Early ChildhoodJewish EducationConference 2012

The of the The Strength of the Mind

Ko ach Mo ach..

December 6, 201222 Kislev 57738 a.m. - 3 p.m.

B’nai Israel Congregation6301 Montrose RoadRockville, MD 20852

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The Ko ach of the Mo ach

• What skills will children need to learn in order to be successful members of a democratic society in the 21st century?

• What are the core values that children will need to “own” to be vital members of our changing Jewish community?

• What is the current pedagogical research in the field of early childhood and brain development?

• What is the current wisdom in the field of Jewish early childhood education?

• And…how do we ensure that our teaching and our classroom environments help develop these skills and values?

Come wrestle with these big ideas and then reflect on your practice to determine if your teaching is in alignment with your new understandings and knowledge. Come be inspired for individual and school growth. By looking at both pedagogy and Jewish practice we will focus on The Koach of the Moach – The Strength of the Mind for our teachers and our children.

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Schedule of the Day

8 - 8:30 a.m. Registration

8:30 - 9:30 a.m. Welcome

Brainstorming (Setting the Stage)

9:30 – 9:45 a.m. Brain Food (Snack on the Go)

9:45 – 11:30 a.m. Session I

11:30 a.m. – 12:15 p.m. Lunch

12:15 – 2 p.m. Session II 2 – 3 p.m. Meeting of the Minds (Reflection)

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Morning Sessions

1) A Teacher’s Introduction to Brain Development: What’s Hype? What’s Real? Judy Harris Helm, Ed.D., President, Best Practices, Inc.

Research is providing powerful new insights into how the brain learns. If you have heard about the brain studies but have trouble understanding what this means for you, in your classroom, with your children; this session is for you. Dr. Judy Harris Helm, a world renowned early childhood educator, will share the most powerful new insights into the brain in a way we can all understand and apply. She will review what is happening in the latest brain research and tie it to implications in three areas: how we handle the early years, the effect of emotion on learning and development, and how the brain learns. What are the implications for teaching? Are we doing what is best for children? This session will help everyone under-stand how to do a better job of helping children learn. Teachers will never look at students and learning in the same way.

About Judy: Judy Harris Helm, Ed.D., has taught four year-olds, directed, and designed early childhood programs and taught in teacher training programs. For 10 years she has been assisting early childhood and elementary schools in integrating research and new methods through her consulting and training company, Best Practices, Inc. Judy completed her graduate studies for both her M.A.T. and Ed.D. at West Virginia University, College of Human Resources and Education.

She is co-author of “Windows on Learning: Documenting Young Children’s Work”; co-author with Lilian Katz of “Young Investigators: The Project Approach in the Early Years”; and co-editor of “The Power of Projects: Meeting Contemporary Challenges in Early Childhood Classrooms.” Judy served as the primary design consultant for “The Power of Documentation: Children’s Learning Revealed Exhibit” at Chicago Children’s Museum and Grantz College. She provides consultation and training throughout the country and internationally.

2) The Courage to TeachMaurice Sykes, Executive Director, Early Childhood Leadership Institute, University of the District of Columbia

This workshop is designed for teachers to develop a progressive teaching approach that begins with their vision of the child and its implications for their intentions and actions in the classroom. This hands-on workshop will provide a conceptual framework for teachers to sharpen their teaching practices through a mind-set that is based on continuous inquiry and reflection. It will include interactive discussion and hands-on demonstration.

About Maurice: Maurice Sykes is currently the executive director of the Early Childhood Leadership Institute at the University of the District of Columbia, where he serves as the convener of the D.C. Early Childhood Higher Education Collaborative. He is the leader of

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Project Headway, a teacher professional development and degree program, the developer of the D.C. Infant/Toddler Quality Improvement Initiative and the driving force behind the UDC, Reggio inspired, Early Childhood Lab School.

As the former deputy superintendent for the District of Columbia Public Schools, he demonstrated his ability to take charge of change and brought significant, lasting innovations to the D.C. Public Schools’ educational reform agenda. Maurice directed the Tufts University Day Care Center in Medford, MA, where he also served on the faculty in the Elliott Pearson Child Study Department.

Maurice has served as a teacher, a teacher trainer and a curriculum developer. He has also directed the Education Policy Fellowship Program at the Institute for Educational Leadership where he trained mid-career educational leaders. In 1999, Maurice was elected to the Governing Board of the National Association for the Education of Young Children (NAEYC).

A native of Schenectady, NY, he is a long time Washington D.C. resident.

3) Teaching Torah to Young ChildrenDr. Miriam Feinberg, Online Instructor, Graduate and Undergraduate Students, Department of Education, Gratz College, Philadelphia; Writer and Editor, “Celebrate In Your Home” Newsletter for Families; Teacher Trainer, Curriculum Writer, Parent Educator (Freelance, Upon Request)

Many early childhood educators would like to teach Torah stories to young children, but are not sure of how to introduce ideas with complex themes or difficult situations. We will explore why and how to introduce Torah to young children in a developmentally appropriate manner while implementing hands-on creative activities. This workshop will include an interactive discussion, and hands on demonstration.

