Professional Dev eloPment ResouRce BRochuRe

Third Edition

Bring Quality early Childhood and out-of-school-time training to Your organization

Trainings & Trainers

Inside!

2

How Does it Work?

1. Receive the packet listing our approved

MnAEYC-MnSACA trainers and workshops/topics

2. Review the trainers and workshop offerings

3. Request a trainer, topic, and when you would like them to train

(date and time)

4. Send request to MnAEYC-MnSACA

5. Agree to host the training at your location

6. MnAEYC-MnSACA will arrange the trainer, payment to the

trainer, provide name tags, CEs, and Evaluations for the training.

Fee Structure:

These fees are for two-hour trainings. An additional fee of $150 per hour will apply for longer sessions. Session descriptions are noted as such.

• Single agency host: $400 — Example: Brainerd Group only • Multi-agency host: $450 — Example: Brainerd, Pequot Lakes and Walker

MnAEYC and MnSACA are pleased to offer this Professional De-velopment Resource Brochure. Workshop offerings are divided into the eight standard Core Compentency categories for Early Education, School-Age and Youth Care Practitioners in Minne-sota. We do this to continue to advocate for quality in the field. All trainers listed in this brochure have been approved by the MnSACA-MnAEYC Professional Development Initiative. Trainer qualifications are listed in each trainer's bio. MnSACA Certified Trainers have completed an additional school-age certification process.

Programs may wish to request a training that is not listed in this brochure. Trainers are willing to design customized training that programs need/request.

We hope this brochure will help individuals and programs con-tinue to grow in their professional development.

table of Contents

MLFCCA Offerings ............................................................ 3

I. Child Growth and Development ................................. 6

II. Learning Environment and Curriculum .....................8

III. Assessment and Planning for Individual Needs .....13

IV. Interactions with Children ........................................15

V. Families and Communities ............................................18

VI. Health, Safety and Nutrition .....................................19

VII. Program Planning and Evaluation ...........................20

VIII. Professional Development and Leadership .........21

MnSACA Modules ............................................................26

Instructor Biographies .....................................................27

Registration Form .............................................................31

mnaeYC & mnsaCa Professional Development of ferings

Early Childhood and Out-of-School Time

Proffessonal Development Offerings: Pages 6-28 Early Childhood Training

throughout the brochure, some trainings are marked as early Childhood or school-age oriented. tranings with no designation are great for either type of program.

School-Age Traning

3

What is MLFCCA and How Does it Work?

Minnesota Licensed Family Child Care Association is a statewide professional provider based group – “Providers Working for Providers” since 1973. The mission of MLFCCA is to support the highest standard of care for children in licensed family child care homes through education, resources, recognition, and advocacy, while acknowledging the diversity of licensed family child care pro-viders. There are many benefits in being a member of this Associa-tion. Members receive “The Megaphone” – a quarterly professional journal, “Growing Together,” a monthly parent newsletter, member recognition, mentorship and ongoing support. Visit www.mlfcca.org or call 651-636-1989 or 1-800-652-9704 for more information.

The Association supports the following programs:

MLFCCA Food Program The Food Program is a USDA funded program that provides licensed family child care providers with monthly monetary reim-bursement for serving nutritious meals and snacks to child care children, as well as nutrition education, monthly newsletters and valuable resources. Contact Juli at 651-636-1989 or 1-800-652-9704 for more information.

Nutrition EducationMLFCCA offers free Nutrition Education training classes to Li-censed Family Child Care groups and Neighborhood Associations. Classes include: The Importance of Breakfast; Food Allergies; Chil-dren, Science and Nutrition; Discover the Possibilities with Cook-ing; Risky Business: Preventing Food Bourne Illness; Fats; Setting a Healthy Snack Policy and MyPyramid (Nutrition 101).

Essential ElementsEssential Elements is a set of eight two-hour classes designed especially for newly licensed providers and those looking for a “re-fresher” course. Participants are encouraged to take the full series, though classes can be individually offered.1. Provider Rights and Responsibilities2. Ages, Stages and Learning3. Child Guidance4. Parent-Provider Relationships5. Professionalism6. Environment7. Nutrition, Safety and Health8. Record Keeping for a Business in your Home

Steps to Association DevelopmentA series of four two-hour classes on the skills and knowledge necessary for beginning and supporting a successful family childcare association.

Coordination and Fee Structure:

1. Select a MLFCCA training

2. Contact Katy Chase at MLFCCA with your request for a topic, date, time, place and estimated number of participantsKaty Chase: 651.636.1989 Ext 12 or katy.chase@mlfcca.org.

3. Agree to host the training at the location you reserve

4. MLFCCA will arrange for the trainer, payment to the trainer, provide certificates and evaluations for the class

Nutrition Classes are FREE to licensed family child care providers. All other two hour trainings are $300 for non-member organiza-tions and $250 for MLFCCA member organizations. Groups are encouraged to take the full series of Essential Elements and Steps to Association Development. A 10% discount is given for groups booking a complete series.

mlfCCa Professional Development of feringsLicensed Family Child Care Of ferings

Licensed FAMily Child care Proffessonal Development Offerings:

Pages 3-5

4

I. Child Growth and Development

essential elements Class – ages, stages and learningInstructor: Essential Elements Certified InstructorProviders learn about how children learn and strategies and activi-ties to promote age-appropriate child growth and development. Participants become familiar with the Minnesota Early Childhood Indicators of Progress and receive multiple resources that include age-appropriate activities in the six domains of progress, and information directing them to resources for incorporating cultur-ally affirming and age-appropriate equipment, toys, and supplies for building a care setting supportive of child learning and develop-ment.

II. Learning Environment and Curriculum

essential elements Class – environmentsInstructor: Essential Elements Certified InstructorFrom a wide variety of examples and child care settings, partici-pants learn how to build a childcare environment that supports age-appropriate child growth and development and learn strate-gies for communicating the importance of a quality environment to parents. In this training, participants become familiar with the “Family Child Care Environment Rating Scale” and its importance to raising program quality.

IV. Interactions with Children

essential elements Class – Child GuidanceInstructor: Essential Elements Certified InstructorUnderstanding the need for allowing a child to make choices and have self-discipline is vital. In this class we link development to both verbal and non-verbal communication, practice observa-tion techniques and conflict resolution, recognize developmental progression and appreciate every child’s growing need for indepen-dence in thinking and in actions.

V. Families and Communities

essential elements Class – Parent-Provider relationshipsInstructor: Essential Elements Certified InstructorProviders learn multiple strategies for partnering with parents to raise their knowledge and understanding of the importance of early childhood development and enhance parenting skills as their child’s primary educator. Providers learn to formally incorporate parent involvement into their programs through written parent policies on Parent Rights, Responsibilities, and Respect and parent/provider contracts. Providers learn ways to communicate with parents, involve parents in the learning process, enhance parents' parenting skills, provide resources to parents, and strategies for building a professional, working relationship with parents.

essential elements Class – Provider rights and responsibilitiesInstructor: Essential Elements Certified InstructorParticipants learn how to protect their family and business; they learn about various legal and liability issues and learn how to build a defense system to protect themselves. Topics include but are not limited to Rule II, support systems; liability insurance; abuse and neglect reporting; and corrections orders.

VI. Safety, Health and Nutrition

nutrition Class – Children, science and nutritionInstructor: Cathy Johnson People often think of science as learning facts about the world around us; others may think of science as “the having of wonderful ideas.” This latter view of science matches the characteristics of young children as learners. Young children are naturally curious and passionate about learning. In their pursuit of knowledge, they’re prone to poking, pulling, tasting, pounding, shaking, and experiment-ing. “From birth, children want to learn and they naturally seek out problems to solve.” Children are natural-born scientists. We want to encourage you through hands-on science activities to make sci-ence an everyday occurrence.

nutrition Class – Discover the Possibilities w/CookingInstructor: Cathy Johnson Do you struggle with serving the same foods every day for breakfast, lunch and snack? This class will explore freezer cooking methods, mix-ahead mixes and crediting those combination meals. There will be baking hints, ingredient substitutions, avoiding Trans-fats, along with cooking for and feeding infants.

essential elements Class – nutrition, safety and HealthInstructor: Essential Elements Certified InstructorParticipants learn to ensure children are cared for in a healthy and safe environment. Topics include CACFP regulations and benefits; sample menus; sanitation, safety, and proper hand washing; adult and child communicable diseases; immunizations; medications; mak-ing childcare safe and fun; working with special needs children; legal requirements and resource information.

nutrition Class – fatsInstructor: Cathy Johnson “Eat a low-fat, low-cholesterol diet.” Most of us have heard this simple recommendation so often over the past two decades that we can recite it in our sleep. Unfortunately, this simple message is now largely out of date. Children and adults need fats in their diets. In this class, we will identify different types of fats and how they have a varied and admittedly confusing effect on health and disease. We will also look at the Nutrition Facts food labels as an impor-tant source of information on fats. In this class we will also review commonly served foods in childcare and look at substitutions to make them more healthy and nutritious for the children.

mlfCCa Professional Development of feringsLicensed Family Child Care Of ferings

5

nutrition Class – food allergiesInstructor: Cathy Johnson For many of us, food is more than a daily necessity. We derive pleasure from eating and nurturing our children with healthy food. However, food can cause upset for many reasons. This can range from intolerance to allergy. For most people, allergies are just an inconvenience. But according to the National Institute for Allergy and Infectious Disease, they are a major cause of disability in the U.S. In fact, it has been estimated that allergies account for the loss of two million school days per year. In this class, we will define the difference between allergies and food intolerance; discover which foods children tend to be more allergic to, and hidden dangers in many common foods.

nutrition Class – myPyramid (nutrition 101)Instructor: Cathy Johnson The Food Guide Pyramid and the U.S. Dietary Guidelines are two tools developed to help promote healthy eating habits. MyPyra-mid emphasizes eating a variety and balanced amount of foods every day along with exercise. This is an important message, and we each spend a lifetime making choices about the food we eat. Children, first and foremost though, need to have access to enough healthy food. They need to know that food is fun and eating can be an enjoyable experience. Eating habits are formed during the early childhood years and last a lifetime. Good eating habits do not just happen; they must be learned. As adults, we need to provide them with food and information so that they can grow to make healthy choices for themselves, at least most of the time.

nutrition Class – risky Business: Preventing food Bourne illnessInstructor: Cathy JohnsonEscherichia coli, Listeriosis, Salmonella and Staphylococcus all add up to Risky Business. These common food-borne illnesses can cause major problems in a child care environment. During this workshop, we will learn about bacteria, work in teams, and use an ultraviolet light and a rubber chicken. Food safety is an issue that you as child care providers hear a lot about. We will be reviewing many food safety guidelines that will enable you to be more effec-tive at your job of providing a safe environment for children.

nutrition Class – setting a Healthy snack PolicyInstructor: Cathy Johnson Food is fuel for the human body. Discovering how food builds our bones and muscles, aids our organs, and supplies us with energy is important in feeding children. A national survey of toddlers’ diets found that lunches and snacks eaten at childcare were significantly more nutritious than lunches and snacks eaten elsewhere. Did you know that meals at childcare were higher in calcium, phosphorus, magnesium, vitamin D, potassium and riboflavin, compared to meals eaten at home or away? Learning aids, resources, and recipes/menus will be available at this class.

nutrition Class – the impor tance of BreakfastInstructor: Cathy Johnson Did you know any child who skips or does not have access to breakfast can suffer learning and health problems? Did you know attention, attendance and achievement improve with breakfast? And, well-nourished children have fewer behavior problems? You as a childcare provider are in a unique position to comprehend the scope of the importance of breakfast. Promoting the importance of breakfast will help ensure that children in your care are pre-pared for their day. In this class, we will discuss important nutrition-al needs that are met by having breakfast, available resources, and healthy easy menu ideas. Eating habits developed during childhood have the potential to last a lifetime.

VII. Program Planning and Evaluation

essential elements Class – record KeepingInstructor: Essential Elements Certified InstructorOrganizing records, 7 Key Record-Keeping Rules, Client fees and CACFP Reimbursement, Deductions, Time Space formula, Tax issues, Software and budgets are key components for a successful business. These valuable topics will be discussed in depth.

VIII. Professional Development and Leadership

essential elements class – ProfessionalismInstructor: Essential Elements Certified InstructorParticipants learn about additional professional growth and devel-opment opportunities available to them outside of the Essential Elements program and how to assess their individual needs with the Minnesota Core Competencies. Participants will also become familiar with the Parent Aware Quality Rating System and how to attain a 3-4 level rating.

steps to association Development Instructor: Essential Elements Certified InstructorRecently revised four two-hour classes: 1. Planning: Goals & Mission: This session includes looking at group strengths, interests, goals and objectives. 2. Business: Bylaws & Programs: This session includes Articles of Incorporation, forms, financial reporting, budgets and benefits. 3. Leadership: Roles & Rules: This session includes board develop-ment, meeting protocols, membership outreach and more. 4. Delivering the Promise: This session includes community collabo-rations, building and sustaining your group, program planning and evaluation.

