Week of the Young Child (WOYC) – Friday: Restorative Justice Practices

 

Restorative practices may or may not be a term that is familiar in the early childhood educators.  “Restorative” means participation by everyone who is affected by decisions, a widening of circle, focus on responsibilities and effects of actions, rather than blaming and labeling (Zehr, 1990; Wachtel & McCold, 2000).  Yes, this is a mind shift for early childhood educators of their implicit and explicit biases of Black students to shift the focus from the student (Black) to the inappropriate behaviors (e.g., aggressive, physical aggression, destroying property, tantrum behaviors, verbal aggression, noncompliance) towards recommendation to be suspended or expelled from program.  This is a process where all early childhood educators and other adults in the program must be willing to participate in the process fully for effective change in eradicating the cradle to prison pipeline. 

 

It’s time to change the typical disciplinary actions that a childcare facility has in place which will lead towards the suspension and/or expulsion of students, particularly Black where the number is 3.6 times than their White age peers.  The culture shift towards restorative justice practices reiterates an accountability measure towards the reduction and/or elimination of suspension/expulsions towards increase in student engagement and belongingness.  Remember, the Black culture represents collective community practices where everyone belongs.  Black students and the culture itself are more expressive in other manners than being verbally expressive where they should be given the opportunities if not have the words to articulate having the ability to use imaginary as well. 

 

Everyone comes together in a circle (small circle group, large circle group) for open conversation to discuss topics where all the children are given time to identify the problem and then share how it might be resolved (problem solving techniques).  The method encourages the participation in dialogue leading towards understanding and accountability of the inappropriate behavior being discussed towards restorative justice practice towards healing, restoring relationships, and developing a plan of accountability.   Communication is a key essential strategy for restorative justice practices and early childhood educators must be knowledgeable to Black communicative skills which may be more non-verbal expressive through actions (e.g., pictures, drawings) and working collaboratively than verbally speaking what’s happening.  Early childhood educators will facilitate with student’s oral fluency development building upon expressive language skillset along with posing questions and assisting Black student with the language, as needed.  Receptive language can be engaged daily through read-aloud, related activities, and role-play scenarios of acceptable ways to engage appropriately in the community learning environment that the behaviors will lead towards the reduction and/or elimination of suspending/expelling Black students. 

 

Restorative justice practices within the circles (small group circle, large group circle) again as a place where all students voices are listened to, given the ability to speak (verbal, non-verbal) and taking responsibilities for displayed inappropriate actions in the community of learning environment.  Other components of restorative practice circles create the community of learning for all students to thrive while building strong community learning environment bonds and relationships among early childhood educators, students and parents which are key towards success particularly for Black students where early childhood educators are supportive, respectful, and aligning Black culture experiences as part of the restorative justice practices.  Within restorative practice circle meetings they may include instructing students the importance of deep breathing towards regaining self-control, taking out time for a quiet pause to re-think thoughts of what’s being stated, incorporate yoga poses to re-center one’s self to think more clearly as part of self-regulation, conduct temperature checks to determine body clues as needed to regroup because actions may harm classmate, self, adults, and/or materials intentionally,  teaching emotional skills with appropriate responsive actions, and reinforce the importance of listening as other speak and/or display communicative techniques used to get thoughts conveyed which reiterates everyone  especially the students have a voice of power.  The restorative practice circles core is to build relationships within the community learning environment building awareness of inappropriate behaviors and the impact of one’s actions towards the suspension/expulsion of Black students who are 3.6 times than their White peers.  In addition, early childhood educators need to embed more affective statements through modeling and role-play facilitating student’s knowledge and application of expressing the reason of their feelings and what’s needed to feel better in cultivating proactive and sustaining powerful relationships of belonging.

 

Overall, restorative justice practice is a cultural norm that must be taught and facilitated by early childhood educators and childcare facility at large in the community learning environments in conjunction with family members. Black family members and students need to know restorative justice practice circles along with other restorative justice philosophical methodologies which will incorporate working on positive appropriate behaviors centered around social emotional learning, executive function related to self-regulation, and building connectedness with trust and supportive relationships taking responsibility for their actions through inclusive language. 

 

References

 

Wachtel, T., & McCold, P.  (2000).  Restorative justice in everyday life.  In J.
     Braithwaite & H. Strang (Eds.), Restorative justice in civil society (pp. 117-
     125).  New York:  Cambridge University Press. 

 

Zehr, H.  (1990).  Changing lenses:  A new focus for crime and justice.  Scottdale,
     PA:  Herald Press.  

 

Week of the Young Child – Thursday: Character Social Emotional Development Model

 

Character social emotional development model provides a framework for community learning classrooms and childcare facility staff at large to integrate  social-emotional development skills in conjunction with character development model they learn about students (Black), cultural (Black) background information, experiences, life habits that contribute to the student’s (Black) overall learning experiences from academic, career and personal success so behavioral actions  will not lead towards Black students being suspended and/or expelled from program. With the implementation of character social emotional development model through inclusion of cultural and linguistic for Black students through incorporating strategies and techniques to increase executive functions of self-regulations, increase prosocial behaviors, reducing inappropriate behaviors with appropriate methods to regain self-control (e.g., yoga, breathing exercises, mindfulness activities) increase social and emotional skills (e.g., being empathetic of others, problem solving skills) and helping Black students self-reflect on how their choices and consequences effect self and others.

