Thursday, December 19, 2013

Time Well Spent

I have learned that in the field of education one must be a good communicator!!! In order to be a leader you must possess the characteristics of being trust worthy, honest and have a heart for people. This program has fostered my sense to think on a deeper level. It has challenged me to push the envelope and to achieve what I desire the most. 

One long term goal of mine is to become the best educator and advocate that I can possibly be! I want to find a job that will allow me to influence Pre-k and early childhood education and still have contact with the little people that we strive to change policies for. 

Dr. Teri and Peers: It's so hard to say good bye to yesterday! I have definitely enjoyed this process but it is hard to believe that this is over and done! I am thankful for the feedback and words of encouragement from each of you. I am blessed that I have been in able to share such a time as this with you all. I wish each of you nothing but the best and nothing shy of your hearts desire. Be blessed! 

Saturday, December 7, 2013

Jobs/Roles in the ECE Community: Internationally

Whenever someone lends a helping hand or even donate money to international organizations it is always a blessing to those that receive the help that is so desperately needed. There are three international organizations that I am interested in because of the work that do and how it helps those that are in need.

Each one of the organizations listed above are very great organizations that will help children in many ways . As I researched each one of them I realized that some of us are so fortunate to have the lives that we are so blessed with. 

Where are the good jobs??
Here are a few jobs that I found that I would love to have!
If you are a committed, creative professional and are passionate about making a lasting difference for children, the world's leading children's rights organization would like to hear from you.
For 60 years, UNICEF has been working on the ground in 190 countries and territories to promote children's survival, protection and development. The world's largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments.
Education Specialist, P-4, Nairobi, USSC, Kenya
Vacancy No:  E-VN-2013-002518
Duty Station:  Nairobi
Country:  Kenya
Region:  ESARO
Job Level:  P-4
Position#:  00063908
Application Close:  16-Dec-13
Contract Type:  Long-term Staff (FT)
Purpose of the Position
Accountable for formulation, design, planning, implementing, monitoring and evaluation of Education programme(s) to ensure overall efficiency and effectiveness of the programme management, delivery and accomplishment of programme goals and objectives. Required to provide high level technical assistance to all Zonal offices, bringing both knowledge of successful education programming globally to the Country programme and innovative approaches to achieve education for all.  Across the Education programme(s), accountable for identifying gender inequalities and other equity issues in education, developing innovative approaches and programmes to eliminating these disparities. Collaborates across the programme(s) to ensure gender mainstreaming. Ensures that monitoring mechanism are in place to track progress towards disparities reduction goals and targets in Education.

Promotes intersectoral partnerships in order to ensure that progress benefits mutually education and other programmes, in particular Health, Child protection, Nutrition, Water and Environmental Sanitation.

Contributes to synergize the work of United Nations agencies in Education for all Goals including in humanitarian actions, working closely with the Education cluster within the inter-agency standing committee (IASC).
The post will provide support to across Somalia and is based in Nairobi  and is expected to move into Somalia in the near future-  either Hargeisa or Mogadishu. The post is required to provide equal technical support to the three main school administrations in Somalia. Therefore extensive travelling is required. All posting inside Somalia is defined as Non-Family duty stations
Key Expected Results
1. Timely sectoral analysis, input, support and collaboration to the Situation Analysis and its periodic update made for effective programme planning, development and management, in a gender-specific framework. Partnership with the stakeholders, including knowledge institutions strengthened to further understanding of barriers to and opportunities for advancing Equal access and universal primary completion, Empowerment through girls’ education and gender mainstreaming, youth education, Facilitation of primary education curriculum review and teacher’ education and training in collaboration with partners and education administrations.

2. Knowledge management effectively promoted through drafting/finalizing key Education sectoral programme documents and reports, sharing good practice, lessons learned, and knowledge/information exchange, with partnerships and collaborative relationships with all stakeholders, capitalizing on the know-how and network of knowledge institutions.

3. Rights-based Education programming effectively promoted, and coherence, synergy and value added to programme management process through results-based management. The four core partnerships as well as selective partnerships on specific issues and themes or regional concern, such as education and HIV, abolition of school fees developed efficiently in order to formulate common advocacy position, develop policy guidance and influence allocation of resources on behalf of education.

