From the NAYEC Standards:

STANDARD 6. BECOMING A PROFESSIONAL

Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Key elements of Standard 6

6a: Identifying and involving oneself with the early childhood field

6b: Knowing about and upholding ethical standards and other early childhood professional guidelines 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.

6d: Integrating knowledgeable, reflective, and critical perspectives on early education

6e: Engaging in informed advocacy for young children and the early childhood profession

How I uphold this Standard in my Practice:

Teacher Collaboration

My school is a collaborative and team-supported environment. We have weekly all-staff meetings to discuss whole-school matters. At the end of the whole-school discussion, we adjourn to meetings with our specific learning communities. During these times, my Early Childhood Colleagues and I share work from our classrooms and seek support, advice, and constructive feedback from our peers. Through this work I am not only supported in being more effective in my classroom, but am able to become informed on the work, learning, and developments in other classrooms as well as informed on the struggles and challenges that correspond to those age levels.

Early Childhood Breakout Session Documentation Walk Protocol

This is an example of one of the above-mentioned breakout sessions. Through this exercise, I was able to engage with, analyze, and ask questions about the work of students aged 3-6. Through this exercise and others like it, I have gained extensive knowledge about developmentally appropriate practices for each age, as well as creative methods for reaching a variety of learners at these ages. In my coming years of teaching, I aim to research other protocols like this one and to volunteer to run them so that I can help both myself and my colleagues to continue development on this standard. 

Professional Growth

Please refer to my Professional Activities section for a summary of my Professional Development Activities.

These Professional Development sessions represent the kind of learning opportunities that I pursue in order to inform my practice. It is important to me to both become well-versed in the practices and principles of Reggio-Emilia Inspired Education and to collaborate with other educators in Washington, DC on marrying Reggio practices with DCPS standards. Additionally, I seek out opportunities to engage in workshops and classes on effective strategies for working with students with learning differences. As a teacher-researcher, I find it important to take advantage of any and all opportunities to learn from education professionals in my field. 

Please refer to my Professional Learning  section for a summary of the Early Childhood Education courses I have taken.

As a member of the 2012 cohort of Center for Inspired Teaching’s Teacher Certification Program, I have spent the last two years taking rigorous courses on pedagogy, method, and educational theory. These courses have challenged me, enlightened me, and supported me in my growth as a reflective practitioner. 

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