NEWSLETTER
AzAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research. We advance a diverse, dynamic early childhood profession and support all who care for, educate, and work on behalf of young children.
 
 
 
 
IN THIS ISSUE
GOVERNING BOARD
Martha MuñozPresident
 president.azaeyc@gmail.com
Melissa Busby |  President Elect
 melissa.busby@centralaz.edu
Lena Malofeeva | VP of Membership & Communication
 lwell999@gmail.com
Michelle Saint Hilarie | VP of Policy & Advocacy
 msainthilarie@cfraz.org
Eric Bucher | VP of 
Professional Development
 bucher.eric@yahoo.com
Julia Butler | Treasurer
Shanna Kukla | Secretary
Terry Doolan |  Member-at-Large
Jonathon Adam H. Gonzales | Member-at-Large
Stacia Emerson | Member-at-Large
Elizabeth Taylor | NAzAEYC Affiliate Representative
Jenny Douglas | SAzAEYC Affiliate Representative
Andrea Benkel | VSAEYC Affiliate Representative
Ana Bribiesca | YCAzAEYC Affiliate Representative
CONNECT
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ARIZONA EARLY CHILDHOOD CAREER & PROFESSIONAL 
DEVELOPMENT NETWORK
Calling All Early Childhood Professionals!  

The Arizona Early Childhood Career and Professional Development Network is a central, one-stop location to connect you with training, information and resources to grow your skills and advance your career in early childhood.

Join the Arizona Early Childhood Workforce Registry to find professional development opportunities, register for training and manage your career profile Learn How

Financial scholarships to support eligible individuals in completing a credential, associate degree, or bachelor's degree in early childhood education are also available through the Registry. Learn More

For Scholarship Information:
1.855.818.6613
info@thearizonaregistry.org
 
 
Would you like someone to come give a presentation about the Registry and Scholarships to your GROUP? Contact your regional coordinator today! 
Gordon Brown  | Regional Coordinator | Maricopa & Pinal Counti
es 
| (602) 527-6438
Lisa Cobb  | Regional Coordinator | Maricopa & Pinal Counti
es 
| (602) 527-6433
Veronica Hernandez  | Regional Coordinator | Graham, Greenlee, Apache & Navajo Counties
 
| (602) 527-6390
Tammy Lee  | Regional Coordinator | Coconino, Gila & Yavapai
Counties
  | (602) 531-8137 | Tammy.Lee.1@asu.edu
Kristine Nishimura  | Regional Coordinator | Cochise, Pima & Santa Cruz
Counties
(602) 708-9830 
Susana O'Brien  | Regional Coordinator | La Paz, Mohave & Yuma 
Counties 
| (602) 531-1983  | susana.obrien@asu.edu
SPONSORS
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ISSUE NO. 22 / FEBRUARY 2016 
Message from the President
Dr. Martha Muñoz
AzAEYC President
Greetings Colleagues,

As a faculty member at a university, the beginning of a new semester always fills me with excitement, anticipation, hope, and some anxiety until I finally find a rhythm and sense of order.  I feel the same way about entering my second year of the Presidency of AzAEYC!  So much was accomplished in 2015 to strengthen AzAEYC, including the adoption of a Strategic Plan, expanded partnerships, and board development.  My vision for 2016 is to continue to build the capacity of AzAEYC to fully implement the values and beliefs as an association.  The AzAEYC Board is engaged in planning events and services for members based on the priorities of the Strategic Plan. 
 
This is a dynamic time to be a member of AzAEYC and NAEYC!   At the national level, NAEYC is working to bring attention to the early childhood profession and taking a deep dive into understanding the needs of members. I urge you to use your voice and vote in the NAEYC Election for new Board Members.  NAEYC also has a change to the by-laws as part of the voting process. 
 
I look forward to serving as your association President in 2016 alongside fellow board members!

