REGISTRATION IS NOW CLOSED. We hope you will join us in 2024.
The Seventh Annual Early Childhood Educators Institute (ECEI) will be live online July 25, 27 and August 1 & 3 from 9:00 am - 3:00 pm. If you are an early childhood or primary teacher (birth to grade 3), a special educator, home visitor, or related service/CIS personnel, then this Institute is for you!
The ECEI consists of 8-11 strands. Participants choose to take one strand for the duration of the Institute. Those who wish to attend the institute only (four days of live online learning) will receive a certificate of completion recognizing 20 hours of professional development. Those who wish to extend their learning can take the 3-credit course aligned with the strand they choose and will complete the course by October 1, 2023. Courses may be taken for graduate or undergraduate credit. Course takers will receive a grade on their transcript in lieu of a certificate of completion. 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. All courses are aligned with the Vermont Early Learning Standards (VELS) and the Vermont Guiding Principles for Full Participation of Each and Every Child, which are central to a shared vision for young children in Vermont in the years from birth through Grade 3. Participants taking the course must also attend all four online days of the Institute session they choose and complete coursework through September.
The four-day institute will take place online and is fully interactive using Zoom videoconferencing on July 25, 27, and August 1 & 3 from 9:00 am - 3:00 pm each day. Some coursework may require reading before the institute, and all courses continue after the institute until October 1, 2023. There are links to full course syllabi in the strand descriptions below. Any required books are not included in the course/institute costs.
Camille Catlett is a consultant based in Carrboro, NC. Her work with talented partners on the Crosswalks project yielded a flexible and evidence-based model for increasing the emphasis on culture, race, and language in higher education courses, field experiences, and programs. That model was revised in 2009 to incorporate an emphasis on children with disabilities and inclusion and has been successfully replicated in community colleges in five states and shared in this Blueprint document. Through technical assistance, research, presentations, writing, and product development, Camille is currently working with faculty and leaders in multiple states to incorporate an explicit and intentional emphasis on culture, equity, language, diversity, and inclusion in early childhood and early childhood special education coursework, field experiences, and program practices.
Theressa Lenear began her journey in early childhood education as a Head Start parent in 1969 in Fairbanks, Alaska. In that time, she has worked with many young children in multiple settings in both Alaska and Washington state. Her current focus centers on teaching, mentoring and coaching those wishing to strengthen their skills in providing services and resources relevant to the diverse children and families in their communities. She earned both her Bachelor and Master of Arts degree in Human Development with a specialization in Bicultural Development from Pacific Oaks College Northwest. She is a faculty member at Goddard College in the Education BA/MA degree program and was a part time instructor at several of the local Community Colleges. Working in her community is a cultural expectation and a collective responsibility. Theressa co-leads the Teaching Umoja Participatory Action Research 15 Year Commitment with Dr. Sharon Cronin, examining ethnic identity, bicultural, cross-cultural and triliteracy development of children of color. This work has been a collaborative effort with diverse co-researchers from across the United States and the communities of Port Royal and Moore Town, Jamaica. As a member of the African American Childcare Task Force and the Culturally Relevant Anti-Bias Education Leadership Project, Theressa is actively engaged working with others on issues of equity and social justice. Her 6 grown children, 14 grandchildren and 6 great grandchildren are her inspiration and keep her grounded in the work.
Ann Moore started her non-traditional higher education journey at Franconia College in NH in the mid-1970s. It was at Franconia that she began to take part in self-directed learning, social justice efforts, and to expand her interest in the arts and photography. Her long career and other endeavors have involved fighting the good fight for social and economic justice in her community and advancing Early Childhood Education. Ann is an adjunct faculty member with the Community College of Vermont. She also coordinates the VTAEYC Exchange, which aims to inspire learning and action where early childhood intersects with society’s most pressing issues. The work is led by Fellows who explore, engage, and offer opportunities and resources to their communities.
Sharron Harrington is the Executive Director of the Vermont Association for the Education of Young Children (VTAEYC) and has been a strong supporter of the Early Childhood Educators Institute since its inception 7 years ago. Sharron was previously the interim executive director at VTAEYC and previously served as VTAEYC’s board president. She is deeply knowledgeable about VTAEYC and has developed her expertise from both teaching and working within Vermont’s early childhood education system. Prior to working at VTAEYC, Sharron was Let’s Grow Kids’ senior programs manager for southern Vermont.
Pricing for the Institute is as follows:
4-Day Institute + Professional Development Hours (online) | $200 |
4-Day Institute + 3-Credit Course (online) | $635 |
Textbooks are not included in the amounts above.
