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Supporting Accreditation for the Early Care and Education Community



QNY Institute for NAEYC Accredited Programs

QNY is excited to be expanding our services to include accreditation facilitation to any NYC program that is accredited through NAEYC and seeking re-accreditation.

Visit Us Online!

Use this great resource for the latest information! You will find applications to join

QNY and The QNY Institute for NAEYC Accredited Programs. For every Our Bank Street College partner will be overseeing the new QNY Institute for NAEYC Accredited Programs. Beginning summer 2008, your NAEYC accredited program can become one of the first to engage with QNY as we enhance our support for programs seeking re-accreditation through the National Association for the Education of Young Children (NAEYC). Until now, QNY has provided limited support through a series of forums for NAEYC accredited programs to keep them informed about the changes in the accreditation system. We are now creating the QNY Institute of NAEYC Accredited Programs, sponsored by Women United in Philanthropy through the United Way of NYC. Your program is eligible to apply to QNY if it is currently NAEYC accredited or if your accreditation has expired within the last year. QNY facilitation will assist the Program Administrators to navigate through the new system, define the new language, reframe your understanding of the accreditation process, and support you through your self-study. As a participating program in QNY, your Program Administrator(s) will be eligible to receive up to two years of services, based on your accreditation anniversary date: Specialized accreditation standards and criteria trainings and workshops On-going monthly facilitation support groups and networking meetings Up-to-date information-sharing on the NAEYC accreditation system If selected to participate in the QNY Institute of NAEYC Accredited Programs, your program will be required to: Enroll immediately in NAEYC self-study and demonstrate commitment to working on the NAEYC accreditation process following the four Steps to accreditation within the terms of your program's accreditation expiration date Attend trainings and workshops on a regular basis Sign a letter of commitment with QNY including your Sponsoring Board support Participation is limited, so complete and submit an application soon.

program working on quality improvement as well as those centers striving for NAEYC Accreditation.

Visit to download an application for the QNY Institure for NAEYC accredited programs. For information, email [email protected] or 212.961.3414.

inside this issue: Update from NYC Early Childhood PDI 2 A Legacy of Quality 3 Upcoming Events 3 Group Purchasing 4 New QNY Staff 4 Emotionally Responsive Practice 5 Quality Rating Improvement System 6 Employment Opportunity 7 Resources 7

Quality New York (QNY)

is a comprehensive initiative to engage early childhood programs in New York City in ongoing quality improvement towards the achievement and maintenance of NAEYC accreditation standards. QNY is a lead initiative of United Way of New York City's Early Education Action Area.

Update from The NYC Early Childhood Professional Development Institute

The NYC Early Childhood Professional Development Institute (PDI), a public-private partnership based at the City University of New York, recently launched several exciting initiatives.

Children's Program Administrators Credential Courses Register Now!

Visit Us Online!

QNY has worked with more than 200 early care and education programs since its inception in 2002. 83 of these programs have achieved NAEYC Accreditation.

As highlighted in the last issue of QNY NEWS, CUNY's School of Professional Studies (SPS) recently began offering the first of 18 one-credit courses in management and leadership that lead to the Children's Program Administrators Credential (CPAC). The credential was developed by the NYS AEYC and is recognized by the state. It is also an NAEYC-approved program of study in the new accreditation system for program administrators. Designed by PDI, in collaboration with Quality New York, these four-week graduate-level courses represent an unprecedented opportunity for NYC's early childhood educators to take themselves and the field forward. The response to the spring courses has been phenomenal; enrollment was so robust that SPS was inspired to open additional sections. Interest remains strong, with summer courses beginning to fill up. Upcoming courses will be offered in two sessions--one during the week, and the second on weekends, with an introductory on-line component. Registration for summer courses--Marketing Early Childhood Programs, Management Systems for Quality, Budgets and Accounting, and Foundations of Staff Development--is now open. Are you a director who wants to be a more effective leader? Do you need coursework to meet the accreditation standards? Are you a new director interested in administrator certification? Are you a teacher determined to develop your leadership potential?

