Scholarly Practitioner

As I thought about my position as a scholarly practitioner and what that would mean in bringing change to the early childhood profession, I have to sit and remember that Mississippi is one of the only states that currently doesn’t have any type of Quality Start and Improvement System in place for early childhood programs. So, I see a great opportunity here for me to help build a new system that could allow for us to evaluate programs where they may need help and provide support in those areas.

As a scholarly practitioner, I feel I have a responsibility to bring in my experiences with starting as a teacher in early childhood and moving up to my current position to help provide data on the different levels of the early childhood profession. Holding positions at local and state levels to discuss the needs and concerns of early childhood providers will help bring a voice from the field while providing data to support the topic of concerns. 

One are that might be a road block in trying to build a different type of QRIS system would be the early childhood providers in the low-income areas who may feel as though they will not be able to meet qualifications of a QRIS system. Many low-income providers felt that the QRIS system that was in place before didn’t provide them with improvement opportunities as was given to others who could afford to meet the qualifications. In looking at how to remove these road blocks, I feel that my current position as an education and training specialist could help provide the information on a new evaluate and support system that could be put into place to see what the strengths of each program are and build from the strengths to improve other areas.

I believe as a scholarly practitioner, it would be more important to support early childhood programs through an evaluation of interactions and relationships that allow for positive development in the programs. Helping to give all programs a voice with how they are needing support would benefit all children and families no matter their socio-economic status.

Use of Assistive Technology

As we know all know, children learn in different ways just as adults; visually, auditorily, and kinetically. We also know that through diversity and with varying abilities come the need for assistance and that assistance can be through the use of technology. The use of assistive technology has become a way for children who need a different type of support to meet and reduce the challenging learning gaps (Nielsen, 2011).

Audiobooks

Audiobooks is a way that technology can be used to enhance children’s language and literacy skills. Through the use of audiobooks, children can listen to storybooks while viewing the pages of the book when possible. Through the years, assistive technology through audiobooks had to be purchased and used with audio devises such as tape players or CD players. Today, through the use of computers and internet services, audio books can be heard through platforms like YouTube. Through this process, families and teachers can search for books that will help children with themed related, standard meeting, and skills-based books for children to view and listen to. Another important factor is that using audio books through this type of platform can also provide teachers a culturally responsive strategy as they can find books that meet the cultural or ability of each child in their classroom.

Alternative Mice

A computer mouse allows for the user to move and choose different programs or activities. However, for some children, a regular computer mouse would be hard to use. Alternative mice have come a long way to help children with varying abilities be able to use computers based on their needs. Joysticks, head mice, touchpads, rollerballs and other means have become available for children to use who may have different movement, spatial and cognitive impairments (Nielsen, 2011). Although this type of alternative might not meet cultural needs of children, the ability needs of children can be enhanced through this type of adaptation.

Through assistive technology, children’s participation in assessments and learning strategies has increased, as well as, in all other activities (Mitchell, 2007). It is through assessments that we could see the growth in learning outcomes for all children. Providing assistive technology allow teachers to give all children the opportunities to show their knowledge and abilities for meeting academic standards.

References

Mithcell, L. M. (2007). Using technology in Reggio Emilia-inspired programs. Theory Into Practice 46(1), 32-39.

Nielsen, L. (2011). 25 incredible assistive technologies. Retrieved from https://theinnovativeeducator.blogspot.com/2011/09/25-incredible-assistive-technologies.html.

Choosing Proper Assessments

Purposeful assessments help teachers, students and families know the purpose of an assessment and provide information on where a student might have been, where they are currently and where they are going when moving forward (Amin, 2012). Assessments help determine the next course of action in helping children and families through setting goals with teachers in all developmental domains.

Below you will find two scenarios of children attending early childhood programs. The teacher has provided information about the concerns for the children and any information about the home/family life they may have.

Please read the scenarios and provide any assessment/screener information that might help the teachers in supporting the child and families. Include the name and type of assessment or screener, along with information about what the assessment measures and how it is administered.

