PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

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The Early Educators Leadership Conference (EELC) is an opportunity for decision makers and

stakeholders in early care and education to gain knowledge, learn new skills, and network with

colleagues to advance the early childhood education field.

The Council’s conference theme –– Building Competency, Capacity and Career Pathways for the

Early Childhood Professional will focus on discussing relevant, critical, thought-provoking topics in

our ever-changing field. The 2018 EELC Conference will offer the early childhood education

professionals: a unique and dynamic professional experience that results in:

Valuable professional networks

Useable skills

Strengthened knowledge

An elevated voice that will empower the early childhood educator

EELC 2018 features workshops and panels across a four-day period and includes:

Hill Advocacy (If Congress is in Session)

A High School CTE/CDA Career Fair

Many other networking and social events

The conference will be held October 9-12, 2018 at Gaylord National Resort & Convention Center. We

expect over 300 participants.

The EELC is a national event that supports a broader vision to advance and unify the early childhood

education workforce, inspire early childhood educators, elevate educational leaders, and foster

professional development. The desired outcomes are to:

a. Build Capacity: Expertise, shared insight and knowledge about experiences and current state

of events on various issues within the ECE community and workforce.

b. Building Competency: Provide models and capabilities to learn and evaluate those elements

that will enable innovation and implementation of supported practices.

Call for Proposals To Present at the Council for Professional Recognition’s

2018 Early Educators Leadership Conference October 9-12, 2018

Gaylord National Resort & Convention Center | 201 Waterfront St, Oxon Hill, MD 20745

PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

c. Building Pathways: Showcase achievements of various strategies and programing efforts as

an opportunity to share proven results with each other comprising the core elements of the early

childhood professional and workforce.

Directions: Please complete ALL sections. Incomplete or incorrect submissions will NOT be

considered. There should be only one workshop or panel session described per submission.

Presenter Contact Information:

NAME:

AFFILIATION:

ADDRESS:

CITY: STATE: ZIP CODE:

EMAIL:

TELEPHONE:

Presentation Title:

___________________________________________________________________________________________

Conference Focus: (check one)

____ DEVELOPING EARLY CHILDHOOD EDUCATION LEADERS TO IMPACT CHANGE

As a thought leader, the Council empowers early childhood educators and the profession, to think

about ways to improve the quality of early education and facilitate educational leadership within the

communities we serve. These sessions will focus on and exemplify our ability to be involved not only in

practicing the profession, but also in research, teaching, management, regulation, professional

associations, community relations and many other contexts as it relates to our abilities to become a

change agents and an effective leader. These sessions will also include insights and skills that enable

participants to construct complex systems of relationships within their organizational environment, and

lead multi-professional teams to create the necessary transformation for today’s and the next

generation of leaders.

PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

SUBTOPICS:

1. Changing early childhood education by developing leaders through reflection and

research: Explore the ways in which an innovative M.Ed. program facilitates the

development of future ECE reflective leaders

a. Explore Reflective Practice through Action Research

b. Provide successful models of M.Ed. Programs that reflect Leaders building capacities to

serve as appropriate models of leadership

c. Provide strategies that Builds a Conceptual Framework for Research that Leads to

Change

2. Transformation in ideas: Social learning emergent structure, complex relationships, self-

organization, dynamic boundaries, ongoing negotiation of identity and cultural meaning

a. Understanding what matters, what the enterprise of the community is, and how it gives

rise to our perspective on the world. Also how we engage that world and the community,

based on those perceptions.

b. Significant examples that demonstrated how to engage productively with others in the

community

c. Provide strategies that implement appropriate tools for change: Using the repertoire of

resources the community has accumulated through its history of learning.

3. Modes of identification: Who are you as it relates to your community: Investigate your

participation in broader systems, evaluate and make sense of both the system and your

position within it. Consider the concepts of being a learner and a leader simultaneously

leads to transformational success.

a. Using your imagination to engage with the world while utilizing your self-identity and

experiences to inform landscapes of practice that are complex, diverse and culturally

competent.

b. Implications of leadership based on reflective practice. The development of construct

complex systems of relationships within an organizational environment and leadership

models, that lead multi-professional teams, to proven examples of success.

c. Exploration of the processes of self-alignment which give rise to relevant and impactful

systemic changes. Focusing on policy and procedural development strategies that begin

with you.

PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

____ INNOVATE TO EDUCATE

These sessions will explore how organizations can prepare themselves for change to implement new

programs, ideas, technology, etc. We will explore how effective change management impacts

organizations ability to move forward. We will also explore the impact of STEAM in early childhood

education as it pertains to the development of children ages 0 – 5. High-quality early childhood

education lays the foundation for a future workforce that has the Science, Technology, Engineering, Art

and Math (STEAM) skills and other qualities that employers need. According to the Harvard Center for

the Developing Child, the first five years of life are a unique period of brain growth. Because this early

stage is so critical, the achievement gap between children from advantaged and disadvantaged

backgrounds shows up as early as nine months old. Children can be 18 months behind by the time they

enter kindergarten, with significant gaps for both math and reading. Children who are not kindergarten

ready are less likely to read well by grade three, and those children are less likely to graduate from high

school, making it almost impossible to have a fully productive career.

Our sessions will also address how we can inspire and build the next generation of early childhood

educators. We know that 8 in 10 CDA recipients who earned their credential through a high school

career and technical education (CTE) program felt their training encouraged them to continue on to a

degree program. These sessions will explore the impact of High School CTE Programs with

participating Colleges/Universities have on their state career lattices. We will provide a high school

career fair with sessions containing career and educational opportunities in the ECE field. The

sessions will also explore funding strategies for states, schools and students.

Subtopics

1. Leading with Change Management:

a. The role of change management to transform ECE organizations

b. Providing effective models of change management that lead to successful organizational

outcomes

c. How to implement effective change management strategies to transform an

organization.

2. Program Improvements – Leading with STEAM:

a. Provide a understanding of early childhood brain development and the impact of STEAM

to help bridge the learning gap

b. Provide models of successful implementation of STEAM to improve learning outcomes

in classrooms

c. Provide successful strategies with implementing effective program improvements using

STEAM

3. Technology:

a. The impact of Technology on Early Childhood Education

PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

b. What are some proven early childhood technologies that have an effective impact on

early childhood learning

c. Defined strategies to effectively integrate technology in ECE to impact learning

outcomes

4. Innovative Ways for Building & Sustaining our Workforce:

a. Provide in-depth insight into ECE college curriculums and current and projected outlook

for ECE careers

b. Provide effective models of the ECE workforce by incorporating strategies and

partnerships that develop successful High School CTE Programs and Higher Ed

Partnerships

c. Implement strategies from successful state models of ECE Workforce development and

career pathway programs. How can other states incorporate these strategies?

____ BUILDING RESILIENCE FOR CHILDREN & FAMILIES

These sessions will explore the impact of early childhood trauma, the breading of preschool to prison

pipeline and overweight children as it pertains to children from 0 – 5 years of age. By the time kids in

the United States reach adulthood, 37% have crossed paths with Child Protective Services as potential

victims of maltreatment, according to a study published in the American Journal of Public Health.

Young children are exposed to traumatic stressors at rates similar to those of older children. The most

common traumatic stressors for young children include: accidents, physical trauma, abuse, neglect,

and exposure to domestic and community violence. Our sessions will address effective training

methods for ECE teachers and communities to provide care for children who have experienced some

form of trauma. Our sessions will also include the impact of diet on the health of children. Over the past

three decades, childhood obesity rates in America have tripled, and today, nearly one in three children

in America are overweight. The sessions will also cover topics of diet and nutrition, as well as exercise,

and its impact on learning.

Subtopics

1. Trauma Informed Care:

a. The impact of early childhood trauma and its influence on childhood development.

b. Demonstrate techniques and approaches on how to train a workforce to teach children

suffering from childhood stress and adversity.

c. Provide strategies to help educate parents and communities on mitigating contributing

factors to childhood stress and adversity.

PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

2. Healthy Diets:

a. How does diet effect a child’s ability to learn.

b. Discuss the impact of effective programs that trains families on healthy diets and

exercise.

c. How to implement effective programs that educate families on the importance of healthy

diets and how good nutrition contributes to improved learning outcomes.

3. Breaking the Preschool to Prison Pipeline:

a. Defining the knowledge and achievement gap of children living in disadvantage

communities.

b. Effective models of Early Childhood Educators and/or programs on the front lines trying

to break the school to prison pipeline.

c. How to implement successful strategies to break the preschool to prison pipeline.

4. Strengthening Communities:

a. The impact communities have on early childhood trauma.

b. Models of communities as a key component in building resilience for children and

families.

c. Effective strategies to implement and help build healthy communities.

____ CONNECTING ACROSS CULTURES: BRIDGING THE GAP OF GLOBAL EARLY

CHILDHOOD EDUCATORS

While the current contribution of International Early Childhood Education towards broader social,

economic and education goals are being recognized, ECE remains underdeveloped in a number of

countries (gaps in funding and inadequate quality in services), due in part to a lack of investments, the

lack of diversity as well as the scarcity of ECE regulations. There are also parallels between

disadvantage rural and urban communities in the United States and these global communities. Despite

our differences, whether cultural or linguistic, children all over the world have the right to learn and grow

in a safe and nurturing learning environment regardless of any other circumstances.

