Teacher Training - MimisPlace.org

This manual is to be used to train new Mimi’s Place teachers. It serves as a guide for the trainer to teach the new Mimi’s Place teachers how to operate a Mimi’s Place center according
to The Creative Way Early Education toolkit. Before the trainer begins, they must read through this guide and the toolkit.
Accompanying this manual is an agenda overview that captures the schedule of the training.
The manual is broken down day-by-day with detailed instructions for teaching each part of the manual. While the training is mapped out very specifically and precisely to fit within the 10 days of training, it is intended to be adjusted as the trainer sees necessary. For instance, if the trainer needs to switch the order of sessions, add more time to a session, or shorten the time of a session, they should adjust the training to meet their needs. While it is preferable that the trainer have teaching experience, the manual is written so that it is not a prerequisite to deliver an effective training.

Table of Contents

Day 1
Day 2
Day 3
Day 4
Day 5
1. Suggested Schedule

Day 1

Suggested Schedule

Time	Activity
8:30-10:00	Welcome, Introductions, Name Activity, Agenda Overview
10:00-10:15	Survey
10:15-10:30	Break
10:30-11:00	Toolkit Introduction
11:00-11:30	Group Goal Setting
11:30-12:00	Individual Goal Setting
12:00-1:00	Lunch
1:00-1:30	Creative Associates International Introduction and Overview
1:30-2:00	Activity
2:00-2:15	Break
2:15-3:00	Mimi’s Place Overview and Vision
3:00-3:15	Wrap-up and Preview

Required Materials

Chart paper and markers
Computer, tablet or phone for viewing videos
The Creative Way Early Childhood Education Toolkit

Session 1: Welcome, Introductions, Name Activity, Agenda Overview

(8:30-10:00)

Welcome the participants to Creative Associates International, The Creative Way, and Mimi’s Place.
Express enthusiasm for their hiring, the training, and for the Mimi’s Place center they are opening.
Introduce yourself, detailing your experience with Creative and Early Childhood Education/Teacher Training, and/or your relevant professional experience.
Ask each teacher to introduce themselves and share what they are excited about as a new member of Mimi’s Place.
Inspire them with a call to action about the importance of the training for Mimi’s Place to be a success.

Note: High energy, friendly demeanor, and positive attitude are critical characteristics of the trainer in this opening session.

Introduce the name activity: “A quick activity to help us get to know each other.”Hand out construction paper, scissors and markers.Each person must make a name card and decorate the name card however they like. The name card could be worn around their neck or placed on a table or even a wall.Ask each person to share the origin of their name (where does it come from, why was it given to you, etc.) This should spark dialogue (asking follow-up questions).This is important for learning about each other as well as allowing everyone to feel like they are represented in the training/Mimi’s Place.

Pass out the agenda. Go over the agenda in detail. Allow plenty of time for the teachers to read the agenda, digest the agenda, and ask questions.

Session 2: Toolkit Introduction

(10:00-10:30)

Read The Creative Way Early Education toolkit introduction at the bottom of page 6.
1. Explain that the ECE toolkit is the heart of Mimi’s Place. Say: “This toolkit is the result of the collaboration of early childhood experts and countless hours of preparation to create a model that can be easily implemented across the world. This toolkit is meant to be followed closely, as it helps Creative to measure the success of its program. The training will be a deep dive into every detail of the ECE toolkit so that you, the teachers, become comfortable with and knowledgeable in the methods and curriculum of The Creative Way. It is highly encouraged that you spend time looking at the toolkit on your own, ask any question big or small, and that you implement this toolkit at Mimi’s Place as precisely as you can. You were hired because Creative sees that you care deeply about children, and your background shows you can learn and implement this model to make Mimi’s Place a success.
1. Allow the teachers the chance to explore the toolkit, getting a sense for what is contained in it, referring to the table of contents for what will be covered specifically in each section of the toolkit.

Survey

(10:00-10:15)

Explain that for Creative’s own professional growth a survey will be delivered to measure the effectiveness of the training by giving this survey at the beginning and end of the training. Distribute the online survey and allow them to work on it uninterrupted.

Break

15 min

Session 3: Group Norms and Goal Setting

30 min

Explain that as a group you need to set some norms about behavior for the training and additionally for working on behalf of Creative as a Mimi’s Place teacher. Explain that this is an effective tool for keeping everyone on task and for following a common set of guidelines for behavior. Next, explain that they will develop a set of goals to accomplish by the end of the training and during the school year, so they can deliver an effective product. In their case, the product is a high-quality educational experience for preschool-aged children. As a group, develop a set of norms for the training and the center. Then, create a set of goals for the training and Mimi’s Place.
Display the norms and goals, written onto a piece of chart paper, on the wall when finished.
1. Norms – think along the lines of: professionalism, show each other respect by fully listening, be on time for each day/session
1. Goals – think along the lines of: attend all sessions with an open mind, push your comfort zone, create a safe and welcoming environment for all

Session 4: Individual Goal Setting

30 min

Explain: Now that they have practiced goal setting as a group, each teacher will practice writing individual professional goals for the training and the first 6 months to a year at Mimi’s Place. Ask the teachers to think about professional areas they would like to improve (i.e. teaching reading, delivering feedback, feeling confident in lesson delivery). Once they have completed their goals, ask them to share with the group why they have chosen their goals, and ask the group to offer suggestions for possible ways to meet those goals.
1. Inform them that they just took part in a great teaching strategy: First the teacher models the activity, then does it together with the children, then asks the children to do it individually. This progression helps children feel confident in learning something new as they see you do it, they practice doing it with you, and then they try it on their own.

