Application instructions below:
Participants will have the opportunity to engage in a variety of virtual learning encounters through a social constructivist lens. We will examine the paradigms and discourses that contribute to our beliefs around leadership in the early learning sector. We will think alongside leaders, examine new perspectives, and reflect on our aspirations in Early Years Programs. Through this cyclical model participants will have the opportunity to reflect, discuss, challenge and practice new skills.
Topics will include:
1. Leading From Values and Intention and Cultivating Culture,
2. Understanding Accountability and Compliance through the lens of Pedagogy,
3. Pedagogical Leadership.
This is for you if:
Send in a submission of 250 words or less to the ECDA's Professional Learning Coordinator, Megan McPhee on why you should be part of this amazing opportunity! There are limited seats in this FULLY FUNDED program. You have to submit a brief write up before 12:00pm April 17th to be considered! Help us ignite the pedagogical passion, and create a PEI Wave!!!
Potential submission elements:
Email:megan.mcphee@ecdaofpei.ca
This professional learning opportunity will support leaders achieve the goals outlined for educators, children, and early learning programs in Prince Edward Island’s Pedagogical Framework.
We believe leaders have the power to impact future generations through reflective practice and thoughtful pedagogies. We believe in supporting as many educators in the pedagogical pursuits of connecting children to the natural world and implementing high-quality programs for children and families. We believe that through thoughtfully curated learning opportunities we can sustain and reignite the spark in the existing workforce; enhance retention through supporting leaders, grow the number of qualified educators and attract new educators to the sector from a diverse cross-section of the population.
All of our offerings are driven by a values-based approach. Leaders will have the opportunity to engage in critical thinking and reflection with their peers. We work in emergent ways with educators, leaders, and administrators to consider the systems and structures of our work and make our work and policies live and breathe in new, values-driven ways. Our approach allows for the specific goals, values, and vision of each client to be woven into the work that we do so that it is culturally and contextually relevant to the educators that we serve.
Facilitator Biography:
Karen Eilersen (RECE, Forest School Practitioner) is the founder and Director of Discovery Child Care Centre: one of Ontario’s very first licensed child care centres that is also a certified Forest and Nature school, founded in 1998.
She has earned international acclaim for her work in green child care practices and is a pioneer in terms of advancing the Forest and Nature school concept here in Canada. Karen has facilitated college lectures, in-person conferences, system wide professional learning days (up to 450 educators) seminars and workshops. She is a passionate leader whose vision drives the work to connect as many children, families, and educators to nature.
She is both extremely quality-focused when it comes to child care and passionate about challenging the status quo. She is an exemplary role model and has been a key player in the Forest and Nature school movement in Canada. She continues to work in the Forest School Kindergarten program where the children visit a local forest 2 times per week.
Jessica Holder (RECE, BSc, Forest School Practitioner) has been passionately committed to the field of Early Childhood Education for over a decade. She is the Pedagogical Leader at Discovery Child Care Centre where she works collaboratively with educators to reflect on their pedagogical choices and to grow the programs they co-construct with children and families. The values that drive her work are co-construction, intersectionality, democracy, emergence, and curiosity.
She works alongside educators to think collaboratively about the contexts we provide young children. She holds a strong image of a competent and capable educator and believes educators deserve conditions and contexts to think critically about what they know, their stories, and research.
She strives to support professionals to stretch their thinking, reflect on their practice and consider the infinite possibilities to inspire their programs. She is passionate about supporting educators well-being and believes in creating contexts for educators to sense their value to children, society, and our future.