers respond to emotionally charged situations daily, and a high level of social-emotional competence is essential to a positive classroom climate. In this session, we discuss the impact of a pilot series developed to support stress reduction, mindfulness, and self-care for early childhood educators in Washington, DC. Participants will practice mindfulness activities and leave with mindfulness intervention strategies they can implement in their settings to sustain positive classroom environments and improve student learning. Jess Lane , AppleTree Early Learning Public Charter School; Rose Silva , AppleTree Early Learning Public Charter School Training & Professional Development Programs

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. Example products will be shown, and labels and certifications will be explained. Hester Pau l, Children’s Environmental Health Network; Susan Hedges, NAEYC Health & Safety

Supporting the development of language and mathematics in formal and informal spaces: Counting, spatial relations, and measurement room

203A

10:30

am–12:30 pm

In this session, we will explore the interaction of informal and formal language, gesture, and representation as teachers simultaneously support language development and mathematics learning in preschool classrooms. Participants will engage with classroom video, developmentally appropriate activities, and literature to explore children’s thinking and pedagogy in counting, spatial relations, and measurement (with opportunities to connect to other math content). We will share free online resources that teacher educators (faculty, coaches, mentors, etc.) can use to support teacher learning. Angela Turrou , University of California , Los Angeles; Dolores Torres , Lennox State Preschool

Available at the NAEYC Shop!

Mathematics

New! Serious Fun How Guided Play Extends Children’s Learning

Help preschoolers and kindergartners learn essential knowledge and skills in the context of playful situations. Item 1137 List $28 | Institute Price $22.40

2019 NAEYC Professional Learning Institute

Sunday Kindergarten transition: Strategies to support and engage children, families, and teachers in the transition to kindergarten room

203B

10:30

am–12:30 pm

High-quality early childhood education is crucial to giving children a strong start, but what happens when they leave child care and enter grade school? Transition into grade school from child care settings is an exciting time, but it can be scary for children and families. Discuss approaches and challenges to supporting kindergarten transition at the system and school level in highly diverse Philadelphia and in your own district. Sharai Cunningham , The School District of Philadelphia; Judith Johnson , The School District of Philadelphia Family Engagement & Support

Rethinking the first six weeks of preschool: Preparing teachers to achieve optimal fidelity room

203C

10:30

am–12:30 pm

Discover how making a thoughtful investment in the first six weeks of preschool not only sets the stage for children’s development and learning all year long, but also positions teachers to implement curriculum and assessment with fidelity. By examining the fundamental aspects of a caring classroom community, learn how you can help teachers build meaningful relationships with children and families, create a child-centered physical environment that conveys positive messages, and lay the foundation for a successful school year. Kai-leé Berke , Teaching Strategies , LLC Social/Emotional Development

12:30–2 PM Lunch Break Concessions open in the Exhibit Hall

2–4 pm Featured Session Racial microaggressions: Redressing inequities for Black boys and girls in early childhood education grand ballroom

2–4

In recent years, practitioners have become aware of the role that racial microaggressions have on the learning, development, and success of young children. Microaggressions are common verbal and nonverbal slights that negate the experiences of people of color. Participants will learn what racial microaggressions are and how they serve as a barrier to academic success for Black children. ECE counternarratives will amplify strategies and practices that parents, teachers, and community advocates can use to reduce the prevalence of microaggressions. Jerlean Daniel , University of Pittsburgh; Idara Essien , San Diego State University; J Luke Wood , San Diego State University

Sponsored by

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

2019 NAEYC Professional Learning Institute

Sunday Inquiry as a catalyst for building a professional early childhood workforce: Lessons from teacher research for pre-and in-service teachers’ professional learning room

2–4

101A

This panel of teachers and teacher educators will discuss their recent teacher research projects and the power of sharing teacher research with others. Learn how the making of meaning and constructing knowledge has helped them to understand the deeper issues of teaching (e.g., social justice, equity, values). This will be an interactive session, with opportunities for breakout groups so that participants can discuss their ideas about how to use teacher research in their own practice. Debra Murphy , Cape Cod Community College; Andrew Stremmel , South Dakota State University; Barbara Henderson , San Francisco State University; Frances Rust , NYU Metro Center and University of Pennsylvania Educator/Teacher Preparation

Writing for NAEYC publications and blogs room

2–4

101B

Be an NAEYC author! Are you 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.

Continue the conversation with Trung Le: Living school, by design room

2–4

102A

In a follow up to Institute’s opening plenary session, participants will collaborate to unpack the essential questions that intersect the future of early childhood education, and the future of humanity. Attendees will prototype potential new ideas that they can bring back to their own institutions, and emerge new ideas by viewing essential questions through the lens of living systems. This session offers the opportunity to better understand the connections between pedagogy and place making, with the physical environment serving as the third teacher. Trung Le , 180 Studio NAEYC Activities

Affiliate orientation 101: Ensuring your board and staff make an impact on Day One room

2–4

102B

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 communication 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

Susan Friedman , NAEYC NAEYC Activities

Institute Evaluation

Your Opinion is Important to Us! Please remember to complete the 2019 evaluation survey (sent to you electronically immediately following the Institute). NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future professional development activities.

2019 NAEYC Professional Learning Institute

Sunday Power to the profession and revised standards and competencies: Shaping a game plan for change in the higher education community room

2–4

102C

The development of a Framework for a Unified Early Childhood Education Profession and revised Standards and Competencies for Early Childhood Educators will transform how higher education prepares and supports the profession. What are the implications for program design? What can preparation programs do to be up to date and aligned with the revised Standards and Competencies and the Framework produced by Power to the Profession? Join this session to address these questions and discuss action steps and resources needed in the higher education community to support the profession. Katherine Kempe , NAEYC; Mary Harrill , NAEYC; Angela Baum, University of South Carolina; Ana De Hoyos-O’Connor, San Antonio College Professionalism, Leadership & Ethics

Families with LGBTQ members: Working to develop safe early childhood environments for adults and their children room

2–4

103A

This workshop will start with defining 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, or university courses and used as staff development or preservice teacher opportunities.

Using formative assessment data to tell data stories that inform instruction room

2–4

103B

During this session, participants will hear about the types of formative assessment data that are collected in two districts and how these data tie back to major state initiatives such as kindergarten entry assessment. Presenters will discuss how these data are used to tell stories that inform district decision making. Vincent Costanza , Teaching Strategies; James DeSimone , Mount Laurel Public Schools; Kate Rosander , Scotch Plains Public Schools; Sandra Little , Teaching Strategies Assessment of Young Children (developmental screening, diagnostic evaluation, classroom-based assessment)

Equity by design: Promoting equity-on-purpose through the power of play, learning, and design room

2–4

104A

In this interactive workshop, we invite educators to engage in dialogue and design that will spark ideas for innovation, access, and opportunity for young children to “play,” make, and learn. Together as a learning community, we will explore how to create meaningful and powerful collaborations between private and public schools, community agencies, families, museums, and libraries in an effort to ensure all children have access to 21st-century learning spaces that cultivate creativity, exploration, experimentation, prototyping, and design. Miriam Beloglovsky , Cosumnes River College and ReflecThink Institute; Michelle Grant-Groves , Center of Gravity , STEM Early Education Lab School for the i3 Institute Diversity & Equity

Sponsored by

Robin Fox , University of Wisconsin-Whitewater Family Engagement & Support

2019 NAEYC Professional Learning Institute

Sunday Strengthening early learning systems: What does it take to build strong relationships among adults? room

2–4

104B

Examine new strategies for building strong, trusting relationships among adults that transcend typical barriers of roles and organizations. Learn tools for improving program climate. Consider ways to achieve sustainable continuous quality improvement using the five commitments of Optimistic Leadership. Judy Jablon , Leading for Children; April May , Mississippi Community College Board; Nichole Parks , Leading for Children Professional Development Systems

Demystifying DAP: Looking at developmentally appropriate practice through a cultural lens room

2–4

201B

Participants will learn to examine the role of culture in developmentally appropriate practice in a preschool environment. Emphasis will be on understanding what “appropriate” means through the lens of culture. Participants will learn the importance of looking at children’s cultural backgrounds before they look at the stages of development when planning developmentally appropriate curriculum. Jayanti Tambe Roy , De Anza College; Natalie Seer , Mission College; Shelley Gonzales , International Child Resource Institute Curriculum-Theories & Approaches

Who ME? Yes, YOU! Early educators running for office, serving on boards, and influencing policy room

2–4

104C

Teach them how to say good-bye: Succession planning for remarkable leaders room

202A

To achieve universally accessible, high-quality early education and care in our country, we need the voices of those who have had experience working directly with children and families to run for public office, serve on boards, and sit at tables that influence policy. This session offers professionals across the field opportunities to hear from early educators who have run for office and to consider ways to expand their roles as leaders and advocates. Join us for a combination of interactive discussions and information sharing.

2–4

Amy O’Leary , Strategies for Children; Beth Bye , Office of Early Childhood (CT); Betsy Carlin , EC Consulting; Marie Enochty , Boston Public Schools

Jana Martella , Center on Enhancing Early Learning Outcomes (CEELO); Tracy Jost , National Institute of Early Education Research

Advocacy/Public Policy

ADR 101: Introduction to NAEYC Accreditation Decision Reports room

2–4

201A

Understand the components of the Accreditation Decision Reports and learn how to use the results for continuous quality improvement throughout your accreditation journey. Meghann Hickey , NAEYC; Susan Hedges , NAEYC Accreditation of Early Learning Programs

How do leaders ensure the vision, mission, and objectives for their programs have legs to guarantee that a principled legacy continues past their tenure in early childhood policy and practice? Starting succession planning well before a departure is on the horizon will help the transition to go smoothly when the day arrives. Participants will explore concepts and planning tools and discuss the technical and adaptive skills, knowledge, and competencies that support strong successions.

Professionalism, Leadership & Ethics

Professional development and coaching: Looking beyond the workshop room

2–4

202B

Professional development is one of the elements identified as essential for retaining and “growing” quality staff. In this session, informal and formal training opportunities will be evaluated. This session will also examine the role of coaching, introduce the principles of strengths-based coaching, and begin to create a coaching plan. Kristen Wheeler Highland , Minnesota Association for the Education of Young Children (MnAEYC) Professionalism, Leadership & Ethics

2019 NAEYC Professional Learning Institute

Sunday Coaching through crisis: How can professional development address the workforce shortage? room

2–4

202C

Creating a holistic teacher preparation system: Engaging higher education as critical partners room

2–4

203B

The presenter will facilitate a conversation on how coaches (and coaching) can respond to the current ECE teacher shortage. How can a focus on program quality help attract and retain staff? What role should coaches play in a classroom staffed by a rotating and often unfamiliar group of teachers? The presenter will explore current relevant research and offer some key recommendations. Presenter and participants will reflect together to generate specific initiatives and approaches that address the current workforce challenges with honesty and creativity.

