Tracy Michelle Smith-Michnowicz 11 Spring Lane, West Hartford, CT

Transcription

1 Tracy Michelle Smith-Michnowicz 11 Spring Lane, West Hartford, CT Education University of Connecticut Graduate Certificate in Adult Learning Anticipated Date of Completion: May 2015 Saint Joseph College, West Hartford, CT Master of Arts, December 2005 Early Childhood Education/Special Education Birth to Kindergarten Central Connecticut State University, New Britain, CT Bachelor of Arts, May 2001 Major: Psychology; Minor: Sociology; Focus: Education Professional Department of Public Health Certifications Early Childhood Education Consultant; February 2013 Peaceful Touch, USA Healthy touch curriculum and professional development training for early childhood educators serving to raise awareness about the benefits of nurturing touch. Trainer; Date of Completion: August 2012 International Association of Infant Massage, USA Certified Educator of Infant Massage; Date of Certification: July 2010 Work Experience Quinebaug Valley Community College (QVCC), Danielson, CT Adjunct Lecturer August 2006 Present Early Childhood Education (ECE) classes taught include: ECE 182 Child Development ECE 103 Creative Experiences for Young Children ECE 109 Mathematics and Science for Young Children ECE 215 The Exceptional Learner. ECE 231 Early Language and Literacy for Young Children Cultivate a safe and mutually respectful classroom community. Foster a culture of participation and optimal learning by being mindful of students hierarchy of needs and zones of proximal development. Plan experiences, discussions, lectures and assignments to develop student s understanding of early childhood topics, research and theory. Guide students to reflect on their own teaching practices and life experiences through the perspective of new learning in and outside of the classroom. Create interpersonal learning experiences to enhance reflection on topics, gain new perspective, and work collaboratively with peers. Develop hands-on experiences to foster understanding of and connect theory to practice in the early childhood classroom. Design curriculum, assignments and assessments in alignment with the Connecticut Common Course and NAEYC Associate Standards. Develop, implement and modify course content to meet the diverse needs of the student population, including those with special needs.

2 Provide opportunities for students to identify and use professional resources. Construct detailed rubrics for all written assignments. Create formal and informal assignments for students to apply general education foundation skills. Collaborate with colleagues in preparation for and maintain NAEYC Accreditation using the NAEYC Associate Standards. Attend and participate in QVCC student functions. Create and implement a Peaceful Touch training for QVCC student teachers. Child Developmental Laboratories (CDL) - University of Connecticut, Storrs, CT Acting Master Teacher August 2013 Present Supervise, train and evaluate student teachers. Coach student teachers in developing observation skills, understanding individual children s development, and supporting children s next steps in development. Foster student teachers understanding and application of the Connecticut Early Learning and Development Standards. Conference with student teachers weekly regarding classroom performance and written assignments. Provide student teachers with written feedback on all weekly assignments. Collaborate with student teachers in creating, revisiting and striving for weekly learning goals. Coach student teachers in creating and providing meaningful learning experiences and authentic weekly classroom curriculums. Model using and support student teachers implementation of the Ages and Stages Questionnaires. Support student teachers in creating individual child portfolios. Model and mentor student teachers in conducting family conferences. Create and implement a Peaceful Touch training for student teachers. Responsibilities of Master Teacher also include those of Teacher listed below. Teacher January 2006 August 2013 Supervise, train and evaluate fieldwork students and student staff. Support student-child interactions to ensure quality care and education for children and to support students in building relationships with children and feeling successful in their teaching. Relate students classroom experiences to child development and education formally within conferences and trainings and informally within the classroom. Conference with students regarding their teaching performance in the classroom. Collaborate with students in creating learning goals within their zone of proximal development. Conference with fieldwork students regarding their planning, implementation and reflection of learning experiences. Create and implement student training sessions focusing on the individual needs of the children and classroom, NAEYC, Connecticut state licensing requirements, health and safety, ethical standards, professionalism within the classroom, and various early childhood topics. Co-create and lead a student training session focused on yoga and young children. Teach children ages six weeks to thirty months. Create and provide nurturing responsive care to children, fostering a classroom community in which children feel safe, cared for, and respected in order to support children s autonomy, risk taking, cooperation, reciprocity and empathy.

3 Plan and implement developmentally appropriate curriculum based on observation of individual children s needs, development and interests. Create play experiences to support children s social skills, emotional heath, cognitive development, language development, and physical growth. Apply the Connecticut Early Learning and Development Standards when documenting observations of children and planning weekly curriculum. Establish and maintain reciprocal relationships with families and caregivers that focus on trust, mutual respect, cooperation, shared responsibility and shared goals. Provide curriculum that foster children s home culture and language. Communicate with families verbally each day and weekly though . Prepare and conduct three family conferences per year. Develop and write individual children s developmental narratives and portfolios twice per year. Evaluate children twice a year using the Ages and Stages Questionnaire and Ages and Stages Social-Emotional as necessary. Co-develop the student evaluation with emphasis on student-child interaction, professional responsibility, and health and safety. Establish a strong, cohesive, collaborative team with co-teacher to ensure best practice. Create and organize the CDL s Semi-annual Children s Clothing Swap, fostering family and community partnerships and the CDL s going green initiative. Facilitate an annual infant massage class for families with infants under the age of one year. Interpret and implement the Bingham Pro-social Childhood Preschool Curriculum within the infant classroom. Collaborate with co-teacher and colleagues in preparation for and maintain NAEYC Accreditation. Creative Childcare Center University of Connecticut Health Center, Farmington, CT Teacher May 2004 December 2005 Act as a model for fieldwork students from Central Connecticut State University. Develop and write developmental narratives on individual children; developmental narratives used as a model for other teaching staff. Create a center-wide format for weekly curriculum planning focusing on children s development and interests. Cultivate and provide an environment in which the children feel secure, relaxed and comfortable in order to foster autonomy, exploration, reciprocity and empathy. Develop and implement curriculum based up individual children s development and interests. Build respectful, reciprocal, meaningful relationships with families to best meet the needs of the children. Create curriculum that supports children s home culture and language. Provide a variety of materials and opportunities for children to have hands on, meaningful experiences. Implement ongoing, strategic, purposeful and developmentally appropriate developmental observation assessments. Collaborate with staff members to ensure the proper care, education and safety of the children. A. J. Pappanikou Center University of Connecticut Health Center, Farmington, CT Research Assistant April 2002 January 2004

