Early Childhood Educator's Summer Institute 2019

The Early Childhood Educator's Summer Institute is held at Castleton every summer. If you are an early childhood or primary teacher, a special educator, home visitor or related service/CIS personnel, then this Institute is for you!

The Institute consists of fourteen sessions. For those who wish to attend the institute only, you will receive a certificate of completion for 32 professional development hours. For those who wish to extend their learning, there are thirteen hybrid courses aligned with those sessions. The courses are designed to deepen practice, meet child care professional development requirements, and contribute to early childhood or elementary educator licensing competencies and/or renewal of educator licenses and endorsements. These 3-credit courses are a component of the Vermont Early Childhood Educator’s Institute at Castleton University, developed by the Vermont Higher-Education- Early Childhood Consortium. All courses are aligned with the Vermont Early Learning Standards (VELS) and the Vermont Guiding Principles for Full Participation of Each and Every Child. Both are central to a shared vision for young children in Vermont in the years from birth through Grade 3. Courses may be taken for graduate or undergraduate credit or count toward required professional development hours. Participants looking to add the credit option will attend all four days of the session they choose and complete additional assignments.

The Institute takes place at Castleton University from Monday, July 22 through Thursday, July 25 from 8:30 am - 4:30 pm each day. Some sessions taken for credit require work before and after the Institute ends. Instructors can provide full course syllabi. Required texts are not included in the session tuition.

Pricing

Pricing for the Institute is as follows:

The cost of the institute includes continental breakfast, lunch, and an afternoon snack each day (Monday - Thursday). Information on financial assistance is available. 

Lodging is available in University residence halls (dormitories). Bed and bath linens are included. If you select a double occupancy room and do not request a roommate, one will be assigned to you.

Prices for these accommodations are as follows:

*Please note: A key deposit of $40 (cash or check only) is required upon arrival. Deposit is refunded when key and card are returned.

For more information on the Institute or corresponding courses, please contact Ric Reardon. 

For more information on the registration for either the Institute or sessions, please contact Bethany Sprague.

For more information on lodging, please contact Brigette Olson. 

Session Information

Select a session title to read the description. You will be asked to make a session selection when registering.

Infants & Toddlers

Session Description: This session provides an overview of the development and education of infants and toddlers and will emphasize relationships as the basis for learning and growth during this critical stage. The session will emphasize the important role of families and communities in infant and toddler development. The session will emphasize the diverse social contexts in which early care and education for infants and toddlers exists. Additionally, the session will explore the socioeconomic and political issues and challenges that families and caregivers face related to quality, accessibility to, and affordability of high-quality care and education programming for infants and toddlers.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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Legal and Financial Issues in Early Childhood

Session Description: This session is designed to provide an in-depth study of the fiscal and legal implications practiced by early care and education center directors. The focus is placed on facility operation and management, legal, ethical, financial, and personnel issues associated with early childhood and school-age care professionals as well as those who are seeking to become program directors. This session fulfills a requirement of Step 2 of Vermont’s Early Childhood and Afterschool Program Director Credential.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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STEM in the Early Years: Engaging Children in Ongoing, Hands-On Investigations

Session Description: Educators will investigate ways STEM (Science, Technology, Engineering and Mathematics) provides opportunities for children to extend their natural curiosity while providing them with direct experiences with hands-on STEM learning materials, events and ideas imperative for later learning.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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Therapeutic Work with Young Children in Classroom Settings

Session Description: This course will explore ways of providing therapeutic and/or healing opportunities in classroom settings for young children who, for either internal or environmental reasons, struggle in their relationships with the people in their world.

Prior to the institute please obtain and become familiar with “Unsmiling Faces” by Leslie Koplow, and “I’m Home! A Manuel for Providing Therapeutic Childcare” by Russell, Bouffard, Wallace, and Harding. 

Please contact the instructors with any questions, for a list of required readings, or for a full course syllabus.

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Accelerated Peer Review Portfolio

Session Description: This course will guide students’ understanding of all requirements of the Vt. Agency of Education’s Peer Review Portfolio process and support their writing and documentation of Vermont’s Early Childhood Competencies and Core Teaching Standards, as well as student teaching equivalency. Students must be eligible to meet criteria for acceptance into Peer Review, including a B.S. degree, related testing requirements; meet all Core Standards and ECE Competencies; and be willing to commit up to 8-10 hours per week through October.  

The course will include required essay writing in class - and through October (via required assignments) - to meet expectations of Part I, II, III of VT. Core Teaching Standards & ECE Competencies at 0-PK & K-3 levels.  Coursework will embed Vermont Guiding Principles (“Supporting Each and Every Young Child and Family’s Full and Equitable Participation”) and reflect the Code of Professional Ethics and Rules of Professional Conduct for Vermont Educators. There will be opportunities to learn about on-line supports available as students work towards submitting their portfolio in an electronic portfolio template/format as required by the Agency of Education.

Students will be supported in understanding the multiple components involved in the complex process of Peer Review. After learning about the requirements (via a Peer Review Clinic) students will be guided throughout the fall to meet the requirements of Peer Review’s Student Teaching Equivalency, which includes the student mentorship by a Licensed Teacher and the development and implementation of standards-based lesson plans, including the required unit plan with video documentation and required artifacts. Each Peer Review candidate’s journey is unique and the course will be tailored to support each student’s needs. Each candidate will leave the Summer Institute with a personalized learning plan to guide their process to completion.

