Advance your core knowledge in the domain of behavior management and social-emotional learning and development. Learn systems-level strategies that support effective alternatives to suspensions and expulsions.
Increasingly, suspensions and expulsions are used in early education settings as a remedy for challenging behaviors—often disproportionately affecting boys, children with special needs, children of color, and children from low-income homes. The science of early learning clearly demonstrates the negative consequences of preschool suspensions and expulsions, not just for individual children but also for their families. To address this issue, early education leaders need new tools and competencies, and leadership strategies to transform how disruptive behaviors are handled in their professional settings. Join us on October 24 – 25, 2018 to gain a deeper understanding of the consequences of and alternatives to suspensions and expulsions in early learning environments. Learn about policies, systems, and strategies that support the early educators to handle disruptive behaviors more equitably and effectively.
Managing Behavior: Alternatives to Early Childhood Suspensions and Expulsions is offered as part of the Zaentz Professional Learning Academy and is aligned with the Academy’s mission to equip leaders with the cutting-edge knowledge, strategic tactics, and collaborative networks needed to design and implement approaches and policies that improve young children's learning environments.
Facilitated by Nonie Lesaux and Stephanie Jones, Faculty Directors of the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education, this program offers a combination of lectures, research discussions, collaboration opportunities, and individual and small-group planning sessions.
Participants in this two-day program will gain insights from the latest research, learn from and work with experts, including Deborah Perry, Director of Research and Evaluation at the Center for Child and Human Development and Research Professor at Georgetown University; Mary Louise Hemmeter, Professor of Special Education at Vanderbilt University; Rosemarie Allen, Assistant Professor at the Metropolitan State University of Denver; and Abby Morales, Coach and Program Director at the Boston Public Schools Department of Early Childhood Education. Participants will also generate their own leadership plan designed to support more effective approaches to support children’s positive behavior and learning.
Specific activities include:
- Plenary sessions
- Lectures from experts at Harvard, Georgetown, Vanderbilt and other institutions
- Presentations from guest research- and practice-based professionals
- Case studies
- Small-group discussions and reflections
- Facilitated question-and-answer discussions
- Networking opportunities
A follow-up webinar will be held where program participants can connect, share learnings, and discuss progress and challenges with the Zaentz community.
During the second day of the program, participants are invited to a lunchtime information session about the Certificate in Early Education Leadership (CEEL). The session is voluntary, there is no additional fee, and lunch will be provided.
- Explore the landscape of suspension and expulsion in early education settings and how it intersects with children’s social-emotional development and learning
- Learn about mental health consultation as an effective approach to reducing the use of suspension and expulsion in early education settings
- Gain knowledge about system-level supports from early education leaders who have transformed the way behavior is understood and managed in their professional settings
- Learn about the relationship between implicit bias and behavior management
- Understand and develop a plan to support early educator competencies that promote positive behavior and self-regulation in children
Who Should Attend
- Directors of early education centers or programs
- Leaders of early education service organizations across the mixed-delivery system
- Teacher leaders or teachers with an interest in leadership
- Directors, administrators, and coaches in public school preK programs
- Early education professionals who support teachers in their work, such as instructional coaches, supervisors, or teachers who have leadership roles
- Higher education faculty and staff in early education programs