Exceptional Emerging Leaders 2015

I am in awe of every child and his or her internal drive to learn, and I am touched deeply by those who are there every day supporting that drive. I have a passion to make the world a better place for infants, toddlers, and their families. Within this passion I have found that my skill lies particularly in taking research-based information and synthesizing complicated ideas into a format that provides specific strategies to those who work with infants, toddlers, and their families.

Moving forward, there are specific issues I hope to address within my career. School Readiness has become more than just a buzzword in our community, and I believe it should not be a "bad" word. At first I was worried that the focus on school readiness would be dangerous for infants and toddlers. Quickly I came to realize that school readiness as a focus of our field is not going away. I made a professional choice. I understood that brain development in the first two years largely determines success in school and life. If school readiness is a determining concept in our field, those of us who hold the knowledge about how and what babies learn, and how critical their self-motivated exploration is in the first years, must be the ones who stand up and claim how to define school readiness. We must say that school readiness for infants and toddlers means relationship-based responsive care in the earliest years. We must work hard to help parents recognize learning when they see it and to support that learning. We must make it clear that learning for young children is not categorized by "domain." We must demand environments that are homelike, low adult-child ratios, and assure continuity of relationships. That is what school readiness must be for infants and toddlers.

Much of my work in the last few years has focused on defining what we mean by school readiness for infants and toddlers. I have created materials that are easy to understand for front-line staff. I also created a "Foundations of School Readiness for Infants and Toddlers" training toolkit that the Head Start and Early Head Start Early Childhood Education Specialists are currently using in their work with programs across the country. Interwoven with this topic is another issue I feel deeply about. The number of infants and toddlers living in poverty in our country is unacceptable. Child poverty is a critical area of attention if we want to progress as a nation. According to Zero to Three's "Poverty Fact Sheet: Implications for Infants and Toddlers" almost half of all infants and toddlers in the United States are living in low-income or poor families. Our children deserve better.

As an emerging leader in the field I am an advocate for very high-quality relationships and environments for all infants, toddlers, and their families. I strongly believe that the multi-generational approach offered by Early Head Start programs makes the most sense in addressing some of the major issues in our country right now. Children do not deserve to grow up in poverty. Every single child is full of potential and every child deserves the nurturing required in the early years to reach that potential. As our nation is finally ready to make the investment in what happens in the earliest years of life, I believe there will be more opportunity and a great responsibility for everyone who understands babies, from front-line staff to those who influence policy to make our voices heard. We must demand that experiences for infants and toddlers are individualized and developmentally appropriate. It is not about letters and numbers. We are building the foundations — building brains from the ground up that deserve the absolute best.

In my current role as researcher and educator, I aim to support the development of meaningful interactions and close relationships between parents/early childhood teachers and young children, such that children develop a sense of themselves as loved and loveable, confident and competent. My mission is to positively influence how young children are seen in the minds of their parents and early childhood teachers who care for them.

My work thus far has been to discover, research, and implement interventions that support children's long-term mental health and well-being, especially for children living in poverty. I believe in the transformative power of relationships and in interventions that support the development of positive relationships between young children and adults so that both thrive. Toward this aim, I have conducted research studies and designed professional development opportunities to support children's social-emotional health and well-being by focusing on ways to sustain parents and teachers in their efforts to engage in meaningful relationships with young children. More specifically, in efforts to improve the quality of children's early experiences, my primary research interests have focused on investigating ways to enhance the quality of early childhood education through fostering teacher capacity for sensitive, responsive, and reflective caregiving.

I have investigated the role of reflective supervision as a way to promote early childhood teacher capacity for reflective function (Virmani & Ontai, 2010). I have conducted research on early childhood mental health consultation as an approach to improving teacher sensitivity through ongoing professional development (Virmani, Masyn, Thompson, Conners-Burrow, Whiteside-Mansell, 2013). Additionally, I have studied parent-child interactions during early childhood and their influence on children's emotional development and social competence (Lally & Virmani, 2012; Thompson & Virmani, 2012; Thompson, Virmani, Waters, Meyer, & Raikes, 2013). I see relationship-based approaches to early interventions for young children being most effective when they integrate reflective practice and supervision as a primary means of supporting parent/teacher capacity to see from the child's point of view: "Reflective supervision may afford caregivers with consistent, predictable opportunities to reflect on their interactions with children and, in turn, to think more deeply about the children in their care.

