World wide organizations and jobs that interest me

OMEP is an international, non-governmental and non-profit organisation with Consultative Status at the United Nations and UNESCO. Founded in 1948, it defends and promotes the rights of the child to education and care worldwide and support activities which improve accessibility to higher quality education and care. 

I chose  OMEP as an international community of practice because of their work on play and resiliency; and their work in adapting the ERS to a more global instrument. OMEP is an international, non-governmental and non-profit organisation with Consultative Status at the United Nations and UNESCO. Founded in 1948, it defends and promotes the rights of the child to education and care worldwide and support activities which improve accessibility to higher quality education and care.


I chose the National Association of Family Child Care because I am currently involved with them as a NAFCC Accreditation Observer.  This organization is worldwide because of it s accreditation of U.S. Armed Services child care programs world wide.  They are the only organization that specializes in family child care providers.  They have resources and trainings available online and through their National Conference.  I have created a training on NAFCC Accreditation.


I chose ACEI as a community of practice that I would like to follow and participate because of their work in creating a global assessment tool to rate quality in child care programs worldwide. and making it available in multiple languages free of charge.

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ACEI Global Guidelines Assessment

ACEI is committed to providing resources that enhance childhood education programs throughout the world. The ACEI Global Guidelines Assessment (GGA) Third Edition (ACEI, 2011) is an evidence-based instrument designed to help early childhood professionals systematically examine and improve the quality of their program services, particularly in low- and middle-income countries.[i] The GGA has been developed as a global tool and therefore can be used in early childhood programs around the world.

The GGA is based on a document called the Global Guidelines for Early Childhood Education and Care (Global Guidelines), which was developed in 1999 by educators from more than 27 countries at a forum sponsored by ACEI and OMEP, a world organization for early care and education. In 2003, ACEI separately developed and released the first edition of the GGA. The GGA was specifically designed to involve local stakeholders in the process for evaluating and improving early childhood care and education (ECCE) program quality.[ii] ACEI encourages ECCE stakeholders to use the GGA either to design new early childhood programs or to improve existing programs.

Save the Children. (2011). Retrieved from http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

Save the Children is the leading independent organization for children in need, with programs in over 120 countries, including the United States. We aim to inspire breakthroughs in the way the world treats children, and to achieve immediate and lasting change in their lives by improving their health, education and economic opportunities. In times of acute crisis, we mobilize rapid assistance to help children recover from the effects of war, conflict and natural disasters. Each year, we and our partners reach millions of children in communities around the world. Our dedicated and diverse staff work hard to improve the well-being of children everywhere.

Manager, Early Childhood Education/Family Community Partnerships
Location:	US - ND - Williston
Division.:	U.S. Programs