Scenario One

James is a four year old boy who lives with his mother and six siblings. They live in a three bedroom apartment in a not so nice neighborhood. Rechico is the youngest of the six siblings and there is no father in the household. 

At school, James acts out toward the adults in the classroom. He throws materials and furnishings at the adults if they try to keep him within the classroom. He has tried to climb out the windows, leave out the doors to run down the hall, he had even squeezed his body through the gate to run down the road. When the director and teacher spoke with the mom, she just said she didn’t believe he acted that way. With her permission they recorded his actions to show him throwing materials and cursing at the teachers. As she watched the tape, she still didn’t believe this was her child. 

The teacher does not know what else to do. She feels blessed that James doesn’t go after any children but is concerned that he will hurt himself if he ever gets out of the building or playground to where they can not stop him.

What would help James’ teacher understand his behavior toward adults? What assessment/screener could be used to help support and guide his behavior?

Scenario Two

My scenario is in a three-year-old Head Start classroom with fifteen children of different race, gender, and backgrounds. One girl, we will call her Misty, is an older three-year-old who lives with her 80 year old grandmother in a rural area of her community. Her mother passed away in a car wreck and her dad coming to see her whenever he can. 

During transition, as the teacher was holding up name cards at the beginning of the year, she noticed that Misty was calling out everyone’s name as she held up written names only. As she watches Misty, she would see Misty look at the name card, look for the name on the locker that matched and then see the picture of the child’s name. Screenings were taking place and Misty knew her first and last name, her address, her phone number and her grandmother’s full name. 

However, the teacher did notice that many days Misty would play in a center where only one or two children were allowed, mostly in the book area. When the class would go outside, Misty usually was swinging or using the sidewalk talk. Misty would hardly engage in play with other children.

The teacher sees that Misty succeeds in some academic skills that center around letters, reading, or writing, but not in other academic areas. She also notices that social skills for Misty is not where an older three year old should be at this age. She would like an assessment that would help her support Misty in these areas but that also gives a full picture of Misty’s development to share with her grandmother, especially in the social development area.

What assessment could the teacher use to determine the areas of development Misty might need support?

Reference

Admin, Z. (2012). Purposeful Assessment. Medical Education, 46, 3-12.

Policies, National Regulations and Standards for Early Childhood Education

The Mississippi Department of Education (MDE) has compiled early learning standards for children birth to 4 years of age (2018). They followed along with the national standards and research Head Start and other state standards for the final document in 2018. You can find the Mississippi Early Learning Standards for Classrooms Serving Infants through Four-Year-Old children here: Early Learning Standards for Classrooms Serving Infants through Four-Year-Old Children 

The Kindergarten Standards (MDE, n.d.) are also available here: https://www.mdek12.org/OAE/college-and-career-readiness-standards. These standards were updated in 2017 and include the College- and Career- Readiness Arts Learning Standards.

The Mississippi standards allow for differentiated instructions for children since they can look at the previous standards if a child is struggling with a standard in their age group or move to the next standard above their age group if they need more changllenges.

The Mississippi standards shows a comparison to the NAEYC’s position (2003) on assess children’s strengths, progress and needs through methods that are developmentally appropriate and flows with daily activities for the children in the classroom. NAEYC also discusses assess the whole child through the culture, linguistics, families and connections that benefit the child.

The Mississippi standards in comparison with the National Board for Professional Teaching Standards in that the assessments have a purpose of documenting achievements of children to guide the curriculum and improve the teaching instructions planned for activities in the classroom (NBPTS, 2012). The Mississippi provides a checklist for teachers to document the children’s achievements at least three times a year and can provide learning opportunities in small groups and individualization based on these documentations.

One thing the Mississippi standards provide for teachers in the way of teaching instructions is providing 4 year old teachers strategies for meeting the standards (MDE, 2015). At the current time these are being revised to include birth through 4 year olds but are still available for the 4 year old teachers here: https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/OEC/early-learning-teaching-strategies-for-classrooms_updated7-10-2015.pdf.

References

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.). Retrieved from http://www.nbpts.org/wp-content/uploads/EC-GEN.pdf.

National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/CAPEexpand.pdf.

