Saturday, July 21, 2012

National/federal organizations or communities of practice


Every new year’s day my family and I choice two sources we would like to donate to for the year.   “Feed the Children” was one of this year’s choices.  As a donator we receive monthly newsletters fill of useful information.  One of my favorite part of the letter is how we as citizens can reach out to the people we put in congress.  I feel more empowered.   

Title
Human Resources Director
Department
Human Resources

Summary: Oversees the day to day functions of the Human Resources Department. Manages recruiting, hiring, payroll, benefits and provides employee counseling. Keeps up to date on changes in employment law and ensures that policies and job descriptions are compliant.

Manages HR staff and ensures that service to internal and external customers meets FTC expectations.

Provides employee and management counseling regarding policies, employee issues and legal requirements.

Educates management and employees on new or updated policies.

Conducts management training as needs are identified.

Reviews laws as they change or are updated and ensures that policies remain current.

Oversees FMLA policy/process, ensures that all requirements are met and hours are tracked according to policy.

Reviews possible accommodation issues and holds interactive conversations with employees and management to work out a reasonable accommodation.

Handles Worker’s Compensation issues and reviews monthly loss reports.

Updates or creates job descriptions as needed.

Maintains regular attendance and punctuality which are critical in order to complete the day to day tasks of this position.

Other Duties:

Speaks at New Employee Orientation on HR Policies and conducts the Harassment Free Workplace Training.

Ensures that required annual training is conducted and attendance is documented.

Monitors monthly report from IT on unusual Internet usage.

Works on special projects for the Vice President of Human Resources
Bachelor’s Degree in Human Resources or related field and a minimum of 5 years’ experience in a supervisory position in a Human Resources Department or a minimum of 10 years’ experience working as a manager in Human Resources. Non-profit experience preferred.

Computer Skills, Basic to Intermediate skills in MS Office, Certificates, Licenses, and Registrations, PHR preferred.
The Children’s Defense Fund Leave No/Child Behind, (CDF) mission is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities.

The Director of Outreach coordinates CDF-Texas state and regional outreach initiatives to improve the health and well-being of Texas children. Specifically, the Director engages with stakeholders to support CDF priority areas of health, education and welfare. This includes but is not limited to the direction of the primary health projects such as ALL HEALTHY CHILDREN and SHOUT-T-T to enroll uninsured children in public benefits/programs.  This position reports to the Executive Director, CDF-Texas.

 CDF-Texas works to inform, mobilize and maintain a well-trained and informed network of state and local children’s advocates. Long-lasting improvements in the health and well-being of our children will only materialize through sustained advocacy, education and outreach partnerships at the community, local and state and national levels. The Director of Outreach collaborates with other CDF-TX staff in the ongoing planning and execution of CDF’s policies and outreach strategies.

RESPONSIBILITIES: In collaboration with schools, churches, community groups throughout Texas, the Director leads the ALL HEALTHY CHILDREN Campaign and SHOUT-T projects in advocating to ensure 100% of eligible Texas children are enrolled in health coverage. The Director will ensure that these projects interface with other programs in health, education and social services linked to positive health outcomes for children. Central to the success of this advocacy position is the collaboration with the communications and policy staff at CDF-Texas as well as local and community partners in implementing projects. 
QUALIFICATIONS:
 •Commitment to CDF’s mission and vision, including demonstrated commitment to improving the lives of children and/or low-income individuals;
•Experience of at least five years in community organizing, political/social campaigns, advocacy, public speaking, outreach or coalition building;
•Grant-writing skills preferred;
•Strong leadership skills and ability to take initiative; to  be creative in achieving CDF goals;
•Excellent communication skills, written, oral. Must be comfortable in public presentations;
Excellent interpersonal skills and ability to function as a team member;
•Bilingual communication an asset;
•Ability to manage a project: work plan, personnel, budget, deliverables and meet deadlines;
•Ability to communicate project and child issues to a broad audience including legislative and administrative staff and community organizations;
•Willing to travel in Texas to develop community support and conduct project activities.
 •Master’s degree in public policy, public health, social work, or related field preferred. Undergraduate degree with significant experience will be considered.
SALARY:  Commensurate with experience. This is a grant-funded position.

National association for the education of young children, (Naeyc)
This is my dream organization.  It shouts helping children and families.  It has more than 300 state and local affiliates.

Chief Executive Officer
 The Early Learning Coalition (ELC) of Southwest Florida is seeking to recruit their next Chief Executive Officer to provide leadership, direction, and oversight for the agency upon the announced retirement of our current CEO. The planned start date for this position is January 2013.