About Miriam: Dr. Miriam Feinberg was director of the Early Childhood Department of the Board of Jewish Education of Greater Washington, D.C., instructor in Early Childhood Education in the Greater Washington College of Jewish Studies, adjunct professor of education at the Baltimore Hebrew University School of Education and educational consultant to schools and educators in Thailand, Vietnam and Sri Lanka, under the auspices of Save the Children and UNICEF.

She currently teaches graduate and undergraduate students online at Gratz College, Department of Education, in Philadelphia. One of the courses she teaches is entitled “Teaching Torah to Young Children.” She also produces the “Celebrate In Your Home,” Jewish holiday newsletter series for families with young children, and is a freelance teacher trainer, curriculum writer and parent educator. Miriam wrote and published three children’s books, several teacher curriculum guides, a biography of famous Jewish women, and a cookbook. Her book “Torah Talk” is used as a text in many early childhood classrooms.

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4) Building Relationships With and Through Materials and Languages, Part I Jennifer A. Azzariti, Ed.M., Atelierista and Consultant

All materials have their own culture, and at the same time, create culture. In this session we will focus on building relationships with materials from the perspective of children, teachers and parents. We will look at what it means for a material to be considered a language, and the relationship between materials and the learning / thinking processes. There will be a hands-on aspect to this session, which will underline the connection between materials and languages. This workshop is appropriate for directors and staff who are interested in learning about the relationship of materials and the connections materials have to learning. It will include lecture, interactive discussion and hands-on demonstration. If you choose, this can be a full day workshop with continued hands on activities in the afternoon.

About Jennifer: Jennifer Azzariti began her career in early childhood as the studio teacher at The Model Early Learning Center (MELC) at the Capital Children’s Museum in Washington D.C. As the first studio teacher in the United States, Jennifer developed her understanding of this role through the close mentoring and firsthand experience working with children. She carries with her now the life-changing experience of MELC as she works with other schools in dialogue with Reggio. Jennifer works with local schools as well as lecturs and consults nationally with prominent early childhood programs inspired by the Reggio approach.

Jennifer holds a B.A. and an Ed.M. from Smith College where she was a teaching fellow in 2000. She spent a year at the Maryland Institute College of Art in a post-baccalaureate program. Jennifer is the founder of the D.C. Reggio / NAREA Study Group. She is a contributor with Amelia Gambetti to the “Hundred Languages of Children,” “In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia,” and “Insights and Inspirations from Reggio Emilia.”

5) DAP - A Method, A Philosophy, or Just a Chant?DJ Jensen, M.S.Ed., Director of Early Childhood Services at the Center for Jewish Education in Baltimore

Developmentally Appropriate Practice, often shortened to DAP, is an approach to teaching grounded both in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development. DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helps each child meet challenging and achievable learning goals. Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. This lively interactive session will introduce the principles of DAP to those new to the understandings and serve as a review to those who have some familiarity with the approach but need to “brush up.”

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About DJ: DJ Jensen, M.S.Ed. is the director of early childhood services at the Center for Jewish Education in Baltimore. In a span of 25 years she has worked in all areas of the industry including family day care provider, kindergarten teacher, center director and regional director. In her current role she works as a consultant with many of the Jewish preschools in Baltimore. DJ is also a national consultant and keynote speaker. Her expertise is in creating classroom environments that support social, emotional and cognitive growth. DJ recently had the opportunity to study the Reggio Emilia approach along with 69 of her closest friends in Italy, and is thrilled to begin looking at her work through a Reggio inspired lens.

6) Weaving Jewish Values Throughout the Curriculum with Jewish Stories: Using the Vision for Conservative Early Childhood Programs and Other Resources (Not Just for Conservative Schools)

Maxine Handelman, Early Childhood Consultant, United Synagogue of Conservative Judaism

Much of early childhood education is about labeling. Join with Maxine Segal Handelman and the Vision, to explore how to identify, label, and invite Jewish values to happen in your classroom, throughout the day, every day. This will be a very participatory session.

About Maxine: Maxine Segal Handelman is the consultant for early childhood education for the United Synagogue of Conservative Judaism. Max bakes a mean challah, and she is passionate about chocolate. Max is the author of “Jewish Every Day: The Complete Handbook for Early Childhood Teachers” (A.R.E. Publishing, 2000), “The Shabbat Angels” (UAHC Press, 2003), “What’s Jewish About Butterflies” (A.R.E. Publishing, 2004), “Vision for Conservative Early Childhood Programs” (USCJ, 2009) and “Early Childhood Staff Meeting Shiurim: The Collection” (USCJ, 2010). Max is a sought after speaker, a professional storyteller, and leads Tot Shabbat services at Anshe Emet Synagogue in Chicago.

7) The Jewish Image of the Child: In DepthLyndall G. Miller, M.A.Ed., M.A.J.Ed., M.S.Ed., Director, Jewish Early Childhood Education Leadership Institute (JECELI)

How does Jewish tradition relate to socio-constructivist ideas about learning? Did the Sages have ideas about the nature of young children and how they learn? How did they view their relationship to and membership in the Jewish community? We will look at specific texts, as well, in light of current thinking about the teaching-learning process in Jewish schools for young children. This workshop will offer considerable in-depth exposure to the topic through interactive discussion and a movie.