4. Sectoral work plan and activities formulated, implemented and monitored, ensuring alignment with the defined programme strategies and approaches and gender and equity mainstreaming across programmes. UNICEF contribution reflected as part of the coordinated support of external partners to national efforts to achieve the MDGs 2 and 3.

5. Programme delivery, evaluation and reporting carried out efficiently, rigorously and transparently in compliance with the established guidelines and procedures.

6. UNICEF’s global goals effectively promoted through advocacy and policy dialogue in the Education sector. The four core partnerships in education –  Education for All Global Action Plan (EFA – GAP), Global Partnership for Education (GPE), The United Nations Girls Education Initiative (UNGEI ) and Inter Agency Standing Committee (IASC) Education Cluster for Education in Emergencies –  catalyzed to accelerate progress in achieving the Millennium Development Goals 2 and 3.

7. Proper and timely UNICEF and Government and all implementing partners accountability ensured regarding supply and non-supply assistance as well as disbursement of programme funds for the Education sector.

8.  Effective communication and networking achieved through partnership and collaboration, focussing on Equal access and universal primary completion, Empowerment through girls’ education and gender mainstreaming, youth education,Early child development and school readiness and Enhancing quality in primary and secondary education –which reflect UNICEF comparative advantage and expectation that donors and partners have on UNICEF ability to help country to achieve the MDGs.

Within the delegated authority and under the given organizational set-up, the incumbent may be assigned the primarily, shared, or contributory accountabilities for all or part of the following areas of major duties and key end-results.
1. Programme Planning, Development and Management.
Enhance effective programme, sectoral or inter-sectoral planning, development and management by leading, guiding, coordinating and supporting the timely completion of the Situational Analysis and its periodic update through accurate and complete monitoring and analysis, and the timely preparation or finalization of sectoral input, using gender disaggregated data and analysis. Provide technical guidance and oversee Primary education curriculum review, youth education and teacher’s education and training across Somalia

2. Knowledge Management.

Further promote knowledge management by drafting or finalizing sectoral documents and reports such as the Country Programme Recommendation and Plans of Action as well as through orientation and training programmes targeted to Government authorities. Ensure exchange of knowledge, information, experience or lessons learned; provides solid technical recommendations on major programme directions and on introduction of new initiatives in the country.

Strengthen partnership with the stakeholders, including knowledge institutions strengthened to further
understanding of barriers to and opportunities for advancing  equal access and universal primary completion, empowerment through girls’ education and gender mainstreaming, youth education, early child development and school readiness and enhancing quality in primary and secondary education build capacity of Government, counterparts and all other education actors (parents, communities, teachers, education administrators and planners).

3. Rights-Based Projects through Results-Based Approach.

Promote the quality of rights-based Education programming through participation in the formulation of programme goals, strategies and approaches. Bring coherence, synergy and added value to sectoral or programme management processes using a results-based management approach to planning and design, implementation, monitoring and evaluation. Exploit efficiently the four core partnerships as well as selective partnerships on specific issues and themes or regional concern, such as education and HIV, abolition of school fees… in order to formulate common advocacy position, develop policy guidance and influence allocation of resources on behalf of education.

4. Sectoral Work Plan Development, Implementation, and Monitoring.

Takes primary responsibility for the development of the sectoral work plan, which reflects UNICEF contribution as part of the coordinated support of external partners to national efforts to achieve the MDGs 2 and 3; and technical decisions as well as for project management, implementation and monitoring of assigned project/sectoral activity, in compliance with the defined project strategies and approaches emphasizing the principles of gender equity and strategies for gender mainstreaming.

5. Programme Delivery, Evaluation and Reporting.

Ensure programme, sectoral or inter-sectoral efficiency and delivery through a rigorous and transparent approach to evaluation with an emphasis on gender-disaggregated data. Participation in major evaluation exercises, programme reviews and annual sector review meetings with government counterparts with involvement of all stakeholders. Ensure the preparation of annual Education sector status reports with contribution of all major partners.

6. Promotion of UNICEF’s Global Goals

Promote the organization goals of UNICEF through advocacy and policy dialogue through active engagement in communication, networking and participation at every opportunity inside and outside UNICEF, leveraging the strength of UNICEF mission, goals and programmes.

Strengthen partnership with the stakeholders, including knowledge institutions strengthened to further
understanding of barriers to and opportunities for advancing the 3 priorities themes (the “3Es”) and build capacity of Government, counterparts and all other education actors (parents, communities, teachers, education administrators and planners…).