The mission of the Coalition is to enhance the quality of children's lives by providing families, early childhood educators, care-givers, and community partners in Coller, Glades, Hendry, and Lee counties with opportunities to positively impact the future. This is done through effective management of grant funding by Florida's Office of Early Learning to administer the state's School Readiness and Voluntary Prekindergarten programs. This is also accomplished by building positive relationships with various governmental, civic, social, and faith-based entities for the purpose of better serving children and families in our counties.
The Coalition's budget is approximately $40,000,000 annually, and in excess of 12,000 children are served each year through contracts with some 300 plus early learning/child care providers.
The primary qualities sought in our new CEO are past successful experience in leading a large, complex organization, excellent communication and interpersonal skills, and a strong background in education with a focus on literacy and/or the development of young children. Salary is open, approximately in the $100,000 - $120,000 range, depending upon qualifications. It will be commensurate with the salary of other CEO's in high quality organizations, and will be accompanied by an excellent benefit program. Additional requirements posted on the website: www.elcofswfl.org.

 Voices For America’s Children
The name speaks for itself. 
 1000 Vermont Ave. NW, Suite 700, Washington, D.C. |             202.289.0777       | Voices@Voices.org
Program Coordinator, Children’s Leadership Council
The Children’s Leadership Council (CLC), a national coalition of 57children’s advocacy organizations, is seeking a program coordinator who will play a significant role in supporting and guiding coalition work focused on increasing federal investment in children and youth from birth to young adulthood. The CLC is seeking to fill a full time position, which will be located at Voices for America’s Children (Voices), the Secretariat and Convening Organization for the CLC. This is a staff position, reporting to the President & CEO of Voices. Salary negotiable based on experience.
Experience and Skills
The CLC is seeking a person who:
• Has excellent verbal and written communication, coordination, and consensus building skills
• Is a sophisticated advocate and can effectively work with, support and energize CEOs, Executive Directors and staff of national and state organizations, sister coalitions, foundations and other diverse audiences
• Has at least 6 years experience working in the policy arena
• Understands federal policy and the federal policy process in Congress (Hill experience is a plus)
• Master’s degree preferred but not required

Responsibilities
Major responsibilities include:
 Support CLC officers with meeting planning and strategy development
• Enhance relevance and effectiveness of the CLC
• Support officer conversations and activities related to strengthening and guiding CLC, to include but not be limited to budget, staff and consultant management and member coordination
• reach out on a periodic basis personally to the CEO of each of the 57 members to maintain a personal engagement
• Assist in analysis of state-level capacity of each CLC member
• Ensure the delivery of technical assistance to targeted states for capacity building, as resources allow






Monday, July 9, 2012

Exploring Roles in the ECE Community: Local and State Levels


Community Organizations -

 Every Child Matters Education Fund
www.everychildmatters.org/state.../nevada/community-organizationsCached   You +1'd this publicly. UndoChild Advocacy, Organizations, and Groups Organizations helping Nevada's families, youth and kids.

Nevada - Education Resource Organizations Directory (EROD)  wdcrobcolp01.ed.gov/programs/.../org_list_by_territory.cfm?...cd=N...Cached  u +1'd this publicly. UndoOrganizations By Type. bullet ... State Coordinator of Education for Homeless Children and Youth ... Website: http://dcfs.state.nv.us/DCFS_ChildCare.htm ...
Nevada Head Start Association - Links and Resources
www.nvhsa.net/links.shtmlCached  ou +1'd this publicly. Undo
The Administration for Children and Families: ACF is a federal agency funding state, territory, local, and tribal organizations to provide family assistance (welfare) .

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

Director of Development and Communications
            Assisting the organization to identify key fund development resources, enhance its image with key stakeholders, be responsive to its public and promote the extension of its services in the community. The incumbent provides advice, assistance and counsel to the President/CEO and other executives regarding public and media relations, community outreach and communications with key stakeholders on issues of substantial visibility, impact and sensitivity. Responsibilities require a broad knowledge of operations, programs and activities and the exercise of creativity, initiative, seasoned judgment and political acumen in order to effectively build awareness and develop long-term collaborations and partnerships for community and client service.

Education/Experience/Special Requirements
     A four-year college or university (or an equivalent combination of training, education and experience) with a major in marketing, public relations, communications, business administration, or a closely related field; and at least three years of progressively responsible experience in fund development, marketing, public affairs, public information, or community outreach, at least one of which was in a supervisory or management capacity; Applicants must demonstrate a proven successful track record of supporting fundraising activities and efforts.

