> Training > Training Calendar Registrations > Professional Development Day - MCLA
Professional Development Day - MCLA
January 3rd, 2017.
8:45 AM to 3:00 PM
CEU Trainings
MCLA, 375 Church Street, North Adams
Sue Hamlett (SHamlett@valleyopp.com)
Choose One Session for the Entire Day

1. Guiding Children’s Behavior

A successful educator engages children in many exciting activities and experiences to help keep them focused and motivated. Inevitably, we encounter children with disruptive behavior that puts a damper on the smooth running of a classroom or program. This training will help you learn skills to minimize the disruption and improve the overall atmosphere of your classroom or program. We will learn about helping children to develop self-regulation, developing effective classroom rules, behavior management strategies, teaching social problem solving skills for a group or individual children, and responding to difficult behavior and physical aggression.

Presenter: Elise Anton
Audience: GCC, FCC & Public School Preschool
Core Competency: 2. Guiding and Interacting with Children and Youth
Category of Study: 4. Child and Classroom Management

2. Using Technology to Support Learning in Early Childhood Programs

Technology can be used productively with children and increase and enhance learning. This session will assist educators with using computer technology with children to support learning. It will include guidelines for appropriate use of technology with young children, selecting and assessing software, developing program policies on use of technology, and encouraging parents to use technology appropriate with their children. Many resources will be shared.

You will need a tablet, a laptop, or a smart phone on which you can access websites and apps.

Presenter: Linda Schumacher
Audience: GCC, FCC, OST & Public School Preschool
Core Competency: 5. Learning Environments and Implementing Curriculum
Category of Study: 3. Curriculum for Early Childhood Settings
3. Fostering High Quality Teacher – Child Interactions: Inspired by the Classroom Assessment Scoring System (CLASS) Principles

“Small differences and improvements in daily teacher-child interactions result in real differences in child outcomes. Studies show that the effectiveness of early teacher-child interactions positively impacts children’s cognitive development, with the effects lasting through the 3rd grade. The Classroom Assessment Scoring System (CLASS) dimensions are based on developmental theory and research suggesting that interactions between children and educators are the primary mechanism of student development and learning. Effective teacher–child interactions are an active and crucial ingredient for children’s social, behavioral, cognitive and academic development and outcomes." - Robert C Pianta. This training will inform participants of the structure and the motivations of the CLASS tool. This training will guide participants through key elements of mindfully creating high quality instructional formats and intentional curriculum development. Participants will focus on the quality of their interactions with children, practice constructing mindful and in depth scientific inquiry and explore how to engage in high quality feedback and advanced language modeling.

Presenter: Liz Charland-Tait
Audience: GCC, FCC & Public School Preschool
Core Competency: 2. Guiding and Interacting with Children and Youth
Category of Study: 3. Curriculum for Early Childhood Settings

Location: Massachusetts College of Liberal Arts (MCLA)
375 Church St
North Adams, MA

Park in lot across the street

Time: 8:45 A.M. Registration
9:00 A.M. – 11:30 A.M. Training
11:30 A.M. – 12: 30 P.M. Lunch
12:30 P.M. – 3:00 P.M. Training

Cost: $25.00
Credits: .5 CEUs = 5 EEC training hours

download: PD_Day_1-03-17_MCLA.docx
download: PD_Day_1-03-17_MCLA.pdf

Registration Quantity

Registrant One

In order to register you must supply a PQ Registry #. If you do not have one, please register for one on the EEC Website.

Date of training: January 3

Main Contact Information

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This training is supported with funding from the Educator and Provider Support (EPS) grant, Department of Early Education and Care.