Lunch

1 hr

Session 5: Creative Associates International Overview and Creative’s Impact

30 min

Discuss the origin of Creative Associates International and its founders. Provide a background and description of Charito and Mimi and the vision they created for Creative. Show them clips of Charito and/or Leland speaking, and/or some of the website so they get a sense of what the company is and the kind of work that it does. This session is meant to help the teachers generally understand the company they work for. It will be important for them to have a baseline of knowledge about the company to explain to parents and members of the community that may ask about why Mimi’s Place exists and how it is funded.
1. Mission, Vision, Values, and a Word From the CEO.
1. Pages 4, 5, and 6 in the toolkit.
Invest the teachers in the impact that Creative has had for over 40 years across many different countries and across many different sectors. Share specific projects, especially about education and youth that Creative has undertaken, and share the measurable results they have accomplished. Further, discuss specifically what Creative is doing in Ethiopia and what the long-term goals are for the region. This session is meant to inspire the teachers about the organization they are joining and invest them in being a part of the overall mission.
1. Videos that can be viewed to help describe what Creative is and what it does:

Session 6: Activity: Ice-Breaker

30 min

Build a bond with the teachers you are training, and between the teachers, as it is a critical component of the training. To get to know each other better and encourage collaboration and discussion, do the following activities:

Two truths and a lie: Give the teacher about 3-5 minutes to think of two things that are factually true about them, and to make up one lie about themselves. Once everyone is ready, each person (including you), should read out your clues and see if the listeners can guess which one the lie was. Ask the speaker to explain in more detail about their truths.Hopes and Dreams: As individuals, write down some of your hopes and dreams for your personal life and for Mimi’s Place. These do not need to be overly personal, but can be things like (raise a family, spend more time outdoors, learn a language, create a safe learning space for kids, bring joy to the classroom every day). Then, as a group, develop a shared hope or dream that can be posted during the training.

Break

15 min

Session 7: Mimi’s Place Overview and Vision

45 min

Introduce Mimi’s Place and the origin of the concept. Together, read the short pamphlet about Mimi’s place Zambia and discuss what it means to the teachers. Explain the purpose of Mimi’s Place in assisting women in the workplace, retaining employees at Creative, and modeling a successful preschool education. Further, discuss why Mimi’s Place was brought to Ethiopia and invest them in their role in creating and developing Mimi’s Place, again providing them with critical information about Mimi’s Place and inspiring them to make it the best it can be.
Say:
1. “Named for Creative’s late co-founder Mimi Tse, who retired in September 2015, Mimi’s Place is a testament to her belief that a strong start in life was invaluable. Access to quality education, she believed, could place children on a path out of poverty and toward success. Throughout her career, Tse worked to expand access to quality education to children around the world, no matter their neighborhood or socioeconomic status. Mimi’s Place in Lusaka, Zambia, is the brainchild of Creative’s Founder, Charito Kruvant, and a fitting tribute to one of Creative’s founders, the late Mimi Tse.”
1. “Ethiopia was identified as a country that could benefit from Mimi’s Place and further enable success for children and parents in Ethiopia. The Creative team is thrilled to open its second Mimi’s Place location in Ethiopia and continue to show that it is a model for implementing successful early childhood education across the world.”
Invest the teachers in a collective vision:
1. Ask the teachers what they think the value of Mimi’s Place will be for them and the families that will be a part of it.
  1. Ask them what they think their roles will be in facilitating the success of Mimi’s Place and what effect that will have outside of Mimi’s Place in the community and for Creative.

Wrap-up and Preview

Ask the teachers to summarize and share what they learned or took away from each session. Answer any outstanding questions. Thank them for their participation and energy and encourage them to unplug from the day by taking care of themselves: spending time with their child, exercising, drinking a hot tea, getting a good dinner and a full night’s sleep. This will help prepare them for the next day.
Preview the agenda for the following day.

Print Out Day 1 Agenda and Materials

Day 2

Suggested Schedule

Time	Activity
8:30-9:30	The Creative Way Philosophy of Education
9:30-10:15	Activity
10:15-10:30	Break
10:30-11:00	Child Development Introduction
11:00-12:00	Activity
12:00-1:00	Lunch
1:00-1:30	Child Development Continued
1:30-2:00	Academic/SEL Balance
2:00-2:15	Break
2:15-3:00	Academic/SEL Balance
3:00-3:15	Wrap-up and Preview

Required Materials

A set (a few examples is fine) of emotion cards. These are pictures of faces that show emotions (e.g. happy, sad, angry, confused). This could be pulled up on the computer using a google image search.
One set of pipe cleaners, one set of straws, one die, and a set of weights (if unavailable use small binder clips)
A computer, tablet or cell phone to view videos
Chart paper and markers
The Creative Way Early Childhood Education Toolkit

Session 1: The Creative Way Philosophy of Education

(8:30-9:30)

