Finding Work in my Field...

This week I looked at three local agencies in my area that were hiring, that I might be interested in working for.  These agencies are Child Care Connections, Thrive and the Greater Gallatin United Way, all non-profit agencies.

Child Care Connections

Provider Support Specialist/LAUNCH Grant

Child Care Connections is a Resource and Referral Agency that supports families and childcare providers through services like training, support and education offerings for childcare providers; it also houses the Best Beginnings Child Care Scholarship that offers financial assistance for low income families who need help accessing and paying for childcare. They also provide training for children who are 11 or older to become certified babysitters through training like CPR/First Aid and providing safe and engaging activities while babysitting. The position they have available is for an Adult Educator for a new LAUNCH Grant. That person would offer education and technical assistance to child care programs on how to build the social emotional wellness of young children using programs like Ages and Stages Questionnaire (ASQ) and Center on the Social Emotional Foundations for Early Learning (CSEFEL) Pyramid Model. The following is a list of requirements of the job:

 

Background:

The Montana Department of Public Health and Human Services was awarded a 5

year Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health) grant funded by

the federal Substance Abuse Mental Health Services Administration (SAMHSA). The grant will

pilot activities in Gallatin and Park counties to promote mental health service access and

infrastructure for young children ages birth to 8 years of age. The grant is designed to pro

mote the wellness of young children by addressing the physical, emotional, social, cognitive and

behavioral aspects of their development. The funded partners in the Gallatin/Park pilot project

are Child Care Connections (CCC), Gallatin City-County Health Department (fiscal agent for the

project), Greater Gallatin United Way, Gallatin Mental Health Center and Thrive.

Position Overview:

Child Care Connections’ focus for Project LAUNCH will be on facilitating Pyramid Model framework activities for the project. This position will work collaboratively with all LAUNCH project partners. Specific duties will include teaching the Pyramid Model courses

to child care providers and community partners, conducting onsite assessments (TPOT and

TPITOS) at child care facilities, and engaging in onsite classroom coaching within the selected

child care programs. In addition, Project LAUNCH is utilizing the Ages and Stages

Questionnaires (ASQ:SE) within Early Childhood.

Staff hired for this project will receive extensive training in the Pyramid Model and Pyramid

Model assessment tools, ASQ-SE, adult learning, strengths based/ practice based coaching and

social emotional competence in Early Childhood. This is a full-time (40hours/week), grant-

funded position housed at Child Care Connections. This position is contingent upon continued

grant funding.

Start Date :May 1, 2015

JOB DUTIES

1. Teach the Pyramid Model course and implement onsite coaching with providers.

a. Use The Pyramid Observation Tool and The Pyramid Infant Toddler Observation

Tool within the programs to determine implementation.

b. Provide onsite coaching using the Pyramid Model topics.

c. Collaborate with the Montana Coaching Project and other coaches throughout the state.

2. Work with community partners to coordinate efforts to ensure that all young child

serving organizations in Gallatin and Park Counties are screening children ages 4 to 60 months using The Ages & Stages Questionnaire. Teach Ages and Stages Questionnaire (ASQ) training in collaboration with other LAUNCH partners and coach child care providers and partners on implementation of the tool.

3. Facilitation and/or develop trainings for child care providers.

4. Provide technical assistance to providers in response to requests.

5. Work directly with Professional Development Coordinator (supervisor) on collaboration and support for STARS and Family Care Network Providers.

6. General Provider Services Support

a.Attend provider services meetings , LAUNCH partner meeting and others as appropriate and identified by Executive Director and Professional Development

Coordinator.

b. Participate in monthly provider services conference calls and bi-monthly quadrant

conference calls.

c. Provide support for all provider services operations when needed.

7. Work cooperatively with the Executive Director, Provider Services Coordinator and

support staff for smooth agency operations.

8. General Agency Work Characteristics

a. Complies with all CCC Employee and Fiscal Policies

b. Completes assigned work in a timely manner

c. Completes other duties as assigned

d. Attends and contributes to the monthly staff and assigned committee meetings.

e. Contributes to agency data collection and reporting requirements (i.e. monthly

and annual report).

f. Supports agency PR, fundraising and grant writing

g. Utilizes “Google Calendar” system; submits completed time sheets in a timely

manner and submit leave requests well in advance of anticipated leave

h. Behaves as a courteous and responsible representative of CCC in interacting with

other staff and community members

i. Further promotes CCC and its mission to community members, potential donors,

clients and policy makers as directed

JOB QUALIFICATIONS

Preferred Associates or Bachelor’s Degree in child development or early childhood education

and relevant work experience in the following area: child development, program development,

public relations, and child care training and adult education , and special education.