Best Regards,

Martha Muñoz
AzAEYC President
NAEYC Institute for Early Childhood Professional Development  | June 5-8, 2016
Dear Colleague, We're delighted to invite you to Baltimore for one of the early childhood field's most anticipated events -- NAEYC's 2016 National Institute for Early Childhood Professional Development. At the Institute you'll hear new ideas and fresh insights from early childhood experts and learn how you can make a greater impact in your program. 

Who should attend?
NAEYC's National Institute for Early Childhood Professional Development is designed for all early childhood professionals, including leaders who prepare, mentor, and support early childhood professionals, as well as program administrators, teacher educators, trainers, teachers, preschool teachers, and researchers.

What will I learn?
You will expand and deepen your early childhood knowledge base, develop skills that improve your professional preparation and practice, and sharpen your ability to use effective, active learning approaches. The theme for the 2016 Institute is Early Learning at the Top of the Ticket, as we advocate for early childhood education to become a national priority during this year's election and that early childhood educators and professionals are recognized as vital to society. In addition to theme-related sessions on advancing the profession, the Institute also covers many other topics, including the latest in professional development and preparation, systems administration, early learning research, and much more.

What happens at Institute?
  • An Opening Session:  provides a focus and challenge for the 4 days of sessions and other events that follow.
  • Daily featured sessions:  addresses the Institute theme and key issues in early childhood education, presented by national leaders in the field.
  • 1-hour sessions:  that address current issues, present recent research reports, provides an overview of upcoming proposed legislation, and more!
  • Interactive 2-hour sessions:  provide time to engage in discussions with colleagues, reflect, and think about what you'll take home for implementation.
  • A Research Poster Session:  offers opportunities to learn about cutting-edge research in the field of early childhood education by visiting the poster displays and speaking with researchers.
  • Networking opportunities:  exchange ideas with individuals and organizations showcasing effective approaches to professional development, high-quality programs, and new research.
  • Exhibits and NAEYC Shop:  featuring books, training materials, and other professional development resources.

APRIL 10 - 16, 2016
 
The Week of the Young Child™ is an annual celebration sponsored by the National Association for the Education of Young Children (NAEYC) celebrating early learning, young children, their teachers and families.   Want more on quality early learning? Sign up to get the latest WOYC news from NAEYC.
SAzAEYC Week of the Young Child
AWARDS BRUNCH
Nominations and Applications Due February 19, 2016
You still have time to nominate a well deserved teacher, provider, leader or advocate in Early Childhood for the annual SAzAEYC Awards Brunch.   Please see the forms below that give descriptions of each award.  Let's make this the BEST BRUNCH EVER!  Please get your nominations in by February 19th!  
SAVE THE DATE
SAzAEYC 30th Annual Awards Brunch on April 16, 2016
Mark your calendars! 
Consortium State Highlights
Arizona
Lessons Learned
We need to be fully transparent regarding expectations for teachers and provide incentives for participation . We're asking teachers, during the pilot, to commit to attending trainings, implementing an non-mandated assessment, collecting evidence and observations of children, and entering data in a timely fashion. Incentives to participate, for teachers, should be tied to clear expectations of time-sensitive data submission.

We need more practice with the technology platform during training to eliminate potential obstacles our teachers faced.

We need 1:1 assistance for teachers in getting their classes set up for using the technology platform, even though training and a refresher are provided.

We need to garner more support from administrators so that pilot teachers are given adequate time to enter data and become accustomed to various aspects of the system.

