Course Catalog for Early Childhood Educators 2015 -‐ 2016
The Cross-‐System Training Institute
is a part of the Multiplying Connections Initiative at the Health Federation of Philadelphia and provides this training series in Southeast Pennsylvania through funding from the Southeast Regional Key (SERK) – a program of the Philadelphia Health Management Corporation
1 2 1 1 C h e s t n u t S t r e e t , S u i t e 8 0 1 | P h i l a d e l p h i a , P e n n s y l v a n i a 1 9 1 0 7 2 1 5 -‐ 5 6 7 -‐ 8 0 0 1 | H e a l t h F e d e r a t i o n . o r g
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Course Catalog for Early Childhood Educators 2015 -‐ 2016
Table of Contents ABOUT THIS CATALOG .................................................................................................................................... 3 REGISTRATION FOR COURSES ...................................................................................................................... 3 COURSE DATES ................................................................................................................................................... 3 CONTACT US ........................................................................................................................................................ 3 MULTIPLYING CONNECTIONS FREE RESOURCES & ONLINE STORE ................................................. 3 ABOUT THE HEALTH FEDERATION AND THE CROSS-SYSTEM TRAINING INSTITUTE ............... 4 TRAINING LOCATIONS ..................................................................................................................................... 5 OVERVIEW OF COURSE AUDIENCE .............................................................................................................. 5 MEET OUR EXPERIENCED COURSE INSTRUCTORS ................................................................................. 6 COURSE DESCRIPTIONS ................................................................................................................................... 8 KNOWLEDGE AREA 1 – CHILD GROWTH AND DEVELOPMENT ...................................................................................... 8 Communicating Through Play ..................................................................................................................................... 8 The Impact of Domestic Violence on Social Emotional Development ......................................................... 8 Teaching Empathy ............................................................................................................................................................. 9 A Trauma-Informed Look: How Domestic Violence Impacts Cognitive Functioning ........................... 9 Childhood Depression: What it Looks Like in Young Children .................................................................... 10 Supporting Traumatized Infants and Toddlers: Helping Beyond Words ............................................... 10 The Trauma Informed Classroom ............................................................................................................................ 11 The Trauma-Informed Classroom: Digging Deeper ......................................................................................... 11 KNOWLEDGE AREA 2 – CURRICULUM AND LEARNING EXPERIENCES ....................................................................... 13 How Do We Help Kids Manage Their Anger? ...................................................................................................... 13 Acting Out Kids: What Are They Trying to Tell Us? ......................................................................................... 13 Self-Care for Teachers: Bringing Your Best Self to the Classroom ............................................................ 14 Mindfulness for Early Childhood Educators: Developing Habits of Mind for Learning ................... 14 KNOWLEDGE AREA 3 – FAMILIES, SCHOOLS, AND COMMUNITY COLLABORATION ................................................ 15 Parenting Practices and Their Impact on the Healthy Development of Children .............................. 15 The Impact of Homelessness on Child and Family Development ............................................................... 15 Understanding and Supporting Grandparents as Primary Caregivers ................................................... 16 Generational Trauma and Its Impact on Parental and Caregiver Engagement ................................. 16 Nurturing Resilient Children ...................................................................................................................................... 17 Partnering With Parents: Strategies for Engagement ................................................................................... 17 Systemic Trauma: How Helping Systems Sometimes Hurt ........................................................................... 17 Children and Grief: What do They Understand? What do They Need? .................................................... 18 Cultural Curiosity: Creating and Maintaining It In Ourselves ..................................................................... 18 KNOWLEDGE AREA 8 – PROGRAM ORGANIZATIONS AND ADMINISTRATION .......................................................... 19 Reflective Coaching for Directors ............................................................................................................................. 19 The Reflective Early Childhood Educator: What, Why and How ................................................................ 19 Reflective Leadership .................................................................................................................................................... 20 HOW TO REGISTER FOR COURSES ............................................................................................................ 21
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About This Catalog The courses in this catalog are eligible for Pennsylvania Quality Assurance System (PQAS) Credits for participants through the support of the Southeast Regional Key (SERK) – a program of Philadelphia Health Management Corporation. Registration for the courses is required. The courses in the catalog are organized by the PAKeys “Knowledge Area” or “Category.” This catalog includes courses for Knowledge Areas 1, 2, 3, and 8.
Registration for Courses All registration for the courses is through to the PA Keys website, www.PaKeys.org -‐ choose the “Login” tab to sign in or to set up a new login. You can find the courses in their online course calendar or by a name search of the course. Tips on how to use the PaKeys website are located in the back of this catalog.