 

Early childhood educators must be knowledgeable of Black culture in planning and implementing culturally and linguistically responsive teaching practices knowing that Black students work together collaboratively as part of culture.  While planning lesson plan activities and experiences incorporate character education (e.g., respect, responsibility, fairness, self-discipline, kindness) learning processes building community learning classroom and program at-large. Select books where main character(s) are Black reinforcing positive character images (mirror) social emotional development which will be read in a participatory manner with dialogue of actions along with incorporating role-plays of situations that may or may not have occurred in community learning environment.  In addition, display supportive posters, books, pictures, and other materials representation of Black people reiterating character education and social emotional development with familiarity of Black culture with students along to engage in conversations on actions relating to personal and family stories.  Early childhood educators continue building positive relationships with Black students through sharing and listening to their experiences highlighting or pointing out character education traits embedded with social emotions skills making connections of the character social emotional development model.

 

Family engagement is key towards successful actions of Black students.  Early childhood educators and family members are engaged in two-way communication to build on the Black student’s character social, emotional development in ways towards creating positive habits from interpersonal and intrapersonal relations that are reinforced at both home and school.  The relationships are working towards reducing and/or eliminating the potential of suspending and expelling Black students by 3.6 times more likely than their White age peers. 

 

Character education and social emotional development overlap where the overall goals are for students (Black) to be successful in life moving into adulthood, productive contributing members of the community (i.e., school, neighborhood), being responsible of all actions and critically thinking and problem solving of actions to regain self-control over mind and body (e.g., deep breathing, remove self from situation) and intertwining being a good listener, showing compassion and empathy.   Character social emotional development model is a process where Black students acquire character and social emotional skill goals in becoming responsible productive citizens into adulthood and not a statistic of the cradle to prison pipeline.  

Week of the Young Child (WOYC) – Wednesday: Culturally and linguistically responsive teaching

 

Culturally and linguistically responsive teaching involves early childhood educators acknowledging the legitimacy of different ethnic groups to embed students (Black) culturally and linguistically content into the community of learning environment, so students (Black) see themselves where there is connection between home and school experiences bringing an appreciation of heritages (Gay, 2000).  It is key that early childhood educators engage and support students (Black) cultural and linguistic disciplinary techniques which are important to embed into various teaching methods as part of classroom management.  Hillard (2002) has observed that ‘culture is nothing more nor less that the shared ways that groups of people have created to use and define their environment’ (p. 89) which has to be taken under consideration as part of inclusive settings valuing every student and their families particular Black which will lead to reducing and/or eliminating the need to suspend or expel Black students from program at-large, 

 

It’s time for early childhood educators to take a deep archaeology of self of one’s cultural bias of students (Black) who do not reflect their cultural background, knowledge and disposition.  Those cultural lens can be reflective with implicit and explicit bias (verbal, non-verbal) in actions displayed by students (Black) exhibiting inappropriate behaviors which may led towards expulsion or suspension responsive as way to resolve situations.  The cultural perspective of early childhood educators can affect how one engage students (Black) to active participants, engaged, and successful in the community learning environment through culturally and linguistically responsive teaching ensuring the Black student feels safe and belonging seeing themselves in all aspects of activities, classroom design and culturally and linguistically in individualization goal plan in conjunction of working collective with family members towards the students success.

 

Culturally and linguistically responsive teaching practices required a transformation required for effective implementation of early childhood educators perception of Black students and respond to the cultural norms of students micro level effective in his/her life.  Therefore, to ensure early childhood educators are culturally and linguistically responsive teachers must have access to professional development should include knowledge of (a) their implicit bias and impact on decision making in engagement with Black students towards the reduction of suspending and/or expelling Black students who need to be in the community learning environment engaged in culturally developmental age appropriate practices, (b) continued learning and working with mentor/coach to culturally and linguistically responsive teaching practices for Black students and how those practices will be implemented, (c) a critical self-reflection in assumptions of Black students and reframe from insight of the cultural experiences and (d) incorporate strategies/techniques to prevent and addressing what has been deemed inappropriate behaviors from the lens of Black culture.  Again, it is critical to gain an in-depth knowledge, comprehension and application embedding the cultural effective. 

 

References:

 

Gay, G.  (2000).  Culturally responsive teaching:  Theory, research, and practice. 
     Teachers College Press.  

 

Hillard III, A. G.  (2002).  Language, culture, and the assessment of African
     American children, in:  L. Delpit & J. K. Dowdy (Eds.).  The skin that we
     speak:  Thoughts on language and culture in the classroom (New York, Free
     Press), 86-105.  

