Learning Experience Plans - The More Detailed the Better!

Most early childhood educators spend a good portion of their time writing the learning experience plans for their classroom. Some plans are extremely detailed (especially if it is an accredited or school readiness center) and some are very basic. Plans are a very important part of every early childhood classroom.

My personal belief is the more detailed the learning experience plan the better! They are a lot of work, but they help create the best classroom environments! Plans should be written out in a way that would allow a substitute to walk into the classroom and know exactly what to do.

Let me give you an example. When writing the plan for art on a particular day, a basic plan may simply state, "String Art." As the educator writing the plan, I know what I intend to do for that planned art experience, but what happens if I'm out sick that day? A substitute can interpret string art in several different ways. However, if the plan is detailed, it may read like this:

String Art - children will use different lengths and thicknesses of string as a tool to paint with on 12 x 12 white pieces of paper while listening to music by Enya. Teachers will facilitate the activity by providing the materials, playing the music softly, and asking open ended questions. Questions teachers can ask include, "How does this music make you feel?" "Can you describe the way the string feels in the paint?" Materials: 4 trays of paint (one color per tray), string pre-cut in various sizes, white paper cut into 12 x 12 squares, and smocks. Observe how children manipulate the materials and how they respond to the music. Reflect.

When a plan is detailed, it is much easier to follow!

Support Your Colleagues

Early childhood educators do not make a lot of money. That is just a plain, simple, albeit sad fact. We spend our day caring for little ones and educating them. But, how do we treat our colleagues?

In the NAEYC Code of Ethical Conduct, there is an entire section that focuses solely on our ethical responsibilities to our colleagues. The first principle reads:

P-3A.1—We shall recognize the contributions of colleagues to our program and not participate in practices that diminish their reputations or impair their effectiveness in working with children and families (NAEYC Code of Ethical Conduct).

I have worked in centers where teachers are amazing with the children, but spend countless hours engaging in gossip and drama amongst their co-workers. To what end? To get them fired? Why? To take their position for the extra few cents it pays?

Instead, think of ways to empower one another! Take the energy spent on gossiping and use it to plan ways to support each other. Use your ability to care and nurture to do the same for your fellow teachers.

When children in our classrooms argue or fight, we work with them on conflict resolution. When a colleague does something to upset us or hurt us, what do we do? The second and third principles in the NAEYC Code of Ethical Conduct addresses this topic:

P-3A.2—When we have concerns about the professional behavior of a co-worker, we shall first let that person know of our concern in a way that shows respect for personal dignity and for the diversity to be found among staff members, and then attempt to resolve the matter collegially and in a confidential manner (NAEYC Code of Ethical Conduct).

P-3A.3—We shall exercise care in expressing views regarding the personal attributes or professional conduct of co-workers. Statements should be based on firsthand knowledge, not hearsay, and relevant to the interests of children and programs (NAEYC Code of Ethical Conduct).

Go directly to the source and respectfully discuss any issues or concerns. Don't start by telling everyone else in the center. Spreading gossip only brings hurt and harm. Talk openly and honestly with each other.

Finally, we spend our day making sure that all of the children in our classroom feel included, loved, and respected. Do the same with your co-workers. We are all different and unique. We all deserve respect and acceptance.

P-3A.4—We shall not participate in practices that dis- criminate against a co-worker because of sex, race, national origin, religious beliefs or other affiliations, age, marital status/family structure, disability, or sexual orientation (NAEYC Code of Ethical Conduct).

Early childhood educators work so hard to create positive environments for young ones. We need to do the same for each other in our centers. Take a moment to brighten each other's day!

The Power of Color

This poem was too good not to share! It makes you think differently about the colors you use in your classroom. It also gives another dimension to color other than just what a child might see.