Learn about successful approaches and lessons learned in working to mitigate the bifurcation of early childhood teacher preparation pathways. Participate in discussions to identify ways of engaging higher education partners and policy makers. Learn how states with historically distinct educational pathways leading toward teacher licensure or credential/competency attainment are aligning teacher preparation programs and simultaneously strengthening articulation. Share what’s happening in your state related to the unification of early childhood teacher preparation.

Todd Wanerman , Todd Wanerman Educational Consulting

Joni Scritchlow , Illinois Network of Child Care Resource and Referral Agencies; Ola Friday , Massachusetts Department of Early Education and Care; Winifred Hagan , Massachusetts Department of Higher Education; Lisa Eads , North Carolina Community College System

Technical Assistance (Coaching, Mentoring, Consultation)

The triggered brain: Using traumainformed approaches to enhance selfawareness and prevention strategies room

2–4

203A

Trauma comes in many shapes and sizes and often manifests itself as “difficult behaviors” in students. Working with students who are easily triggered can be challenging. In this lighthearted and informative workshop, participants will have hands-on opportunities to gain skills and insights into students they work with (and themselves), while identifying strategies to understand the triggered brain and to minimize triggered moments. This session will discuss brain states, self-regulation, and strategies to encourage adult self-awareness and positive student behavior. Tessa Brock , Child Parent Centers/Harmonizing Hearts Guidance/Discipline/Challenging Behaviors

Educator/Teacher Preparation

Supporting young children’s agency: Consent and respect with infants and toddlers room

2–4

203C

Review information about the growing need to teach consent foundations to children. Hear from an infant/ toddler specialist, an early childhood sexual health consultant, an infant/toddler teacher mentor, and a bicultural CCR&R coordinator about the developmental and cultural implications of infant/toddler consent and bodily autonomy issues. Learn the importance of intentionality in language and practical ways to support young children’s agency. Discuss challenges and considerations through Q&A and small group discussion and practice skills with other participants. Lydia Bowers , Lydia Bowers Consulting; Benjamin Planton , Early Learning Indiana; Robyn Lopez Melton , The Research Institute at Western Oregon University; Tara Hurdle , Tennessee State University Social/Emotional Development

2019 NAEYC Professional Learning Institute

Sunday 4:30–5:30 pm A lifetime of survival: The six skills of survival for young children room

101A

4:30–5:30

The purpose of this session is to help participants understand the six skills of survival that are critical to a child’s social-emotional development. Social-emotional development is an essential portion of a child’s overall development, so it’s critical that educators working with young children understand its foundation. These six skills of survival comprise of attachment, belonging, selfregulation, collaboration, contribution, and adaptability. Presenters will discuss each skill and what they look like both developed and underdeveloped. Shayna Torres , Early Learning Coalition of Orange County Social/Emotional Development

Available at the NAEYC Shop!

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

Available at the NAEYC Shop!

Spotlight on Young Children Observation and Assessment

Immigration policy is a children’s issue: What ECE stakeholders can do to support children of immigrant families in early childhood programs room

102A

4:30–5:30

Review how immigration enforcement policies affect young children. Discuss how immigrant families and early childhood programs are impacted by immigration policy changes. Learn strategies to promote the well-being of children in immigrant families through federal, state, and local policy changes in programmatic protocols and direct practice. Rebecca Ullrich , Center for Law and Social Policy (CLASP); Wendy Cervantes , Center for Law and Social Policy Diversity & Equity

Understand how to use observation and assessment to support children’s learning and development Item 2842 List $25 | Institute Price $20

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

2019 NAEYC Professional Learning Institute

Sunday Building a child care constituency: Working together to grow CCDBG funding room

102B

4:30–5:30

Historic investments in child care have made highquality, affordable child care a reality for more children and families, but it is critical to continue to grow these investments so that states can continue to make progress. Join the conversation about how states are using increased funding for the Child Care and Development Block Grant; how advocates are building capacity and bipartisan support for equitable access to high-quality child care; and how we can work together to sustain and grow the investments. Lauren Hogan , NAEYC; Jillian Herink , Iowa AEYC; Beth Oppenheimer , Idaho AEYC; Catherine White , National Women’s Law Center Advocacy/Public Policy

Community engagement strategies for launching a school-readiness initiative room

102C

4:30–5:30

Using every second: A report on how coaches use their time in a citywide prekindergarten initiative room

103B

4:30–5:30

Presenters will share the findings of a time use study with 47 coaches working in a large urban prekindergarten program. Participants will hear about where and how these coaches spend most of their work time, the activities that occupy a typical workday, and some of the ways in which their time use presents challenges. Participants will work in groups to discuss how the findings of this study might be used to inform other coaching models and improve supports for coaches. Sharon Ryan , Graduate School of Education , Rutgers University; Zijia Li , National Institute for Early Education Research Research

Integrating literacy into the blocks center to create STEM learning opportunities in early childhood classrooms room

103C

This session reviews community engagement strategies used for the launch of Family University, a communitybased initiative in West Philadelphia aimed at increasing caregivers’ knowledge of child development, early childhood education, and school readiness. Strategies such as community conversations and formative assessments were used to ensure the development of a meaningful and relevant initiative for community families. Successes, challenges, and opportunities with launching and sustaining a community-based school-readiness support initiative will be shared.

4:30–5:30

James Morgante , Drexel University; Dominic Gullo , Drexel University

Candace Barriteau Phaire , Central Connecticut State University

Community Partnerships

Participants will review various methods for integrating literacy into the blocks area for increased STEM learning opportunities. Participants will discuss the results of teachers’ implementation of such methods and how to incorporate these practices into their own learning environments. Coaches/mentors and program directors will learn how to support faculty and staff at their own sites and can share the information received to implement in their own schools and facilities. Teachers and students will gain another perspective for using the blocks center.

Language & Literacy

2019 NAEYC Professional Learning Institute

Sunday How can big questions support language and thinking? Helping early childhood teachers understand how to engage young children in conversations! room

104A

4:30–5:30

How can trainers, administrators, and university faculty help teachers engage in rich conversations with young children to scaffold language and thinking? This workshop will present activities to be used with teachers. We will examine how to create and use questions in the various interest areas of the classroom and contexts of the day based on a revised version of Bloom’s Taxonomy adapted to meet the needs of children in preschool/primary grades. Janis Strasser , William Paterson University , Retired Language & Literacy

The art of delegation and empowerment room

104B

4:30–5:30

Your biggest challenge to becoming a better leader may be time. You don’t have time to do it because you are already doing too much! Join us to learn how to free yourself to focus on the most important things while empowering others along the way. Kimberly Tice , National Early Childhood Leadership Center & Ohio AEYC Professionalism, Leadership & Ethics

Why won’t they just do what I tell them? Coaching to improve classroom quality room

104C

4:30–5:30

Coaching is one of the most powerful ways to improve the quality of classrooms to ensure positive outcomes for children in the classroom. In its simplest form, coaching is helping another person develop and grow. 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 varied strategies and nuances in coaching to empower and support the adults who work with young children in making lasting improvements. Holly Seplocha , NJ Center for Quality Ratings at William Paterson University Technical Assistance (Coaching, Mentoring, Consultation)

2019 NAEYC Professional Learning Institute

ADR 101: The program perspective room

201A

4:30–5:30

In this panel discussion, participants will hear different programs’ perspectives on how they analyzed their Accreditation Decision Reports and continuously use the data to drive quality improvement. Meghann Hickey , NAEYC; Zlata Stankonvic-Ramirez , Eastfield College Children’s Laboratory School Accreditation of Early Learning Programs

Leading with a growth mindset room

201B

4:30–5:30

A growth mindset is the belief that your abilities, qualities, and intelligence can be developed, while a fixed mindset is the belief that your intelligence and qualities are unchangeable. This session will focus on the development of a growth mindset in teachers so they can help foster a growth mindset in young children. Doing this will help equip children with the resiliency skills needed to put in the effort and dedication required to overcome the many challenges they will face in school and in life. Jessica Peters , Lakeshore Learning Cognitive Development

Supporting teachers who work with preschoolers who are at risk: Using child data as a foundation for professional development, systems integration, and PLC development room

202A

4:30–5:30

Participants review the critical nature of child data as the driving mechanism for high quality. Child data is gathered from developmentally appropriate curricula, aggregated by teachers, and used to set the stage for supporting ongoing quality. Learn new strategies and tools for collecting highquality data, building professional learning communities, supporting multidisciplinary teams, and intentionally integrating data-driven practices. Jean Allison , Jackson County Intermediate School District; Catherine Brubaker , Jackson County Intermediate School District; Wendy Bell , Jackson County Intermediate School District Program Quality, Evaluation, & Accountability

Sunday Practice-based early childhood special education standards: Input on draft standards needed! room

202B

4:30–5:30

The Division for Early Childhood is developing early intervention/early childhood special education (EI/ ECSE) professional standards. The rationale for standards development, activities to date, and next steps will be provided. The majority of session time will be allotted to obtaining participants’ input on draft standards, components, and supporting explanations. Participants will be provided with information as to how they can provide additional input on the standards and resource documents. Session input will inform future drafts of the standards documents. Eva Horn , University of Kansas; Vicki Stayton , Western Kentucky University; Natalie Danner , Western Oregon University Educator/Teacher Preparation

Leveraging CDA to develop an inclusive ECE workforce and career ladders room

203A

4:30–5:30

For 35 years, the Council and its signature Child Development Associate credentials have played a pivotal role in advancing the field of early childhood education for infant/toddler, preschool, family child care, and home visitor educators. This session illustrates how some SECA states systemically leverage the CDA to support the ECE workforce development and building ECE career ladders. The session will also feature updates on the latest happenings at the Council that impact ECE professionals, including new credentials and expansion of the CDA internationally. Abena Ocran-Jackson , Council for Professional Recognition; Tre Maxie , Council for Professional Recognition Professional Development Systems

An overview of the NAEYC Higher Education Accreditation process room

203B

4:30–5:30

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 who are new faculty members at programs already engaged in the process. Megan Woolston , NAEYC; Bridget Murray , Henderson Community College Accreditation of Higher Education Programs

Parents’ perceptions of a K–3 formative assessment room

203C

4:30–5:30

This session will report on a study that aimed to explore parents’ beliefs about formative assessments for kindergarten to third grade and the role parents can play in the assessment of young children in early education. Implications for home–school partnerships in the assessment of young children will be discussed. Cristina Gillanders , University of Colorado Denver; Tobi Adegbuyi , University of Colorado Denver; Iheoma Iruka , HighScope Educational Research Foundation; Cindy Bagwell , NC Department of Education (formerly) Family Engagement & Support

5:30–7 pm Networking Reception hall

B, lower level

5:30–7

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

2019 NAEYC Professional Learning Institute

M.Ed. in Early Childhood Education

Top 10 Online M.Ed. in Early Childhood Education programs The Best Schools, Since 2015 Champlain’s nationally ranked online M.Ed. in Early Childhood Education is the ideal choice for early childhood educators looking to deepen their understanding of children’s development. The program combines the flexibility of online classwork with a dynamic 4-day residency at one of two NAEYC conferences. Choose from three specializations built around Champlain’s “play as learning” philosophy. - SPECIAL EDUCATION - TEACHING - ADMINISTRATION With three opportunities to start the program each year, we’re ready when you are. Inquire Today.

