Instructor:
, Phone: E-mail: sadamskollitz@gmail.com |
Instructor Level
| Master |
Education
| High school diploma or GED in Bachelor's degree in Early childhood Education Master's degree in M Ed. Professional Development | |
| For the past 15 years, I served as the Executive Director of the Burlington Children’s Space. I retired in July 2023. During that time I oversaw the program, provided ongoing mentorship and professional development to staff, participated in a number of community projects focused on professional growth for early educators, and helped create the Therapeutic Child Care partnership between the Howard Center’s early childhood program and 5 Chittenden County early education programs. I have a particular interest in supporting the health and wellness of teachers, fostering therapeutic classroom environments, outdoor education, and promoting access to healthy food and a positive food culture at school and home. Because of my experiences with children and adults who are impacted by trauma and my work with many talented mental health providers, I am pursuing a Master’s Degree in Community Mental Health. I look forward to combining my experience in early education with my growing knowledge of counseling theory and practice. | |
| has received formal instruction in adult education or in the facilitation of learning for adults. |
Work Experience
| Executive Director, Burlington Children’s Space, Burlington, VT- 2008-2023 Managed $750,000-$1,000,000 budget, including writing and reporting on over $300,000 in public and private grants data collection. Supervised all aspects of programming for a culturally and economically diverse school, achieved NAEYC accreditation and VT’s 5 STAR rating, and implemented training for staff focused on diversity, equity, and inclusion. Fostered successful partnerships with The Howard Center, Head Start, Act 62 public school partners, CACFP, CIS Early Intervention services, and ECHO Museum. Curriculum Director, Preschool of the Arts, Madison, WI- 2000-2006 Supervised professional development for 47 teachers in a non-profit school. Supported curriculum development consistent with the school’s Reggio Emilia philosophy; evaluated teaching staff; developed guidelines and policies related to teaching and learning, environment, discipline, safety, DE&I, assessment, and parent involvement. Lead Teacher, Preschool of the Arts, Madison, WI- 2000-2006 Worked collaboratively with co-teachers and arts specialists to plan and implement programs for 3–5-year-olds in a program inspired by philosophies from Reggio Emilia, Italy; participated in professional networks, maintained a listserv for communication with staff and families. Developed long-term projects with children, parents, and community members based on children’s interests, including a collaborative playground design with the University | ||||||||||
| More than 15 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) Healthy and Safe Environments (Early Childhood) Professionalism and Program Organization (Early Childhood) | |||||||||||||||||||||||||||||
| Specific Curricula: | Recognized Community of Practice Facilitator | ||||||||||||||||||||||||||||
| 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 Family Systems Respectful Communication Parent Involvement Community Resources Networking and Collaborations Indoor Learning Environments Outdoor Learning Environments Observation/Assessment Curriculum Development Nutrition Ethical Conduct Professional Growth Working with Staff and Colleagues How Adults Learn Program Quality/Accreditation Program Assessment and Evaluation Program Administration Leadership | ||||||||||||||||||||||||||||
| Clearly identifying the purpose, goals, and strategies of a training session with the opportunity for trainee input at the onset and close of a session. Drawing on trainees' reflections and interactions with each other as a starting point for discussion of varying attitudes and approaches. Using documentation ( photographs, work samples, anecdotes, and video) to engage participants in rich explorations of the subject matter. |
Logistics
| Chittenden County | |
| *Inquire with Instructor, Chittenden County | |
| 50 miles from , | |
| Fees vary depending on the setting and style of presentation. Options range from facilitated group discussion to lecture-style presentations in person or virtually. |