Week of the Young Child (WOYC) – Tuesday: Strength-based Model or Practice

 

The strength-based model or practice embodies a student-centered practice of education primarily with the transformative goal of building student’s confident, providing successful opportunities with intentional results towards becoming lifelong learners with a sense of purpose being productive citizens in adulthood.  Early childhood educators who are working towards implementing the strength-based model or practices will focus on the Black student’s strengths along with interests and needs s/he brings into the community learning environment which includes their micro level (family, community) than adapt instructional approaches from their individualization goal plan, small group and large group learning experiences towards motivating student becoming productive member of the community learning environment.  Black student’s family members need to be engaged in the process of defining the student’s strengths, interests, and needs to move forward in facilitating domain skills through scaffolded expectations set for success with a degree of challenge, too. 

 

It is important to bring family members into the planning process showing early childhood educators are reinforcing the use of the whole-child approach and not seeing Black student only from his/her demographic characteristics such as low socioeconomic status, high crime neighborhood, imprisoned family members and others factors not controlled by Black student.  While engaging in the two-way positive communication system all are discussing student’s strengths and areas of growth reinforcing the African proverb “it takes a village to raise (educate) a child” to build this strength-based model or practices motivating families to reinforce school activities at home and other surrounding environments for him/her to achieve domain skillset and not as a disciplinary issue without success of individualized goals set. Early childhood educators must be mindful of Black student’s strengths, interests and needs while building relationships of trust, support and authenticity of caring showing wanting the best of the best from the student in conjunction with family members. 

 

Yes, the strength-based model or practice philosophy explores ways to empower students (Black) to flourish in the community learning environment building on their strengths in conjunction to learning behaviors in social situations.  Early childhood educators must frame the strength-based model or practices as part of the developmental process that required intentionality building upon strengths, interests and needs of the Black students towards becoming productive citizens into adulthood and not becoming a statistic being suspended and/or expelled on the downward spiral of cradle to prison pipeline demise of livelihood.  

Week of the Young Child (WOYC) – Monday: Racial Discipline Gap

 

The “racial discipline gap” has been documented in a report issued by the Children’s Defense Fund, “School Suspensions:  Are they helping children?” which first identified the racial disparity of suspension rates in 1975.  Early childhood educators must take a long hard look into the mirror and honestly reflect on the question, “Am I contributing to the racial discipline gap of exclusionary discipline actions of Black children from my implicit bias and structural racism?” 

 

Dr. Yolanda Sealey-Ruiz discusses the archaeology of self where one must dig deep in self-reflection and peel back layers from personal life experiences via one’s implicit and explicit biases on children particularly Black children.  From the archaeology of self-philosophy, one must continuously reflect on whether s/he is demonstrating verbal and/or non-verbal racial microaggression that Black children are not capable to follow rules, unruly, loud, aggressive, and so forth.  Early childhood educators, reverse your archaeology of self to see Black children in the lens of being bright, smart, intelligent, curious, innovative, capable, celebratory of greatness, and so much more.  It is key to denote that early childhood educators behavioral experiences, rules and classroom policies are closely aligned with the norms found in White and middle-class values of disposition taught in higher education formal coursework.  And yes, some White teachers have reported feeling less comfortable in their roles as disciplinarians of Black students than Black teachers (Cooper, 2002).  Therefore, reinforcing an awareness of Black culture related to students backgrounds it is an important component of students school success removing the cradle to prison pipeline philosophy of doomed outlook for Black children. 

 

Dr. Walter Gilliam and other researcher conducted a study with 132 early childhood educators to view six minutes video clips showed four children (Black boy, Black girl, White boy, White girl) watching for behavioral problems.  It should be noted there were no behavioral problems; however, the eye tracking technology used showed teachers spent more time watching the Black boy than the other children.  Yes, Black children are suspended and/or expelled at higher rates (3.6 times) more than their white age peers.  If this statistic does not reverse in changing the racial discipline gap the documented projection of life is deemed to not graduating from high school (dropout), high percentage of being in the criminal justice system, and other factors that have determined Black children not becoming productive citizens of society into adulthood.  Early childhood educators need to gain a deeper knowledge of Black culture as an example where students prepare themselves for tasks by rearranging and checking materials which can be perceived that Black student’s behavior is off-task and being deficient through procrastination of directive given by early childhood educator (Gilbert and Gay, 1989) which is not the case but their preparation state of mind for task. 

 

Therefore, early childhood educator’s your actions and reactions towards Black children must be equal and equity along the same lines of fairness as given to their White age peers when various aspects of discipline have been honed as appropriate or inappropriate.  Working toward eliminating the racial discipline gap,

early childhood educators are required to implement multifaceted solutions based upon cultural classroom management and their in-depth personal levels that undertake the breath, depth and application of Black cultural experiences which are embedded toward effective change grounded in one’s pedagogical discipline philosophy. Draw upon the Black child’s home environment a key component in closing the racial discipline gap discrepancies to reduce or eliminate the need to suspend or expel Black children. 