The Power of Color

By Shelley Hoster

Close your eyes and reach inside the heart of you. Look there and you will find colorful authentic power, it’s true. See the powerful rainbow of colors inside the depths of your soul. Each one represents a different power that will help you achieve your goal. ·       GREEN is the power of growth like the leaves on a tree.  Use it to explore and change who you want to be. ·       RED is the power of energy, attention, and zest.  Use it to spark your learning and to swirl up your best. ·       BLUE is the power of focus like the river’s constant flow.  Use it to express yourself, it will show you where to go. ·       YELLOW is the power of light and gives you cheer.  Use it to shine to others and make your message clear. ·       ORANGE is the power of communication that bonds like glue.  Use it to bring fusion with others who are dear to you. ·       PURPLE is the power of dreams and to search who and where you are.  Use it to reach way up high to touch the highest star. ·       BROWN is the power of comfort, like a house safe and warm.  Use it if you need to feel secure and safe from all harm. ·       BLACK is the power of mystery and intrigue like darkness of night.  Use it to make people wonder about you and to step out of the light. ·       WHITE is the power of courage and the alertness of light.  Use it to reflect upon life and to make your future bright. ·       PINK is the power that is calm and serene.  Use it to add peace and harmony to your scene This rainbow of colors within you is a reflection of character from red to blue. Use them wisely and they will bring a prism of authentic power to you! Shelley Hoster is a preschool teacher at Jack and Jill Early Learning Center in Norcross, GA. This poem was written at the Challenging Teachers Institute in Summer 2003 after investigating how colors affect the learning environment and how all teachers have authentic powers.

A Little Play Reminder!

Remember: The most important thing you can do as a teacher is to create a play-rich environment!

Teachers Need Self-Care!

Teachers are great of taking care of the kiddos in their classrooms, but not so great with self-care! Teachers need to find ways to stay positive and focused. There are many little ways to tend to self-care!

During the day, find small ways to stay grounded.

These are some items you can keep in your desk or cabinet for a quick pick-me-up:

• Tea (Green, White, Roobios, Herbal)
• Chocolate (Dark is best!)
• Protein boosts (nuts, granola, seeds)
• Floss
• Healthy snacks (fruit, veggies, yogurt)
• Thank you notes
• Stress balls

Do you have a few minutes on break?

Here are some two-minute strategies to take care of yourself:

• Do a few yoga poses or stretches to get your blood moving and release tension
• Get out of the buildling for some fresh air and a change of scenery
• Take a mindful moment and pay attention to your breathing to center yourself (practice meditation!)

When you get home, plan some "me" time!

Here some ideas for energizing or unwinding:

• Email
• Knit
• Quilt
• Draw
• Play air guitar
• Bake cookies
• Sing

Connect with others to fill your tank:

• Share projects with fellow teachers
• Spend time with loved ones
• Spend time with animals
• Give back to your community by volunteering

Look for the positive and hang on to it for a rainy day:

• Keep a folder of kind notes or feedback from students and families
• Keep a notebook of inspirational quotes
• Record something positive each day in your journal

Chill - here were some of favorite ways to just unwind:

• Watch a mindless TV show
• Take a hot bath
• Read
• Listen to music
• Meditate
• Take a scenic drive
• Eat chocolate

Get your body moving:

• Run
• Dance
• Yoga
• Crossfit
• Go for a walk

Everyone's self-care may look a little different. There's no single way to take good care of yourself. Try some different strategies until you have a full toolbox: something that energizes you, something that helps you unwind, something that helps you manage when you're having a hard time. Self-care helps us sustain as teachers and as learners.

Getting Ready for a New Preschool Year

Whether you are a new preschool teacher or a seasoned pro, there is excitement and wonder heading into the new "school" year.  Just like children, we learn from our experiences. I would like to share a few tips to make your year successful (or reminders if you're a pro!).