About Lyndall: Lyndall Miller, M.A.Ed., M.A.J.Ed., M.S.Ed., is the director of the Jewish Early Childhood Education Leadership Institute (JECELI), which is an intensive professional development initiative for early-career directors based on learning concepts in Judaism and socio-constructivist learning theory. She has also directed the Legacy Heritage Institute for Jewish Early Childhood Educators, a site-based transformation initiative, as well as directing the Jewish Early Childhood Education Department of Gratz College, both built on the learning

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concepts mentioned above. Lyndall has been a consultant for Jewish early childhood education for various organizations, including the Jewish Community Center Association of North America, and the Auerbach Central Agency for Jewish Education in the greater Philadelphia area (now Jewish Learning Venture), and has presented at numerous national and regional conferences. She previously worked as a specialist and classroom teacher in Jewish early childhood programs, public schools, and self-contained settings for young children with special needs. Lyndall has been in the field of early education for almost 40 years and is now working on her Ed.D. through the Gratz College Doctoral Program in Jewish Education.

8) The Koach of the Moach – But How Do We Reach the Parents?Cathy Rolland, Union of Reform Judaism Director of Early Childhood Education/Early Engagement Specialist

Today’s groundbreaking research teaches those of us passionate about early childhood education how to give children the essential life skills they will need as they grow, in order to be valuable members of a democratic society of the 21st century. We know that every parent walking through our doors wants their child to be well-rounded and achieve their full potential, helping them learn to take on life’s challenges, communicate with others and remain committed to learning. How do we provide today’s parents with the necessary tools to inspire them to use Judaism as a framework to support them on this important journey? Our early childhood programs draw on the wisdom of Torah and Talmud and other teachings that are core to our tradition. We are confident that our Jewish values will guide our families when they need the most support allowing them to be vital members of our changing Jewish community. By emphasizing the importance of serious Jewish inquiry and dialogue, we will look at today’s parents of young children as partners in shaping what happens in our classrooms and early childhood programs every day.

About Cathy: Cathy Rolland is the director of early childhood education and the early engagement specialist for the Union for Reform Judaism. She provides assistance to affiliated congregations by providing consultation in the following areas: strengthening existing early childhood curricula; visioning the future of established early childhood programs; and launching new early childhood centers. Her area of expertise includes strategic planning and budgeting, lay leader partnerships, and curriculum development, as well as strengthening existing programs through the integration of Jewish values. In addition, she assists in the areas of staff development and national accreditation. Cathy oversees the publication of early childhood resources at the Union for Reform Judaism including “GOT SHABBAT,” “Holiday Happenings” and the “Ganeinu.” Cathy was a founding member and the first president of the Early Childhood Educators of Reform Judaism (ECE-RJ), the newest affiliate of the Union. She served as the director of Mountain Top School for Young Children at Temple Har Shalom in Warren, New Jersey for 11 years.

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9) Strategies for Inspired Teaching: Moving Towards ExcellenceAfter You’ve Been at this a WhileJacky Howell, M.A., Early Childhood Education Consultant

Excellent early childhood programs always include best practices based on valid theory. Yet they also include inspirational teachers, environments, and curriculum. This interactive training will involve teachers in uncovering or rediscovering their strengths and passions. From these strengths and passions, teachers will work together on creating topics and activities that involve teachers and children in dynamic learning. This will be a fun, playful look at how one can be both an intentional teacher as well as an inspirational teacher. Leave with resources and ideas both to inspire yourself and your children! This workshop is for teachers and directors and other staff who have been in the field for eight years or more.

About Jacky: Jacky Howell, M.A., has been an early childhood educator and consultant in the D.C. Metro area for over 40 years. She has extensive classroom experience, has been a director AND worked as a technical assistant alongside teachers and directors in programs. She taught the “90-Hour Course” for the State of Maryland for over 25 years. She believes strongly in using those things that inspire us as a teacher to connect with children in meaningful ways with curriculum topics and projects. Jacky’s sessions are always inspirational and motivating.

10) Deepening Our Understanding: A Look at the Reggio Emilia PhilosophyDarci A. Lewis, M.A., Educational Specialist, Beth El Preschool; Brenda Footer, Teacher/Pedagogista, Gates of Discovery: The Rose and George Teller Preschool of Shaare Tefila

Reggio Emilia philosophy believes that all children are competent, capable individuals, with ideas and curiosities. It is our job as educators to support these interests and encourage further investigation, believing in the powers of creativity and thought of each of our students.

Many early childhood educators have had exposure to the ideas of the Reggio Emilia philosophy, and this session is designed for educators interested in deepening their understanding of the philosophy. If you know just a little bit about Reggio or if you are "just curious" and want to learn more, together, we will use our basis of knowledge — the seven core principles, have discussion, hands on exploration and collaboration, to delve deeper into Reggio Emilia philosophy. Through these discussions and experiences, we hope that educators will begin to question their own practice and evaluate the workings of their own classroom.