 

For the racial discipline gap to close and be dismantled early childhood educators must be conscientious on their actions based on racial responses due to implicit and explicit (verbal, non-verbal) biases towards Black children.  Authentic dialogues are needed to acquire new insights into Black culture that undergirds appropriate techniques to address behaviors abandoning the norms using White, middle-class standards as benchmarks for successful outcomes.  Early childhood educators revisit your pedagogical practices ensuring they are culturally relevant with differentiating between disruptive behaviors and actions with cultural roots whether responding with racial discipline to close and remove 100 percent the racial discipline gap for suspending and expelling Black students 3.6 times more than their White peers. 

 

References:

 

Children’s Defense Fund. (1975). School suspensions: Are they helping children?
     Cambridge, MA: Washington Research Project. Civil Rights Project. (n.d.).

 

Cooper, P. M.  (2002).  Does race matter?  A comparison of effective Black and
     white teachers of African American students in:  J. J. Irvine (Ed.).  In search of
     wholeness:  African American teachers and their culturally specific classroom
     practices (New York, Palgrave), 47-63.

 

Gilbert II, S. E., & Gay, G.  (1989).  Improving the success in school of poor Black
     children, in:  B. J. R. Shade (Ed.).  Culture, style, and the education process
     (Springfield, IL, Charles C. Thomas), 275-283.

 

Gilliam, W., Maupin, A. N., Reyes, C. R., Accavitti, M., & Shic, E.  (2016).  Do
     early educators’ implicit biases regarding sex and race relate to behavior
     expectations and recommendations of preschool expulsions and suspensions?  
     Yale University Child Study Center.

 

Gilliam, W. S., & Shahar, G.  (2006).  Preschool and child care expulsion and
     suspension rates and predictors in one state.  Infants & Young Children, (19) 3,
     288-245.

 

Sealey-Ruiz, Y.  (n.d.) Archaeology of self.  Retrieved
     at https://www.yolandasealeyruiz.com/archaeology-of-self

 

Week of the Young Child (WOYC)

 

According to the National Association for the Education of Young Child (NAEYC) the “purpose of the WOYC is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs”.  Question:  Are infant and toddler age children being suspended and/or expelled from childcare facilities?  Answer:  Yes.

 

Suspension and/or expulsion of African American preschoolers are 3.6 times than their white age peers.  Research conducted by Walter Gilliam identified three best predictors of preschool expulsion were the three B’s: “boy, Black or big”.  This means teachers are more likely to recommend preschool suspension or expulsion when the child is a Black, boy, or is physically larger than his age peers.  In addition, I attended a webinar where Rosemarie Allen spoke on this topic where she added an additional letter which needs to be included with high level documented percentage data in conjunction with the 3 Bs which is “D”.  The “D” stands for children who have been diagnosed with a or multiple disabilities.  Early childhood educators must use the growth mindset which reinforces them demonstrating to students they can improve their ability(ies) exhibiting behaviors that are culturally appropriate within the community learning environment in all spaces towards positive outcomes with the reduction and/or elimination of suspending or expelling students from program. 

 

Therefore, for this week I want to bring the conversation back to the forefront highlighting for early childhood educators a range of self-reflective cultural discipline actions and practices which can embed into their community learning environment known as the classroom. Embedding these practices will work toward eradicating the cradle to prison pipeline (as coined by the Children’s Defense Fund) of Black students which are the following and NOT listed in order of implication but collectively for best results of inappropriate behaviors deemed noted for suspension and/or expulsion (e.g., physical aggression, destroying property, tantrum behaviors, verbal aggression, noncompliance):

 

1.     Racial discipline gap,

2.     Strength-based model or practices,

3.     Culturally and linguistically responsive teaching,

4.     Character social emotional development model, and

5.     Restorative justice practices or circles

 

In childcare facilities, one may or may not hear or use the terms suspension or expulsion, but the actions implemented with student results are the same.  View the chart below towards expanding knowledge, comprehension and how applied.

 

Words	Descriptions
In school/program suspension	Child is temporally removed from classroom and sent to another class or director’s office
Short term out-of-school/program suspension	Child is sent home for some part of school program where asked to pick up in response to cited behavior
Out-of-school/program suspension	Child is not allowed to return to school for one or more days in response to cited behavior
Expulsion/dismissal	Child is no longer enrolled in program where told “not a good fit” in response to cited behavior

 

A powerful quote by Dr. Rita Pierson is “Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be.”

 

References:

Dreher, A.  (March 23, 2017).  ‘Big, Black or Boy’ Preschoolers Face Higher Expulsions and Suspensions.  Retrieved at https://www.jacksonfreepress.com/news/2017/mar/23/big-black-or-boy-preschoolers-face-higher-expulsio/

 

Dweck, C.  (2007).  Mindset:  The new psychology of success. New York, NY: 
     Ballantine Books. 

Celebrating the Life and Legacy of Black Women Educators, 2022

 

Thanks to all these strong, amazing, talented, phenomenal, inspirational Black Women Educators who replied unequivocally, “yes” when the request went out to share their stories being in the BEST profession which lays the foundation for all other careers.  Readers have been enlightened by those who inspired these Black Queens to greatness of the various paths taken to be on the trajectory God bestowed upon them to use their skills/talents to the fullest.  Yes, they truly represent Black Women Magic Educators being smart, beautiful, successful, educated and much more.  Black love, Black joy, Black excellence, Black brilliance, and Black History.

