Positive Social Change in Special Education

                                  Discussion 2: Blog: Evaluator Credibility

Special Education:

Person of Interest: Dr. Susan Lang; Director of Special Education for the school district Cumberland Pa.

Setting: IEP meeting for a child that has Cerebral palsy;

Dr. Lang is the Director of Special Education attend a meeting for a child that has Cerebral Palsy along with mom and dad, Special Ed teacher, vice principal, psychologist, and behavioral specialist. Mom concerns were that her son was not exploring his potential academically. Mom states that her son sits in a class room and watches other student learn life skills and do different activities. Dr. Lang acknowledges mom’s concern and wants to make the community aware of the community, and that can learn different life skills. According to Dr. Cram from Laureate Education (2012) states that, credibility is about our connectedness; how we form a relationship with that organization or community and how we talk about different roles, our responsibilities, our track record and how we’re going to proceed with the evaluation. Therefore, the perceived credibility of the evaluator can shape stakeholders’ willingness both to participate meaningfully in evaluation processes and to endorse evaluation products (Yarbrough, Shulha, Hopson, & Caruthers, 2011).

According to Yarbrough, Shulh, Hopson & Caruthers (2011) states that Credible Evaluators assess this fit at the outset of the evaluation and continue to monitor it throughout the process. For example, Special Ed teachers should transfer skills to the teacher aid for each student with Cerebral Palsy have the opportunity to experience the training of life skills. The lack of connectedness and relationship with the community can affect the ability of students with Cerebral Palsy not achieve or feel less of a person. According to Dr. Cram (2012) states what within a method needs is to be able to implement as the core components for that method of connectedness to have fidelity. An evaluator’s credibility affects evaluation and how those methods can be tailored to the community (Dr. Cram, 2012)Therefore, evaluation works for communities using the methods that a community wants to use and will work with the community with children with special needs (Dr. Cram, 2012).

Reference:

Dr. Cram, F. L. (Director). (2012). Voice from the field Evaluator Credibility [Motion Picture].

Yarbrough, D., Shulha, L., Hopson, R., & Caruthers, F. (2011). The Program Evaluation Standards. Los Angeles: Sage.

 Darrell Salla,

                                            Discussion 2: Blog: Accuracy Standards

A2 Valid Information: According to Yarbrough, Shulha, Hopson, and Caruthers (2011) state that Validity in its various emphases is an integrating theme across all the Accuracy Standards. Therefore, valid information refers to the accuracy of assessment, whether it measures what it is supposed to measure. There are three ways in which validity can be measured. To have confidence that a test is valid and therefore the inferences we make based on the test scores are valid all three kinds of validity evidence should be considered (Fairbairn, 2009). However, being aware of the basic tenets of validity as you construct your classroom assessments, and you should be able to help parents interpret scores for the standardized exams.

 A3 Reliable Information: According to Yarbrough, Shulha, Hopson, and Caruthers (2011) state that reliability is defined as the consistency of information and the information that is collected and is crucial to the justification of validity. Reliability refers to the extent to which assessments are consistent (Fairbairn, 2009).  For example, having reliable cars that start every time we need it. Therefore, educators will strive to have reliable, consistent instruments to measure student achievement (Golafshani, 2003).  According to Golafshani (2003) states that another measure of reliability is the internal consistency of the items. For example, if you create a test to measure students’ ability to solve quadratic equations, then perhaps the student will get it right. Although reliability enemy can be random error and freedom from the random error, it seems to be equally important for qualitative and quantitative information summaries (Yarbrough, Shulha, & Hopson, 2011).

 Reference:

Fairbairn, S. B. (2009). Inclusive achievement testing for linguistically and culturally diverse test takers: Essential considerations for test developers and decision makers. National Council on Measurement in Education 28 (1), 10-24.

Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The Qualitative Report, 8 (4),, pp. 597-606.

Yarbrough, D., Shulha, L., & Hopson, R. C. (2011). The Program Evaluation Standards. Los Angeles: Sage.

