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Workforce Pathways
Tribal Child Care Association of California
Workforce Pathways
Workforce Pathways
2024/2025 TCCAC Workforce Pathways Program
(July 1, 2025 – June 30, 2026)
With funding provided through CDSS’s QCC Workforce Grant, The Tribal Child Care Association of California (TCCAC) has developed a workforce program to support child care providers in all settings. This program provides teachers in centers, providers with family friend and neighbor programs, aunts and grandmas operating relative care programs, everyone who is dedicated to caring for Tribal children in California an opportunity to further develop their skills in culturally relevant ways.
TCCAC will support participants by identifying and overcoming barriers to reaching goals through financial supports, identifying resources and incentivizing goal completion with a stipend program.
Workforce Requirements:
- You must be a current child care provider for children in Tribal Early Learning and Care Programs age 0-5 years.
Employment verification is required. - iPinwheel Application Deadline: December 31, 2025
- Register a new account: https://tccac.ipinwheel.org/StaffApplication/Account/Register
- You do not need to re-register on iPinwheel if you participated in the 24/25 Workforce Year, but you must notify your Workforce Advisor that you want to participate again and schedule your PD Plan Meeting.
- Stipends provided for all courses/ trainings completed between July 1, 2025 – June 15, 2026.
- Each participant will work with the Workforce Advisor to set goals and identify resources needed. You must meet with your Workforce Advisor to create a Professional Development Plan to receive your stipend.
- There may be a cap on stipend totals. Potential earning bonuses available dependent on program participation
and availability of funds. - Stipends will be paid out in November 2026.
TCCAC Higher Education:
TCCAC wants to ensure participants are supported to meet their higher education goals. Participants working towards Teacher Certification, Associates Degree, Bachelor’s Degree, or Master’s Degree with an emphasis on Early Learning
and Care will receive stipends upon completion.
TCCAC can support with books, materials, and other expenses related to reaching your higher education goals.
The Workforce Advisor will assist with goal setting and identifying needed supports.
For more information on our TCCAC Workforce Pathways Program, including the application process, contact Sara Zapata at workforce@tribalchildcareca.org
TCCAC Professional Development Pathways
TCCAC has created custom pathways to support professional development for Tribal Child Care providers. Stipends provided for Pathway trainings as well as other approved professional development trainings and certifications. Most trainings will receive a stipend at the rate of $20/ per hour, unless otherwise noted.
See the 6 Pathways below for more detailed information, including meeting times and locations.
Health & Safety Pathway Focus on basic health and safety standards required for Tribal Early Learning programs and ways to go beyond the basics with best practices and incorporate nutrition, nature and culture into health.
Health & Safety Series First Tuesday of every month at 12:00pm & 6:00pm. (Virtual/ Zoom)
| Monday, October 6, 2025 | Prevention & Control of Infectious Diseases |
Monday, November 3, 2025 | Prevention of Sudden Death Syndrome/ Use of Safe Sleep Practice |
Monday, December 1, 2025 | Administration of Medication |
Monday, January 5, 2026 | Prevention and Response to Emergencies Due to Food & Allergy Reactions & Physical Activity |
Monday, February 2, 2026 | Building and Physical Premises Safety & Emergency Preparedness and Response Planning for Emergencies Resulting from a Natural Disaster or Human Caused EventHandling and Storage of Hazardous Materials & the Appropriate Disposal of Biocontainment |
Farm to ECE/ Outdoor Education Series Trainer: Niki Harris- Pasture Raised Kids, 5-part virtual series. – 45 minutes each Drop in Class
Monday, September 22, 2025 5:30-6:15pm | Session 1: Outdoor Classroom Setups on a Shoestring Budget- Low-cost infrastructure (shade, storage, seating), DIY loose parts + natural play materials, Daily/weekly systems for maintenance and flow. |
Monday, October 27, 2025 5:30-6:15pm | Session 2: Designing Outdoor Learning Systems That Last- Outdoor schedule + staffing flow, managing gear and transitions, Building systems for all-weather resilience.e. |
Monday, January 26, 2026 5:30-6:15pm | Session 3: Farm to School Without a Farm- Portable gardens, indoor grow kits, Food culture & rituals without land access, Creative partnerships for fresh/local food. |
Monday, February 23, 2026 5:30-6:15pm | Session 4: The Outdoor Educator’s Toolkit- Ready-to-use templates (signage, schedules, etc.), Risk management forms & permission slips, Onboarding tools for aides/subs/volunteers. |
Monday, March 23, 2026 5:30-6:15pm | Session 5: Creating a Culture of Safety, Trust, and Autonomy- Messaging to staff & families about autonomy, Systems that support risky play safely, Design strategies for trust-based environments. |
Wellness & Healing Pathway Focus on healing, resiliency, wellness, and adult social/ emotional curriculum by addressing trauma faced by children, families, providers, and communities.