Mississippi Department of Education (MDE). (2015). Early learning teaching strategies for classrooms serving four-year-old children. Retrieved from https://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/OEC/early-learning-teaching-strategies-for-classrooms_updated7-10-2015.pdf.

Mississippi Department of Education (MDE). (2018). Early learning standards for classrooms serving infants through four-year-old children. Retrieved from https://www.mdek12.org/sites/default/files/final_infants_through_four-year-old_early_learning_standards_2020.08.21_jg.pdf.

Mississippi Department of Education (MDE). (n.d.). Kindergarten standards. Retrieved from https://www.mdek12.org/OAE/college-and-career-readiness-standards.

Evaluating and Supporting Early Childhood Programs

I have held a professional position of conducting program evaluations, as well as, supporting programs after the evaluations have been conducted. What I find is that just as we say all children are different, learn different, and may need different types of support, I have found the same true for programs. One evaluation might need fit the need or see the quality in all centers. I hope in going through this course, “Evaluating and Supporting Early Childhood Programs” that I have a chance to learn how to use evaluations to better support early childhood programs and the need to evaluate programs to know how to better find the support they need to build quality within their program. I feel that I can impact the early childhood profession by researching all types of evaluations and know which ones would better suit what a program needs. NAEYC (2003) stated that evaluations are an important part of looking at quality in both implementation and modification of the program. Being a technical assistant and helping to support programs after an evaluations had such an impact on me. I noticed that it was not just about “seeing” what the evaluations states they have or have not, but in how you support the program and make modifications afterwards to work toward that goal of quality for children.

Question:

One major question I do have is: Do program evaluations take into account the communities and environments of programs?

Reference

National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective, accurate system in programs for children birth through age 8. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/CAPEexpand.pdf.

Fostering Classroom Communities

Fostering classroom communities should involve a great number of people from inside and outside the classroom.  The teacher begins setting the tone for the classroom with a director or principal setting the base tone for the teacher to follow.  The children are the major part of classroom communities and should all feel safe, welcomed and encouraged while in their classroom community.  Parents who are not usually within the classroom can also play a part in helping to build the classroom community by preparing their children to be ready both physically and mentally once entering in the classroom.  The presences of parents can also help build a positive and encouraging relationship with all center or school personnel and modeling that relationship for the children. 

            Carolyn Beth Jester (2019) wrote a dissertation on Nurturing and Attachment in Arkansas Early Childhood Settings: Qualitative Early Childhood Caregiver Insights that shows how it takes more than the classroom teacher to foster a positive and supportive learning environment or classroom community.  The purpose of this study was to speak with caregivers about their experiences and attitude on the cause of behavior incidents, suspensions, and expulsions in early childhood settings. 

            The qualitative research data was collected through interviews that were audiotaped with 10 Arkansas early childcare providers using a phenomenological in-depth interview methodology. Analyzing the data from these interview brought to light six themes: “(a) knowledge required to provide mindful delivery of nurturing and attachment strategies, (b) importance of communication and engagement and connection/trust and respect, (c) importance of relationships with parents and infants and toddlers, (d) expectations and the role of the parent, (e) stressors and challenges encountered in early childhood caregiving settings, and, (f) responsibility of acknowledging mindfulness and attunement” (Jester, 2019).

            The research found that to foster classroom communities that it takes the appropriate training for the early childhood caregiver to have in the importance of nurturing and attachment with children.  Where all caregivers who were interviewed knew some knowledge, many felt more training would be beneficial.  The personal experiences in which the interviewed caregiver discussed, it was found that many felt that the home life of the children and what the children experienced or witnessed within the home had impact on the behaviors of the children within the classroom. 

            For the most part, this dissertation concluded that building positive and respectful relationships with the parents, as well as, co-workers and support would begin to foster a positive and supportive learning environment for everyone and suspensions and expulsions, along with behavior incidents could slow down.