Say their names – Teresa Spellers, Margo Ford-Crosby, Tanka Eaddy, Pamela Powell, Lisa Carlies, Angela Stevens, Tiffany Tate, Kashama Leo-Henry, Nanette Ausby, Katharine Smith, Danielle Caldwell, Marye Vance, Tammy Sneed, Harriette Bailey, Cynthia Williams-Hills, Shawna Daniels, Michele Miller-Cox, Rubetta Miller-Carr, Angela Searcy, Danielle Johnson, Rena’ Hoggard, Kathy Grace, Holly June, Angela Wilson, Tasha Owens-Green, Angela Morse, Valerie J. McMillan and Brenda K. Williamson.

Black History Month: Celebrating the life and legacy of Black Women Educators – Dr. Brenda Kay Williamson

Who is Dr. Brenda K. Williamson?
(Brenda, Bren, Ms. Brenda, Dr. BK, and Dr. Williamson)

If asked the question, “Who is Dr. Brenda K. Williamson?”  The initial responses one may hear are “She’s a passionate educator who demands no less than the BEST from her students regardless of age and ends all correspondences with Knowledge is powerful!”.  She reiterates, “to whom much is given much is required and why it is so important to give back for the betterment of our fellow human beings which must be done from the heart.” And, from the visions given by God, she’s a “mentor, encourager, motivator, and stretches one out of their comfort zone towards their greatest potentials”.

Let’s dive a little deeper in the life of Dr. Williamson who has been an educator for 36 years.  After graduating from NC Central University with a BA in Elementary Education, she secured a position as a Kindergarten teacher where all her students were African American and ended her teaching career with Pre-K students whom she’s often referenced as “this class looks like the United Nations” (diverse).  She has been facilitating culturally responsive practices way before it became key terms to articulate.

While attending required and optional professional development training where most facilitators were White and Brenda questioned, “Why weren’t there Black presenters?”  So, her childhood memories came into play. “What are you going to do to change the situation?”  Therefore, she started Brenda’s Educational Consultant Services (BECS) so Black educators could see and hear someone who looked like them who was knowledgeable of content and articulate it in a manner for application of best practices.  The next step of her career lattice started teaching at Durham Technical Community College (DTCC) in the Adult Basic Education program where she relied on degree and elementary teaching experiences then transferred to the Early Childhood Education program where she got the representation of being “a hard but fair teacher”.  During this time, she secured her master’s degree in Human Sciences (Thesis – Parenting Styles of African Americans with Preschool Age Children) and Doctor of Philosophy degree in Early Childhood Education (Dissertation – Early Childhood Practitioners’ Strategies for Working with Aggressive Children). Coinciding with obtaining her terminal degrees, she began her tenure at four-year institutions of higher education which were NC Central University, University of Mount Olive, Shaw University and Anderson University in the departments of Human Sciences and Education as assistant and associate professor where students heard quite often “Yes, they said in unison”. 

Brenda has been blessed with a plethora of career opportunities which has expanded her experiences in addition to ones shared above where she conducted research at Frank Porter Graham on strategies to lessen aggressive challenging behaviors of children enrolled in Head Start programs, a contributor to the North Carolina Foundations for Early Learning and Development book (see page vii) along with being a consultant for Teaching Strategies traveling throughout the United States building both professional and personal friendships.  In addition, she served on NCaeyc Board of Directors chair of Public Policy, NAEYC’s Higher Education Accreditation Peer Reviewer, Durham Technical Community College Early Childhood Education Advisory Committee and Durham Head Start School Readiness Committee.

God has brought multiple events full circle for Dr. Williamson through giving, to the County Outreach Ministry (food, STEM summer camp, Back-to-School), proctoring at local elementary school, providing food during Thanksgiving and Christmas for selected families, and donating along with delivering school supplies to “Dr. Williamson loves Pre-K teachers” recipients.  It was important that she modeled what was reiterated to her students throughout the semester, “we are called to service through our actions”.

From childhood, her maternal grandmother Lottie Louise Barksdale Gunter instilled the importance of being still and listening to God as He guides one’s life.  One visionary call to action God laid on Brenda’s heart was the focus on equitable work ensuring she leaves an impactful mark on lives of young and mature adults. The three action steps taken were, where she championed DTCC Early Childhood Education faculty to intentionally interweave equity cultural anti-bias practices into all coursework at county level and at the State level she started the NCaeyc Equity Circle in Education with phenomenal co-facilitators Dr. Valerie J. McMillan and Angela Wilson.  After approximately after six months, additional co-facilitators were brought on and there were Margo Ford-Crosby, Kelly Green, Tammy Sneed, and Joanna Aquillar where the format has been a safe brave candid space for conversations on timely issues along with self-reflections for actionable changes for a better society at-large.  In addition, the central focus of her presentations has centered around strategies/techniques to reduce/eliminate the suspension/expulsion of African American preschool age children which has presented at NAEYC and Smart Start.