                       Discussion 2: Blog: Process and Procedure Standards

U5- Relevant Information: is data that can be applied to solve a problem. This is a particular issue when determining the format and content of an entity's financial statements, since the proper layout and level of detail of information can adjust the opinions of users regarding the future direction of a business of school district (Yarbrough, Shulha, Hopson, & Caruthers, 2011). According to Mereoiu, Abercrombie, Murray (2016) states that Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’ potential. Professional norms and experience, the relevant special education literature lacks a systematic case law foundation (Butera & Brenda, 1998). There the contents of Individualized Education Programs (IEPs) become relevant in such cases. There educators must examine IEPs to establish the relationship between misbehavior and disability (Zirkel, 2016).

U6- Meaningful Processes and Products: is when they are perceived to have significance and value for stakeholders and designing activities to assure both accuracy and meaningfulness can help stakeholder to a better understanding the complexity of their program’s (Yarbrough, Shulha, Hopson, & Caruthers, 2011). According to Johns, Crowley and Guetzloe (2007) states that IEPs team determines the individual effectiveness of a level system for a student, the team must determine whether the student is making satisfactory progress through the level system. However, the IEPs meeting that includes the stakeholders and parents determine the outcome of the student’s future (Scott, 2011). It is essential in order to achieve positive outcomes when both professionals or stakeholders and parents find themselves in a context in which collaboration includes decision-making and communication skills in a short period of time.

References:

Beverley, J., & Crowley, P. &. (2007). Planning the IEP for Students with Emotional and Behavioral Disorders. Focus on Exceptional Children Vol 34, 1-12.

Butera, G., & Brenda, K. M. (1998). A Statewide Study of FAPE and School Discipline Policies. The Journal Of Special Education Vol 32, 108-114.

Mereoiu, M., Abercrombie, S., & Murray, M. (2016). Structured Intervention as a Tool to Shift Views of Parents-Professional Partnerships: Impact on Attitudes Toward the IEP. Exceptionality Education International Vol. 26 Issue 1,, 36-52.

Scott, L. (2011). Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support. Journal of Educational Psychology Vol 5, 9-20.

Yarbrough, D., Shulha, L., Hopson, R., & Caruthers, F. (2011). The Program Evaluation Standards. Los Angeles: Sage.

Zirkel, P. &. (2016). Which Procedural Parts of the IEP Process are the Most Judicially Vulnerable. Exceptional Children Vol 83 (2) DOI: 10117/001440296651849, 219-235.

Time Well Spent

Time Well Spent:

 Three deeply felt learnings from this program:

1. I find myself with a better understanding of inclusion. Inclusion is a process of identifying understanding and breaking  down barrier to participation and belong. I believe this is important in early childhood education because all children need to have that feeling of belonging. I also believe families need to feel that support from the community of belonging also.

2.Advocacy: I believe in making a difference in the world today. Being able to have a better understanding of early childhood advocacy and the different areas you can make a differences in made me realize how important my work in early childhood education is needed.  I was able to utilize different organization and material that help me promote excellence in early childhood education.

3. Passion: I always had passion for my work. However taking the Master program I realize how much passion I have for early childhood education. there is nothing more than being with my children and families and making an difference in their lives everyday. As a early childhood educator it is important to me to encourage my students and families and push through the barriers to make a difference. I also believe to be passion about building  social and emotional skills that little ones need to succeed in school and life.

ONE LONG-TERM GOAL

In the future, I would like to take a empty college classroom and fill it with students that are passionate about Early Childhood Education. I hope one day I will be able to share what I have learned and experience through-out the years and through my ECE Master Program. Being culturally responsive and having nurturing relationship, professional growth, inclusion and issues and trends with diversity and equity, anti bias education. I would love to teach others the importance's in practicing in early childhood education.