We need to encourage administrators to collect and enter data at least once so they can become familiar with how it works and see the benefits of various collection methods, and how these translate into data that drive daily instruction. They can then evaluate where this tool fits in the broader scope of necessary data collection and begin to pare down duplications and extraneous data collection, easing the burden on their teachers.
"My favorite thing about the K-3 Formative Assessment process is my data is now all in one place that is easy to access. I can get reports at my fingertips to share with students, families, and other educational staff so we can work as a team to ensure the best learning possible. The ease of capturing evidence of understanding/ learning through notes, pictures, and even iPad videos is simple and easy to upload to the [technology platform]. The data showcases the 'whole' child, not just the academics he/she knows. Analyzing the data is easy, and the constructs give the teacher exactly what to look for when assessing each task. It is easy to implement with very little preparation. The only thing I would love to see added would be a way to upload DRA, DIBELS, and any other district-required assessment scores so all data would be in one place. I love this formative assessment and I hope to continue using it in the future." - Participating kindergarten teacher in Arizona
Using Formative Assessment to Increase Learning
This research brief describes differences found across various types of assessment and provides information on best practices for teachers in implementing formative assessment. This brief was written by Douglas G. Wren, a specialist in assessment at the Department of Research, Evaluation, and Assessment, in Virginia Beach, Virginia. Read the Report
Inclusion in Early Childhood Programs
Webinar Series Kickoff
Thursday, February 11th, 1:00 pm MST
The U.S. Departments of Education and Health and Human Services invite you to watc h a  Google Hangout  for a discussion about  inclusion in early childhood programs  and why it matters to states, early childhood programs, families, and young children with and without disabilities. Click here to access the Google Hangout on February 11th.
Ready To Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills
Multiple longitudinal and well-controlled studies have demonstrated that non-cognitive competencies in children as young as preschool age are important predictors of outcomes in their lives as adults, including high school and college completion, employability, earnings, financial stability, avoidance of criminality, and physical and mental health. In several cases, the data show these non-cognitive skills matter as much as or even more than cognitive or academic skills in predicting positive life outcomes.

This working paper maps findings from a number of these pivotal studies conducted by leading psychologists, physicians, economists, and education researchers onto a framework organized around nine key headlines within the domains of academics, career, and well-being. All of the findings laid out in this working paper exceed the standard tests of statistical significance rendering them worthy of publication in the scientific literature. It is also important to step back and consider that they are, in many cases, so significant as to be compelling for policymaking.    Read the Paper
Is Kindergarten the New First Grade?
Recent accounts suggest that accountability pressures have trickled down into the early elementary grades and that kindergarten today is characterized by a heightened focus on academic skills and a reduction in opportunities for play. This paper compares public school kindergarten classrooms between 1998 and 2010 using two large, nationally representative data sets. We show substantial changes in each of the five dimensions considered: kindergarten teachers' beliefs about school readiness, time spent on academic and nonacademic content, classroom organization, pedagogical approach, and use of standardized assessments. Kindergarten teachers in the later period held far higher academic expectations for children both prior to kindergarten entry and during the kindergarten year. They devoted more time to advanced literacy and math content, teacher-directed instruction, and assessment and substantially less time to art, music, science, and child-selected activities Read the Paper
The Early Childhood Bulletin Winter Edition is Here!
The Early Childhood Bulletin contains a schedule of ECE Professional Development trainings all around the state of Arizona.
The Early Childhood Bulletin "The Catalog" contains descriptions of the Professional Development trainings you will find in the Bulletin.
Professional Development Opportunities
THE KINDERGARTEN EXPERIENCE
English Language Arts in Kindergarten
February 26 & 27, 2016
8:00 AM - 4:00 PM
Desert Willow Conference Center
4340 E. Cotton Center Blvd.
Phoenix, AZ 85040
$70/person
25TH ANNUAL 
Celebrate the Young Child Conference
Saturday, March 5, 2016
Glendale Civic Center
5750 West Glenn Dr.
Glendale, AZ 85301

Earn up to seven training hours in one day | Select from 24 unique sessions | Spanish language sessions available

Learn More and Register
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Do you have a job you'd like posted in our newsletter?  
E-mail it to us at web.azaeyc@gmail.com!
Director
The Del E. Webb Family Enrichment Center (FEC) on the Yavapai Community College campus in Prescott, Arizona is looking for an experienced, dynamic and passionate early childhood professional to step into a leadership position as their director. HIRING RANGE: $47,000 - $59,997.   Learn More and Apply
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