Trauma Responsive and Resilience Building Practices for Early Childhood Providers- Sara Zapata
This training is offered in two parts and brought to you by COBI, the Center for Optimal Brain Integration. It is designed to support early childhood providers serving children ages 3 through 8 years olds with a history of trauma. This training will support ECE providers working in a range of settings and environments with young children. Join us in either the fall or the spring for the class.
Fall 2025 Cohort
Wednesday, October 22, 2025 | Part 1: Neurobiology of trauma and the science of healing, hope and resilience. |
Thursday, October 23, 2025 | Part 2: Concrete skills and practices to create nurturing, responsive and healing engaged programs for children who have been impacted by trauma and traumatic stress. |
Spring 2026 Cohort
Saturday, March 14, 2026 2:00pm-4:30pm | Part 1: Neurobiology of trauma and the science of healing, hope and resilience. |
Thursday, October 23, 2025 2:00pm-4:30pm | Part 2: Concrete skills and practices to create nurturing, responsive and healing engaged programs for children who have been impacted by trauma and traumatic stress. |
Breathe for Change: Restorative Leadership: Embodied Wellness for Nurturing Leaders (Virtual/ Zoom) 2nd Wednesday/ (12:00-1:00pm) Lunchtime Series
Trainer: Jenni McGowan. 5-Session Series for Educators, Caregivers and Early Learning and Care Professionals.
In a world that demands so much of those who serve others, how do we lead and care without losing ourselves? Restorative Leadership is a transformative training series designed for educators, caregivers, and other Early Learning and Care Professionals who are ready to reconnect with their purpose, regulate their nervous systems, and lead from a place of embodied resilience. Rooted in the Breathe for Change framework and enriched by trauma-informed practices, this series blends mindfulness, social-emotional learning (SEL), yoga, and wellness in a way that honors both personal healing and collective care. Each session offers a balance of reflective practice, gentle movement, practical tools, and community connections. (Virtual/ Zoom/ 20 people Max) Cohort- Must Register/
Thursday, September 18, 2025 | Session 1: Reclaiming the Breath- Foundations of Mindful Awareness/ Intro to mindfulness and the nervous system. | 12:00-1:00pm |
Thursday, October 2, 2025 | Session 2: Emotional Alchemy- SEL for Adults and Teams/ Applying Social-Emotional Learning (SEL) to adult well-being and workplace culture. | 12:00-1:00pm |
Thursday, October 16, 2025 | Session 3: From Surviving to Centered- Trauma-Informed Self-Compassion/ Recognizing trauma responses and building self-kindness | 12:00-1:00pm |
Thursday, October 30, 2025 | Session 4: Embodied Equity- Holding Space for Ourselves and Others/ Creating inclusive, equitable, embodied spaces. | 12:00-1:00pm |
Thursday, November 13 2025 | Session 5: Sustainable Service – Building a Personal and Collective Wellness Plan/ Integration and forward movement. | 12:00-1:00pm |
Adverse Childhood Experiences (ACEs) and Tools to Interrupt Toxic Stress Trainer: Kishan Lara-Cooper
ACEs participants must attend all seven training modules. This ACEs Aware Supplemental Training utilizes concepts from “Ka’m-t’em: A Journey Toward Healing” to change and save lives by helping providers understand the importance of screening for Adverse Childhood Experiences and training providers to respond with trauma-informed care to mitigate the health impacts of toxic stress. Cohort- Must Register/ Attend all sessions.