Quality New York Partners

Bank Street College of Education, a recognized leader in early childhood education, is an independent, fully accredited graduate institution located in New York City. Child Care, Inc. (CCI), a resource and referral agency, works to expand the supply of quality child care and school-aged education in New York City through public policy, training and technical assistance to homeand center-based programs. Federation of Protestant Welfare Agencies (FPWA) is a leading social service support organization in New York City and an advocate for the poor and underserved. As one of its many programs, the Accreditation Facilitation Project provides technical assistance and training to child care centers.

For more information about the credential and the courses as well as financial aid, send an e-mail to [email protected] or call 646.344.7293. Application materials are also available online at or Register now!

Career Advisement Center

This winter, PDI inaugurated its new Career Advisement Center. Students, teachers at all levels, and those individuals interested in entering the early childhood field now have access to our new Career Advisor in person and online for a wide range of services, including: test support; assistance with degree requirements; advice about graduate and professional school opportunities; career and vocational assessment; and job searching. PDI will also offer a series of career development workshops, starting this summer.

Are you looking for career advice? Do you need help writing a resume, finishing up a study plan, or getting ready for certification exams? For more information, contact our career advisor at [email protected], or 212.652.2012.

The New York State Early Childhood Trainers' Registry

Are you currently a trainer who wants to highlight the work that you do with early childhood practitioners? Are you a director seeking professional opportunities for yourself or your staff?

The New York State Early Childhood Trainers' Registry puts people who provide professional development in touch with people who need it. The Registry advertises the availability of trainers and helps consumers of training make smart selections.

Who Can Join the Registry?

Anyone who provides professional development for early childhood educators.

How Do I Join the Trainers' Registry?

To begin the process, visit and complete the registration form.



For technical assistance, e-mail [email protected], or call 646.344.7293.

Supporting Accreditation for the Early Care and Education Community

A Legacy of Quality

Learning from Randy Pausch




hen Professor Randy Pausch retired from Carnegie Mellon University, he delivered his last lecture to the student body and faculty, as was customary. However, what was unusual was that he also delivered his legacy to his own young children, who will come to know their father better through recordings of his lasting words of wisdom. When I listened as Professor Pausch described his childhood dreams and how he has enabled the dreams of others through his personal stories, I wondered: isn't laying the foundation so others can reach for their childhood dreams the legacy of high-quality early childhood education? Here are a few thoughts about how you as program administrators can achieve a lasting legacy:

Intro to NAEYC Accreditation Seminar

May 22, 2008 9:30 am-12:00 pm Child Care Inc. 322 8th Avenue, 4th Floor at 26th Street To register: 212.929.7604 ext. 3036 or email: [email protected]


Be positively passionate, because good feelings inspire others. Whether you are a program

administrator or a teacher, bring a love and excitement for learning new things to work every day. Welcome the children, their families and your colleagues authentically. We do not know what children will become passionate about, so give them many different experiences and plenty of time with reading, discovery, figuring things out, cooking, painting, running, building with blocks, and making friends, so they can practice and their passion can become a part of their selves. Every now and then, ask yourself, "Why do I do what I do?" -- check in on your passions.

QNY Network for Accredited Programs

May 28, 2008 9:00 am-11:00 am Bank Street College of Education To register: 212.961.3414


" High-quality matters and it depends on how badly you want it... As Randy Pausch says: "Brick walls are there for a reason: they let us prove how badly we want things.""

Nurture genuine relationships. Children are observant and can tell whether adults care for

and respect each other. Of course, that means you will have to know whether you and the people with whom you work are Tiggers or Eeyores; neither is better than the other, just different and each has his own wisdom for you to learn to appreciate. Good bonds make the world feel good.