Course Dates To receive announcements of current dates and locations for these courses, click here to sign up for emailed calendar. To view an online website calendar, go our Multiplying Connections website page for Training Calendar – Web Version
Contact Us For any questions about the courses or the Cross-‐System Training Institute, please contact the Program M anager: Monica Sullivan 215-‐977-‐8990
[email protected]
Multiplying Connections Free Resources & Online Store For resource materials, both purchasable printed materials and also free digital downloads, visit the Multiplying Connections website at www.multiplyingconnections.org/store
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Course Catalog for Early Childhood Educators 2015 -‐ 2016
About the Health Federation and the Cross-‐System Training Institute The Health Federation of Philadelphia (HFP) is a public health organization whose mission is to improve access to and quality of health care services for underserved and vulnerable children and families. Through this work, we identified the critical role that Early Childhood Education plays in the health and well being of our children. Early Childhood Educators have a substantial part in the lives of young children and through access to training, have the opportunity to learn and apply ways to support healthy development. The Health Federation’s Cross-‐System Training Institute (CSTI) is managed through our Multiplying Connections Initiative. With more than a decade of experience in training content development with professionals from child welfare, public health, early childhood education and mental health systems in Philadelphia, as well as a national advisory council, the Training institute provides the region with essential training for Early Childhood Educators. The CSTI has provided trainings to more than 3,500 administrators and direct services providers in the Philadelphia region. Training is always tailored to meet the needs of a wide range of professionals who serve children and families. In addition to the training topics offered in this catalog the CSTI can provide training and consultation to your organization on the following topics: The impact of parental drug and alcohol use on children De-‐escalation Infant and toddler development Smoking cessation Language access Working with families affected by HIV/AIDS and other communicable diseases For more information about the Health Federation training and consulting services please go to www.healthfederation.org/trainingorganizational-‐development
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Training Locations Courses are offered in the following locations for the 2015 – 2016 Training Series: Philadelphia County -‐ at our headquarters at 1211 Chestnut Street, Suite 801, Philadelphia PA 19104 Delaware County -‐ Delaware County Intermediate Unit, Morton, PA Volunteer Host sites in Delaware, Philadelphia or Montgomery County – Interested in hosting training at your Center? Please contact us for options.
Overview of Course Audience Courses within this catalog reach the following target audiences – for more information visit the PaKeys.org website or contact us. Child Care Center Licensed Nursery Schools Early Head Start Nurse-‐Family Partnership Early Intervention Parents as Teachers Family Day Care Home Preschool Group Day Care Home PD Organization Staff Head Start PA Pre-‐K Counts Health Families America Regional Key Staff Higher Education Relative Neighbor Infant-‐Toddler, Instructors School District School-‐Age Intermediate Units Keystone STARS
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Meet Our Experienced Course Instructors
Laura Hinds MSW, LCSW is a pediatric social worker with a wealth of professional experience in varied and relevant settings. From a top ranked children's hospital, a children's therapy center and both elementary and highs school settings to recreational programs, Laura has had to the pleasure of working with infants, children and adolescents and their families in their "natural habitats" for her 15+ year career. An alumna of and instructor at the University of Pennsylvania's School of Social Policy and Practice for the past 8 years, Laura is thrilled to host discussions regarding our littlest citizens and how we may best serve them
Cynthia L. Shirley, MSW, LSW has been a Trainer, Group Facilitator and Parent Educator in the social service field, as well as the corporate areas, for more that 25 years. As a Senior Trainer at the Health Federation of Philadelphia where she is responsible for developing and providing staff training to home visitation providers serving young children and families. She also provides consultation and technical assistance in the area of staff management and organizational development. She has extensive experience in the area of Child Protective Services where she was employed as a field investigator as well as an investigative unit Supervisor. She has been involved in the development of several programs including a program that provides trauma services to West African Refugees for parents and their children
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Course Instructors continued…
Monica Sullivan, MAT has a diverse background serving the needs of children and families as an educator, an advocate, and a program manager in inner cities, like Philadelphia, PA and in rural areas, like Window Rock, Arizona in the Navajo Nation. Internationally, she’s worked with teachers in Uganda to raise the standard of education practice and to make education work for all students. Since 2007, she’s worked with the Multiplying Connections Initiative as a trainer. She is dedicated to advocating for the integration of brain science and the principles of trauma-‐informed care into service provision. A trained Mindfulness-‐Based Stress Reduction facilitator and certified yoga teacher; she also seeks to integrate these reflective practices into all service systems to support the health and wellness of staff as they provide trauma-‐sensitive services. Marcy Witherspoon, MSW, LSW has been a pillar in the Philadelphia social work community for over thirty-‐five years; having worked extensively in the fields of child protection, foster care, domestic violence and parenting education. As a committed advocate for children, youth and families, Marcy has provided training and consultation to professionals representing myriad disciplines both locally and nationally and is especially interested in examining how we can prevent the intergenerational transmission of violence in families that is so prevalent in these troubled times. Toward that end, Marcy functions as the Family Violence Specialist for the Philadelphia Department of Public Health and spends considerable time disseminating information about how toxic stress affects our social, emotional and cognitive development, as well as our parenting behaviors. Marcy has taught both at Penn State's Brandywine Campus and the Community College of Philadelphia in these same content areas as another venue to help systems and those working within them to be trauma-‐informed, as well as to recognize as Jean Paul Sartre coined, that indeed "childhood decides."