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Sunday 5:45–7 pm Research Poster Session hall

B, lower level

Photographing and reflecting on play: Children’s play as curricular inspiration in pre-K

Exploring African American elementary students’ experiences with culturally relevant pedagogy Oluwakemi Mustapha , California State University , Long Beach

Transforming the field into an organized system of practice: Leadership competencies for ECE systems leaders Julianne Zvalo-Martyn , Brandman University

Ron Grady , Isidore Newman School

Mindfulness as a pathway to develop early childhood preservice teachers’ self-awareness Mi-Hwa Park , Murray State University; Jeanetta Riley , Murray State University

Early childhood teachers’ emotion and its impact on children’s learning Mi-Hwa Park , Murray State University; Jeanetta Riley , Murray State University; Jessica Branch , Murray State University

Researching our practice: Investigating language environments and interactions in a college laboratory school learning community Kelsi Ramirez , Moorpark College; Amy Deplane , Moorpark College; Nasha Adorbehi , Moorpark College

Creating a peaceful, caring community for young children: Lessons learned from the case study of one infant professional Nara Yun , Indiana University

How classroom activity settings influence child engagement Ayesha Usman , Mid-America Regional Council; Carolyn Barber , University of Missouri , Kansas City

Why I teach: A content analysis of eight early childhood teacher vignettes Karen Walker , Northwestern State University; Josh Thompson , Texas A&M University-Commerce

The classroom environment and teachers’ training in supporting young children’s learning of science Hannah Thompson , California State University , Long Beach Clever Endeavors Early Care and Education; Ruth Alfaro Piker , California State University , Long Beach

Empowering early childhood education: The professional support and leadership training we’ve been missing Jacqueline Bass , Watson College of Education

The Musical Adventures storybook series: Qualitative assessment of multi-user engagement and knowledge acquisition Kenneth Korber , Center for Functional Learning Ltd.

Patterns of discourse across an elementary teacher’s small group mathematics instruction Heather West , North Carolina State University; Emily Elrod , North Carolina State University

Family variations within a school: How socioeconomic status influences family engagement Elizabeth Lee , Lesley University

Intentional leadership: Using communities of practice and a coaching intervention to support professional development of early childhood program administrators

Analyzing preservice teachers’ self-selection of activity plan topics implemented with young children during field placements

Keri Giordano , Kean University

Jade Burris , West Chester University

2019 NAEYC Professional Learning Institute

Sunday Understanding uptake of services by families: Demographic contributors to service utilization in Head Start

Establishing benchmark goals for monitoring child progress in early literacy development

Melissa Dahlin , University of California , Irvine

Ruth Kaminski , Dynamic Measurement Group , Inc.; Stephanie Stollar , Dynamic Measurement Group , Inc.

Perspectives on early childhood educators’ professional learning and development

Changing how early childhood teachers think about language: From immutable to malleable

David Banzer , University of Illinois at Chicago

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

Nurturing Homes Initiative: The successes of mentoring and coaching unlicensed family home providers Louise E Davis , Mississippi State University; Jamila Taylor , Mississippi State University

QRIS revisited: A snapshot of early childhood programs and opinions of consultants regarding QRIS in a midsize county in North Carolina Dilara Yaya-Bryson , University of North Carolina at Greensboro; Berrin Akman , Hacettepe University; Catherine Scott-Little , University of North Carolina at Greensboro

Developing an early childhood curriculum based on indigenous knowledge: A case study using tribally based participatory research Melody Redbird-Post , Inner City Fund

Preparing English-learning preservice teachers for successful read-alouds about challenging topics through children’s literature and cross-cultural discussion Julaine Rosner , Mission College; Marsha Chan , Sunburst Media

Using family literacy activities to interrupt the cradle-to-prison pipeline: Community partnerships that facilitate success

Social-emotional leave-in-home play bag supports for home visitors Andrea Emerson , Western Oregon University

Parenting style and emotional intelligence in young children Elizabeth Thorne , Mississippi State University; Louise E Davis , Mississippi State University

ECE teachers’ stress, job-related stress, and depressive symptoms Nina McCartney , University of Nevada , Reno; Hyun-Joo Jeon , University of Nevada , Reno

Early childhood education teachers’ characteristics, professional motivation, job appraisal, and teaching efficacy Sara Jo Johnson , University of Nevada , Reno; Hyun-Joo Jeon , University of Nevada , Reno

Emerging understandings: Critical literacy and conversations about disability Sue Mankiw , William Paterson University

Researching our practice: Implementing undergraduate student research in a community college laboratory school setting Cynthia Sheaks , Moorpark College

Michelle Brunson , Northwestern State University; Debra Jo Hailey , Southeastern Louisiana University

2019 NAEYC Professional Learning Institute

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Learn to teach coding, making, and design in playful early childhood settings Experience cutting-edge technologies including KIBO robotics & the ScratchJr app

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Come See What’s Blooming VISIT US AT BOOTH 323

Online Learning NAEYC’s online professional development introduces early childhood educators to core ideas from position statements, books, journals, and more. Designed with busy educators in mind, all online resources are ›› 1–3 hours in length ›› Self-paced & mobile-friendly learning formats ›› Based on research-based content that is aligned with NAEYC’s standards ›› An affordable solution for individuals or groups

Topics include ›› Assessment ›› Developmentally Appropriate Practice ›› and more!

Prices start at $20

Visit NAEYC.org/online-learning for available modules and jump-start your learning today!

Monday 8–10 am

ACCESS Session

Featured Session Baby boomers to X, Y, and Z: Contemporary contexts across the generations in the early childhood profession—Finding common ground for solution-oriented outcomes grand ballroom

8–10

Presenters representing a variety of generations and educational roles will share their workplace experiences and career aspirations. Topics like expectations, technology, communication, diversity and inclusion, mentoring, leadership, and norms will be explored. Participants will examine belief systems and be challenged to think beyond “the right way” to manage and lead in a changing early childhood landscape. This interactive session serves to cultivate a strengths-based approach to workplace and networking relationships. Martha Muñoz , MDZ Planning Group; Isabella Gibbs , Starlight Park School , Cartwright School District; Amber Jones , Creating Connections Consulting Group , LLC; Cigdem Unal , University of Wisconsin-Madison School of Education; Cheryl Foster , CL Foster Consulting

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.

ACCESS to Shared Knowledge: New standards, new learning opportunities room

8–10

101A

With new standards and competencies on the horizon, it’s time to learn and plan how these can be best incorporated into coursework. In this session, we will discuss the latest updates and share ideas to adjust some of our content and embed new learning opportunities into our courses to reflect the new standards. Bring your ideas and questions, as well as any concerns about lack of clarity in the latest draft and potential unintended consequences. Sharon Carter , Davidson County Community College; Nancy Beaver , Eastfield College; Anu Sachdev , Lehigh Carbon Community College; Nancy Gabriel , Onondaga Community College Educator/Teacher Preparation

From survival to resilience: Guiding children to gain five democratic life skills room

8–10

101B

Participants will engage in a discussion of five democratic life skills (DLS) and understand the parallels of the DLS to Maslow’s dual meta-motivations for safety and growth and the amygdala vis-a-vis executive functioning in contemporary brain research. We will analyze video clips that illustrate children working at different levels of the DLS, study guidance practices that empower children to make gains in the DLS, and explore the importance of the DLS for our society’s continued progress in becoming civil, sustainable, and more democratic. Daniel Gartrell , Bemidji State University Guidance/Discipline/Challenging Behaviors

Follow the conversation on Facebook and Twitter using #naeycINST. 2019 NAEYC Professional Learning Institute

Monday Meeting diverse literacy learning needs in prekindergarten: Intentional strategies and assessment-guided decision making for strengthening children’s reading development and kindergarten transitions room

8–10

102A

Learn how intentional strategies can be partnered with assessment-guided decision making to facilitate effective teaching, monitoring, and support in the preschool classroom. Use LRA Greenhouse resources for exploring “quick win” intentional teaching strategies (e.g., explicit presentation, intentional talk, purposeful scaffolding) and assessment results to responsively help children grow their literacy and self-regulation competencies. Discuss how assessment-guided intentional strategies can help to enable inclusive learning and smoother kindergarten transitions. Leilani Saez , University of Oregon , College of Education Language & Literacy

Helping teachers ask Why, How, and What if? Supporting creativity, analysis, and reasoning in early childhood settings room

8–10

102B

This session provides an overview of teaching practices and interactions that support children’s creativity, analysis, and reasoning. We will share concrete strategies for supporting teachers and family child care providers in developing and using creativity, analysis, and reasoning in their own work. Coaches, trainers, and directors will reflect on how resources developed by The National Center on Early Childhood Development, Teaching, and Learning can support staff in using practices that support children’s approaches to learning and cognitive development.

Which adults feel welcomed in preschool? Engaging fathers in early learning spaces room

8–10

102C

This session will help participants develop an understanding of anti-bias literature in the field of early childhood family engagement. Presenters will discuss interview data collected from mothers and fathers of color in Head Start settings, and help attendees co-create strategies for engaging fathers of color in their settings by aligning current research, session discussions, and knowledge of their current preschool and kindergarten populations. There will be time for Q&A and sharing from participants’ lived experiences. Andrea Emerson , Western Oregon University; Jacquelyn Hemingway , SHARE Head Start Department Family Engagement & Support

Self-care strategies in the early childhood education field to strengthen relationships with families and children room

8–10

103A

Examine the effects of stress that occur inside the body and the differences between the four types of stress: good, acute, chronic, and emotional. Participate in hands-on activities to become aware of daily stressors and how these might affect relationships with children and families. Learn new self-care strategies to balance work and life events that can be modified for use with children to develop coping skills for daily stress in a child care setting. Elidia Anaya , Los Angeles Mission College. Professionalism, Leadership & Ethics

Judi Stevenson-Garcia , ZERO TO THREE; Allyson Dean , ZERO TO THREE Educator/Teacher Preparation

Available at the NAEYC Shop!