Description

Summary The Early Childhood Manager/Family and Community Engagement manager is the person who provides early childhood technical and management oversight and support to the Head Start program to ensure effective coordination, implementation and monitoring of the education services and management of family services and community partnerships.  Under the supervision of the Program Director Head Start Programs, and working as a team member with other Save the Children early childhood staff, the ECM oversees the implementation of the education services at all  county sites, and works with all local educational institutions including LEAs, community partners, and other STC Head Start partners. Supervision of Family Service staff will provide management of the following; community partnerships, social services, ERSEA, volunteers and parent involvement. This position will provide training and technical assistance to the Head Start and partnering agency staff to ensure high-quality programming; monitor child and teacher progress and performance to ensure that they are achieving program objectives; consult with the Head Start Director and STC national team as needed, to resolve complex issues; and, ensure compliance with Head Start regulations and performance standards. Included in this role is oversight of systems and staff to provide opportunities and support for growth of Head Start families so that they can identify their own strengths, needs and interests and find their own solutions.  Developing a parent and community volunteer program and developing relationships with community partners, to whom families can be referred for services; and ensuring family and community partnerships are supported by staff and/or consultants with training and experience in fields related to social, human or family services. As a front line representative of Save the Children the position holder is required to ensure the safety and security of children and families that he/she comes in contact with and represent the Agency values of Accountability, Ambition, Collaboration, Creativity and Integrity. Essential Duties, Responsibilities and Impact Supervision of educational services and family service coordination along with the management of the family service coordinators and education staff is the primary role of this position. Training and Technical Assistance (50%) Visit each site and classrooms on a regular basis (4-6 hours per month per classroom) to conduct observations, provide training and technical assistance, coaching and mentoring. Provide training and technical assistance and build capacity by working directly with Head Start staff parents, and community partners to ensure high-quality early childhood program. Design, develop and implement early childhood staff development plans, in coordination with Head Start T&TA system. Responsible for the oversight of complete and accurate collection, entry, reporting and maintenance of data, records and reports related to the application, eligibility, recruitment, selection, enrollment and attendance of children and families of the Head Start Program. Individual assists in the recruitment, enrollment and registrations of families into the program.  Responsible for the collection, entry, reporting and maintenance of ERSEA records related to program operations. Responsible for tracking that all parents have a Family Map (family partnership agreement) and the tracking of strengths, needs, goals, referrals, individual contacts, home visits and follow-ups.  Supervises and provides guidance to the family community service staff to ensure appropriate training and technical assistance to staff and parents based upon pertinent issues/interests expressed in Family Map to include advocacy, family center approach, family literacy, self-sufficiency, child development, health, parenting skills and other topics as identified. Provides support to staff in developing parent training opportunities.  Provides oversight to ensure the tracking and ensures documentation of parent meetings and training is current and accurate. Ensure the PFCE Framework is a systematic component of programming, services and management systems. Assist in the monitoring and reporting services to ensure high quality services and positive child outcomes, and status on meeting school readiness goals.  Attend case coordination meetings with other staff in order to fully integrate services and/or ensure the proper staff attend. Management and Operations   (30%) Oversee site tracking of early childhood screenings and assessments, early childhood data collection, and participate in local evaluation activities. Assists in developing and tracking budget information as it relates to early childhood services. Oversees and monitors the volunteer program to include the recruitment and training of parent and community volunteers for the program.  Works collaboratively to train on and distribute the Volunteer Handbook.  Ensures that all regular volunteers have completed the appropriate paperwork and that records are maintained in a locked file cabinet.  Supports staff to track volunteerism and provides periodic volunteer training programs.  