7. UNICEF and Government Accountability.

Coordinates with Operations and Supply staff on supply and non-supply assistance activities ensuring proper and timely UNICEF and Government and all other implementing partners accountability: and to orientate and train Government and UNICEF implementing partners in UNICEF supply and non-supply policies and procedures.  Certifies disbursements of funds, monitors and submits financial status reports to management in compliance with the regulations and guidelines.

8.  Communication, Collaboration, Networking and Partnership.

•   Ensure exchange of information, experience, identify new strategies and courses of action to accelerate/improve delivery of services and achieve Education programme requirements and objectives. Conduct field visits to monitor programmes and collect information. Conduct periodic programme reviews with Government counterparts and other partners.

•  Collaborate with Communication and Programme Communication groups to ensure development of effective communication materials and strategies to support advocacy and social mobilization efforts, focussing on UNICEF Comparative advantage – the 3 priorities themes (the “3Es”) and the 2 cross-cutting areas – which also reflect expectation that donors and partners have on UNICEF ability to help countries to achieve the MDGs.

•   Overall coordination with Regional Advisers and HQ Officers. Collaborate with other Project or Programme Officers to ensure the integration of the project/sectoral programme with other sectors.

•   Collaborate with the Operations and Supply Sections and Government authorities to establish and maintain sound internal controls supportive of Education project or sectoral planning and implementation, to coordinate financial and supply management requirements as well as to ensure accountability.

•   Interact with Government and other partners, NGOs, UN and bilateral agencies in the different stages of Education programme/project implementation to follow up on agreements and recommendations. Provide technical support and guidance on appropriate technical, financial and institutional capacity building measures to achieve Education programme goals.
Qualifications of Successful Candidate
Advanced university degree in one or more of the disciplines relevant to the following areas:
Education; Primary Education, or Social Sciences fields relevant to international development assistance. *A first university degree with a relevant combination of academic qualifications and experience may be accepted in lieu of advanced university degree.*

Work Experience
Eight years of progressively professional work experience at national and international levels in fields relevant to Education programmes. Demonstrated relevant technical expertise will be essential for this post. Experience working in the UN or other international development organization an asset.
Some demonstrative capacity to identify and monitor gender inequalities and equity issues, as well as develop and implement gender mainstreaming in programmes.
Background/familiarity with Education in Emergencies is an asset.

Language Proficiency
Fluency in English and a second UN language (IP)
Competencies of Successful Candidate
Competency Profile
i)  Core Values
•  Commitment
•  Diversity and Inclusion
•  Integrity

ii) Core Competencies
  •  Communication
  •  Working with People
  •  Drive for Results

iii) Functional Competencies
  •  Leading and Supervising   ]
  •  Formulating Strategies and Concepts
  •  Analyzing
  •  Relating and Networking
  •  Deciding and Initiating Action
  •  Applying Technical Expertise

iv)  Technical Knowledge

a) Specific Technical Knowledge Required
  (Technical knowledge requirements specific to the job can be added here as required.)
•  Advanced knowledge of one or more of the technical areas of UNICEF Education programmes.
•  Advanced Technical Knowledge of the theories, principles and methods in one of the following areas: Education; Primary Education, Economics, Social Sciences, and/or related fields.
•  Gender and diversity awareness
•  leadership in identifying, encouraging and mentoring capable women.
• Knowledge of the global commitment on aid effectiveness, including the Paris Declaration     on Aid Effectiveness, the Accra Agenda for Action as well as knowledge of the The Busan Partnership for Effective Development Co-operation .

b) Common Technical Knowledge Required (for the job group)
Knowledge of theories and practices in:
•  Programme approaches and innovation in Education
project management in Education
•  Monitoring and Evaluation
•  Training and Capacity Development in  Education
•  Alternative Basic Education
•  Curriculum Development
•  Knowledge Management
Youth Education Programming
General knowledge of:
•  Methodology of programme/project management
•  Programmatic goals, visions, positions, policies and strategies for Education programmes
•  Knowledge of global education issues, specifically relating to children and women, and the current UNCEF position and approaches.
•  UNICEF policies and strategy to address education issues, including those relating to conflicts, natural disasters, and recovery.
•  UNICEF financial, supply and administrative rules and regulations.
•  Rights-based and Results-based approach and programming in UNICEF.
•  UNICEF programme policy, procedures and guidelines in the Manual.
•  Mid-Term Strategic Plan
•  UNICEF Board endorsed policy papers (e.g. The Education Strategy) and agency-wide programmes impacting on education results.
•  Gender equality and diversity awareness
c) Technical Knowledge to be Acquired/Enhanced (for the Job) [ II ]
•  Government development plans and policies
•  Knowledge of local conditions and country legislation relevant to UNICEF programmes
•  UN policies and strategy to address international humanitarian issues and the responses.
•  UN common approaches to programmatic issues and UNICEF positions
•  UN security operations and guidelines.
• UNICEF strategic framework for partnerships and collaborative relationships.
• UNICEF policies, strategies promoting and supporting gender equality and diversity.
* The successful candidate for this emergency recruitment MUST be available to commence work within 31 days of receiving an offer.

