About

White Chyrsanthemum rock  from chinaThe resources of chrysanthemum stones are limited, they were discovered only in Hubei province, Hunan province, Shangxi province and Jiangxi provinces in China.

The reason this stone is the inspiration for my LLC, A Delicate Xplosion, is because it exemplifies my philosophy of human nature as well as my continued belief that even within the apparent hardness and unchangeability of rock matter there is not only the ability for shift but also for blossom.

I work with parents and teachers to facilitate their understanding of children in hopes of awakening different paradigms.

I am currently on the faculty at Prescott College in Prescott, AZ.

Below you will find information from my curricula vitae:

                                                                Education/ Certification

 

 M. Ed.                                     Counseling with a Human Relations

                                                                  Northern Arizona University, Flagstaff, Arizona, 2005.

 

Early Childhood Education

Certificate of Completion       Central Arizona College, Coolidge, Arizona, 2000.

 

Bachelor of Arts                      Secondary Education/Theater, Lawrence University, Appleton,                                                                                  Wisconsin, 1978.

 

                                                     Teaching Experience

 

Early Childhood Faculty,

Prescott College, Prescott, AZ. 2010 – Present.

-Teach Early Childhood Courses, Eportfolio, and Explorations in Interdisciplinary Studies

-Developed online ECE courses: Foundations of Early Childhood Education, Child Growth and Development and Curriculum Building through Cultural Literacy.

-Helios Scholar Project Director

-Developed recruiting efforts for enrollment of Helios Scholars from Tribal Nations in Arizona

-Designed a week-long Helios Summer Institute for scholars to develop academic skills

     necessary to their academic career

 

Courses taught:

 EIS: Explorations in Interdisciplinary Studies

This course, which begins at the required three-day on-campus residency, guides students in learning how to create their courses, identify their mentors, and carry out their studies successfully. Students learn new networking, library, writing, technology, and research skills. By the end of the Explorations course, each student will have completed a detailed Degree Plan that lays out what courses the student will take to demonstrate competence in her or his field and satisfy all graduation requirements.

 

 

Curriculum Building through Cultural Literacy: 

This class is designed to assist educators in using their home communities, its resources, cultures, and people, as tools to build a well-rounded curriculum designed to embrace the elements and influences of the ecological environment of the child, as based on Urie Bronfenbrenner’s model. Cultural literacy will be woven into each component of the cohort’s learning within their Prescott residency and continuing on the Moodle platform in this hybrid course. Throughout this class students will: study nutrition basics and prepare (2) or more meals using culturally-appropriate indigenous plants and sustainable agricultural products from Arizona; develop abilities to share music and multi-generational stories using Playback Theater; explore books and visit a library that houses a wide-selection of works by Native American authors; embrace creative processes by using natural fabrics and art materials to incorporate into lessons and create a community wall hanging; learn to envision the outdoor environment as a centers-based approach to lesson planning; and develop their own unit and lesson plans using the aforementioned components in their home communities.

Eportfolio Development Lab:

This lab provides students the basic skills for building graduation Eportfolios throughout their time at PC. Eportfolios allow students to personalize the documentation of their learning journey and showcase their accomplishments. The lab will focus on the skills necessary to navigate the Eportfolio, upload content, practice reflective writing, submit artifacts for student and program assessment, and personalize the Eportfolio.

 

Capstone Eportfolio Lab:

This lab provides students with the skills to polish and refine their graduation Eportfolios. Instructor input will guide students to enhance their reflective writing, enhance and/or add new content, organize content, incorporate multimedia, and present their senior project or student teaching work. Teacher preparation students will ensure the inclusion of all required signature artifacts for standards documentation.

Foundations of Early Childhood Education:

The aim of this course is to provide early childhood educators with broad foundational knowledge of the social, cultural, historical, theoretical, socioeconomic, environmental, legal, financial, ideological, and political dimensions of early childhood education, which involves knowledge and experience both of the birth to prekindergarten and kindergarten to grade three/age eight developmental and instructional levels. The course challenges students to think about commonly held ideas and learning strategies, and to begin to understand the influencing factors within the learning environment. The student will be actively engaged in developing a personal perspective on the functions and purposes of early childhood education (ECE). The student will develop a critical multicultural perspective which reviews the most recent schooling reforms, including but not limited to the “No Child Left Behind Act” of 2002, within the broader implications of early childhood education in federal, military, state, public, private, and tribal systems. The student will examine the impacts of education on the natural environment and the diverse human community. Students will begin a compilation of academic and professional resources, materials, and communication skills for their Adult Degree and Graduate Programs (ADGP) studies and ECE career, which include appropriate use of instructional technologies and information literacy.