The Young Child and Mathematics (2nd ed.) Stories, activities, and strategies to integrate math into every day Item 167 List $40 | Institute Price $32

2019 NAEYC Professional Learning Institute

Monday The heavy lift of barrier removal: Partners working together to increase access to quality professional development options room

8–10

103B

Engage in an interactive panel discussion with leaders of Washington State’s professional development system. Learn how scholarships, teacher preparation program alignment, financial incentives, policy changes, and collaborating organizations are beginning to transform the ECE workforce. Share strategies for increasing access in all communities when developing a state professional development system. Sally Holloway , Whatcom Community College; Marilyn Chu , Western Washington University; Melissa Matczak , Yakima Valley College; Meka Riggins , Child Care Aware of Washington; Gayle Dilling , Olympic College; Angela Abrams , Washington State Department of Children , Youth , and Families Professional Development Systems

A missing piece: Elementary school leaders supporting quality early learning classrooms and programs room

8–10

NAECTE Session

103C

National Association of Early Childhood Teacher Educators (NAECTE) Conference and Meeting: Leadership and global perspectives for early childhood teacher educators room

104A

am–12:30 pm

Designed for those who work in the field of early childhood teacher education, this session serves as the spring conference for NAECTE. Explore the theme of leadership and global perspectives for early childhood teacher educators through a keynote presentation, paper and poster presentations, and dialogue among participants. Pamela Evanshen , East Tennessee State University; Angela Baum , University of South Carolina; Will Parnell , Portland State University; Reginald Williams , South Carolina State University; Tracey Crowe , University of Arkansas; Linda Taylor , Ball State University; Vickie Lake , University of Oklahoma Educator/Teacher Preparation

Elementary schools are enrolling increasing numbers of young children, but just providing access to programs isn’t enough; it’s the quality that makes a difference in children’s development and helps provide an equitable start to education. Participants will discuss the importance of elementary school and district-based leadership in supporting continuous early learning improvement. Presenters will share how Long Beach USD and other districts are building principal and district leader knowledge of developmentally appropriate instructional practices and curriculum. Betsy Fox , New Teacher Center; Jill Baker , Long Beach Unified School District Professionalism, Leadership & Ethics

This is definitely a laughing matter: How humor and play increase rigor and support effective classroom management room

8–10

104B

The increasing pressures of standardized tests and strict discipline policies in some schools have made incorporating humor and play into the classroom more difficult. This workshop explores how humor and play can increase rigor and promote effective classroom management in ECE classrooms. Participants will (a) examine the developmental benefits of play and humor; (b) investigate personal, cultural, and institutional barriers to play and humor in ECE settings; and (c) discuss and apply examples of play and humor to real-world challenges that ECE practitioners face. Alvin Irby , Barbershop Books Curriculum-Theories & Approaches

2019 NAEYC Professional Learning Institute

Monday Read-aloud wow! New children’s books that matter and will enhance your curriculum program room

8–10

104C

Are the books in your classrooms offering too much message and not enough magic? Good books bring joy. Quality books promote the lifelong love of reading and being read to. They support literacy skills, social and emotional development, and cognitive growth. It is pleasurable for teachers to share good books they love. Their enthusiasm is contagious and the children will benefit, too. Unless the teacher loves the book, there is little chance a child will love the book. Isabel Baker , The Book Vine for Children; Amy Vandament , The Book Vine for Children Language & Literacy

Setting your staff up for success room

8–10

201A

High-quality programs provide their staff ongoing learning and development in addition to opportunities for formal education. Participants will examine the characteristics, competencies, and types of support to include in a Program Professional Development Plan. April Kimble , NAEYC; Meghann Hickey , NAEYC Accreditation of Early Learning Programs

Leading for quality, continuity, and equity in schools as a hub for birth through the elementary years room

8–10

201B

An integrated focus on quality, continuity, and equity is essential for elementary schools to embrace a new paradigm—school as hub for birth through elementary— and address longstanding opportunity and achievement disparities that begin at birth. School administrators and university collaborators will share key change strategies and real-world examples of transformative work underway in the Omaha, Nebraska, metro area. Participants will use and critique tools to identify leadership opportunities to advance quality, continuity, and equity within their own spheres of influence. Criselda Lopez Anderson , Buffett Early Childhood Institute at the University of Nebraska; Kim Bodensteiner , Buffett Early Childhood Institute at the University of Nebraska; Kristi Reinsch , Pinewood Elementary School , Omaha Public Schools; Amy Schmidtke , Buffett Early Childhood Institute at the University of Nebraska Diversity & Equity

Curriculum strategies that support social competence: Developmentally appropriate adult–child interactions that help young children develop self-control while enhancing their self-esteem room

8–10

202A

Learn evidence-based, solution-oriented strategies that help young children develop self-discipline. Participants will be actively engaged in role-playing techniques that extinguish disruptive behavior while supporting each child’s self-esteem.

Institute Evaluation

Your Opinion is Important to Us!

William Mosier , Wright State University, Lynda A. Cohen Center for the Study of Child Development Guidance/Discipline/Challenging Behaviors

Please remember to complete the 2019 evaluation survey (sent to you electronically immediately following the Institute). NAEYC sincerely values your feedback, which is used to evaluate the Institute and to plan future professional development activities.

2019 NAEYC Professional Learning Institute

Monday Supporting dual language learners and their families in the crucial early years: “How beginning and established early years educators can network and share best practices”? room

8–10

202B

This session aims to identify international policy and research surrounding the needs, educational focus, and goals for dual language learners in diverse international settings. It will address the impact of positive and negative initial experiences in the early years as a foundation for future learner success and explore classroom strategies and approaches that can support this goal. Participants will have opportunities to share practices through networking and future online pathways to allow educators to collaboratively support dual language learners and families. Donita Bell , Suzhou’s International School

Technical assistance and professional learning for teaming and high-quality inclusion room

8–10

203A

Maximizing resources to assure implementation of a practice is a challenge. We provide training and technical assistance to increase the number of preschoolers who have access to high-quality inclusive environments. We maximize our efforts, using a team-based model to build on the collective knowledge of the classroom teams. Hear about our strategies and reflect on how to use a team-based model to build on the collective knowledge of the classroom teams, help build teaming and collaboration across programs, and increase the quality of inclusive practices within classrooms. Ann Kremer , Early CHOICES; Emily Ropars , Early CHOICES Technical Assistance (Coaching, Mentoring, Consultation)

Language & Literacy

Building and sustaining engaged and developmentally appropriate school-age programs room

8–10

202C

Moving from participation and engagement to true partnership: How to use formative assessment to build family partnerships for dual language learners in kindergarten room

8–10

203B

Participants will (a) review the process and tools (SACERS) used to assess program quality within two after-school programs, (b) review challenges faced and addressed by the program leaders and staff, and (c) discuss the curriculum model and lessons learned during the partnership between the programs and the college. This presentation will be framed around the NAEYC Professional Preparation standards and how the project supported the development of these skills for both students and the after-school program staff.

This presentation provides a review of research indicating the importance of family partnership for dual language learners’ academic success, followed by a framework of strategies kindergarten administrators can implement to decrease barriers for family partnership and increase opportunities for dual language learners’ academic successes. Participants will learn strategies to use formative assessment with key family partnership and cultural competence research. Presenters will share free resources and provide time for small group discussion and reflection.

Margaret Hoose , SUNY Morrisville , Norwich Campus

Tamarra Barrett , WestEd; Heidi Mendenhall , WestEd

Program Quality, Evaluation, & Accountability

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

2019 NAEYC Professional Learning Institute

Monday Looping: A way to strengthen your entire program through a commitment to fostering strong relationships room

8–10

ACCESS Session

203C

The presenter will share the process taken at her center to implement a looping model for continuity of care from infancy through four-year-old kindergarten over the past five years. Current research supporting continuity of care will be provided. Different models of looping/continuity of care will be explored. Participants will share ideas, discuss challenges and barriers of looping in their own programs, and brainstorm possible solutions to overcome these challenges. The perspectives of directors/administrators, classroom teachers, and families will be presented. Erica Schepp , University of Wisconsin–Whitewater Social/Emotional Development

10:30 am–12:30 pm Featured Session The early advantage: Lessons from leading countries around the world grand ballroom

10:30

am–12:30 pm

Based on a three-year study, this session will share how leading countries conceptualize, design, implement, and evaluate services for young children and families. Focusing on a systems approach that addresses governance, finance, accountability, quality enhancement, professional development, family engagement, and transition, this interactive session will provide concrete examples of how diverse countries achieve early childhood services that are high quality, equitably distributed, efficiently organized and managed, and durably sustained.

ACCESS to Shared Knowledge: Using technology to enhance the classroom room

101A

10:30

am–12:30 pm

This session will introduce ways to use technology to enhance all types of classes (online, face-toface, and hybrid). There will be an introduction of apps and programs to enhance learning in early childhood coursework. Sharon Carter , Davidson County Community College; Debra Murphy , Cape Cod Community College; D’Lee Babb , Western Kentucky University; Nancy Gabriel , Onondaga Community College; Danielle Savory , Lansing Community College; Gayle Dilling , Olympic College Educator/Teacher Preparation

Minimizing burn-out and turnover: Using self-assessment as a guide for action room

102A

10:30

am–12:30 pm

Administrators often provide professional support. Educators with little professional support have lower job satisfaction and performance. Professional support can be collegial conversations. Providing non-financial support and incentives may improve staff well-being and encourage ongoing professional development. Participants will use tools developed by the presenters to determine patterns of self-perceptions that influence how they communicate and examine the relationship between agency and caring. Attendees will leave with a plan to create a culture of caring. Susan Eliason , Bridgewater State University; Beth Mahar , Corner Co-op Nursery School Program Administration & Financial Management

Sharon Lynn Kagan , Teachers College , Columbia University and Child Study Center , Yale University; Eva Landsberg , National Center for Children and Families at Teachers College , Columbia University

Sponsored by

2019 NAEYC Professional Learning Institute

Monday Early childhood educators of color: Their lived experiences of change and the policy implications

A child’s social and emotional well-being is vital: What about you, the early childhood professional—how vital is your well-being?

room

102B

room

102C

10:30

am–12:30 pm

10:30

am–12:30 pm

One of the most important things we can do as we advance a diverse and equitable early childhood education profession is listening and learning from educators of color in multiple states who have been through the implementation of policy changes related to increased educational requirements. In focus groups and intentional conversations, we have explored questions such as: How did they perceive policy changes; how had their implementation impacted their careers; and what advice did they have for policymakers? Join us to hear about their perspectives and insights, and to engage in conversation about how to maintain and grow our profession’s diversity at scale, as new policies related to educational requirements are implemented around the country.

The social and emotional well-being of adults is vital for (a) young children, (b) longevity in the field, (c) empowering others, and (d) leading/mentoring others on their professional pathways. The work environment plays a critical role in supporting or destroying adult well-being. Listen to one educator’s story and how they learned about the power of a positive well-being. Learn, analyze, and develop strategies that you can bring back to your program to encourage and support one another. In the end, who are the true benefactors? The children!