• Be prepared and organized. This means having materials ready for large and small group experiences as well as for centers. The quickest way to lose a preschooler's attention is having them wait while you gather supplies. Keep things clean and sanitized! Wash hands constantly; yours and theirs! Clean and sanitize tables for meals and before and after activities. Lock up medications and anything that says to keep out of reach of children.
• Establish a daily schedule that provides consistency, but allows for flexibility. Keep large group experiences short. Children have varied attention spans and learn through play and active engagement. Read, read, and read some more. Limit transitions. Follow the children's interests. If children aren’t interested or are acting up, change plans. Build a strong teaching team.  
• Be open to new ideas. See things as fresh and new. Children will pick up on your enthusiasm. Expand your interests. Ask open-ended questions (Bloom's Taxonomy). Respect children’s ideas, feelings and thoughts. Have fun! PLAY! You chose this profession for a reason. Enjoy each day! Don’t stress if something doesn't work out as planned. Reflect and learn from your experiences.
• Get to know every child. It is so important to build a relationship with each child and their family. Children need to feel valued and respected. Discover what their interests are and what motivates them to learn. Find out what their strengths and challenges are. 
• Observe consistently. Observation is a teacher's best friend. Through observation, you learn what children are capable of doing developmentally, how they approach solving problems, how they spend their time, how they interact with others, and what they are learning. For teachers, observation serves a number of vital purposes, including being able to keep track of all your children's growth and development, deciding whether to change or modify the environment, and determining if your learning experience plans need to be altered. The better observer you are, the more skilled you will become as a teacher. 
• Keep your sense of humor. Teaching is a serious job; there's probably nothing more important. But, it's also a fun job! Never lose sight of the joy of being with young children. Laughter is contagious! Focusing on what goes wrong brings stress. Learn from challenges that arise and focus on the positive. Be happy! Smile often! 
• Be yourself. Just as every child has his/her own personality, so do teachers. When you build relationships with the children, you get to know them and they get to know you. Building positive relationships will benefit children socially and emotionally. You are a role model for the behaviors and interactions that the children will soon reflect.
• Experiment and explore. As you follow the children's interest, you will discover new ways to incorporate learning experiences. Don't be afraid to fail! Choose the materials that are working and useable, related to the focus/big idea, and that can be implemented to help children reach goals and objectives.
• Reflect. Engaging in self-reflection always leads to improvement! Through self-reflection you will focus on ways to increase learning and provide deeper learning experiences based on the children's interests. You will also discover ways to improve as an educator.
• Be patient. Be patient with yourself! It takes time to build relationships with children and families. It takes work to build a strong teaching team.

Outdoors: Not Just for Recess!

I drove past a child care center the other day and shook my head at what I saw. It was clearly their designated "outdoor time." The children were moving about the tiny fenced in play area while the two "teachers" stood next to each other, leaning up against the fence, looking at their cell phones (insert cringe and shudder here!).

Later in the week, I was across the street from a different center where I saw several children roaming around on an outdoor deck. I could see that the children inside were watching a movie on a television screen, but the sliding doors were left open for those that did not want to watch the movie to go "outside." One teacher stood on the deck and, again, had her cell phone out. There were no toys or designated play areas on this deck either.

I could rant about the obvious lack of supervision and give several reasons why cell phones should not be used while you are supposed to be caring for children. I could discuss how important it is for teachers to step away from the fence and actually engage in play with the children. However, what I want to focus on is the importance of getting children outside for more than just recess.

Let me start by sharing a little bit about me personally. I prefer to be indoors. I prefer to be where the bugs aren't and where I can have air conditioning. Any one that knows me would never refer to me as an outdoor-loving, nature person. But, I do know how important it is for children to be outdoors and, as an early childhood educator, I had my class outside for as much of the day as possible (I also had the air conditioner set to "arctic" in my classroom!).

Harvard Medical School identified five benefits to being outdoors.

• Vitamin D levels will increase.
• Exercise will increase (and screen time is reduced!).
• You will be happier.
• Concentration will improve.
• Health will improve.

Get creative with your curriculum planning! All types of learning can happen outdoors. Art is one of the most popular activities to incorporate into the outdoors. Typically, teachers bring out sidewalk chalk or some coloring supplies. That is a great start! Plan for painting either on unusual canvas' or with unusual painting utensils. Create art sculptures using materials they find outdoors. Do bark rubbings or brick rubbings depending on the outdoor environment you have.