All sessions reflect relationship-based competencies, are continually updated for professional development and are customized to local needs and interests.

mlfCCa Professional Development of feringsLicensed Family Child Care Of ferings

6

above all, Be KindInstructor: Emily HolderBased on Zoe Weil’s book (of the same title) we will discuss ideas and generate solutions to the challenges of apathy, materialism, and dangerous peer influence. We will learn about teaching children to be more compassionate in their interactions with family and friends. We will also review the principles of social intelligence and emotional intelligence and how we encourage social-emotional skills in our programs.

Caregiving strategies for Building resilience in Children at riskInstructor: Wanda HillChildren can face many stressors that will put their development at risk. In this interactive and informative training, participants will explore a wonderful foundation from which they can evaluate a child’s behavior and development, including common internal and external stressors and risk factors. Participants will also examine strategies for enhancing resiliency in their childcare programs.

Creating educational value in everyday Play for early Childhood programs ( Par t 1 and Par t 2 or 4 hours)

Instructor: Kilee ChristnagelThis workshop is designed to work with early childhood teach-ers and discuss how children learn language, reading, math, science and writing through play beginning at a young age. The workshop will discuss specific skills young children are working on in each curricular area at every age and what this looks like in the class-room. This workshop is backed by research and best practices for young children. Teachers will set goals based on what they learn throughout the workshop and discuss avenues for communicating academic play to parents. Teachers will have time to reflect on their teaching practices and look at ways to easily strengthen their les-son plans both in written and action form. This is a highly interac-tive workshop.

Cultural inf luences on Child Development and learningInstructor: Regina JacksonReview the research regarding the influence of culture on child de-velopment and learning. And identify ways to create a multicultural classroom and help reduce the educational “achievement gap.”

eliminating Conf licts Instructor: Hope DoernerWhat can you do to help eliminate conflicts at your program? There are six causes for conflicts and many positive ways to approach them. This workshop will help you discover ways to de-escalate situ-ations and give you tools that will lead to a peaceful program.

encouraging the school-age imaginationInstructor: Emily Holder

Researchers say that in the 21st century, today’s children will need the ability to make connections, to embrace change, to understand the big picture, and to empathize. Our before and after school les-

son plans need to create opportunities that foster this growth. We can “set the stage” for kids and youth to encounter the unlimited possibilities of their own imaginations. Drawing from the work of Daniel Pink and Eric Jensen, this workshop will provide brain devel-opment information and guidelines for planning with the school-age imagination in mind.

Guiding “Challenging” BehaviorsInstructor: Wanda HillYou will enjoy taking a closer look at your own temperament and that of others whose behaviors are not “normal” or are challeng-ing. In order to guide one’s behavior, you will need to know what makes them “tick.” Come and learn how to adjust your behavior and guide those that may not be like yours.

intentional teachingInstructor: Michelle Beedle

Intentional teaching is developmentally appropriate. What is intentional teaching? How is intentional teaching developmentally appropriate for infants, toddlers, and preschoolers? In this training we will explore how a strong knowledge of child development will facilitate intentional teaching.

How to Guide Children and Youth to be self-motivated and responsible (4 Par t series, 2 hours each)

Instructor: Emily HolderThis series of trainings is designed to introduce staff to principles of effective behavior guidance that teach children and youth to be responsible for themselves. The sessions build on each other through discussion and reflection, on “homework assignments,” and new learning. We will discuss issues of empowerment, dignity, self-motivation and self-control. We will learn a step-by-step process to use in our everyday interactions with children and youth, as we guide them toward personal responsibility.

Session 1: Giving children and youth responsibility for their emo-tions.Session 2: Understanding our personal approach.Session 3: Giving children and youth responsibility for the rules.Session 4: Giving children and youth responsibility for consequenc-es and restitution.

Johnny Be Good — or else!Instructor: Gloria DezielHow do you handle bad behavior? Do time-outs really work for this age? Learn effective strategies for dealing with behavioral issues and develop a plan to defuse escalating situations before they “blow up.”

mistaken Behavior or misbehavior? Instructor: Hope DoernerWhat behaviors are mistakes or intentional and what to do about them? Expectations about behavior need to be in line with a child's developmental stage. This workshop helps staff understand what can be expected.

i. Child Growth and DevelopmentUnderstand how children acquire language and develop physically, cognitively, emotionally, and socially.

7

Present moment Caregiving featuring the nur tured Hear t approachInstructor: Joshua KoeppPresent Moment Parenting, an approach by parent coach Tina Feigal, addresses challenging behaviors from the inside out. In this workshop, Joshua, also a coach with the Center for the Challenging Child, applies Present Moment Parenting principles, the latest brain research, and child development best practices to create environ-ments, relationships, and experiences that transform challenging behaviors and enhance our programs for every child.

setting Boundaries and Consistency Instructor: Hope DoernerThese two topics are the reason for many behavior issues with children. Are we using soft or firm limits? Do we have a set of non-negotiables for the children? This training will help you recognize the importance of limits and consistency for children.

temperaments Can be tough Instructor: Hope DoernerWhy do I have conflict with some children more than others? This workshop looks at the nine temperament characteristics and the good and bad of each trait. It also covers different ways to ap-proach children of differing temperaments. the Cultural & emotional impor tance of PlayInstructor: Gloria DezielA large body of research supports the value of play. Learn to identify the different types of play and how children learn through play. Ap-preciate the importance of peer culture and how adults can support friendships and life skills through free play experiences.

the nur tured Hear t approachInstructor: Cindy CroftChildren with high intensity temperaments are often seen as chil-dren who are challenging in school or child care settings. The “Nur-tured Heart Approach,” based on the work of Howard Glasser, is a unique approach for working with children who have challenging behaviors. This course combines four effective strategies for help-ing caregivers transform the way they see children who have high energy and high intensity from a challenge to a “gift.”

Understanding Children’s BehaviorInstructor: Wanda HillThis session focuses on recognizing and understanding individual and developmental issues underlying the messages and behavior of infants and toddlers in group care. Concepts and training strategies for helping caregivers analyze and respond appropriately to infants and toddlers are introduced. Materials are distributed that sup-port caregivers in recognizing the source of different infant/toddler behaviors and identifying appropriate strategies for working with them.

Working on self-esteem Instructor: Hope DoernerWhat can we do to promote self-esteem in the children we serve? Learn some new ideas for connecting with kids and helping them to grow. It is so important for every child to be successful!

i. Child Growth and Development

8

after-school ideas that Work ... really!Instructor: Dawn Hanson

How to make after-school the best part of your day. This workshop is full of child-tested, teacher-approved ideas and lots of little help-ful hints to help everything move along smoothly!

all about Games Instructor: Hope Doerner

Spend time learning how to plan for large motor activities from planning the games to how to divide into teams. You will leave with over 50 activities, games, and team-building activities to take back to your program. Come prepared to move and laugh!

almost Home: Creating family-like settingsInstructor: Gloria DezielChildren who have consistent, nurturing relationships do better in school and social experiences. Learn techniques to help your program look and feel more like home for the children, families and staff.

Back to natureInstructor: Gloria DezielTime spent in natural settings isn’t just for fun, but an essential element for children’s health and learning. Explore how welcoming Mother Nature back into children’s daily life can support emotional, physical and cognitive development.

Big Kids in a small Pond: school-agers in f.C.C.Instructor: Gloria Deziel

What do you do with kids who have outgrown preschool activi-ties? Learn how to support school-age creativity, learning and social development with techniques that work for family care providers. Create a setting where children are happy, helpful and at home.

Break it Down, move it around: ideas for Por table space Design in saC

Instructor: Marsha PartingtonIn this workshop we will explore ways to successfully operate a school-age program in shared space. Participants will increase their ability to organize and make use of available program space. New ideas for alternate ways to use existing space will be shared. Examples of successful ideas for creating positive environment will be provided.

Building Cultural Connections module D: Bricks and mor tar for Culturally appropriate Child Care Instructor: Wanda Hill or Ann DillardIf you are looking for practical skills and ideas for how to be more culturally competent in your childcare setting, this class is for you. You will learn how to assess your environment and activities, as well as gain some new ideas on communicating with children about differences.

Circle time activities Instructor: Kilee ChristnagelThis workshop is hands-on and highly interactive. You will gain ideas on how to enhance your large group time through greetings, games, and sharing. You will walk away with countless new ideas that you will be able to use immediately. Greetings, games and sharing are an excellent way to build community and trust within your classroom or group setting. You will see positive changes in your student’s interactions with each other and hear excitement every time you call “circle time!”

Clubs Instructor: Jaime Grossman

Give your youth more options. Through clubs you will allow the kids to engage in long-term activities that will promote life-long skills. Learn how to set up a successful club system. Offer a variety of extended learning opportunities your youth will enjoy. This is a great way to offer long term project options as described in the NAA standards.

Control the Climate, not the Children Instructor: Marsha Partington

This workshop will ask participants to think about the behavior and misbehavior of children in their care. By examining the six elements of an out-of-school-time program, we will discover how the structure of the program may contribute to behavior problems and how simple adjustments may be all that are needed to resolve the problems!

Counting on Kids: service learning Projects for school-agersInstructor: Marsha Partington

The goal of this workshop is to increase participants’ awareness and understanding of service learning and how it is different from volunteerism. We will work on developing a service-learning project that is meaningful to the kids in your program, and describe and discuss the steps needed for successful implementation.

Creating a Peaceful Classroom environment (Par t 1 and Par t 2 or 4 hours)

Instructor: Kilee ChristnagelThis workshop gives a proactive approach to discipline in the classroom. Talking about peace daily and incorporating it in a fun way can make all the difference in how your students treat each other (and you!) This workshop is designed to be a discussion with many hands-on ideas of how to incorporate peace daily into your classroom learning environment. Discussion topics will include schedule, structure, layout/organization of classroom and materi-als, guided discoveries, peace pass, greetings, games, warm fuzzies, songs, signals, staff interaction and more!

Culture, Development and learningInstructor: Wanda HillMy intent is to provide you a deeper look into the appreciation of culture as a process that empowers the individual. What is the

ii. learning environment and CurriculumEstablish an environment that provides learning experiences to meet each child’s needs, capabilities, and interests.

9

difference between teaching cultural appreciation and achieving cultural empowerment in the child care setting? We will examine specific ways that culture influences development and ways that child care practices reflect cultural beliefs. We will also look at how routines play a big part in all of this.

environments Instructor: Hope Doerner

What does environment mean? What should the area for kids look like? Why should we have certain areas? This workshop covers the theory behind room environments as well as ideas to spruce up your room and make it accessible and inviting for all children.

exploring ancient CulturesInstructor: Gloria DezielDiscover fun ideas to assist children with reading, writing, and math skills all while exploring the history of ancient cultures. Children will enjoy cracking codes and writing their own versions of Hammu-rabi’s law. Ideal for school release days.

fun with fairy talesInstructor: Gloria DezielRediscover the fun of using fairy tales to encourage writing, creative projects, and special events. Learn how a common theme can be used to organize child lead activity clubs. Ideas for crafts, games, snacks and more!

Global Jam 2Instructor: Diane Mintz

Help kids learn about other cultures through internationalmusic, movement and games. No previous music experiencerequired — only a desire to get down and have a good time. This class contains new musical activities as a sequel to the first Global Jam.

Great Group GamesInstructor: Gloria DezielLearn new games to play indoors and out. Cooperative group games are fun and provide opportunities to practice skills in a supportive spirit. Games to support the math and reading skills children need for school success. Come and have fun!

Gym Games Instructor: Jaime Grossman

Do you need some fresh ideas to make your gym time more enjoy-able for kids and staff? You will leave with many fun and exciting games, and the confidence to be in control of your gym time. We will cover positive guidance techniques, gym rules and expectations, as well as play a whole bunch of games. Your staff will be trained so they can set up your gym to meet NAA Standards.

How Community violence impacts a Child’s learningInstructor: Wanda HillCommunity violence puts our children in jeopardy and it threatens the core of what they need developmentally to be successful in their learning at child care and school. This session will expand

providers' understanding in helping children who are affected by violence in their communities.

inclusion: it’s Developmentally appropriate Care for all Young Children!Instructor: Wanda HillIn this training, participants will examine key concepts of develop-mentally appropriate inclusive care, including the important role of the caregiver in the creation of an encouraging environment. The primary focus of this training is enhancing the participant’s skills in observation and encouraging and fostering positive social interac-tion as well as learning to promote productive play within child care settings. The benefits and challenges of including children with special needs in community care will be explored thoroughly throughout this training.

infant and toddler ar t experiencesInstructor: Regina JacksonOh great, what I am going to do with these infants and toddlers? If I do an art activity with them, they’re going to put it in their mouth, throw it on the floor, rip it, crumple it or better yet waste paper by coloring only a small portion of the construction paper. Have any of these thoughts ever crossed your mind? Then you’re not alone.