Must be registered on the Montana Early Care and Education Career Path at a least a Level Five or above (if not currently met, must be willing to obtain the below specified qualification upon hire).

Bachelor’s Degree with at least 20 semester college credits in Early Childhood Education/Child Development

·         300 hours of supervised teaching experience

·         Minimum of 1000 hours working in an Early Childhood setting

·         Individual membership in a professional Early Childhood organization

Must have own vehicle, insurance, and valid driver’s license. Regular travel throughout Gallatin

and Park counties; also travel to Helena, MT as needed; some overnight travel to national grant

meetings and trainings is required-typically with advanced notice.

The next listing was a different position in a different partner agency under the same grant funded position:

Greater Gallatin United Way

Young Children’s Wellness Program Coordinator

GGUW is also a not for profit service agency that has three core values: Do things that matter. Operate well. Grow resources and relationships. The following is required for the job:

Responsible for LAUNCH messaging in community , in context of and in conjunction with the YCWP and ECCC/CIC’s broader community messaging about early childhood.

Competencies:

Competencies required for the first day of work:

·Knowledge of early childhood development across physical, mental, social, emotional and behavioral domains and related services systems

·Excellent written and verbal communication skills

·Demonstrated experience in mobilizing service systems, management, policy analysis and strategic thinking

·Facilitative leadership experience

·Demonstrated ability to foster collaborative relationships

·Ability to organize, coordinate and lead diverse people into effective committees and task forces

·Knowledge of grant management and implementation

· Ability to monitor and assess efficiency and effectiveness of implementation of services to children and families, including identifying and resolving problems in program operations.

· Ability to monitor provider agencies subcontracted to offer Project LAUNCH

services

·Seven-to-10 year combination of education, training, and/or relevant experience in child development, public health, mental health, or substance abuse prevention services is preferred

·Ability to work with individuals and groups in a culturally and linguistically competent manner

·This is a full-time equivalent position

Preferred Competencies:

·Experienced with facilitative leadership skills

·Familiar with implementing sustainability strategies

Education and Experience

·Bachelor’s degree or relevant experience. Bachelor’s degree preferred in the following areas: child development, education, public health, early childhood mental health, psychology, or social work

·Preferred: Experience in public health, early childhood mental health and

development education , grant management, tracking and reporting performance measures, and facilitating and fostering collaborative community relationships, collective impact, project management, data analytics

· Preferred Master’s level training

·Equival­ent combinations of education and experience may be considered on a case

-by-case basis

Interested candidates should:

·Visit www.greatergallatinunitedway.org/employment to find application instructions and materials.

· Email the following items to danica@greatergallatinunitedway.org

Submit an extensive cover letter (2-4 pages) detailing experience with each of the “Job Duties”, “Competencies”, and “Education/Experience” sections

of the announced position description; submit completed GGUW Application with contact information, references, authorization form

The final position I looked at is one I am less interested in, but it was local.

Thrive

Thrive - Parent Liaison at Bozeman High School FT (Thrive)

Thrive is a well respected, high performing, local non-profit organization that believes when families are strong, children succeed and communities thrive. Our programs engage parents and empower children.

Thrive seeking a Parent Liaison at Bozeman High School. The Parent Liaison position supports students, families and school staff and promotes the academic success and social and emotional health of students. (S)he is responsible for developing enhanced parent and school communications, increasing opportunities for parents to participate as partners with schools in the academic and social growth of their children and assisting parents in connecting to community resources. Parent Liaisons also teach parenting classes.

A successful candidate will have patience and excellent communication and engagement skills. Requirements for this position include: a four year degree in social work, education or related field; advanced two year degree in social work, psychology, education or related field; additional two years of experience working with families and public schools in a supportive role; OR equal combination of education and work experience.

If you are a team player and thrive on bringing people together to accomplish a common goal in a positive and fast paced environment, please submit the following:
1) Cover letter
2) Resume
3) Two letters of recommendation

Please send to:
Thrive
P.O. Box 6637
Bozeman, MT 59771
OR
Reply to this post
**Please put "Parent Liaison" in the subject line.**

For more information, go to Thrive's website at www.allthrive.org.

Position is open until filled. Thrive is an equal opportunity employer. The basis for recruitment, hiring, placement, training, compensation and advancement at Thrive is qualifications, performance, knowledge, skills, abilities and experience.