Provides oversight to in-kind and other allowable costs (as related to volunteers) applied toward the non-federal share requirement. Ensures family service staff is coordinating the policy council. Other General Job Duties (20%) Attends all workshops and meetings as deemed necessary by the immediate supervisor Attends all required staff and parent meetings and activities Responsible for understanding Head Start Performance Standards and local child care licensing regulations Expected to be knowledgeable of the regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination Positively promotes Head Start in the community Maintains strict confidentiality with respect to Head Start/Early Head Start children, families and staff in accordance with established policies and procedures Becomes thoroughly familiar with Save the Children Head Start Employee Handbook, Save the Children Head Start Human Resources Policies and Procedures, manuals and resources and adheres to them Required Background and Experience, Skills and Behaviors Bachelor’s degree in early childhood education or related field and 5 years of relevant early childhood experience Experience in supervision Experience in working with low income children and families Training Experience Knowledge of the purpose of the Head Start/Early Head Start Program Knowledge of local resources, customs and languages helpful Ability to relate sensitively with children and to work well with staff and parents and families Ability to follow directions and take initiative Ability to keep all information on families strictly confidential Ability to communicate effectively with children and staff Ability to work with children with disabilities.  Knowledge of the purpose of the Head Start/Early Head Start Program  Within 90 days of employment, must obtain and continually maintain basic first aid and pediatric CPR certification (or sooner if required by local/state regulations) Acceptable tuberculosis screening results, a clear c riminal records check (including child abuse r egi stry check and sex offender registry check if requi red by state regulations),  Cer tificate of Immunization Compliance and an initial health exam are required post job offer and p rior to employment Save the Children provides an attractive benefits package including competitive salaries, a matching retirement plan, health and welfare benefits, life insurance, an employee assistance program, generous time off and much more. We provide equal employment opportunities (EEO) to all employees and qualified applicants for employment without regard to race, color, religion, gender, ancestry, sexual orientation, national origin, age, handicap, disability, marital status, or status as a veteran. Save the Children complies with all applicable laws. Regional Field Specialist, Region VII Project Coordination and Management, Early Childhood Education Kansas City, MO Share Posted 21 days ago Email Job Job Description Position Location is Kansas City, Missouri About the Organization Founded in 1977, ZERO TO THREE works to ensure that babies and toddlers benefit from the early connections that are critical to their well-being and development. Our mission is to ensure that all babies and toddlers have a strong start in life. At ZERO TO THREE we envision a society that has the knowledge and will to support all infants and toddlers in reaching their full potential. Our Core Values Statement: We believe that how we do our work is as important as what we do.  To learn more about ZERO TO THREE, please visit our website at www.zerotothree.org.   Summary Regional Field Specialists (RFS) are responsible for providing Technical Assistance and Training (T/TA) to staff in their assigned Regional Office (RO). The primary focus of the position is to support ACF RO staff’s work with Head Start/Early Head Start programs and other early childhood programs, in particular efforts related to the design and delivery of comprehensive school readiness services for children birth-to-five. RFSs will introduce resources related to evidence-based development, teaching and learning practices and other topics that can be useful to RO staff as they provide oversight to HS/EHS grantees. RFSs will work in an ACF Regional Office and be available to provide T/TA on an individual basis or in groups, depending on the needs identified by the Regional Program Manager (RPM) and their staff. The RFS will report directly to the National Center on Early Childhood Development, Teaching and Learning’s (NC ECDTL) Integrated Services/Regional Team Manager. The RFSs will coordinate, when appropriate, with the other OHS IST representatives, to plan T/TA activities in their RO. RFSs will communicate regularly with the NC ECDTL Senior Regional T/TA Specialists and State Specialists, in order to share important information, especially data, related to the impact of the T/TA system’s work with programs within the twelve ACF Regions and their corresponding States, coupled with data and insights from the RO staff. Essential Duties and Responsibilities     Provide focused support to Regional Office (RO) staff on school readiness and the implementation of the Office of Head Start’s (OHS) Birth to Five Early Learning Outcomes Framework in their work with grantees and the early childhood community at large.  Efforts will include, but not limited to, supporting RO staff’s understanding of strategies for data aggregation, analysis, monitoring progress and continuous program improvement of programs’ school readiness goals. Offer T/TA to Regional Office staff on early childhood care and education topics in order to increase their knowledge and ultimately strengthen regional efforts to apply evidenced-based practices in Early Head Start/ Head Start programs and other early childhood programs. Design and deliver data consultation to Regional Office, T/TA partners, and Integrated Service Team (IST) members on regional and state level trends in grantee data, in order to help inform regional professional development planning and ongoing continuous improvement related to early childhood development, teaching and learning. Share with RO staff the latest resources and materials from OHS and the Office of Child Care’s (OCC) National Centers. Build RO staff’s awareness of the role and importance of professional development for grantee staff as a part of continuous improvement. Address Practice Based Coaching as one type of evidenced-based professional development strategy. Support training and rollout efforts of coaching activities within assigned Region. Provide