So why bother doing art with infants and toddlers? This workshop will address these wonderful behaviors/skills and focus on the importance of working with infants and toddlers through every-day art experiences. We will briefly discuss the developmental characteristics of this fascinating age group and then you will have the opportunity to participate in hands-on art experiences. We will take the curious, explorative nature of infants and toddlers and make this critical aspect of development less of a chore by finding more exciting ways to support their growth and development. In the end, we hope to turn your mindset from “Ick! This is going to be such a mess!” to “I can’t wait to get dirty!” So, be prepared to get messy, let loose and maybe even become a toddler. Par-ticipants will leave with a new-found love for art experiences with infants and toddlers as well as a packet of ideas to take back to their classrooms.

Kindergar ten transition: Children ready for school, schools ready for Children and familiesInstructor: Angèle PasseKindergarten is a milestone for both parents and children. The tran-sition to kindergarten begins before the children enter school and continues during this first year. The families, the preschool program the child attends, and the receiving school all play an important role in making this transition smooth and productive. This work-shop offers information on best practices and a practical toolkit to help educators facilitate a positive transition to kindergarten.

large Group Games/outdoor Games Instructor: Jaime GrossmanA training that will give you a variety of games that can be played in any big space. You will leave with the tools to set up successful games that will have the kids involved, and enjoying their OST in your program.

ii. learning environment and Curriculum

10

ii. learning environment and Curriculumliteracy make & takeInstructor: Regina Jackson

We will explore NAEYC’s Position Statement, Learning to Read and Write: Developmentally Appropriate Practices for Young Children. We will talk about what early childhood teachers can do in the classroom to support emerging literacy. We will also make materials that teachers can take back to their classroom to enhance their classroom.

making non-fiction Come aliveInstructor: Mike HuberGoals:1. Differentiate the uses of non-fiction and fiction books;2. Explain the importance of non-fiction books for literacy;3. Construct a book based on the experiences of some or all of the children in their setting.

While storybooks are often read in classrooms, non-fiction books are often neglected. Learn how to make non-fiction books both useful and fun for children. Non-fiction books can build on chil-dren’s current knowledge and interests. Participants will also learn the basics of emergent curriculum and Project Approach.

making Peace with WarplayInstructor: Mike Huber

Goals:1. Identify what children might learn from warplay.2. Identify developmentally-appropriate ways to deal with violent themes in play.3. Strategize ways to effectively communicate with parents and coworkers about warplay.

It is very common for preschool children to engage in gunplay (and other games that experiment with power). Many teachers either ignore this type of play or ban it completely – but neither approach truly meets the needs of children or the adults who care for them. In this class, we’ll examine our own feelings about violent themes in children’s play, identify developmentally-appropriate ways to deal with this type of play in the classroom, and strategize about how to effectively communicate with parents and coworkers about warplay.

math make & takeInstructor: Regina Jackson or Michelle Beedle

We will explore NAEYC’s Position Statement, Early Childhood Mathematics: Promoting Good Beginnings. We will talk about what preschool teachers can do in the classroom to support math learning. We will also make materials that teachers can take back to their classrooms to enhance their math programs.

monarchs in the Classroom (4 hours)Instructor: Kilee ChristnagelThis workshop instructs teachers on how to incorporate Mon-arch butterflies in their classrooms to teach students about sci-ence, math, reading, language, writing, geography and more! Your instructor partners with the University of MN in providing this

opportunity. Class length is ½ day and includes topics such as: rearing Monarch larvae, life cycle of Monarchs, Monarch migration to Mexico, reading & writing extensions, Math & Science concepts. Monarch larvae will need to be purchased through the instructor prior to training. Teacher “idea” manuals from the U of MN can be purchased through the instructor in advance.

more than Just routineInstructor: Wanda HillThis highly interactive session covers the basics of caregiving routines and their importance as opportunities for learning and relationship building. It highlights feeding, diapering, and napping through the use of the video It’s Not Just Routine (2nd Edition), as well as challenging participants to actively experience some of the complex cultural issues related to routine caregiving.

music Captures the spiritInstructor: Diane Mintz

Music is often a difficult topic to do in SAC programs. Most kids love music. Learn fun and nonthreatening ways to incorporate music into your SAC programs. No previous music experience required.

observations and Por t folios Instructor: Hope DoernerWhat can observations and portfolios do to improve your pro-gram? See how to use these tools to make your job easier and share great information with your families. It will also help you to understand what behaviors are occurring in your program and cre-ate a plan to work with them.

observation: finding the function of BehaviorInstructor: Wanda HillIn this course you will discover how through observation you can see the clues that children give us to the purpose behind their behavior.

once Upon a time: storytelling for school-agersInstructor: Marsha Partington

Fantasy ... imagination ... dramatic play!! These are cornerstones of creativity during the school-age years. “Make Believe” play can be expressed in many ways. Storytelling is an excellent device used with children to promote the growth of their creativity while en-gaging active imaginations, and will be practiced in this workshop.

other selves: Dramatic Play for school-agersInstructor: Marsha Partington

We will discuss the meaning of dramatic play and how it can be successfully incorporated. Increasing participants’ awareness of prop boxes (what they are and how to use them) will be emphasized. The importance of dramatic play and “acting out” in a develop-mentally appropriate way will be addressed.

Portable environmentsInstructor: Jill Discher

Looking for ways to transform a cafeteria or gym into a School-age

11

ii. learning environment and Curriculumcare quality space and clean it up fast? Attend this workshop to explore ideas on building an environment kids will love to play in every day. Parents will notice the time and energy spent preparing for their child. This 90 minute/120 minute workshop will include a presentation of photos from some quality programs around the Twin Cities, time to idea share and goal set for your own sites.

raising readers and Writers in an early Childhood program (Par t 1 and Par t 2 or 4 hours)

Instructor: Kilee ChristnagelThis workshop is designed to work with early childhood teachers and discuss the importance and value of teaching reading and writ-ing beginning at a young age. This workshop provides countless ways to differentiate learning to meet each student’s ability. Topics that will be discussed include read-a-louds, vocabulary develop-ment, creating a literacy-rich and print-rich environment, the value of conversations and questions, games, songs, poetry, journals and artwork. Teachers will have time to reflect on their teaching practices and look at ways to strengthen their lesson plans both in written and action form. This is a highly interactive and hands-on workshop.

reading is Cool! math is Cool!® Instructor: Certified trainers

(Training can be 4 hours for both Reading and Math or 2 hours of each.) This workshop promotes infusing math and reading skills into a childcare setting for school-age and out-of-school time children. “Reading is Cool! Math is Cool!®” is a recreational learning pro-gram from the state of Washington, which supports the activities of the school day, rather than duplicating them. Get ready for a Reading carnival and mystery Math game show. Reading and math are all around us … come and explore the possibilities. Copyright School’s Out Washington: www.schoolsoutwashington.org.

school-age Jokes & tongue twisters Instructor: Marsha Partington

We will achieve a better understanding of what school-agers think is humorous and why. We will share tongue twisters, limericks and riddles, and discuss ways humor can be used as a benefit in many areas of programming.

seeDs in spanish! semillas de alfabetizacion temprana (early Childhood)seeDs of early literacy for infants and toddlers (5 sessions)seeDs of early literacy for three to five Year olds (7 sessions)Instructor: Angèle PasseThese workshop series are conducted in Spanish for Latino early care and education providers and teachers working with infants and toddlers or preschoolers.

seeDs of early literacy session 1: Creating a literacy-rich environment

Instructor: Kathleen HorstWhat do children need to know to be successful learners in kindergarten? Important literacy skills do not develop spontane-ously in children. This session will focus on creating a literacy-rich

physical and social environment in your program through fun and meaningful activities and explicit instruction. At the end of this course, participants will be able to describe ten or more ways to make their home/classroom literacy-rich, identify ten or more literacy skills that children are expected to be able to do before kindergarten, describe what literacy and early literacy are, and demonstrate how to provide explicit learning opportunities in daily routines with children.

seeDs of early literacy session 2: a seeDs Quality teacherInstructor: Kathleen Horst

In this course learners will describe what a SEEDS Relationship-Based Interaction Includes. What does a SEEDS Quality Teacher do and say in their daily interactions with children; how does being a sensitive teacher scaffold a child to mastery in daily interac-tions and routines? Demonstrations and video of SEEDS Quality interactions will be identified and evaluated as teachers set goals to be intentional in their classroom interactions. The skill of asking questions matched with an attentive adult who watches, waits and listens to the child in order to promote language develop-ment, trusting relationships will be modeled, discussed and applied to everyday situations. Creating a community of learners will be explored as teachers learn how to extend learning and conversa-tion into a “strive for 5” elaborated group or individual interaction. Encouragement in the form of affirmation, and positive non-verbal messages leads to a “shared positive emotional environment.” Teachers will identify what a teacher does to create a “shared posi-tive environment” throughout the daily routine.

seeDs of early literacy: session 3: Developing thinkers and talkers

Instructor: Kathleen HorstIn this session learners will define and learn how to model language and move children on the road to expressive language development. They will examine language as it relates to daily interactions and develop strategies to increase language develop-ment in all children. The stages of dual language development will be defined and application to daily interactions will be modeled.

seeDs of early literacy session 4: language to literacy; the “Big 5” literacy skills

Instructor: Kathleen HorstIn this course learners will identify what the “Big 5” literacy skills are and why daily opportunities with them make a difference in a child’s school readiness. The early predictors of reading readiness are clearly defined as discourse, vocabulary, book and print rules, phonological awareness and alphabetic principle. In session 4 teach-ers will identify the role of vocabulary and books in fun and mean-ingful routines: Routines that create a vocabulary-rich environment through themes, books, and hands-on learning in vocabulary rich centers. In this course learners will discuss the importance of daily reading and look at ways to incorporate reading into their routines. They will also look at ideas for children’s vocabulary as they do a repeated read-aloud using vocabulary-rich reading strategies with a theme-related book.

12

seeDs of early literacy session 5: the Continuum of Complexity for sound awareness

Instructor: Kathleen HorstIn this course learners will discuss the importance of sound awareness and sound play. They will explore how to provide fun and meaningful activities for sound awareness, rhyming, alliteration, syllable and sentence segmenting, phoneme segmenting and blending and onset rime. Teachers will watch video examples of what and how to scaffold children in this area and how to create fun and meaningful sound awareness transitions.

seeDs of emerging literacy session 6: letter Knowledge and Writ ten expression

Instructor: Kathleen HorstIn this session learners will come to understand that the writing process begins at birth. Learners will develop strategies for moving children on the visual discrimination continuum to identify up to 14 letters by kindergarten as defined by national standards. Teachers will identify the skills on the continuum from objects, colors, shapes, letters, numbers and moving into sound/letter relationships. They will learn ways to embed visual discrimination into daily interac-tions and transitions. Shared reading and interactive writing will be modeled and practiced.

sensational sensory PlayInstructor: Gloria DezielTake your sensory table to a whole new level with ideas to incor-porate tubes, pulleys, and a variety of support structures. Sensory play can foster cooperation, experimentation, creativity and even writing skills. Learn about the types of sensory input children crave and simple ways to make your sensory explorations more chal-lenging.

silly summer activitiesInstructor: Gloria DezielNeed ideas for the long summer days? Catch spiders and observe their attempts to escape “Spider Island.” Turn your room into a jungle or swamp. Have a child run carnival, enjoy outdoor art, play games with mixed ages and abilities, celebrate silly days. Ideas for activities that can be used spontaneously or with little preparation.

talking about talkInstructor: Sharon Bergen

Early childhood is a critical time for vocabulary development and research consistently supports the importance of vocabulary in literacy and overall school readiness and success. This hands-on workshop explores methods and activities that can be used by teachers to support children’s language development. Take away a little theory and a load of practical ideas to implement in your classroom!

tap Your talentsInstructor: Diane Mintz

All of us have talents and hobbies. Discover how many of your personal interests can be used with children in your programs. Learn to enjoy your work by sharing a bit more of yourself. Find ways to help children develop life-long recreational interests.

the long and Winding DayInstructor: Diane Mintz

Does your work day ever seem like it’s years long? Discover ways to make your day seem shorter. Learn to guide children down a path of well-rounded recreational activities.Touches on a variety of activities including games, crafts, music, transitions, community service, drama and more.

transition Games Instructor: Jaime Grossman

The bus is late and you have a group of restless kids in a small space. Learn some activities you can use to keep your group engaged dur-ing down times. You will have ideas for any situation: small space, si-lent, school bus, and many more. Leave with ideas so you are always prepared to keep your kids engaged.

troublesome transitions Instructor: Hope DoernerWhat transitions are giving you a hard time? Find out ways to elimi-nate and smooth transitions with your kids. Work as a group to help solve the difficult times that may happen throughout the day.

ii. learning environment and Curriculum

13

aDHD: seeing the Disability Behind the Behavior Instructor: Wanda Hill or Colleen M. Pachel or Hope DoernerNavigating the landscape of a child with ADHD might be easier if providers had a “map” to follow! Join other participants in this interactive training in discovering the myths and facts of ADHD as well as exploring successful and practical strategies for inclusion of children with ADHD.

advanced sign language for Young, Hearing ChildrenInstructor: Denise MeyerAs a follow up to the very popular “Basic Sign Language for Young, Hearing Children” training, this advanced session is the perfect way to expand your signing repertoire. In addition to reviewing the 100 signs learned in the first class, participants will learn another 150 basic American Sign Language signs from categories such as: Foods, Animals, Colors, Activities, Nature, Body, Health and Emergencies, and more!