The Final Steps

After three days of trying to reactivate my Walden Blog (I haven't used since October) I got it...I don't know how but it worked, and for that I am thankful. I didn't have to pull out too much hair. For our discussion this week, we created a "Wordle". I have seen them once, but didn't know how to create such a thing, so this was a fun"ish" experience.  The challenge was narrowing the issues to four or five words...I have a lot of issues , thoughts and ideas around early childhood, some good, some not so good. It is hard to look at the importance of the first 5 years of life and put it into so few words...but here it is...

A Note of Thanks!

As I finish the core work of my master's and move on to my specialization I want to take a moment and look back at the last year and thank my classmates and instructors for keeping me engaged and fired up. It has been a lot of work, and just when I think I need to take a break and put it on hold I learn a new skill  or hear from a classmate about a situation they are working through. I continue to find out that we are all in this together and that recharged me. Thank you all for the hard work and commitment to children and families and for keeping it real and focused on fight the good fight!

Adjourning--Saying Good-bye to A Team...

This week we have been looking at the 5 stages of team development as theorized by Bruce Wayne Tuckman…the following is a slightly compressed and “fun” version of his theory:

So here it is I have some earth shattering news...Bruce Wayne is not only Batman, but he is a theorist who developed four of the five stages for team development. It says right here, Bruce Wayne (Tuckman) coined and created "tuckman's stages" in 1965. Stage 1: Forming (getting the group together, initially your sizing each other up) Stage 2: Storming (this is the how do I fit into the pecking order stage, and I want my ideas to be valued and chosen, insert the need for a facilitator or team leader). Stage 3: Norming (the team starts to become a cohesive group moving in the same general direction the focus is on processes and procedures). Stage 4: Performing (this is a high functioning team, you are on fire, cooking with gas and getting it done!) Here I thought batman was just a prick eared, cape crusading, underwear on the outside of his tights kinda guy. And just to not leaving you hanging the 5th stage was added by MaryAnn Jensen in 1977 and it is adjourning, you came, you saw, you got the t-shirt and now it's time to find a new group.

Our assignment this week is to look at the adjourning phase of a team and report on two separate group adjourning events, an easy good-bye and a not so easy goodbye. Both of these events were weeklong intensives I took for my undergrad program .  One was an Infant Toddler Caregiver II class, one a Reggio-Emilia project approach training. I loved both classes and had fun but at the end of our infant/tod class I actually cried…I’m not a public crier! I couldn’t figure out for the longest time why it affected me so much, until now.  We were instructed to bring three things with us that represented who we were. This was our ice-breaker activity on the first morning of class. We were given small boxes and tables and tables of art supplies, crafty things, and miscellaneous materials to decorate our boxes to tell “our story”. The class was small, I think there were 10 of us, as it was a pilot class. The University wanted to see if it was a program that would be well received and could be offered. Our group was the first in the state to go through this infant toddler extension class (above and beyond the typical 4 credit class that was currently being offered). By the second morning of class we had finished our boxes and began sharing them with the group. What each of us was sharing were the intimate details of our lives and what made us tick; I think it drew us together closely and quickly. We were also staying in a dormitory that was rustic to say the least—no wifi, no television, sketchy cell service. After class on the second night we just all sat out in the hallway and talked til at least 2 in the morning, laughing and getting to know each other. It was so fun, one of my most cherished “college” memories (I was 30 before I ever started my post high school education).

The second grouping was the Reggio class. Still wonderfully fun, taught by my mentor and personal hero in the ECE world.  There were probably 40 of us taking the class, in a Conservation Corps cabin in the mountains just outside of Dillon Montana (super small town). We were placed in small groups of 5 to do our project work. This was the most excruciating group effort I had ever been involved in. My group mates were another provider from my town, two from the Browning Head Start, and one from the Great Falls Head Start. I turned out that the three head start teachers were told by their Ed Coordinators to show up and take this class, they weren’t given a choice, they did not want to be there, it was their summer vacation time.  Myself and the other gal from my town had our own family childcare homes and we were really the go getters of the group because of that fact. We weren’t used to having assistant teachers, or sharing classrooms or any of that kind of interaction. If there was a job to do in our programs it was up to us to get it done. The other girls were used to having to report back to a number of people in order to made decisions. Tough combination; by day 5 I was more than ready to go home. It was drama, discontent and hurt feelings all the way around. When the other girls could not make decisions or add to the project we just did the work without them…they did not like that at all. There was a spot set up in camp to work on conflict resolution—we ended up there twice—the record for any class over the last decade. I learned so much more about myself in that week than I have in my entire life, bad group experience, but amazing self-reflection and personal growth for me personally.