It is through the process of reflection with skilled supervisors that caregivers learn to ask important questions that help them gain insight into the thoughts and motivation underlying young children's behavior, ultimately allowing them to see children with more depth and understanding. Caregivers who think deeply about children in their care are likely to respond to children with greater attunement and sensitivity. By providing childcare staff with the opportunity to reflect on their interactions with children, caregivers become aware of both children's emotional experiences and their own emotional processes in working with children." (Virmani & Ontai, 2010, pp 29-30)

I rely on my background in child development, training as a researcher and clinician, and experiences as an early childhood educator to inform the way I approach the development of research and professional development experiences to support children, families, and early childhood teachers. In particular, my clinical experiences as a home visitor and mental health consultant serving low-income, multi-ethnic families at the UCSF Infant-Parent Program/Daycare Consultants have contributed greatly to how I think about the development of young children and families, in the contexts in which they live. It was through my experiences as a home visitor at the UCSF Infant-Parent Program that I began to think about the deep impact that home visiting can have on changing families' lives.

In one of my experiences as a home visitor, I visited a substance abuse treatment center weekly to meet with a 20-year-old pregnant mother who had a complicated history of substance use. She and her mother used drugs together throughout my client's teen years. Initially I was overwhelmed by my client's situation, but I was determined to find a way to help her develop a relationship with her infant that was different from her relationship with her mother. My supervisor's attunement to my experiences working with this mom paralleled my capacity to get in tune with my client. I was able to pay closer attention to my client's experiences and see from her perspective after engaging in regular, reflective supervision. In weekly meetings with my client, she told me about her dreams and hopes for her baby, things she was scared about, and aspects of her relationship with her mother that challenged her to think about how she wanted be as a mother. She relied on our clinical relationship to feel secure enough to explore complicated feelings that surfaced during her pregnancy. My experience working with this young mother solidified for me the importance of integrating reflective supervision into relationship-based early intervention. It was the regular, reflective supervision that I received from my supervisor that helped me to support this young mother imagine the kind of relationship that she wanted to develop with her baby.

Over the past five years at WestEd's Center for Child and Family Studies (CCFS), I have assumed a variety of leadership roles. Currently, in my role as a Senior Research Associate and Director of the Program for Infant/Toddler Care Home Visiting Institutes, I direct trainings for home visitors and their supervisors, develop resources for early childhood administrators and professionals (Virmani & Mangione (Eds.), 2013; Virmani, Mangione, & Monahan (in press)), and inform the development of child-level assessments. It is within the context of the PITC Home Visiting Institutes that I have had the opportunity to lead professional development experiences for home visitors and their supervisors in efforts to support parent capacity to provide their children with nurturing and stable environments to positively influence children's long-term outcomes. Since 2010, I have led our team of faculty in training over 1,000 home visiting professionals from Early Head Start programs, Maternal Infant Early Childhood Home Visiting (MIECHV) programs, and locally-designed programs.

As Director of the PITC Home Visiting Institutes, I aim to strengthen the practice of responsive, reflective, and relationship-based care. My goal is to help families get in tune with their infants' needs, thoughts, and feelings, supporting families in their efforts to prepare their children for success in school and life. Looking forward, I intend to continue to grow and refine the PITC Home Visiting Institutes, offering intensive, high-quality trainings to home visiting staff serving underserved populations nationwide. In addition to leading the PITC Home Visiting Institute efforts, I am enthusiastic to take on a new role as Co-Director of the Parent Involvement Project, to commence in Spring 2015.

The primary aim of the Parent Involvement Project is to facilitate high-quality early learning experiences for low-income families and their children through a model of four essential, linked, and integrated components:

1) parent education workshops; 2) classroom participation; 3) home visits; and 4) enrichment activities. This intervention effort aims to support parent engagement in children's early learning experiences. It does so by bridging children's experiences at home and in preschool with the understanding that both settings are important relational contexts for growth in young children's social-emotional development and overall success in life. My personal mission as a researcher and educator in the field of early care and education is consistent with the Exchange's aim to support early childhood professionals worldwide in their efforts to create environments where adults and children thrive. I strive to lead high-quality research and professional development efforts to ensure the social-emotional health and well-being of all children, early childhood teachers, and parents.