FAREWELL MESSAGE:

Good afternoon; I would like to take a moment  and thank Dr. Dartt and my classmates. It has been  a long  fulfilling journey. I have truly learned so much more about  my true passion for Early Childhood Education. It has been a pleasure being your classmate and your student Dr. Dartt I will take every bit of knowledge and passion with me into my future journey with Early Childhood Education. I will truly miss everyone. Please keep in touch  my e-mail address is dsallam5@gmail.com

 

Jobs/Roles in the ECE Community: Internationally

Jobs/Roles in the ECE Community: Internationally

Three international organizations or communities of practice that appealed to me and why I chose them?


1. United Nations Children's Fund (UNICEF): I choose (UNICEF) because of who they are and what they do. For example "UNICEF is the driving force that helps build a world where the rights of every child are realized. We have the global authority to influence decision-makers, and the variety of partners at grassroots level to turn the most innovative ideas into reality.  That makes us unique among world organizations, and unique among those working with the young" ( UNICEF.org). They also "advocate for measures to give children the best start in life, because proper care at the youngest age forms the strongest foundation for a person’s future.  promote girls’ education – ensuring that they complete primary education as a minimum – because it benefits all children, both girls and boys. Girls who are educated grow up to become better thinkers, better citizens, and better parents to their own children" (UNICEF.org). I chose United Nations children's Fund because of who they are and what they believe in.

2. Academy for Educational Development: I chose this organization because of their mission and vision." To improve lives in lasting ways by advancing integrated, locally driven solutions for human development. They envisions a world in which all individuals and communities have the opportunity to reach their highest potential" (AED.org). I find their mission statement and vision is an excellent example of how communities should work together. To improve lives in lasting ways and we should want one another to reach our highest potential.

3. SOS Children's Villages International: I chose this organization because of their mission. In which states, "They work together with a single mission: to ensure that every child grows with love, security and respect" (sos-childrenvillages.org). They believe in  providing long term family base-care, and working with families and communities to strengthen them and prevent  child abandonment. This powerful organization know how to keep a community together. This is why they appeal to me.

Job opportunities (currently available or not) that interest me:

1. Academy for Educational Development; TESOL Education Manager (Project Manager I) FHI 360 designs and implements academic, professional, cultural, and youth exchange programs for students and emerging leaders around the world.  We are seeking a Project Manager to help inform and manage specific technical components of the English Access Micro scholarship Program, a global program that promotes and supports English language learning in 13-20 year olds around the world. 

2. Careers with SOS Children's Villages International: International Director (f/m) - Middle East and North Africa (MENA) The International Director MENA is the most senior representative of SOS Children's Villages International in the region Middle East and North Africa, reporting directly to the COO. The International Office, Region (IOR) consists of 20 - 25 co-workers who are either located at the International Office, in Casablanca, or virtually connected through other workplaces in the region. The teams of any IOR consist of both line managers and functional staff, who support the SOS Children's Villages member associations in the region.

3.UNICEF U.S. Fund for UNICEF Grassroots Volunteers: Volunteers have the opportunity to educate, advocate and fundraise on behalf of UNICEF. Our volunteers are encouraged to participate in at least three activities a year to support UNICEF's mission.
                                                           
                                                                         Reference

   Academy for Educational Development. (2011). Retrieved from http://www.aed.org/en/index.htm
United Nations Children's Fund (UNICEF). (n.d.). Retrieved November 28, 2011, from http://www.unicef.org/

 SOS Children's Villages International,
the umbrella organisation of all SOS Children's Villages associations
http://www.sos-childrensvillages.org/about-sos

Jobs/Roles in the ECE Community: National/Federal Level

Jobs/Roles in the ECE Community: National/Federal Level:

My Three National and Federal Programs:


1. Bilingual Child Development Associate Preparation Program:

The CDA is a nationally recognized credential for child care workers who are employed in the public schools, in early childhood programs, day care centers, Head start Programs, classroom teaching assistants,  or who otherwise may be self-employed as family child home care providers. This credential is authorized by the Council for Professional  Recognition [National CDA Council] and requires up to 120 hours of training in child development, child care, health and safety, physical and intellectual development, relationship with families, program operation, professionalism, observing and recording children’s behavior, early childhood education, in addition to 480 hours of volunteer service working with children. The reason I chose this program is because it not only helps children but families.(www.casaotonalinc.org)
www.casaotonalinc.org/bilingual-child-development-associate-preparation