            My focus of study is on how prepared teachers are to support children who may experience traumatic stress, trauma adverse or stressful events in rural areas of Mississippi.  This dissertation has some great insight when looking at the amount of behavior incidents, suspensions and expulsions at such a young age that can help guild my questions in working with early childhood professionals on how they may feel prepared in supporting these children.  Jester used several resources that I found that I could also benefit from in my research:

American Psychological Association. (2019) Socioeconomic status.  https://www.apa.org/topics/socioeconomic-status/.

Anda, R. (2018). The role of adverse childhood experiences in substance misuse and related behavior and health problems. SAMHSA’s Center for the Application of Prevention Technologies. https://mnprc.org/wp-content/uploads/2019/01/aces-behavioral-health-problems.pdf.

Barron, C.E., & Jenny C. (2011). Definitions and categorization of child neglect: child abuse and neglect. St. Louis, MO: Elsevier Saunders. https://www.sciencedirect.com/topics/medicine-and-dentistry/child-neglect.

Bethell, C. D., Davis, M. B., Gombojav, N. Stumbo, S., & Powers, K. (2017, October). A national and across state profile on adverse childhood experiences among children and possibilities to heal and thrive [Issue brief].  http://www.cahmi.org/wp-content/uploads/2018/05/aces_brief_final.pdf.

Brooks, R. (2015). Resilience: The common underlying factor.  http://www.drrobertbrooks.com/wp/wp-content/uploads/2015/04/april-2015-revised-42115.pdf.

Cavoukian, R. (2017). To change the world, begin building one that’s good for children: Science and economics support the moral and civic duty of caring for our young from their earliest days. https://www.nbcnews.com/think/opinion/change-world-begin-building-one-s-good-children-ncna814421.

Center on the Developing Child Harvard University. (2007). The impact of early adversity on child development (In Brief). www.developingchild.harvard.edu.

Center on the Developing Child Harvard University. (2015). The science of resilience. https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2015/05/InBrief-The-Science-of-Resilience.pdf.

Each of these references that Jester used in her research could be a starting point in my research on defining rural, low income areas, adverse experiences among children, how they might overcome these types of experiences and how teachers might benefit from trainings on building resilience and positive relationships with children.

Reference

Jester, C. B. (2019). Nurturing and attachment in Arkansas early childhood settings: Qualitative early childhood caregiver insights (Publication No. 13814130) [Doctoral dissertation, Regent University]. ProQuest Dissertations and Theses.

And the journey begins again…..

May 2016 I wrote that time had flown by and I had reached my journey’s end with a Master’s Degree in Early Childhood Studies. Well…I am off as another journey begins in pursuing an EdD in Early Childhood Education. May God be with me to guide each step of the way and may I reach the potential He has for me through this journey.

WOW! How time flies!

It has been over a year since my last post.  I was able to attend graduation and felt pride, gratitude and accomplishment as I walked across the stage.  I began the process to work on my next step of obtaining a doctorate degree at Mississippi State University – Hail State! and Go Dawgs!  However, before beginning classes (was supposed to begin in January) I went through 2 different surgeries in December – one leading to an emergency surgery that put that dream on hold for a little bit longer.  However, I will get there!

I have been through many changes this past year and expect many more.  Each and every change had led me to bigger and better opportunities.   As I continue on my many journeys I hope to blog about them and add some personal family experiences along the way.  Although this was started for school, my passion is still about putting children first and therefore will continue with this blog.

Loves, Hugs, and Pawprints!

G

Time Well Spent

As my schooling comes to a close, I feel such a sense of accomplishment and know that this was TIME WELL SPENT. Between losing a house to fire, finding a new home, going through illnesses, working full time (traveling most of the time) while trying to earn a degree I can say this journey was a long and bumpy road to say the least. However, it did show me that if you put your mind to doing something and have the support of family, colleagues and instructors you can accomplish anything.

This program has taught me so much about myself and my passion for early childhood. I have come to have a greater understanding of the importance of research in early childhood and using this research to fuel discussions with other early childhood professionals to build knowledge in this field. I also have grown in my own knowledge about advocating for children and families in early childhood. I realize I now need to be the voice for the ones who need to express what parents want in the best interest of their children. This was a huge learning process for me. I have always felt I needed to push parents and teachers to be the voice for the children, but I now know that I should be the first line of advocacy for the early childhood field.