Objectives: Participants will learn a minimum of 150 American Sign Language signs in addition to reviewing signs from the Basic Sign Language for Young, Hearing Children session. Cognitive ben-efits of signing with young children will also be discussed.

Basic sign language for Young, Hearing ChildrenInstructor: Denise MeyerIt’s amazing, but true! In just one 90-minute workshop, you can learn more than 100 child-relevant American Sign Language (ASL) signs to use for communication with preverbal infants, toddlers and preschoolers. Whereas it often takes as long as 24 months for a child to begin speaking, babies as young as 7 to 36 months can learn and use basic signs as a means of expressing their needs. Frustration and temper tantrums generally decrease in proportion to the number of signs acquired in the child’s signing repertoire. Additionally, parents and other care providers are relieved from the burden of playing “20 questions” each time a child cries or whines. Research indicates that children who learn sign language as infants or toddlers may have greater verbal, reading and writing skills later in life and higher IQ scores. American Sign Language acquisition has also been demonstrated to help English language learners to accelerate their acquisition of English and foreign language learners to learn foreign languages.

Objectives: Participants will learn a minimum of 100 American Sign Language signs, including the American Manual Alphabet. Par-ticipants will learn effective strategies for incorporating signs into the daily care of the children for whom they provide care. Special applications of signing with children who have special learning needs and English language learners will also be discussed.

Building resilience in Children Instructor: Hope DoernerLearn about how to support resiliency in children through positive caregiving strategies. This training focuses on working with children individually and in a group setting.

Building verbal and literacy skills through sign language and musicInstructor: Denise MeyerIn this fun, interactive workshop, participants will learn how to sign along with popular children’s songs, like “The Itsy Bitsy Spider,” “Tiny Tim,” “Row, Row, Row Your Boat,” “The ABC Song,” “If You’re Happy and You Know It,” “The More We Get Together,” and others. Music is the perfect medium in which to teach children signs, as it provides a wonderful multi-sensory way to engage young children in the learning process. Signing with young children has been dem-onstrated to improve verbal, literacy, and pre-math skills as well as enhance overall cognitive development. Participants will learn more than 75 signs, including the American Manual Alphabet.

Objectives: Participants will learn a minimum of 75 American Sign Language signs related to popular children’s songs and stories. They will also learn effective strategies for incorporating signs into daily routines. Additionally, cognitive benefits of signing with young children will be discussed.

Children's Challenging Behavior Instructor: Marsha Partington

This workshop is designed to address the issues surrounding work-ing with children with mental illnesses or challenging behaviors. Topics covered include learning about the most common illnesses and disorders affecting school age children, practical strategies to meet these children's unique needs, obtaining support and self-care and developing skills to be effective in working with other professionals and schools. This curriculum was originally designed for the National Alliance on Mental Illness (NAMI Minnesota) to assist families in supporting their children.

ellCo (early language and literacy Classroom observation) Instructor: Angèle Passe

This workshop prepares you to use the ELLCO to assess the quality of language and literacy in your classrooms and develop a plan for improvement. The instructor is certified by the Education Development Center.

more alike than Dif ferent Instructor: Ann Dillard or Wanda HillChildren with disabilities and their families often face the lifelong challenge of adapting to the limitations caused by disability. In order for children with disabilities to be successful, they must be given the same opportunities to play and learn that are provided to all other children. We will examine certain attitudes and beliefs about disabilities and the influence of these attitudes on children. The outcome is that all children, regardless of circumstances, are more alike than different.

The focus of this interactive and challenging workshop is on ability awareness and respect for diversity. Participants will look at the myths that influence and affect one’s own attitudes about children with special needs and how that applies to child care practice, including a look at children’s books on special needs. The train-

iii. assessment and Planning for individual needsObserve and assess what children know and can do in order to provide curriculum and in-struction that address their developmental and learning needs.

14

ing emphasizes the importance of supporting all children in their development for a positive sense of self-worth.

observation: finding the function of Behavior – CiCCInstructor: Wanda HillEver thought: “They’re doing it on purpose”? Join this workshop to discover how through observation, early educators can see the clues children give adults to the purpose behind their behavior. Once the purpose is understood, a more effective response can be made to meet the child’s needs. Participants will examine observa-tion tools for finding the “function” of a child’s behavior.

Project exceptional: sensory Processing Disorder and Young ChildrenInstructor: Ann DillardThis interactive workshop will describe the characteristics of Sen-sory Processing Disorder and how it may impact young children in childcare programs. Each participant will have the opportunity to examine their own sensory preferences and how they meet their individual sensory needs. Children have unique sensory prefer-ences and sometimes those preferences can interfere with learning, social growth, and may result in challenging behaviors. Strategies for inclusion will be presented as well as local resources to share with parents.

Quirky Kids: sensory strategies in school-age ProgramsInstructor: Cindy Croft

This workshop examines some of the sensory issues that may be present in various behavioral disabilities like ADHD, Asperger's/Au-tism, Sensory Processing and others and will present practical tools for meeting sensory needs in school-age programs.

suzie Who? assisting the Quiet ChildInstructor: Gloria DezielThe quiet, well-behaved children are easily overlooked in a busy child care setting, but they have needs too. Examine the different types of quiet children, their needs, and ways to encourage their social skills without creating anxiety.

temperament and Behaviors of Young ChildrenInstructor: Wanda HillWe will look at nine temperament traits and three temperament types and begin to assess your own temperament and that of a child you feel is a challenge. Understanding temperament will help you in working with children who display behaviors that seems to be challenging.

temperament: a Practical approach to meeting individual needs of infants and toddlersInstructor: Wanda HillThis is an interactive presentation introducing the nine tempera-ment traits and three temperament types of infants and toddlers, based on the video Flexible, Fearful or Feisty: The Different Tempera-ments of Infants and Toddlers. It encourages participants to expand their understanding of temperament by creating a profile of their own temperament and that of a person close to them, in order to discover the influence of temperament on their relationship.

the Use of sign language to enhance math instruction with Young, Hearing ChildrenInstructor: Denise MeyerThe use of manual gesture has been demonstrated to increase retention of mathematical concepts from 30% (when instruction is provided verbally) up to 90% when signs are incorporated. This is especially important when working with children who are visual or kinesthetic learners and for children who are English language learners. In this interactive workshop, you will learn how to enhance students’ acquisition of mathematical concepts using this uniquely fun, engaging methodology.

Objectives: Participants will learn more than 100 math-related American Sign Language signs and effective strategies for incorpo-rating them with children from 3-8 years of age.

iii. assessment and Planning for individual needs

15

a Purposeful and Practical look at PlayInstructor: Sharon Bergen

Play is considered an essential element in a quality early childhood program and early childhood educators have a strong tradition of honoring the importance of play. Yet, many programs are ques-tioning their use of “free play” in an effort to meet educational expectations. This workshop examines the use of play as a teaching method and explores ways to enhance the play environment and teaching techniques that turn “free play” into an intentional learning opportunity

accessing the assets: How families make it Work Instructor: Ann DillardThere are many kinds of resources that families and children have to survive in our society. In this session we will identify the eight basic resources and how families in poverty or crisis struggle to survive without enough of some of them. Identify ways you can help families find resources within themselves, in their families and in the community at large. Intermediate/Mixed Audience.

am i an asset Builder?Instructor: Ann DillardThis workshop introduces participants to Search Institute’s 40 developmental assets framework and invites them to become asset builders in their personal and professional lives. It helps to equip and support individuals, organizations, institutions, and entire communities in building developmental assets through experiences, opportunities, skills, and qualities that help young people make responsible and healthy choices.

assumptions — How Do We Get Beyond them?Instructor: Ann DillardIn this session we will explore ways to move beyond our assump-tions of people in poverty in order to establish relationships of mu-tual respect, therefore encouraging families to access the resources necessary to create success for their children.

Building Cultural Connections module a: a Big World: How Do i fit in? Instructor: Wanda Hill or Ann DillardLook at the messages from adults that shaped your life as a child. How did they impact you and become your culture? Participants will interactively explore the importance of childhood messages, and the impact they have in the development of a healthy cultural identity.

Building Cultural Connections module B: What Kids Do, What Kids need Instructor: Wanda Hill or Ann DillardEven if you do not have a diverse childcare, you will learn why an appreciation for diversity is an essential skill in order for all children to succeed in a world full of differences. This interactive training will give you insight into attitudes and actions that you can use to teach children to appropriately handle the differences they encoun-ter.

Building Cultural Connections module C: What’s Wrong with the World: What Kids notice Instructor: Wanda Hill or Ann DillardEver wondered where children get those crazy ideas about dif-ferences? This interactive training will show you how children be-come aware of the differences that surround them and how they begin responding to them. Learn how you can help your children develop healthy values about differences in culture, ability, class, or status.

Can You Hear me? registers of languageInstructor: Ann DillardIn this workshop we will explore the five registers of language: Formal, frozen, consultative, casual and intimate. Most of us use different registers in different situations, and with different people. Families who have experienced poverty and families from other countries and cultures may speak in different registers from us; learn how to switch registers and better understand and communi-cate with families and each other. Advanced/Mixed Audience.

Children’s Behavior: the impor tance of the Practitioner’s roleInstructor: Wanda HillWhether someone has been in child care for one week or for ten years, at some point everyone has had to guide a behavior that dis-rupts the daily routine. Join this workshop for an interactive look at challenging behavior and the child care role in working through it based on experiences and background. (From the Center for Inclusive Child Care)

Cour tesy Costs nothingInstructor: Diane Mintz

How many times have you heard that children are being brought up in a “culture of disrespect”? Courtesy along with other social skills needs to be learned and constantly reinforced. Discover ways to teach and incorporate respect in your daily routines. Create a “culture of respect” in your program.

Guidance & Discipline with infants and toddlers in Group CareInstructor: Wanda Hill

This session includes an exploration of the roots of socialization and Margaret Mahler’s theory of separation and individuation, as well as specific guidance techniques appropriate for children as they grow from birth to three years old. Video and print materials are used, as well as group problem solving activities.

Guiding Children’s Behavior Developmentally appropriatelyInstructor: Tracy Tepley

This training will cover how children’s behaviors can be guided using direct and indirect approaches. We will look at how the envi-ronment and your interactions with children affect their behaviors. Together we will work on building a “tool belt” of strategies for developmentally appropriate behavior guidance.

iv. interactions with ChildrenEstablish supportive relationships with children and guide them as individuals and as part of a group.

16

i’m Game, are You?Instructor: Diane Mintz

Explore ways to convert popular TV quiz games to games that can be played by SAC children. A high-energy workshop that always generates a lot of laughter. Come prepared for a lightly competitive good time.

inside the Child: social and emotional DevelopmentInstructor: Wanda HillEver wonder why children do what they do? This interactive train-ing will give participants a chance to look at a child’s behavior from the “inside-out.” Participants will examine children’s temperament and development in relation to children’s behavior.

investing in the future: How to Positively teach about Dif ferences to Your Children (six hours)Instructor: Wanda HillMore and more, our children will need highly developed skills deal-ing with diverse people and situations. Whether they are cultural, ability, class, or orientation differences, our children need to learn appropriate attitudes and behaviors to be successful in the future. This workshop will explore how we teach our children these at-titudes and behaviors, and offer practical suggestions for helping each of our children reach their full potential.

it’s all about UnderstandingInstructor: Ann DillardThis workshop is an overview of poverty. It is not about race, nei-ther is it about color. The true essence of this workshop is about economics. We will explore how one’s economic level affects how he/she relates and is related to in society. We will explore different types of poverty and how it affects values, language and behavior. The participants will assess how to use the information gathered to foster more positive partnerships with families in poverty.

Behavior Guidance – CiCCInstructor: Wanda HillJoin us as we explore the components of the guidance system. We will discuss ways to guide infants and toddlers in developing posi-tive social and emotional skills and how temperament plays a part in a child’s behavior. Preventive strategies for challenging behaviors will be demonstrated through case studies.

laughing & learningInstructor: Gloria DezielSchool-agers love to be silly and creative. Learn how to channel their talents into creative writing, skit and movie production and political cartooning. Form a club or a summer camp course.

making the assets Work every Day, every WhereInstructor: Ann DillardThis training is designed to help participants incorporate the 40 Developmental Assets framework into their school communities. Participants will become familiar with the connections between the assets framework and academic success; commit to forming and maintaining influential relationships with students; as well as com-

mit to personally becoming an asset builder for the youth in their school and life. Each participant will leave with a deeper under-standing of how to create an asset-rich school community.

mean Girls star t YoungInstructor: Gloria DezielDo you work with girls who are mean and manipulative? Exam-ine the motivation for their behaviors and how you can support positive social interactions. There may be a reason why the usual discipline techniques are ineffective — so learn what research on relational aggression has shown.

natural and logical Consequences Instructor: Hope DoernerIf you think consequences don’t seem to be working, maybe you need to know about all of the kinds of consequences. Learn about the four types of consequences and how to best use them with the children in your program.