 Child Growth and Development:

Through this course, the student will gain knowledge on the theories of child growth and development. The course will include content on stages of typical cognitive and physical growth for children from birth to prekindergarten and kindergarten to grade three/age eight. The student
will study children’s development through learning theories including research on brain-based cognitive development, multiple intelligences, natural and place-based environments, and culturally appropriate approaches to learning. Critical to an educator’s professional development is the teacher’s ability to assess and create age-appropriate learning strategies and environments which enhance young children’s physical growth and cognitive development.

 ECE Instructional Techniques and Methodologies:

The student will study instructional techniques and methodologies in early childhood education settings, for children from birth to prekindergarten and kindergarten to grade three/age eight, which can include curriculum that uses and honors languages; culturally and developmentally appropriate practices; different types of activity/learning centers; individualized and differentiated instruction; educational play; and multi-sensory approaches. The student will develop instructional techniques and methods for teaching subject-area knowledge in art, music, literature, language, reading, movement, mathematics, natural science, and social studies. In this course, the student will create strategies to formulate a consistent and predictable learning environment. The early learning environment shall consist of activities in indoor, outdoor, and community-based arenas offering the young children ways to be challenged and grow to their capacity.

                                      Teacher/Home Visitor/Parent Educator,

NACOG Head Start, Chino Valley Center, Chino Valley, AZ, 1994-Present.

-Planned, coordinated, and implemented Head Start goals through a parent-focused program that enhances positive learning experiences for the family, particularly in meeting the developmental needs of the children.  

Provided home-based families with information on all Head Start components: Education, Health, Social Services, Nutrition, Parent Involvement, and Special Needs.

Along with the parents, developed family activities

 Planned and prepared for weekly home visits with parents.

Made 90 minute visits each week per family.

-Worked with parents to develop and implement an educational program that includes:     appropriate child development activities, bilingual/multicultural approaches, individualized  child development plans, and evaluation of child/family progress.

Provided two group socializations per month.

For each identified special needs child, assisted parents in the development of the   Individualized Education Plan (IEP). Worked with local Special Needs Preschool to assist in IEP implementation with parent and child.

Conducted a developmental screening for each child. Trained in the use of the Dial-3,    Esi-R and Vineland developmental screening tools.

-Worked as a liaison between the families and community resources.

 –Encouraged and promoted the family’s achievement of self-sufficiency.

 –Assisted parents in determining child and family needs, provided referral and follow-upservices.

Assisted parents in developing ways of using household resources in educational activities with their children.

Maintained up-to-date, accurate records of home-based families, including all component areas

 –Attended staff meetings, training programs, and seminars.

 

NACOG Head Start OSPRI/PRISM Review Team, 2001-2003.

-Reviewed and assessed Head Start Centers in accordance with the Head Start Performance

    Standards in an effort to maintain quality services for children and their families.

-Collected data relative to the six main components of the Head Start Program: Health

    Nutrition, Education, Social Services, Parent Involvement, and Special Needs.

 

Head Start National Reporting System Administrator, English and Spanish, 2003-2007.

-Traveled to Agency Centers twice yearly to administer the NRS standardized pre and post test to pre-k students.

-Goals of the NRS were to collect data:

To enhance local aggregation of child outcome data and local program self-assessment efforts; to enable    the Head Start to plan training and technical assistance efforts; to incorporate child outcome information into future Head Start program monitoring reviews.

 Adjunct Faculty, Early Childhood Department

Yavapai Community College, Prescott, AZ, 2002-Present.

Courses taught:

ECE120. Contemporary Issues in Child Care

Exploration of the cultural, economic, historical, political and social issues in contemporary  child care programs. Emphasis on critically examining current trends and their effects       upon members of society.

 -ECE200. Introduction to Early Childhood Education

    Introduction to the field of Early Childhood Education including history, philosophy, and the application of child development techniques. Includes techniques for observing and recording behaviors, communication and guidance skills, developmentally appropriate practices and  the role of the teacher in early childhood settings. Observation and participation hours in an early childhood setting required.

 

ECE201. Introduction to the Child Care Profession

Introduction to the child care profession, focusing on child development and appropriate   learning environments for children from birth through age five. Includes child care licensing and developmentally appropriate curriculum in early childhood settings.

 –ECE202. Early Childhood Curriculum

 An introduction to methods and materials to assist young children in the learning process.    Emphasis on art, music and movement, math, science, social studies, dramatic play,technology, sensory activities and transitions, all within the context of creativity. Locating,planning, implementing and evaluating developmentally appropriate learning activities using a variety of methods and materials.

ECE/PSY234. Child Growth and Development

Development of the child. Includes genetic, prenatal, birth and postnatal influences.   Emphasis on physical, cognitive and social-emotional development and theories. Includes   positive communication with children.

 –ECE240. Family and Community Partnerships

 School and family relationships with a focus on communication, ethics, professionalism and problem-solving. Impact of the community and its resources and referral systems. Emphasis on families, diversity, multicultural issues and parent involvement.

