Setting Early Childhood Education Career Goals
SPONSORED BLOG The task of sitting down and writing out all of your early childhood education career goals can feel daunting. Where should you start? How far in the future should you plan? And, once...
Literature was Maria Castro’s first love. “When I was growing up in the sixties,” she recalls, “teaching was one of the customary options for women, and I wanted to do something different. So, I went on to study English in college and planned to work for a newspaper after graduation.” Yet, early education was in her blood. Her mother was a Portuguese immigrant who taught severely disabled children in the Santa Cruz mountains of California. “I assisted her with the children after my classes ended when I was in grade school and high school,” Maria says. And the experience would one day lead her to discover the second love of her life. As the director of Central California Migrant Head Start, she now trains immigrant women to be early childhood teachers.
She fell into the early childhood field after finishing college and moving back to Santa Cruz County. “When I couldn’t find full-time work on a newspaper,” she recalls, “someone suggested I take advantage of all the volunteer work I’d done with my mom and apply to be a teacher’s assistant at a local preschool. It was a practical decision, but I wound up finding out that I really enjoyed it.”
So, Maria stuck with the field, taking classes in ECE at a local community college and earning her teacher’s permit. “After nine years as a preschool teacher and Head Start home visitor, I was totally committed to the field,” she says. “I went on to get my master’s degree in education and wrote a thesis on dual-language learners”—a course of study that would stand her in good stead as her work began to focus on the Latino residents of her community. “By the mid-1980s, I was a child development instructor at Cabrillo College and a Child Development Associate® (CDA) advisor for Migrant Head Start—roles that made me realize I wanted to work with adults so they could do a better job teaching children.”
Her big chance came in 1995 when the state of California provided a grant to increase the number of child care providers in Santa Cruz County. “There were very few of them in the county at that time and only two who spoke Spanish, though much of the local population was Latino,” she recalls. “The state wanted to fill the gap and organize workshops to help folks get the training they needed to become child care providers.” So, she set up a series of workshops taught in Spanish. “These workshops allowed Spanish speakers, many of them field workers, to get their family child care licenses. Many went on to get their CDA—a practical tool that really shows you what you need to do in a child care setting.”
Soon Maria wanted to open even more doors for these providers, so she came up with the idea of adding some college units to her program. “I wanted folks to realize they could be college students and take classes at Cabrillo College,” she says. “So, I began putting up flyers about the opportunity at grocery stores and laundromats. The response was tremendous, and we went from two students to 60 in a couple of years. Eventually, the college developed a complete program in Spanish that would lead to an associate degree in early childhood education.” The decision was controversial at the time because most professors were used to teaching only in English.
“There were also questions about our decision to pioneer a network of family child care homes for Migrant Head Start,” she recalls. “At that time, Migrant Head Start programs typically used a center-based model, but it was really hard to find affordable places for centers in Santa Cruz County.” Using a home-based model was a practical decision, but it turned out to be a plus. “In the Latino community,” as she explains, “the family child care home is perceived to be more natural and more nurturing. Parents liked the fact that their children stayed with the same caregiver all day, which is not the case in centers, and that siblings of different ages could be in the same room. So, we quickly realized that we’re not doing this because we’re desperate, we’re doing this because it works!”
It helped that the family child care providers she trained and still oversees tend to be extremely hardworking. She’s worked with some of her providers for decades, and she’s well acquainted with their life stories. “Many of them,” she says, “had been teachers in Mexico but couldn’t speak English and ended up working in the fields out of desperation. After doing that grueling work, the long days demanded of family home care providers didn’t faze them. “I remember asking one provider, ‘How do you do it: be here for the children at 6 am and work with them until 6 pm, clean up the whole place for the next day—then do all the piles of paperwork that’s required?’ In response she just laughed and said, ‘After you’ve worked in the fields picking strawberries all day, this is much easier and so much more rewarding.'”
There’s also a lot of room for growth, as Maria has seen during her decades in the early childhood field. “One of the providers I worked with came here with a degree and wound up working in the fields. She became a teacher’s assistant, earned her CDA with my support and became a preschool teacher. Now she’s the director of a program that serves over 800 children. Similarly, I have two colleagues who worked in the fields and now are program coordinators who’ve earned their master’s degree.”
Maria’s success in inspiring educators to strive partly stems from her ability to identify with their belief systems and their values. “I’m the child of an immigrant teacher,” she says, “and I spent several years in Portugal as a child, an experience that has helped me interpret mainstream American culture for new arrivals. I see myself as a cultural bridge who can translate ideas, philosophies and behavior in the U.S. I feel like I’m sort of an ambassador and that’s very satisfying for me.”
She also loves bringing people into a field where there’s so much variety and so many chances for self-expression—especially when you’re a family child care provider. “If you’re someone who’s artistic or musical, you can use art and music to make your child care home unique,” she explains. “If you like nature, being outdoors and gardening, you can put a focus on that. So, you can fill your child care home with your personality and your passions,” she says. And her providers are eager to do that because “these are energetic folks who are constantly searching for new ideas.”