Peer mediation Instructor: Hope DoernerCan peer mediation work for you in your program? Peer mediation is a positive guidance tool that allows children to practice life skills. This brief overview will help you to decide if peer mediation is a good fit.

Positive DisciplineInstructor: Hope DoernerThis session will touch on the major themes of Jane Nelsen’s Posi-tive Discipline techniques and child development. Come see how being positive will work for you.

Positive Guidance Instructor: Hope DoernerWhat can we do to be proactive and successful with kids? This workshop will cover some of the basics in behavior guidance tech-niques to help you with the situations at your program.

respect ful CareInstructor: Wanda HillThis session focuses on the approach to infant/toddler care of internationally known expert Magda Gerber. It features the video Respectfully Yours: Magda Gerber’s Approach to Professional Infant/Toddler Care, is shown, an interview of Ms. Gerber by J. Ronald Lally, Ed.D., illustrated with footage from typical infant/toddler child care programs.

rules, rules and more rules, Hidden rulesInstructor: Ann DillardIt is important to understand why people think and act a certain way. It’s not written, neither is it spoken. It is called Hidden Rules, (RUHIDLES).

iv. interactions with Children

17

school age: Child Guidance Instructor: Wanda Hill

Working on Child Guidance issues is like planting and maintaining a garden. There are a lot of steps involved to have all of the plants bloom. This course will give the participants background informa-tion on guidance as well as tools to use.

school-agers, UnpluggedInstructor: Gloria Deziel

With creative art activities, clubs, book writing, plays to perform, mon-sters to create and battle, and space ships to build, who has time for TV? Learn about the importance of play in the emotional and moral development of children. Ideas for activities that support learning without the use of a computer. Create an atmosphere where creativity thrives!

social-emotional milestones, responsive Caregiving and identityInstructor: Wanda HillThis presentation provides an overview of emotional issues of each of the three stages of infancy-security, exploration, and identity, and relates them to the developmental milestones identified by Stanley Greenspan. Large and small group discussions explore the impor-tance of responsiveness and how it affects self-esteem and identity formation.

special needs: strategies to meet Challenging BehaviorsInstructor: Wanda HillPhysical, social and emotional development has an impact on a child’s understanding of their behavior and the behaviors of others around them. Join us as we develop strategies to meet challenging behaviors and the important role of the practitioner in guiding the social growth of children by introducing, enhancing, and expanding their social skills.

team Building with Kids Instructor: Hope DoernerThis is a hands-on, full of fun and laughter training that brings staff and kids together for a stronger program. The games taught will build self-esteem and cooperation throughout the program.

the five love languages of ChildrenInstructor: Kilee Christnagel

This workshop is based on the book, The Five Love Languages of Children, written by Dr. Gary Chapman that sold over 600,000 copies worldwide. Your student’s success depends on the love relationship between you and your students. When children feel loved, they do their best. But how can you make sure your student feels loved? This seminar will help you gain a deep understanding of the five love languages: quality time, words of affirmation, gifts, acts of service and physical touch. You will have tools to identify some of your toughest students’ love language and learn immediate, hands-on ways to love that student in his love language. You will learn how to incorporate all five love languages into your day to reach your entire class. When a child’s love tank is full; his undesired behaviors will decrease as a direct result. This model will also work well for co-workers.

tools for the toolbox: strategies to meet Challenging Behaviors – CiCCInstructor: Wanda HillThis workshop offers many “tools” for working with children who have challenging behaviors, including specific guidance strategies as well as directions for making picture schedules and fidget toys. This interactive course has very practical information for implementing strategies in early childhood programs.

Why Don’t they like me: a look at Bullying (4 hours)Instructor: Wanda HillWe will define harassment, examine common views about bully-ing and the types of bullying. We will also look at ways to talk to children about harassment, and effective methods for responding to the bullying behavior. We will discuss how bullying can impact a child’s self-esteem and how we can use intervention strategies.

You Can Work it out (formerly “Undouble Your trouble”)Instructor: Diane Mintz

Do you ever feel like you are a doormat? Don’t let issues in dealing with parents, children and staff get you down. Learn ways to effec-tively handle (trouble shoot) relationship issues that often confront you in your program.

iv. interactions with Children

18

acknowledge, ask and adaptInstructor: Wanda HillIn this scenario-based session, participants become aware of how they interact with families and learn culturally responsive ways of handling issues that may arise. Small groups analyze video and print scenarios from Essential Connections and Infant/Toddler Caregiving: A Guide to Culturally Responsive Care, as well as participate in role play based on real-life situations.

Bridging Cultures in early Care and educationInstructor: Ann Dillard or Wanda Hill

This workshop will discuss how early childhood educators can use the organizing concepts of individualism and collectivism as a means of understanding cultural conflicts and difference. These concepts have been shown to be highly useful in improving home-school/childcare understanding across cultures. Working from real-life examples of cultural dilemmas in early care and education settings, participants use the concepts of individualism and collec-tivism to discuss a variety of scenarios in a dynamic and engaging manner. (8 hours, or series of 2 hours)

ensuring Cultural sensitivity for Biracial and multiethnic ChildrenInstructor: Wanda HillThere is no one approach that applies to working with multiracial families: one size does not fit all. The varying circumstances of each family are to be considered when determining the most ef-fective approach to working with the family and child. Sensitivity to the beliefs and practices of all racial/ethnic groups is a key ingredi-ent for quality childcare. Cultural sensitivity always begins with clarifying your own values and beliefs. We will discuss the many factors that influence the way biracial and multiethnic children view themselves in the world. We will also learn how to support the right of individual choice without imposing our values or opinions.

exploring the family Caregiving Par tnershipsInstructor: Wanda HillIn this interactive training, participants will examine the importance of building quality relationships with families of children with special needs as an essential element in successful childcare placements. Specific strategies will be developed for building parent-provider partnerships including open communication, trust, respect, and other key components necessary for achieving the goal of success-ful inclusion and retention of all children. (From the Center for Inclusive Child Care)

family Caregiver Par tnerships Instructor: Ann Dillard or Hope DoernerThe family perspective is brought to the forefront in this interactive and creative training. The importance of building quality relation-ships, an essential element in all successful child care placements, is highlighted in this training. Key components of a successful parent-provider partnership are outlined. Building a partnership with open communication is especially critical when working with children

with special needs. Information must be shared in an environ-ment of trust and respect. Tips for achieving this goal are outlined throughout the workshop.

family ConnectionsInstructor: Ann DillardHow we view parents has much to do with how they participate. Let’s explore ways to establish rapport, build positive relationships and also deal with difficult parents.

from Home language to school literacy (early Childhood and school age/Youth)Instructor: Angèle Passe This workshop addresses the importance of the home language as the foundation for school literacy. It provides concrete strategies for mono and multilingual professionals to better support families and very young children in maintaining their home language and learning English

Harmonizing Cultural Diversity for sensitive infant CareInstructor: Wanda HillThrough video, personal reflection, large group, and small group discussions, participants are encouraged to become aware of their cultural expectations and biases and to begin to see social realities through the eyes and experiences of others. This expanded way of seeing provides the caregiver with a basis for increased cultural awareness and sensitivity to families in infant/toddler care.

Parent ConnectionInstructor: Kilee Christnagel

This workshop is designed to work with early childhood teach-ers and discuss the importance of connecting with parents. This workshop will discuss the ways to develop relationships with families and assist families in connecting with one another. This workshop will also discuss ways to inform/teach families about concepts and skills being practiced in the classroom, how this looks through play and conversation and how it can be supported in the home. We all know the key to a student’s success is their parents’ involvement…this workshop will give you the hands-on, start it tomorrow ideas so you can continue to move into a partnership with your families.

Protective UrgesInstructor: Wanda Hill

This workshop emphasizes the underlying emotional issues of infant care. The video Protective Urges is shown. Parents often feel heightened emotions when they bring their infants to a profes-sional child care provider, because of inborn “protective urges.” Caregivers also feel protective and emotional about the care of infants.

v. families and CommunitiesWork collaboratively with families and agencies/organizations to meet children’s needs and to encourage the community’s involvement with early childhood education and care.

19

first aid and CPr for Child Care and school-age Care ProvidersInstructor: Julie MurphyCourses Available:• HeartSaver CPR• HeartSaver AED• HeartSaver First Aid • HeartSaver Pediatric First Aid • Family & Friends CPR • Family & Friends First Aid for Children • Heartsaver CPR in Schools

safety first Instructor: Jaime Grossman

Safety is a fundamental component of quality OST programming. Do staff and youth know what to do in case of an emergency? What systems do you have in place for transitions? How do you prepare children for safe gym activities? Share systems you use in your program and work with simple techniques that will help you meet NAA standards for safety.

vi. safety, Health and nutritionEstablish and maintain an environment that ensures children’s health, safety,and nourishment.

v. families and Communitiesreaching out and making Connections with ParentsInstructor: Wanda HillStrong, positive, cooperative relationships with parents and families are at the heart of quality programs for school-age children and youth. Unfortunately, positive relationships with parents and fami-lies are not always easy to achieve because parents, like children, have widely varying personalities; some are easier to reach than others. Join us as we examine how to reach out and connect with whoever is assuming the parental role(s) while the child is partici-pating in your program.

responding to families in Culturally sensitive WaysInstructor: Wanda HillThis is an interactive workshop that helps participants become more aware of their own cultural assumptions and how these as-sumptions may affect their interactions with families from cultures different from their own. Activities are provided to assist partici-pants in experiencing the depth of their own cultural roots.

seeDs of emerging literacy session 7: families make a meaningful Dif ferenceInstructor: Kathleen HorstIn this session Participants will identify ways to create a community of parents learning through parent involvement, parent education, and parent information related to their child’s school readiness and transition. Teachers, through SEEDS Quality Interactions;s have the potential to support parent growth through their daily interactions and relationships with parents.

Understanding and implementing the family systems theory Within the ClassroomInstructor: Tracy TepleyWe cannot educate children in exclusion from their family envi-ronments. Through understanding the family systems theory, early childhood educators can better educate young children within the classroom.

20

achieving excellence in school-age CareInstructor: Gloria Deziel

Before- and after-school care programs have unique opportunities to foster children’s learning and social skills while providing the emotional support children need. Are you making the most of those opportunities? Learn how play is used by children and how to create a program reflective of the national standards for quality school-age care.

Collaborations that Cook Instructor: Marsha Partington

Defining collaboration, the reasons why it is beneficial and reasons not to collaborate are explored in this workshop. We will describe the stages of collaborating by using hands-on exercise leading to greater understanding. Strategies for keeping collaborations suc-cessful will be shared.

evaluation 101: How are We Doing? What You need to Know about evaluating Your Program Instructor: Angèle Passe Learn the basics of program evaluation: determine what you want or need to know, what data to collect, how to set up a process for data collection, how to analyze the data and how to use the information to tell your story to funders and the public.

exploring Primary Caregiving and Continuity of CareInstructor: Wanda HillThis session follows up on the screening of the video Together in Care with a deeper exploration of two of the three recommended policies — primary care and continuity. Activities encourage participants to explore their own experiences of connection and disconnection.

maximize Your marketingInstructor: Beth HolsenLearn how to maximize marketing dollars by creating professional, compelling documents that meet public expectations and needs. We’ll discuss ways to engage, educate, and motivate customers by appealing to their needs, wants and emotions. We’ll also cover ways to organize and display information in a manner that is clear, cred-ible and compelling. Workshop Length: 4 - 8 hours.  mission: Possible!Instructor: Gloria DezielYou work at a school-age care program, but do you ever wonder why you do what you do? Activities in your program should be purposeful, not time-fillers. Discuss the shared values and goals of your program and learn how staff, children and families can work together to develop a mission statement to guide the program and activities.

Professional Development Plans: from needs assessment to evaluationInstructor: Sharon BergenHigh quality programs recognize that their employees are their single most valuable asset and purposefully plan for their continu-ing professional development. This session explores the three drivers of professional development: compliance requirements, program needs, and individual skill development. Also addressed in this session is the range of planning activities necessary to create, implement and evaluate professional development plans for your program. Leave with a framework of developing your program’s plan as well as individual plans for employees.

Program Planning and Quality #1: let’s Have a Plan!Instructor: Angèle Passe You may have received a new grant, or a new direction from your board, that calls for a new turn on the road. This workshop helps you analyze your current situation and design an action plan for the future.

Program Planning and Quality #2: so We Have an action Plan — now What? Instructor: Angèle Passe This workshop provides information to make your program the best that it can be. You will get ideas for leadership, engaging staff in continuous improvement, measuring progress and telling your story to funders and the public.

summer safety and supervision Instructor: Marsha Partington

This workshop will review the basics of safety and supervision, and provide thought-provoking scenarios for brainstorming with peers. Quality programming will be discussed and promoted, safety trivia will be played, and participants will leave with a renewed under-standing of their role and purpose.