2. Responding to Linguistic and Cultural Diversity:

 This program is linguistically and culturally diverse is an educational term used by the U.S. Department of Education to define(https://www.nae)

children enrolled in educational programs who are either non-English-proficient (NEP) or limited-English-proficient(LEP). Educators use this phrase, linguistically and culturally diverse, to identify children from homes and communities where English is not the primary language of communication.(https://www.nae)

The reason why I pick this program because, Responding to linguistic and cultural diversity can be challenging. At times the challenges can be complicated further by the specific needs or issues of the child, the

family, or the educational program. Solutions may not be evident. Individual circumstances can affect each situation differently. There are no easy answers, and often myths and misinformation may flourish. The challenges may even seem to be too numerous for any one teacher or provider to manage. Nonetheless, despite the complexity, it is the responsibility of all educators to assume the tasks and meet the challenges. Once a situation occurs, the early childhood educator should enter into a dialogue with colleagues, parents, and others in an effort to arrive at a negotiated agreement that will meet the best interest of the children.(https://www.nae)

 

 

 https://www.nae

 

3. NABE - Bilingual Education:

 

Since 1975, the National Association for Bilingual Education (NABE) has been a non-profit membership organization that works to ensure that language-minority students have equal opportunities to learn English and succeed academically.(www.casaotonalinc.org)

NABE’s priorities include:  Improving instructional practices for linguistically and culturally diverse children; providing bilingual educators with more high-quality professional development opportunities; securing adequate funding for the programs serving limited-English-proficient students; and keeping the rights of language-minority Americans clearly in focus as states and communities move forward with educational reforms.(www.casaotonalinc.org)

The reason I pick this program is because this program invest in all children education and they embrace others culture.

 

www.casaotonalinc.org/bilingual-child-development-associate-preparation

 

 

                                           JOBS AND OPPORTUNITIES

 

1. Early Childhood Education Program Coordinator: Qualifications: Required qualifications include an earned doctorate related to early childhood education, university teaching and leadership experience, and for tenure-line faculty: a well-established research agenda related to early childhood pedagogy. A commitment to collaboration and democratic decision-making also is essential. Preferred qualifications include a history of working in public school settings (including teaching experience in grades PK-3) as well as experience working with: diverse populations, graduate-level students, the Council for the Accreditation of Educator Preparation accreditation process, and the standards of the National Association for the Education of Young Children and the Council for Exceptional Children.

 

2. Director of Early Childhood Education Center: Qualifications: Master's degree in early childhood education or a related field from a regionally accredited institution. A minimum of five years supervising or managing an early childhood center A minimum of two years teaching at the pre-k level. Excellent interpersonal and communication skills. Experience in working with diverse populations and demonstrated support and enhancement of diversity in both faculty and student populations. Strong ability to relate to and work effectively with teachers and the University administration. Experience with accreditation at both the state and national levels. Experience in working collaboratively with K-12 schools and other constituents.  Desired Qualifications: Demonstrated leadership in State, Regional and National efforts to improve early childhood education. Commitment to developing instructional innovations in all aspects of early childhood education. Strong track record in securing external funding, particularly grants. Terminal degree in Early Child Development or related field.

 

3.Early Childhood Administrator “Director: Fayetteville Technical Community College is seeking qualified applicants for this full-time position. The ability to effectively plan, organize, direct, operate and execute educational programs for children is critical to experiencing success in this position. This position requires monitoring the Center for compliance with NC licensing agencies; to assist in supervising the Child Care Center staff; and to provide highly responsible support to the Director of the Early Childhood Education Center. Expertise in developmentally appropriate child care practices is essential to this position. Qualified candidates will possess excellent computer skills, demonstrate evidence of a career that includes flexibility and willingness to change; open-mindedness, fairness and the ability to see multiple perspectives; a willingness to take risks, and willingness to accept responsibility for professional and personal growth.