Possible Funding Sources: Last year, there was funding available that allowed the majority of registrants to attend for free. Unfortunately, that funding is NOT available this year. However, here is a link to other possible funding sources. You will need to know how you will be paying for the institute/course when you complete the registration form.
Times | July 25 | July 27 | August 1 |
August 3 |
9:00-9:45 |
Plenary Speaker: Camille Catlett live via Zoom | Plenary Speaker: Theressa Lenear live via Zoom | Plenary Speaker: Ann Moore & The Exchange Fellows live via Zoom | Plenary Speaker: Sharron Harrington live via Zoom |
9:45-11:00 |
Live, interactive Zoom video instruction for each session/course | Live, interactive Zoom video instruction for each session/course | Live, interactive Zoom video instruction for each session/course | Live, interactive Zoom video instruction for each session/course |
11:00-11:15 | Break | Break | Break | Break |
11:15-12:00 | Individualized, asynchronous, synchronous work | Individualized, asynchronous, synchronous work | Individualized, asynchronous, synchronous work | Individualized, asynchronous, synchronous work |
12:00-1:00 | Lunch on your own | Lunch on your own | Lunch on your own | Lunch on your own |
1:00-1:45 | Zoom video instruction for each session/course | Zoom video instruction for each session/course | Zoom video instruction for each session/course | Zoom video instruction for each session/course |
1:45-3:00 | Individualized, asynchronous, synchronous work | Individualized, asynchronous, synchronous work | Individualized, asynchronous, synchronous work | Individualized, asynchronous, synchronous work |
For more information, please contact ECInstitute@castleton.edu.
REGISTRATION IS NOW CLOSED. We hope you will join us in 2024!
Select a strand title below to read the description. You will be asked to make a first and second strand choice when registering for the Institute. If your first choice is full or has been cancelled, you will automatically be registered for your second choice. You will be notified of the change.
Please note that some strands/courses require reading before the Institute. For more information about pre-reading, please refer to the syllabi linked after each strand/course description, or reach out to the instructor.
Session Title | Building Strengths and Resilience in the Face of Adversity |
Instructor | David Murphey, Ph.D. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C18 Undergraduate: EDU 4515 CFS10 |
Session Description:
This course will explore the science of stress (particularly the toxic stress that can accompany trauma), the childhood adversities that can underlie the manifestations of stress, and the strategies that parents and other caregivers can enlist to promote young children’s resilience. Examples of evidence-based interventions designed to help children move beyond trauma and re-establish positive developmental trajectories will be presented.
Audience: Birth through age 8.
Intended Outcomes:
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Session Title | Creative Techniques for Working with Trauma-Impacted Children and Families |
Instructor | Michele Feiner, M.Ed. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C14 Undergraduate: EDU 4515 CFS6 |
Session Description:
According to SAMHSA (Substance Abuse and Mental Health Services Administration) 2/3rds of children report experiencing at least one traumatic event by age 16. Potentially traumatic events might include things such as abuse, community or school violence, natural disasters, grief, serious accidents or illnesses and many others. Understanding how to recognize these signs in the children in our care is the first step in our ongoing goal to best care for and teach them. Recognizing the possible problematic resultant behaviors is the second and then having strategies in our tool box to help them recover and thrive is step three. Having the knowledge to be considered a trauma-sensitive educator is not only a “nice skill”, it is critical tool.
Audience: 3 years through age 8.
Intended Outcomes:
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Session Title | Curriculum Development for Nature Based Early Childhood Educators |
Instructor | April Zajko, M.Ed. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C20 Undergraduate: EDU 4515 CFS12 |
Session Description:
Early childhood educators who support a nature-based approach in their classroom often discover that they need to embrace a unique design to curriculum development. This curriculum work often differs from conventional approaches included in college or previous internship experiences. In the context of examining indoor and outdoor environments, teachers will discuss how to utilize nature to foster skill development in young children and how to meaningfully embed early learning standards in a nature-based program. We will discuss how we can incorporate authentic observations to assess and monitor our student’s growth and to continually enrich our programs. Participants will feel empowered to incorporate developmentally appropriate teaching practices including: interactions, learning environment (indoors and outdoors), daily schedules, routines, and implement a dynamic nature-based approach in their classrooms. Participants will design a nature-based integrated curriculum unit that includes language and literacy, mathematical thinking, nature and sciences, social studies and creative expression for early education. Due to the small class size and course format, participants will have the opportunity to reflect on their current practices as they begin to consider and solidify new concepts presented.