*Please note that this is a re-advertisement. Candidates who have applied to the 1st round, will also be considered, and do not need to re-apply.

Instructor, Technical (DTAE) (11413)
Requisition Number: 830-11413bn
County of Vacancy: DeKalb
Functional Area: Education/Instruction/Testing
Recruitment Period: 12/3/2013 - 12/10/2013
Number of Openings: 1
Shift: First
Screening TypeResume Review
Statewide job statistics for job code 11413...

Annual Salary Minimum: N/A
Annual Salary Maximum: N/A
Salary Details: Salary range starting at low 50s, actual salary will be based upon education, experience and other qualifications.
Duties & Responsibilities: Under general supervision, prepares lesson plans for classroom instruction for credit technical/occupational courses. The faculty member will provide theory and practical instruction to a level sufficient for students to develop the skills necessary to become employed in a variety of positions in today’s technology driven workplace.
The position requires the coordination of adjunct instructors during courses and requires flexibility to teach day, online, weekend or evening classes. Develops program and syllabi, goals and objectives. Evaluates students' progress in attaining goals and objectives. Requests and maintains supplies and equipment. Maintains program certification requirements, as appropriate. Prepares and maintains all required documentation and administrative reports. Attends staff development training, workshops, seminars and conferences. Ensures safety and security requirements are met in the training area. Meets with students, staff members and other educators to discuss students' instructional programs and other issues. Assists with recruitment, retention and job placement efforts. 
Minimum Training & Experience: A degree from an accredited college or university * and* completed courses comparable with the curriculum taught *OR* experience/expertise in the area of curriculum taught. Faculty must be credentialed to satisfy all appropriate accrediting bodies for the courses assigned.
Agency Specific Qualifications and/or Preferred Qualifications: A Master’s degree in Management from a nationally or regionally accredited college or university. Appropriate degree must reflect the requirements of the College’s accrediting agency *OR* the successful candidate may also hold a Master’s degree in a related field provided they have also completed at least 18 graduate semester hours (or equivalent quarter hours) in Management. Must have three years’ in‐field experience within the last 7 years. Excellent verbal, written, interpersonal and organizational skills.

All applicants must complete an online application, upload resume, unofficial transcripts, and cover letter. Official Transcripts are required within 60 days of employment.
The candidate must possess a comprehensive knowledge of current instructional techniques and technology and knowledge and experience in teaching. Knowledge of Angel and Banner Web is desirable.

Must demonstrate excellent written and oral communication and people skills.

Experience in teaching/ mentoring college-level students with broad, diverse backgrounds is also desired. 
Additional Information: All applicants must complete a Georgia Piedmont Technical College Online Application to be considered for employment at
**Please note this posting will close on December 10, 2013. ** 

Youth Challenge Academy Cadre Worker (11112)
Requisition Number: 411-11112ec
County of Vacancy: Richmond
Functional Area: Education/Instruction/Testing
Recruitment Period: 12/5/2013 - 12/11/2013
Number of Openings: 2
Shift: Varies
Screening TypeResume Review
Statewide job statistics for job code 11112...

Annual Salary Minimum: $24,322.08
Annual Salary Maximum: $24,322.08
Salary Details: Semi-monthly salary $1,013.42. Unclassified position 00161175, 00161412.
Duties & Responsibilities: The mission of the Georgia National Guard Youth Challenge Academy (YCA) is to provide Georgia's "at-risk" youth with academic and life skills training aimed at improving employment potential and creating productive citizens. Students, or cadets, at YCA participate in a 22-week residential program, with the majority of the graduates continuing on to post secondary school education, vocational-technical training, full-time employment, military enlistment, or some combination of these. Georgia's YCA is one of the most successful "at-risk" youth programs in the nation, graduating over 10,000 cadets since the program's inception in 1993. YCA is looking for committed, enthusiastic people with a positive attitude, high energy level, and a love for children.

