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...
“Early childhood professionals have a lot of power to protect the children they serve,” says Hester Paul, national director of Eco-Healthy Child Care, part of the Children’s Environmental Health Network in Washington, DC. The first few years of children’s lives are crucial to their future development and health, she explains. So, the small changes that providers make have a big impact on the children under their care. Providers who limit children’s exposure to harmful chemicals in the classroom can help prevent children from suffering from conditions like asthma, developmental disorders—even some forms of cancer. And Paul knows the research that shows the importance of reducing children’s exposure to environmental hazards like pesticides and unsafe plastics.
She speaks nationwide on ways to make classrooms healthier for young children, and her knowledge is hard won. “I faced a steep learning curve when I went to work for Eco-Healthy Child Care in 2008,” she admits, “since environmental health was not my first field. I initially earned a master’s degree in clinical psychology while living in Mobile, Alabama, so I could help children live happy, healthy lives. Yet, when I started doing therapy, I didn’t feel like I was effecting enough change because I was only supporting one child at a time. So, when I moved to San Francisco, I took a position at the Children’s Council of San Francisco, a child care resource and referral agency, and my first job there was as manager of an inclusion project for children with special needs.”
The job was great, as Paul recalls. “At the same time, I wanted to serve children before they faced a challenge. So, I still didn’t feel fulfilled.” Yet she did come away from the job with a good grasp of child care systems and their sources of funding. It was knowledge that would serve her well in 2008 when she took a job with the Oregon Environmental Council, the group that started Eco-Healthy Child Care to teach Oregon providers about environmental health hazards. When Paul came on board, the council had a grant to nationalize the program and its public health experts needed Paul’s knowledge of child care systems, licensing and levers for making change. She also added to her value by getting up to speed on environmental health while spending more than two years piloting the Oregon program in seven other states.
During those initial years, Paul connected with a wide range of stakeholders in the early childhood field. “It could be the child care licensing office, state child care resource and referral network or a group that managed nurse and health consultants,” she recalls, “but our goal was always the same: to bring together these stakeholders and trainers so they could redistribute our resources to local providers and give them technical assistance.”
Providers needed the help, as Paul came to see after flying around the seven states for over two years. “So, my task at this point was to figure out whether anyone else was working at the national level on the intersection of child care and environmental health,” she says. “It turned out that the Children’s Environmental Health Network was the first to do that, and we merged our programs in 2010. Eco-Healthy Child Care became a national program, based in Washington, DC. And since then, it has conducted train-the-trainer programs on environmental health in 33 states.”
Paul has conducted many of those sessions, and she’s found that educators are thrilled to have the information that she provides since they haven’t heard it before. “They’ve had a lot of education around inclusion for children with special needs, disaster preparedness, literacy and movement,” she explains. “But they’ve heard very little about lead or mercury exposure and unsafe plastics. And they want to know about these hazards because they love children and want to protect them. Many of the teachers are also upset because they didn’t get this information earlier in their careers. And that’s why I’m pleased to be partnering with the Council for Professional Recognition on ways to make environmental health a part of professional development for teachers.”
The presentations that Paul will make at the Council’s Early Educators Leadership Conference this fall are part of her overall goal to embed environmental health into existing systems of child care, she explains. And one of the ways her organization has done this is by putting together a 35-item checklist of environmental hazards that providers should address. “The point of the checklist is to give providers a list of best practices in environmental health,” she says, “and if they can check off 30 of the 35 items, we’ll endorse them for two years.”
Providers can also learn more about the checklist when they take Eco-Healthy Child Care’s online training, which includes the following three modules: improving indoor air and selecting art materials; protecting children’s health by choosing safer furniture, playground equipment, toys and pest control products; and reducing exposures to household chemicals and unsafe plastics. The course counts toward continuing education credits and gives providers practical, low-cost strategies for preventing children from being exposed to toxins. “For example,” Paul says, “green cleaning supplies cost almost the same as unsafe products, and we’re seeing the price of the green supplies go down as the market grows for safer products.” And Paul wants to fuel the demand for these products by providing concrete data on how environmental health-related steps improve the well-being of children and providers.
“Right now, most of the research on this topic focuses on K-12,” she explains. “Very little of it addresses the impact of environmental health-related improvements in child care settings. So, we’re trying to fill the gap by partnering with the Helen Walton Children’s Enrichment Center on a project called Growing Up Healthy. We have placed indoor air quality monitors in many of their facilities, and we’re helping them make changes in line with our 35-item checklist. We’re working with them through webinars and giving them virtual technical assistance in the hope of seeing a drop in substances like carbon monoxide, particulate matter and formaldehyde. Then we hope to publish our findings so people can make a key connection: If you reduce chemical exposure and have better ventilation, you’ll have better indoor air quality, which will lead to fewer absences among child care staff and their young students.”
This is a goal that matters to the Council for Professional Recognition and other groups that devote themselves to the development of young children. So, Paul has also partnered with several other child care groups to raise awareness of environmental health among providers. “For example, we helped the National Association for the Education of Young Children to adopt about 35 new standards pertaining to environmental health,” Paul says. “We’re going through the same process right now with the National Association for Family Child Care, and next year they will be releasing new lead exposure standards that we helped them create. The next step in our partnership is to create standards pertaining to safer household products. We’re doing the same thing with the Association for Early Learning Leaders. And all the groups have acknowledged that we need to do better on environmental health and move the field ahead by making it part of accreditation for teachers nationwide.”
Key people in a number of national nonprofits, including Child Care Aware and the Environmental Law Institute, support Paul’s mission, she says. “They’ve joined our National Advisory Committee and they’re thinking about strategies to make systemic changes in environmental health for young children.” This is a long-term project that Paul compares to how you build a pyramid, as she explains.
“At the bottom you have professional development and increasing the awareness of child care providers and their knowledge of the checklist. Then you go up and try to make a change in national thinking by having child care leaders agree that environmental health is an important part of health and safety for young children. From there you start to effect concrete change at the state level by having states integrate environmental health in their quality rating systems, and we’re already making some progress in this direction. We’ve been working with Maryland and Utah, where they now give providers a gold star if they’ve gained an endorsement from Eco-Healthy Child Care. And that’s a step toward our top goal as we build a strong structure to support long-term change. We would like to see environmental health be among required standards for state licensing of providers,” Paul says, and that would be the pinnacle of her work.
There’s a long way to go before Paul’s group reaches this goal, as she admits. “We’re still at the pyramid’s base and getting the word out to people so they can do more to keep children safe from environmental hazards. We’re still working on strategies for educating providers and integrating our knowledge into their training programs and into the textbooks they read.” And getting the message across to teachers matters because the small changes they make now in child care settings can pay off big for young children—an approach that also guides Paul’s work. “My strategy,” she says, “is to take one small step at a time and build up to make early childhood settings better and healthier for all children.”
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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.
Chief Operations Officer
Andrew Davis serves as Chief Operating Officer at the Council. In this role, Andrew oversees the Programs Division, which includes the following operational functions: credentialing, growth and business development, marketing and communications, public policy and advocacy, research, innovation, and customer relations.
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 Bigelow serves as Chief Financial Officer at the Council and has been with the organization since February of 2022.
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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