Author: Jen Longley

NYC DOE Fingerprinting

Dear Teacher Education Student,

The department has again received a grant to provide waivers so that you can be fingerprinted via the DOE.

If you are transferring to a School of Education, you will need to get fingerprinted before you can begin taking class in a CUNY 4 year school of education.  The cost of fingerprinting is normally $135.00. If you are interested in taking advantage of the free fingerprinting please follow the steps below:

 

Begin by creating a TEACH account:

http://www.highered.nysed.gov/tcert/teach/selfreg.html

TEACH Resources: TEACH System System :OTI:NYSED

www.highered.nysed.gov

TEACH Self Registration

 

Step 1–

  1. Fill out the attached PETS registration form and email it to Diana Garcia at  dianaassistantbmcc@gmail.com
  2. You will receive a fee waiver via email.

Step 2:

  1. We will enter you into the DOE system and  you will receive a nomination email
  2. The email will read “congratulations you have been nominated for a position”- You have not been hired by DOE- your nomination refers to fingerprintingto do your fieldwork
  3. Please click on the applicant gateway link in the email
  4. Confirm the details of your profile
  5. Submit any required forms
  6. Click on the fingerprint referral form
  7. Enter and/or confirm info required
  8. Print the fingerprint referral form
  9.     Email HRCServiceCenter@schools.nyc.govafter completing their online forms. DOE checks to see that nominations are in place and forms are fully completed; if those requirements are met the students are then emailed a link to our booking page to schedule a fingerprint appointment.
  10.  Book an appointment to get fingerprinted

Step 3- Done at 65 Court Street

  1. Gather your fingerprint referral form
  2. Gather the BMCC waiver letter
  3. Gather your BMCC id card
  4. Gather a government issued photo ID (drivers licenses, passport etc)
  5. Bring all above items to:

65 Court Street, Brooklyn NY

only go during your scheduled appointment time

  1. When you return please send a picture of your receipt to dianaassistantbmcc@gmail.com
  2. Hold on to your receipt so that you can prove you were fingerprinted going forward

Link to PETS Document (MS Word)

PETS Registration Form By New York State law and related Chancellor Word Doc (1)

 

Module 1 Introductions Activity 1: Course Overview

This activity has 4 tasks:

  1. Locate the Syllabus, Course Guide, Assignment Guidelines, and Course Policies (the video on the ‘About this Class’ home page will help you find these items)
  2. Read the Syllabus, Course Guide, Assignment Guidelines, and Course Policies
  3. Use Hypothesis (I explain how to use Hypothesis in this video  — you will have to log into Hypothesis to create an account) to write 1 question or make 1 comment on each document 
  4. After reading the Syllabus, Assignment  Guidelines, Course Policies, and Course Guide for ECE 209-S, answer the following Scavenger Hunt questions:
  1. What paper(s) is due for ECE 209-S?
  • When is the paper(s) due?
  • How many points is the paper(s) worth?
  1. How many points do you need to earn to pass ECE 209-Seminar?
  2. How many points can you earn for:
  • Completing modules and activities?
  • Completing the Babies handout?
  • Completing a Tri-semester survey?
  • Completing the Group Zine?
  1. What do you have to do to receive credit for a paper or project?
  2. What will you do in the Group Zine project?
  3. When is the work due each week for ECE 209-Seminar?
  4. What week will ECE 209-Seminar focus on Communicating with Families?
  5. What should you do if you have a technical issue with OpenLab and cannot post or respond to posts by 11:59 PM on Thursday?
  6. What are the ways you can get in touch with me?
  7. What is the focus of ECE 209-Seminar?
  8. How does ECE 209-Seminar connect to ECE 209-Lecture?

 

Partnering with Families: Best Practices for Working with Families who have Infants

What are the best practices for working with families who have infants from the reading in this module?  Identify your source (reading or video) as you develop the list.

Your reading may have described families of older children; how can you apply the information to families who have infants?

 

Module 6 Cultural Aspects to Working with Families Activity #1: What is Normal?

For each expectation, explain which do you believe is normal (A or B). Why?

Expectation #1

  1. Babies can learn to sleep alone through the night; when depends on the baby & how the family handles the baby waking at night.
  2. Babies can’t be expected to sleep alone or sleep through the night. Putting a baby in a crib in another room is cruel. l.

Expectation #2

  1. Toilet training occurs during the 3rd year of life, when signs of readiness appear
  2.  Infants can be toilet trained & out of diapers by their 1st birthday

Expectation #3

  1.  Babies can be expected to make eye contact, which is a way of establishing intimacy & is part of attachment.
  2.  Babies can be expected to make eye contact, but they must learn not to make eye contact with elders.

Expectation #4

  1. Toddlers have to come to see themselves as individuals who can possess objects before they can learn to share. They have to understand ownership.
  2.  Toddlers have to understand that they are not individuals & that all possessions are shared. They can be expected to share from birth.

Module 13 Partnering with Families Activity #1: Reflecting on Partnerships

Reflect upon and answer the following questions:

  1. What is a partnership?
  2. What does it mean to work in partnership with another person(s)?
  3. As an infant teacher, do you want to partner with the families of the babies you work with — even though  it will take more work? Why?
  4. As the parent of a baby, do you want your child’s infant teacher to partner with you? Why?

Who are Families?: Best Practices for Working with Families who have Infants

What are the best practices for working with families who have infants from the reading you selected in this module?  Identify your source (reading ) as you develop the list.

Your reading may have described families of older children; how can you apply the information to families who have infants?

Who are Families? Activity #1: Exploring Families

Pick 1 reading:

Watch Our Family: A Film About Family Diversity (2016)

 

Citing extensively from both the videos and the reading (I explain how to cite in posts in this video) answer the questions below:

RESPOND

    1. How are the strategies you identified in Module 1 working? What is going well? What may need to be changed? What have you learned about yourself as a student in an online class?
    2. How do you define family?
    3. Which article did you chose? Why?
    4. What are the strengths of the families you read about and saw in the videos? How specifically did the families demonstrate those strengths? Give evidence to support your answer.
    5. What challenges do the families you read and saw in the videos face? Give evidence to support your answer.

REPLY

Identify a colleague who read a different article than you did. In your response, explain how the strengths of the families you read about and your colleague read about are similar and how they are different. How are the challenges the families face similar and different?

 

What is Culture? Best Practices for Working with Families who Have Babies

 

What are the best practices for working with families who have infants from the reading and video in this module?  Identify your source (reading or video) as you develop the list.

Your reading may have described families of older children; how can you apply the information to families who have infants?

 

Culture & Infants: Best Practices for Working with Families Who Have Infants

What are the best practices for working with families who have infants from the reading and video in this module?  Identify your source (reading or video) as you develop the list.

Your reading may have described families of older children; how can you apply the information to families who have infants?