Instructor:
, Phone: E-mail: mrubick@northshiredayschool.org cell phone: (802) 379-0924 (contact after 3 PM) |
Instructor Level
| Master | |
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Education
| Bachelor's degree in Liberal Arts Master's degree in Developmental Psychology Professional certificate or license in Current VT Educators License, Level 1 (Birth-PK) | |
| I am a graduate of the Snelling Center for Government's Early Childhood Leadership Institute (ECLI, 2018). I have also completed the Vermont Early Childhood Apprenticeship program. | |
| has received formal instruction in adult education or in the facilitation of learning for adults. |
Work Experience
| I am a Mentor Teacher at Northshire Day School (NDS), where I have worked since 2012. I have expertise in leading multiage, inclusive preschool and pre-k education and designing trauma-responsive learning environments. In my current role, I support several teams of early childhood educators through the provision of practice-based coaching, consultation and technical assistance, and mentoring. I also support quality improvement work and the integration of practices that promote Diversity, Equity, and Inclusion (DEI) at the program-level. Outside of my work at NDS, I design and lead professional development for educators. I also serve as a Farm to Early Childhood coach for the VAAFM Farm to School grants program. Previously, I have worked as a caregiver in a home-based childcare setting, and provided Spanish-language instruction to children (in VT, 2010-2012). I have also worked as an instructor (of children and adolescents) at the Brooklyn Botanic Garden through their Discovery Garden, Children's Garden, and Garden Apprenticeship programs (In NYC, 2008). I have experience working as a research & publication assistant during my undergraduate studies at NYU (2006-2007), and conducting mixed-methods research focused on early childhood educators (CUNY SPS, 2022-2023). | ||||||||||
| 0-5 years instructing adults. | ||||||||||
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Additional Information
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| Child Development (Early Childhood) Families and Communities (Early Childhood) Teaching and Learning (Early Childhood) Professionalism and Program Organization (Early Childhood) Child and Youth Development (Afterschool) Observing and Assessing (Early Childhood) | |||||||||||||||||||||||||||||||||||||
| Specific Curricula: | Basic Specialized Care (approved trainer) | ||||||||||||||||||||||||||||||||||||
| Training Topics | How Children Develop Influences on Development Child Development Theory Brain Development Temperament Resiliency Physical and Intellectual Development Social/Emotional Development Addressing Challenges Supportive Interactions Building Relationships with Families Community Resources Indoor Learning Environments Outdoor Learning Environments Observation/Assessment Curriculum Development Nutrition Physical Activity Professional Growth Working with Staff and Colleagues How Adults Learn | ||||||||||||||||||||||||||||||||||||
| 1. Adult students have a wealth of diverse knowledge and expertise to offer and I always build in ways to leverage this knowledge. 2. Collaborative learning experiences should be balanced with individualized strategies & supports. 3. For learning to be meaningful, it must be accessible and immediately relevant to the professional contexts that adult students function |
Logistics
| Bennington County | |
| *Inquire with Instructor, Bennington County |