Welcome the teachers to day 2 of the training. Ask them to reflect on day 1 and solicit feedback. Ask if there are any outstanding questions before they begin day 2.
Refer the teachers to page 6 in the toolkit, and explain that you will be reading and discussing The Creative Way Philosophy of Education:
Say: “Providing children with early learning opportunities increases their likelihood of success in school, increases their self-confidence, and provides opportunities for parents to understand the developmental progress their children are making as they approach the age of formal schooling. The Creative Way Early Childhood Education toolkit provides a stimulating and nurturing classroom environment that promotes hands on experimentation, age-appropriate reading and math skills acquisition, and freedom of organic exploration. Children participate in a wide variety of activities that maximize their natural abilities and encourage their intellectual development.”
This will likely be difficult to fully understand so it will be important to break this statement down. First you need to begin by discussing what early childhood education (ECE) is on a basic level:
1. Share the following definition of ECE, according to UNESCO:
Early childhood, defined as the period from birth to eight years old, is a time of remarkable growth with brain development at its peak. During this stage, children are highly influenced by the environment and the people that surround them.
Early childhood care and education (ECCE) is more than preparation for primary school. It aims at the holistic development of a child’s social, emotional, cognitive and physical needs in order to build a solid and broad foundation for lifelong learning and wellbeing. ECCE has the possibility to nurture caring, capable and responsible future citizens.
1. Using a chart paper to record answers, generate discussion:
  1. Ask them about why an ECE is important. (they may not know, so encourage them to think of benefits of a safe and supportive learning environment)
    1. What does it do for children and families?
      1. i.e. Provides safety, improves development, allows parents to work without having the concern of their child’s safety, makes for healthier and happier kids (and parents).
    1. How does it prepare them for school?
      1. i.e. Provides a foundation both academically and emotionally for school. They will have basic skills (i.e. counting, letter recognition) as well as strategies for dealing with difficult emotions.
    1. How does it improve lives? How does it improve communities?
      1. i.e. Children with an ECE do better in school, and therefore get better jobs and are healthier and more successful in life. Their parents are able to work more and support their children’s development. Investing in ECE has a high return (you get more money back than the investment) because higher education levels are directly correlated with fewer instances of crime, more skilled labor, and fewer people with poor health.
  1. Share/teach them why ECE is critical:
    1. Again, from UNESCO:
      1. ECCE is one of the best investments a country can make to promote human resource development, gender equality and social cohesion, and to reduce the costs for later remedial programs. For disadvantaged children, ECCE plays an important role in compensating for the disadvantages in the family and combating educational inequalities.
    1. Explain that brain development is happening very quickly at this age, and that if it is nurtured correctly, it can prepare children for success in school and in life. Also, it is much easier to teach and invest in children at this age, than to have to re-teach or correct any problems at an older age.
  1. Continue with discussing (asking them how and why) the other pieces of the philosophy:
    1. Increases a child’s self-confidence
      1. Getting to learn about one’s background, family, language, etc. builds confidence which makes for happier and healthier children and adults.
    1. Provide opportunities for parents to understand developmental progress
      1. This model allows parents to learn about how their child is growing. This helps them to best care for their children to make sure they are getting the best care they can receive during these important years.
1. Discuss the second part of the philosophy: the HOW. Through –
  1. Hands-on experimentation
    1. How is this different from sitting at a desk and being lectured to?
    1. Why might this be more effective? (Explain you will do an activity about this in the next session).
  1. Reading and math skills acquisition
    1. These are the stepping stones to being able to achieve in all subjects in school. Building a foundation is critical.
  1. Freedom of organic exploration
    1. Kids do best when they are given the chance to make choices, ask questions, experiment and explore.
      1. This encourages their curiosity and helps them to develop critical skills like problem solving and creativity.
    1. Wide variety of activities that maximize their natural abilities and encourage their intellectual development.
      1. The teacher’s most important role when teaching is to create a space where kids feel excited to learn and try their best, and they are guided and encouraged to think independently.

Session 2: Activity

(9:30-10:15)

Note: You will need a set of emotion cards for this activity.

Explain that to better understand The Creative Way Philosophy, you will do an example of a social and emotional learning (SEL) activity together, from the toolkit, to practice the methodology of The Creative Way. For instance, in the following example, explain to the teachers that they will be giving children choice, they will be exploring about emotions, and they will be doing the activity in a hands-on approach.

Note: Make sure the teachers dive into this activity as if they were really children, so they get a sense of what it is like for children at Mimi’s Place.

Discussion:
1. Ask the teachers to reflect on the experience.
1. Ask them the difference between learning about emotions in this way, versus sitting in a desk and being told what an emotion is and how it looks.
  1. Ask what the benefits are to this methodology (i.e. more fun, puts the “heavy lifting” (or the thinking task) on the children, reaches different types of learners).
1. Ask them how/why they think this activity relates to The Creative Way Philosophy.

Break

(10:15-10:30)

Session 3: Child Development Introduction

(10:30-11:00)

Explain that in this session they will be learning about the basics of child development. Encourage them to ask questions and to think about how this applies to teaching.
1. Say: “The young brain is forming more quickly in the first few years than at any other point in life.”
1. Say: “Every time the child hears, sees, touches, tastes, smells, or interacts with anything, they are building connections in their brain. The connections start as very basic: e.g. crying when in pain helps me to get rid of the pain, mom=safe.”
1. Say: “They get more and more advanced as the child builds upon these connections: e.g. If I want something I can cry, and my parent will get it, my mom is that person who gives me food and makes sure I am safe.”
1. Say: “The more connections the brain makes, the more the child can learn and develop. If you wait until later in life, the brain is not as good at creating connections, so it is much harder and takes much longer to do the same thing than it was in the early years (i.e. think about learning a language as an adult versus as a child).”
1. Say: “One can make predictions about how healthy and successful a child will be in their life, based on how a child develops in their early years. In other words, how likely a child is to complete school, get a job, stay out of trouble, and live longer, is all tied to how well they developed at an early age, regardless of the quality of their education after the early years.
  1. The amount of their development is directly tied to the quality of their ECE program, which is why Mimi’s Place focuses on delivering quality programs, methodology, curriculum and instruction.”
1. Say: “One of the most important things that adults can do is foster the serve-and-return development in children at this age. This means that every time a child, for instance, asks a question, cries, or laughs, and an adult makes eye contact, touches, or interacts with the child, they are learning how to communicate and interact with other people. Understanding how powerful this is helps teachers to be aware of this part of development and to nurture it.”
1. End this session with asking the teachers to think about and share their earliest, favorite memory. They will almost surely share an experience with another human being who they did something fun with or who was kind to them. Ask them to think about the effect that has when a child has lots of those experiences in those early years.

Session 4: Activity

(11:00-12:00)

Note: There is significant prep work and materials required for this activity. Note: Additional time is slotted in the afternoon if you are not able to complete it in the hour.