About Darci: Darci Lewis’s path in early childhood education began as a student at Columbia University and the Jewish Theological Seminary in New York, where she earned two B.A. degrees (in art history and in Jewish art) and an M.A. in informal and communal Jewish education. She then worked in the Early Childhood School at the JCC in Seattle, Washington, spending six years as assistant director and then director of the school, which is fully committed to the exploration of Reggio Emilia philosophy. She also served as the

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JCC director of Jewish life and learning. In April 2008, Darci had the privilege of leading a delegation of educators to attend a conference in Reggio Emilia, Italy, and this past March, Darci was a participant in the Partnership’s study group to Reggio Emilia. Darci is currently the education specialist in the preschool at Congregation Beth El in Bethesda, focusing on bringing the values and practice of Reggio Emilia philosophy to the school and community. Darci is passionate about Reggio Emilia philosophy and truly believes that all young children deserve the opportunity to explore, create, express, and experience. Simultaneously, Darci believes that all educators deserve the opportunity to continue their growth, develop their practice, and work in collaboration.

About Brenda: Brenda Footer is the Teacher/Pedagogista at Gates of Discovery: The Rose and George Teller Preschool of Shaare Tefila. She has been an early childhood educator for over 20 years, working with infants, toddlers and preschoolers. She has a B.A. in early childhood from Trinity Washington University. Brenda has been a mentor teacher for other early childhood educators. She has presented on various topics for the Partnership and has been a presenter at the NAEYC Annual Conference. Brenda was a member of the 2012 Cohort of Viewing Reggio Through A Jewish Perspective and participated in the study tour to Reggio Emilia last March. She has been a member of the Pedagogista/Curriculum Specialist network at the Partnership for the last two years and is an active member of D.C. Reggio / NAREA Study Group.

11) Preparing Children to Think Critically About IsraelAnton Goodman, Israel Engager Shaliach, Jewish Federation of Greater Washington

We are experiencing a watershed in Israel education. Gone are the days when we should educate a romanticized notion of what the State of Israel is. American Jews are increasingly critical of the State of Israel. How can we start preparing ourselves as ECC faculty for this reality? This session will discuss paradigm shifts in our own educational philosophy and practical ways in which this can be mirrored in the classroom. This workshop will include lecture and interactive discussion.

About Anton: Anton Goodman is the Jewish Agency’s Israel engager shaliach to the Jewish Federation of Greater Washington. Anton is an English-born Israeli, with an interest in implementing social initiatives in Israeli society and cutting-edge culture. Anton has worked extensively with the ECC sector in Greater Washington, facilitating the Nitzanim cohort of early childhood educators for the last two years.

12) Children’s Explorations Into the Potentials of WaterJessica Bieber and Garrett McVaugh, Teachers at St. John’s Episcopal Preschool

Children are the protagonists of their lives, with an innate thirst to understand the world around them. As children make sense of their world, they constantly encounter science — a language of research and communication. The children in the Brown Room at St. John’s — ages two-and-a-half to three — had many questions and theories about water. They explored these ideas through experimentation. This session will help us explore project work in depth.

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About St. John’s: The mission of St. John’s Episcopal Preschool is to celebrate children’s depth of wonder and joy in the world, and to engage with them and their families in their explorations. In a rich environment, children collaborate with experienced teachers to extend their thinking and to develop their unique abilities. St. John’s Episcopal Preschool was established in 1997, at which time staff began a study of the philosophy of early childhood education that comes from the municipal preschools of Reggio Emilia, Italy.

About Jessica: Jessica Bieber studied early childhood education and environmental studies at Skidmore College, and spent a year as an AmeriCorps volunteer in California. She has been teaching at St. John’s Preschool in Washington, D.C. for the past five years. In 2009, she had the amazing opportunity to travel to Reggio Emilia on a study tour, and is still inspired by what she saw there. Jessica has presented and facilitated workshops at NAEYC and NAREA conferences, and sits on the steering committee of the D.C. Reggio / NAREA Study Group.

About Garrett: Garrett McVaugh has been a teacher/researcher at St. John’s for five years. This past year he worked with two-and-a-half to three year-old children, and has also taught children ages three-and-a-half to five-and-a-half. Garrett attended a study tour in Reggio Emilia in 2010, the 2012 NAREA Conference, among others, and participates in the D.C.Reggio / NAREA Study Group. Before St. John’s, Garrett taught pre-k and kindergarten at Northern Virginia Friends School.

Afternoon Sessions

A) What Does Brain Development Tell Us About Classroom Organization and Management?Judy Harris Helm, Ed.D, President, Best Practices, Inc.

This advanced session begins with a quick review of knowledge about the brain, how children learn, and the purposeful engagement of emotions. Then the focus is on application to classroom environments including group work in analyzing the classroom physical environment, classroom rules and organization, classroom schedules, curriculum experiences and goal setting. Judy will share the work she has done bridging the gap between architects and educators. We will explore research on acoustics, color, and culture and how they can shape school design. Did you know that classroom design can reduce stress and behavioral problems? What do you think about the use of colors and patterns in classrooms? Judy will share implications from neuroscience and environmental psychology that should be considered while designing our classrooms.

About Judy: Judy Harris Helm, Ed.D., has taught four year-olds, directed, and designed early childhood programs and taught in teacher training programs. For 10 years she has been assisting early childhood and elementary schools in integrating research and new methods through her consulting and training company, Best Practices, Inc. Judy completed her graduate studies for both her M.A.T. and Ed.D. at West Virginia University, College of Human Resources and Education.