Tuesday, January 20, 2026 | Module 1: ACEs Aware Mission & Early Childhood Development | 3:00-4:00pm |
| Tuesday, January 27, 2026 | Module 2: Preparing for Trauma Informed Care in Indigenous Communities | 3:00-4:00pm |
Tuesday, February 3, 2026 | Module 3: Indigenous Tribes of Californi | 3:00-4:00pm |
Tuesday, February 24, 2026 | Module 4: Intergenerational Transmission of Adversity | 3:00-4:00pm |
Tuesday, March 3, 2026 | Module 5: Activities to Interrupt Toxic Stress Response | 3:00-4:00pm |
| Tuesday, March 10, 2026 | Module 6: Shifting the Paradigm | 3:00-4:00pm |
| Tuesday, March 24, 2026 | Module 7: Implications for Educators/ Group Discussion and Review | 3:00-4:00pm |
Early Learning Leadership Pathway Recommended for child care administrators and lead teachers who provide direct services and would like to sharpen their early learning leadership skills. The goal is to strengthen the knowledge, skills, and abilities of early care directors and emerging leaders to ensure quality child care programs for young children.
Coaching/ Mentoring/ California Mentor – Early Childhood Education- A Deeper Understanding
Dates: August 16, 2025 – March 25, 2026
The six-session Community of Practice (CoP) is open by invitation only. Topics include Adult Learning Principles (Adult Learning Competencies), Implementing Culturally responsive practices, DAP & CA Early Learning Resources, Mentor Strategies Space is limited. Mileage reimbursement is available to participants. Cohort- Must Register/ Attend all sessions.
Cop #1 (Fall 2025) Registration closes August 1, 2025.
Date | Time | Location |
Saturday, August 16, 202 | 9:00am-4:00pm | Chabot College, 25555 Hesperian Blvd., Bldg. 400, Hayward, CA |
Wednesday, September 24, 2025 | 6:30-8:30pm | Virtual/ Zoom |
Wednesday, October 22, 2025 | 6:30-8:30pm | Virtual/ Zoom |
Saturday, November 8, 2025 | 9:00am-4:00pm | Chabot College, 25555 Hesperian Blvd., Bldg. 400, Hayward, CA |
Wednesday, November 19, 2025 | 6:30-8:30pm | Virtual/Zoom |
Wednesday, December 3, 2025 | 6:30-8:30pm | Virtual/ Zoom |
CoP #2 (Spring 2026) Registration closes January 13, 2026.
Date | Time | Location |
Saturday, February 7, 2026 | 9:00am-4:00pm | Chabot College, 25555 Hesperian Blvd., Bldg. 400, Hayward, CA |
Wednesday, February 18, 2026 | 6:30-8:30pm | Virtual/ Zoom |
Wednesday, February 25, 2026 | 6:30-8:30pm | Virtual/ Zoom |
Saturday, March 7, 2026 | 9:00am-4:00pm | Chabot College, 25555 Hesperian Blvd., Bldg. 400, Hayward, CA |
Wednesday, March 18, 2026 | 6:30-8:30pm | Virtual/Zoom |
Wednesday, March 25, 2026 | 6:30-8:30pm | Virtual/ Zoom |
Engaging Families in Tribal Communities Pathway Professional development opportunities for those wanting to increase their skills for engaging families in their communities.
CCRC Regional Parent Cafe Training
In Person Trainings- Dates to be determined.
The Parent Café model is based on the foundation of Strengthening Families 5 Protective Factors and has proven to be an effective way to engage parents in discussions around topics that are relevant to their community. Café conversation themes and topics are flexible and can be developed to address the needs of any situation. The goals for Parent Cafes are to provide engagement, connections, learning and opportunities for Parent Leadership building. During this training, participants will learn about the framework of the café and work on creating a café that they may take back with them to their program. TCCAC Workforce Participants can submit training certificates to Workforce for a stipend. And PDGR funds can provide all eligible programs with café stipends.
Cultural Humility Pathway Opportunities to understand the accurate history of Native Americans, the historical process of trauma to the Native population, and how California Natives are still present, active, and involved in the modern world. Explorations of Tribal resilience, medicine, storytelling, and culture.