Maria has a lot of energy, too, and she’s always thinking up new ways to train providers and support the 30 she sees during her visits to their homes. She’s now looking for new children’s books so they can teach children the importance of diversity and inclusion. “In the past I focused on books that showed Latino children in a positive way,” she explains, “but I’m branching out to recommend books that show Latino and Black children playing together.” So, she’s bringing her first love for literature and books to her work in helping young children learn.
Maria’s own background has made her an avid reader who goes to Jane Austen conferences each year. But she doesn’t regret falling into the early childhood field. “I’m doing something that is creative,” she says. “I love the variety because I get to teach, visit family child care homes and implement new ideas for training. Most of all, I never have to wonder if what I do matters. Keeping children safe, healthy and learning is one of the most important things you can do.”
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Vice President of People and Culture
Janie Payne is the Vice President of People and Culture for the Council for Professional Recognition. Janie is responsible for envisioning, developing, and executing initiatives that strategically manage talent and culture to align people strategies with the overarching business vision of the Council. Janie is responsible for driving organizational excellence through strategic talent practices, orchestrating workforce planning, talent acquisition, performance management as well as a myriad of other Human Resources Programs. She is accountable for driving effectiveness by shaping organizational structure for optimal efficiency. Janie oversees strategies that foster a healthy culture to include embedding diversity, equity, and inclusion into all aspects of the organization.
In Janie’s prior role, she was the Vice President of Administration at Equal Justice Works, where she was responsible for leading human resources, financial operations, facilities management, and information technology. She was also accountable for developing and implementing Equal Justice Works Diversity, Equity, and Inclusion strategy focused on attracting diverse, mission-oriented talent and creating an inclusive and equitable workplace environment. With more than fifteen years of private, federal, and not-for-profit experience, Janie is known for her intuitive skill in administration management, human resources management, designing and leading complex system change, diversity and inclusion, and social justice reform efforts.
Before joining Equal Justice Works, Janie was the Vice President of Human Resources and Chief Diversity Officer for Global Communities, where she was responsible for the design, implementation, and management of integrated HR and diversity strategies. Her work impacted employees in over twenty-two countries. She was responsible for the effective management of different cultural, legal, regulatory, and economic systems for both domestic and international employees. Prior to Global Communities, Janie enjoyed a ten-year career with the federal government. As a member of the Senior Executive Service, she held key strategic human resources positions with multiple cabinet-level agencies and served as an advisor and senior coach to leaders across the federal sector. In these roles, she received recognition from management, industry publications, peers, and staff for driving the creation and execution of programs that created an engaged and productive workforce.
Janie began her career with Verizon Communications (formerly Bell Atlantic), where she held numerous roles of increasing responsibility, where she directed a diversity program that resulted in significant improvement in diversity profile measures. Janie was also a faculty member for the company’s Black Managers Workshop, a training program designed to provide managers of color with the skills needed to overcome barriers to their success that were encountered because of race. She initiated a company-wide effort to establish team-based systems and structures to impact corporate bottom line results which was recognized by the Department of Labor. Janie was one of the first African American women to be featured on the cover of Human Resources Executive magazine.
Janie received her M.A. in Organization Development from American University. She holds numerous professional development certificates in Human Capital Management and Change Management, including a Diversity and Inclusion in Human Resources certificate from Cornell University. She completed the year-long Maryland Equity and Inclusion Leadership Program sponsored by The Schaefer Center for Public Policy and The Maryland Commission on Civil Rights. She is a trained mediator and Certified Professional Coach. She is a graduate of Leadership America, former board chair of the NTL Institute and currently co-steward of the organization’s social justice community of practice, and a member of The Society for Human Resource Management. Additionally, Janie is the Board Chairperson for the Special Education Citizens Advisory Council for Prince Georges County where she is active in developing partnerships that facilitate discussion between parents, families, educators, community leaders, and the PG County school administration to enhance services for students with disabilities which is her passion. She and her husband Randolph reside in Fort Washington Maryland.
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Andrew has over 20 years of experience in the early care and education field. Most recently, Andrew served as Senior Vice President of Partnership and Engagement with Acelero Learning and Shine Early Learning, where he led the expansion of state and community-based partnerships to produce more equitable systems of service delivery, improved programmatic quality, and greater outcomes for communities, children and families. Prior to that, he served as Director of Early Learning at Follett School Solutions.
Andrew earned his MBA from the University of Baltimore and Towson University and his bachelor’s degree from the University of Maryland – University College.
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Jan has more than 30 years in accounting and finance experience, including public accounting, for-profit and not-for-profit organizations. She has held management-level positions with BDO Seidman, Kiplinger Washington Editors, Pew Center for Global Climate Change, Communities In Schools, B’nai B’rith Youth Organization and American Humane. Since 2003, Jan has worked exclusively in the non-profit sector where she has been a passionate advocate in improving business operations in order to further the mission of her employers.
Jan holds a CPA from the State of Virginia and a Bachelor of Arts degree from Lycoming College. She resides in Alexandria VA with her husband and dog.
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