SPECIFIC DUTIES OF A CADRE WORKER: Supervises and trains youth in a military-style program of physical training, character development, and general education. Assists in the monitoring, training, disciplining, and supervision of cadets. Provides a safe and clean environment, security, non-professional counseling services, and on-site crisis intervention. Documents student progress and encourages cadets in order to enhance motivation.

The selected candidate must be willing to work a flexible schedule when needed, which may include evenings, weekends or additional hours. The selected applicant must also pass a pre-employment drug test and a criminal background check. Agency policy prevents any person who uses illegal drugs or has a felony conviction from being employed by the YCA. Position is subject to random drug testing. Applicant is required to maintain a valid driver's license.

NOTE: The Georgia Department of Defense has determined that “GENDER IS A BONA FIDE OCCUPATIONAL QUALIFICATION" for this job. Therefore, depending on the need created by a vacancy, hiring decisions will be gender specific. 

Position: Coordinator, Certification
Job Type: AdministrativeJob Code: 0030
PostDateDeadlineExam Date
Min $44,383Mid $59,270Max $80,911
Job Goal:
Articulates and interprets requirements for State of Florida certifications. Monitors certification status of Duval County School system instructional and administrative employees. Maintains and updates district out-of-field tracking system.
Job Specification: 
Education/ Training: 
Bachelors degree from an accredited college or university. Masters degree preferred.
Experience and training in State of Florida certification requirements, process, and monitoring out-of-field compliance.
Job Requirements: 
Disseminates information and articulates requirements for certification. Advises and counsels employees, applicants and public regarding certification matters. Monitors Charter School certification compliance.Utilizes DOE certification mainframe to analyze Statements of Eligibility and transcripts, determine application status, and certification eligibility. Analyzes instructional activity reports, determines out-of-field personnel, and notifies teachers and principals. Prepares information on out-of-field personnel for Board approval and reappointment. Composes and distributes recurring and ad hoc reports. Maintains files and current records on certification status of instructional and school-based administrative employees and notifies them of compliance issues.Develops and implements continuous improvement processes. Processes district renewals, additions, and vocational certification. Performs other duties as assigned. KSAs Thorough knowledge of laws, regulations and policies related to cergrams; Knowledge of specialization requirements; Strong oral, written, and interpersonal communication skills; Strong word processing, spreadsheet, and database software skills; Time management skills; Ability to interpret Florida Statutes and State Board of Education Rules pertinent to certification; Ability to analyze transcripts
Licensing, Certification, Registration: 

Monday, November 18, 2013

Jobs/Roles in the ECE Community: National/Federal Level

Check out the organizations that Stephanie think are just GREATTT! 

The national and federal organizations  or communities of practice that appealed to me were the following: 

NEA (National Education Association) I like NEA because the website offers a Q& A section where I can ask Kate Ortiz questions about classroom management. (I may need to add this to my COP).

NASET ( National Association of Special Education Teachers)  I found this website to be a great resource for some of my peers who are focusing on Special Education. There were also helpful classroom procedures that can tie into classroom management.

National Center for Education Research: This website offers different research topics. I was able to find one on effective teachers and effective teaching that led me to a number to call or email Dr.Ying Chow of the education.

*All of these websites offer such great resources that can be used to add validity to our research. I enjoyed reading the information that the websites posted for our enjoyment! 

It's time to apply for one of these jobs!! 

Position: Adult Education Accelerating Opportunity Instructor (12-Month, Grant Funded, Multiple Vacancies) 
Savannah Technical College is seeking faculty for the Adult Education Program.
 Positions are grant funded, and contingent upon receipt of funding. The Accelerating Opportunity Instructors currently work a 12-month schedule. Instructors must display a high level of effort and commitment to performing work assignments, operate effectively within the organizational structure, and demonstrate trustworthiness and responsible behavior.
* I am lacking the 5 year experience in a post-secondary setting.