Book Study of “Ka’m-t’em: A Journey Toward Healing” Required Text: Lara-Cooper, K. and Lara, W.J. (2019). Ka’m-t’em: A Journey toward Healing. Temecula, California: Great Oak Press. A study guide and the Kam-Tem will be mailed to participants. Indigenous testimonials of resistance, renewal, advocacy, resilience, beauty, and awakening. In the sharing and in the listening of Indigenous testimonials, we are reminded of the beauty and the strength within us. The precious knowledge shared in this book inspires reclamation of identity and encourages readers to seek, search, embrace, and value their own truth. Cohort- Must Register/ Attend all sessions.
Tuesday, September 9, 2025 5:00-6:00pm | Welcome and Introduction/ Background of the Book/ A Message to Professionals from the Authors |
Tuesday, September 30, 2025 5:00-6:00pm | Weaving of the Basket: Foundations of Worldview, Epistemology, History and Healing Discussion of Part I, including Chapters 1-5 |
Tuesday, October 14, 2025 5:00-6:00pm | Lesson to be Learned: Testimonials of Resistance, Renewal, and Advocacy Discussion of Part II, including Chapters 6-13 |
Tuesday, November 18, 2025 5:00-6:00pm | Songs to be Sung Again: Testimonials of Resilience and Beauty Discussion of Part III, including Chapters 14-17 |
Tuesday, December 9, 2025 5:00-6:00pm | The Basket Travels: Testimonials of Awakening and Next Steps Discussion of Part IV, including Chapters 18-23 & Closing Statement |
Child Development Pathway Skills and knowledge needed to enhance knowledge and quality in childcare and early education for those in direct services with children.
The Importance of Executive Functioning Skills with Tamar Andrews 6:00-7:00pm
Loose Parts as the mechanism to educate early childhood practitioners to the importance of Executive Functioning Skills and Child Agency to help combat the more sedentary and screen-addiction issues that have emerged in the last decade. Executive functions in early childhood are the higher order cognitive skills that children need and that help them regulate their behaviors and achieve goals, skills that need to begin to develop during the early years just as with other skills. These skills, including working memory, inhibitory control, and cognitive flexibility, are crucial for learning, social interaction, and overall development. By understanding and supporting the development of executive functions in early childhood, educators and caregivers can help children build a strong foundation for lifelong learning and success. Child Agency is all about letting go of the teacher as Sheriff and the child as the possible felon and instead, going back to how relationships with young children were meant to be. Cohort- Must Register/ Attend all sessions.
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Wednesday, February 11, 2026 |
Module 1: What is Executive Functioning and what does it look like in the early childhood classroom? |
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Wednesday, March 11, 2026 |
Module 2: What is Child Agency and how do we relinquish adult control to allow children to develop a sense of autonomy and self-esteem? |
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Wednesday, April 8, 2026 |
Module 3: What are Loose Parts and how to incorporate them into the ECE classroom and playgrounds. |
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Wednesday, May 6, 2026 |
Module 4: How to incorporate Loose Parts and Executive Functioning |
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Wednesday, May 27, 2026 |
Module 5: Does your daily schedule reflect your needs or the needs of the children? Creating temporal environments that matter. |
PITC/ Program for Infant Toddler Care- Live Virtual Series
PITC/ Program for Infant Toddler Care- Introduction to Infant/Toddler Curriculum Planning (Fall 2025 Cohort) Instructor: Adele Cruz. Thursday evenings- virtual
This course is an introduction to the Infant/Toddler Reflective Curriculum Planning Process used by the Program for Infant/Toddler Care (PITC) as described in the California Infant/Toddler Learning & Development System materials. The course focuses on observation, documentation strategies, and observation tools, as well as planning and implementing a reflective curriculum. PITC is a responsive, relationship-based approach built on sound developmental research, theory, and practice. This course uses a comprehensive series of videos and active adult- learning strategies. This course is available for one (1) semester unit through California State University Fresno. Total Hours -20. Cohort- Must Register/ Attend all sessions.