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She is co-author of “Windows on Learning: Documenting Young Children’s Work”; co-author with Lilian Katz of “Young Investigators: The Project Approach in the Early Years”; and co-editor of “The Power of Projects: Meeting Contemporary Challenges in Early Childhood Classrooms.” Judy served as the primary design consultant for “The Power of Documentation: Children’s Learning Revealed Exhibit” at Chicago Children’s Museum and Grantz College. She provides consultation and training throughout the country and internationally.

B) The Courage to LeadMaurice Sykes, Executive Director, Early Childhood Leadership Institute, University of the District of Columbia

This workshop is designed to assist program leaders to develop a transformational leadership stance that begins with their vision of the child and its implications for their intentions and actions related to their leadership style. This hands-on workshop will provide a conceptual framework for leaders to sharpen their leadership skills and disposition that is focused on supporting practices that ensure children’s success in school and in life. It will include interactive discussion and hands on demonstration. This workshop is appropriate for directors, assistant directors, pedagogistas, curriculum specialists, mentors and specialists who are looking for a framework for leading others.

About Maurice: Maurice Sykes is currently the executive director of the Early Childhood Leadership Institute at the University of the District of Columbia, where he serves as the convener of the D.C. Early Childhood Higher Education Collaborative. He is the leader of Project Headway, a teacher professional development and degree program, the developer of the D.C. Infant/Toddler Quality Improvement Initiative and the driving force behind the UDC, Reggio inspired, Early Childhood Lab School.

As the former deputy superintendent for the District of Columbia Public Schools, he demonstrated his ability to take charge of change and brought significant, lasting innovations to the D.C. Public Schools’ educational reform agenda. Maurice directed the Tufts University Day Care Center in Medford, MA, where he also served on the faculty in the Elliott Pearson Child Study Department.

Maurice has served as a teacher, a teacher trainer and a curriculum developer. He has also directed the Education Policy Fellowship Program at the Institute for Educational Leadership where he trained mid-career educational leaders. In 1999, Maurice was elected to the Governing Board of the National Association for the Education of Young Children (NAEYC).

A native of Schenectady, NY, he is a long time Washington D.C. resident.

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C) A GPS to Project Work: The Navigation of the Project Work ProcessLeslie Slan, Early Childhood Pedagogical Coordinator, Ohr Kodesh Congregation; Sandy Lanes, Curriculum Director, JCCGW Preschool

The road to doing project work can seem daunting. Where are the entrances and exits? How do we handle the twists and turns? Which direction will it take? What exactly will the trip look like? Everything that happens in the life of a classroom is a choice. As colleagues from our early childhood community present documentation of their classroom projects, you will have the opportunity to deepen your understanding of the process. The session will explore the decision and choices that were made to create these rich and meaningful investigations. Come see real examples from real classrooms and let your colleagues help you navigate the map. This session will include a brief introduction by the facilitators, followed by time to stroll around the room and investigate on your own. The last part of the session will include reflections and questions. This workshop is appropriate for those who would like to benefit from collaborating with colleagues. It will include multiple presentations with interactive discussion.

The presenters and their projects will include:

Laura Cohen, JPDS Kindergarten; A Rainbow is a Bridge for the World Jake Ifshin and Leslie Hurd, Temple Emanuel; Creating a Symbolic Language, Four and Five Year-OldsHava Shirazi and Yafa Edery, B’nai Tzedek, Pre-K; The Bird ProjectJane Mellman and Jamie Paul, Beth Emeth, 4s and 5s; A Theater ProjectBonnie Ramer, Har Shalom, 4s; The Building ProjectBarbara Cushnir and Clemencia Lujan, Ohr Kodesh ECC, 3s and 4s; The Family QuiltElicia Moran, Kaethe Eig, and Glenda Simon, Ohr Kodesh ECC, 4s and 5s; The Portrait Project Jessi Teitler, JCCGW, 4s and 5s; Adventures in the JCC: Inspiration for a Pirate Wedding in SpaceJulie Rausch, JCCGW, 2s and 3s; Opening Doors in the JCC

About Sandy: Sandy Lanes is the curriculum director at the JCCGW Preschool, where they have been studying the Reggio approach for the past seven years. Sandy attended last year’s Partnership Study Institute in Reggio Emilia and is a member of the Partnership Pedagogista Group as well as the D.C. Reggio / NAREA Study Group. She has her M.Ed. in early childhood education, and has facilitated a number of workshops at the Partnership Early Childhood Conference and at many preschools over the past 20 years.

About Leslie: Leslie Slan has been the pedagogical coordinator, OKECC for five years. Prior to her current position, she was an early childhood director of synagogue based preschools for 12 years. Leslie has been involved in early childhood for over 30 years. She has her M.Ed. in education from Johns Hopkins with a concentration in infant/young child mental health. Leslie has visited Reggio Emilia twice, including being a part of Partnership’s Explor-ing Reggio Through A Jewish Perspective Study Group and a member of the D.C. Reggio / NAREA Study Group.

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D) Building Relationships With and Through Materials and Languages, Part IIJennifer A. Azzariti, Ed.M., Atelierista and Consultant

All materials have their own culture, and at the same time, create culture. In this session we will focus on building relationships with materials, from the perspective of children, teachers and parents. We will look at what it means for a material to be considered a language, and the relationship between materials and processes of learning and thinking. There will be a hands-on aspect to this session, which will underline the connection between materials and languages. This workshop is only open to directors and staff that participated in the morning session. It will offer hands on experience.