Every morning as Brenda rises, she carves out time for morning devotion to commune with God through scripture readings and spiritual songs which are followed by reciting affirmations.  Here are three of those daily affirmations (1) I expand in abundance, success, and love every day, as I inspire those around me to do the same, (2) I commit to living in my Zone of Genius now and forever, and (3) I commit to maximizing my money by expanding my mind.

Scripture~ . . . the ear of the wise seeketh knowledge. Proverbs 18:15

Knowledge is powerful towards being an agent of social justice change through ACTIONS living in your purposeful life using skills/talents bestowed upon you.

Black History Month: Celebrating the life and legacy of Black Women Educators – Dr. Valerie J. McMillan

 

Dr. McMillan is a seasoned early childhood professional of 35 years in early care and education.  She has a broad background in human development and family studies, with specific training and expertise in the areas of child development, early childhood education, family systems, assessment and evaluation of young children, and culturally relevant and responsive perspectives and instructional practices.

Dr. McMillan is a leading Associate Professor in Child Development and Family Studies in the Department of Family and Consumer Sciences at North Carolina A&T State University.  She is the Program Coordinator of the M.A.T. Child Development, Early Education and Family Studies (Birth-Kindergarten) program, Interim Program Coordinator for the M.A.T. Family and Consumer Sciences Education program, and faculty liaison for the Child Development Laboratory.  Dr. McMillan has facilitated 100+ undergraduate students’ successful entry into the early childhood workforce as teachers, center directors and assistant directors, parent educators, family advocates, program coordinators, child development specialists, early interventionists, and extension agents.

Dr. McMillan actively engages in scholarship that includes obtainment of teaching and research grants totaling over $1.2 million, published articles and technical reports, and delivered 100+ presentations at local, state, national, and international meetings and conferences that focused on the care, education and support of diverse young children and their families. 

In 2007, the College of Agriculture and Environmental Sciences recognized Dr. McMillan as the Academic Advisor of the Year.  In 2011 and 2019, she received the Outstanding Teacher of the Year Award from the College of Agriculture and Environmental Sciences and the Award for Excellence in Teaching from the N.C. A&T Chapter of Gamma Sigma Delta Honor Society.  She received the Early Childhood Champion Award from Guilford Child Development in 2017.  Dr. McMillan received the University of North Carolina System’s 2019 Board of Governors Award for Excellence in Teaching. 

Dr. McMillan dedicates herself to professional service that positively impacts the lives of young children and their families.  Her portfolio of service includes former membership on the North Carolina Association for the Education of Young Children’s Governing Board, North Carolina Curriculum and Ongoing Assessment Committee, North Carolina Partnership for Children Board of Directors, North Carolina Interagency Coordinating Council, and National Association for the Education of Young Children’s Leadership Council.  Currently, Dr. McMillan is a one of three founding Legacy Leaders of the North Carolina Association for the Education of Young Children’s Equity in Early Childhood Education Circle.  Furthermore, she currently serves on the National Coalition for Black Development in Family and Consumer Sciences Board, North Carolina Birth-Kindergarten Higher Education Consortium, Ready for School, Ready for Life Board of Directors (Equity Strategies Committee), School Readiness Collaborative of Guilford County, and Guilford Basics Advisory Board.

Dr. McMillan earned a B.S. in Child Development/Early Childhood Education and a M.Ed. in Elementary Counseling both from South Carolina State University, and a Ph.D. degree in Human Development and Family Studies (emphasis:  Early Childhood Education) at Iowa State University. 

 

Black History Month: Celebrating the life and legacy of Black Women Educators – Angela Morse

 

I was born and raised in a small and rural town - South Hill, Virginia. Even as a child, I knew that I would end up in the field of education since I was surrounded by it. My parents were also educators. I have been in the field of early childhood education since high school. 

I started volunteering at St. Paul's College's Child Development Center, with their preschool classroom and with school agers. After having my experiences with SPC, I wanted to continue my journey in the field of early education. I attended North Carolina Central University and received my bachelor's degree, majoring in Family and Consumer Sciences with a specialization in Child Development and Family Relations. 

After receiving my bachelor's degree, my experience in early childhood continued while teaching at New Beginnings Child Care in Warrenton, North Carolina, which then lead me to becoming a T.E.A.C.H Corp Volunteer and Teacher at Frank Porter Graham Child Development Center. 

When the child care center closed at FPG, I tried my hand with teaching Kindergarten. Teaching Kindergarten helped me to realize that child care is where I truly belonged- preparing little ones for Kindergarten and beyond. I decided to go back into the child care setting and teach preschoolers at UNC Horizons. My experience there was like no other experience in child care. I worked with young children and mothers as they tackled through the challenges of recovery. While serving women and children in recovery, I also began supporting co-teachers with increasing their knowledge in early education. Doing so, encouraged me to take a try and supporting even more teachers in the field of early education by becoming a Technical Assistant with the Partnership for Children of Johnston County. While increasing my knowledge in Technical Assistance, I pursued and completed my master's degree from the University of North Carolina at Wilmington-majoring in Early Childhood Education with a focus in Advocacy, Policy, and Leadership. Currently, I'm currently a Mentor/Evaluator with the Early Educator Support Office at East Carolina University.