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Tuesday, August 27, 2025 |
Course Orientation & Getting Acquainted (1hr) The Role of the Infant Care Teacher/Provider Part 1 (1hr) Handouts: Key Attributes of Guiding Infant/Toddler Care. Appendix: Summary of Infant/Toddler Foundation |
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Thursday, September 11, 2025 |
The Role of the Infant Care Teacher/Provider Part 2 (1hr) Observation Part 1 (1hr.) |
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Thursday, September 18, 2025 |
Observation Part 2 Reading: Respectful Teaching with Infants and Toddlers (Mary Jane Maguire Fong, M.S., Concepts for Care, WestEd 2006, p.117-122). Handout: DRDP 2015-IT Measure PD-HLTH 2: Gross Locomotor Movement Skills. |
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Thursday, October 2, 2025 |
Documentation Part 1 Reference: California ECE Competency: Observation, Screening, Assessment and Documentation. https://www.cde.ca.gov/sp/cd/re/ececomps.asp |
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Thursday, October 9, 2025 |
Documentation Part 2 (1 hr.) Reflection (part1) (1hr.) |
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Thursday, October 16, 2025 |
Reflection Part 2 (2hrs.) |
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Thursday, October 30, 2025 |
Planning Part 1 (2hr) Reading: Creativity, Shared Meaning, and Relationships (Carlina Rinaldi; Concepts for Care, WestEd 2006, p.21-23). |
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Thursday, November 6, 2025 |
Planning Part 2 (2hrs.) |
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Thursday, November 13, 2025 |
Implementation Part 1 (2 hrs.) Handouts: Plan of Possibilities Forms. Scenario: Teacher Implementation. |
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Thursday, November 20, 2025 |
Implementation Part 2 (2 hrs.) |
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Coaching (Optional): There will be 3 optional coaching sessions offered throughout the course to reflect on the course topics and your program practices. |
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| Thursday, September 25, 2025 | 6:00 -7:00pm |
| Thursday, October 23, 2025 | 6:00 -7:00pm |
| Thursday, December 4, 2025 | 6:00 -7:00pm |
PITC Cohort: PITC Infant/Toddler Learning and Development (Spring 2026)
Instructor: Crystal Coleman. Thursday evenings- virtual. This course focuses on facilitating and supporting language development and communication with infants and toddlers, using the Program for Infant/Toddler Care (PITC) approach to group care. The course is intended for infant/toddler care teachers, family childcare providers, and infant/toddler program administrators. PITC is a responsive, relationship-based curriculum built on sound developmental research, theory, and practice. This course uses a comprehensive series of videos/DVDs and active adult learning strategies. The course includes topics on Language Development and the Responsive Process, Language Development and Meaningful Experiences, Language Development and Young Infants, Language Development and Mobile Infants, Language Development and Older Infants, Supporting Home Language, Creating a Language Rich Environment, Literacy for Infants and Toddlers, and Caregiver Teacher’s Role in Early Language Development. This course is available for two (2) semester units through California State University Fresno. Total Hours -40. Cohort- Must Register/ Attend all
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Thursday, Jan. 15, 2026 6:00-8:00pm |
Getting Acquainted / Introduction to Language Development/ Opening Activity, Participant Profiles |
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Thursday, Jan. 22, 2026 6:00-8:00pm |
Language Development and the Responsive Process (part 1) Reading: Bornstein, H. & Bornstein, M. (1995). Caregivers’ Responsiveness and Cognitive Development in Infants and Toddlers: Theory and Research. In P. Mangione (Ed.), Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning (12-21). Sacramento, CA: California Department of Education. |
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Thursday, Jan. 29, 2026 6:00-8:00pm |
Language Development and the Responsive Process (part 2) |
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Thursday, Feb. 5, 2026 6:00-8:00pm |
Language Development and Meaningful Experiences (part 1) Reading: Osborn, C, Im, J., Sanchez, S., & Thorp, E. (2007). The Role of Meaningful Experiences in Supporting Early Language and Literacy. Cradling Literacy: Building Teachers’ Skills to Nurture Early Language and Literacy from Birth to Five: A Zero to Three Training Curriculum. Washington, DC: Zero to Three. Journal #1: Creating Meaningful Experiences to Support Language Development. |
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Thursday, Feb. 19, 2026 6:00-8:00pm |
Language Development and Young Infants (part 1) Reading: Sachs, J. (1995) Emergence of Communication: Earliest Signs. In P. Mangione & D. Greenwald, Eds., Infant/Toddler Caregiving A Guide to Language Development and Communication (2nd ed.), (3-12). Sacramento, CA: California Department of Education. Assignment #1: Using Routines to Support Language Development