I loved both groupings each in a different way. I think what made the first group more magnanimous was the fact that it was a smaller group overall and we were all present on our own want, not because someone told someone they had to be there. The second reason was the icebreaker…it virtually eliminating the “storming” phase, as we jumped headlong into the norming phase. They tried to repeat the infant/toddler II class one more time after ours and it didn’t go well at all. The University decided not to sponsor it, so perhaps it was a fluke to begin with. I would like to think the stars aligned and we had the right people at the right time to create the mother of all groupings!

The closing activities were similar with both groups but the level of commitment and genuine connectedness with the first group made it so hard to leave. I will remember it forever, and have created a number of friendships that last to this day.

Communication~~Conflict Resolution...

Conflict is defined as a negative interaction between two or more interdependent people, rooted I some actual or perceived disagreement.  Further conflict is broken into unproductive and productive conflict (O'Hair & Wiemann, 2012). Unproductive is just that, when managed poorly there is a negative impact on the relationship. Conversely, a productive conflict produces positive change in any of the following personal growth, ability to compromise, identification of goals to create a more successful interaction and basic relationship building skills. Conflict resolution is a very important skill to possess when working with staff, parents, children, and the public in general. Because working with children and families is emotionally tasking the ability to resolve conflict in an appropriate way is paramount in working in the field.

NVC offers skill building to create a more productive conflict management approach through the following (nnvc.org, 2014):

• Differentiating observation from evaluation, being able to carefully observe what is happening free of evaluation, and to specify behaviors and conditions that are affecting us;
• Differentiating feeling from thinking, being able to identify and express internal feeling states in a way that does not imply judgment, criticism, or blame/punishment;
• Connecting with the universal human needs/values (e.g. sustenance, trust, understanding) in us that are being met or not met in relation to what is happening and how we are feeling; and,
• Requesting what we would like in a way that clearly and specifically states what we do want (rather than what we don’t want), and that is truly a request and not a demand (i.e. attempting to motivate, however subtly, out of fear, guilt, shame, obligation, etc. rather than out of willingness and compassionate giving).

Magda Gerber, an early childhood advocate, teacher and parent educator, who worked under Dr. Emmi Pickler, proposed the idea that relationships take time to build through ongoing respectful, responsive and reciprocal interactions.  

Both NVC and Magda’s approaches to conflict resolution are built on the foundation of mutually respectful relationships and effective communications.  When people are vested in the success or continuance of the relationship, they will use these approaches and ideas to come to a productive resolution of conflict…that means they will use communication (verbal and non-verbal) appropriately to resolve the issues in an amicable and positive way. The positive resolution strengthens the relationship, along with the skills of being an effective communicator, both fundamental goals of working effectively with colleagues and families.

An example of productive conflict resolution is something that just happened in our center the other day, between a staff member and me.  She has been forgetting or not doing the closing checklist each night to make sure tasks are completed and the center is ready for the children the next day. Last Sunday I went into work to catch up on some paperwork and before I left, I decided to unload the dishwasher to help out the opener.  I opened up the dishwasher and it was full of dirty dishes.  I was mad, because I had seen also that the toy shelves hadn’t been straightened and the floor had not been vacuumed. I completed the cleaning tasks, vacuumed and started the dishwasher. On Monday morning instead of getting after the closers from the Friday night, I took a deep breath and asked how Friday went. They said nothing out of the ordinary had happened and there were no late families. I told them about the things I had noticed that weren’t done.  They didn’t have a good reason for no vacuuming or shelf straightening, but each thought the other had started the dishwasher. Instead of a write up, which is what I would have normally done, we discussed that since one of the staff members was new they would make sure the closing sheet was filled out and initialed each night until I got back to them. Then we also discussed that because each person was responsible for signing off on what they were doing that any unfinished job would be a write up.  Each day they would break up the closing duties and work together to get them done.  That way each person wasn’t stuck doing all the chores or thought someone else was doing them. While we had our discussion I listened and was empathetic to their needs while still expressing the importance of making sure the school was ready for the children the next day.  We also agreed upon a procedure if things were crazy that night and if things didn’t get done what would be the protocol.  Before this I would get excuses about who didn’t do what and why I think this time they saw the importance of the task at hand.

References

O'Hair, D., & Wiemann, M. (2012). Real communication. New York: Bedford/St. Martin's.            
The Centers for Non-Violent Communication. http://www.cnvc.org/learn/nvc-foundations