 

Co-Coordinated Yavapai County Head Start Staff Child Development Associate Cohort 2008-2009

-Aligned coursework with:

    The National CDA Council’s CDA Competency Standards, goals and functional areas

    Head Start Federal Performance Standards

    Arizona Early Childhood Education Standards

 

DES/ Childcare Professional Trainer- Statewide Outreach (Spanish & English)  2001-Present 

-Traveled Arizona teaching 60-hour course for Child Care Professionals.

-Recruited local resources/agencies to present and provide resources for students.

 

Teacher/Site Director/Summer Camp Director

Prescott YMCA, Prescott, AZ. 1993-2000

-Classroom Preschool Teacher/ Childcare Provider.

-After School Site Director, Lake Valley Elementary School, Abia Judd.  

-Middle School “Adventure Camp” Summer Director   12/94 – 8/00.

-Summer Teen Caravan Director   6/96 – 7/00.

 

Preschool Teacher/Preschool Program Director

Irving Park YMCA, Chicago, IL, 1989-1993

-Operated Preschool programs for 3-year olds, 4-year olds, and 5-year olds.

-Taught swim lessons for 3-5 year olds.

 

                                         Presenter/Facilitator/Trainer

 

Conference presentations:

-NazAEYC, February 2011 co-presenter: Place-Based Education

-ITCA Caring & Sharing Conference, June 2011: Early Childhood Professional Pathways

-Tohono O’odham Head Start Preservice, August 2011: Early Childhood Professional Pathways

NazAEYC ECEConference,October 2011:Taking the Bully by the Horn

First Things First Childcare Coalition April, 2013: Creativity: Don’t trip on the ceiling fan

-First Things First Childcare Coalition, October, 2013: Honoring Community in the Early Childhood Classroom

 

Training Certificates:

-Trained Facilitator, Love and Logic Institute™ Denver, Colorado – October, 2011

-Parenting Counts Certified Trainer, Talaris Institute, 2011

-S*CCEEDS Trainer, ID # 2600, Career level VI-C.

    Provided trainings for entry level Early Childhood Teachers.

    Assisted individuals in Professional Development with the State Registry.

 

Workshops/Trainings:

-Presenter for the Del E. Webb Family Enrichment Center, Paulden Community School, Chino     

    Valley Head Start, Heritage Middle School, Humboldt Unified School District, Mayer   

    Elementary School, NACOG Head Start Preservice, Prescott College Cultural Diversity Week

Topics include:  Bullying, Creativity in Early Childhood, Self-Regulation, Managing ECE Classroom Behaviors, Positive Guidance and Discipline, Children’s Temperaments, Children’s Nutrition, Parents as First Educators, Family Routines and Communication, The Importance of  Fathers in Children’s Lives

-Love and Logic/ Early Childhood Parenting Made Fun Facilitator, Youth Count, Prescott Unified    

    School District 2009-present

-Professional Development, Bright Futures Preschool, Humboldt Unified School District 2011-

    present

 

                                  Leadership Experience

 

Kindergarten Transition/Family Resource Fair Coordinator, 2001-2010.

-Started a consortium of Public School and local Early Childhood Educators in Chino Valley.

-Designed and implemented Chino Valley’s first Kindergarten Transition/Family Resource Fair

    for families in the broader Chino Valley area.

-Work with local Elementary school staffs/teachers/PTSOs and Quad-City Agencies and Non-

    Profit clubs and organizations to provide information, support, and educational information

    to families.

 

Family Resource Center Board, Yavapai Regional Medical Center, 2006-Present.

-Provided oversight, support, promotion, and professional assistance for the Healthy  

    Families and First Steps programs.           

 

Chino Valley Springfest Coordinator, 2005-2011.

-Co-Developed and implemented a community event to:

    promote cultural diversity, provide fun free entertainment to children and their families,

    allow a venue for local businesses to meet face-to-face with potential consumers in an    

    effort to promote “shopping locally”.

-Coordinate and plan all Main Stage Entertainment and Game Tent activities.

-Partner with local non-profit groups in an effort to provide extended interactive activities.

-Support a preselected beneficiary non-profit group to use event as a fundraising opportunity.

 

Helios Summer Institute, Prescott College, Prescott, AZ, 2011 & 2012

-Designed, coordinated and implemented a summer institute for Helios student scholars to

     attend week-long classes, seminars and related place-based activities.

-Developed course: Curriculum Building through Cultural Literacy.

 

Yavapai County for Young Children (YCYC), Prescott, AZ, 2005-2009.

-Served as committee member in the development of the YCYC group.

-Assisted in the Community Needs Assessment process.

-Participated in promotional activities and advocacy efforts for First Things First.