About Jennifer: Jennifer Azzariti began her career in early childhood as the studio teacher at The Model Early Learning Center (MELC) at the Capital Children’s Museum in Washington D.C. As the first studio teacher in the United States, Jennifer developed her understanding of this role through the close mentoring and firsthand experience working with children. She carries with her now the life-changing experience of MELC as she works with other schools in dialogue with Reggio. Jennifer works with local schools as well as lecturs and consults nationally with prominent early childhood programs inspired by the Reggio approach.

Jennifer holds a B.A. and an Ed.M. from Smith College where she was a teaching fellow in 2000. She spent a year at the Maryland Institute College of Art in a post-baccalaureate program. Jennifer is the founder of the D.C. Reggio / NAREA Study Group. She is a contributor with Amelia Gambetti to the “Hundred Languages of Children,” “In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia,” and “Insights and Inspirations from Reggio Emilia.”

E) So Now, Integrating Torah Study in the Early Childhood ClassroomDr. Miriam Feinberg, Online Instructor, Graduate and Undergraduate Students, Department of Education, Gratz College, Philadelphia; Writer and Editor, “Celebrate In Your Home” Newsletter for Families; Teacher Trainer, Curriculum Writer, Parent Educator (Freelance, Upon Request)

Criteria for selecting appropriate stories will be discussed along with educational approaches, storytelling techniques and a range of hands-on creative activities. This session is appropriate for teachers who are comfortable with teaching Torah and wish to find ways to make Torah study an essential part of the classroom. It is also appropriate for educators who have participated in the Teaching Torah session presented in the morning session. It will include an interactive discussion, and hands on demonstration.

About Miriam: Dr. Miriam Feinberg was director of the Early Childhood Department of the Board of Jewish Education of Greater Washington, D.C., instructor in Early Childhood Education in the Greater Washington College of Jewish Studies, adjunct professor of education at the Baltimore Hebrew University School of Education and educational consultant to schools and educators in Thailand, Vietnam and Sri Lanka, under the auspices of Save the Children and UNICEF.

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She currently teaches graduate and undergraduate students online at Gratz College, Department of Education, in Philadelphia. One of the courses she teaches is entitled “Teaching Torah to Young Children.” She also produces the “Celebrate In Your Home,” Jewish holiday newsletter series for families with young children, and is a freelance teacher trainer, curriculum writer and parent educator. Miriam wrote and published three children’s books, several teacher curriculum guides, a biography of famous Jewish women, and a cookbook. Her book “Torah Talk” is used as a text in many early childhood classrooms.

F) 50 Shades of BlueJoHanna Potts, Chief Operating Officer, Partnership for Jewish Life and Learning

Our conference is asking us to look at our values and then to examine our practice to see if what we do with young children in our classrooms is in alignment with our value system. Looking at our Jewish values will help us to better create a meaningful Jewish experience for young children and their families. But, what if you are not Jewish? What if you are Jewish but not clear on just what “Jewish values” are? What if you do not have this knowledge and experience in your personal background? Or, what if you question just what exactly are Jewish values anyway? This session will expand your knowledge and understanding of Jewish values no matter what your base line is. Join us for important conversation in a safe space. This session is for those with limited exposure to the topic.

About JoHanna: JoHanna Potts is the chief operating officer of the Partnership for Jewish Life and Learning. She has been in the Washington area for more than 25 years. During that time she has been actively involved in Jewish education for learners of all ages in many different settings. Her current teaching includes the various courses in The Florence Melton School of Adult Jewish Learning of Greater Washington, Torah study shabbat mornings at Temple Shalom, women’s Torah study groups and professional development workshops for faculty. She was the director of the Primary School at Washington Hebrew Congregation and is a founding parent of JPDS.

G) What’s Jewish About Butterflies? Integrating Jewish and General Curriculum (Back by Popular Demand!)

Maxine Segal Handelman, Early Childhood Consultant, United Synagogue of Conservative Judaism

A mezuzah at the door tells us we are entering a Jewish classroom, but this is just the first step. With Maxine Segal Handelman, explore specific strategies and the content areas critical to integrating Jewish content throughout the Jewish early childhood classroom.

About Maxine: Maxine Segal Handelman is the consultant for early childhood education for the United Synagogue of Conservative Judaism. Max bakes a mean challah, and she is passionate about chocolate. Max is the author of “Jewish Every Day: The Complete Handbook for Early Childhood Teachers” (A.R.E. Publishing, 2000), “The Shabbat Angels” (UAHC Press, 2003), “What’s Jewish About Butterflies” (A.R.E. Publishing, 2004), “Vision for Conservative Early Childhood Programs” (USCJ, 2009) and “Early Childhood Staff Meeting Shiurim: The

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Collection” (USCJ, 2010). Max is a sought after speaker, a professional storyteller, and leads Tot Shabbat services at Anshe Emet Synagogue in Chicago.

H) Strategies for Inspired Teaching: Moving Towards ExcellenceJacky Howell, M.A., Early Childhood Education Consultant

Excellent early childhood programs always include best practices based on valid theory.Yet they also include inspirational teachers, environments, and curriculum. This interactive training will involve teachers in uncovering or rediscovering their strengths and passions. From these strengths and passions, teachers will work together on creating topics and activities that involve teachers and children in dynamic learning. This will be a fun, playful look at how one can be both an intentional teacher as well as an inspirational teacher. Leave with resources and ideas both to inspire yourself and your children! This workshop is for teachers who have been in the field eight years or less.