Using the mn Core Competencies as a Guide on Your Professional Development Journey (six hours)Instructor: Wanda HillThis six-hour workshop will provide information on how the Minnesota Core Competencies can be used as a tool in planning your professional development. Content areas and levels of the Core Competencies will be defined and connections will be made between the Core Competencies and other processes including the Minnesota Indicators of progress, the environmental rating scales, lesson planning, job requirements, and evaluations. You will be introduced to the Minnesota Center for Professional Develop-ment, encouraged to join the Minnesota Registry, and identify your place on the career lattice. You will also complete a professional development plan and learn techniques for setting up a profes-sional portfolio to document your experience and knowledge in providing quality care for children in Minnesota. You must attend all sessions to receive in-service hours for this class.

vii. Program Planning and evaluationEstablish, implement, evaluate, and enhance operation of an early childhood education and care program.

21

Why evaluate?Instructor: Marsha Partington

Whether or not a program is going through the accreditation process, it should always be looking for ways to improve. We will discuss the importance of the process and staff improvement is the goal.

accreditation Kick-of fInstructor: Sharon Bergen

Is your program starting the NAEYC or NECPA accreditation pro-cess? Are you preparing to renew your accreditation? This session takes a fun-filled approach to introducing the accreditation process and its outcomes. The session describes the rationale for pursuing accreditation as well as the roles and responsibilities assumed by teachers and managers while achieving and maintaining accredita-tion. Get your entire team started out on the right foot with this motivating kick-off event!

adaptive team leadingInstructor: Marianne Badar OhmanThe participants will:1. Learn to recognize and understand the strengths and working styles of their team members. 2. Learn how to help each team member be a successful, contrib-uting team member.3. Learn strategies to create high-performing teams. The power of teams is that the individual talents are brought together to accomplish complicated projects that no one person could accomplish alone.

It is crucial that individuals on teams understand their role and how they contribute to the overall success of the team. Therefore, the team leader needs to recognize each individual’s strengths and assign the tasks and roles most suited for each person so they can contribute to their fullest.

The leader must also recognize how to combine the talents of their members to build a team that will best accomplish the team’s objectives and recognize the talents that the team as a whole may be lacking and compensate in some way.

Lastly, we will talk about strategies for adapting each team leader’s style to lead the team through the four stages of team develop-ment to quickly and effectively become a high-performing team.

are You media-Wise?Instructor: Marsha Partington

Did you know children spend more time (44.5 hours/week) in front of electronic screens than any other activity in their lives except sleeping? If you live or work with children, you can have the power to change the media environment they grow up in. In this workshop you will learn how to build healthy kids through the use of media. We will investigate the violence in video games, the impact of media on learning and create healthy action plans for healthy media use.

Building teams and respecting CulturesInstructor: Wanda HillWe will discuss the impact that various cultures have in a child-care setting. Do we continue to pre-judge and stereotype others according to our knowledge or lack of knowledge? Who can help negate the negative impact of stereotypical views of right and wrong, differences, hidden rules and biases? Let’s get to the bot-tom of what’s holding us back from successfully working together as a team.

Can’t We all Just Get along? Understanding Conf lict managementInstructor: Sharon BergenConflicts are inevitable whenever groups of adults interact on a regular basis. Add into the mix of adult interactions the emotional and highly personal nature of our work with families and children and you have a situation ripe with conflict potential. This session explores the ways in which adults address conflict and the personal tools that can be used in conflict-provoking situations. Participants will discover their own personal tendencies as well as some ap-proaches to add to their style repertoire.

Conf lict management for managersInstructor: Marianne Badar OhmanParticipants will:1. Learn how to recognize the working style, communication style and the strengths and weaknesses of their employees. 2. Learn how minimize conflict between people. 3. Learn skills to manage conflict. This workshop will help managers to manage conflict in their departments.

viii. Professional Development and leadershipServe children and families in a professional manner and participate in the community as a rep-resentative of early childhood education and care.

vii. Program Planning and evaluation

22

viii. Professional Development and leadershipMost conflict is a result of miscommunication and a difference in work style. The manager will be able to anticipate where conflict between people has the biggest opportunity to occur and will learn strategies to diffuse conflict between people. We will explain the conflict cycle and give concrete suggestions for reducing con-flict in the workplace.

Creating strategic alliances Instructor: Marianne Badar OhmanThe participants will learn:1. To understand their strengths and possible weaknesses. 2. To recognize the type of person they need to supplement their strengths. 3. Learn how to work with others who are unlike them and form strong partnerships.

Today, in business, whether you are a manager, business owner, or corporate leader, we can’t do everything by ourselves. We need to create strategic alliances and to partner with others who have the skills and resources we don’t have to accomplish our goals.

Whether we want to influence our management, negotiate with vendors, or create partnerships with other department or com-pany leaders, we need to know how build trust and form strong partnerships that are a win-win situation for both parties.

The participants will do a SWOT and needs analysis and do exercises to determine their possible candidates for alliances and strategies to make them work.

emerging leaders Instructor: Marsha Partington

In the ever-changing world of school-age care, providers are often asked to take on more and more responsibilities. The goal of this workshop is to brainstorm with participants how to praise, support and problem-solve at their sites. Use of their skills and strengths in making sound choices will be emphasized. Scenarios will be suggested and discussed to help site supervisors feel em-powered and give them strategies to use for successful leadership.

ethics and Professionalism in school-age Care Instructor: Marsha Partington

This session will examine responsibilities inherent in being a provider of care, and the importance ethical judgment plays in decision-making. One of the main goals is to brainstorm how to handle the moral dilemmas that arise on an every day basis with children, families and other staff.

fulf illing future needs nowInstructor: Emily Holder

Did you know that the information age is over? We’re now in the Conceptual Age! Change occurs so quickly in our society, and world, it is difficult to keep up. Many jobs that will be filled by today’s kindergarteners don’t even exist yet. How do we equip children for a future that we don’t even know? In this workshop we will discuss important trends that are impacting our lives today,

and what this means for our children and youth, our programs, and our practice.

interpersonal Communications – inf luencing skills DevelopmentInstructor: Marianne Badar OhmanThe participants will:1. Learn the basic psychological types;2. Learn the communication styles of each type;3. Learn how to adapt their style to create rapport and build rela-tionships with all types of people.

It is well known that people like to work with people they feel comfortable with and those they trust. Using a research-based psychological type model, this course will help each participant un-derstand their style for communicating and interacting with others.

The participant will be shown how to recognize the styles of oth-ers by reading verbal clues and body language. Once they know the general style of the other person, they will understand their information needs, and how they like to receive information. They will learn ways to adapt their style to communicate in the way the other person is most comfortable, thus building rapport.

introduction to accreditation systemsInstructor: Amy LoechlerBring about program improvement and quality in your child care program through national accreditation. Introduction to accredi-tation will provide participants with tips and tidbits on how to navigate through each step in the accreditation process. Checklists and materials presented will assist programs in organizing tasks and timelines for a smooth transition through the process of accredita-tion.

introduction to Quality saC Programming Instructor: Marsha Partington

The goal of this beginner-to-intermediate level workshop is to increase awareness of the components of a quality school-age care program by defining what quality care is, and how to achieve it. Effective techniques and safety tips will be the foundation for this workshop. Excellent as an orientation session or refresher for summer staff.

leading from the middleInstructor: Emily Holder

Many of us are called “site managers,” and we do just that: manage children, staff, paperwork, snacks and supplies. Increasingly, however, we are asked to: generate motivation, inspire purpose, build part-nerships, educate families, and evaluate performance. This work-shop will help “middle managers” re-identify as “middle leaders.”

learning styles for trainersInstructor: Marianne Badar OhmanParticipants will learn:1. Their own learning style preference.2. How to create training curriculum that includes techniques that are effective with all types of learners.

23

Different types of students have different ways they learn diffi-cult subjects easily. These different learning styles require different training techniques. This workshop addresses the different learning styles that are in the classroom and will show a general formula for incorporating techniques so that each student will be engaged and learn more efficiently.

managing the Generation mixInstructor: Marianne Badar OhmanParticipants will:1. Gain an understanding of the different generations that are in the workplace. 2. Receive suggested strategies for effectively managing the genera-tional mix. We have several different generations in the workforce and this is the first time in history when we have many people managing oth-ers older than themselves.

This workshop will discuss what motivates the four generations and how to work with diverse employees, reducing tension and conflict and increasing productivity.

mediaWise — Watch What Your Kids WatchInstructor: Ann DillardMediaWise is an initiative of the National Institute on Media and the Family, a non-profit organization. MediaWise is a powerful tool that provides educators, parents and communities with an innova-tive, action-oriented solution to the question: “What can we do about the powerful influence of media on our children’s lives?” This workshop provides information about the impact of media on children, and gives people who care about children the resources they need to make informed choices.

Workshop Objectives:1. Explain the five principles of children’s brain development.2. Describe the role of media in children’s lives.3. List the four levels of media influence.Explain the impact of media on children’s physical health, psycho-social development, aggression, literacy, and school performance.

naeYC accreditation for CentersInstructor: Amy Loechler

Bring about program improvement and quality in your child care program through National Association of the Education of Young Children (NAEYC) Accreditation. Introduction to accreditation will provide participants with tips and tidbits on how to navigate through each step in the accreditation process. Checklists and materials presented will assist programs, administrator/facilitators in organizing tasks and timelines for a smooth transition through the process of accreditation.

nafCC accreditation for ProvidersInstructor: Amy Loechler

Bring about program improvement and quality in your child care program through National Association of Family Child Care

(NAFCC) Accreditation. Introduction to accreditation will provide participants with tips and tidbits on how to navigate through each step in the accreditation process. Checklists and materials present-ed will assist family providers in organizing tasks and timelines for a smooth transition through the process of accreditation.

Problem WhackingInstructor: Marianne Badar OhmanThe participant will learn creative ways to approach problems, develop solutions, and carry out effective solutions.

This workshop uses Roger von Oech’s Creative Whack Pack® to show techniques for getting out of habitual patterns that prevent a person from looking at things in a fresh and new way.

We will learn how to use the card deck to explore new resources, develop new ideas, evaluate the ideas to come up with the best ones, and implement the solution. We will use part of the time to work through specific problems of the group, and/or individual problems.

ref lection: improving teacher PracticesInstructor: Cecelia Westby, Ed.D. , Early Childhood EducationReflection contributes to the quality of our teaching practices. How do you define reflection? What are the benefits of reflec-tion to our teaching practices? During this training, we will define reflection, discuss the benefit of reflection and practice reflecting and share our insights.

school-age Care, our role and PurposeInstructor: Diane Mintz

We all know that SAC is much more than just “babysitting.”Examine ways to find more personal meaningin your role as a SAC practitioner. Learn to develop apersonal mission statement. Discover ways to make yourjob more satisfying for you and the children you work with.

saC BasicsInstructor: Diane Mintz

Are you starting up a SAC program or do you just want tolearn more about best practices for SAC programming?This basic workshop focuses primarily on human relationshipsas they relate to creating safe program situations.

shared Decision making for teachers Instructor: Mike Huber

Research shows that Early Childhood teachers do not feel they have as much of a voice in their workplace as they would like. This is one of the factors that leads to staff turnover. Come find out how to let all teachers share in decision making at your school. At-tendees will learn how to implement shared decision making.

viii. Professional Development and leadership

24

strength trainingInstructor: Marianne Badar OhmanThe participants will:1. Better understand themselves, their strengths, weaknesses, com-munication style and how they interact with others.2. Learn strategies for personal development. This workshop stresses the importance of understanding each person’s individual style and how others may perceive them. We will take a deep look at strengths and weaknesses and develop individual strategies for using strengths to compensate for weak-nesses.

We examine personal beliefs that may be blocking a person from achieving success in some area of their life. Finally, we do some exercises where the participants will set goals and develop an action plan for improvement.

stress management for managersInstructor: Marianne Badar OhmanThe participants will learn:1. To recognize the stressors of each individual. 2. How to recognize different levels of stress, and strategies for helping the employee reduce their stress level. As companies downsize and become more efficient, employees are required to do more outside their initial job descriptions and stretch themselves into developing roles.

Managers will learn how to recognize changes in behavior that signal when someone is beginning to become stressed, and to monitor the levels of stress. They will learn how to help employees reduce stress.

supervising staf f Instructor: Jaime Grossman

A quality staff is the cornerstone of any successful out-of-school-time program. Learn some tactics that will enable you to motivate and train your staff to reach their fullest potential. We will cover perfor-mance evaluations, and will learn from other programs, as well cover the NAA expectations for quality staff.

teambuildingInstructor: Marianne Badar OhmanThe participants will learn:1. How to understand communication style, work style, and strengths, in particular as these relate to a team environment. 2. How to understand and interact better with team members. 3. How to value and make the best use of the strengths of other team members.4. How to minimize conflict with other team members. This workshop is designed to be a one-day teambuilding course using the Insights™ Discovery Profiles. The workshop can be used with existing teams, such as company departments or sales teams, to improve their productivity and efficiency as a team. It can also

be designed to be used with newly developed teams created as a task force to complete a project.