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Course Descriptions KNOWLEDGE AREA 1 – CHILD GROWTH AND DEVELOPMENT Communicating Through Play 3 PQAS Credits This course will examine the role of play in the healthy development of children. It will focus on how learning occurs within the context of play and how child-‐directed activities help children achieve self-‐determination. We will also explore how play allows for more curiosity and imagination. Participants will have many opportunities for play in this session. By the end of this session, participants will be able to: • Understand the need for play as it relates to healthy brain development • Identify how child-‐directed play supports independence, initiative, and curiosity • Support the social-‐emotional communication skills of children by offering expanded play activities.
The Impact of Domestic Violence on Social Emotional Development 3 PQAS Credits This course will examine the impact of intimate partner violence (IPV) on children by examining the dynamics of IPV and how these dynamics affect children’s social-‐ emotional development and behavior. Participants will discuss the Adverse Childhood Experiences (ACE) Study, recent brain research, and children’s developmental stages. Effective strategies will be offered for working with children in a classroom setting. By the end of the session, participants will be able to: • Describe the dynamics of domestic violence/intimate partner violence • Understand how the ACE study and brain research connect to our understanding of children’s development • Learn classroom strategies that support healthy social-‐emotional development even when a child is exposed to DV/IPV
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Teaching Empathy 3 PQAS Credits The role of empathy or “walking in somebody else’s shoes” will be explored in depth as we examine how empathy is developed and how adverse experiences and disrupted attachment can impede its full development. This course will focus on strategies to build compassion and empathy, increasing children’s self-‐regulatory skills and enhancing social emotional intelligences. By the end of the session, participants will be able to: • Define empathy and discuss a child’s interpretation • Learn effective strategies to build empathy and compassion • Support children as they learn to express their emotions in a healthy, regulated manner
A Trauma-‐Informed Look: How Domestic Violence Impacts Cognitive Functioning 3 PQAS Credits This course will look at how domestic violence/intimate partner violence impacts the cognitive development of children by exploring how trauma impacts our nervous system. We will also explore how traumatic stress impacts the brain. This workshop will also offer strategies to maximize learning potential for children struggling with adverse experiences By the end of this session, participants will be able to:
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• • •
Discuss the impact of trauma on cognitive functioning Understand the mechanism by which toxic stress impacts the nervous system and brain functioning Use classroom strategies to improve a child’s cognitive functioning
Childhood Depression: What it Looks Like in Young Children 3 PQAS Credits Misinterpreted, misunderstood, and mislabeled, depression in childhood is often hiding in plain sight. Because it is often missed by providers, depression in children is under-‐ identified, under-‐reported, and, sadly, often left untreated. This workshop will clarify what depression may look like in children, particularly young children and will offer suggestions for how providers can help. By the end of this session, participants will be able to: • Define depression in childhood and understand associated behaviors • Understand how the impact of childhood depression may impede a child’s functioning • Discuss ways to support children in successfully coping with depressions and associated behaviors
Supporting Traumatized Infants and Toddlers: Helping Beyond Words 3 PQAS Credits Thought often overlooked as “not understanding what has happened”, infants and toddlers who have been victims of or witnessed traumatic events need support and intervention. This workshop will explore the reality of infants and toddlers who have been exposed to toxic stress and adversity. It will also offer practical, research-‐based options for supporting the youngest vulnerable children in our classrooms in non-‐verbal ways. By the end of this session, participants will be able to: • Identify signs and symptoms of traumatic exposure in infants and toddlers • Understand how infants and toddlers perceive their environment and their experiences • Identify up to five non-‐verbal strategies that educators can use to support struggling infants and toddlers
