For innumerable reasons, formal and informal curricula have short lifetimes in a classroom. With a new curriculum comes excitement for those who had a say in the selection process and, often reluctant compliance from others. To effectively use a curriculum everyone needs to support it and the process of implementation needs to be timely. If not, the maintenance of staff and the success of the curriculum are both in jeopardy. In this training, participants will be introduced to evidence-based practices for effectively preparing, implementing, and maintaining a new curriculum in their classroom and program while obtaining staff buy-in and dedication.

WE RECOGNIZE CHILDREN THRIVE MOST WHEN THEY ARE LOVED AND CARED FOR BY A PROVERBIAL “VILLAGE.” IN EDUCATION, THERE ARE MANY VILLAGES, BUT THEY ARE OFTEN SILOED. MEMBERS ARE GIVEN DIFFERENT SOCIAL AND MONETARY VALUES. FOR EXAMPLE, PARAS/TEACHING ASSISTANTS, SPECIAL ED. SUPPORT STAFF, AND OTHER INTERVENTIONISTS ARE RARELY INCLUDED IN SCHOOL EVENTS UNRELATED TO THE SPECIALTY. THERE ARE FEW OPPORTUNITIES FOR TEAM BUILDING AND BONDING WITH GUIDANCE FROM UPPER AND MIDDLE-LEVEL ADMINISTRATORS. IN MANY CASES, THE TEAM IS NOT HELD TO THE SAME STANDARD, IF ANY, EVEN THOUGH THEY ARE THE LYNCHPIN TO AN INCLUSIVE CLASSROOM COMMUNITY. IN THIS TRAINING, PARTICIPANTS WILL LEARN ABOUT COLLABORATIVE TEAMING MODELS, FORMS OF LEADERSHIP AND FOLLOWERSHIP, AND TECHNIQUES TO BUILD AND FOSTER A COMMUNITY OF ADULTS WHO CAN SUPPORT THE OPTIMAL GROWTH AND DEVELOPMENT OF ALL CHILDREN AND ONE ANOTHER. 

THE METAPHOR FREQUENTLY USED FOR NEW TEACHERS IS TO “HIT THE GROUND RUNNING.” THE REALITY IS THAT, BECAUSE OF THE LACK OF PREPARATION FOR THE CLASSROOM CURRICULUM, THE DIVERSITY OF CHILDREN AND FAMILIES, AND THE EXPECTATIONS OF A NEW PROGRAM, TEACHERS DON’T EVEN HAVE A GROUND TO RUN ON. INSTEAD, THEY ARE FORCED ONTO A TREADMILL THAT IS MOVING AT 100 MILES PER HOUR WITH A 30-DEGREE INCLINE. IN THIS TRAINING, PARTICIPANTS WILL LEARN TECHNIQUES FOR REDESIGNING THE ONBOARDING PROCESS, EMPOWERING PROFESSIONALS FROM THE START, AND CREATING A CULTURE THAT REFLECTS THE UNIQUE STRENGTHS OF EACH EMPLOYEE – NEW AND EXPERIENCED.

OVER THE COURSE OF ANDREW’S TWELVE YEARS WORKING WITH CHILDREN WHO EXPERIENCE DISABILITIES AND THEIR FAMILIES, HE HAS LEARNED MANY LESSONS THAT HAVE GUIDED HIM FORWARD WHEN, SO MANY TIMES HE HAS WANTED TO TURN LEFT, RIGHT, BACKWARD, OR DROP TO THE GROUND AND THROW A TANTRUM. THIS TRAINING IS A PERSONAL INSIGHT INTO HIS EXPERIENCES AS A TEACHER OF YOUNG CHILDREN IN AND OUTSIDE OF INCLUSIVE SETTINGS. PARTICIPANTS WILL GAIN AN UNDERSTANDING OF WHY INCLUSION IS CENTRAL TO ANDREW’S WORK AS AN AUTHOR, RESEARCHER, AND COLLEGE PROFESSOR, AND WHY IT SHOULD BECOME CENTRAL TO THEIR WORK.

TELLING STORIES IS THE ULTIMATE HUMAN SUPERPOWER. SO MANY EDUCATORS THINK THAT THEY DON’T HAVE THE SUPERPOWER, BUT THEY DO. STORIES DON’T NEED TO BE LONG, OR GROUNDBREAKING, BUT THEY DO NEED SOME KEY INGREDIENTS. WHEN BLENDED EFFECTIVELY, AND BAKED, THE END PRODUCT CAN BE USED TO CHANGE THE HEARTS AND MINDS OF CHILDREN, STAFF, FAMILIES, COMMUNITY MEMBERS, OR LARGE AUDIENCES. IN THIS TRAINING, PARTICIPANTS WILL LEARN ABOUT THE KEY INGREDIENTS AND HOW TO APPLY STORIES TO THE WORK THEY DO EVERY DAY.

The stories and lessons I learned as an early childhood professional set the tone for events focused on creating high-quality learning experiences for children with and without disabilities using research-based strategies. My keynotes open and expand the perspectives of participants’ understanding of inclusion. My goal is to inspire listeners to use research-based practices and provide high-quality, authentic, meaningful inclusive experiences for all children, families, professionals, and community members.