The content can be developed to teach general team building skills or be customized to accomplish specific team goals, solve prob-lems within the team, or develop action plans for the future.

This is a great course for association and non-profit boards.

that’s so Crazy, it Just might Work!Instructor: Gloria DezielDiscover your ability to group problem solve in fun, creative ways. Practice techniques to promote positive thinking and team building. Create solutions for your dilemmas with children, program plan-ning, and curriculum.

the essential elements of leadershipInstructor: Marianne Badar OhmanThe participants will:1. Better understand their strengths, weaknesses, communication style and how they interact with others;2. Understand their own leadership style;3. Understand how to apply their strengths to the leadership model adopted by their organization.The basis of all leadership models is first to understand yourself and how you interact with others. Leadership Development is a full-day course bringing together some of the leading thoughts on leadership and using an understanding of each person’s psycho-logical type to enhance their personal leadership skills within the context of their values.

I adapt this workshop to support the leadership model that is endorsed by the company where the employees work.

they Hur t too … serving Children of Divorce Instructor: Marsha Partington

Many children come from broken families, and issues surround-ing the legalities of divorce and custody often come into play. The purpose of the workshop is to identify the impact divorce can have on the children in your program and identify how providers can respond appropriately. We will dispel and/or clarify the myths sur-rounding custody and nonresidential parental rights.

Understanding Yourself and others Instructor: Marianne Badar Ohman The participants will:1. Better understand themselves, their strengths, weaknesses, com-munication style and how they interact with others.2. Learn how to understand others.3. Learn strategies to improve working relationships with other.

How to play in the sandbox better.This workshop takes a deep look at strengths, weaknesses, and behavior of the four basic psychological types. The participants gain a strong understanding about themselves and why others behave the way they do. Through this understanding, participants gain

viii. Professional Development and leadership

25

respect for the value of others and learn how for get along better with others.

The principles taught are highly effective and can be used in the workplace as well as in personal interactions.

Youth Work and out-of-school time: our role and PurposeInstructor: Emily Holder

Does your program need an inspirational jumpstart? Do your staff members need an energy boost? This session provides the opportunity to think about the important work we do in School-Age and Youth programs. We discuss the role we each play in our programs and the role our programs play in the lives of the families we serve. A brief look at the history of our field, and its future possibilities, creates a context in which we can reconnect with our reasons for choosing this work. If your program is redefining itself, settling down after a period of upheaval, or simply feeling stagnant — this professional development conversation will get everyone on the same page and moving in a positive direction. (3 hours)

viii. Professional Development and leadership

26

mnsaCa modules

II. Learning Environment and Curriculum

Choices: Key to Quality school-age CareStructuring the environment, not the children, is essential to a quality SAC program. Through many different activities, participants will enjoy learning how to define, establish, and implement choices in the SAC program. How to involve children in making healthy choices and establishing choices that are developmentally appropri-ate will also be explored.

environments: Blueprint for successParticipants will be given basic information on how environments in SAC programs relate to children’s behavior. Different types of spaces such as permanent, portable, shared, and the different elements that are necessary for a school-age program will be iden-tified. Some of the challenges faced in setting up a quality environ-ment will be discussed. Participants will become familiar with basic standards, as well as standards of quality. Through enjoyable and interesting activities, participants will also have the opportunity to design an opportunity while networking with others.

IV. Interactions with Children

Child Guidance, Par t 1 of 2: nur ture and Growth This workshop emphasizes the basics in communication, relation-ships, guidance strategies and understanding child/youth develop-ment as the foundation to successful behavior guidance. Partici-pants will improve communication skills, better understand human relationships and their own beliefs as well as identify strategies for handling conflicts in SAC settings.

Child Guidance, Par t 2 of 2: Puzzles and Patters This workshop builds on the foundations laid in Child Guidance 1. Participants will better understand the role of the SAC program for appropriate inclusion, better understand how and why children choose behaviors, understand how attitudes affect actions and acquire skills to develop inclusion plans.

V. Families and Communities

Weaving CommunityThroughout this workshop, participants will make comparisons between weaving and how we can intentionally build community in our care environment. Participants will learn to articulate the role providers play in society by strengthening childhood experiences

for the children and youth in school-age care. Learn how three basic attitudes (acceptance and support, self-worth, and facilitation) foster community and cooperation.

Parents as Par tnersParents are Very Important Partners (VIPs) in providing quality care. Participants will learn traits of healthy families, strategies for orienting families to the program, and how to welcome families into the program. Through fun and engaging activities, learn how to promote family participation and demonstrate a better under-standing of parents’ importance in planning and delivering quality care. Knowledge of the basics of good communication skills and understanding the importance of presenting a professional image will also be gained.

VI. Safety, Health and Nutrition

supervision for safety: You’re in the Driver’s seatLike driving, to be a safe SAC supervisor you need to learn and practice specific skills. Through a variety of fun and engaging activi-ties participants will learn the importance of clear, simple, and consistent ground rules and how to establish and enforce them. Participants will also learn about being aware of the big picture and how to position staff to keep track of what is going on all around — including the coming and going of children. Learning to recog-nize when something is unsafe and is likely to happen and when to intervene will also be covered.

This group of trainings is originally from the SAC Trainers Network. They serve as foundational information for providers new to the field of school-age care. The instructor will be one of the MnSACA Certified Trainers. These sessions are designed for beginning staff and are not recommended for seasoned staff or supervisors.

27

instructor BiographiesBadar ohman, marianneCreative Connections works with corporate and non-profit lead-ers to create high-performing teams and individuals.

Marianne delivers workshops and conference presentations to adults and high school students that help people change the way they interact with others and accomplish more by giving them a deeper understanding of themselves and others and learn strate-gies to create collaboration and build trust – with employees, team members, other leaders, stakeholders, and business partners.

Marianne has worked in the communications field for 30 years and has been delivering training for 10 years. She specializes in training programs for interpersonal communication skills, leadership devel-opment, team-leading, and managing diversity.

Marianne offers Insights Discovery®, a leading personal assessment tool, and access to ShareOn Corporate Leader Resources, an on-line interactive leadership development plan and resource library. Marianne is a board member of The Rotary Club of St. Paul and chair of the Youth Leadership Program, a member of the Interna-tional Association of Correctional Training Personnel (IACTP), and a trainer with The Minnesota High Tech Association Leadership Academy (MHTA). She is an active supporter of Prevent Child Abuse Minnesota.

Beedle, michelleMichelle Beedle, MA Early Childhood Education, has been work-ing in the field of early childhood for more than 10 years. She is currently an Early Childhood Program Coordinator for Rasmus-sen College at their Lake Elmo/Woodbury Campus. Michelle has a wide range of experience working with children and adults. Her passion is intentional teaching and helping advocate for early childhood education. Michelle’s undergraduate degree is in devel-opmental psychology and she feels a strong knowledge of child development is essential for intentional teaching. Her philosophy in training adults is similar to working with children in that she believes in building relationships and creating a sense of community and belonging. Michelle appreciates the individual teachers’ experi-ences and ideas and tries to help each person reach their fullest potential. Providing training and mentoring to early childhood professionals is an experience Michelle is passionate about provid-ing for our profession.

Bergen, sharonSharon is a consultant, trainer, and author and has been working in the field of early childhood education for over 20 years. Sharon has worked locally and throughout the country in a variety of roles including teaching, program management, curriculum develop-ment, and teacher and manager training. She has participated as a presenter at numerous state and national conferences and recently authored the book, Best Practices for Training Early Childhood Profes-sionals, published by Redleaf Press.

Sharon’s academic credentials include a BS in Child Development and a MA in Education with an Early Childhood emphasis. She is

currently completing her dissertation for a PhD in Education. Sha-ron is involved in a variety of consulting projects and particularly enjoys developing custom training and quality assurance programs for organizations.

Christnagel, KileeKilee Christnagel has a BS in Family Social Science, a Masters in Elementary Education, and is licensed Birth-Grade 6, as well as Par-ent & Family education. Kilee has worked in child care and before/after-school programs for six years, taught in Japan and Guam for two years and currently teaches with Minneapolis Public Schools where she has taught for ten years in preschool, kindergarten and primary classrooms. Kilee was a member of the University of MN “Beyond Monarchs” design team and was a district instructor of Monarchs for four years with Minneapolis Public Schools. She started her own business, Start Your Kids Engine, as an educational speaker specializing in parenting seminars and teacher workshops. Kilee lives in Maple Grove with her husband and two young chil-dren.

Crof t, CindyCindy Croft is Director of the Center for Inclusive Child Care at Concordia University, St. Paul, Minnesota where she also serves as faculty in the College of Education. She is adjunct faculty at Minneapolis Community and Technical College and teaches for the Minnesota online Eager To Learn program. She has her MA in Education with Early Childhood Emphasis. She has authored The Six Keys: Strategies for Promoting Children’s Mental Health in Early Childhood Programs and co-authored Children and Challenging Be-havior : Making Inclusion Work with Deborah Hewitt. In addition, she has edited two children’s books series Helping Youth with Mental, Physical, & Social Challenges for Mason Crest Publishers.

Daniels, tamara, mnsaCa Cer tif ied trainerTamara is an established Training and Consulting Professional dedicat-ed to contributing holistically to the field of Childhood Education and Care and has had extensive contact with individuals and agencies as an independent consultant throughout the State of Minnesota. Tamara has extensive knowledge of industry guidelines and program evalua-tion tools available for use in the School-Age Care field. Tamara has developed curriculum to promote quality in the field of School-Age Care including: Using Guidance to Shape Your Day, Using Discipline to Save Your Day, School-Age Care Interactions, Bullies, and Program Structure.

Deziel, Gloria, mnsaCa Cer tif ied trainer Gloria Deziel has taught classes at Resources for Child Caring since 1993. Gloria has also been a member of Resources for Child Car-ing’s Training Advisory Committee for many years. Gloria has men-tored new trainers while they developed classes for Hmong- and Spanish-speaking providers. In addition to her work at Resources for Child Caring, Gloria has conducted training for several Licensed Family Child Care Associations, local support networks, school districts, and private child care centers.

Gloria has a wide range of experience working with children. She

28

received an AAS degree with a concentration in Child Develop-ment in 1986 and went to work at a Montessori preschool for three years. She then became a licensed family child care provider in 1989 and is currently specializing in school-age child care. Glo-ria’s family child care was accredited in 1993 and she was honored by the Minnesota Licensed Family Child Care Association twice as a Provider of the Year.

Dillard, ann m., mnsaCa Cer tif ied trainerMy name is Ann Dillard. I am a resident of Robbinsdale, Minnesota. I consult with startup charter schools and childcare providers. I was instrumental in the start up of two metro area charter schools and have also served on the board of directors of one charter school for four years. I have worked in school-age care for many years, developing and nurturing such programs as parent involvement, special events and enrichment and before and after school care. My training concentration is in the areas of Cultural Diversity, Poverty and Classism, Parent Involvement and Team Building. I have been training and consulting for over seven years. Some of my training certifications include Project Exceptional, PE Challenging Behaviors, Sensory Processing Disorder in Young Children, Not By Chance/School Readiness, Stop It Now Minnesota, Media Wise and Building Cultural Connections. I’ve also been trained through The Search Institute on Building Developmental Assets in Young People. I enjoy being an online instructor through Eager to Learn. I’ve also served as an officer on the board of directors for the Minnesota School-Age Care Alliance.

The best and most important parts of training to me are impact-ing children and families in the community by empowering adult learners and having the opportunity to establish new relationships. Knowledge is power and the possibilities are endless.

Discher, Jill, mnsaCa Cer tif ied trainerJill Discher currently serves as a trainer for the National After-School Association the area of Accreditation as an Endorser Trainer. She has enjoyed being involved as a manager of school-age programs for a number of years as well as working in the field of development. Her passions are environments and supporting quality improvements.

Doerner, Hope, mnsaCa Cer tif ied trainerHope Doerner has been working in the field of child care since 1989. Hope provides training throughout the tri-state area as well as nationally. She is currently an adjunct instructor at Minneapolis Community & Technical College and Dakota County Community College in the Child Development Departments.

She is an online instructor for Minnesota Child Care Resource & Referral Network, Eager to Learn program. Hope is certified as a Project Exceptional trainer. Hope wrote the state funded curriculum title, “Not By Chance,” that is being used statewide to promote aware-ness of school readiness.

Grossman, Jaime, mnsaCa Cer tif ied trainerJaime has worked for Hopkins Kids & Company for the past 15 years. He is a Lead Supervisor at Glen Lake Elementary school

in Minnetonka. He has been doing a variety of training sessions for the past 11 years. Most notably he has preformed a variety of active games and gym trainings for many metro programs. He has also developed coursework and taught the school-age activitiescourse online for MCTC. Jaime has been an NAA accreditationendorser since 2001.