I enjoy learning and sharing information that focus on social-emotional skills and diversity to early educators. Most importantly, I enjoy observing children and teachers increase their knowledge and experiences!

Black History Month: Celebrating the life and legacy of Black Women Educators – Tasha Owens-Green

 

Ms. Owens-Green is Senior Researcher for National Center on Subsidy Innovation and Accountability (NCSIA) and provides support to state grantees on the Child Care and Development Fund to help them reach goals related to child care subsidy eligibility, integrating quality child care environments and subsidy, strengthening program integrity, payment rules, rate setting, and other policies and practices that support providing high-quality care to diverse children from low-income with high needs families. Ms. Owens-Green is Subject Matter Expert (SME) for Families Experiencing Homelessness and Equity Inclusive & Cultural Linguistic Responsive Practices (EI&CLRP).

Ms. Owens-Green has more than 25 years of combined experience in early care and education, human service administration, and supporting healthy families though counselling and therapeutic services. Ms. Owens-Green is passionate about advancing racial equity in early care in education. She has spent over twenty years training and facilitating discussions on diversity, equity, and inclusion. Ms. Owens-Green has a master’s degree in Early Childhood Education and has been an early care and education and obtained a master’s degree in Marriage and Family Therapy and focuses heavily on the operation of families and other relational systems.

Ms. Owens-Green served as the state of Tennessee Child Care Director. Ms. Owens-Green was responsible for the development and implementation of the Federal Child Care and Development Block Grant (CCDBG) for the state of Tennessee and was formerly the CCDBG Coordinator for the state of North Carolina. Ms. Owens-Green was and Instructor for early childhood education courses in the North Carolina Higher Community College system for over seven years.

Ms. Owens-Green has provided therapeutic services in clinical and group home setting to young children, adolescents, and adults experiencing emotional and behavior problems and substance abuse disorder. Ms. Owens-Green provided individual and group therapeutic services to couples; at-risk consumers (ages three to adult) diagnosed with a variety of trauma-based issues; and guiding clients through transitional crises such as job loss, homelessness, and loss of a loved one. Ms. Owens-Green served as a court-appointed child advocate (Guardian ad Litem) to inform the court of a child's wishes and feelings and to advise the court on the child's best interests.

Ms. Owens Green is currently completing her Doctoral degree in Education Leadership with a focus on Organization Change.

 

Black History Month: Celebrating the life and legacy of Black Women Educators - Angela Wilson

 

Angela A. Wilson believes strongly in the lyrics of her paternal grandmother’s favorite song, “if I can help somebody as I travel along, then my living shall not be in vain.”

Influenced by a host of strong Black women, since a very young child, Angela has sought to live her life based on biblical principles of honesty, integrity, compassion, and justice, to name a few. “My heroine taught me my most memorable lessons. She taught me to live a principled life, to value myself, and to share my gifts and talents through service to others; I call her mom.”

As a lifetime resident of High Point, NC, Angela’s life has been dedicated to the service of others in her family, community, and state. She graduated from the University of North Carolina at Greensboro with a Bachelor of Science Degree in Human Development and Family Studies, and later enrolled in the Birth-Kindergarten Interdisciplinary Studies in Education and Development Master’s program there. Angela has provided leadership in her community by serving on civic and advisory boards for the City of High Point, Guilford Technical Community College, Communities in Schools, Greater High Point Food Alliance, and Providence Church. Additionally, she serves as an Education Specialist for PBSNC, and a Legacy Leader with NCaeyc.

In the spring of 1999, she and her family established the Ark of Safety Preschool, Inc., which later became High Point, North Carolina’s first Five Star childcare facility. She served as Owner/Director of the preschool, prior to being employed by the University of North Carolina at Charlotte, her current employer. The preschool was much more than a learning environment for young children, it was also a meeting place for the City of High Point “Five Points Community Pride” Neighborhood Association, a distribution site for the Bread of Life Food Ministry, a beacon of light in a “highly impacted” neighborhood, and most importantly, a non-judgmental place where children and their families could feel welcome and safe. For nearly 25 years, she and her family have continued to operate the Bread of Life Food Ministry that feeds from 35-50 households each month.

Angela enjoys light construction work and operating power tools. In the summer of 2019, she flipped her first house, and is looking forward to the next major project. In the meantime, she is engaged in other hobbies that include sewing, vermicomposting, organic gardening, and cooking big Sunday dinners for her family.

“I want to leave this world better than I found it. I want my children, my unborn grandchildren, and all children who are marginalized or discriminated against because of their black or brown skin color, to know a world of peace, prosperity, opportunities, equity, and justice…then my living shall not be in vain.”