Instructor in Early Childhood/Special Education—Search # 67129 (2 
College of Education, Department of Teaching and Learning: Position Description. Reporting to the Chair of the Department of Teaching and Learning, these two 
positions both require teaching and service along with a master’s degree. The positions involve 
supervising field-based experiences in the Statesboro service areas; teaching undergraduate courses in 
one’s certification field; working in partnership with area schools; modeling effective teaching practices, 
using instructional technology; performing service within the department, college, university, and 
community; and maintaining active involvement in professional organizations. The positions are 9-month, 
non-tenure track appointments, and the salaries are competitive and commensurate with qualifications and 
Required Qualifications: 
• Earned M.Ed. in Early Childhood Education, Special Education, Curriculum & Instruction, or 
related field with an emphasis in Elementary and/or Special Education by August 1, 2014. 
• Minimum of three years of full-time teaching experience with elementary age students, including 
students with special needs. 
• Demonstrated effectiveness in using technology in instruction. 
• Experience working with a diverse study body.
* I believe that I am qualified for this position. I would like to get more experience under my belt first!

Saturday, November 9, 2013

Exploring Roles in the ECE Community

The three state organizations that appealed to me were the following because as a future adult educator I have become rather interested in the field holistically. I want to make sure that I am very informed on what's happening, what's new and other ways that I can improve in my calling. Check out the following websites that I have explored as they relate to Adult Education!

Jobs! Jobs! Jobs!Jobs! Jobs! Jobs! Jobs! Jobs! Jobs! Jobs!

It is a desire of mine to be a Adult educator and on to become a Dean of a College. The opportunities
are endless but the goal is to impact education in a positive manner! Check out some of these awesome 
jobs postings ! Hey maybe one day I will apply for one of these jobs...MAYBE!!!  

Adjunct COLL 1000 College Success and Survival Skills Instructor  (Ongoing Recruitment)

Responsible for teaching the COLL 1000 College Success and Survival Skills course.  Performs related academic duties including, but not limited to, developing course outlines, class presentations, and ensuring compliance with institutional, TCSG, and accreditation standards.

  • Bachelor’s degree with a background in career planning or placement, human resources, training, or extensive experience in a management or supervisory position.

Adjunct Early Childhood Care and Education Instructor

Responsible for teaching Early Childhood Care and Education courses.  Performs related academic duties including, but not limited to, developing course outlines, class presentations, and ensuring compliance with institutional, TCSG, and accreditation standards.

·         A Master’s degree in Early Childhood Education, Child Development, or Elementary Education, or a Master’s degree with 18 semester hours in Early Childhood Education, Child Development or Elementary Education from a regionally accredited college or university.

I have been looking at job postings since I began this program and I want to start filling out applications
 but I am pessimistic about doing so because of the lack of experience! Any Suggestions??

Saturday, June 29, 2013

Thank You!

During the past 8 weeks there has been so much that could have caused me to quit this program but due to great friends, family and prayers I am still standing! Thank you to all that has been an inspiration to me and that has supported me during this class.I have enjoyed learning from  each one of my peers as we learned about how to better communicate and be effective leaders. I am reminded of the proverb that my parents would use regularly... in order to lead you must first learn how to follow. Peers be encouraged as we head for the finish line! You are a star and keep twinkling in the lives of the children you work with!!!

Sunday, June 16, 2013

Team Development...

Team work is very important in order to be successful when dealing with a large group of people. During the time that we have been studying to complete this milestone in our lives it is believed that the adjourning stage is a little sweeter when you have gone through many ups and downs and then come out of the test on top! There are many ways that we can look at this topic as if to say that our time is almost up for this phase but there is so much more that we have to do ti totally fulfill our destiny as educators. Let's continue to reach for the stars so that we can dance together which will make the adjourning a little more sweeter!!!!

Sunday, June 9, 2013

Conflict Resolution

Conflicts arise when two parties do not agree on an issue. There are many times when we have all encountered conflicts. This school year my paraprofessional was new to working with kindergarteners, structure as well as conflicts that parents may encounter within their personal lives and etc. There were times I had to consistently ask her to complete bulletin boards or even get the local fire department to visit the school for the week that we were teaching about community helpers. I ignored the problems and they became bigger to the point that the parents began to experience the inconsistencies. What should I have done differently?
Which strategy would have been more effective? What do you suggest that I do differently next school year?
Help me to take a closer look at conflict resolution strategies. Let's use the magnifying glass to take a closer look at what we can do to make this issue easier to deal with!