References

Lally, J. R., & Virmani, E. A. (2012). Learning During the Early Months. In Program for Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning (Second Edition).

Thompson, R. A., Virmani, E., Waters, S. F., Meyer, S., & Raikes, A. (2013). The development of emotion self-regulation: The whole and the sum of the parts. In K. Barrett, N. A. Fox, G. A. Morgan, D. J. Fidler, & L. A. Daunhauer (Eds.), Handbook of self-regulatory processes in development: New directions and international perspectives (pp. 5-26). New York: Taylor & Francis.

Thompson, R. A. & Virmani, E. A. (2012). Socioemotional development. In V.S. Ramachandran (Ed.), Encyclopedia of human behavior (2nd Ed.). Oxford, UK: Elsevier. Virmani, E. A., & Ontai, L. (2010). Supervision and training in child care: Does reflective supervision foster caregiver insightfulness? Infant Mental Health Journal, 31 (1), 16-32.

Virmani, E. A., Masyn, K. A., Thompson, R. A., Conners-Burrow, N. Whiteside-Mansell, L. (2013). Early childhood mental health consultation: Promoting change in the quality of teacher-child interactions. Infant Mental Health Journal, 34(2), 156-172.

Virmani, E. A., Mangione, P. L., Monahan, K. (Project Leads). (In press). California Preschool Program Guidelines. Sacramento, CA: California Department of Education.

Virmani, E. A., Mangione, P. L. (Eds.). (2013). Program for Infant/toddler Caregiving: A Guide to Culturally Sensitive Care (second edition). Sacramento, CA: California Department of Education.

I have been working in the field of Early Childhood Education for the past 25 years. I have been blessed to know wonderful teachers and mentors. I feel it is my responsibility to pay it forward. My earlier schooling experiences were always challenging since I was an immigrant in a new country and educational system. My family immigrated to the U.S. when I was twelve years old. Needless to say, I graduated high school, but my passion for learning began when I discovered the study of Child Development. It was than that I realized I loved learning. I never wanted to study anything else again. My passion and a few wonderful teachers at the community college are the reasons why I teach today. My experiences showed me that a good teacher can change lives and so I like to continue what I have learned to be true. What I have learned about good teaching over the years from my mentors are: be a good listener, be respectful, care, show courage, never assume, and be kind. These are the principals that guide my teaching and I hope to reach every learner. Thank you for this opportunity.

I feel knowledge unshared is knowledge wasted. That’s why I have dedicated my career to not only gaining knowledge, but to sharing it as well. As a national trainer, consultant, author, and advocate I educate others on the importance of high-quality leadership and management practices. Every time I connect with an early childhood practitioner I have three goals:

1. help them realize how programs are part of a social system with moving parts,
2. leave them with a deeper understanding of how high-quality administrative practices lead to improvements in quality of life for staff, higher quality classroom practices, and ultimately better outcomes for children and families, and
3. inspire them to stand up and speak out for the field of Early Childhood and Education. My mission is to spread the message that leadership matters.

I am...
... daily seeking out new opportunities for myself and others for professional and personal growth.
... connecting with diverse populations and identifying similarities.
... boldly using innovative practices to make the changes needed in the world.

The first time I bared my scars, it was my physical scars that I revealed. I was 10 years old and wearing a blue leotard as I addressed my fifth grade classmates in the hope of educating them so the teasing would stop. The egregious surgery that left me with a disfigured leg and a 2-1/2 inch leg-length difference should have been routine; however, a metropolitan military hospital botched the procedure, leaving me with not only physical scars, but also emotional ones.

In becoming a spokesperson for myself in front of that fifth grade class, I took the first steps toward becoming an advocate for others as well. I now use my story as a tool to address the importance of the relationship between parents and providers, as my in-home childcare provider was the one to detect my hip dysplasia and to suggest that my parents seek treatment for me. I use my story as a conversation starter to advocate for parent health education opportunities and also to highlight the many challenges experienced by children with exceptionalities and their families when engaging with the education system.