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Thursday, Feb. 26, 2026 6:00-8:00pm |
Language Development and Mobile Infants (part 1) Reading: Thal, D. (1995). Emergence of Communication: Give-and- Take Between Adult and Child. In P. Mangione & D. Greenwald, Eds., Infant/Toddler Caregiving: A Guide to Language Development and Communication (2nd ed.), (15-27). Sacramento, CA: California Department of Education. Journal #2: Using Serve & Return to Support IT Language Development. |
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Thursday, March 12, 2026 6:00-8:00pm |
Language Development and Mobile Infants (part 2) |
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Thursday, March 19, 2026 6:00-8:00pm |
Language Development and Older Infants (part 1) Reading: McCartney, K., and Robeson, W. (2011). Emergence of Communication: Words, Grammar, and First Conversations. In P. Mangione & D. Greenwald, Eds., Infant/Toddler Caregiving: A Guide to Language 4 PITC is a collaboration between the California Department of Social Services and WestEd. 3. Development and Communication (2nd ed.), (31-42). Sacramento, CA: California Department of Education. |
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Thursday, March 26, 2026 6:00-8:00pm |
Language Development and Older Infants (part 2) |
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Tuesday, April 8, 2026 6:00-8:00pm |
Supporting Home Language (part 1) Reading: Garcia, E. (2011). Caring for Infants in a Bilingual Child Care Setting. In P. Mangione & D. Greenwald, Eds., Infant/Toddler Caregiving: A Guide to Language Development and Communication (2nd ed.), (45-54). Sacramento, CA: California Department of Education. Journal #3: Supporting a Child’s Home Language |
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Thursday, April 16, 2026 6:00-8:00pm |
Supporting Home Language (part 2) |
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Tuesday, April 22, 2026 6:00-8:00pm |
Creating a Language Rich Environment (part 1) Reading: Wachs, T. (1995). The Physical Environment and Its Role in Influencing the Development of Infants and Toddlers. In P. Mangione, Ed., Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning, (35- 45). Sacramento, CA: California Department of Education. Assignment #2: Assessing the Environment |
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Tuesday, April 29, 2026 6:00-8:00pm |
Creating a Language Rich Environment (part 2) |
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Thursday, May 7, 2026 6:00-7:00pm |
Coaching Session- OPTIONAL |
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Thursday, May 14, 2026 6:00-8:00pm |
Early Literacy for Infants/Toddlers (part 1) Reading: Birckmayer, J., Kennedy, A., & Stonehouse, A. (2009). Using Stories Effectively with Infants and Toddlers. Young Children, 64 (1), (42-47). Washington, DC: National Association for the Education of Young Children. Assignment #3: Bringing Storytelling to Life |
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Thursday, May 21, 2026 6:00-8:00pm |
Early Literacy for Infants/Toddlers (part 2) |
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Thursday, May 28, 2026 6:00-8:00pm |
The Care Teacher’s Role in Early Language Development (part 1) Reading: Zigler, E. (2006). Play and Its Relationship to Preliteracy. In J.R. Lally, P. Mangione, & D. Greenwald (Eds.), Concepts for Care (55-57), San Francisco, CA: WestEd. Journal #4: Expanded Language |
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Thursday, June 4, 2026 6:00-8:00pm |
Language Development and Meaningful Experiences (part 1) Reading: Osborn, C, Im, J., Sanchez, S., & Thorp, E. (2007). The Role of Meaningful Experiences in Supporting Early Language and Literacy. Cradling Literacy: Building Teachers’ Skills to Nurture Early Language and Literacy from Birth to Five: A Zero to Three Training Curriculum. Washington, DC: Zero to Three. Journal #1: Creating Meaningful Experiences to Support Language Development. |
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Thursday, June 11, 2026 6:00-8:00pm |
Coaching/Next Steps/ Reflection on what was learned. |
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Cal Bloom- Pilot Guidance Group
Pilot Guidance group to learn about and practice using in job-embedded professional learning includes development of a lead pilot group and processes to incorporate feedback, review, and consultation to develop, improve, and finalize materials and professional development series for TCCAC. Evaluation components include Pilot group pre-post survey feedback and focus group feedback to provide quantitative and qualitative information to inform final products. Review session content and participant feedback to inform quality practices. Participants will provide post-session feedback for each event in the virtual series to inform upcoming planning and end-of-series evaluation to determine and adjust content objectives to fit the needs of the participants. Drop-in class.