The Council and its CDA certification are currently serving the ECE workforce in the United States and

the international community. Our sessions will include bringing awareness to the needs of the

international community in terms of early childhood education, highlighting successful international

program models, funding strategies, teaching the importance of cultural competence to encourage

behaviors, attitudes and policies and breaking down cultural and language barriers both domestic and

international.

PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

Subtopics

1. Effectively Engaging Dual language learners:

a. Current national thinking on state level engagement with diverse learning communities.

b. Provide examples and the impact concerning the diverse needs of Early Childhood

Workforce Population.

c. Effective implementation of proven policies that enable effective change and results for

supporting bilingual and tri-lingual professionals in your community.

2. Serving the most underserved communities both nationally and internationally:

a. Advocating for children growing up in especially difficult circumstances, who require

particular attention.

b. Providing models of how to create environments and communities where children, youth,

and families can flourish.

c. Provide strategies to implement community investment necessary in early childhood

education to set even the most disadvantaged children on stable paths.

3. Empowerment for ALL children:

a. Empowering learners to value national, social, racial, cultural, and religious differences

while embracing our common humanity.

b. Provide powerful stories and benefits that arise when young learners are empowered

with quality education.

c. Strategies to prepare children to be dedicated stewards of an increasingly

interconnected world, global citizenship education must be placed at the center of

learning.

4. Educating Early for Children of Color:

a. Education early on is critical to the socio-emotional and educational success of students,

particularly students of color.

b. Provide models that show how to increase and equitably distribute quality while also

connecting early childhood and elementary schools.

c. Building the foundation for all subsequent learning and development for students of

color.

PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

Presentation Type: (check one)

____ Workshop: A 60-minute single- or multiple-presenter session related to the conference theme

and a conference topic. All workshops must include sufficient time for audience questions, a

PowerPoint or other electronic format presentation, and handouts for participants.

____ Panel: A 90 Minute session. An introduction of the topic with each panelist taking time to

introduce themselves and their perspectives on the topic. Then allocate time for curated questions from

the designated moderator, allow sufficient time for Q&A with the audience ending with a summary and

thanks. (No more than 4 panelist and a moderator)

Note: Presentations that address the subtopics will be given preference. Presentation materials will

be posted on the Council web site following the conference.

___________________________________________________________________________________________

Presentation is appropriate for which conference concentration

Competency, Capacity and or Pathways: (check all that apply)

____Competency: Experts share insight and knowledge about their experiences and current state of

events for various issues within the ECE community and workforce.

____ Capacity: Provide models and capabilities to learn and evaluate those elements that will enable

innovation and implementation of supported practices.

____ Pathways: Showcase achievements of various strategies and programing efforts as an

opportunity to share proven results with each other comprising the core elements of the early childhood

professional and workforce.

___________________________________________________________________________________________

Proposed Presenters and their affiliations (workshops or panels):

1.

2.

3.

PROPOSAL SUBMISSION

FORM Due Friday, October 20, 2017

Learning Objectives for the Presentation:

Identify one to three learning objectives. Each learning objective must be 15 words or less and will be

published in the conference program book. A learning objective is a statement in specific and

measurable terms that describes what the learner will be able to do as a result of participating in the

workshop or panel presentation.

1.

2.

3.

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Proposal Checklist:

As you draft your proposal, consider these questions:

Does your topic raise critical intellectual, moral, or political questions likely to matter to the

audience described above?

Do your methods or claims represent a significant challenge to conventional public wisdom, the

existing scholarly literature, or your own initial assumptions about the topic?

If applicable, does your research make particularly original use of primary, secondary, archival,

or online sources?

Is your presentation innovative or engaging in ways critical to the exploration of your topic?

Unique, creative and novel workshops formats are strongly encouraged and will be given

particular consideration.

In addition to this form, please attach a proposal that contains the following information:

Presentation abstract for printing in the conference program book. (100 words or less)

Narrative response to the proposal review criteria. (maximum of two pages)

A list of recent conference presentations conducted that were similar to this proposal.

Biographical information for each presenter (50 words or less).

The deadline for proposal submissions is Friday, October 20, 2017. All proposals must be

submitted by email to katorrael@cdacouncil.org.

An example of a past proposal submission can be requested at the same email address using the

subject line “sample proposal.”