Lucy Recio , NAEYC; Sandy Baba , NAEYC Asian Interest Forum; Syritha Robinson , The Education Trust; Carrie Gillispie , The Education Trust

Learning through our experience: Vermont’s exploration of workforce professionalization

Diversity & Equity

Kelli Odden , Mayville State University Social/Emotional Development

room

103B

10:30

am–12:30 pm

Participants will learn how the Vermont AEYC is facilitating the process of exploring the professionalization of the early childhood workforce in Vermont and the connection to Power to the Profession. Learn from Vermont’s yearlong statewide project using conversations with intent with the ECE workforce to determine their will and engagement in professionalizing, and to identify leaders in the workforce. Attendees will participate in a conversation intended to help them see the power of this approach in building engagement. Sonja Raymond , Vermont AEYC; Rachel Hunter , Let’s Grow Kids & Springfield School District

Available at the NAEYC Shop!

Professionalism, Leadership & Ethics

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

This important book guides a director through steps to build respectful, dynamic, and welcoming relationships with families and staff. Item 363 List $42 | Institute Price $33.60

2019 NAEYC Professional Learning Institute

Monday A community partnership stemming the opioid crisis with 3-year-olds: Just say no! room

103C

10:30

am–12:30 pm

Learn how one community is addressing the opioid crisis through multisector partnerships. Review state and national data that underscore the urgency of this crisis and identify the role of early childhood professionals as frontline responders to support children affected by trauma. Analyze plans for equipping early childhood professionals with tools and resources to support children and families. Contribute to the creation of a template for action planning and partnership building. Mary Jane Eisenhauer , Purdue University Northwest; Anne Gregory , Purdue University Northwest Community Partnerships

Embracing our dragons, demons, and dark nights: Transforming trauma into invaluable professional insights and practices

Our time, our space: Creating limitless learning opportunities for children using natural loose parts and intentionally designed outdoor spaces room

104C

10:30

am–12:30 pm

Gain hands-on experience with evidence-based principles for creating outdoor learning environments that support young people’s connection with nature. With the addition of loose parts and provocations to explore, these spaces uniquely support emergent cognitive development. Develop strategies for implementing changes to boost creativity, ingenuity, and problem solving through careful selection of loose parts and tools for children’s use. Strategies for involving children in co-creating their own learning experiences will be shared and investigated. Heather Fox , Dimensions Educational Research Foundation Learning Environment

Perfecting your program portfolio

room

104B

room

201A

10:30

am–12:30 pm

10:30

am–12:30 pm

We are the children’s curriculum. Children watch intently to learn how to face life’s stark difficulties with perspective and grace. Given that 58% of early childhood professionals experienced childhood trauma ourselves and many of us have lived through adult traumatic experiences, we can embody hope or denial about these challenges. For educators, “Take your broken heart and turn it into art” becomes: “What can I learn from difficulties that I can spin into golden lessons for children?” Shall we explore some of those tools and possibilities?

Developing portfolios is an opportunity to reflect and showcase the unique story of a program. In this session, participants will learn to develop their program portfolio by creating meaningful policies and practices. April Kimble , NAEYC; Susan Hedges , NAEYC Accreditation of Early Learning Programs

Holly Elissa Bruno , Holly Elissa Bruno Keynotes & Team Building Health & Safety

Available at the NAEYC Shop!

The Essentials Supporting Young Children with Disabilities in the Classroom A simple, straightforward introduction to the core concepts of teaching and supporting children with disabilities alongside their peers. Item 1131 |

List $28

Institute Price $22.40

2019 NAEYC Professional Learning Institute

Monday Systems leaders and systems thinkers: Everything you wanted to know about systems thinking but were afraid to ask

Establishing partnerships with families, from the classroom to administration: How to make these partnerships successful

room

201B

room

202B

10:30

am–12:30 pm

10:30

am–12:30 pm

Nothing happens in early childhood except in a system. That system has profound influence on whether what happens is successful and supportive of children or not. But too few early childhood professionals understand how early childhood systems work at the local, state, or national level. This session provides a primer on systems thinking and systems leadership, and how these concepts apply to early childhood systems. Through simple explanations and focused discussion, this session will help you become more adept at understanding how best to operate within your system. Tom Rendon , Iowa Department of Education; Diane Schilder , Education Development Center; Jana Martella , Center on Enhancing Early Learning Outcomes (CEELO) Professional Development Systems

I know what quality looks like, but how do I get others to do it?

This session will demonstrate how to build partnerships between families, school administration, and teachers. Participants will learn how to establish a partnership with families through appreciating diversity and respecting diverse family values while maintaining the philosophical values of the school. We will focus on continual communication between teachers, administrators, and families as well as on demonstrating knowledge of families and how to respect the dynamics of family life, including race, socioeconomic status, religion, and language. Catherine Robinson , The University of Texas at Austin PPFCFL; Amanda Davila , The University of Texas at Austin PPFCFL Family Engagement & Support

Through the lens of attachment theory: How relationships, challenging behaviors, and resilience are influenced by attachment styles in early childhood and through the lifespan

room

202A

room

202C

10:30

am–12:30 pm

10:30

am–12:30 pm

Have you ever wondered how you can help a teacher enhance or change teaching practices in the classroom? Well, do we have a session for you! Come and join the Sunshine House Early Learning Academy education team as we share our techniques and tips on how we train, coach, mentor, and support teachers with age-appropriate teaching practices in learning environments for children 0 to 5 years old. Nicole Shea , Sunshine House Early Learning Academy; Alice Oliver , Sunshine House Early Learning Academy; Travis Williams , Sunshine House Early Learning Academy; Heather Reyes , Sunshine House Early Learning Academy Training & Professional Development Programs

2019 NAEYC Professional Learning Institute

This session will revisit the work of John Bowlby, Mary Ainsworth, and current researchers on attachment theory and explore strategies to support secure attachments in children. Understanding the four types of attachment styles helps educators find appropriate ways to meet the needs of individual children. Attachment styles are fairly consistent through life, but intervention strategies can help children and adults create more secure attachments and positive relationships. Attachment theory can be used to help guide children’s behaviors and build resilience. Randi Albertsen , Innovations in Education , LLC Social/Emotional Development

Monday Animating student stories in the early childhood classroom: Storytelling and dramatic play strategies to support children’s language and social-emotional development room

203B

10:30

am–12:30 pm

Experience storytelling and dramatic play strategies to animate preschool children’s original dictated stories and enhance their language and social-emotional development. Learn how to lead storytelling/story acting and use our assessment tool, the Preschool Theatre Arts Rubric (PTAR), to examine children’s theater arts skills. Maria Asp , Children’s Theatre Company; Amy Susman-Stillman , University of Minnesota

12:30–2 PM Lunch Break Concessions open in the Exhibit Hall

2–4 pm Featured Session

Arts (Performing & Visual Arts)

A framework for valuing multilingual children and their families in early childhood education room

203C

10:30

am–12:30 pm

Participants will identify strategies that value multilingual children and their families through a “funds of knowledge” framework. Specific activities will be presented on how early childhood specialists can value multilingual children and their families. In addition, creative activities on supporting language development for multilingual children will be presented. Participants will also identify their role in promoting policies and practices that best support multilingual children and their families. Giselle Navarro-Cruz , California State Polytechnic University , Pomona; Dulce Anahi Alvaro , California State Polytechnic University , Pomona; Elizabeth Hernandez , California State Polytechnic University, Pomona; Maria Lopez , California State Polytechnic University, Pomona Language & Literacy

Cross-border window shopping: Discovering shared and differing perspectives about professionalization grand ballroom

2–4

Power to the Profession is spearheading exploration of early childhood education’s future as a recognized field of practice. This session will enlighten participants about the results of Ontario’s successful effort to form ECE as a profession and explore differences with professions in the US. Learn more about professionalization by comparing Ontario’s model with US-based professions, followed by reflection and discussion about application of our “cross-border window shopping” for efforts to professionalize ECE as a field of practice in the US. Melanie Dixon , College of Early Childhood Educators; Stacie Goffin , Goffin Strategy Group

Sponsored by

2019 NAEYC Professional Learning Institute

Monday Navigating leadership transitions

ACCESS Session ACCESS to Shared Knowledge: Current issues and best practices in associate degree early childhood teacher education room

2–4

101A

During this session, there will be roundtable discussions of current issues in the field of early childhood teacher education. Topics of discussion will include teacher research, revised professional development standards, engaging assignments, technology, inclusion of children with exceptionalities, recruitment of potential students, and other topics pertinent to the future of teacher education. Sharon Carter , Davidson County Community College; Nancy Gabriel , Onondaga Community College; Gayle Dilling , Olympic College; D’Lee Babb , Western Kentucky University Educator/Teacher Preparation

Play in the lives of young children: Why toys? room

2–4

101B

Play in the lives of young children would not be complete without the exciting, colorful, soft, hard, buildable, squishable, intriguing world of toys. Infant and toddler programs, preschool programs, parent cooperative nursery schools, child development programs, Head Start programs, public school preschools, and kindergartens would not be stimulating places to grow and develop without toys. What are toys? How do they impact children’s development? What is the history of toys? What are different types of toys? This presentation will dive into the wonderful world of toys and play.

room

2–4

102B

Are you facing a leadership change in your organization? Are you exploring exit strategies for yourself? Navigating leadership transitions requires intentional planning for the individual and the organization. Learn how to assist executive directors, staff, and board members in assessing and planning for future leadership transitions and develop a shared understanding of what needs to be done in the organization. Key elements of succession planning and personal reflection tools will be shared. This session is based on resources from the Building Momentum Project. Gwen Simmons , NAEYC NAEYC Activities

Hear my voice! Achieving sustainable change and equity through a culturally responsive coaching framework room

2–4

102C

Participants will learn a science-based approach that creates sustainable change through equitable coaching. In order to create long-term impact, as opposed to compliance, a transformative model is necessary. Participants will have the opportunity to go through selfreflection and learn strategies that help enhance equity and create sustainable long-term change through coaching. This interactive session will also foster relationships among participants to continue supporting their work of creating equitable coaching systems. Jill McFarren Aviles , McFarren Aviles & Associates; Erika Flores , ChildrenFlow , LLC Technical Assistance (Coaching, Mentoring, Consultation)

William Strader , New England Symposium on Play; Anna Yudina , Genius of Play , The Toy Association Play

2019 NAEYC Professional Learning Institute

Monday Mind, body, and senses: A multidisciplinary approach to developing social-emotional regulation, executive functions, school readiness, and academic skills in young children room