However, what I have taken away most from this program is something that can help me with my goal of becoming an instructor at a community college in the early childhood field. I am taking away a better understanding of how adults learn and new strategies that I can use now as a technical assistant working with adults, but also once I reach my goal of being a community college instructor. This is also another goal of mine in that I would be able to give a good foundation and introduction to advocating for early childhood to students who are choosing to become a part of the early childhood field. If they are given the tools from the beginning I believe they will grow into great advocates for their children and families.

The wordle below, I put together toward the beginning of this program. I don’t think I would change anything on this wordle as far as what is important in an early childhood classroom. I would possibly add one thing and that is “Being an Advocate”. I believe that as early childhood professionals, teachers, parents, and administrators we need to become a great voice and advocate for what is best in early childhood.

 

I would like to express my appreciation to all the colleagues I have met along the way and the discussions, advice, and experiences they shared with me along the way. I have learned so much from each one of you and loved how we each had our own vision, but we all had the same end in mind…the children and families we serve. I would also like to say a huge thank you to Dr. Dartt for being supportive and understanding to all the questions and issues that came up through the last eight weeks. I truly have learned a lot from Dr. Dartt – especially with scholarly writing. You are an inspiration to me and how I would like to be as an instructor when working with adults.

I wish you all the best in everything you do and may we meet our 15 year vision that we have described at the end of this journey.

International Early Childhood Jobs and Rolls

This week I researched some international organizations that work with early childhood in some capacity.  One organization that I really would love to include as a community of practice is Save the Children. This organization does several things, but the one I was the most interested in was the education piece where they work to help support children’s education with both teachers and parents. They do this by training teachers, coaching parents and caregivers, offer ways for parents and community to help children through reading and math activities outside of school, introduce children to artistic expression, and ensure learning is continued even through a crisis (Save the Children, 2015).

I can say from experience that they are a wonderful program to help children to continue their learning in the event of a crisis. When tornadoes struck a small town in Mississippi, Save the Children came in and help a center we had helped earlier to get back in a routine and provided materials and furnishings to the center. The began by providing some in a day care put together in a shelter and then as the center director found another place to try and get the children back into a routine and familiar surroundings, they helped her to get the materials and furnishings needed to continue children’s learning as quickly as possible.

The following is a position that I think would be great advancement in my career as an early childhood profession as I complete my Master’s degree in early childhood.