4 Act as interventionist to families and childcare teachers of children ages birth to three, participating in the grants Social Competence Curriculum and Childcare for Children with Complex Medical Needs. Deliver positive behavioral and educational interventions to young children in a variety of natural environments. Evaluate behavioral, social, medical and inclusion needs of children. Build reciprocal relationships and collaborate with families, childcare teachers and interdisciplinary teams including Birth to Three. Analyze, evaluate and interpret information collected from standardized and observational assessments including the Battelle Developmental Inventory and Preschool Language Scale. Collaborate with families and childcare teachers to develop comprehensive goals and plans focusing on behavior management, adult-child interactions, peer interactions, inclusion and advocacy. Model, support and guide goal strategies with families and childcare teachers. Share information regarding curriculum development, child development, adult-child relationships, peer relationships, support systems, environmental adaptations, and the importance of play with families and childcare teachers. Support and guide families in obtaining appropriate family community resources. Li l Rascals Daycare Preschool, Meriden, CT Teacher March 2001 September 2001 September 1994 August 1998 Create and uphold meaningful relationships with children, families and staff members. Provide a nurturing, loving and secure environment for children ages six weeks to five years. Develop and implement developmentally appropriate individualized curriculum. Create an environment that fosters cognitive, sensory motor, language/communication, physical and personal/social development through play. Open and close the center. Education Department Central Connecticut State University, New Britain, CT Tutor Corps Coordinator August 1998 November 1999 With collaboration from classroom teachers, tutor Hartford, Connecticut first graders in mathematics, reading, and writing within their zone of proximal development. Provide a nurturing and safe yet challenging learning environment in order for the children to take risks and feel successful. Nurture and guide positive interpersonal relationships between children. Recruit and supervise thirty plus tutors to the program. Conduct and develop group and individual training sessions for incoming tutors. Create tutor assessment methodology and grant proposals. Conduct tutor reviews. Provide progress reports to administrative personnel. Volunteer Experience The Connecticut Office of the Child Advocate, Hartford, CT Volunteer October 2000 April 2001 Research the care the Connecticut Department of Children and Families provides for children sent out of the state for resources Connecticut is unable to provide. Review cases and give input to Advocates. Witness the review of current cases.

5 Observe seminars, meetings and lectures relating to child advocacy within the office and at the State Legislature. Evaluation Tool Experience Connecticut Early Learning and Development Standards Ages and Stages Ages and Stages Social-Emotional Focused Portfolios System Connecticut Preschool Framework Connecticut Guidelines for the Development of Infant and Toddler Learning ITERS ECERS Battelle Developmental Inventory Preschool Language Scale Research University of Connecticut, Storrs, CT Experience April 2011 Study Title: Implementing Nurturing Touch within Early Childhood: A Three-Year Follow- Up of Children and Adults. Purpose: To follow up and evaluate the Peaceful Touch training from the perspective of teachers after three years of implementation. Peaceful Touch (PT) is professional development training for early childhood educators serving to raise awareness about the benefits of nurturing touch Goal: To document teacher insights of their own growing awareness and intentional use of nurturing touch based on the following themes: (a) Evolution of teacher awareness of their own intention of touch. (b) Development of interactions and connections with children and the impact they have on the cultivation of a healthy classroom. (c) Adult mindfulness about touch and the implications on children s development of body-ownership and awareness. Implications: (a) As teachers became increasingly insightful and sensitive to the use of PT through the day, they discovered a direct effect the touch had on the children. It would seem touch mindfulness in teachers led to touch mindfulness in children, fostering interpersonal sensitivity and prosocial behaviors among children and in turn supporting children s learning. (b) The continued cultivation of understanding about PT supported by the director as well as teachers has allowed PT to flourish and become a central part of the school s philosophy. Teachers continue to use PT intentionally in their daily practice and have become increasingly sensitive to it s role in supporting the development of children. Presentation 20 th National Institute for Early Childhood Professional Development, NAEYC Research Poster Presenter, June 2011 Poster Title: Implementing Nurturing Touch within Early Childhood: A Three-year Follow-Up of Children and Adults Recent Active NAEYC Membership Professional Since 2005 Development Proponent of Play, Jeff Smithson Spring 2014 Connecticut Mandated Reporter Training, DCF May 2014 Attendee of Connecticut Early Childhood Education Cabinet Meetings Connecticut Early Learning and Development Standards Webinar December 2013 Recertification in CPR and First Aid, Red Cross

6 June 2013 CT Early Childhood Consultation Training January th National Institute for Early Childhood Professional Development, NAEYC June 2011 Nature Explore Workshop August 2010 Supporting the Needs of Diverse Families, SERC June 2010 Connecticut Guidelines for the Development of Infant and Toddler Learning, EASTCONN March 2010 Reflective Practice Training, UCONN August 2009 Prop and Puppetry in the Early Childhood Classroom, UCONN August 2008 Conference: Together We Will: Create Motor and Movement Experiences for Young Children, SERC April 2008 Peaceful Touch Training August 2007 Conference: Together We Will: Explore the Issues that Put Young Children at Risk, SERC April 2007