Plan literacy and math activities for outdoors. Start simple - take a book outside and read! Find "hidden" letters and shapes in the things you see outdoors. Count everything! Graph using rocks/pebbles, leaves, or twigs.

Bring music outdoors. The easiest way to begin is to sing and as loud as you want! Create music with instruments they find outdoors such as clicking two sticks together or running a stick up and down a fence. Listen for sounds outdoors and create a dance to the sounds they hear.

Science? Dig in the dirt. Find bugs and insects. Cloud watch. Identify trees by their leaves or their bark. Build levers, catapults, and pulleys. Explore different aspects of water play and motion.

Everything experience you plan for indoors can be done outdoors with some creative thinking and planning. Make sure families know that you will be spending a lot of time outdoors and to make sure that children have the appropriate clothing and footwear for various weather conditions. Yes, it's okay to take them out when it's raining or snowing! Just make sure the temperatures are safe, that the children are dressed appropriately, and that the teachers are prepared. Some children will wander from activities at first because they are used to outdoor time just being for recess. But, children can wander away from activities indoors too! The more you are outside and the more activities you do outside the more involved they will become.

Play! It's What You're Paid To Do!

Early childhood educators have one of the best jobs in the world! Let's face it; the pay stinks. But, very few jobs allow you to dig in a sandbox, finger-paint with pudding, or explore space in a cardboard rocket ship.

Too often, teachers just sit and watch the children play. Or, worse, pull out their cell phones and scroll through social media. Early childhood educators are not child-watchers or baby-sitters. Get up, get on the floor, and play! You might find out that it is absolute fun!

Playing with the children at their level allows you to build relationships and engage in conversations. The children will respond better. They will listen! They will have learned to trust you better because they have sat with you and had intimate conversations while digging sand into a bucket. They will laugh and smile with you as you squish your hands along with theirs in a bowl of flubber.

Play is an essential part of life for all ages. Young children learn through play. There are times that a teacher needs to sit back and observe, but there are more time in which children will welcome you into their play and respect you more for engaging with them.

Follow Children's Interests: Trash Those Themes

Do you sit down in August to plan your school year?  Do you pick a theme for each month?  Common themes are Back to School/Apples for September and Pumpkins for October.  Picking themes is not the way to go!

I'm sure by now that you have heard of following the children's interests or emergent curriculum.  It is an easy concept that many find difficult to put into practice.  Early childhood educators often make the mistake of assuming that following the children's interests means that they are handing control of the classroom over to the children which would result in complete chaos.  However, by following the children's interests, the classroom will be much easier to manage.

The best teachers take time to build relationships with each and every child in their class.  Building relationships involves listening and observing.  When you listen to and observe the children, you can identify what they are currently interested in.  During the hot summer months, they might be discussing the weather, trips to the beach with their families, or camping.  Plan classroom activities around these interests.  If popular discussions are on family trips to the beach, you can set up a beach in your dramatic play area (and, please, remove the housekeeping stuff!).  Plan math and literacy activities using shells and sand.  Paint with seaweed for art and explore crab and lobster shells in science.

But, what happens when two weeks into this great unit focused around the beach the newest superhero movie is released?  Now, all the children discuss is this new superhero.  Well, that means it's time to switch things up to keep learning progressing and keep them interested.  But, we are an anti-bias program; we can't talk about mainstream superheroes!  Not a problem!

Engage in the children's conversations and use their interests in superheroes to create different learning experiences.  For instance, use open ended questions to discuss what qualities a superhero has such as strength, kindness, physical fitness, special abilities, and so on.  Now you have several concepts to focus on for learning!  One big idea could focus on the question, "How can we get strong like a superhero?" Learning areas can focus on exercise and ways to keep the body healthy and strong.

So, let go of those pre-planned themes and learning will be much more meaningful!

Let Them Go Up!

Have you been on the playgrounds recently?  If you have, I'm sure that teachers are telling children, "We go DOWN the slide, feet first, sitting on our bottoms, one at a time!" Why?