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The Trauma Informed Classroom 6 PQAS Credits Exposure to traumatic stress has the potential to negatively impact young children and their growing brains, as well as the social-‐emotional dynamics of caregiving systems. Professionals dealing with children’s' behaviors resulting from traumatic exposure are also impacted emotionally, causing increased stress and greater potential for dysfunction in the workplace. This workshop provides theoretical knowledge and practical tools and strategies to begin to address the complex causes of trauma in early life and to help create more compassionate classrooms and learning relationships. By the end of this session, participants will be able to: • Define trauma, traumatic stress, and toxic stress • Understand the connection between early trauma and later functioning and health • Identify signs and symptoms that children may exhibit when exposed to toxic stress • Understand the trauma-‐informed principles of choice, control, and collaboration • Identify strategies to help dysregulated children calm down within he classroom setting
The Trauma-‐Informed Classroom: Digging Deeper 3 PQAS Credits Creating safe and responsive classrooms is a best practice for all children, but is particularly necessary for children and families impacted by trauma and adversity. Even though we don't control what happens outside of our classrooms, we can still be a powerful protective factor for children and families and support them on their way to trauma recovery and resilience. In this course, we will dig a little deeper into the trauma-‐informed principles of creating safety, providing choice and control, and managing our own responsiveness in the early learning classroom. We will also explore several trauma-‐informed best practice models used by learning systems and create a strategy for integrating some of these tools, skills, and practices into what we do in the early learning setting. By the end of this session, participants will be able to: • Understand the trauma-‐informed best practice principles of safety, choice, control, and responsiveness • Explore several trauma-‐informed models being used in early learning systems
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• • •
Integrate the tools skills and strategies into our own practice Reflect on how our own family experiences impact our teaching style and practice Create a plan to use some of the tools presented in our classrooms
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KNOWLEDGE AREA 2 – CURRICULUM AND LEARNING EXPERIENCES
How Do We Help Kids Manage Their Anger? 3 PQAS Credits Historically, outbursts of anger, frustration, and rage have been considered threatening and problematic in classroom environments. This makes rational sense, but where, then do little ones put these feelings? This workshop will discuss the ways we can foster healthy expressions of frustration, anger, and rage in our students, with positive outcomes for them and their learning environments. By the end of this session, participants will be able to: • Identify what’s happening for children when they feel frustrated or angry. • Discuss the link between common behaviors and their connection to the emergence of moral development • Discuss and practice at least five classroom activities and support strategies that can help young children sense, manage, control, and prevent their angry outbursts
Acting Out Kids: What Are They Trying to Tell Us? 3 PQAS Credits There is no doubt that there is little more frustrating than a problematic child in a classroom. What if, however, we received their behavior as communication rather than opposition? This workshop spends time discussing various problematic behaviors that children present and the messages coded within these behaviors. This workshop empowers teachers to engage with these students in more productive and less stress-‐ inducing ways and provides practical strategies to integrate into classroom practice. By the end of this session, participants will be able to: • Identify the underlying messages within children’s challenging behaviors • Identify their own “hot buttons” and how these personal sensitivities might be pushed by the behavior of children • Use at least three strategies to use in the classroom to address challenging behaviors and to honor the messages children are trying to communicate within these behaviors.