My academic pursuits have been motivated by trying to understand the physical, emotional, neurological, and familial implications of what my family went through for the 20 years I was in and out of hospitals. With great enthusiasm, I have studied parent grief cycles, family belief systems, self-fulfilling prophecies, health literacy, and health systems. Throughout this process, I gained a greater understanding of what my family and I went through during my youth and how that road may have been made easier through better health education, advocacy, and access to needed resources. I have also acquired the knowledge and skills needed to inspire and educate professionals working with children and families, especially those with exceptional needs. Perhaps most significantly, I have been empowered to advocate on behalf of others who face similar challenges.

The experience of growing up with people constantly noticing and commenting on my limp has made me sensitive to issues of inequality, inequity, and access to resources. Access to information, quality health care, and health insurance are essential if children are going to show up in classrooms ready and able to learn. Someone has to make that happen; I can help be the voice of those not yet ready or willing to share their story by continuing to tell mine.

"ONE HUNDRED YEARS FROM NOW"

(excerpt from "Within My Power" by Forest Witcraft)

It takes a village to raise a child, but the village has to be well for the children to be well. Helping to make the village well is the greatest mission in the life of Nefertiti Bruce Poyner. Her research interest and the passion that guides her work revolve around better understanding how resilience contributes to effective education for children, staff, and communities. With a unique ability to engage others she uses humor, tears, and personal examples to engage the head and heart in experiences designed to not only educate, but to motivate as well.

I believe in the golden rule above all. I try to live my life by that rule. I believe in learning from those around me. I appreciate exploring new ideas garnered through my peers and even through inspirational stories of those I have never met. I need to be in a profession and position that help me make a positive difference in this world. I believe in seeking the perspective of others and don’t assume I know what it’s like to walk in their shoes. I believe those around me are striving to be their best selves. I strive to have hope and respect for everyone I meet.

It is my mission to promote quality teacher education, safe and secure environments, and developmentally appropriate practices which is the definition of high-quality early childhood education. I also advocate for regulations that promote the above and do not hinder the development and operation of a quality program. I believe in strong foundations of professionalism for our industry and adherence to ethical practices in our decisions that affect children, families, and the community we serve.

I embody my mission by collaborating with industry leaders, speaking to university classes, providing workshops for the individuals in the industry, and being available to those who need support and guidance. My goal is that the industry continue to move forward as a highly-respected profession and that the value of quality early childhood programs is appreciated and expected by all.

My pursuit in this life is to reach out to others in the service of education and food assistance in order to provide a loving, encouraging, and compassionate hand to those who are less fortunate. It has always been a dream of mine to serve in the field of education. Having taught several different ages, ability levels, and ethnicities of students, I have faced challenges and overcome those to instill quality education to those served. As an educator, I will push forward to make a difference in the lives of all staff and students in my path in hopes that these individuals will take forward a greater certainty of what life has to offer.

I enjoy ministering to the less fortunate through Disaster Food Relief. Having walked a difficult path myself for a few years, I know the challenges others face as tragedy hits close to home. I stand firmly on supporting others as they pursue the life of their dreams. I will strive to love without boundaries, thrive upon my passion to help others, and be completely devoted to changing the lives for those who will follow after me. My purpose is to create a legacy of love, passion, and understanding for others.

To serve as a leader, promote quality care, and mentor best practice for children. Inspired to inspire others and apply ethical principles to make a difference.

I will be an entrepreneurial leader that focuses on the creation and support of organizational environments where educators can work together to better the lives of children and families. I accomplish this mission by living passionately within the following values, which are also part of my personal mission. I can never fully achieve this mission and mastery of these values, but the journey will be all the reward necessary.

"Far and away the best prize that life offers is the chance to work hard at work worth doing." — Theodore Roosevelt

Therefore, I have decided to work hard at these values worth living by... Pursuing my mission within these values:

• Wisdom is knowing the right path to take; Integrity is taking it.
• Integrity is choosing your thoughts and actions based on your values rather than personal, career, or organizational gain.
• Positive relationships bring out the best in all endeavors — When someone gives you their time, they are giving you a portion of their life that they will never get back. It's one of the most precious gifts you can receive.