training, as needed, on related professional development topics, birth to five, using process consultation techniques. Support the Office of Head Start’s effort to collect and analyze regional data. Collaborate with National Center colleagues to provide direct support to RO staff members on a range of topics identified by OHS, OCC and RO leadership. Work collaboratively with Early Childhood Specialists, Head Start State Collaboration Officers, and in rare instances with grantees. In addition, the Regional Field Specialist, in conjunction with the Integrated Service Team, comprised of representatives from other Head Start National Centers, will deliver training and technical assistance. Communicate regularly with the National Center on Early Childhood Development, Teaching and Learning’s Senior Regional T/A Specialists and State Specialists to share information on the status of HS/EHS programs’ progress. Performs other duties as assigned for the purpose of ensuring the efficient and effective functioning of the project.   Skills and Experience   Minimum of seven years of experience in the field of Early Care and Education with two years of experience with project coordination and/or management. Strong knowledge of early childhood development birth to five; Strong knowledge of CLASS Pre-K observation tool and other program, teacher and child-level assessment tools commonly used in early childhood preschool programs; Strong knowledge of Head Start program development, the Head Start Program Performance Standards, Head Start Outcomes Framework, and HS technical assistance resources; Strong knowledge of CCDF and Public Pre-K programming trends and regulations in states and territories; Excellent conceptual, written and oral skills; Experience with organizing, developing and providing technical assistance resources to a variety of audiences; Ability to work with a team as well as independently; Strong oral, written and computer skills; Strong interpersonal skills; Ability to read, analyze and interpret complex documents, Ability to collect, organize, analyze and display various types of data, and Able to travel.   Essential Qualities   Encourages and practices critical thinking Is self-reflective and empathic Recognizes the influence of workplace relationships on outcomes and results Maintains a respectful and accepting approach to others Awareness of the influence of the larger context on individual behavior Collaboratively and creatively supports the work efforts of colleagues at all levels and in all areas of the organization   Education Master’s degree in Early Childhood Education or a related field preferred.   Physical Requirements While performing the responsibilities of the job, the employee is constantly required to use finger dexterity as well as sufficient hand dexterity to use a computer keyboard and be capable of reading a computer screen. Also may need to remain seated for long periods of time, have the ability to perform repetitive motions and reach for objects.  Employee is frequently required to hold a writing instrument, communicate verbally, and hear well enough to detect nuances and receive detailed information.  The may be required to grasp objects, push and pull objects, bend, stand, walk, squat or kneel. Vision abilities required by this job include close vision for data preparation or analysis, and expansive reading.   Working Conditions  The work conditions described here is representative of those an employee encounters while performing this job. Depending on work location, the incumbent will typically work indoors in a heated and air-conditioned office, with a mixture of natural, incandescent and fluorescent light with low to moderate noise levels or be subject to working conditions conducive to a home office. When travel is expected the incumbent will be exposed to outside environmental conditions during those times.   ZERO TO THREE: National Center for Infants, Toddlers, and Families is proud to be an Equal Opportunity Employer of Minorities, Females, Protected Veterans, and Individual with Disabilities Engagement Specialist, Early Learning Division:  Operations Managing Office:  Specialized Services Work Location:  AdvancED Corporate Office, Tempe, AZ Reports to:  Director, Early Learning Services FT/PT Classification:  Full Time Position Summary The Engagement Specialist, Early Learning serves as a member of the regional team under the direction of the Director, Early Learning Services. This role works closely with the Regional Vice Presidents and Operations Office Directors to develop and implement effective strategic plans encompassing accreditation reviews, best practices and initiatives in early learning, and provides technical assistance and professional development and delivery. A successful Client Engagement Specialist utilizes current knowledge and expertise in early learning to enhance AdvancED’s impact on schools, districts, corporations and the accreditation and early learning industry at large. Accountabilities Assists with successful design and implementation of the strategic plans for the AdvancED Early Learning Services to promote continuous improvement. Provides support to the Director, Early Learning Services on all aspects of the accreditation protocols and school improvement services for early learning schools and systems. Works closely with the region staff to maintain and strengthen efficient and effective working relationships with key education agencies in the area (such as Ministries of Education, State Departments of Education, Health and Human Services, state QRIS programs, area colleges and universities, and early childhood teacher and administrator organizations). Assists region staff in implementing the AdvancED Early Learning Accreditation Process in the region, ensuring that all AdvancED schools/systems are adhering to the AdvancED standards and