United Way of Tucson & Southern Arizona

Great Expectations for Teachers, Children, and Families

Communities of Practice

Communities of Practices:

Great Expectations for Teachers, Children,  Families, and Communities
First Things First Professional Development Systems Building
Communities of Practice Descriptions for 2018-19

  1. A’al Ha-Mascam (Children and their Learning): Improving kindergarten transitions for Tribal children. (Tohono O’odham Community College)
  2. Building Early Childhood Foundations: Supporting new early childhood educators about the importance of the development of the whole child, including Developmentally Appropriate Practices. (Early Childhood Development Group)
  3. Early Learning Connections: Strengthening teachers’ and elementary school principals’ knowledge about developmentally appropriate practice and how young children learn. (Vail Unified School District)
  4. Elements: Improving early childhood teachers’ understanding and use of instructional support for children from infancy to kindergarten. (Creating Connections Consulting Group, LLC)
  5. Executive Functions in Preschoolers: Promoting Head Start teachers’ understandings of the 7 essential skills in Mind in the Making and their relationship to the development of executive functions in young children. (Child Parent Centers)
  6. Inspire Inclusion: Supporting high quality inclusion for young children.(Easter Seals Blake Foundation)
  7. Language, Literacy and Growing Minds: Increasing family childcare providers’ knowledge of the importance of language and early literacy development in young children. (United Way of Tucson and Southern Arizona)
  8. Las Familias: Whole Teacher. Whole Child: Implementing developmentally appropriate practices in all early childhood classrooms. (Southern Arizona Association for the Education of Young Children)
  9. Linking Leaders: Supporting center directors and owners in acquiring strategies to support staff in their professional growth and in implementing high-quality administrative practices and leadership skills to better serve the most vulnerable children in order to raise the quality of the children’s learning environments. (Early Childhood Development Group)
  10. Pascua Yaqui – Inspire Inclusion: Increasing early childhood professionals’ knowledge of how to create high quality, inclusive classrooms for young Pascua Yaqui children with special needs. (Easter Seals Blake Foundation)
  11. Pascua Yaqui- The Story Project: Language, Learning and Literacy Increasing early childhood educators’ knowledge and skills to promote emergent literacy and language in Pascua Yaqui children. (Make Way for Books)
  12. Project BEST: Building high quality infant and toddler care and education. (Child & Family Resources)
  13. Quality for All: Strengthening elementary school principals’ knowledge of young children’s development and learning in their preschool classrooms. (Tucson Unified School District)
  14. Raising Resilience:  Recognizing the signs and symptoms of trauma in order to support young children in need of on-going and additional social-emotional supports. (Easter Seals Blake Foundation)
  15. STEAMAZING: Providing science, technology, engineering, art, and math for infants, toddlers and preschoolers. (STEMAzing Project)
  16. The Story Project: Language, Learning and Literacy Building family childcare educators’ knowledge and skills to promote language and emergent literacy. (Make Way for Books)
  17. UA College of Education: Increasing the number of students pursuing and completing the Early Childhood Education programs including the Early Childhood Education Master’s Degree program and the Early Childhood Doctoral program by reducing barriers and promoting alternatives that will lead to increasing the number of graduates. (University of Arizona College of Education)