-Attended Smart Start Conference in North Carolina as a representative of the Committee.                                                        

Communities for Kids “Brain Campaign” Board, Prescott Pilot Project, 2002-2005.

-Worked to promote public awareness of early brain development.

-Developed partnerships with local Medical Practitioners to distribute books for “Reach Out     

     and Read” as part of the Early Literacy Campaign.

 

DES Childcare Professional Training Modules, 2003.

-Served as a reviewer for the revised text of the DES/ CCPT Early Childhood Training text for Arizona State University.

 

NACOG Health Services Advisory Committee, 1996-1999.      

-Partnered with representatives from Navajo, Apache, Coconino and Yavapai County          

    Agencies, Schools, Health Care Professionals and Head Start parents to update and maintain 

    quality medical support for Head Start Families in alignment with the Federal Head Start

    Performance Standards.               

 

Meridian Theatre & Academy, Cofounder/Director, North Hollywood, CA, 1985-1988.

Formed local non-profit Equity Waiver Theatre to:

    Give actors the opportunity to showcase their talent.

    Take classes in Shakespeare and Film acting techniques.

    Produce experimental works.

    Support a Children’s Theatre Division.

    Partner with local Special Needs Adult program to stage productions integrating the two       

    populations.

 

                                      Community Service

– Cougar Lane Preschool, Chino Valley Arizona 2011 – present Equip Assessor (Language and Literacy)

– Chino Valley School Override Committee, 2010.

-AZAEYC Conference Emcee, 2009, 2010, 2011.

-Chino Valley Review “Parents y Niños” series. Drew together twelve community professionals  who worked in different vocational areas with young children, to write articles once a month for the newspaper. Co-translated the articles for publication, 2007.

-Chino Valley B.E.S.T School Bond Committee, 2007.

-Yavapai County Democratic Hispanic Caucus, 2007.

-Chino Valley Springfest Coordinator/M.C., 2005–2011.

-Chino Valley Parade Announcer/Committee Member, 2001-2005.                                                         

-Chino Valley Community Theatre Member/Performer, 1998-2000.          

-Show of Support Productions for Non-Profit Organizations, Performer/Fundraiser, 1999-2000.   

 

                                                 Professional Associations

– Yavapai County First Things First Early Learning Working Group 2011-present

– Inter Tribal Council Association Early Childhood Working Group 2011-present

– National Head Start Association, 1994-Present.

– The National Association for the Education of Young Children (NAEYC), 2001-Present.

                                                  

                                               

                                                Honors/Awards

-Heritage Middle School Hall of Fame; Chino Valley, May 2010.

-Certificate of Appreciation; Yavapai College, November 2006.

-Volunteer of the Month; Town of Chino Valley, May 2005.

-Volunteer of the Month; Town of Chino Valley, January 2003.

-A Champion for Kids; Children’s Council of Prescott, 2003.

 

                                                 Special Skills

-Bilingual/conversational Spanish, vision and hearing screenings.                      

                                                 Interests 

-My three sons; Reading; Multiculturalism; Neuroscience; Comedy; Yoga;

    Border Issues; Spanish.

 

                                                References

 

Danny Brown, M.Ed.

Director Teacher Preparation Program

Prescott College

220 Grove Ave

Prescott, AZ.86301

928. 350.2100

 

Vickey LaMotte, Director

Del E. Webb Family Enrichment Center

1100 E. Sheldon

Prescott, AZ 86301

928.776.2174

 

Le Anne Lawhead, ECE Department Head

Yavapai College

1100 E. Sheldon

Prescott, AZ 86301

(928)  776-2306

 

 

Rebecca Ruffner, Director

Prevent Child Abuse

3298 Bob Drive
Prescott Valley, AZ 86314
928.445.5038        

 

Mary Ellen Sandeen, Director

Partners for Healthy Students

Yavapai Regional Medical Center

1003 Willow Creek Rd

Prescott, AZ 86301

928. 771.5662

 

Kay Turner, PhD.

Bright Futures Preschool

Humboldt Unified School District

6411 N. Robert Road

Prescott Valley, AZ 86314

 

Vicky Young, PhD.

Prescott College

220 Grove Ave

Prescott, AZ. 86301

928.350.3200

 

 

 

 

 

 

 

 

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One thought on “About

  1. Thank you for sharing these provocative videos with us on your blog. I knew that technology was exploding rapidly, but seeing “Did You Know? 2013” went beyond all that I could hardly imagine.

    It was fascinating to hear about Sugata’s experiment with children in different countries. Evidently within our human DNA code, we have a need to structure ourselves within groups, communicate, and have a built in desire to learn about new things with or without challenges. I loved the concept of online grandmas praising the children and thus lifting their scores. I was someone who believed in them, loved them, and helped them along with what they wanted to learn. Perhaps that is what we as educators need to remember, or else it is so easy to become overwhelmed.

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