The following are my statements about positive relationships:

• All successful relationships require work.
• Most of the time you get what you put in.
• You shouldn't have to fight for a spot in someone's life.
• There is a purpose for everyone you meet.
• You are in full control of your own happiness.
• Forgiving others helps YOU.
• I support people who want to grow.
• I dialogue with respect, focus on the issue, and I act professionally.
• You are better off without some people (The 80% rule).
• Small gestures of kindness go a long way.
• We come together for a higher purpose and commit to the highest outcomes

"We are here for a purpose and that purpose is to grow into a mountain, not to shrink to a grain of sand. Henceforth we will apply ALL our efforts to become the highest mountain of all and we will strain our potential until it cries for mercy." — Og Mandino

"This is the true joy of life, the being used up for a purpose recognized by yourself as a mighty one." — George Bernard Shaw

"Through working with others, we achieve more. It is the long history of humankind (and animal kind, too) those who learned to collaborate and improvise most effectively have prevailed." — Charles Darwin

"If you have an apple and I have an apple and we exchange these apples, then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas." — George Bernard Shaw

"Continuous improvement as a way of life — I am what I repeatedly do. Excellence, then, is not an act, but a habit." — Aristotle

"I did then what I knew how to do. Now that I know better, I do better." — Maya Angelou

Ensure the survival, protection, development, and participation rights of all children and protect from all kinds of abuse, exploitation, violence, and neglect by providing holistic development opportunities, improving the status of children, creating opportunities, and strengthening government policies.

All children must have the best start in life to create a better future for themselves and for the nation.

I am honored to be nominated for recognition as an Emerging Leader by Exchange Magazine. In my professional life, I have turned to Exchange Magazine for education, guidance, and insights — always with confidence that I was learning from the expert practitioners and leaders in the early care and education field. My strong commitment to supporting the values and goals embodied by Exchange Magazine's mission is rooted in my experiences as a case worker for a community intervention program in Baltimore City nearly 20 years ago.

This work afforded me the opportunity to assist families struggling to navigate the challenges of acute, intergenerational poverty by accessing publicly-funded services designed to support and empower their well-being and economic independence. It brought me into direct contact with the complex nexus of programs and services at the local and state levels, and revealed the immediate and damaging effects of systemic misalignment, ineffective coordination, and gaps in service infrastructure.

Since then, I have devoted my professional career to the imperatives of improving the quality and systemic coordination of our federal and state early care and education systems, increasing public investment in these systems, and amplifying the message that early development and learning remains a critical arena in which to promote social, educational, and economic equity. The diverse positions I have held in both government and non-profit settings have given me the opportunity to apply the varied lenses of research, policy, and administration to these challenges. I bring a detailed understanding of early childhood programs and systems at the local, state, and federal levels to my role as an Emerging Leader. My range of skills and experience have also focused on bridging research, policy, and practice.

As the leader of the early childhood policy portfolio at the National Governors Association's Center for Best Practices, I was integrally involved in developing and sustaining a partnership with Harvard University's Center for the Developing Child to improve how the brain science of early childhood development is communicated to state policy makers. I became deeply engaged in our work of synthesizing scholarly research and policy analysis to design communication strategies focused on executive function and the neurobiology of toxic stress, among other topics. By informing the development of research-driven policies that support professional development and program models that translate into high-quality developmental experiences for vulnerable young children, I developed strong and proven skills in building strategic partnerships and managing diverse coalitions.

Exchange Magazine has consistently provided me with invaluable ideas and connections to professional colleagues and networks. It would be an honor to be recognized as an Emerging Leader and contribute to this respected and essential professional community.

I believe I am a worthy candidate for the Exchange Emerging Leader award. I have a unique path into early learning: I was born into it. In the early 1970s, I was one of the first children enrolled in my mom's first preschool room. I often joke that I am the reason we have behavior guidance policies today. Throughout childhood, I performed various tasks for New Horizon, including mopping and waxing floors, putting stamps on direct mail pieces, and serving as a classroom aide.

When I was in law school and continued to work at New Horizon Academy in 1995, my son was born. From that day forward, I realized what my mom started back in 1971 is the most important work on the planet. I fell in love with our work and knew I would never leave. What we do in early childhood each day has a dramatic impact on a child's future and a family's ability to work. I often say to employees who come to New Horizon Academy that I've experienced what we do as a child in the classroom, as an employee, and as a customer.