2–4

103A

Development of social-emotional skills and executive functions forms the foundation for school readiness, regulated behavior, and academic achievement. In educational training, the emphasis is primarily on academics and behaviors. However, research shows success in school is determined by the development of social-emotional, regulatory, and executive processes that facilitate abilities to attend, assimilate content, and be productive. It also emphasizes that a multidisciplinary approach that integrates body and mind is necessary to support these skills successfully. Ira Glovinsky , Fielding Graduate University; Nina Newman , Fielding Graduate University

Using implementation science to impact outcomes for preschool children with disabilities room

2–4

103C

Learn how Iowa is using implementation science to scale professional learning, coaching, and system supports statewide so that preschool teachers are competent in improving outcomes for young children with disabilities. Strategies for highly effective professional development and coaching on the Iowa Specially Designed Instruction Framework and the DEC Recommended Practices will be shared, including resources and tools used with teachers and coaches. Implementation data and scale-up plans will also be discussed. Betsy Lin , Iowa Department of Education; Pamela Elwood , Green Hills Area Education Agency; Melanie Reese , Grant Wood Area Education Agency; Lorry Wilson , Mississippi Bend Area Education Agency Children with Disabilities/Early Intervention

Training & Professional Development Programs

A seat at the table: Including and engaging with diverse leaders through a bilingual format room

2–4

103B

Orange County AEYC has been working to expand a bilingual format for meeting and professional development. We use two (or more) translation machines and translators so that all participants can contribute and receive information in their primary language. In this workshop, we will model the format with English and Spanish, so all monolingual and bilingual speakers are encouraged to attend. We will give a brief overview of our experience (successes, challenges, and lessons learned), do some group sharing, and hear from local educators on their experiences with this format. Jennifer Burrell , Orange County AEYC; Yessika Magdaleno , Little Flowers Family Child Care Diversity & Equity

Research Symposium Session The research—policy—practice cycle: Moving our field forward room

2–4

104A

Networks that convene to explore issues facing the field of early childhood are most effective when researchers, policy-makers, and educators steeped in the practice are at the table together. The NYC Early Childhood Research Network, a unique collaboration that includes research scientists from community colleges as well as public and private colleges and universities in New York City, models this approach, making significant contributions to the field. How did it get started? How does it work? What are its contributions? This conversation is designed to share our work, and inspire other cities and states as they consider their own collaborations to move our field forward. Sherry Cleary , New York Early Childhood Professional Development Institute; Kate Tarrant , NYC Early Childhood Research Network; Simone Hawkins , NYC Department of Health and Mental Hygiene; Jennifer Gilken , Borough of Manhattan Community College; Jen Longley , Borough of Manhattan Community College; Jillian Crosby , Borough of Manhattan Community College

Sponsored by

2019 NAEYC Professional Learning Institute

Monday Let’s talk toddlers! Activate powerhouse positive guidance, prime-time teaching, and purposeful play for behavior and learning success room

2–4

104B

Get your coaching and teaching goals in focus, in balance, and in step with toddler development. Maximize the competence equation and minimize behavior challenges with essential ingredients that create the highest quality learning experience for rambunctious, sensitive, curious toddlers. Learn how powerhouse positive guidance, prime-time teaching, and purposeful play strengthen emerging skills, empower toddler success, and serve as a revitalizing force for quality improvement. Receive activities lists, language tips, and strategies to empower coaching and teaching. Marie Masterson , McCormick Center for Early Childhood Leadership Guidance/Discipline/Challenging Behaviors

Engaging all families: Leading early childhood educators to gain the skills and knowledge needed to build relationships with diverse families room

2–4

104C

Professors, trainers, coaches, and directors will discuss high-quality family engagement that is fully inclusive and effective. After a brief introduction of recent research and policies, participants will enjoy dynamic discussions, reflections, and exercises to build their knowledge and skills for preparing and supporting education staff. Content includes strategies for getting to know families, building relationships with diverse families, and the NAEYC principles and resources for family engagement. Examples from California programs will be shared. Karen Nemeth , Language Castle LLC; Derry Koralek , DGK & Co.; Kelly Ramsey , Developing People , Inc. Family Engagement & Support

The timeline is in your hands room

2–4

201A

NAEYC is committed to continuous quality improvement and has made major enhancements. Participants will examine these developments, including how to advance through the accreditation process on a timeline that works for you! Meghann Hickey , NAEYC; Cassie Chapman , NAEYC Accreditation of Early Learning Programs

Bridging the gap: Connecting what is taught in coursework to what educators need to know to teach today’s children room

2–4

201B

In this session, participants will learn how to address the disconnect between what education students learn in their classes and what the students need to know when they begin teaching children. Kathy Charner , NAEYC; Janis Strasser , William Paterson University , Retired; Barbara Tamialis , Saddleback College; Ashley Williams , San Francisco State University; Debbie LeeKeenan , AntibiasLeadersECE NAEYC Activities

Teaching teachers how to use data to improve child outcomes room

2–4

202A

This session will focus on simplified methods to teach teachers how to use three sources of data— curriculum guides, child assessment tools, and developmental screenings—to develop lesson plans that will meet the individual needs of the children in their classroom. Using these methods, teachers will learn that the information required to improve child outcomes is readily available through the data that they collect. Jocelyn Tucker , Training and Research Foundation Educator/Teacher Preparation

2019 NAEYC Professional Learning Institute

Monday DAP and Chinese culture: Lessons learned in an early childhood teacher preparation partnership between two universities in Shanghai and Oregon room

2–4

202B

Working with students and teaching early childhood education in both China and at Western Oregon University has been a remarkable and inspiring experience. Using the principles of developmentally appropriate practice in teaching these courses means using strategies such as active learning through play, individual and group projects, artistic presentations, respecting individual learning styles, and the use of the students’ home language. This interactive presentation will share lessons learned over the ongoing partnership and ideas for the future. Cindy Ryan , Western Oregon University; Linda Craven , Western Oregon University; Natalie Danner , Western Oregon University; Maria Laine , Western Oregon University; Erika Lanning , Western Oregon University Educator/Teacher Preparation

Reconnecting young children to their cultural history: Celebrating the return of the buffalo room

2–4

202C

Learn about Montana’s emphasis on Indian Education for All by exploring Native American culture through multimedia presentation and hands-on activities. Gain a deeper understanding of the importance of culturally relevant and responsive curricula in early care and education by exploring resources and lessons created for Native American Head Start children celebrating the return of the buffalo to the Fort Peck Reservation.

Creating cross-sector professional development systems in early learning room

2–4

203B

Join colleagues in discussing state-of-the-art cross-sector professional development system building. How does the theory of change impact the provision of professional development? How are we thinking about equity in professional development? How are states moving from addressing the structural quality of programs and compliance to improving interactions, teaching, and learning? The focus in states is on supporting programs to embrace a culture of continuous quality improvement and reexamining the role of professional development, including technical assistance. Debi Mathias , BUILD Initiative Professional Development Systems

Captain of the ship: Sailing your school to success with compassion and strength room

2–4

203C

Directors transform into cooks, diaper changers, salespeople, and teachers depending on the situation in front of them. Having that flexibility allows for greater success. During this workshop, directors will learn real solutions to challenges like teacher retention, bullying, behavior management, challenging parents, low-energy staff meetings, and closing tours and the one secret to hiring and keeping the most qualified teachers in the harsh world of preschool turnover—all while laughing through the workshop. Ron Shuali , Shua Life Skills Professionalism, Leadership & Ethics

Christine Lux , Montana State University Social Studies

2019 NAEYC Professional Learning Institute

Monday 4:30–5:30 pm Revising Developmentally Appropriate Practice: Comments and feedback on the draft revision grand ballroom

4:30–5:30

Members of the Early Learning Systems committee will provide an overview of the proposed revisions to NAEYC’s Developmentally Appropriate Practice position statement. This is an opportunity to discuss and provide feedback on the draft revision. Elisa Huss-Hage , NAEYC Governing Board Early Learning Systems Committee NAEYC Activities

Leadership speed-date: Learn how you can be an NAEYC leader room

Early childhood teachers and family partnerships: Using empathy to build reciprocal collaboration with diverse families room

101B

4:30–5:30

The ability to empathize with the families of young children from diverse backgrounds is essential for building meaningful partnerships. This session will include discussion of successful strategies for fostering early childhood teacher empathy with diverse families by (a) exploring dispositions related to the important role that empathy plays in developing positive relationships with families and (b) building perspective-taking abilities to respond to and interpret the behavior of the families of young children. Lea Ann Christenson , Towson University; Kevin McGowan , Bridgewater State University; Leah Muccio , University of Hawaii Manoa Diversity & Equity

101A

4:30–5:30

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 NAEYC Activities

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

2019 NAEYC Professional Learning Institute

Monday Beyond pre-K: Lessons from Boston and key states on a comprehensive P–3 approach room

102B

4:30–5:30

New America conducted a case study of Boston Public Schools to learn about their efforts to reform the early and elementary grades by embracing a comprehensive P–3 approach. We also have been conducting ongoing research focused on state and local professional learning efforts to strengthen principals’ roles as P–3 leaders. Join us for a policy-and research-based discussion as we explore innovations and challenges in implementing comprehensive P–3 approaches. Aaron Loewenberg , New America; Abbie Lieberman , New America Research

Breaking down the silos: Collaboration among early learning leaders and school district leaders room

102C

4:30–5:30

Three education leaders from the AASA National Cohort for Early Learning will share effective strategies to “break down the silos” between early learning providers and K–12 school districts. Highlights from AASA Case Studies in Early Learning will be shared. Presenters will include school-and district-level leaders from Delaware, Arizona, and Washington State. Participants will gain the perspective of leaders from public school systems while learning practical strategies to build positive relationships across systems to focus on student success. Peter Finch , West Valley School District #208; Gayle Rutter , Spring Meadow Early Childhood Center; Tamika Cleveland , TG Barr Elementary School Community Partnerships

Finding space for infant/toddler curriculum in undergraduate early childhood education programs room

103B

4:30–5:30

Explore EC teacher education program curricula in NYC institutions of higher education related to infants/toddlers. Teacher certification often ranges from birth through kindergarten or second grade, but course-and fieldwork related to infants/toddlers is underrepresented. This session will (a) examine the scope of infant/toddler course content and fieldwork opportunities and (b) analyze the teacher education pipeline and career pathways for infant/ toddler professionals. We will engage in discussions about strategies for enhancing infant/toddler curricula. Jennifer Gilken , Borough of Manhattan Community College; Jennifer Longley , Borough of Manhattan Community College; Jillian Crosby , Borough of Manhattan Community College Educator/Teacher Preparation

An integrated approach to building the Massachusetts professional development system room

103C

4:30–5:30

Massachusetts will present its new strategic framework for professional development and the aligned initiatives for workforce development and program quality supports. State representatives will discuss lessons learned thus far and resources used in the design, development, and implementation of the professional development system. Ola Friday , Massachusetts Department of Early Education and Care; Amy Whitehead-Pleaux , Massachusetts Department of Early Education and Care; Pam Roux , Massachusetts Department of Early Education and Care Professional Development Systems