 Director of Child Development
      Responsible for the overall operations of Head Start, Early Head Start, State Preschool and other related programs. The incumbent plans, organizes, directs, integrates and evaluates all department educational and support functions, including health, social services, special needs/disabilities, parent involvement, nutrition and transportation, as well as division financial and administrative operations, to ensure that these programs mission and purpose to serve the learning, child development and family development needs of eligible children and their families are met. The incumbent works with the Parent Policy Council, and outside organizations and entities, to build continuing support for Head Start and related programs and to encourage parental involvement and participation. Assignments are broad in scope and allow for a high degree of administrative discretion in their execution.

Education/Experience/Special Requirements
     A four-year college or university with a major in education, child development, social work, business administration or a closely related field AND at least ten years of progressively responsible experience in education, child development, Head Start or other such similar program, at least five of which were in a management capacity relevant to human services program management; or an equivalent combination of training and experience. A Masters Degree in a related field and bilingual in Spanish are preferred.

 Family Services Specialists I 
     Assist families in achieving self-sufficiency; determine eligibility for a variety of public assistance and health related programs; and/or provide coordinated employment and training services including assessment, vocational guidance, support services, and education to clients; and/or provide child support enforcement services Incumbents perform in a trainee capacity and acquire the knowledge, skills and abilities required in this occupation. Some positions may require incumbents to read, write and speak Spanish fluently.

Education/Experience/Special Requirements
              Graduation from high school or equivalent education and two years of experience in a clerical/administrative/program support role which included customer relations; obtaining, verifying and evaluating information; organizing and prioritizing work in order to meet timelines and standards; applying and explaining program rules, regulations, policies and procedures; and performing mathematical computations; OR two years as an Administrative Assistant II in Nevada State service; OR sixty semester credits from an accredited college or university in general studies; business administration, social science or human services and one year of experience as described above; OR an equivalent combination of education and experience.

Saturday, February 11, 2012

GO TEAM!


When I thought about the groups I have been a member of I found that although the groups were coming to an end I was still able to be remain in contact with the other  members therefore I did not think about the impact of the group dispersing had on me.  I did come to realize that most of the groups I was involved with were mandated by work.  Signing up to participate on a committee to assist with a fundraiser for the school I was employed at.  These types of groups had a specific function, making me a part of a team (O’Hair and Wiemann, 2009, pp.229-30).  We had a goal and a dead line that had to be met.  It is necessary for this type of groups to develop through the five specific stages: forming, storming, norming, performing and adjourning (O’Hair and Wiemann, 2009, pp.233-35).    For example this month we held a valentine graham fundraiser.  The team has been meeting once a week since January.  We discussed how the event did in the past years, how it was done, what worked, what did not work, who was going to do what this year and what deadlines we would have to meet.   We just held our last meeting before the big event.  Yet I have spoke seen and spoke to everyone that was on that team with me more than once already.  I consider this group as a high-performing group because everyone did their part and together we got the job done.  I would be happy to work on a team with this group again.  I did not find it hard to leave.      

The team I found hardest to leave was my women church group.  It was a time in my life when I felt lonely and depressed I was new in town and my husband was spending a lot of time at work.  We were a group of about five sometimes six women.  No real agenda or specific function (O’Hair and Wiemann, 2009, pp.233-35).     But we were a We went to the movies, met for coffee and desert, and discussed books.  Sure we did things to help the community collecting coats, do donate, helping at the bake sale but mostly just being there for each other.  When the year came to an end we were each headed in different directions in life, retiring, moving closer to be with grandchildren even divorce.  I may have had the hardest time saying good bye to the group because it was a social role for me (O’Hair and Wiemann, 2009, pp.246).  Perhaps I knew I would not see them again.    