Program Specialist, Early Childhood

Location:	US – CA – San Bernardino
Division.:	U.S. Programs
Description
The Program Specialist is the on-the-ground Save the Children staff member providing training, technical assistance, and management support to program partners to ensure quality program implementation and results for children.  Save the Children programming is focused on children and families for the prenatal through age ten (P-10) continuum of child development and education.  Early Childhood Program Specialists focus on prenatal through age five and school-age Program Specialists focus on elementary school-age children.  Under the supervision of the Deputy Program Director and working as a member of the state team and in collaboration with the national program team, the Program Specialist oversees and supports program implementation, monitoring, and evaluation at assigned partner sites.  Specific duties and responsibilities are outlined below. Essential Duties, Responsibilities and Impact Assists in providing input to their function’s strategic and operational plan. Assists in developing short-term plans and organizes resources to achieve results. Accountable for day to day decisions around execution of job, and for setting clear objectives and measures for self. Exercises independent judgment and discretion on significant matters related to functional area. Requires little or no supervision on routine work assignments, but may require supervision to review work progress and results on non-routine work assignments. General regulations exist, but incumbent must interpret the regulations. Keeps manager informed of important issues. Builds effective relationships within their immediate or peer workgroup. Leads/supervises administrative support staff or program(s). Program Implementation, Monitoring, and Evaluation (55%) Guide and support program staff to ensure quality implementation, monitoring, and evaluation of Save the Children’s program models according to established standards. Provide in-person and remote training and technical assistance for program staff; maximize the use of technology to do so. Visit each assigned site in compliance with the program model to conduct observation, coaching, and mentoring.  Complete site visit reports. Ensure accurate and up-to-date data collection and reporting for each assigned site. Consult with the Senior Specialist about program questions and needs. Partner Operations and Management (20%) Support the Deputy Program Director with partner management including but not limited to annual partner planning, sub-award budget and spending, grant budgets and reports, annual district/site stakeholder meetings, partnership performance management, sponsorship, and emergency/disaster communication and reporting. Meet regularly with each site supervisor. Ensure timely and accurate incident reporting and necessary follow-up. Support the Deputy Program Director with identification and assessment of new sites. Provide new sites with start-up support including but not limited to hiring and training program staff, technology and program materials, and Partner Portal usage. Local and State Relationships/Advocacy (10%) Support the Deputy Program Director, and program partners as appropriate, with local, regional, and state community engagement activities, community partnerships/coalitions, and state level relationships. Support the Deputy Program Director with local, regional, and state program presentations. Support program partners with media opportunities to highlight Save the Children programs. Professional Development (10%) Participate in Save the Children Program Specialist calls, meetings, and trainings. Stay current on relevant national standards and best practices Share knowledge and experience with the national program team and program specialist colleagues. Participate in national program team projects and US Programs work groups. Other (5%) Work in collaboration with US Programs teams (e.g., Early Childhood; National Directorate; Technology, Monitoring and Evaluation; Sponsorship; Policy and Advocacy; Resource Development; Marketing, Communications, and Media). Provide stories from the field to national staff. Support, and contribute as appropriate and requested, to Save the Children priorities and initiatives. Support Deputy Program Director with VIP visits and other duties as assigned. Required Background and Experience, Skills and Behaviors Bachelor’s degree in early childhood education, child development or related field with at least three years relevant experience in the area of infant/toddler development.  A Master’s degree is preferred. Experience as a trainer/mentor/coach. Experience with home visiting programming, working in rural communities with limited resources, and working with families who are economically challenged is preferred.  Experience in working with or supporting professional/paraprofessional home visitors. A strong foundation in relationship-based work and supervision. Knowledge of early development with emphasis on infant/toddler development and early language and literacy. Knowledge and experience using reflective practice. Strong interpersonal skills with demonstrated capacity as a team player and relationship builder. Demonstrated organizational and management skills related to program implementation. Experience developing and delivering training and technical assistance in-person and remotely. Proven experience working effectively with limited-resource communities. Strong written and oral communication skills including through the use of technology. Working knowledge of financial and sub-grant management. Ability to be flexible and adaptable to dynamic changes in the work environment. As an on-the-ground Save the Children staff member who has the most contact with program partners, the Program Specialist position is critical to positive partner and community relations.  The Program Specialist must work closely with the state Deputy Program Director to ensure accurate and consistent communication, partner adherence to the terms of the Save the Children Partnership Agreement, and appropriate decision-making.  Additionally, the Program Specialist must work closely with the Senior Specialist and program staff and school/district administrators to achieve quality program implementation and results for children.

FHI 360 is another organization I found interesting was one that works with individuals and communities to help reach their highest potential by advancing integrated, locally driven solutions for human development. The FHI 360 website discusses academy of education development – I like how they state that “Everything is connected. Health. Education. Nutrition. Environment. Economic development. Civil society. Gender. Youth. Research. Technology.” (FHI260. 2015). To me if we look at all these things do connect how we build communities that will in turn help human development, then we will find a way to help all children and families. I believe this would be a great addition to help build up the communities and give the resources to help early childhood professionals to help with human growth and development.   The following is a position that I think would be great if it was a little closer to home.