2019 NAEYC Professional Learning Institute

Monday Landscapes for learning: Supporting the development of infants, toddlers, and families through an integrated approach to environmental and program design room

104A

4:30–5:30

Physical environments in infant and toddler group care have a significant impact on children’s learning and relationships. This session will provide strategies for designing quality environments and describe how program administrators can use classroom and facility improvements as an opportunity to assess and improve program practices, structure, and teacher–child interactions. Louis Torelli , Spaces for Children; Catherine Tsao , Center for Child and Family Studies , WestEd Learning Environment

Data driven coaching: Using child assessment to inform professional learning room

104B

4:30-5:30 PM

Ever feel as if your teacher’s are simply collecting child assessment data because it’s a requirement and then promptly forgetting about it until family conference time? This session will explore coaching strategies, techniques, and support systems to be implemented at the classroom level in order to assist teachers in using child assessment to drive instruction. Join us as we uncover ways to demystify data for our teachers and develop coaching plans that are individualized to be the “right-fit” based on their own knowledge and motivation to change. With the goal of increasing child outcomes, this session will focus on how coaches can build capacity within their educators as they partner together to explore best practices within the field of early childhood. Holly Delgado , HighScope Educational Research Foundation Technical Assistance (Coaching, Mentoring, Consultation)

Working together is hard; coming to an agreement is even harder: Together, advocates can use their unified voice to advance early education in policy and politics room

104C

4:30–5:30

Participants will learn effective tactics and strategies for expanding early childhood education within government, including quality standards, availability of resources, and the development of smart early education policy by first developing synergy among advocates. Participate in developing individual action plans on how to build relationships with other advocates in and outside of early childhood as well as on how to win over the strongest opposition and get results in today’s political climate. Kimberly Kofron , TXAEYC; Eric Knustrom , Texas Star Alliance; Chad Cantella , Texas Star Alliance Advocacy/Public Policy

Applying the principles of appreciative inquiry to early childhood leadership room

201A

4:30–5:30

Leaders in the field of early care and education need tools to inform their leadership, decision making, and coaching. Examine the principles of appreciative inquiry and their application within early childhood leadership contexts. Appreciative inquiry is a framework that looks at the organization as a whole, focuses on asking the right questions to move forward, and informs a leader’s everyday thinking and interactions. Laurel Bongiorno , Champlain College Professionalism, Leadership & Ethics

Giving children a head start on engineering room

201B

4:30–5:30

What is engineering, and what are appropriate engineering experiences for preschool? During this presentation you will develop an improved understanding of engineering education and developmentally appropriate, pocketbookfriendly, and highly engaging means for developing young children’s ability to successfully engage in engineering activities. William Straits , California State University Long Beach Science/Environment/Nature Education 2019 NAEYC Professional Learning Institute

Monday Playing across Russia: The “4Д” project to revive the culture of neighborhood games room

202A

4:30–5:30

There is a consensus among researchers and practitioners that today’s children spend less time in play than they used to, and that the lack of play negatively affects many areas of child development. Presenters will describe a solution to this problem developed by a group of Russian early educators from different regions who met at a professional development academy. This solution involves the creation of a virtual community of play advocates, creating a shared bank of games and organizing periodic “flash mobs” when, on a set date, all participants play the same game with the children. Irina Bykadorova , Rybakov Foundation; Ekaterina Rybakova , Rybakov Foundation; Galina Laponova , Rybakov Foundation; Nadezhda Kulikova , Municipal autonomous preschool educational institution № 174 “Yagodka”; Viktoriya Kuryshova , Municipal autonomous preschool educational institution № 9 “Berezka” Play

room

202B

4:30–5:30

In this session, we will review data on parental and teacher perceptions of school readiness, discuss ways to facilitate a unified understanding of school readiness, and explore new communication strategies between parents and teachers. Nina Smith , North Carolina Central University; Danielle Crosby , University of North Carolina at Greensboro Family Engagement & Support

202C

4:30–5:30

Communities of practice (CoP) are a form of job-embedded professional development where participants interact regularly in order to reflect on their practice. The facilitator’s role in creating a safe, collaborative space is key. During the last five years, the University of Florida has partnered with the Office of Early Learning and trained over 400 CoP facilitators across the state. The Facilitator Fellows program, a yearlong hybrid program, was created to provide sustained support to the trained facilitators. Raquel Munarriz Diaz , University of Florida; Liza Leonard , University of Florida Training & Professional Development Programs

Preparing the ECE workforce for the STEM world: Strategies that support confidence development, knowledge construction, and skill building room

Parents’ and teachers’ perceptions of school readiness: A collaborative effort room

Facilitator Fellows: Empowering practitioners through collaboration and community

203A

4:30–5:30

The rise of the popularity of STEM education around the world has prompted the ECE workforce to advance their confidence and competence in STEM education. This session will (a) review research on early childhood teacher confidence and competence in STEM education; (b) present strategies for developing teachers’ confidence, knowledge, and skills in creating STEM-focused curricula in early childhood programs; and (c) share how each strategy contributes to teachers’ professionalism and classroom curricula in STEM. Pei-Ying Wu , California State University , Fresno Educator/Teacher Preparation

Available at the NAEYC Shop!

Making & Tinkering With STEM Solving Design Challenges With Young Children Integrate making and tinkering and STEM concepts in preschool through third grade classrooms

Item 1130 | List $25 | Institute Price $20 2019 NAEYC Professional Learning Institute

Monday By invitation only: NAEYC higher education peer reviewer meeting room

203B

4:30–5:30

Invitation-only meeting for peer reviewers in the NAEYC higher education accreditation and recognition systems. Megan Woolston , NAEYC

Self-paced learning about children’s math thinking with playful activities: Using the Learning and Teaching with Learning Trajectories tool room

203C

4:30–5:30

The Learning and Teaching with Learning Trajectories (LTLT) tool is a playful way to learn about children’s thinking and how to build it with everyday activities and materials. LTLT shows videos of the learning paths of children and playful activities to use immediately and joyfully. Trainers can use the site to work with teachers and home visitors. Teachers and parents can dive deeply into understanding their children’s thinking and suggestions for just-in-time activities for groups and individuals. Douglas Clements , University of Denver; Julie Sarama , University of Denver Mathematics

Outlast Mud Kitchen 2019 NAEYC Professional Institute Free Shipping 10-Year WarrantyLearning Manufactured in USA

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Bama By Distance

Tuesday 8–10 am

LGBT 101: A developmentally appropriate perspective through children’s literature room

Featured Session Integrating social justice approaches in preservice and inservice teacher education grand ballroom

8–10

This session will introduce two complementary approaches—anti-bias education and culturally sustaining pedagogy—to advance social justice in teacher education. Drawing on these perspectives, we offer practical strategies for the preparation and ongoing learning of preservice and in-service teachers. This session will support adult identity development, designing learning activities, addressing practical teaching dilemmas, navigating institutional politics, and teaching in online spaces. Opportunity will be provided for problem solving and action planning. Debbie LeeKeenan , AntibiasLeadersECE; Caryn Park , Antioch University Seattle; John Nimmo , Portland State University

Sponsored by

Playful learning: Evidence and resources for supporting social-emotional development room

8–10

101A

The internet is full of articles that continue the longstanding 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 and resources for ways in which playful options can support social-emotional learning and development. Examples will highlight playful approaches that support children of diverse cultures, languages, and abilities.

8–10

101B

The LGBT Center OC and the Orange County AEYC have developed this session to increase the understanding and support of an underserved and often discriminated against population. This workshop will review key terminology to increase knowledge, as well as cover strategies for those who wish to become allies. We will explore children’s literature that embraces themes of diversity in themselves and in others. Through literature, our hope is to make our community safe and affirming for LGBTQ children and families. Marilyn Mendoza , Orange County AEYC; Wendi Evans , LGBT Center OC Diversity & Equity

Getting the advantage of creating and growing a high-quality early childhood education organization/business room

8–10

102A

This interactive workshop is based on the best-selling book The Advantage by Peter Lencioni and responds to the question: “Why does organizational health trump everything else in business?” Participants will learn about organizational health principles and practices and their effect on transforming an early childhood education business. Attendees will gain a new perspective as leaders of early childhood programs and learn additional strategies to strengthen their business. Robert Gundling , Better Futures , LLC; Jahi Davis , Better Futures , LLC Program Administration & Financial Management

Robin Ploof , Champlain College; Camille Catlett , Frank Porter Graham Child Development Institute , University of North Carolina Play

2019 NAEYC Professional Learning Institute

Tuesday Embracing the voice of the teacher to educate the child: Using teacher voices to create a culturally responsive teacher trainer model in early childhood education room

8–10

102B

Participants will receive training on culturally responsive pedagogies that can be used when educating young children and interacting with culturally diverse parents. They will participate in three research-based training modules that focus on team engagement, anti-bias strategies for young ESL children, and parent communication. Participants will also have opportunity to discuss professional development practices that enhance developmentally appropriate practice recommendations in connection with culturally relevant lessons, customs, and holidays. Flora Harmon , Texas A&M University Training & Professional Development Programs

A community-based learning lab: How a quality ECE program can support professionalization and teacher prep through PD, observation, coaching, TA, and partnerships with institutes of higher education room

8–10

102C

In this session, participants will learn about the transformation of Children’s Village—a large, high-quality child care program in Center City, Philadelphia—into a learning lab. This will include an overview of staff qualifications in this environment, the PD and TA offerings that the learning lab has provided to audiences throughout the ECE field, and the partnerships that Children’s Village has formed with institutions of higher education. Participants will also discuss the impact of the learning lab on the program’s teacher compensation.