Plan ahead. Dreams are the beginning, but it takes first-hand experience and dedication to

NAEYC Professional Development Institute (PDI)

June 8-11, 2008 New Orleans, LA Sign up for the full day pre-institute NAEYC Accreditation Workshop in New Orleans OPERATION ACCREDITATION: Getting you started in the new system June 7, 2008

achieve them. So when children have problems, let them work them out, but be available for support; because they need the practice and acknowledgement of their achievements, even the baby steps. When teachers come with innovative ideas, do more than encourage, ask "How can I help?". Planning ahead is a critical task for program administrators, something that is often a luxury, but can make the difference in the success or failure of an early childhood program. During the past year, QNY has offered "Strategic Planning" presented by Women United in Philanthropy and "FPWA The Governance Project: Informed Leadership for Early Care and Education Programs" is being offered this spring as a resource to develop effective boards of directors and leadership, so that organizations can continue to provide high-quality services. Being prepared for staff changes, whether it is when a program administrator retires or a teacher leaves is critical. Succession planning is a smart practice for any organization and key to stabilizing a program in transition.

High-quality matters and it depends on how badly you want it. Yes, the NAEYC process of accreditation is challenging and, if you do a genuine self-study, there will be some hard truths. As Randy Pausch says: "Brick walls are there for a reason: they let us prove how badly we want things." If you do not find them difficult, it means you have stopped caring. If you care, then you will find new goals and your old dreams for high-quality will become renewed. The NAEYC accreditation process provides a comprehensive approach to assessment and quality improvement for achieving systemic change.

In the end, what will be your legacy that inspires and transforms young children, their families, and your colleagues? If high-quality is your dream, start to realize it today with passion, a plan and a systematic approach for change with the wonderful people in your community.

By Mary Hayes, ALG Accreditation Facilitator, FPWA



Group Purchasing Service

Big Discounts Available for Your Program Through FPWA

Do you have concerns as to how to keep your program equipped with all the necessary supplies and equipment you need while on a tight budget?

Since 1943, the Federation of Protestant Welfare Agencies' Group Purchasing Service (GPS) has worked to save not for profit organizations time, money and effort through discounted purchase agreements and hands-on assistance. While the emphasis is on the most commonly used commodities such as food, office supplies, maintenance supplies, and kitchen and office equipment, the range of items available is quite broad, including carpet, furniture, linens and baby kits. The list of goods and services available continually expands. Recently, discounted repair service for kitchen equipment was added to the list. Savings can be significant. Most common office supplies are discounted at least 50% off list price, and some individual items are up to 95% off. The Bid Service is one of the most popular services provided by the GPS staff. Agencies making capital expenditures for items like furniture, office or kitchen equipment can turn over their specifications to GPS staff who will obtain competitive bids from a number of tested vendors and provide uniform, written bids to comply with funders' requirements. GPS will also order the desired items and make delivery arrangements. Any 501[c] [3] organization is welcome to participate in GPS without cost. There is no fee either to join or to use any of the services. GPS staff functions as a no cost extension of agencies' own personnel. What more can you ask for!

For additional information, contact Darlene Brinson at 212.801.1344 or email: [email protected] Be sure and mention you read about GPS in QNY NEWS!

Join QNY!

We are increasing the number of programs we will work with as of Summer 2008.

Apply now to join The Quality New York Accreditation Project to work on quality improvements at your center and achieve NAEYC accreditation. Benefits include: an onsite consultant (Quality Advisor); director support groups; teacher and director training from Bank Street College and technical assistance with the accreditation process. All these benefits are free to participating programs due to the generosity of our funders. Centers only pay fees to NAEYC for the accreditation process. Site selection is based on availability of resources, program readiness and a complete application. To apply go to and download the application form and submit it with the documentation requested.