This course requires work prior to the institute.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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Autism Spectrum Disorder: Stimulating Language, Social Communication, and Social Emotional Learning from Birth through Third Grade

Session Description: Etiology, diagnostic considerations and theoretical underpinnings for the developmental impairments exhibited across: Language, Social Relatedness and Restricted and Repetitive Behaviors and Interest will be addressed. Evaluation and practical application of emerging and established evidence-based practices for treating ASD will be discussed. Additionally, practical applications for supporting social emotional learning and managing interfering behaviors will be targeted.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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Building Blocks for Literacy®

Session Description: 

BUILDING BLOCKS FOR LITERACY^® is an undergraduate/graduate foundational course to understand the development of early literacy skills as they relate to later reading and writing skills. Originally designed as a course for early care/education providers and kindergarten teachers, this course also provides classroom elementary teachers with the knowledge to apply effective intervention for struggling Grade 1-3 readers. Building Blocks provides a conceptual understanding of the research-based components necessary to deliver effective language learning opportunities in early care and education/Pre-K settings to assure later literacy success. Participants will learn how language acquisition, phonological awareness, shared book reading and the speech to print connection help children acquire early literacy skills. The course emphasizes the specifics of phonemic awareness and matching speech sounds to the varied letter representations to support early elementary students who struggle learning to read and write. Building Blocks is aligned with the Vermont Early Learning Standards, integrating play-based strategies to demonstrate scaffolding skills within each key concept. Participants will become familiar with ongoing evidence-based practices that integrate current research with family and professional wisdom and values. They will also learn how to deliver these developmentally appropriate learning opportunities in a variety of settings, including individual (1:1), small group/large group, and teacher or child-directed free play.

Please contact the instructor for a full course syllabus or with any questions.

This session does require work prior to the institute.

Participants are required to purchase and read the assigned books before the start of class.  Each will create and bring a a case study of a fictional student to the first class. Format will be provided.

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Sense of Wonder, Sense of Self: Nature-based Play and Learning in Early Childhood

Session Description: Young children are mud pie makers, shell collectors, fort builders, rock stackers, and stick-sword wielders. That is, they’re scientists, artists, mathematicians, and engineers learning about the world around them.  In this course, we’ll focus on how children make sense of and connect with their world and with each other through nature-based play and learning. We’ll explore ways early childhood educators can nurture young learners by giving children opportunities to: be outdoors, explore, play, investigate, make observations using all of their senses, ask questions, collaborate, communicate, and be responsible for their own behavior and learning. We’ll introduce language and strategies to help participants create more peaceful learning communities and foster children’s curiosity, compassion and confidence.  

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

We will be outside a good deal during this course, rain or shine. In addition to the four-day institute, participants taking the course for credit will be expected to attend at least one of the follow-up Saturday sessions (August 24 OR September 21) and complete additional readings and a final paper.

This session requires work prior to the institute: Yes, pre-course readings will be shared with participants:

Chapter 9 of Lens on Outdoor Learning (“Structuring Outdoor Learning, The Environment and the Teacher”)

Pgs. 1-34 of Adventure, Play, Peace (“The Power of Play” and “More Important Than the Games”)

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The Impact of Trauma

Session Description: This is a course about trauma, attachment disorder, and resilience. This course introduces students to a variety of viewpoints on human trauma from contemporary social science disciplines with a focus on early childhood education. The course will focus on current research and interventions, as well as a historical perspective.  Students will learn about and discuss trauma and resiliency throughout the lifespan. There will be opportunities for participants to research and learn more about a focus area and a specific age group.  

Please contact the instructor for a full course syllabus or with any questions.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

Register now!

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Equity and Inclusion

Session Description: This session will focus on the connection between educational, health, social, economic, and racial disparities and the role cultural competence and humility have in addressing these inequities. Through interactive activities it will furthermore discuss content regarding the historical context of racism and other intersecting systems of oppression in the US and their long-term impact educational disparities and the overall wellbeing of young children.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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Early Childhood Special Education: Behavior Management Strategies

Session Description: This session will provide Early Childhood Educators with the skills necessary to address the behavioral needs of young children. By exploring the function and communicative intent of behavior and practicing data collection procedures, educators will be able to implement positive behavior support strategies in homes and in their classrooms that demonstrate an awareness of culturally and age-appropriate behavioral expectations and rules. Emphasis will be on collaboration with students, families, and staff to determine proactive strategies for supporting positive behavior at home and in the classroom. Specific attention will be placed on the following Recommended Practices of the Division for Early Childhood as related to assessment, environment, family, instruction, and interaction.

One week prior to the institute students will be asked to introduce themselves and describe a behavioral concern they have.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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Leadership, Mentoring & Supervision

Session Description: This course focuses on the advancement of leadership, mentoring, and supervision by practitioners in early education and afterschool settings.  Students explore historical and contemporary models of leadership and management and compare them to their own assumptions and experience within a context of unequal power relations and ongoing struggles for social justice. Participants reflect upon their own social background, culture and identity to better understand their own, and others’, strengths and evolving approaches to leadership and change. Participants assess their own purposes, values, capacities and challenges to guide their journey through the program and beyond. It provides an advanced level of understanding of leadership and group dynamics theory including goal setting, decision making, problem solving, delegation, motivation, and performance evaluation. Students will develop a personal philosophy of leadership and become familiar with strategies for mentoring early childhood and afterschool professionals.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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Engaging Families and Communities

Session Description: Students in this session will become competent at: initial engagement with families, sustaining the partnership for the benefit of children, problem-solving when concerns arise (either from the family or staff perspective) and transferring our learning to other families. We will review current research on family engagement, emerging best practice, and the growing consensus about critical staff characteristics. We will discuss and practice the creation of community support networks for families, and the role we serve as advocates for policy changes.

This course will require pre-institute work.

Please contact the instructor with any questions, for a list of required readings, or for a full course syllabus.

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