I bring that unique perspective to everything I do in early education. I have been a provider of early learning services to young children for over 20 years. I am the Chief Executive Officer and one of the owners of the largest family-owned, center-based company in the United States. I have the practical experience of operating NAEYC-quality classrooms for families of all income levels. In my role, one of the proudest accomplishments of our company was setting an expectation that New Horizon Academy would have 100 percent of its eligible programs in Minnesota accredited by NAEYC, and we achieved this goal. With the support of our management team, New Horizon Academy has developed comprehensive systems to ensure consistent quality throughout our 66 Minnesota early childhood programs. We were the first early childhood organization of our size to accomplish 100 percent NAEYC-accreditation.

1. I also have extensive experience as an advocate on behalf of the early education industry in Minnesota, Idaho, and at the national level. Since 2004, I have been re-elected as president of the Minnesota Child Care Association six times. When I started in that role there was a significant bias for multi-center operators like New Horizon. Today, center-based providers, whether they be single-owner operators or programs like mine with numerous centers, are a united force, working together to build a quality system with access for families of all income levels. In addition, we work side-by-side with Head Start, school readiness, Early Childhood Family Education, and other programs in Minnesota to fight for funding so families have real choices and real options for their early education experience.

In addition, I have spent extensive time as an advocate at the national level, including work for the National Association for the Education of Young Children (NAEYC; current board member), the Early Care and Education Consortium (ECEC; current board and executive committee member), and in partnership with the National Women's Law Center. I have attended the national and state Child Care Advocates Annual Conference for over 10 years.

2. I have a unique background in early education. I have a B.A. in management and leadership. I also have my J.D., which gives me legal training and experience in dealing with legal and regulatory issues that affect and impact providers in early education.

3. Last and most important, I have an insatiable appetite for continuous improvement. New Horizon Academy was one of the first to adopt much of the new research and evidence about how to create the best early childhood classrooms. Our recent efforts include: joining the Partnership for a Healthier America and the Let's Move Initiative to fight childhood obesity, partnering with the Minnesota Department of Health with the LANA program (Learning About Nutrition through Activities) to encourage children to eat more fruits and vegetables, being one of the pioneers to create a national model for Farm to Child Care with a goal of bringing locally grown produce into child care centers, our partnership with the University of Minnesota to bring the SEEDS of Emergent Literacy into our classrooms, and helping to create the most comprehensive early childhood curriculum in the field.

I think my team would describe me as the one who consistently pushes and strives to be the best. I constantly say to our team, "you do the world's most important work," and create an environment where new ideas are encouraged and people are respected and valued. I also use my business perspective when decisions are necessary about the economics of bringing quality and affordability to more families in the United States.

My personal philosophy is one of non-violence and respect for all, regardless of age or ability. We live in a world where often times the most vulnerable, the most impressionable, and those most dependent on others are afforded the least amount of respect and legal protection. If one only reads my book or blogs, I would be labeled an anti-spanker, and that is partly true. But if you delve deeper into my personal beliefs and how I live my life, I am against all violence, and more specifically, all harm against others (including mental/verbal, psychological abuse).

As a School Readiness Manager for a federally-funded preschool, I uphold this mission by continuing to learn about the benefits of non-violence, how it links to attachment in both children and adults, and really looking at how the implementation of various models of non-violence and respect can be implemented. Most recently, I became certified in Positive Behavior Practice (PBP). Although this certification began as a quest to be an active member of the Parent Committee at my children's school, as the journey began I soon began to train on aspects at work with the teaching staff that I oversee. The process involves a transformation in various forms: how we were raised, how we/society views children, as well as looking at our personal triggers and being cognizant to not transfer those frustrations onto the children we work with and rear. Moreover, the link from school to home is important for continuity.

Within my children's school, I participate in training and "coffee discussions" with parents to assist them in the implementation of PBP and overall positive strategies that may work for their child for those challenging situations that happen at home. If parents feel successful, their children will feel successful as well. My mission to educate parents, empower children, and aid in changing the mindset of society. The realist in me knows I will never change the mindset of all. But the dreamer and doer in me is cognizant in my ability to make an impact with all people I interact with and all people who observe me. Education through organic conversation is the path to get people to reevaluate what they have always done and always thought. If we do not provide options, we cannot contribute to change. Although in many ways my views and mission may seem radical or "hippy thinking," that in no way slows me down or discourages me. The most radical of thinkers, the most questioned and challenged thinkers of the past are the ones who (eventually) made the most impact, one person, one family, one mentee at a time.