Warm Welcome to Our Newest Staff Member

Esther Valentín-Lopez, QNY Outreach Coordinator

Esther Valentín-Lopez is a socially committed educator, community leader and program manager/director with over 16 years of experience in issues related to education, poverty, workforce and economic development. She is a graduate of Fordham University, Graduate School of Education with a Master of Science in Adult Education and Human Resource Development. Esther also is a Senior Fellow at United Way of New York City's Non Profit Leadership Development Institute, Baruch College, School of Public Affairs. Her most recent work has been at the National Puerto Rican Forum, Inc. as the Director of Professional Development Services. She also served as Bilingual Teachers Recruitment Services Program Director and also has experience in the child care community where she served as a Senior Program Manager at Women's Housing and Economic Development Corporation, Urban Horizons Family Child Care Network. Esther's work at QNY will include recruitment of new programs to participate in the QNY program improvement and accreditation project, coordination of QNY's introduction to accreditation training program and outreach to the community at large.

If there is a local conference or community event that you would like QNY to participate in or if you are interested in learning more about QNY or joining the project, please contact Esther at: [email protected] or 212.801.1315.

We look forward to hearing from you!



Supporting Accreditation for the Early Care and Education Community

Emotionally Responsive Practice:

Pathway to Positive Outcomes for Young Children

One of this year's QNY professional development offerings was a Special Series for Program Administrator & Teacher pairs who wanted to adopt emotionally responsive practice into their school environment. In collaboration with the Center for Emotionally Responsive Practice at Bank Street College, staff from twelve programs throughout New York City explored and enhanced their understandings of emotionally responsive practice in their early childhood settings, and focused on ways to embed this practice throughout their program community.

When creating an emotionally responsive school environment, directors need to look at school and classroom routines as well as the content of curriculum in addition to the quality of teacher-child relationships. Children get their sense of self-worth from the way they are cared for by adults. Caregiving routines such as entering school, snack and lunch, toileting, rest time, and departure at the end of the day are the times in the school day where teachers are communicating to children about their self-worth by the ways that they speak, touch, and connect with them as care is provided. For children, it is not the words printed in the school brochure describing the school's handling

Have you considered?

Arrival: attendance goes beyond reading out a "roll call," and uses photo cards that represent all classmates in order to think and talk about children or teachers who may not be present. Morning Meeting: meetings go beyond being focused on the weather and the date, and includes content that reflects the children's developmental interests and common experience. Music and Movement: the class sings a song welcoming all its members.

"When teachers know their critical role in helping children organize and integrate their social and emotional experience, teachers relate to their students with genuine connection and engagement."

of routines that count. What counts for children is their experience of how they are actually cared for by the adults in their world. It is the very routines which are often considered to be incidental to a child's educational experience that become powerful vehicles for learning about self and other. The emotionally responsive school may need to re-think its curriculum process as well as to look at care-giving practices. Emotionally responsive practice uses children's developmental issues and life experience issues to inform their curriculum process. Attuned teacher-child relationships, emotionally responsive caregiving routines, and a developmentally informed curriculum process can help decrease social and emotional isolation in children. Emotionally Responsive Practice challenges the early childhood center or early grade public school to welcome children whole-heartedly, whether they are smiling or crying. When all of the child's affects have a place to live in the classroom, social and cognitive learning are ready to begin. The Center for Emotionally Responsive Practice at Bank Street College collaborates with early childhood and early grade programs to support the social and emotional well-being of children in the school environment. Part of our mission is to help teachers understand the early developmental milestones for social and emotional health that underlie receptive, attentive learning. We help teachers to engage in dialogue that may help alleviate the underlying and unresolved issues that young children may express, and also to welcome invitations for both positive and negative affects within the containing routines of the school day. Because classroom life is a daily experience that occurs over many months or years, emotionally responsive teachers become partners in the developmental process of the children in their care. The classroom itself becomes a psychological home base for the children and families that come back day after day. When teachers know their critical role in helping children organize and integrate their social and emotional experience, they relate to their students with genuine connection and engagement.

By Lesley Koplow, LCSW Director, Center for Emotionally Responsive Practice Bank Street College, Continuing Education 610 West 112th Street, New York, NY 10025-1898 212.961.3430 email: [email protected]



NYS Moves Ahead On Quality Rating Improvement System

NYS officials from the Office of Children and Family Services (OCFS) are moving ahead on plans to create a statewide early childhood Quality Rating Improvement System (QRIS), in collaboration with advocates from around the state including representatives of QNY's staff.