Hanson, Dawn, mnsaCa Cer tif ied trainer Dawn Hanson has been working in the field of school-age care for 19 years and has a certificate in school-age care from Concordia University of St. Paul. She has given many workshops on the state and national level. Has the ability and enjoys working with groups both big and small.

Hill, Wanda, mnsaCa Cer tif ied trainerWanda is a 20-year plus veteran in early care and education. She is a trainer, consultant and coach with expertise in behaviors, tempera-ments, culture, special needs, curriculum/assessment, observations and environments. As owner of Prominence Educational Consulting, our mission is to assist educators, teachers, providers, parents and other human service professionals in replicating culturally sensitive methods, approaches and foundational learning that improves children’s early development and educational growth.

Her experience/background includes a Masters of Arts degree in Christian Education/Child Development and she holds a teacher's license through MnSCU. Wanda received the 2005 Trainer of the Year Award from the Minnesota Early Childhood and School Age Trainer’s Association (ECSATA). She is currently a board member of the Min-nesota School-Age Care Alliance (MnSACA). Wanda is known for her energetic, humorous and interactive skills, as well as knowledge on the many curriculums she train and delivers. Her passion is to facilitate learning to those who impact the lives of children.

Holder, emily, mnsaCa Cer tif ied trainerEmily Holder, MA, has been working with Discovery Club, Saint Paul Public School’s School-Age Care Program, for ten years. She also teaches college level courses on working with school-age children, programming for positive development, and developing reflective practice.

Holsen, BethBeth Holsen of Imagine Design has won numerous state, national and international awards for her publication designs, and has trained thousands of education professionals in design, communica-tions and marketing. She works with school districts, cities, non-profits and small businesses to help them meet their communica-tion and marketing needs. Clients include LERN, NCEA, MCEA, and MN Dept of Education.

Horst, KathleenKathleen M. Horst, BS Elementary Education, specialization in Early Childhood Education, Early Childhood Family Education License. Currently working as the Pre-K Lead for State Wide Minnesota Reading Corps. Kate is proficient in the CLASS Assessment tool. Was the Co-Coordinator of the Minnesota Early Literacy Training

instructor Biographies

29

Project at the University of Minnesota Center for Early Educa-tion and Development when SEEDS was piloted and evaluated. The author and trainer of: SEEDS on Emergent Literacy for 3-5 educators, SEEDS of Early Literacy for Infant-Toddler Teachers, and SEEDS of Early Literacy Coaching and recently SEEDS for Parents. Kate has taught kindergarten, first grade, preschool, infants and tod-dlers and their parents; she had directed Honeywell/Minneapolis Public School Childcare Center and High School for adolescent parents and their children. Author of SEEDS of Minor Parents, a relationship- based core curriculum used by the State of MN. Child Welfare System. Paper presentation AERA: Is Professional Training Enough? The Effect of Coaching in the Practice of Early Literacy In-struction. Kate has provided professional development using SEEDS with Minnesota’s Early Reading First Grantees; St. Paul Schools, Min-neapolis, Bloomington, Duluth, and Cass Lake-Bena.

Hopps, tammyTammy has dedicated more than 20 years to the field of early childhood education. Her several years of experience direct-ing child care centers as well training others to do the same has proved beneficial over the years. Along with her consulting and training work, Tammy continues her tenure as a long term faculty member at Rasmussen College, Eden Prairie campus, where she specializes in teaching residential and online child development courses. Additionally, she is the Early Childhood Education Pro-gram Coordinator for the campus. Her education includes a BA from the University of Minnesota in Sociology of Law, Criminology, and Deviance and K-6 teaching licensure from Augsburg College. She is currently pursuing her MEd in Reading and Literacy from Benedictine University. Tammy’s wealth of experience and humor provides a solid backdrop for a variety of workshop/seminar topics and consulting opportunities.

Huber, mikeMike Huber has been a classroom teacher for preschoolers, toddlers and infants since 1992. He has worked for Bank Street School of Education and is currently a teacher at Seward Childcare Center in Minneapolis. He has been a trainer for the Minnesota Department of Education and Resources for Child Caring. He earned a Masters in Education at Hamline University. Mike also performs as a storyteller and puppeteer for children, as well as adults.

Jackson, reginaRegina Jackson, MA Early Childhood Education, has been working in the field of early childhood for 15 years. She is an Early Child-hood Program Coordinator for Rasmussen College at their Eagan campus. Regina has worked with children and families through various positions, including teaching kindergarten and first grade in Texas. and working as a Child Development Specialist at an early childhood education hospital child care center. Her true passion is working with students and helping them become advocates for young children and their families and helping society value the early years of a child’s life and the field of early childhood educa-tion. Regina enjoys working with early childhood professionals and discussing young children’s fascinating ways that make us laugh,

ponder and question the many possible reasons why they are do-ing what they are doing.

Regina did her thesis/capstone on the educational “achievement gap.” She often,wonders what role “culture” plays in the persistence of the educational “achievement gap” and what the field of early childhood education can do to help close the “achievement gap.”

Regina believes that learning is a process, and that no student or early childhood professional should leave a course/training the same way they arrived. The information gained through training should be reviewed with an open mind, questioned for deeper meaning (what does this mean for me as an early childhood edu-cator) and implemented (accountability — how can I use this infor-mation) to improve the quality of interaction and care that young children and their families receive.

Koepp, Joshua, mnsaCa Cer tif ied trainerJoshua Koepp is a site supervisor for Adventure Club in Rob-binsdale and an Adjunct Professor at Concordia University in St. Paul, where he received a BA in School-Age Care and an MA in Education, School Age Child Development. Joshua received his Parent Coaching Certificate from Adler Graduate School, and is a Certified Parent Coach with the Center for the Challenging Child. He began his work with children and families in high school, and continued his career in a variety of settings including School-Age Care programs, YMCA camps, and Faith Communities. He hasexperience working with programs in the inner city, suburbs, and rural areas. Joshua’s areas of special interest are coping skills for child stress, healthy communication, and intentional play. His favorite pastime is archery.

loechler, amyAmy, Accreditation Facilitation Project Coordinator and Accredita-tion Specialist, has worked in the field of education for over ten years. Her experience includes Site Supervisor for School-Age child care in the Buffalo School District, First Grade teacher in the Wayzata School District and Kindergarten Teacher in the Monti-cello School District. Amy is currently the project coordinator for the Accreditation Facilitation Project under the Umbrella Strategic Alliance. She is also an accreditation specialist for early child care centers and family providers, working with NAEYC, NECPA and NAFCC. Her education includes a MA in Education, BS in Educa-tion, K-12 Reading Specialist License and a K-6 Elementary License.

meyer, DeniseDenise Meyer holds a degree in Psychology and American Sign Language Studies and has used ASL in her work with young children since 1989. She has taught thousands of parents, child-care providers and teachers nationwide how to use this tool with infants, toddlers and preschoolers with her uniquely simple and effective training method with both English- and Spanish-speaking participants. Her work has been featured nationally on PBS and ABC, NBC, FOX and UPN news affiliates, as well as in numerous newspapers and magazines, including Minneapolis Star Tribune, St. Paul Pioneer Press, Early Childhood News, Baby Times and Min-

instructor Biographies

30

nesota Parent. She is author of the upcoming book, The SignBridge Method: Communicating in Multilingual Settings with Sign Language.

mintz, Diane, mnsaCa Cer tif ied trainerDiane Mintz worked for 17 in the SAC field for the Minneapolis Park and Recreation Board. She retired 2 years ago but remains in the field as an independent trainer. She is a past MnSACA Execu-tive Board Member and has participated in numerous MnSACA programs including Director’s Forum and MnSACA PIA/TOT trainings. She is an NAA Endorser and has done many workshops nationally and in Minnesota. On the side, Diane gives tours to school-age children as an Art Adventure Guide for the Minneapolis Art Institute and loves to play her guitar and provide music for children.

murphy, Julie Julie Murphy is a trainer certified through the American Heart Association with more than ten years of instructor experience. Courses geared for the early childhood or school-age care profes-sional. Classes offered at your location. Any single course or com-bination of courses can be provided for staff, parents, or middle school and high school students.

Partington, marsha, mnsaCa Cer tif ied trainerAn advocate for quality school-age care, Marsha was the Co-ordinator for Kids' Place, the child care program in the St. Louis Park School for nine years. She has served as a national endorser for NAA, a mentor for expanding programs funded by the MN Dept of CFL, as well as being a certified MNSACA trainer. She has presented workshops locally, regionally and nationally on a variety of topics. Before moving to MN, she was a SAC specialist in SE Pennsylvania and developed and opened the first school-age care programs in rural SW Virginia. Marsha lives in Hopkins with her teenage daughter and her golden retriever.

Passe, angèleAngèle Passe, MA, president of BlueWater Associates, Inc., is a consultant, trainer, author and evaluator, with more than thirty years of experience in the fields of education and organization development. She focuses her practice in two areas: a) training and coaching in early literacy, family literacy, and cross-cultural guid-ance; b) program evaluation and quality improvement. This multiple expertise is very effective in helping professionals who work with children and families. Her goal is to support them in providing services of the highest quality. Her clients include early education, school-age, and family programs, urban, suburban, rural and tribal school districts, government agencies, universities and colleges,library systems, and a variety of nonprofit organizations.

Angèle is the author of My Kindergarten Book available in English and Spanish. She is fluent in English, Spanish and French and does her work in all three languages. She is on the adjunct faculty at the University of Minnesota and the Minnesota Resource and Refer-ral Network. She is the 2008-10 co-president of the Minnesota Association for the Education of Young Children. She lives in Min-neapolis.

tepley, tracyTracy Tepley has been working in the field of higher education since 2005. She is the Early Childhood Education Program Co-ordinator at the Brooklyn Park Campus of Rasmussen College. Along with teaching early childhood education courses she has also instructed psychology and sociology courses. Before coming to Rasmussen, Tracy has worked with diverse families and children of all age groups through avenues that include but are not limited to: child care settings (center and home based), social service agencies, and special needs organizations. She absolutely loves having the op-portunity to share her passion for the field of human development, education, and social interaction, while helping others reach their educational goals. Her teaching philosophy is based on the concept that developmentally appropriate practices should be implemented within the learning environment no matter the age the learner.

Westby, Cecelia Cece Westby is the Director of Early Childhood Education in the School of Education at Rasmussen College. Her primary role is overseeing ECE programs across four states and – soon to be — more than ten campuses. Cece has worked in the field of early childhood education for 20 years as a preschool teacher, center director, faculty and trainer. She has conducted training and taught courses at the University of Minnesota, Metropolitan State University, public school programs, Head Start and the Minnesota Association for the Education of Young Children. She believes in the value of education in making good teachers even better! She considers herself not only a child advocate, but an early childhood Teacher advocate.

instructor Biographies

Professional Development resource registrationThird Edition

Please photocopy this form as needed.

Name: ______________________________________________________________________________________________________

Organization: _________________________________________________________________________________________________

Address: _____________________________________________________________________________________________________

City: ________________________________________________________________ State: __________ Zip: ___________________

Phone: _______________________________________________________________ Fax: __________________________________

E-mail: _______________________________________________________________________________________________________

type of registration:m Single Agency Host: $400 m Multi-Agency Host: $450

Professional Development series

First choiceTitle of class: _______________________________________________________________ Trainer name: ___________________________Second choiceTitle of class: _______________________________________________________________ Trainer name: ______________________________Third choiceTitle of class: _______________________________________________________________ Trainer name: ______________________________

length of trainingAll training sessions are two hours long unless stated (see session descriptions)m Training session longer than two hours — add $150 per hour

location of training

Location Name: ___________________________________________________________ Phone: _____________________________

Address: ________________________________________ City: ________ State: ______________________Zip: ____________________

Date & time (Please choose three different options, first choice being your top pick)

First choice: Date: _____________________ Time: _____________________

Third choice:Date: _____________________ Time: _____________________

Payment

Total $ _______________ m Visa m Master Card m Check m P.O. # __________________________

Card No. ______________________________________________________ Sec. Code: __________Expiration Date: ____________

Signature: ________________________________________________ Print name: _________________________________________

Questions? Contact the MnSACA/MnAEYC Officeor email brians@ewald.com

Second choice:Date: _____________________ Time: __________

Cancellation Policy: With at least three weeks’ written notice, cours-es may be cancelled without penalty. If notice of cancellation is provided less than three weeks in advance, 50% of the fee will be refunded.

Send registration form to:MnAEYC/MnSACA

Professional Development Series1000 Westgate Drive, Suite 252

St. Paul, MN 55114Phone: 651-290-7478

Fax: 651-290-2266

initialsdate

CK/CCamt. paid

bal. due

fin.(For office use only)

non Prof it org.Us Postage

PaiDPermit no. 7385

st. Paul, mn

MnAeYc-MnsAcA1000 Westgate Drive, Suite 252

St. Paul, MN 55114Phone: 651-290-7478Fax: 651-290-2266

www.mnaeyc-mnsaca.org

Third Edition

Bring Quality early Childhood and out-of-school-time training to Your organization

Professional Dev eloPment ResouRce BRochuRe