As a professional in the field of early care and education, I truly believe it's my life's mission to live by and model my personal mission statement. As a parent, I know my children are watching me, modeling my behaviors, and will pass all behaviors witnessed into the world, as they are the future adults and contributors to society. To truly be a leader, one must understand the cyclical process: once it begins, it has no end, and its impact is felt in all interactions.

My work is about identifying and developing strategies that support dual-language learners in early childhood programs, especially those that build upon parent literacy. I'd like to increase my analytical skills and learn how to use various tools in advocating and communicating my position on certain policies. I want parents to engage in rich, meaningful conversations with their children, which will lead to school success. My goal is to build on knowledge and implement practices that will help parents do that. My background as a migrant child with Spanish-speaking parents has impacted me as an early childhood educator and advocate. I strongly believe that supporting parents to speak their native language in the home leads to an increase in children's vocabulary.

My first professional job was teaching school-age and preschool children. Both of my programs were accredited and recognized as quality programs. As the director of a child development center, I was in charge of the educational services. I implemented curriculum, provided training to teachers, observed teacher/child interactions, and monitored and reported on children's learning gains. I went on to earn my AS degree in Early Childhood Education and a BS in Undergraduate Studies with concentration in Early Childhood Development. I later became Director of Program Quality, overseeing 0-5 age programs for over 6,000 children with my current agency, Redlands Christian Migrant Association. In my current position as Associate Executive Director of RCMA, I have the ultimate responsibility for the operations of all our 0-5 age programs.

I am involved with Florida Head Start Directors Group, attending clustered trainings and engaging in networking opportunities that impact Early Childhood programs. I sit on the Early Learning Coalition of Florida's Heartland Board as the Head Start Director Representative. I am the President of Directors' Affiliate for National Migrant & Seasonal Association. RCMA has been active working with other advocacy organizations in providing suggested changes in Florida's Voluntary Pre-Kindergarten Program statute to support dual-language learners. I want to ensure that Latino (including migrant) children are considered as a priority in funding and that assessment, teaching, and testing are in the child's and family's primary language. Our families deserve access to information that will make their children successful in school and beyond. I am frustrated and motivated by the way policy and practice lag so far behind the needs of an increasingly global society in which multiple languages and cultural competencies are key. Instead of our children being seen as having language deficits (English), they should be valued for bringing dual language/cultural experiences to school.

I believe in professional growth and challenges. I have been engaged with children and families in the border of United States and Mexico for over 4-1/2 years as a Museum educator, at the Children's Museum of Brownsville, and as a child development advocate. I am a bilingual educator studying for my Masters in Early Childhood Education at the University of Texas at Brownsville, and I believe my pedagogy is grounded in the work of Carl Rogers and Jean Piaget because I have found their theories to be applicable in many contexts.

However, I also believe that a constructivist approach incorporating and honoring the funds of knowledge from families is key to valuable engagement. Building on the work of these theorists, I have advocated to our community through my service work, professional job, and personal conversations the potential that exists in the children of the Rio Grande Valley. The Rio Grande Valley region of south Texas is the second poorest county in the United States, and is challenged by health, environmental, and drug trafficking variables. I believe the problems are challenges and opportunities for change. I am eager to build and nurture the richness of culture, language, and uniqueness of the region.

I believe that all children can succeed, and as an educator I think it is my responsibility to nurture their potential. Like Rogers, I believe that humans, including children, have one basic motive, which is the tendency to self-actualize. If all conditions are right, much like a flower that will grow to its full potential, so will children flourish if their environment is appropriate. As a result of my education and sense of responsibility to the children of the world, I have a strong commitment to engage families that are the most vulnerable in my region, such as the undocumented children, unaccompanied children, or those challenged by socio-economic challenges.

As a Museum educator, I have tutored children from ages five to nine in our After-School Program developed to aid at-risk children, particularly those with challenges in literacy. As a result of this program, many students have benefitted socially, emotionally, as well as academically. I have worked as a Museum educator and as an English teacher using child-centered strategies. I have been professionally active through advocacy activities in my Masters program. These community-based events include health fairs, community play days, literacy events, and peace and social justice play days where local children have opportunities through family involvement to engage in art, literacy, science, and peace activities. As a child development leader, I firmly believe in community involvement, which is why through my role as a Museum educator and graduate student I have worked with numerous agencies like the Brownsville Literacy Center, the Gladys Porter Zoo, Child Care Programs, Head Start, the Brownsville Independent School District (BISD) and the University to provide culturally and linguistically sensitive opportunities for families in dual language formats.