Communications Manager, Education and Social and Economic Development

Job ID 15512

Job Function Communication

# of Openings Remaining 1

Job Locations US-DC-Washington

FHI 360 is a nonprofit human development organization dedicated to improving lives in lasting ways by advancing integrated, locally driven solutions. Our staff includes experts in health, education, nutrition, environment, economic development, civil society, gender, youth, research and technology — creating a unique mix of capabilities to address today’s interrelated development challenges. FHI 360 serves more than 70 countries and all U.S. states and territories. We are currently seeking qualified candidates for the position of: Communications Manager, Education and Social and Economic Development

Job Summary / Responsibilities:

To work collaboratively within a dynamic, fast-paced, deadline-oriented, multi-media communications department to act as liaison between Corporate Communications and key sectors that include global and U.S. education, technology and social and economic development. Key functions include developing strong partnerships with the organization’s program leads/team members and providing strategic and tactical communications support and counsel. The position will require working within a matrixed organizational structure where sector work is implemented in and across multiple regions, each with unique priorities and challenges.  As this position will be responsible for overseeing communications for various sectors, strong account management skills will be essential to success.

Specific responsibilities include:

• Developing systems and processes to initiate proactive outreach to key sector leaders in order to create partnerships and regular exchange of information;
• Generating corporate communications material such as web content, fact sheets, brochures, reports for a range of audiences including, but not limited to, governments, funders and partners, leaders in key sector areas, and local audiences around the world; must have the ability to create content and manage approvals, production and distribution;
• Contributing to: FHI 360’s over-arching narrative; stories; and key messages within the overall corporate communication strategy in order to share the organization’s capabilities, expertise, and global leadership in human development;
• Managing inter-team processes and ensuring that tasks are completed on time and within budget;
• Mentoring and overseeing junior staff to meet departmental and organizational goals.
• Working with other Communications team members on communications initiatives that cross sectors and regions where FHI 360 has a strong presence;
• Representing Communications on FHI 360 task forces and committees; serve as brand ambassador in relevant external forums;
• Contributing, through everyday actions, to an organizational culture of diversity, commitment to social change, high performance, continuous quality improvement and innovation.

Additional responsibilities:

• Increases company awareness and understanding of organizational mission and issues by designing and implementing communications strategies through preparing written material for internal purposes. Works with functional teams and agencies to create brochures and other communication pieces. Manages communications staff to develop effective communication methods and oversees the user experience and content programming for the company intranet. Selects, develops and evaluates personnel to ensure the efficient operation of the function.
• Provides strategic and tactical internal communications support and counsel to internal teams in relation to commercial, corporate services and community initiatives.
• Develops and maintains internal communications programs that enforce company’s strategic goals.
• Oversees communication staff to ensure company achievements, policies, newsletter, intranet and other messages are accurate, consistent and updated to inform employees of organizational news.
• Interacts with department managers to counsel them on how to communicate information to employees.
• Develops internal communications messaging framework and approaches for all client groups.
• Facilitates all company meetings for leadership, executive roundtables and all hands events.
• Ensure all communications have a consistent tone and voice and always relates to the company’s objectives and priorities.
• Supports global and regional initiatives as well.
• Ensures internal communications requirements are met in the most cost- effective manner.

Qualifications:

• MA/MS with 5-7 of communications experience; BS/BA with 7-9 years of relevant experience, or the equivalent combination of education and experience;
• 6-8 years of experience in international education, social and economic development, public health, international development, or public policy;
• Contemporary experience in multi-media communications, with strong skills in writing;
• Evidence of successful project management;
• Evidence of skills in working as part of a team, meeting deadlines, and consistent and steady performance in a fast-paced and high profile environment.

Unicef was another organization that I like who work to ensure that all children have access to great education.

Innovations in education

Access to education has improved in the past decade for millions of children. But far too many of the world’s most disadvantaged children remain excluded from school, and many of the children in school do not learn the basic skills they need to lead productive lives.

Education systems around the globe must do more than increase resources to engage the children excluded because of location, gender, disability, ethnic origin, violence or natural disaster. Addressing these challenges requires more than business as usual.

This was an impressive outlook on how education is in other parts of the world and how they are taking steps to ensure all children are receiving educational opportunities.

Unicef also works in the early childhood area to help with health and physical development while also looking at the cognitive and social/emotional development. “UNICEF works with governments, civil society, communities and other stakeholders to design and implement inter-sectoral evidence-based ECD programmes and policies that help young children reach their full potential by supporting families and communities, and by increasing access to quality early childhood care and education” (Unicef, 2015).

References

http://www.fhi360.org

http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

http://www.unicef.org