Audience: Birth through age 8.
Intended Outcomes:
Define how nature-based early childhood programs can promote whole-child development with nature as the organizing concept of the curriculum.
Discuss the developmental benefits of a nature-based approach for early childhood education.
Integrate developmentally appropriate teaching practices into their classrooms by considering adult/child interactions, offering nature-rich learning environments both indoors and outdoors, developing uninterrupted blocks of time in the daily schedules for deep engaged learning, examine daily routines, and develop strategies that honor children’s ownership of their learning.
Explore ways to incorporate authentic observations to assess and monitor our student’s growth and to continually scaffold student learning & enrich our programs.
Practice creating meaningful learning experiences for children with an intentional cycle of objective observation, documentation, reflection, and response.
Utilize a nature-based approach for building early learning skills based on the Vermont Early Learning Standards (VELS)
Reflect on one’s professional role as a teacher and consider how to apply new concepts for nature-based teaching practices.
Design a nature-based integrated curriculum unit that includes language and literacy, mathematical thinking, nature and sciences, social studies and creative expression for early education.
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Session Title | Curriculum Toolbox for Infants and Young Toddlers |
Instructor | Abigail LaBounty. M.Ed. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C16 Undergraduate: EDU 4515 CFS8 |
Session Description:
Working with infants and young toddlers requires daily routine caregiving: changing diapers, making bottles, and going to (what sometimes feels like) great lengths to get a fussy child down for a nap. However, children need you to go above and beyond daily caregiving. The unique stage of infancy requires a unique curriculum infused with intentionality. This course will guide participants in a critical evaluation of what “curriculum” means for teachers of infants and young toddlers, and how we can go about crafting the best possible curriculum for the actual individual children in our care within the context of broadly known child development. We will explore why infants and young toddlers need curriculum as much as elementary school children. We will investigate the unique aspects of infants that call for a unique curriculum. We will examine several curriculum philosophies and practice putting them in motion. We will consider how to incorporate families during every step along the way. Participants will leave with a toolbox of skills and digital materials for kickstarting curriculum in an infant or young toddler class.
Audience: Birth through age 8. Strongly recommended for birth through age 2.
Intended Outcomes:
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Session Title | Deeper Learning: Engaging our youngest citizens and ourselves |
Instructor | Laura MacLachlan, M.Ed. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C17 Undergraduate: EDU 4515 CFS9 |
Session Description:
Using the world we live in as a laboratory for learning, this course will put everyday tools and experiences into the hands and minds of each child to create equitable and accessible learning opportunities. Explore everyday phenomena to create opportunities for all learners to reflect and share their understanding of the world and how it works. Engage in productive talk to develop and explore the individual and collaborative understanding of the world. Learn how to document (and assess) student learning using project management tools that will send a message to the learners and their families that “work” is valuable and meaningful. Re-imagine your role as an educator and the importance of preparing your students on the road to becoming thoughtful and engaged citizens. This course best supports educators of learners from age 3 to grade 3.
Audience: 3 years through age 8.
Intended Outcomes:
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Session Title | Forest and Nature-Based Approaches for Early Childhood |
Instructor | Michelle Black, M.Ed. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C11 Undergraduate: EDU 4515 CFS3 |
Session Description:
Forest and nature-based early childhood programs are holistic, interdisciplinary, and sensory-based approaches to learning. These philosophies aim to foster students’ independence and initial understandings of their interconnectedness with the natural world. Forest and nature-based approaches create a space for children to cultivate their natural sense of awe and wonder. Children come away with a deep level of comfort with and love for the land they play and learn on.
Audience: Birth through age 8.
Intended Outcomes:
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Session Title | Introduction to the Reggio approach: Do nothing without joy! |
Instructor | Jeanne Goldhaber, Ed.D. & Susan Torncello, M.Ed. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C15 Undergraduate: EDU 4515 CFS7 |
Session Description:
How do we view children? How do we interpret our roles as early childhood educators? How do our families participate in their children’s educational lives? What role do our programs/schools have in our communities? And how do we nurture joyful relationships among all of the protagonists identified above?
These questions will frame our discussions of the Reggio approach, including its historical-cultural context and social-constructivist underpinnings (Piaget, Vygotsky, Montessori, Dewey, etc.). We will consider how its principles, values and image of the child, teacher and family shape the daily joyful life of the early childhood programs of Reggio Emilia (for example, decisions related to the layout of the physical environment, the selection and presentation of materials, the daily schedule, family involvement, engagement in the greater community, etc.) and its interpretation of the role of the teacher.