Saturday, February 4, 2012

Conflict Management

This week we are holding parent teacher conference.  A letter, email and phone call have been made to assured every parent signs up for a conference time that works for them.  I also sent home reminders of the date they signed up for.  To much hand holding?  I have to know I did my part. 
I had two conferences that I was particularly nervous about one because from what I can assess the student is not progressing academically.  The parents of the student do not attend school activities and do not respond to my emails.  I often have to speak to them while they are rushing in and out the classroom.  The second conference is for a student that is not progressing academically or emotionally.  These parents I see on regular bases however mom often cries when I bring things to her attention.
            Conference number one is a know show.  I’m anger, “if they don’t care why should I!”  Because I do care, I leave a message saying how “sorry I am that we were not able to meet” and welcome them to stop by and see me any time.  I decide I will just do the best I can for the student while he is in my care. 
            Conference  number two; I ask mom many questions about what she is exhibiting at home?  Nodding my head, keep silent as long as possible, repeating back some of what she says.    She explains that dad works two jobs; dad is very unhappy and the student attends daycare at her job every Saturday.   All of which she told me that last time I met with her about his throwing objects when he is upset.  The difference this time is I am now taking responsibility for his actions when he is in my care.  I wait for silent, once she realizes I am not saying anything she looks me in the eyes.  I begin my practiced speech, “Tom has shown some behavior this week that I know he is not proud of, a few of the strategies I have been using to help support his learn to control his behavior” is a,b,c.  He feels proud when I give him a thumb up.  Her demeanor seemed to change.  Her shoulders went down, she wiped her nose she almost looked surprised.  I told her if there was anything she thought of that might help to please let me know.  She thanked me as I walked her to the door she hugged me. 

Did I seem cold and uncaring?  Did I make the mother feel like I have heard this all before?  Cause I ad.  Did I just let the parents off the hook?  Did I send the wrong message? 
 I don’t know, and honestly I know longer care. I believe my actions showed that I was focusing on the need (http://www.crnhq.org/pages.php?pID=12#skill_3).  I had decided that I had to be on the side of my student(www.thirdside.org) 

 I know what kind of people I want my students to be. I know I want them to be happy, healthy, considerate of others and curious.   


 

Tuesday, January 24, 2012

To Thy Self Be True

What I think others will say about me compared to what I say about myself is not much different. I always have a smile on my face.  I find humor in most situations.  I’m kind, helpful, and positive.  The glass is half fill type of girl.  I like things organized and orderly.  There are time slots in my day when my door I not opened, I don’t take phone calls, text or answer email.  I get more done being patient.  If I don’t have the answer I see nothing wrong with saying so.  If I don’t agree with you I think it’s’ alright for us to agree to disagree.  And yes I think there are no bad questions.  Is the number of people how thing this is unusual.  Or believe I must be on a great prescription.  The reality is how or what someone says to me can have me questioning my hole being, rob me of a good night sleep and steel my week-end.  I keep my composure, I effetely communicate with the person.  Then I internals every word that was spoken, every look, everybody move, posture.  Did I miss understand what they were say? Did I  respondwell?  Did I let them down? Offend them?  Look disguised? 
This week I have gained a better understanding of the functions of schemas. I can definitely see how Selective perception is a schemas challenge in my communication skills.
        

Friday, January 20, 2012

Think about the cultural diversity you see in your colleagues at school, in your neighborhood, in your workplace, and also, possibly, within your family. Consider all the aspects that make up culture, including race, religion, political affiliation, sexual orientation, varying abilities, and so on.
This was almost a trick question for me; however I must admit I do find myself communicating differently with people from different groups and cultures. As the fifth of seven daughters I did not ask therefore I did not get.  I moved cross country at the age of eighteen and yet, that stands true to this day.  
 Among my husband, daughters, colleagues and friends I am know for my willingness to speak up.  Respectfully as I possibly can, I speak up. I believe that it’s important for me to speak up for what I need in all of my relationships.  Being a professional I the early childhood field a must speak up for those who cannot speak up for themselves.  Our most vulnerable included. 
I’m embarrassed to say I have found myself communicating on a preschool leave to those who might speak English very well.  Using heavy pronunciations or speaking extremely slowly.  How about speaking loud, I pray I don’t do that! 
Based on what I have learned this week, three strategies I could use to help me communicate more effectively with the people or groups I have identified; Be an active, empathic, and patient listener. 

Sunday, January 15, 2012

Episode of a Television Show

The show I viewed was The Big Bang Theory”, the show begins with two young adults, college students, talking, the male is sitting and the female is standing.  The male is texting on his cell phone all the while.  The female looks up set her hand is on her hip. The couple is shopping in a jewelry store, maybe a gift for his mom.   I learn the gift a bracelet is not for his mom but a  different young lady, Maybe the first young lady is his sister, who was mad at him because he had not yet bought his girlfriend a birthday presents. 

 Needless to say I had miss understood the communication between the characters.  First and foremost the young man is a brilliant doctor not a college student,  the first young lady is a friend, a waitress who lives across the hall and the second young lady is a friend whom the young man is considering making the relationship into more.

 I watch most all of my television on tape because of my schedule.  I am usually doing something in addition to while viewing my taped show.  It dawned on me that for the most part I use selective listening, because I have already decided what is going to happen I only stop to listen to some of the shows.