About Jacky: Jacky Howell, M.A., has been an early childhood educator and consultant in the D.C. Metro area for over 40 years. She has extensive classroom experience, has been a director AND worked as a technical assistant alongside teachers and directors in programs. She taught the “90-Hour Course” for the State of Maryland for over 25 years. She believes strongly in using those things that inspire us as a teacher to connect with children in meaningful ways with curriculum topics and projects. Jacky’s sessions are always inspirational and motivating.

I) The Jewish Image of the ChildLyndall G. Miller, M.A.Ed., M.A.J.Ed., M.S.Ed., Director, Jewish Early Childhood Education Leadership Institute (JECELI)

How does Jewish tradition relate to socio-constructivist ideas about learning? Did the Sages have ideas about the nature of young children and how they learn? How did they view their relationship to and membership in the Jewish community? We will look at specific texts as well in light of current thinking about the teaching-learning process in Jewish schools for young children. There will be interactive discussion and a movie.

About Lyndall: Lyndall Miller, M.A.Ed., M.A.J.Ed., M.S.Ed., is the director of the Jewish Early Childhood Education Leadership Institute (JECELI), which is an intensive professional development initiative for early-career directors based on learning concepts in Judaism and socio-constructivist learning theory. She has also directed the Legacy Heritage Institute for Jewish Early Childhood Educators, a site-based transformation initiative, as well as directing the Jewish Early Childhood Education Department of Gratz College, both built on the learning concepts mentioned above. Lyndall has been a consultant for Jewish early childhood education for various organizations, including the Jewish Community Center Association of North America, and the Auerbach Central Agency for Jewish Education in the greater Philadelphia area (now Jewish Learning Venture), and has presented at numerous national

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and regional conferences. She previously worked as a specialist and classroom teacher in Jewish early childhood programs, public schools, and self-contained settings for young children with special needs. Lyndall has been in the field of early education for almost 40 years and is now working on her Ed.D. through the Gratz College Doctoral Program in Jewish Education.

J) The Koach of the Moach – But How Do We Reach the Parents?Cathy Rolland, Union of Reform Judaism, Director of Early Childhood Education/Early Engagement Specialist

Today’s groundbreaking research teaches those of us passionate about early childhood education how to give the essential life skills children will need as they grow, in order to be valuable members of a democratic society of the 21st century. We know that every parent walking through our doors wants their child to be well-rounded and achieve their full potential, helping them learn to take on life’s challenges, communicate with others and remain committed to learning. How do we provide today’s parents with the necessary tools to inspire them to use Judaism as a framework to support them on this important journey? Our early childhood programs draw on the wisdom of Torah and Talmud and other teachings that are core to our tradition. We are confident that our Jewish values will guide our families when they need the most support allowing them to be vital members of our changing Jewish community. By emphasizing the importance of serious Jewish inquiry and dialogue, we will look at today’s parents of young children as partners in shaping what happens in our classrooms and early childhood programs every day.

About Cathy: Cathy Rolland is the director of early childhood education and early engagement specialist for the Union for Reform Judaism. She provides assistance to affiliated congregations by providing consultation in the following areas: strengthening existing early childhood curricula; visioning the future of established early childhood programs; and launching new early childhood centers. Her area of expertise includes strategic planning and budgeting, lay leader partnerships, and curriculum development, as well as strengthening existing programs through the integration of Jewish values. In addition, she assists in the areas of staff development and national accreditation. Cathy oversees the publication of early childhood resources at the Union for Reform Judaism including “GOT SHABBAT,” “Holiday Happenings” and the “Ganeinu.” Cathy was a founding member and the first president of the Early Childhood Educators of Reform Judaism (ECE-RJ), the newest affiliate of the Union. She served as the director of Mountain Top School for Young Children at Temple Har Shalom in Warren, New Jersey for 11 years.

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K) DAP - A Method, a Philosophy, or Just a Chant?DJ Jensen, M.S.Ed., Director of Early Childhood Services at the Center for Jewish Educa-tion in Baltimore

Developmentally Appropriate Practice, often shortened to DAP, is an approach to teaching grounded both in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development. DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helps each child meet challenging and achievable learning goals. Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. This lively interactive session will introduce the principles of DAP to those new to the understandings and serve as a review to those that have some familiarity with the approach but need to “brush up.”

About DJ: DJ Jensen, M.S.Ed. is the director of early childhood services at the Center for Jewish Education in Baltimore. In a span of 25 years she has worked in all areas of the industry including family day care provider, kindergarten teacher, center director, regional director and vice president. In her current role she works as a consultant with many of the Jewish preschools in Baltimore. DJ is also a national consultant and keynote speaker. Her expertise is in creating classroom environments that support social, emotional and cognitive growth. DJ recently had the opportunity to study the Reggio Emilia approach along with 69 of her closest friends in Italy, and is thrilled to begin looking at her work through a Reggio inspired lens.