Let children explore and discover.  Let them go up! The teacher's job is to supervisor and ensure that the children are safe.  Safe, not wrapped in plastic bubble wrap.

Here are a few reasons to give children the choice to climb up:

• Climbing up the slide strengthens the arms, legs, and trunk.  Those hamstrings will work hard! It really works those core muscles too!
• Alternating arms to climb up improves reciprocal movement.
• Proprioceptive input!  The sensation of heavy work improves body awareness.  They have a better sense of what they can do and what they need to develop.
• Critical thinking skills are developed.
• They learn to take risks!  Children learn how to use their bodies and interact with the physical environment by experimenting and taking risks.
• They develop social skills with peers such as turn taking and cooperation.
• It’s fun!

It is often our adult fears that stop children from exploring freely.  Children learn a lot from taking risks.  Be there for support and supervision, but let them go up!

What a Year Can Bring!

It has been well over a year since I have posted on this blog!  I graduated from Walden University with my MS in Early Childhood Studies and dove right into my work as an education manager.  Over the past year I have immersed myself in the early childhood education field and have grown as an early childhood education professional.

From my work in the field, Dance and Play Consultants has been developed.  Through Dance and Play Consultants, I hope to share information and expertise in the early childhood education field.  I am breathing new life into this blog as one of the platforms for Dance and Play Consultants.

I have much to share with you!

Time Well Spent

This is it!  I have reached the end of my graduate studies!  Soon I will be holding my Master of Science in Early Childhood Studies degree in my hands!

This has been an incredible journey!  One thing I have learned is about leadership.  I have learned what defines a good leader and what type of leader I am.  My leadership skills have grown and will continue to grow and strengthen.

Another thing I have learned about is advocacy.  When I started graduate school, I knew about advocacy, but I was unsure of what role it would play in my life.  As I conclude graduate school, I have learned that I am quite passionate about advocating for what I believe in.

Finally, I have learned that life is enhanced by continued learning.  Although my formal education is ending, I will continue to seek out new learning opportunities.  I can only continue to grow and develop through learning.

Goals, both short-term and long-term, are an important part of life's journey.  As I am currently midway through my life's journey, one long term goal I have is to make a difference through educating others and advocating for play and learning.

We have reached the adjourning stage!  I have truly appreciated the discussions and feedback with my professors and colleagues.  I have felt supported by all of you throughout this learning adventure!

Exploring International Careers

While I am quite certain that my home is forever here in Connecticut, it is fun to explore what positions in the early education field exist.  So far, I have looked into positions that are available in my state and positions available nationally here in the United States.  This week, I searched for positions that are currently available internationally.

I chose to look on the Save the Children web site (www.savethechildren.org).  I found a couple of open positions that sounded very interesting.  The first job I found was that of an Education Technical Advisor.  This position is something I would love to do, but I would need a lot more experience working with an NGO, the ability to speak and write Arabic, and experience working in the Middle East.

EDUCATION TECHNICAL ADVISOR

Save the Children is the world's leading independent organisation for children. We work in 120 countries. We save children's lives; we fight for their rights; we help them fulfill their potential.

We work together, with our partners, to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives.

We have over two million supporters worldwide and raised 1.9 billion dollars last year to reach more children than ever before, through programmes in health, nutrition, education, protection and child rights, also in times of humanitarian crises.

Following a major transition, our international programmes are now delivered through a merged operation with c15,000 staff, managed through seven regional hubs and reporting to a relatively small, central office. We're changing to become more efficient, more aligned, a better partner, a stronger advocate, a magnet for world-class people and relevant for the 21st century.

Contract length: 12 months

The role

The Education Technical Advisor is a critical position for Save the Children in Lebanon and will play the lead role in ensuring the design, implementation and monitoring of high quality education programmes for thousands of children across the country.

