Time Well Spent

The journey of earning a Master’s Degree has been incredible.  I have learned so much from not only my professors, but my colleagues as well.  First, I have been in this field for a long time.  Throughout this journey, my passion has been reignited with each new thing I learned.  I have gained a lot of valuable information and support during this voyage.  I have learned the necessity of staying current.  The field is like a wheel.  Issues and trends are always changing and there is new research evolving constantly. Before this program, things were feeling stale.  I am now looking at everything with a different set of eyes.  Second, I now actively strive to become more informed, engaged, reflective, culturally responsive member of the early childhood field.  I have realized it is critical to get out of my box.  There is more to the field than the community in which I work and live.  I have become an active member of several organizations.  This includes local, state, and global.  Third, I have gained the knowledge how to research issues and trends I am most passionate about.  Finally, and most importantly to me, I have found my VOICE.  I have become an advocate for children and families.  I have learned how to participate and communicate the need for positive change.  I feel strong and powerful!

I have set a long term goal for myself.  I want to become active in ensuring that all children regardless of economics, demographics, culture, background or ethnicity has access to quality care and education.  Currently I am working on the local level, but eventually I would like to make it global and travel to other countries.  Globally, I want to build and help teachers execute a quality program.

I have thoroughly enjoyed my journey of earning my Master’s Degree.  While it was quite a challenge, I have gained so much from it.  It is my hope that everyone can and will pursue their passions that will make the field of early childhood even stronger for children, their families, professionals, and colleagues.  There are several people I need to thank.  My family and friends for pushing me to keep reaching for the stars.  My professors, all of which I have learned a great deal of knowledge, and all who lent a helping hand and advice when needed.  Finally, to all of the amazing colleagues I have met along the way.  You have been a great sounding board.  A fresh set of eyes and different perspectives.  I have also learned a lot from you. Thank you for your knowledge and support!  Best of luck and happiness with all of your dreams!

 

Thank you!  Christina

Jobs/Roles in the ECE Community: Internationally

I found three organizations that were of interest to me:

Teachers without Borders (TWB)

A world with well-trained, well-informed teachers is a world with smarter, healthier, wealthier, more peaceful individuals and societies. Support for a single teacher can foster the well-being of hundreds, even thousands, of learners and their communities.  As sources of knowledge and community leaders, teachers are influential promoters for lasting global change. However, teacher professional development is often lacking. Teachers must therefore have a support network to provide the resources, training, tools and colleagues they need to fulfill their important role.  TWB aspires to improve education globally by supporting local teacher leadership. TWB provides free resources and tools to help teachers around the world learn, connect, collaborate, and create online; in schools or community centers, in workshops and seminars. They try to remove barriers to availability, accessibility, acceptability, and adaptability, through high-teach, high-tech, and high-touch programs and platforms.  Although we use technology as an accelerator, we equally understand the power of the handshake, a well-timed conversation, face-to-face learning, mentorship, and close-knit relationships. Teachers Without Borders works to empower the voices of all educators by designing our organization around the structure of an excellent classroom in which everyone counts. We do not send teachers from the West to the East or from the North to the South; rather, we provide the space for teachers around the world to find and learn from each other.  Learning cannot be addressed through a single solution, a particular philosophy, a magic bullet, or a software program; it is a tireless process of building teacher communities.  There are a couple of opportunities currently available with the TWB organization. Internships involve unpaid, contract work for specific departments, programs or projects. Interns help to create or expand TWB programs and resources.  Some internships are bound to a specific location, while others can be undertaken remotely.  Volunteer opportunities involve short-term contributions to TWB departments, programs, projects or events. Volunteers often translate documents and curricula, or help to organize and facilitate teacher training workshops.  They require individuals to use their passion, skills and experience to help improve education in your own community, or in another country.

The World Health Organization (WHO)

The World Health Organization is the directing and coordinating authority for health within the United Nations system.  It is responsible for providing leadership on global health matters, shaping the health research agenda, setting norms and standards, articulating evidence-based policy options, providing technical support to countries and monitoring and assessing health trends.  In the 21^st century, health is a shared responsibility involving equitable access to essential care and collective defense against transnational threats.  From persisting problems to new and emerging public health threats, WHO needs to be flexible enough to respond to this evolving environment.  This organization recruits locally and internationally.  They require everyone to have a university degree as well as post graduate specialization in health or related management field, experience at national and international levels on their area of expertise, good analytical skills, understanding of policy, issue, and a keen interest in public health, a proficiency in English and good working knowledge of a second UN language (Arabic, Chinese, French, Russian, Spanish), and have effective teamwork and communication skills.  Positions I am interested in include research and a national professional officer.

The International Step by Step Association (ISSA)

The International Step by Step Association’s is a group where families, communities and professionals work together to envision each child to reach her or his full potential and embrace values of social justice and equity.  ISSA's mission is to support professional communities and develop a strong civil society that impacts and helps decision makers to: provide high quality care and educational services for all children from birth through primary school (birth through 10 years old), with a focus on the poorest and most disadvantaged, ensure greater inclusion of family and community participation in children's development and learning, ensure social inclusion and respect for diversity.  ISSA promotes inclusive, quality care and education experiences that create the conditions for every child to be happy and reach his or her full potential. The organization does this through three different pillars of action: ensuring equal access for all children; promoting high-quality and professionalism in early year’s services and supporting parents and communities to take part in their children’s development and learning. I would love to be involved in the Romani Early Years Network.  The Romani Early Years Network (REYN) connects practitioners from Romani, traveler and other backgrounds working with Romani and Traveler young children, families and communities. The network is already active in 18 European countries with more and more being added. REYN serves as a leader in which Romani and other Early Childhood Development practitioners can improve their confidence and competences in their work with Romani children and their families. People involved with REYN should: Support the development of skills and good practice, share knowledge drawn from experiences of working effectively with Romani families and young children, and establish effective partnerships between Roma and other practitioners working with young Roma children, support professional development for those working with these marginalized and excluded groups.