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Self-‐Care for Teachers: Bringing Your Best Self to the Classroom 5 PQAS Credits Working with children in the classroom is challenging. In addition, many of the children and families we serve exhibit the behavioral or emotional residue of traumatic exposure. As professionals working with vulnerable and often trauma-‐impacted children and families, it is essential for us to be emotionally available. We can only offer this emotional availability if we are thoughtful about caring for ourselves. This 5 hour session will offer practical self-‐care exercises, tools, and strategies to promote self-‐ awareness, to support emotional balance, and to create supportive professional environments. By the end of this session, participants will be able to: • Evaluate their own self-‐care activities and make a self-‐care plan • Use breathing exercises to promote health and well-‐being • Connect with others and discuss health and wellness
Mindfulness for Early Childhood Educators: Developing Habits of Mind for Learning 3 PQAS Credits Mindfulness-‐based approaches help create healthy environments for teaching and learning by supporting teachers and young children in developing a core set of skills and habits of mind: concentration, observation, attention, relaxation, emotional balance and openness. Using experiential mindfulness exercises and reflective practice, teachers can build the capacity in themselves and their children to use and observe the mind in a variety of ways. Participants in this workshop will learn the science and research behind using mindfulness approaches in education. They will also practice using mindfulness awareness techniques that can be used in the classroom and adapted to a variety of age groups. By the end of this session, participants will be able to: • Understand the research behind mindfulness practices • Experience several mindfulness-‐based tools to build provider awareness and emotional balance • Discuss ways to integrate these practices into the classroom
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KNOWLEDGE AREA 3 – FAMILIES, SCHOOLS, AND COMMUNITY COLLABORATION
Parenting Practices and Their Impact on the Healthy Development of Children 3 PQAS Credits This course will address the manner in which we learn to be parents, the wide variety of parenting practices, and the cultural norms that are transmitted from one generation to another. By understanding how parenting impacts children’s behavior and development, we can create strategies in the classroom that counter some of the damaging effects of unhealthy parenting practices. By the end of this session, participants will be able to: • Identify how we internalize the behaviors of our own parents/caregivers and how they show up in our work with children and in our own parenting • Discuss diverse parental practices and how culture plays a part in the perpetuation of these practice • Use classroom strategies that target positive reinforcement
The Impact of Homelessness on Child and Family Development 3 PQAS Credits Healthy child development is a challenging goal for families and children with stable environments and social supports. In contrast, the barriers and pitfalls that impact homeless children and families can have devastating effects on a child’s learning, social-‐ emotional health, and academic achievement. This workshop seeks to clarify the impact of homelessness on children. It will also provide practical strategies to support and enhance a child’s learning experience. By the end of this session, participants will be able to: • Identify the varying types and experiences of homelessness • Define the challenges that disrupt healthy development • Use practical strategies that can be supportive for homeless children and families
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Understanding and Supporting Grandparents as Primary Caregivers 3 PQAS Credits Whether it be by loss, addiction, mental health challenges or another type of separation, grandparents often find themselves as primary caregivers. These realities often shape their connection to the grandchildren and impact the ways they support healthy development. This workshop will explore the ways in which we can better connect to this diverse and committed group of individuals and help them to support the needs of their grandchildren. By the end of this session, participants will be able to: • Analyze the many ways that grandparents are called to step in and raise grandchildren • Assess how this may impact communication, power dynamics, child identity and attachment • Identify three ways to engage with this group of caregivers
Generational Trauma and Its Impact on Parental and Caregiver Engagement 3 PQAS Credits Individuals who’ve experienced trauma often lack coping skills and the cognitive and social supports necessary to insulate their emotional well-‐being and to interact appropriately in the world. As a result, they often are not able to equip their children with these same skills. This workshop will explore the ways trauma appears inter-‐ generationally, and discuss how these legacies present themselves in classroom settings. We will also provide strategies to support children caught in this inter-‐generational cycle. By the end of this session, participants will be able to: • Identify the lasting impact of trauma on child and adult behavior • Analyze how intergenerational trauma impacts classroom behavior and caregiver engagement • Use strategies to support children and families struggling with the legacy of trauma in their lives and their functioning
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Nurturing Resilient Children 3 PQAS Credits This course will address the role support networks play in healthy child development. As the nature of family continues to change and evolve, the role that communities and community organizations play in the lives of children is more significant. In this workshop, we will explore how early care and education settings can build and support healthy, resilient children. By the end of this session, participants will be able to: • Define the role of support networks in the context of children’s safety and well-‐ being • Understand the role of community in building resiliency in children • Identify the strategies that can be used in the classroom to support resilience.
Partnering With Parents: Strategies for Engagement 3 PQAS Credits This course will examine effective strategies of engaging parents/caregivers in order to promote change and to support the healthy development of children. We will look at a theory of behavioral change and how it relates to our work with caregivers. We will also practice skills for engaging respectfully in order to create openness in our communication with caregivers. By the end of this session, participants will be able to: • Identify ways to respectfully engage with caregivers • Understand the “stages of behavioral change” • Practice and refine strategies that support continued caregiver engagement
Systemic Trauma: How Helping Systems Sometimes Hurt 3 PQAS Credits Our child serving systems, including early education, were created to support healthy development and to provide safe and nurturing relational experiences for children and families. Unfortunately, sometimes our systems can also hurt or further isolate struggling families. This workshop will explore the ways that systems can sometimes
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cause additional hurt through practices or policies that can be re-‐traumatizing for vulnerable families. By the end of this session, participants will be able to: • Understand how systems can be unintentionally hurtful to the most vulnerable children and families • Identify three ways they can shift their practice to better support vulnerable children and families.