Follow this link for the instructions, materials and examples. There are versions available in multiple languages. (This activity can also be found as an insert in the manual).
Introduction to the game: Tell the teachers they will be playing an interactive game (much like their children will be doing every day at Mimi’s Place) to learn about how the brain develops. They will be challenged to work together and follow the instructions carefully.
Wrap-up: Ask them what they learned from the experience: What did they learn about the developing brain?

Lunch

(12:00-1:00)

Session 5: Child Development Continued

(1:00-1:30) Note It is very likely that the activity from the session before lunch will need to be finished during this time. Once completed)

Introduce the concepts of executive function and self-regulation:
1. Ask teachers their familiarity with these two things.
1. Define-Executive function and self-regulation: (from Harvard Center on the Developing Child).
  1. Say: “Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Just as an air traffic control system at a busy airport safely manages the arrivals and departures of many aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses.”
1. Executive Function (EF):

Note: Again, these definitions will need to be broken down and discussed. Ask teachers to think of the skills one needs to get ready for school:

Wake up
- Bathe, brush teeth/hair
- Get dressed
- Eat breakfast
- Pack lunch
- Ask them to think about what skills/tools are needed to do each action. Ask them how a child learns each one, and why they are important.
- Explain that these skills are executive functioning (EF) skills, and they help us to be independent, by practicing planning, choosing, and executing a task.
- Explain that it is the teachers’ job to show children, guide them, and then allow them to practice EF tasks every day.
- Explain that EF skills are critical to success in school and life, because they are the tools we need to be independent.
- Self-Regulation (SR): Ask the teachers to think about saving money. Ask them why they do it. Ask them how they can do it without spending their money all at once on something fun, like food or clothes or entertainment.
  - Explain that this is self-regulation at work. You can stop yourself from doing something that would be fun/feel good now so that you can enjoy it more later, or so you can get through the next day, week, month with enough to buy food, clothes, etc.. Watch this video and this video for a great explanation and example of SR at work for kids.
  - Explain that this concept of being able to regulate your behavior (do something we don’t want to do, because either we know it’s bad or we know we will get something better if we make the difficult choice). As Walter Mischel says, these skills are critical for success in school and life, and they can and should be taught in school.

Session 6: Academic and SEL Balance

(1:30-2:00)

Explain to the teachers that educators are realizing the importance of teaching both academics and this concept referred to as “Social and Emotional Learning” (SEL). Say: “When we think of school we generally think of the place we learn to: read and write, multiply and divide, do a science experiment, speak a different language, and learn the history of those who came before us. What we do not always think of is school is also where we learn to: understand and control our emotions, be a good person, plan and execute tasks, have a positive attitude, and interact appropriately with our peers. We now know this is equally as important as academic knowledge and must be taught with equal importance at school.”
Together, read the section of the toolkit on SEL.

Note: This session will continue after the break.

Break

(2:00-2:15)

Session 7: Academic and SEL Balance

(2:15-3:00)

As you read through the section, focus your discussion on the pedagogy and the objectives. Teachers should leave this session understanding that:
1. SEL is all the stuff we learn in school that makes us happier, healthier, and more productive members of society, that are in addition to standard academic skills.
1. The most important part of SEL is that the relationship between the child and the teacher must be strong. To create strong relationships, the child must believe that the teacher cares about them, believes in them, tries to get to know them, makes them feel safe and valued in the classroom, and is there to support and uplift them.
1. SEL skills can be taught and practiced. The more children practice these skills the better prepared they will be to face difficult situations, acquire academic knowledge, persevere, and treat others with kindness and respect.
Allow teachers the opportunity to reflect on the session and ask any outstanding questions.

Wrap-up, Preview the Following Day

(3:00–3:15)

Ask the teachers to summarize and share what they learned or took away from each session. Answer any outstanding questions. Thank them for their participation and energy and encourage them to unplug from the day by taking care of themselves: spending time with their child, exercising, drinking a hot tea, getting a good dinner and a full night’s sleep. This will help prepare them for the next day.
Preview the agenda for the following day.

Print Out Day 2 Agenda and Materials

Day 3

Suggested Schedule

Time	Activity
8:30-9:30	5 Key Factors
9:30-10:15	Teacher and Child Relationship
10:15-10:30	Break
10:30-12:00	Teacher and Child Relationship
12:00-1:00	Lunch
1:00-2:00	Rules and Protocols
2:00-2:15	Break
2:15-3:00	Rules and Protocols – Continued
3:00-3:15	Wrap-up and Preview

Required Materials

Chart paper and markers
Poster board and markers
Computer, tablet or phone for viewing videos
The Creative Way Early Childhood Education Toolkit

Session 1: 5 Key Factors Overview

(8:30-9:30)

Welcome the teachers to day 3 of the training. Ask them to reflect on day 2 and solicit feedback. Ask if there are any outstanding questions before they begin day 3.
Refer the teachers to page 26 in the toolkit. Ask the teachers to read the introduction and the 5 key factors.
1. Begin by explaining that The Creative Way pedagogy is critical to understanding and implementing The Creative Way Early Childhood Education Toolkit. The pedagogy is simply why and how we teach with this model. This model is grounded in research and best practices about what makes the best ECE program with measurable results for each child. In other words, this model has been proven to guide children to be their best selves, so understanding and implementing it precisely is important to ensuring it is effective.
1. Refer them back to The Creative Way Philosophy from yesterday-Ask how the pedagogy introduction and philosophy are related.
  1. Explain: They are the foundation for what, why, and how to teach according to this model, The Creative Way.
Ask teachers to try and summarize how they teach and why they do it that way, or if they do not have prior experience, how they want to teach and why.
1. Ask them to share and explain, giving them the chance to discuss.
1. If this activity proves difficult, ask them why they teach. Ask: How do they see the purpose of their job and how do they intend to fulfill that purpose?