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Thursday, September 25, 2025 |
10:00-10:30am |
Session 1-Orientation & Series Launch |
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Thursday, October 30, 2025 |
10:00-10:30am |
Session 2 |
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Thursday, November 20, 2025 |
10:00-10:30am |
Session 3 |
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Thursday, December 18, 2025 |
10:00-10:30am |
Session 4 |
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Thursday, January 22, 2026 |
10:00-10:30am |
Session 5 |
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Thursday, February 19, 2026 |
10:00-10:30am |
Session 6: Wrap Up & Review |
Cal Bloom- Inclusion Series Focused on providing evidence-based embedded learning practice. The professional learning events will be facilitated using a variety of asynchronous and synchronous instructional formats including large group discussion, small group discussion, case examples, modeling, application of practices with feedback, and role play. Drop-in class.
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Tuesday, October 7, 2025 |
12:00-12:45pm |
Session 1 |
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Tuesday, November 4, 2025 |
12:00-12:45pm |
Session 2 |
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Tuesday, December 2, 2025 |
12:00-12:45pm |
Session 3 |
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Tuesday, January 6, 2026 |
12:00-12:45pm |
Session 4 |
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Tuesday, February 3, 2026 |
12:00-12:45pm |
Session 5 |
Partnering with Parents Family Child Care at its Best Curriculum.
We have heard this sentiment expressed by caregivers, “I got into this business because I’m good with kids—why do I have to spend so much time dealing with grown-ups?” The truth is that communicating and working effectively with parents is at the very heart of quality child care. It isn’t always easy; several issues, ranging from money to values about child rearing, to what makes a good snack, all have the potential for conflict. This workshop is an opportunity for providers to consider why building partnerships with parents is so important and to practice ways to do this. Family structures are diverse and vary widely. To build effective partnerships between home and the early childhood program, we must be inclusive of everyone caring for the child. Today, when we say “parent,” we are referring to the important adults who play a key role in a child’s development and upbringing. Wednesdays 5:30-6:30pm
Cohort- Must Register/ Attend all sessions.
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Wednesday, January 7, 2026 |
Module 1- Introduction: Partnering with Parents |
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Wednesday, January 14, 2026 |
Module 2- Why Do We Need a Partnership? |
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Wednesday, January 21, 2026 |
Module 3- Building a Foundation |
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Wednesday, January 28, 2026 |
Module 4- Tools for Communicating with Parents |
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Wednesday, February 4, 2026 |
Module 5- Family Engagement/ Conclusion |
Setting the Stage for Social Competence Family Child Care at its Best Curriculum. Use a preventative approach to challenging behavior and plan activities that promote pro-social skills. Learn specific strategies, using the environment and adult-child interaction, to facilitate friendship and build community. Cohort- Must Register/ Attend all sessions.
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Tuesday, April 7, 2026 5:30-6:30pm |
Module 1- Setting the Stage for Social Competence & Social-Emotional Competence: Defining Our Goal |
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Tuesday, April 14, 2026 5:30-6:30pm |
Module 2- The Environment: Going Beyond the Basics |
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Tuesday, April 21, 2026 5:30-6:30pm |
Module 3- Adult Child Interactions: Providing Children with Positive Support |
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Tuesday, April 28, 2026 5:30-6:30pm |
Module 4- Intentional Teaching & Practicing Social Skills: Planning Group Experiences |
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Tuesday, May 5, 2026 5:30-6:30pm |
Module 5- Respecting Important Relationships/ Conclusion |