I am an emerging early childhood leader, and I believe strongly in life-long learning, which is why I participate in many ECE trainings through the university, leadership of Texas, Work Force Commission, and our local AEYC affiliate trainings. I have taken a leadership role in advocating for sensitive and meaningful practice by interviewing in newspapers, creating our event flyers, and participating in numerous events focusing on the Convention of the Rights of the Child.

Although I am 28 years old, I believe advocacy involves sensitive understanding, and collaborative action, and I look forward to another 28 as a community early childhood leader. I strive to commit to these ideals every day, and try earnestly to formulate habits of character. I believe through collaboration, mentoring, and communication leadership grows, emerges, and transforms one. I believe leadership involves recognizing and practicing your code of ethics as a professional. Honesty is key as we reflect upon our tasks, but also honesty in professional interactions. I believe that being informed and reading current research that informs my practice is part of being a leader. I am passionate about current issues in early childhood and very concerned about the issues of equity and justice for children of poverty, which is what spurs my spirit and fuels my energy into shared collaborative projects with others in the community. I am a calm person who thrives when working with diversity of organizations and opinions.

We are a very dynamic region where tremendous changes are occurring in immigration, migration, and the arrival of thousands of unaccompanied children. These challenges inspire me to get involved with our local AEYC as a member, but also as a trainer in local AEYC events. I am also a member of US Play Coalition, International Play Association, and I am highly motivated in my work ethic. I believe that to work effectively means to work with a purpose and a collaborative spirit striving for excellence, because children and families deserve no less than quality education and support — not only from me, but from their community.

I am committed to making the world better than I found it. Therefore, I embrace the ideas and actions of transformative leadership. I intentionally set out to transform early care and education systems to inspire children, families, educators, program leaders, and policy makers. I aspire to keep the heart of my work about the children and the adults who care for and educate them. I believe educational systems can produce powerful experiences that can either suppress or amplify our potential as leaders, innovators, or engagers of the world. Therefore, I aspire to produce professional learning and development experiences that challenge, excite, and provoke breakthrough thinking, passion, and action for quality in early care and education. I am driven by a philosophy that empowers educators and leaders to nurture their greatest potential for impacting the lives of young children and their families. I truly believe children are the world's greatest resource and I have a profound desire to support their internal capacity without placing limitations on them. In my life I want to venture to make a difference. I want to fundamentally change the way the world views children, especially our youngest. I want to champion possibilities.

I am proud to be a part of an extraordinary profession that has intimately taught me the meaning and relevance of diversity. I believe real diversity gets to the heart of what it is to be human. I hope to always live a life of service. I hope to always walk with courage, create new paths for leadership, and make an indelible mark on the world and do it for the sake of children. I aim to live my life this way. I aim to use my voice with care. I live to pursue a destiny to move the masses and inspire change.

I start my day with my daily bike commute to work. This helps me clear my mind, focus, and get ready for the day. Being outside is what excites me. As I sit in my cube, I sometimes find myself staring out the window as clouds float through the sky, wishing I were exploring in the woods, getting muddy in a stream, or scaling another peak. I believe that spending time in the outdoors is good for the soul. It is a natural remedy to offset the effects of ADD and childhood obesity, and stimulate creativity and love for the outdoors. Children are naturally curious about their environment and want to explore, discover, and learn. Providing scaffolding and a challenging environment for children will give them the opportunity to discover and learn on their own, making the learning experience more meaningful.

I recently had the opportunity to complete the Buell Early Childhood Leadership Program. Throughout the year, I was able to expand my knowledge of the early childhood system, listen and learn different perspectives, develop long-lasting friendships and a great network of resources and support systems. It was through an exercise in class that spawned a new friendship and the idea of opening our own nature-based preschool. My professional goal is to open a "Forest Kindergarten"-based school in the Denver metro area with a colleague. We hope to connect young children with nature, inspire them to think creatively, explore and make sense of their world, and become stewards of the Earth. I believe that nothing in life is free. The harder you have to work for something, the more you appreciate it. I feel this is true in both professional and personal life. I don't live to work, but I work to live. I feel it is important to have balance in life and to make time for friends, family, and yourself.