Session 2: Teacher and Child Relationship

(9:30-10:15)

Read the 5 key factors introduction.
1. Ask them to think about the favorite teacher they ever had. Ask them to make a list of why they liked that teacher, and then to share.
  1. The teachers will undoubtedly remember a teacher who was kind or cared about them or pushed them to be their best. Rarely, are adult’s favorite teachers the smartest or the most difficult teacher they had. As they share about their favorite teacher, ask them to specifically name how that teacher made them feel about themselves.
1. Ask them to keep that feeling in mind as they delve into the first key factor:
Teacher and child relationship:
Group read the teacher and child relationship factor.
After reading through it once, for reach bullet point, discuss what this would look like in the classroom and provide examples. Record the answers on chart paper.
1. Example: Personally, greet each child, daily.
  1. Stand in front of Mimi’s Place at the door, and as each child enters say, “Good morning, Melvin, I can’t wait to learn with you today. I see that big smile and can’t wait to hear about why you’re so happy at morning circle.”
  1. Ask “How did you sleep last night?” Or “How was the visit from your uncle this weekend?”
1. Ask why this would help build the relationship and further the pedagogical aim of The Creative Way (How does this support the “why?”).
Follow this pattern-coming up with examples and discussing why this aligns to the pedagogy for each of the bullet points.
This discussion will be finished during the next session.

Break

(10:15-10:30)

Session 3: Teacher and Child Relationship

(10:30-12:00)

Finish the activity from the last session until you have discussed each bullet point and come up with examples for each. There are 13 bullets, which should take around 3-5 minutes per bullet, totaling 40 minutes to one hour.
Explain that sometimes we have children in our class who have a lot of challenges and may require extra time and attention from the teacher. Tell the teachers you will now plan together how to build relationships with those children. Say:
- Think about a child you have taught, or perhaps had a class with, who faced a lot of challenges either academically, emotionally, or behaviorally.
- Think about the demands that were placed on the teacher and the children, because of those difficulties.
- Describe the interactions between the teacher and the child.
  - Ask: Were there a lot of negative interactions? Was the child constantly told they were doing something wrong, or how to fix their behavior. Were they told repeatedly what they did wrong academically or how they could improve their learning?
  - Ask: How could that teacher reframe this relationship? How might it affect that child to have so many negative interactions, as opposed to a few negative interactions with a lot of personal positive interactions?
  - Brainstorm: Actions the teacher could take to build more positive interactions with those types of children, and brainstorm strategies, based off the pedagogy, that will help the teacher get to know the child-so the child believes the teacher has their best interests at heart.
    - Examples:
      - Discover the child’s interests
      - Communicate positive observations frequently to the parent(s)
      - Make that child your special helper so they can positively contribute their excess energy to the class
- Ask if there are any final thoughts or questions.

Lunch

(12:00-1:00)

Session 4: Classroom Rules and Protocol

(1:00-2:00)

Note:A poster board and markers are needed for this session.

Group read the second key factor: Classroom Rules and Protocol.
1. Ask the teachers to envision what their classroom looks and sounds like when a visitor walks in.
  1. Is it loud with kids yelling and running around?
  1. Is it silent with children only speaking when called on?
  1. Is there a balance with a buzz of excitement in an organized yet energetic and creative manner?
    1. Why would this third choice be preferable?
1. Ask teachers how children know how to behave.
  1. Are they shown how to do something the correct way?
  1. When showing them or correcting them does the teacher focus on the wrong way to do something or the right way?
  1. Is there a way for children to monitor their own behavior? Is there somewhere to go/something to reference when they do not remember how they are supposed to behave (i.e. if they are at the science center-how they are supposed to use the materials?)
1. Explain that children’s behavior is the direct result of the expectations adults give them. If adults have high expectations for children, show the children how to meet them, and use positive strategies to guide the children to meet the expectations, they will meet them every time.
  1. Logical actions and consequences, as well as consistency, are key to getting children to meet your expectations. When children know exactly what they are supposed to do, how they are supposed to do it, and what happens if they choose not to, they are much more likely to succeed.
    1. If you punish children who throw supplies during class with losing recess, for instance, will they understand the punishment-does it relate to the bad behavior?
Explain to the teachers that they will be using the rest of this session, and the next, to create the rules and protocols for the classroom. While they will not do all of them, they will begin the process so that there is a baseline set of rules and protocols to follow on day one.
1. The teachers should discuss what they are thinking about for the rules and protocols. Using The Creative Way as a resource, they should begin with the general classroom expectations, and once those are completed, move on to more specific ones, like rules/protocols for each center.
1. Teachers should keep in mind any cultural practices or concerns that may arise:
  1. For instance: hand washing routines, acceptable clothing to wear, which language children are supposed to speak in (ESL, bilingual, etc.).
1. Additionally, the teacher should make sure to carefully follow The Creative Way: including simple language and visuals so kids that cannot read can still understand.
1. Finally, the teachers should understand that some of the rules should be developed together with the children-for instance, once the children have a general idea about what the teacher’s expectations are, you can develop a new rule together for a center, for example.
  1. In other words, leave room to add rules as things come up in the classroom to allow children the chance to feel invested in the process.

Break

(2:00-2:15)

Session 5: Classroom Rules and Protocol

(2:15-3:00)

Use this time to put the rules and protocols that were developed in the last session onto poster board. If they need to print any images and paste them onto the poster board that can be done now as well.
1. Refer to the example rules on page 29 as a guide to what this could look like. It will be important for the teachers to make the rules and protocols their own, to make sure they agree with and are comfortable with each rule for their space.
Additionally, discuss with the teachers how these rules will need to be modeled and practiced every day for at least the first 6 weeks of school. Repetition and practice are critical because rules and protocols take time to learn and become routine.