The Education Technical Advisor provides technical leadership to all our work in the education sector, with responsibility for developing clear strategic and operational plans, identifying fundraising needs and leading the development of technical proposals, forging strong partnerships with Government, UN, NGO and local civil society counterparts, as well as providing technical support to our education teams across four different field locations in Lebanon.

Qualifications and experience

Essential

• Master's degree in education, development or other relevant social science degree.
• A minimum of 5 years in a technical leadership role in education for an NGO, UN agency or other development or humanitarian organisation.
• Proven experience leading education in emergencies (EiE) programming and in participating in emergency coordination forums (education cluster, education working groups etc)
• Proven experience raising funds and developing proposals for education programmes in excess of $1million.
• Commitment to and understanding of Save the Children's aims, values and principles including rights-based approaches.
• Previous management experience in an NGO or other humanitarian environment, including experience directing and implementing programs for children in both emergency and development contexts.
• Familiarity with key international standards for humanitarian work and education in emergencies (e.g. INEE, SPHERE, HAP principles, etc.).
• Excellent understanding of the Monitoring and Evaluation processes and methodologies.
• Proven representation and advocacy skills.
• Strong report writing skills, including experience in writing funding proposals and donor reports.
• Good interpersonal skills with the ability to communicate and negotiate clearly and effectively at all levels, taking into account cultural and language difficulties.
• Highly developed cultural awareness and ability to work well in an international environment with people from diverse backgrounds and cultures.
• Ability to analyse information, evaluate options and to think and plan strategically
• Knowledge of key areas of programme operations, logistics and grant management relevant to delivering quality education programming.
• Ability and willingness to change work practices and hours, and work with incoming teams in the event of major emergencies.
• Fluency in written and spoken English.

Desirable

• Fluency in written and spoken Arabic.
• Technical knowledge and experience in community based education programming.
• Previous work experience in Lebanon or other areas in the Middle East.
• Previous work experience in response to the Syrian crisis.

We need to keep children safe so our selection process reflects our commitment to the protection of children from abuse.

Please apply in English saving your CV and covering letter as a single document, including your salary expectations for this role.

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The next job I found did not specify the need for educational requirements.  It is only a two month position; however it sounds like such a crucial role that needs to be filled.  The position is as a Child Safeguarding Technical Advisor.  For this position, it is beneficial that I speak Greek, Farsi, and/or Arabic.

CHILD SAFEGUARDING TECHNICAL ADVISOR

Save the Children is the world's leading independent organisation for children. We work in 120 countries. We save children's lives; we fight for their rights; we help them fulfil their potential.

We work together, with our partners, to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives.

We have over two million supporters worldwide and raised 1.9 billion dollars last year to reach more children than ever before, through programmes in health, nutrition, education, protection and child rights, also in times of humanitarian crises.

Following a major transition, our international programmes are now delivered through a merged operation with c15,000 staff, managed through seven regional hubs and reporting to a relatively small, central office. We're changing to become more efficient, more aligned, a better partner, a stronger advocate, a magnet for world-class people and relevant for the 21st century.

Contract length: 2 months

The role
Initially, under the direct supervision of the Response Team Leader and with technical support from the programme staff, the Child Safeguarding Technical Advisor will oversee the child safeguarding policy and quality standards implementation. S/he will be responsible to set up child safeguarding systems across the Greece response to ensure that quality child safeguarding practices are exercised and delivered across all sectors.

Qualifications and experience

Essential

• Experience in child protection/child safeguarding practice in humanitarian setting.
• Experience of managing as well as undertaking complex child protection/safeguarding investigations and or disciplinary investigations.
• Multi-disciplinary experience of working successfully with senior management.
• Experience of planning and undertaking training programmes/workshops in child protection/safeguarding at a range of levels.
• Excellent verbal communication and report writing skills
• Excellent interpersonal skills
• Ability to manage and maximise the benefits of cultural diversity.
• Self-sufficient, proactive and self-motivating.
• Ability to prioritise and deal with competing demands to deliver results.
• Ability to provide long distance support and establish supportive relationships and networks.
• Awareness of own strengths and weaknesses and evidence of commitment to self-managed personal development.

