1. James Patton & Camille Catlett

2. Influencing Up, Down, and Sideways Camille Catlett FPG Child Development Institute University of North Carolina (919) 966-6635 camille.catlett@unc.edu

4. Think of a famous leader whose life or work you admire. Write down one or more descriptive words you would use to describe that leader and their work.

5. Think of a someone who has had a significant impact on your personal or professional life – someone who has helped make you the person you are today. Write down one or more descriptive words you would use to describe that individual.

6. The people who make a difference in our lives – who provide daily leadership – are not necessarily the ones with the most credentials, the most fame, the loftiest titles, or the most awards.

7. ... the words “leading from the middle” and you’ll get over 37 million results.

8.  A different way of thinking about collaborative leadership  Leading as a peer, not a superior  Requires persuasion, technical competence, relationship skills, and political smarts to get and keep the coalition together and produce the desired goal.”  Influencing others to accomplish things that none of them could accomplish – at all or as well - individually.

9.  Leadership is relationship  Leadership is everyone’s business  Leadership development is self- development (Modified from Kouzes & Posner, 2003, p. 47)

10.  It’s not about position or fame or fortune.  It’s about working and learning with people whose experience, education, gender, and professional affiliation all differ.  In our work with children and families, effective leaders can touch each and every life through relationships. By enhancing colleague-colleague, supervisor-practitioner relationships, practitioner- family relationships will be enhanced. These relationships, in turn, strengthen family-child relationships.

11. W rite down the names of the following: ◦ The 2011 and 2012 Time magazine Persons of the Year ◦ The 2011 and 2012 Academy Award winners for best picture (Modified from Kouzes & Posner, 2003)

12. Persons of the Year 2011The Protester 2012Barack Obama Academy Award winners for best picture 2011The Artist 2012Argo

13. Write down the following: ◦ a teacher or coach who encouraged you in school ◦ friends who helped you through a difficult time ◦ a person who has taught you something worthwhile (Modified from Kouzes & Posner, 2003)

15.  Take the time to read each other’s cues and adjust their own behavior in supportive ways  Demonstrate mutual respect in the way they share observations, raise questions, participate and reveal their professional selves  Reinforce and support both collective and individual needs and priorities  Remain resilient in periods of stress  Repair breakdowns when they occur

16.  Leadership is collaborative.  You don’t have to be in a position of power or prestige to be an effective leader or change agent. Anyone can make a difference.

18. Research underscores that “cooperative learning promotes higher individual achievement than do competitive approaches or individualistic ones.” (Johnson, Johnson, & Smith, 1998, p. 31)

19.  See diversity as an asset, not a problem  Appreciate that nobody can see a problem from all perspectives  Ask who else’s perspective would help to understand this issue?  Understand that people support what they create ◦ Engage everyone in development ◦ Acknowledge everyone’s efforts

20.  A leader’s primary instrument is him or herself.  To develop others, we have to develop ourselves.

28.  What are qualities you bring to your work as a leader in higher education?  What capabilities would you like to grow in order to be even more effective in your roles as a leader and advocate?

29. CONNECT The Center to Mobilize Early Childhood Knowledge http://connect.fpg.unc.edu/

33. Multifaceted Resources for Language & Literacy National Center on Cultural and Linguistic Responsiveness

34. National Center on Quality Teaching and Learning

35. 15-Minute In-Services Expansions Thick and Thin Conversations Asking Questions Engaging Children in Conversations

37. Zoning: Staffing to Maximize Learning Fostering Children’s Thinking Skills Asking questions Collecting and using work samples Expansions

38. http://nichcy.org/

41. Early Childhood Inclusion: A Joint Position Statement of DEC and NAEYC

42. Definition Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and supports.

43. Additional Resources

45. NPDCI A sampling of evidence and resources, related to each feature, to support your learning and professional development needs Find them online at http://npdci.fpg.unc.edu/resources/quality- inclusive-practices-resources-and-landing- pads http://npdci.fpg.unc.edu/resources/quality- inclusive-practices-resources-and-landing- pads

46. NPDCI

47. Landing Pads SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina http://scriptnc.fpg.unc.edu/resource-search

48. EDU 144 Landing Pad

50. Supporting Young Children who are Dual Language Learners with or at-risk for Disabilities YEC Monograph 14 considers contemporary perspectives about strategies to support young children who are dual language learners served in inclusively early childhood settings. Information included in this monograph will be immediately useful for practitioners and families and will demonstrate the value of thoughtfully and systematically approaching assessment, interventions, and services for the benefit of children who are dual language learners and their families.

52. Higher preschool performance and promotion to next grade More positive engagement with peers, adults, and learning Buffers negative impact of poverty on academic and behavioral outcomes (Harvard Family Research Project, 2006; Izzo, Weissberg, Kasprow, & Fendrich, 1999; Mantizicoupoulos, 2003; McWayne, Hampton, Fantuzzo, Cohen, & Sekino, 2004) Family Engagement Helps Children to Succeed

53. An effective teacher can have a stronger influence on student achievement than poverty