Throughout this course, students will have opportunities to reflect on and share their own contexts and consider how they might look to Reggio Emilia’s elegant interpretation of social constructivism to embolden and bring joy to their own particular programmatic daily-life decisions. This course is designed for students who are unfamiliar with but interested in learning about the Reggio approach, as well as for those who are looking for an opportunity to further their understanding of its philosophical and pedagogical perspectives and implications.
Audience: Birth through age 8 educators, curriculum coordinators, and program administrators
Intended Outcomes:
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Session Title | Leadership, Mentoring & Supervision for Early Childhood Practitioners |
Instructor | Michelle Faust, M.S. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C13 Undergraduate: EDU 4515 CFS5 |
Session Description:
This course focuses on the development of leadership and mentoring by practitioners in early education and afterschool settings. It provides a basic understanding of leadership and group dynamics theory including goal setting, decision making, delegation, motivation, hiring and evaluating staff, and performance evaluation. Students will develop a personal philosophy of leadership and become familiar with strategies for mentoring early childhood and afterschool professionals.
Audience: Birth through age 8.
Intended Outcomes:
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Session Title | Mentor Pedagogy: The Principles, Practice, and Profession of Providing Expert Guidance - Mentoring Skills in the Early Childhood Profession |
Instructor | Brenda Schramm, M.S. & Scott Noyes, B.S. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C19 Undergraduate: EDU 4515 CFS11 |
Session Description:
This course for mentors includes the following topics. If participant is not taking the course for credit, they will not receive exposure to topics 9-13.
Exploring the 8 Stages of the Consultation Process
Discovering and Using Professional Boundaries
The Six Levels of Mitigated Speech
The Differences Between Deficit & Strength Based Mentoring - Appreciative Inquiry
How to Approach Difficult Conversations
Examining Tact and Diplomacy
Learning to Offer Constructive Feedback
Studying Active Listening
Generational Differences
Quiet quitting explained: Everything You Need to Know
Time Management Skills
Temperament
Communication Styles & Conversational Intelligence
Audience: Mentors, or those who would like to mentor adults working with children birth through age 8.
Intended Outcomes:
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Session Title | Supporting the 'Social' in Social Emotional Learning: The Foundations for Effective Communication in Young Children |
Instructor | Laura Bonazinga-Bouyea, M.S. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C12 Undergraduate: EDU 4515 CFS4 |
Session Description:
Effective communication involves a back-and-forth interaction between social partners. Additionally, the quality of social connection and exchange of information relies upon how one manages emotional experiences. The development of effective social communication and social emotional regulation begins in infancy and continues to expand across our lifetime. Within the context of secure relationships, exploration, play, emotional signaling, and other social emotional competencies, young children strengthen the foundation for effective social exchange.
This course will explore how educators can create the optimal environment, using neurodiversity-affirming practices and leaning into preferences and tendencies, to foster engagement, social emotional regulation, and social communication for all children. We will explore sensory processing systems that support social emotional well-being, and individualized tools for coregulation. Participants will engage in readings, discussions, simulations, and guided application as they develop and design strategies and practices that draw from universal design. These practices celebrate children as their authentic selves, balance guided and unguided opportunities for exchange, and hone children’s capacity for social emotional regulation and effective communication.
Audience: Birth through age 8.
Intended Outcomes:
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Session Title | Therapeutic Work with Young Children in Classroom Settings |
Instructor | Donna Bailey, M.Ed. & Becky Bertrand, B.S. |
Credits | 3 |
Course Numbers | Graduate: EDU 5515 C10 Undergraduate: EDU 4515 CFS2 |
Session Description:
This course will focus on providing therapeutic learning and/or healing experiences in a classroom setting for young children who, for either internal or environmental reasons, struggle in their relationships with the people in their world. An overview of normal social/emotional developmental milestones Birth - 5 will be shared and discussed. We will examine the personality traits and knowledge base that are critical for teachers to possess in order to succeed in this challenging and highly rewarding work. We will also explore how curriculum, physical environment, and program supports can either hinder or advance this work. We will look at issues such as attachment, parent support and education, strategies for working with children who are acting out, and effective reflection time and supervision, to name a few. The course will entail a mix of didactic presentation, small group and one-on-one modalities. Participants are asked to bring in case examples of children and family situations that have presented challenges in their work or their programs
Audience: Birth through age 8.
Intended Outcomes:
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