Desirable

• Written and spoken Greek, Arabic or Farsi.

We need to keep children safe so our selection process reflects our commitment to the protection of children from abuse.

Please apply in English using your CV and covering letter as a single document, including your salary expectations for this role.

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I came across the web site for World Teach (www.worldteach.org).  Through this organization, you can work with children in Africa, Asia, Pacific, and South America.  There is a link on the site to apply.  I have included a brief description of what a position in Namibia would involve.  I would love to do this (If I wasn't already settled in my life)!

YOUR ROLE

As a WorldTeach Namibia volunteer, you serve as an English, health, computer, or mathematics and/or science teacher in a wide range of schools, primary or secondary, rural or urban. You are responsible for 20-25 hours of classroom teaching, including lesson preparation and grading. In addition to teaching at least one core subject (English, math or science), you likely have additional elective courses to teach, such as physical education, art, health, or working in the school library or computer room.

In addition to your subject teaching, you are also encouraged to serve as an HIV/AIDS Resource Teacher should you be interested. As an HIV/AIDS Resource Teacher, you help facilitate HIV/AIDS awareness programs, such as clubs or activities that build life skills and empower learners to make healthy decisions, as well as working with teachers and administrators to integrate HIV/AIDS awareness into subject teaching and throughout the school.

Outside of the classroom, you are able to run secondary projects, such as teaching extra English classes, coaching sports, starting art clubs, developing the school library or computer room, or establishing scholarship funds to help learners access further education, just to name a few.  You have a prime opportunity to contribute your skills and interests to the broader needs of your school and community.

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Another great site I explored is CARE (www.care.org).  They are currently looking for an Education Advisor in Somalia.  This is another job that would interest me if I wasn't content to stay where I am.  I would also need to know how to speak Somali.

Education Advisor

CARE International is an international NGO working in Somalia. CARE and its partners work with vulnerable communities to address the underlying causes of poverty and promote peace and development, as well as mitigating immediate suffering caused by drought, conflict and displacement. We invite applications from experienced and talented individuals to fill the following position:

CARE seeks an Education Advisorfunded education project is Somalia. abilities to manage and lead the education sector in Somalia. million USD range.

The procurement is expected to be released on March 30, 2016, and awarded by September 30 2016. This position is subject to project award and funding.

Primary Responsibilities:

• Provide key technical leadership and support to education support and youth engagement interventions; provide technical assistance and strategic guidance in the development, implementation and monitoring of activities.
• s education and youth program in areas such as developing standards, tools, guidelines, policies, procedures that will contribute to sustained enrollment for youth in Somalia.
• Promote high level of collaboration, communication and co-operation with government ministries and other stakeholders in the community.
• Work with the education team to build their knowledge through mentoring and technical supervision and through sharing experiences.
• With other senior technical staff, ensure that the Ministry of Education is linked to and informed of s education/youth interventions and that Ministry strategy is fully incorporated into programming.
• Support the Curriculum Developer to ensure coherence between the Accelerated Learning program and education support/youth engagement activities for the same cohort of enrolled children.
• Assist with, prepare, and/or submit reports, work plans, and various project documents and deliverables in conjunction with the project’s Monitoring, Evaluation, and Learning Advisor.
• Contribute to a learning and continuous improvement and accountability for results.

Minimum Qualifications:

• Bachelor’s degree from an accredited college or university in a field related to curriculum development, teacher training, or education.
• At least six years of experience in designing and delivering education programs in Somalia.
• Experience supervising education program development and implementation including curriculum and materials development, and teacher training.
• Expertise in interdisciplinary learning approach for curriculum development and good knowledge of life skills and employability skills.
• Previous experience working on donor-funded programs.
• Experience working in institutions with a focus on serving the needs of youth.
• Evidence of productive and positive working relationships with colleagues and peers.
• Demonstrated skills in program design, implementation, and evaluation.
• Fluent Somali and professional proficiency in English.

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There are many opportunities for early childhood education professionals to reach out and grab!