policies. Grows and trains the region’s trained Early Learning Engagement Review capacity and extended volunteer base. Assists region staff in managing Early Learning Lead Evaluators and volunteers, including evaluation of performance quality. Contributes in meaningful collaboration with Directors and Client Engagement Specialists in the region and throughout the organization. Ensures early learning schools/preschool programs and their parent organizations are well-informed of AdvancED issues, policies and communications. Provides quality services and professional learning opportunities to all AdvancED schools/ districts/corporations operating early learning programs. Serves as an expert on best practices and state, federal and international initiatives related to early learning. Performs other duties as assigned by the Director, Early Learning Services. Competencies Knowledge of current issues in early learning education, accreditation, public and private school and system improvement, research, and evaluation; Knowledge of the significant early learning issues specific to the region assigned; Knowledge of and connections with key early learning associations and agencies and their leaders; Ability to work with a minimum of supervision and take personal initiative to promote AdvancED; Ability to create and maintain cooperative working relationships with others, prepare and implement quality plans; Ability to deliver high quality professional development through oral and written presentations; Ability to organize, manage, and implement multiple tasks simultaneously; Ability to work and communicate effectively using Microsoft Word, Outlook, Excel, and PowerPoint and other software and web-based applications. Metrics Positive evaluation by Director, Early Learning Services. Attainment of goals set forth in professional growth plan. Environment Support and contribute to the Mission, Vision and Core Values of AdvancED. Follows in all respects the AdvancED code of ethics. Fosters positive and collaborative working relationships within the Operations Division and across the organization to accomplish organization-wide goals. Annual Travel Requirements Approximately 60% travel annually Qualifications & Experience Experience helping schools/systems improve the learning, growth and development of young children and organizational effectiveness. Experience implementing early learning services in evidence-based programs, including curriculum implementation and staff development. Understanding of state, federal and international initiatives in early learning, such as licensing and ministry regulations, QRIS, workforce development and professional development. Demonstrate knowledge and understanding of early learning education, quality learning environments for young children, curriculum and effective instruction, program development and evaluation, child growth and development, classroom management, learning assessment and diagnosis, and research related to learning of young children. Experience in designing, executing and accomplishing strategic plans which substantively contribute to the attainment of the organization’s goals and objectives. Education A minimum of an earned Master’s Degree from an accredited institution of higher learning with graduate work in Early Childhood Education or a closely related field. A minimum of three years’ experience with young children in a planned early learning program. Application Process Send an email expressing your interest in the position along with an updated resume including references to Dr. Holly King at hking@advanc-ed.org. About AdvancED  AdvancED is the world's largest education community, serving over 32,000 institutions in more than 70 countries educating over 20 million students. As the global leader in advancing education excellence through accreditation and school improvement, AdvancED brings together more than 100 years of experience and the expertise of the three national accreditation agencies — the North Central Association Commission on Accreditation and School Improvement (NCA CASI), the Northwest Accreditation Commission (NWAC) and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI). The AdvancED Accreditation Process, a protocol embraced around the world, is a clear and comprehensive program of evaluation and external review, supported by high quality standards and dedicated to helping schools, school systems and education providers continuously improve. AdvancED's position as a thought leader in education continues to expand as we provide a national and international voice to inform and influence policy and practice on issues related to education quality. Our research results help us shape educational policy and strengthen learning practices worldwide. The vision of AdvancED is to create a world of opportunities for every learner. We work to achieve our vision by driving education improvement through accreditation, research and innovation, policy and advocacy, and technology.  ENG  SIGN IN Go To Job Search SHARE APPLY Posted On03/27/2017 Technical Assistance and Training Specialist Chicago, IL, US Job Class Summary Strengthens and promotes Early Head Start (EHS) home-based programs through professional development supports including technical assistance, training and consultation. The Technical Assistance & Training Specialist (TA/T) has primary responsibilities in the development and delivery of home-based specific competency based training, mentoring and EHS technical assistance associated with home-based programs providing support services to families with young children. Experience with Early Head Start is required. Essential Job Duties Provide regular technical assistance to support programs in achieving success in program design, family engagement curriculum usage , best practices in home visiting, group socialization meetings, and other EHS related program