“Dialogues for Quality in Education: Inspiring Change
through Collaboration and Community Building in New England”
A NAREA initiative in partnership with New England NAREA members,
hosted by The Children’s Garden at The Cambridge School of Weston
Lunch and Dialogues for Quality in Education
11:45 a.m. -1:00 p.m.
Participants will select one interactive small group presentation about current Reggio inspired work in New
England:
1. From Reggio to Roxbury: Supporting the Joy of Learning in the Boston Public Schools
There are currently over one thousand preschoolers who attend the Boston Public Schools. This
presentation describes work in Boston to support teachers in their efforts to bring the joy of learning to
these students. We begin with a compelling example from a Boston preschool, and then describe three
professional development efforts for individual teachers and entire school staffs. There will be ample
opportunity for participants to ask questions and share their experiences.
Presenters:
Marina Boni, Coach with Boston Public Schools' Early Childhood Department
Ben Mardell, Associate Professor of Early Childhood Education at Lesley University and Researcher at
Project Zero at Harvard Graduate School of Education
Mara Krechevsky, Project Director of Making Learning Visible Project at Project Zero at Harvard Graduate
School of Education.
2. Reggio Emilia Approach as Graduate Study
In the winter of 2008, adult learners from various educational contexts gathered at Lesley University for
an intensive course with Lella Gandini, "Advanced Reflections in the Reggio Emilia Approach," which
developed into an ongoing, interactive study group. Together, we wrote and designed a book as
documentation of our personal and professional experiences in and after the course. We will present this
book, which in our view, embodies the theory and practice of studying and practicing the Reggio Emilia
approach.
Presenters:
Julie Bernson, Director of Education at Addison Gallery of American Art at Phillips Academy, Andover, MA
Kristina Lamour Sansone, Associate Professor of Design at The Art Institute of Boston at Lesley University
and Principal of the Design Education Consultancy
3. Is It Possible to Develop a Shared Culture Between Schools? How?
This session explores ways that schools for young children within the same community can enhance their
emergent practice and professional network through sharing resources, research and pursuing
opportunities of intentionally crossing paths within shared community spaces. We will explore how
geography becomes about culture and narrative in conjunction with physical space. This round table
format will help teachers to develop strategies to professionally network, an experiential approach to
professional development.
Presenters:
Round Table Dialogue facilitated by teachers from the University of Vermont Campus Children’s School
and Burlington Children’s Space
4. Using Rich Video Clips as Documentation to Better Understand Teaching and Learning
The presenters will discuss their three-year collaboration, discovering new ways to use video as a tool for
revisiting children’s explorations and investigations. Topics discussed will include:
 the value of closely mapping video segments to theories of learning and teaching;
1
 the distinction between teaching topics and co-constructing concepts;
 the use of video to translate practice into theory and theory into practice;
 the use of misconceptions to build understanding; and
 the democratization of documentation – or video stories as data.
Presenters:
David Fernie, Professor, Early Childhood Education, Wheelock College
Ellen Hall, Founder and Executive Director of Boulder Journey School, and Vice-President of Videatives,
Inc.
George Forman, Emeritus professor of Education, University of Massachusetts, Amherst and President,
Videatives, Inc.
5. Connecting, Creating, and Collaborating in the Physical and Virtual World: Focusing on the
Image of the Teacher
Our work at the Smith College Center for Early Childhood Education (CECE) has been greatly inspired by
the Reggio philosophy and practices centered on the image of the child, strong and capable. This focused
work on the child has led us now to examine more closely the image of the teacher: “An image of a
competent child must correspond with an image of a competent teacher.” (Lella Gandini) Our
presentation is a visual story of the development of a professional learning community at the CECE at
Smith, a constantly evolving and dynamic context (physical and virtual), guided by an image of the
teacher as intellectual, intentional and insightful.
Presenters:
Susan Etheredge, Associate Professor and Chair, Department of Education and Child Study, and Director
of First-Year Seminars, Smith College
Martha Lees, Director, Smith College Center for Early Childhood Education
Cathy Weisman Topal, Lecturer, Smith College Department of Education and Child Study, and Visual Arts
Teacher, Smith College Campus School
6. The Evolution of the Art Studio at The Carle: Where We’ve Been, Where We Are, and Where
We’re Going
Presenters will reflect on the challenges, successes, and surprises of creating a public atelier at The Eric
Carle Museum of Picture Book Art. Learn how the aesthetic of space, the exploration of materials and the
role of staff have been inspired and shaped by the Reggio philosophy and Eric Carle’s visit to Pistoia,
Italy. We’ll also explore the questions that arise as we strive to put pedagogy into to practice.
Presenters:
Meghan Burch, Art Educator
Rosemary Agoglia, Curator of Education
7. Documentation Across Contexts: A Focus on Relationships, Reflection, and Responsibility
The power of close listening, observing, and reflective practice in our work with students is not a new idea,
and has been the foundation of Reggio-inspired work across many settings for many years. What is
innovative and inspirational, however, is the power of dialogue among individuals who work within
different contexts, and the recognition of how documentation shifts cultures to ones that welcome a spirit
of inquiry and collaboration. We will open this conversation to explore the tool of documentation in
diverse settings, including elementary art classrooms, high school English, school-wide efforts and staff
and teacher preparation. Recent articles written by educators in an upcoming themed issue of Theory into
Practice will highlight some main ideas and offer concrete examples from each setting. We invite your
perspective as we identify strategies that will benefit many contexts.
Presenters:
Stephanie Cox Suárez, Associate Professor and Chair of Special Education at Wheelock College.
Lisa B. Fiore, Associate Professor and Director of Early Childhood Education at Lesley University
8. Documenting the Heart of a Young Learning Community: Who am I? Who are you? Who are
we? What are our common interests?
This presentation will focus on how two teachers support their classroom of infants as they become
a group of young toddlers with clear group interests. Through close observation and public documentation
the teachers focus on rituals, language, parent involvement, explorations in the outside community, and a
purposeful construction of the classroom environment to create joyful and authentic learning experiences.
Presenters:
2
Erika Norris, Infant/Toddler Teacher, Campus Children’s School, University of Vermont
Dee Smith, Lecturer, Early Childhood Program and Professional Development Coordinator, Campus
Children's School, University of Vermont
Dawn St. Amour Erika Norris, Infant/Toddler Teacher, Campus Children’s School, University of Vermont
9. Formation of Reggio-Inspired State Networks and Study Groups in New England
New England NAREA members will share the history and growth of each area’s Reggio-Inspired networks
and study groups. Presenters will share resources and offer information about events that have taken
place over the years, types of formats used for meetings and other organizational details relevant to each
group with time for participants to ask questions and find out how to become involved.
Presenters:
Maine - Laura Friedman, Early Childhood Consultant
Massachusetts – Joanne Szamreta, Professor of Education, Lesley University
Rhode Island - Rose Merenda, Associate Professor Emerita, Henry Barnard School, Rhode Island College
Vermont - Jeanne Goldhaber, Associate Professor of Integrated Professional Studies, University of
Vermont
3