Our teachers and staff all share a passion for educating young children, and a dedication to supporting their development. In addition to being nurturing and responsible, our teachers are an experienced and educated group of professionals. Each member of our teaching team has earned a Bachelor’s degree in education or a related field, and many also have Master’s degrees.
All of our teachers understand that teaching children about emotions is instrumental in promoting adaptive emotion regulation patterns, which is crucial for social and academic success and well-being.
In addition to requiring Bachelor’s degrees, all Teachers at Beginnings School participate in a Social-Emotional Intelligence Workshop before the school year starts, as well as weekly one-hour Clinical Trainings during the year. The Beginnings School Teacher Training program integrates theory with practice. It equips our teachers with the tools to help children develop in the context of a relationship with the necessary experiences for self-regulation, positive social interaction and academic success.
These trainings focus on the emotional foundations of early development, learning and teaching, keeping educators up to date on current child development, neuroscience, and education research. Further, reflective supervision facilitated by Dr. Housman allows teachers to continually develop their own social-emotional skills and to understand how to better foster those skills in the children they teach.
During the one-week orientation at the start of the school year or when a teacher joins the school, they receive a NAEYC Code of Ethical Conduct and Statement of Commitment.
Their commitment to this standard of ethics in the care of young children is vital to each teacher’s success at Beginnings.
Dr. Housman leads a comprehensive internal training program for all Beginnings faculty. Following a course syllabus established at the start of each school year, clinical seminars focus on various aspects of child development for ages 0-6 years. The program concentrates on emotional, social, cognitive, and physical development, with attention to both typical and atypical development and behaviors. This adds up to more than 30 hours of in-service training per school year on topics related to child development and disabilities training, including developmental delays and disorders.
Teachers also participate in professional development beyond the core syllabus, including a week-long Teacher Training and Orientation session in August. During the year, teachers are encouraged to broaden their knowledge through a wide range of workshops, forums (often with guest speakers), school visits, and conferences that cover a variety of important early childhood topics. Upon returning from conferences or visits to other schools, teachers share their observations and findings during staff meetings.