areas. Acquires and maintains certification as an evidence-based Parents as Teachers (PAT) model-specific core trainer. Support EHS home-based programs with implementation of the PAT home visiting and group socialization research-based early childhood home-based curriculum and approach. Schedule, conduct and document all technical assistance provided to programs. This includes conducting on-site visits, phone consultation, written correspondence or other modalities of technical assistance. Coordinate and support event planning with co-trainers to ensure development of working agendas, assistance with presentation outlines, design and content focus, development of appropriate pre and post training methods and activities. Responsible for development and facilitation of wrap-around training as related to audience needs and areas of professional expertise. Serve as a consultant as requested to Ounce staff in the ongoing training and technical assistance of established EHS programs. Present information and makes recommendations to inform planning and decisions of the management team related to future training, technical assistance and program development. Assist management team in the preparation of reports for funders and other audiences related to site activity, research and technical assistance. Advance professional expertise in modalities of adult learning, program model development, methods of consultation and technical assistance for staff and supervisors. Collaborate with Ounce staff to ensure quality and consistency in the implementation of program enhancements. Perform other job-related duties as requested. Required Qualifications – Required qualifications to effectively perform the job.  An equivalent combination of education, training and experience will be considered.  (Additional requirements may be designated by position.) Master’s degree in Early Childhood, Family Studies, Social Work, Human Services, Education or other related field OR equivalent combination of education and experience. Minimum of 5 years of relevant work experience as a home visitor or  home visiting supervisor. Knowledge, Skills and Abilities – May be representative, but not all-inclusive, of those knowledge, skills and abilities commonly associated with this position. Able to apply knowledge of adult learning styles, issues in staff development and supervision strategies in various situations. Working knowledge of current trends in early childhood, federal education programs, home-visiting and staff development strategies. Ability to work with culturally diverse staff and populations. Advanced organizational, analytical, project management, interpersonal, and verbal and written communication skills. Working knowledge of standardized assessment tools, scoring accuracy, and reliability. Ability to design, plan and provide competency-based training. Ability to provide consultation and technical assistance. Skilled in developing and executing webinars and conference workshops. Working knowledge of distance learning and related technologies. Must have foundational understanding of prevention of child abuse and neglect, child and adolescent development. Work Environment – Environmental or atmospheric conditions commonly associated with the performance of the functions of this job. Frequently works in confined spaces. Frequently exposed to varying weather conditions, while driving. General office conditions.  Exposed to moderate noise levels. Physical Abilities - Activities that are commonly associated with the performance of the functions of this job.  The physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Required to frequently sit and regularly use repetitive wrist, hand and/or finger movement for extended periods of time operating a computer. Must be able to frequently stand, walk and drive when transferring baggage and supplies. Must also be able to stand for extended periods of time during trainings or workshops. Must be able to reach for, grasp, and carry items such as supplies while traveling to and fro different sites. Regularly required to be able to listen to presentations. Regularly required to speak clearly and effectively during trainings, workshops and other duties throughout the day. Must be able to use close vision and be able to focus while working on computers. Required distance vision of over 20 feet when driving. Must be able to lift up to 10 lbs. Regular attendance is a necessary and essential function Statewide Early Childhood Trainer Association for Supportive Child Care (ASCC) -Tempe, AZ The Ninos en Mi Casa Statewide Trainer is responsible for developing curriculum and providing training, workshops, and technical assistance to DES Certified/Contracted Child Care Providers and Child Care Centers throughout Arizona. This position will assist in identifying and tracking training needs and collecting feedback across the state. The ideal candidate will have a strong background in early childhood education and adult learning principles. Additional skills/experience needed for this position include: strong writing ability, effective communication, training and presentation development, data management and the ability to work collaboratively with a team. Minimum requirements include: -A Bachelors degree in early care and education or closely related field -A minimum of five years experience in early care and education English/Spanish preferred Job Type: Full-time Required education: Bachelor's Required experience: early care: 5 years

Skills I will need to do these positions:

Strong background in ECE and Adult learning
An ability to communicate effectively through written, verbal, and in facilitating interactions in person.
Passion for ECE.
Knowledge of distance learning
Knowledge of a variety of assessment tools
Skilled in delivering consultation and technical assistance
Flexible and reflective thinking