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Session Selection GuideIn order for you to select a session that best meets your needs we have provided the following chart. Please note:

• Levels are according to your familiarity and exposure to the topic and not based on your experience in the field, with the exception of Strategies for Inspired Teaching: Moving Towards Excellence After You’ve Been At This a While (Teaching for 8 years or more).

• In this guide some sessions are listed under two categories such as intermediate and advanced.

• Building Relationships With and Through Materials and Languages, can be an all day session. The morning session is open to everyone but the afternoon is reserved for those who participated in Part 1 in the morning.

• Several sessions are “for all levels” regardless of your experience or exposure to the topic.

Morning Sessions

Learning Together: For All Levels

A Teachers Introduction to Brain DevelopmentJudy Harris Helm

Teaching Torah to Young ChildrenMiriam Feinberg

Weaving Jewish Values Throughout the Curriculum with Jewish Stories:Using the Vision for Conservative Early Childhood Programs and Other Resources(Not Just for Conservative Schools)Maxine Handelman

The Koach of the Moach - But How Do We Reach the Parents?Cathy Rolland

Preparing Children to Think Critically About IsraelAnton Goodman

First Timer: Beginning level for those seeking an introduction to concepts and materials

The Courage To TeachMaurice Sykes

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Building Relationships With and Through Materials and Languages, Part 1Jennifer A. Azzariti

DAP - A Method, A Philosophy, or Just a Chant?DJ Jensen

Deepening Our Understanding: A Look at the Reggio Emilia PhilosophyDarci Lewis and Brenda Footer

Getting Comfortable: Intermediate level for those with some exposure to the concepts and materials

Building Relationships With and Through Materials and Languages, Part 1Jennifer A. Azzariti

DAP - A Method, A Philosophy, or Just a Chant?DJ Jensen

Strategies for Inspired Teaching: Moving Towards ExcellenceAfter You’ve Been at this a While (teaching for 8 years or more)Jacky Howell

Deepening Our Understanding: A Look at the Reggio Emilia PhilosophyDarci Lewis and Brenda Footer

Children’s Explorations Into the Potentials of WaterJessica Bieber and Garrett McVaugh

Ready for a Challenge: Advanced level for those with exposure and familiarity to the topic and concepts seeking in-depth study

The Jewish Image of the Child: In DepthLyndall G. Miller

Strategies for Inspired Teaching: Moving Towards ExcellenceAfter You’ve Been at this a While (teaching for 8 years or more)Jacky Howell

Children’s Explorations Into the Potentials of WaterJessica Bieber and Garrett McVaugh

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Afternoon Sessions

Learning Together: For All Levels

What’s Jewish About Butterflies? Integrating Jewish and General CurriculumMaxine Handelman

The Jewish Image of the ChildLyndall G. Miller

The Koach of the Moach - But How Do We Reach The Parents?Cathy Rolland

First Timer: Beginning level for those seeking an introduction to concepts and materials

A GPS to Project Work: The Navigation of the Project Work ProcessLeslie Slan and Sandy Lanes

50 Shades of BlueJoHanna Potts

Strategies for Inspired Teaching: Moving Towards ExcellenceJacky Howell

DAP - A Method , A Philosophy, or Just A Chant?DJ Jensen

Getting Comfortable: Intermediate level for those with some exposure to the concepts and materials

What Does Brain Development Tell Us About Classroom Organization and Management?Judy Harris Helm

A GPS to Project Work: The Navigation of the Project Work ProcessLeslie Slan and Sandy Lanes

Building Relationships With and Through Materials and Languages, Part IIJennifer A. Azzariti

So Now, Integrating Torah Study in the Early Childhood ClassroomMiriam Feinberg

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50 Shades of BlueJoHanna Potts

Strategies for Inspired Teaching: Moving Towards ExcellenceJacky Howell

DAP - A Method , A Philosophy, or Just A Chant?DJ Jensen

Ready for a Challenge: Advanced level for those with exposure and familiarity to the topic and concepts seeking in-depth study

What Does Brain Development Tell Us About Classroom Organization and Management?Judy Harris Helm

The Courage To LeadMaurice Sykes

Building Relationships With and Through Materials and Languages, Part IIJennifer A. Azzariti

So Now, Integrating Torah Study in the Early Childhood ClassroomMiriam Feinberg

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To register for the Partnership’s 2012 Early Childhood Conference,

please visit www.pjll.org/EC2012Registration and fill out the online form.

Please consult with your director to review your selections for both morning and afternoon sessions before registering online.

Please note: Final Reflection Session will be with your director and full school staff.

Permission to use photos of individuals

Registration and attendance at, or participation in, Partnership for Jewish Life and Learning’s meetings, conferences and other activities constitutes an agreement by the registrant or attendee to the Partnership’s use and distribution (both now and in the future) of the registrant’s or attendee’s images, likeness, and appearance in photographs and videos of such events and activities._____________________________________________________________________

The Partnership for Jewish Life and Learning welcomes and supports children and adults with disabilities, as well as their families. We strive to ensure our programs and facilities are accessible to all. Please contact 240-283-6200 if you have any questions or concerns regarding access or participation.

Let’s create an educated and engaged community

No matter your age or background the Partnership for Jewish Life and Learning invites you to experience the excitement and ful�llment of living in a vibrant educational community.

The Jewish future is ours to create together! Learn more at www.pjll.org

You may also call us at 240-283-6200

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