Never too young: Museums as ideal learning environments for young children room

8–10

103B

Learn about the benefits of museum learning from Smithsonian early childhood educators. Participate in hands-on lessons showcasing content connections to science, history, and art museums. Explore practical techniques and gain confidence for designing meaningful museum and community field trips for your school. Cynthia Raso , Smithsonian Early Enrichment Center; Tiffany McGettigan , Hirshhorn Museum & Sculpture Garden (Smithsonian); Brooke Shoemaker , Smithsonian Early Enrichment Center Community Partnerships

Using a multifaceted evaluation process to support high-quality early childhood special education programs room

8–10

103C

Participants will learn about an evaluation model for early childhood special education programs that provides a context for reducing the amount of time children spend in pull-out related services and substantially separate programs. Presenters will demonstrate ways to use OSEP Child Outcomes and aligned assessment tools to drive eligibility decision making and IEP development, as well as describe how this evaluation model provides a format for collaborating with community partners and increasing family engagement. Ann Ramminger , Early Childhood Associates , Inc.; Linda Warren , Early Childhood Associates , Inc. (ECA) Children with Disabilities/Early Intervention

Zaina Cahill , Children’s Village; Mary Graham , Children’s Village Professional Development Systems

2019 NAEYC Professional Learning Institute

Tuesday Research Symposium Session

Using transformational coaching to facilitate and promote continuous quality improvement (CQI) for early learning professionals and programs

Cutting child poverty in half within a decade

room

8–10

104A

In response to a mandate from Congress, the National Academies of Science, Engineering, and Medicine (NASEM) released a landmark consensus study on child poverty in the US. This study included analysis of the economic, health, and social costs of child poverty to our society, as well as the effectiveness of current antipoverty programs to reduce child poverty. Based on this analysis, the study committee issued a set of evidencebased policy recommendations about how to cut the national child poverty rate in half within a decade. Join us to hear from leading experts on this new landmark study and learn how you can utilize its findings to reduce child poverty and its negative consequences in the US. Greg J. Duncan , University of California, Irvine Jackie Thu-Huong Wong , GRACE; Donna Sneeringer , Child Care Resource Center (CCRC); Antionette Dozier , Western Center on Law & Poverty; Becca Patton , First 5 LA

Sponsored by

Creating the village: Building relationships that support children room

8–10

104B

It takes a village to raise a child, but what does it take to create a village? Every grown-up has a valued, understood role in the education, health, welfare, growth, and development of children. Creating a culturally, racially, and linguistically diverse village in early childhood care and education means turning parents, teachers, and the community into a team that meets the needs of the children and families they serve. Join this lively, interactive session to find out more about how you create that village for children in an increasingly diverse society. Debra Sullivan , Ashé Preparatory Academy; Holly Elissa Bruno , Holly Elissa Bruno Keynotes & Team Building; Luis Hernandez , T/TAS at Western Kentucky University

8–10

104C

Participants will explore the GROOMER Framework for Change model. This systematic and intentional model can be used both with individuals and at the program level to facilitate intentional change and promote continuous quality improvement (CQI). Participants will learn the seven GROOMER components to effectively facilitate reflection, problem solving, and documentation to create lasting changes that improve program services and individual practices and increase positive outcomes for children and families. Constant Hine , Horizons In Learning; Robin Levy , Horizons In Learning Technical Assistance (Coaching, Mentoring, Consultation)

Mining for gold: Recognizing the expertise inherent in the early childhood educator room

8–10

201A

This session will examine why valuing the caregiver as the source of program excellence is vital. Learn how to refocus programs to invest in their intrinsic resource for program quality—the teacher in the classroom. Explore tools that support administrators in cultivating the expertise of their teachers. Learn strategies to coexist with extrinsic systems of program quality without undermining program culture and integrity. Kathleen Seabolt , Vanderbilt University Professionalism, Leadership & Ethics

Institute Evaluation

Diversity & Equity

2019 NAEYC Professional Learning Institute

Tuesday Trauma-informed leadership: Supporting teachers so they can support children room

8–10

201B

Presenters will review the incidence of educators who have experienced trauma and discuss why administrators need to be trauma informed. Participants will explore strategies for supporting teachers in a trauma-sensitive manner so they are in the best possible emotional state to support children. Michelle Broniak , Starfish Family Services; Rhonda McClure , Starfish Family Services Professionalism, Leadership & Ethics

Using our words: Practical strategies for using the Division for Early Childhood’s position statement on challenging behavior and young children room

8–10

202A

In 2017, the Division for Early Childhood of the Council for Exceptional Children released a revised position statement on challenging behavior and young children. Learn about this document and the complementary tools to help you address and prevent challenging behavior in young children. We’ll share success stories and practical ways that you can advocate for change in your program and community. Walk away with resources, ideas, and a stronger professional network. Kathleen Artman-Meeker , University of Washington; Angel Fettig , University of Washington; Jessica Hardy , University of Louisville Guidance/Discipline/Challenging Behaviors

Learning to see: Using video to support learning, connection, and community online room

8–10

202B

Leverage the power of video to improve student observation skills, provide effective feedback, improve implementation of effective teaching practices, and perhaps most important to build communities of reflection and practice where students have the opportunity to connect with their peers and instructors to discuss authentic problems of practice. Practice and plan for how you might use the free tools available through the EarlyEdU Alliance to build your own effective online coursework and degree programs. Katie Emerson-Hoss , EarlyEdU Alliance at University of Washington; Miriam Packard , University of Washington Educator/Teacher Preparation

Connecting emotional intelligence and school readiness: The impact of an emotional intelligence curriculum on prekindergarten students’ behavior and academic development room

8–10

202C

This session will focus on the implementation of an emotional intelligence (EI) curriculum in preschool settings. The rationale behind the project will be discussed, in addition to the larger impact on early childhood development and improving student outcomes. Participants will gain understanding of the RULER approach, visible thinking, and global thinking methods through brief tutorials followed by active learning groups and application of the curriculum. Participants will solidify knowledge of the EI curriculum and have the ability to apply strategies in their own setting. Daniela Foerch , Florida International University; Andrea Adelman , Florida International University Social/Emotional Development

2019 NAEYC Professional Learning Institute

Tuesday Transformative coaching strategies to support teachers of dual language learners room

8–10

203A

In this session, you will learn about evidence-based strategies that support the emerging bilingual child from birth to age 5. You will also learn strategies to gain the tools necessary for supporting dual language learners. We will explore a coaching approach as well as practical strategies, helping to create sustainable and lasting change in your practice. Erika Flores , ChildrenFlow , LLC Training & Professional Development Programs

Designing higher education rubrics that align with NAEYC’s Professional Preparation standards room

8–10

203B

Participants will learn the features of key assessments that are aligned with the NAEYC Professional Preparation standards for higher education accreditation and recognition. Megan Woolston , NAEYC; Crystal Swank , Truckee Meadows Community College Accreditation of Higher Education Programs

Interpreting student learning in the early childhood setting: Colorado’s model to support educators and their evaluators room

8–10

10:30 am–12:30 pm

203C

Session participants will explore a supplemental evaluation guide (The Practical Ideas Guide for Early Childhood Evaluation) that can be used to support the professional growth of early childhood educators. They will learn about how the strategies presented in the guide can be applied to a variety of different contexts to support the development of early childhood educators and their evaluators. They will then apply the learnings to example vignettes of early childhood classrooms and discuss how to use student learning to identify areas of growth for early childhood educators. Jeanette Joyce , Marzano Research; Jennifer O’Brien , Colorado Department of Education; Joshua Stewart , Marzano Research; Courtney Cabrera , Colorado Department of Education; Lyn Bopp , Marzano Research Standards-Early Learning/Content Standards, Common Core Standards

2019 NAEYC Professional Learning Institute

Featured Session Count all children: Preparing for the 2020 Census grand ballroom

10:30

am–12:30 pm

Data from the decennial Census are used to determine federal resources states receive, including allocations of major federal funding such as Head Start/Early Start, Children’s Health Insurance Program, and WIC. The US is currently at risk of undercounting up to 1.5 million young children in the 2020 Census and early childhood professionals have the opportunity to be leaders to ensure a fair and accurate count of the children and families in their communities. This session will provide an update on the current preparations for the 2020 Census and strategies that early childhood professionals can implement to ensure their communities are accurately counted and that young children and their families have access to the resources they need to thrive. Arturo Vargas , NALEO Educational Fund; Rebecca Rodriguez , NALEO Educational Fund

Early childhood policy in institutions of higher education: Stepping out? Stepping up? room

101A

10:30

am–12:30 pm

Presenters will share contemporary issues that advance early childhood policy efforts. Particularly salient at a time when attention is being focused on teacher education and leadership, this session will feature strategies to prepare policy leaders who will take on conceptual leadership. Content will inform participants about a large new national effort to create a greater focus on early childhood policy in institutions of higher education, as well as solicit input and critical thinking on the strategies currently being considered to do so. Eva Landsberg , National Center for Children and Families at Teachers College , Columbia University; Kathy Thornburg , University of Missouri Advocacy/Public Policy

Tuesday Program administrators: Supporting developmentally appropriate practice in early childhood programs

NAEYC Early Learning Accreditation Standards as a foundation for teaching students about high-quality early education and care

room

101B

room

102C

10:30

am–12:30 pm

10:30

am–12:30 pm

This session focuses on ways in which developmentally appropriate practice (DAP) is critical for high-quality early childhood programs—and addresses myths and misconceptions about DAP. We’ll explore ways that program administrators can leverage their leadership and management skills to create a culture that embraces DAP. Anthony Durborow , NAEYC; Kara Myers , NAEYC Professionalism, Leadership & Ethics

Elevating our workforce: How three states led workforce initiatives for all with a CDA foundation room

102B

10:30

am–12:30 pm

Learn how Ohio, Indiana, and Massachusetts successfully developed and implemented workforce initiatives for all early childhood educators, including their use of the Child Development Associate credentials as foundational steps. The presenters will engage you in dialogue about lessons learned from idea generation, building staff/ public support, financing, and program administration, evaluation, and documentation. Valora Washington , Council for Professional Recognition; Dianna Wallace , Indiana Association for the Education of Young Children; Ola Friday , Massachusetts Department of Early Education and Care; Todd Barnhouse , Ohio Child Care Resource and Referral Association Professional Development Systems

Learn about an innovative approach for teaching students how to recognize the elements of a high-quality early education learning environment. Bridgewater State University ECE students are using NAEYC Early Learning Accreditation Standards as a measure to support their understanding of best practices. Through a three-credit course offered in a hybrid (online/F2F) format, students complete site observations in different child care settings, each week focusing on a different NAEYC standard. They then collect and analyze evidence and make recommendations for program improvement. Gwenyth Alexander , Bridgewater State University Educator/Teacher Preparation

Mindful planning: Using observation, assessment, and reflection to inform instruction room

103A

10:30

am–12:30 pm

Creating and implementing lesson plans for a classroom of children can be a daunting task—particularly when the needs of individual children ought to be taken into consideration. In order to more effectively plan so that ALL children can optimize their learning potential, some purposeful, engaging, and intentional practices can be used. This session will provide strategies to help teachers understand how to pull together and create meaningful plans from multiple data sources—in particular observations, assessments, and reflective practices. Keith Pentz , Early Years Consulting Services Program Quality, Evaluation, & Accountability

Available at the NAEYC Shop!

New! From Survive to Thrive A Director’s Guide for Leading an Early Childhood Program

From Survive to Thrive

A Director’s Guide for Leading an Early Childhood Program Debbie LeeKeenan and Iris Chin Ponte

Practical information, guidance, and tips for new and experienced directors. Item 1136 List $28 | Institute Price $22.40

2019 NAEYC Professional Learning Institute

Tuesday A trail of breadcrumbs: Supporting and encouraging diversity in ECE leadership room

103B