Children and Grief: What do They Understand? What do They Need? 3 PQAS Credits From an adult’s perspective, children respond to grief in puzzling and odd ways. This workshop explores how developmental levels, adult support, and culture impact how children respond to loss. We will also discuss ways we can help children to successfully process their emotions and minimize the negative impact of the loss on functioning and learning. By the end of this session, participants will be able to: • Understand how children understand loss • Discuss the variables that impact how a child perceives death: developmental level, adult support, cultural interpretation • Identify strategies and methods to support discussion of loss that are supportive, non-‐shaming, and developmentally appropriate
Cultural Curiosity: Creating and Maintaining It In Ourselves 3 PQAS Credits After years in the field, we may believe that we can “write the book” on different cultures and their representations in our classrooms. This workshop will introduce the concept of Cultural Curiosity and discuss ways it can enhance the classroom environment and our professional practice. By exploring ways to revive and maintain that curiosity in ourselves and our students, we can open the door to new sharing and learning and a greater sense of community. By the end of this session, participants will be able to: • Define Cultural Curiosity and how it relates to education • Analyze personal experiences with different cultures and how they impacted professional practice
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Understand three ways to increase the level of Cultural Curiosity in ourselves and our students
KNOWLEDGE AREA 8 – PROGRAM ORGANIZATIONS AND ADMINISTRATION
Reflective Coaching for Directors 12 PQAS Credits total: Two 6-‐hour sessions As administrators, we have a responsibility to supervise our staff and to act as a coach and a mentor. In order to provide coaching and mentoring for our staff, we must develop our own skills for self-‐awareness, careful observation, and flexible response— the exact same skills we are hoping to develop in our staff. This series will take place over six, two-‐hour sessions and will explore our own reflective skills and will discuss the components of a good mentoring and coaching practice within staff supervision. It will also provide time for practice and skill building. By the end of this series, participants will be able to: • Discuss several models of reflective practice, reflective supervision, and reflective coaching • Identify personal strengths and challenges as a leader • Understand personal communication and supervision style and how this impacts our work • Practice using coaching and reflective skill-‐building strategies with staff • Create a plan to integrate reflective coaching into program administration and management
The Reflective Early Childhood Educator: What, Why and How 5 PQAS Credits Young children look to us each day to provide them with stimulating, engaging, supportive, nurturing and meaningful experiences in the classroom. Parents and leaders want us to create positive relationships with children characterized by trust and support. It is a tall order. Reflective practice is a tool that can help us meet these demands and help us grow as professionals. It is the ongoing process of looking and observing,
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recording one’s own teaching practices and taking action to make positive changes in the classroom for young children. Reflective practice has been shown to foster professional development for teachers and result in positive benefits for children. This introductory workshop on reflective practice will provide an overview of reflective practice, why it is important and some strategies for incorporating it into one’s day-‐to-‐ day work By the end of this session, participants will be able to: • Understand reflective practice and its importance for our work • Engage in several reflective activities • Discuss how to integrate reflective practice into our everyday work
Reflective Leadership 5 PQAS Credits In this five hour course, designed for center directors, lead teachers and other early care and education leaders, practitioners will have an opportunity to explore and gain understanding of these three fundamental principles of reflective leadership and why they are critical for the successful operation of programs for young children and families. Leaders will also learn strategies for coaching and mentoring their staff to become reflective practitioners. By the end of this session, participants will be able to: • Experience several reflective activities focused on leadership and engagement • Discuss how to support staff to be more reflective about their work’ • Create a plan to integrate reflective practice principles into their center
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How to Register for Courses To register for a course, or to browse course dates, you must login to the PAKeys website: If you do not have a login, you will need to set up an account at the login screen: 1. Go to WWW.PAKEYS.ORG . Click the “Login” Tab.
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2. At the Login Portal screen, enter your email address and password if you already have an account. If you do not have a login already, click “ NEW USERS CREATE AN ACCOUNT HERE” and follow the directions
3. Once you are logged in you will see this welcome screen. You can now locate the
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courses through clicking on “PD Registry” on the left hand menu bar.
4. After clicking on PD Registry you are now in the Professional Development Registry (PD Registry) . Click on the “Course Catalog” tab to search for courses.
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5. You can search for classes 3 ways: by Knowledge Category “Choose Category”, or by viewing a Calendar of courses, or simply enter the name of the Course you want to register or find dates for.
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Looking forward to seeing you at these courses as we work together towards “Positive Development for all Children” -‐ The staff of The Health Federation of Philadelphia