OCFS working with Winning Beginning NY and other early care and education experts is beginning to chart a course for identifying the steps necessary to implement a rating system in NYS that both establishes quality standards and targets investments to programs working to promote quality in all early care and education settings. They will engage a broad group of advocates and experts in the process. Anne Mitchell and Louise Stoney who are well known to the early childhood community in New York and national experts on the development of quality rating systems in states across the country join OCFS in this ambitious endeavor. System. These serve both to provide a road map for parents and be a key component of consumer education and drive new investments in quality improvements. In some states, for example, programs with the highest ratings receive the highest state reimbursement rates. The State is working with NY City officials to ensure alignment between the City's program assessment strategy that is currently being field tested by Teacher's College. The City implementation will be shaped by the particular challenges of the size and diversity of the City and the multiple agencies with an involvement in early care and education. Experts in the City need to provide valuable input on how a QRIS system can work most effectively. NY State officials are continuing to refine the standards, identify the agencies responsible and decide how to manage the system. The goal is to field test QRIS as phase one of full implementation.

"We are equally delighted that they are looking to projects such as QNY for lessons learned about how to improve quality."

"We are delighted to see such interest among state officials," says Nancy Kolben, co-convener of the state coalition and executive director of Child Care, Inc. "We are equally delighted that they are looking to projects such as QNY for lessons learned about how to improve quality." The state is building on the significant work done by the initial work teams set up by the NYS Child Care Coordinating Council. This included focus groups across the state with parents and service providers. All of this work will provide the foundation for the next steps. Under current proposals, programs that are NAEYC accredited and in good standing will qualify for the highest rating under QRIS, serving as a signal to parents and policymakers alike that accreditation is a critical pathway to quality programs and positive outcomes for children. QRIS is a growing movement across the country. More than 30 states are planning for or have established a Quality Rating

This year, Winning Beginning NY, a statewide coalition of 60 groups, made adoption of QRIS a key policy priority in this year's legislative agenda. To learn more about QRIS and other state policy developments visit



Supporting Accreditation for the Early Care and Education Community


The Last Lecture, by Randy Pausch, Hyperion, April 2008 To hear Randy Pausch's last lecture in its entirety,


Running It Right: A Legal Manual For Child Care Centers, Lawyers Alliance for

New York (1998). This manual is intended for board members and program administrators of day care centers and it is designed to help day care centers establish and follow sound legal policies. Topics covered include: regulation and licensing of child care centers, incorporation and tax exemption, liability and insurance issues, and employment policies. ($35.00 + $5.00 postage and handling) Lawyers Alliance for New York is the leading provider of business and transactional legal services for nonprofit organizations that are improving the quality of life in New York City neighborhoods. By connecting lawyers, nonprofits, and communities, they help nonprofits to develop affordable housing, stimulate economic development, and operate vital programs for children and young people, the elderly, recent immigrants, and other low-income New Yorkers.

QNY Seeking Accredited Programs Facilitator

The Center for Early Childhood Professionals (ECP) at Bank Street College of Education is looking for an enthusiastic, well organized individual to coordinate and deliver services for early childhood programs seeking re-accreditation. The successful candidate will conduct outreach as well as provide professional development, support group and on-site technical assistance activities. A full description can be found at Through research, training, professional development, advocacy and outreach, the Center for ECP, provides a broad array of services to the early care and education community. As a partner in QNY, ECP conducts a variety of trainings, specifically developed to meet the needs of program administrators and teachers engaged in the accreditation process for the first time. Through the QNY Institute for Accredited Programs, opening under the auspices of the Bank Street College, in July 2008, ECP will begin supporting programs, accredited in the past, and ready to begin the re-accreditation process. The successful candidate will have a minimum of five years experience in early childhood education, an M.A. in Early Childhood or a related field, excellent written and oral skills and the ability to articulate ideas clearly and speak confidently to a large group. Applicants should be familiar with NAEYC accreditation and assessment tools (ECERS, ITERS, PAS, SELA etc.) Program Administration experience at an early childhood center while engaged in the NAEYC accreditation process will be considered a plus though not required, bilingual skills are preferred. The salary range is commensurate with experience. The starting date is July 2008. For more information about QNY, visit Please send resume to: Margot Hammond Director, Center for Early Childhood Professionals Division of Continuing Education Bank Street College 610 West 112th Street New York, NY 10025

PBS Teachers provides early childhood educators with curriculum tools and professional

resources as part of its commitment to growing young minds.