Wrap-up, Preview the Following Day

(3:00-)

Ask the teachers to summarize and share what they learned or took away from each session. Answer any outstanding questions. Thank them for their participation and energy and encourage them to unplug from the day by taking care of themselves: spending time with their child, exercising, drinking a hot tea, getting a good dinner and a full night’s sleep. This will help prepare them for the next day.
Preview the agenda for the following day.

Day 4

Suggested Schedule

Time	Activity
8:30-10:15	Building Self-Esteem, Confidence, and Good Character
10:15-10:30	Break
10:30-11:00	Building Self-Esteem, Confidence, and Good Character
11:00-12:00	Learning and Remembering
12:00-1:00	Lunch
1:00-2:00	Responsible and Effective Use of Technology/Innovation
2:00-2:15	Break
2:15-3:00	Assessment and Evidence of Learning
3:00	Wrap-up and Preview

Required Materials

Chart paper, markers
Purchase the book (on the computer is fine) “I’m Gonna Like Me: Letting Off A Little Self-Esteem” by Jamie Lee Curtis.
Computer, tablet or phone for viewing videos
The Creative Way Early Education Toolkit

Session 1: Building Self-Esteem, Confidence, and Good Character

(8:30-10:15)

Welcome the teachers to day 4 of the training. Ask them to reflect on day 3 and solicit feedback. Ask if there are any outstanding questions before they begin day 4.
Refer teachers to page 28 in the toolkit and read the section together.
Ask teachers what they remember about how school made them feel (at any grade).
1. Did they feel like they could fail, try new things, be supported?
1. Were they confident in their abilities and excited for new challenges?
1. Did they feel like they learned how to be a good person?
For those that responded positively, ask what it was about that class/year/school that made them feel that way.
1. Was it a teacher, administrator, friend?
1. Was it the environment, the systems in place?
For those who responded negatively, ask what made them feel that way.
1. What could have been different to make them feel more confident, at ease, supported?
Explain that The Creative Way believes that children’s success is directly tied to how they feel about being at school. If they wake up excited to go to school, learn, and take risks, all while knowing their teacher is there to support them, they will do well in school regardless of their ability.
1. Explain that the teacher’s job is to create the environment and the opportunities for children to find success, to face obstacles, to occasionally fail and learn from their mistakes, and to act with goodness.
After this reading and discussion, ask teachers to choose one or two bullet points and develop a specific approach for how they would like to meet that expectation. In other words, if they chose “give confidence through building projects,” ask them to brainstorm projects they could give to children that would inspire confidence and creativity.
1. Maybe this is creating a costume for the dramatic play station, or solving a problem like-the blocks never got stored correctly-what could we (as a class) make to fix this?
1. Brainstorming activities starts getting teachers to think about how they can incorporate the language of The Creative Way into practical classroom activities.
1. Share the activity(ies) they created and discuss them.
As a group watch this video.
1. Ask the teachers to look for examples of how the teacher created self-esteem, confidence, and good character-building opportunities in this activity.
1. Ask them if this sparks any ideas for them to use at Mimi’s Place.

Break

(10:15-10:30)

Session 2: Building Self-Esteem Confidence and Good Character

(*Required book for this session*)

(10:30-11:00)

Read the book, “I’m Gonna Like Me: Letting Off A Little Self-Esteem, “by Jamie Lee Curtis
1. Ask one of the teachers to read the story as if they were reading to a class of children.
  1. They should display the cover, asking for a prediction about what the story might be about. They should point out text direction, and how we start from the beginning of the book and read from left to right.
  1. They should stop every few pages to point out details in the story or images, and to ask questions to the “class” about what is happening, what might happen next, what the character might be thinking or feeling, etc.
1. Practicing teaching through a story can help inexperienced teachers receive feedback before its time to teach to actual children. It can also be a refresher for an experienced teacher as they get ready to teach again.
1. Ask about how this story would help children learn self-esteem and gain confidence. Solicit ideas for how they could extend the lessons of this story into the classroom.

Session 3: Learning and Remembering

(11:00-12:00)

Refer the teachers to page 30 in the toolkit.
Read the section “Learning and Remembering” together.
Discuss Strategies 1, 4, and 6.
1. Strategy 1: Themes: Discuss how grouping content together by theme and weaving the theme throughout all subject areas is a powerful aid to children. For instance, instead of teaching math, literacy, and science all as separate subjects with distinct lesson plans all in one day, they can try approaching them with themes. You could have a unit theme of Self-Esteem, where you read a story like the one in the previous session, during a literacy lesson. You could then do an experiment or project with self-esteem during science e.g. Measure how you feel before you receive several compliments from your peers and then how you feel after receiving them, and you could chart the change in how children felt during a math period. The idea is that grouping things together adds context to help children categorize things, it adds repetition and familiarity to help the new information stick, and it teaches it in a more real-world approach–we don’t segment out everything that we do as adults.
1. Strategy 4: Differentiation: Explain that in a future session you will explore developmental milestones. Ask them to think of what this means to them now though. What could they do with a range of ages in the classroom? How will they approach lessons, learning to read, recess, etc.?
  1. Brainstorming potential strengths and challenges will help them prepare for this model (teaching to a range of ages and abilities).
1. Strategy 6: Focus: Ask (and record) the teachers’ responses if they have any quick tips for getting children to focus. Suggestions:
  1. A bell or chime that is used to get children to freeze and listen to the sound.
  1. A call and response with the teacher (Teacher says a nonsense word like: Kapeesh, children all respond in unison with another nonsense word like: Kaposh) after giving directions to acknowledge that the children understood the directions.
    1. Note: Nonsense words can be fun for children to say and make following a routine more fun.
  1. Teacher says, “1,2,3, eyes on me.”

Note: Asking the teachers to choose and agree upon a few strategies they will consistently use in the classroom will be important for setting clear and consistent expectations for the children.

