COAEYC Building Resilience in ECE
Learning Cohort Program
Upcoming Cohorts
SEL Foundations and Resiliency for Infants and Toddlers
Feb - May NOW REGISTERING!
Past Cohorts
Cohort #1: Focused on diversity, equity, inclusion, and belonging in the early learning setting. This cohort used the Equity-Centered Community Design Field Guide by Creative Reaction Lab to reflect together and brainstorm ways to create more inclusive and responsive spaces in their early learning programs.
Cohort #2: This cohort learned together through Conscious Discipline online training modules and weekly meetings with their cohort and coach. Each program received a Conscious Discipline starter kit with items curated by our coach.
Cohort #3: This cohort learned together through Conscious Discipline online training modules and weekly meetings with their cohort and coach. Each program received a Conscious Discipline starter kit with items curated by our coach.
With generous support from the Community Innovation and Resilience for Care and Learning Equity (CIRCLE) Grant program and the Buell Foundation, the Colorado Association for the Education of Young Children (COAEYC) launched the Building Resilience in ECE Learning Cohort Program. During the course of this program, a cohort of program teams (this often looks like two teachers from one classroom and a center director, or a family child care educator and one or two of their assistants) meet over 8-10 weeks to learn with a cohort of their peers and reflect with an experienced reflective supervisor. Depending on which topic, programs may receive funding to purchase materials, a set of materials purchased for them to include curriculum and learning materials, or access resources.
The purpose of this learning format is to provide professional development that continues beyond the Zoom room. Why does this matter? Studies have shown a direct relationship between professional development and educator turnover. In fact, an interest in professional learning and an internalized professional identity may have a larger impact on the length of time a teacher spends in the profession than salary, experience, and formal education. It's important that teachers feel prepared for their role and that they see themselves as the capable professionals that they are. Our hope is that through this experience, the participants can implement new practices into their classroom that promote healthy social-emotional development and inclusive practices, and can then mentor their colleagues on how to improve the quality of their classrooms as well. This program hopes to build resilience for children as well as educators.