Body and Mind (BAM!) believes the key to a child's success in life is a healthy mind in a healthy body, and that the two are connected. So to put children on the right track, it's critical to nurture both in early childhood. BAM! provides the best and latest insights and knowledge directly from experts in the fields of early childhood education, physical education/motor development, play research, child development, the neurosciences, and more. Managing Money: A Center Director's Guidebook by Bonnie and Roger Neugebauer

An excellent resource, packed with expert advice on every aspect of money management, planning, fundraising, financial reporting, cash flow analysis, salary schedules, fee policies, and more. Directors will appreciate this comprehensive guide to one of the most important aspects of center management-money. From Exchange Press.

The Right Fit: Recruiting, Selecting, and Orienting Staff by Kay Albrecht

This book breaks down the recruitment, selection, and orientation process into manageable components and suggests many practical and effective techniques to help administrators find teachers with the right fit for the program. Provides a theoretical overview, real-world examples, exercises and checklists, and suggested resources. Perfect as a self-paced guide for busy directors or as a training tool for workshops. From New Horizons.

Share your portfolio tips with NAEYC

Tell NAEYC how your program put together your portfolio and your story may be featured in a future issue of the E-Update or Young Children. Programs may send in tips or actual photos of their portfolios with a short caption. Contact NAEYC at [email protected] to submit your tips and photos. They are looking forward to hearing from you!

Accreditation E-Updates

Sign up for informative and timely Accreditation E-Updates at: Online Support with Frequently Asked Questions on the Accreditation System:

Elevating the Field: Using NAEYC Early Childhood Program Accreditation to Support and Reach Higher Quality Early Childhood Programs

An excellent report by Davida McDonald, NAEYC Public Policy Coordinator, Dec. 2007



Child Care Inc. 322 Eighth Avenue, 4th Floor New York, NY 10001 Fax: 212.929.5785 Judith Ennes Director of Special Projects 212.929.7604 x3012 Email: [email protected] Michele Washington Accreditation Facilitator 212.929.7604 x3022 Email: [email protected]

Bank Street College of Education 610 West 112th Street New York, NY 10025 Fax: 212.961.3425 Margot Hammond Director, Center for Early Childhood Professionals 212.961.3407 Email: [email protected] Meredith Lewis Associate Director 212.961.3412 Email: [email protected] Tracey-Lee Drummond Lucas Staff Developer 212.961.3411 Email: [email protected]

Federation of Protestant Welfare Agencies 281 Park Avenue South New York, NY 10010 Fax: 212.533.8792 Alison Pepper Director, Early Childhood Accreditation, Quality New York 212.801.1319 Email: [email protected] Suzanne Dohm Accreditation Facilitator 212.801.1317 Email: qny @ Mary Hayes ALG Accreditation Facilitator 212.801.1313 Email: [email protected] Esther Valentin-Lopez QNY Outreach Coordinator 212.801.1315 Email: [email protected]

Editorial Director: Alison Pepper Designer: Lindsey Payne Design Photos: Susan Woog Wagner Contributors to this issue: Lesley Koplow, Mary Hayes, Betty Holcomb, Meredith Lewis, Susan Ochshorn, Alison Pepper Quality New York is funded by The Picower Foundation, F.B. Heron Foundation, and United Way of New York City.


281 Park Avenue South, New York, New York 10010 212.777.4800

This newsletter can be mailed from April ­ September 2008






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