Lunch

(12:00-1:00)

Session 4: Responsible and Effective Use of Technology/Innovation

(1:00-2:00)

Refer the teachers to page 31 in the toolkit.
Read the section together.
Discuss what they think The Creative Way philosophy on technology in the classroom is- or in other words, to succinctly summarize what they read.
On a chart paper, record the types of technology the teachers use on a day-to-day basis.
1. Then, ask them what types children between ages 3 and 6 may use on a regular basis.
1. Brainstorm the positive and negative effects of using these forms of technology.
Brainstorm and record how technology could be used in the classroom:
1. Listening to stories on audio
1. Watching fun informational videos
1. Taking and editing pictures
1. Using educational apps to build skills
Brainstorm and record how to limit technology use when it is unnecessary, and how to communicate with parents about technology use.
1. For example: Informing parents of screen time guidelines, telling them how much screen time their children had in your classroom.

Break

(2:00-2:15)

Session 5: Assessment and Evidence of Learning

(2:15-3:00)

Refer the teachers to page 32 in the toolkit.
Read the section together.
Discuss why The Creative Way uses assessments.
1. Ask: how is this different from a written test?
1. Say: “We need to know if what we are teaching, and how we are teaching, is effective. The only way to do that is to assess what children know. This must be done through multiple avenues to minimize disruption in their classroom routine, and to get the whole portrait of the child. Additionally, assessments should be at specific and informal intervals throughout the year, so the teacher can gain valuable information about each child’s progress. It is recommended that the teacher deliver beginning, middle, and end of year assessments, as well as after various lessons, units, etc. The more data points the teacher can gather on each child, the more they will understand what the child needs to improve.”
Using chart paper create four separate sheets, titled: Observational, Portfolio, Teacher Rating, Parent Rating. Post the sheets around the room. Start with one sheet and as a group write the major points from the toolkit about how to assess using this method, including any additional ideas about how to implement them in their classroom. Move to the next sheet and so on.
If the teachers have any additional ideas about how children could be assessed ask them to share it and discuss the ideas.
Teachers should walk away understanding that assessment is a critical teaching practice that allows the teacher to know how effective their teaching is, and what supports each child may need. They should keep a portfolio of assessments for each child over the course of the year to see how they have developed over time.

Wrap-up, Preview the Following Day

(3:00–3:15)

Ask the teachers to summarize and share what they learned or took away from each session. Answer any outstanding questions. Thank them for their participation and energy and encourage them to unplug from the day by taking care of themselves: spending time with their child, exercising, drinking a hot tea, getting a good dinner and a full night’s sleep. This will help prepare them for the next day.
Preview the agenda for the following day.

Session 1: Welcome, Introductions, Name Activity, Agenda Overview

(8:30-10:00)

Welcome the participants to Creative Associates International, The Creative Way, and Mimi’s Place.
Express enthusiasm for their hiring, the training, and for the Mimi’s Place center they are opening.
Introduce yourself, detailing your experience with Creative and Early Childhood Education/Teacher Training, and/or your relevant professional experience.
Ask each teacher to introduce themselves and share what they are excited about as a new member of Mimi’s Place.
Inspire them with a call to action about the importance of the training for Mimi’s Place to be a success.

Note: High energy, friendly demeanor, and positive attitude are critical characteristics of the trainer in this opening session.

Pass out the agenda. Go over the agenda in detail. Allow plenty of time for the teachers to read the agenda, digest the agenda, and ask questions.

Session 2: Toolkit Introduction

(10:00-10:30)

Read The Creative Way Early Education toolkit introduction at the bottom of page 6.
1. Explain that the ECE toolkit is the heart of Mimi’s Place. Say: “This toolkit is the result of the collaboration of early childhood experts and countless hours of preparation to create a model that can be easily implemented across the world. This toolkit is meant to be followed closely, as it helps Creative to measure the success of its program. The training will be a deep dive into every detail of the ECE toolkit so that you, the teachers, become comfortable with and knowledgeable in the methods and curriculum of The Creative Way. It is highly encouraged that you spend time looking at the toolkit on your own, ask any question big or small, and that you implement this toolkit at Mimi’s Place as precisely as you can. You were hired because Creative sees that you care deeply about children, and your background shows you can learn and implement this model to make Mimi’s Place a success.
1. Allow the teachers the chance to explore the toolkit, getting a sense for what is contained in it, referring to the table of contents for what will be covered specifically in each section of the toolkit.

Survey

(10:00-10:15)

Explain that for Creative’s own professional growth a survey will be delivered to measure the effectiveness of the training by giving this survey at the beginning and end of the training. Distribute the online survey and allow them to work on it uninterrupted.

Break

15 min

Session 3: Group Norms and Goal Setting

30 min

Explain that as a group you need to set some norms about behavior for the training and additionally for working on behalf of Creative as a Mimi’s Place teacher. Explain that this is an effective tool for keeping everyone on task and for following a common set of guidelines for behavior. Next, explain that they will develop a set of goals to accomplish by the end of the training and during the school year, so they can deliver an effective product. In their case, the product is a high-quality educational experience for preschool-aged children. As a group, develop a set of norms for the training and the center. Then, create a set of goals for the training and Mimi’s Place.
Display the norms and goals, written onto a piece of chart paper, on the wall when finished.
1. Norms – think along the lines of: professionalism, show each other respect by fully listening, be on time for each day/session
1. Goals – think along the lines of: attend all sessions with an open mind, push your comfort zone, create a safe and welcoming environment for all

Session 4: Individual Goal Setting

30 min

Explain: Now that they have practiced goal setting as a group, each teacher will practice writing individual professional goals for the training and the first 6 months to a year at Mimi’s Place. Ask the teachers to think about professional areas they would like to improve (i.e. teaching reading, delivering feedback, feeling confident in lesson delivery). Once they have completed their goals, ask them to share with the group why they have chosen their goals, and ask the group to offer suggestions for possible ways to meet those goals.
1. Inform them that they just took part in a great teaching strategy: First the teacher models the activity, then does it together with the children, then asks the children to do it individually. This progression helps children feel confident in learning something new as they see you do it, they practice doing it with you, and then they try it on their own.