 

Black History Month: Celebrating the life and legacy of Black Women Educators – Holly June

 

I am Holly June, an avid crafter, teacher, and blogger. I began my teaching journey as a dance teacher for young children. I have taught kindergarten and first grade as well. Currently, I am serving as full-time College Success Instructor at Durham Technical Community College alongside of serving as the Interim Director for Advising Services.

This spring, I was given an opportunity to share my expertise in Early Childhood Education through teaching Child Development II. I earned my bachelor’s degree in Early Childhood Education with a minor in Special Education from Western Carolina University. My master’s degree is in College Student Personnel from Western Carolina University. My doctorate degree is in Educational Leadership with a concentration on grades P-12 from Trident University International.

When I’m outside of the classroom, I enjoy inspiring young girls through my company Posh Party Palace and presenting workshops for youth through Posh GLAMOUR (Girl’s Learning About Manners, Oneself, Unity, and Respect) Academy.  I began a craft blog 2 years ago and have been featured in Voyage Raleigh Magazine to discuss crafting.

I believe learning can happen in and outside of the classroom and it is my hope that every student or person I meet knows they can be successful and crafty. It is my goal that everyone strives to #MakeSomethingFabulous.

Black History Month: Celebrating the life and legacy of Black Women Educators – Kathy Grace

 

I AM Black History! I AM an Educator inspiring, encouraging, and opening minds of greatness that resides within each child. I don't see disabilities, but I see great abilities in every one of them and often remind my kiddies you are not the negative people say you are or believe you are. You are fearfully and wonderfully made!!

My goal is to "see" them wholly for they are...the whole child and not just in part. When I can show a child that they are loved, that they are amazing, that I've got their back, and that I believe in them to the utmost, walls of doubt and insecurities begin to break down and the foundation begins to be added to or even laid for a future that is outstanding, mind-blowing, and life-changing.

I was born and raised in the small town of Grifton, NC to William and Nannie Farrow and the oldest and only girl of three. I remember from as early as first grade loving to help the teacher erase the chalkboard at the end of the day and then being promoted to beating the erasers. That was like winning the lottery! Reading everything I could get my hands on and playing school was one of my favorite pastimes and my dolls had more education than many. My desire was to become a teacher and follow in the footsteps of many of my family who worked in education. My Aunt Pauline who was an awesome Home Economics teacher and I got to go and help her set up and break down her classroom every year. My Uncle George was one of the greatest Principals and Administrators to ever walk this earth and his wife, Aunt Myra led learning through books as a librarian. My Aunt Twinkle encouraged and empowered young people and still tutors to this day. My cousin Cookie, the best Kindergarten teacher God ever created. My Aunt Johnnie Bell who was the Math whiz even taught me geometry in High School. There may have many more, but the passion had been ignited and my heart was set.

Unfortunately, I was persuaded to strive for jobs that would financially sustain me and put my dreams on hold. NC State was the money-making school and gave me the opportunity to work for over 15 years at some of the best companies in the world like IBM and Siemens Medical Solutions. That desire and passion to empower, educate and teach was still there and could not be diminished. My baby brother was one of her biggest supporters and when he passed, she realized life is short and that my dream of being the teacher is always what I wanted to be, regardless of the salary, was my true passion and true calling. I remembered…it’s not about the income, but truly the outcome and changing lives. Therefore, I left Corporate America and went after her dream full force.

I went back to Mt. Olive College at that time and met Dr. Brenda Williamson, the woman who would mentor me, be an exemplary example for me, and the epitome of a true educator for the children teaching me. The very first class I knew I was at home…where I was supposed to be and knew that a dream deferred does not make a dream lost! With hard work, dedication, determination, and with a little Summa Cum Laude my BS in Early Childhood Education was completed. I couldn’t stop there and later received a MS in Educational Management and received a MS in Education/Instructional Technology K-12 both Magna Cum Laude.

Walking in my calling, I am presently teaching 5th Grade at Hilburn Drive Academy. In March of 2021, I was inducted into one of the greatest sororities ever created, Sigma Gamma Rho Sorority, Incorporated founded by seven educators at Butler University who wanted to make a difference and be a light to empower young black women across the land. I hold the position of Rhoer Coordinator for chapter, Delta Gamma Sigma Alumnae Chapter in Fayetteville, NC. consisting of a diverse group of young ladies between the ages of twelve and eighteen who demonstrate high scholastic standards and consist of training and guidance in education, community service, vocation, fine arts, and social affairs.

Yes, I am also a Pastor, Family/Youth Counselor, mentor, playwright/director, author, singer, and holds several positions that allow her that opportunity to educate, empower and strengthen the lives of our youth now and in the years to come. Because of my village, my family, my Professors, my God I know that each child that crosses my path will have someone instilling in them a legacy that is greater than could ever imagine and destined for indescribable success.

I start each day believing and walking in a quote by the great educator, Rita Pierson, that states, “Every child deserves a champion—an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.” So, who am I? I AM that one that will never give up on any child! I AM Black History! I AM an Educator!! I AM Kathy Farrow Grace!!! Grateful...thankful...BLESSED!!!