Lunch

1 hr

Session 5: Creative Associates International Overview and Creative’s Impact

30 min

Discuss the origin of Creative Associates International and its founders. Provide a background and description of Charito and Mimi and the vision they created for Creative. Show them clips of Charito and/or Leland speaking, and/or some of the website so they get a sense of what the company is and the kind of work that it does. This session is meant to help the teachers generally understand the company they work for. It will be important for them to have a baseline of knowledge about the company to explain to parents and members of the community that may ask about why Mimi’s Place exists and how it is funded.
1. Mission, Vision, Values, and a Word From the CEO.
1. Pages 4, 5, and 6 in the toolkit.
Invest the teachers in the impact that Creative has had for over 40 years across many different countries and across many different sectors. Share specific projects, especially about education and youth that Creative has undertaken, and share the measurable results they have accomplished. Further, discuss specifically what Creative is doing in Ethiopia and what the long-term goals are for the region. This session is meant to inspire the teachers about the organization they are joining and invest them in being a part of the overall mission.
1. Videos that can be viewed to help describe what Creative is and what it does:

Session 6: Activity: Ice-Breaker

30 min

Build a bond with the teachers you are training, and between the teachers, as it is a critical component of the training. To get to know each other better and encourage collaboration and discussion, do the following activities:

Break

15 min

Session 7: Mimi’s Place Overview and Vision

45 min

Introduce Mimi’s Place and the origin of the concept. Together, read the short pamphlet about Mimi’s place Zambia and discuss what it means to the teachers. Explain the purpose of Mimi’s Place in assisting women in the workplace, retaining employees at Creative, and modeling a successful preschool education. Further, discuss why Mimi’s Place was brought to Ethiopia and invest them in their role in creating and developing Mimi’s Place, again providing them with critical information about Mimi’s Place and inspiring them to make it the best it can be.
Say:
1. “Named for Creative’s late co-founder Mimi Tse, who retired in September 2015, Mimi’s Place is a testament to her belief that a strong start in life was invaluable. Access to quality education, she believed, could place children on a path out of poverty and toward success. Throughout her career, Tse worked to expand access to quality education to children around the world, no matter their neighborhood or socioeconomic status. Mimi’s Place in Lusaka, Zambia, is the brainchild of Creative’s Founder, Charito Kruvant, and a fitting tribute to one of Creative’s founders, the late Mimi Tse.”
1. “Ethiopia was identified as a country that could benefit from Mimi’s Place and further enable success for children and parents in Ethiopia. The Creative team is thrilled to open its second Mimi’s Place location in Ethiopia and continue to show that it is a model for implementing successful early childhood education across the world.”
Invest the teachers in a collective vision:
1. Ask the teachers what they think the value of Mimi’s Place will be for them and the families that will be a part of it.
  1. Ask them what they think their roles will be in facilitating the success of Mimi’s Place and what effect that will have outside of Mimi’s Place in the community and for Creative.

Wrap-up and Preview

Ask the teachers to summarize and share what they learned or took away from each session. Answer any outstanding questions. Thank them for their participation and energy and encourage them to unplug from the day by taking care of themselves: spending time with their child, exercising, drinking a hot tea, getting a good dinner and a full night’s sleep. This will help prepare them for the next day.
Preview the agenda for the following day.

Day 5

Suggested Schedule

Time	Activity
8:30-9:30	The Creative Way Philosophy of Education
9:30-10:15	Activity
10:15-10:30	Break
10:30-11:00	Child Development Introduction
11:00-12:00	Activity
12:00-1:00	Lunch
1:00-1:30	Child Development Continued
1:30-2:00	Academic/SEL Balance
2:00-2:15	Break
2:15-3:00	Academic/SEL Balance
3:00-3:15	Wrap-up and Preview

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Day 1

Suggested Schedule

Required Materials

Session 1: Welcome, Introductions, Name Activity, Agenda Overview

Session 2: Toolkit Introduction

Survey

Break

Session 3: Group Norms and Goal Setting

Session 4: Individual Goal Setting

Lunch

Session 5: Creative Associates International Overview and Creative’s Impact

Session 6: Activity: Ice-Breaker

Break

Session 7: Mimi’s Place Overview and Vision

Wrap-up and Preview

Day 2

Suggested Schedule

Required Materials

Session 1: The Creative Way Philosophy of Education

Session 2: Activity

Break

Session 3: Child Development Introduction

Session 4: Activity

Lunch

Session 5: Child Development Continued

Session 6: Academic and SEL Balance

Break

Session 7: Academic and SEL Balance

Wrap-up, Preview the Following Day

Day 3

Suggested Schedule

Required Materials

Session 1: 5 Key Factors Overview

Session 2: Teacher and Child Relationship

Break

Session 3: Teacher and Child Relationship

Break

Session 5: Classroom Rules and Protocol

Wrap-up, Preview the Following Day

Day 4

Suggested Schedule

Required Materials

Session 1: Welcome, Introductions, Name Activity, Agenda Overview

Session 2: Toolkit Introduction

Survey

Break

Session 3: Group Norms and Goal Setting

Session 4: Individual Goal Setting

Lunch

Session 5: Creative Associates International Overview and Creative’s Impact

Session 6: Activity: Ice-Breaker

Break

Session 7: Mimi’s Place Overview and Vision

Wrap-up and Preview

Day 5

Suggested Schedule

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