Kathy Pillow-Price | University of Arkansas (original) (raw)
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Papers by Kathy Pillow-Price
Exchange: The Early Childhood Leaders' Magazine Since 1978, 2006
Dimensions of Early Childhood, 2014
Dimensions of Early Childhood, 2009
Exchange Magazine, 2022
Leadership development has not always been well thought-out in the past, but It doesn't have to r... more Leadership development has not always been well thought-out in the past, but It doesn't have to remain that way! One big unfulfilled dream for our field's future is for states and programs to take a more intentional approach to design systems that attract, develop and retain emerging and new early childhood leaders.
Exchange, 2020
This article chronicles the year-long process to establish the AHVN Leadership Academy. The Leade... more This article chronicles the year-long process to establish the AHVN Leadership Academy. The Leadership Academy was a multi-session in-person program for new and beginning home visiting coordinators and supervisors. Three distinct themes—Lead Yourself, Lead Others, and Lead within the Organization—provided a multi-format approach beyond classroom learning alone. Participants learned from accomplished executive leaders, experiential initiatives, personalized assessments and assignments between sessions. Each rising leader completed the program with a written personal leadership philosophy and an expanded view of their leadership style.
Leadership Matters: Applying The Maternal And Child Health Leadership Competencies To Maternal, Infant, And Early Childhood Home Visiting Programs, 2020
Leaders of MIECHV programs face many challenges. To lead these complex programs, they must unders... more Leaders of MIECHV programs face many challenges. To lead these complex programs, they must understand everything from fiscal management to continuous quality improvement (CQI) to performance measurement, while supervising staff, overseeing local implementing agencies (LIAs), and integrating home visiting into their state or territory’s
early childhood system. To do this well, they must continue to develop their own leadership competencies.
Dimensions of Early Childhood, 2014
Positive reasons (and tips) to consider involving dogs in your literacy instruction. Walk into ... more Positive reasons (and tips) to consider involving dogs in your literacy instruction.
Walk into Laura Stinson’s Pre-K classroom and you will see lots of happy faces all excited about reading. While this may not be unusual to observers, what is a bit strange is the help the children have sitting next to them on the reading mat. Laura uses the help of a canine literacy specialist, D.D. McGuffey, and her students’ reactions make it clear that reading time is one of their favorite times of all! D.D. also makes no bones about the fact that she loves the children and that listening to them read and spending time with them is the highlight of her week as well.
Dimensions of Early Childhood, Jan 1, 2009
Early educators aim to provide high-quality services for children and families. Those services ar... more Early educators aim to provide high-quality services for children and families. Those services are often helped or harmed by the nature of the political climate at any moment. Currently, there are many critical issues affecting the field at both the state and national levels. The power of early chlidhood’s collective voices and the desire to make a difference can lead to change. Professionals can talk with government officials about their concerns and hopes for America’s children and families. So much of what needs to be accomplished hinges on political decisions. This article reviews how to be an informed advocate.
Arkansas Advocates for Children and Families, 2012
Special report prepared for Arkansas Advocates for Children and Families concerning licensure cha... more Special report prepared for Arkansas Advocates for Children and Families concerning licensure changes and the elimination of the P-4 license in Arkansas.
Kappa Delta Pi Record, 2011
Exchange, 2006
Discovering and teaching the basics of leadership skills.
ASCD Classroom Leadership, 2001
Rural schools, as a subject has not been adequately researched. Many studies on rural schools com... more Rural schools, as a subject has not been adequately researched. Many studies on rural schools compare the rural setting to urban settings because the two face similar challenges of having high numbers of students enrolled that live in poverty. One researcher, Martin Haberman, has developed an interview and pre-screener process for urban school settings called the Urban Teacher Selection Interview (UTSI) by analyzing the attributes and behaviors of successful practicing urban teachers. The purpose of this study was to determine if the pre-screener and interview devised by Haberman for urban settings could be statistically validated if used in the rural persistent poverty (RPP) school setting. This study had two primary objectives. The first was to identify characteristics, attitudes, and behaviors that are common to effective teachers in RPP schools. The second objective of this study was to determine if the Haberman interview validated on urban populations could generalize to RPP populations. For this study, one hundred and fifty participants teaching in RPP schools were asked to complete the pre-screener designed by Haberman. The pre-screener is intended to be used to predict whether a participant would be able to pass the Urban Teacher Selection Interview. Ninety-two pre-screeners were returned for scoring. Twenty-one teachers were then selected and given the in person interview. Findings indicated that the UTSI does not statistically validate when used in the rural setting, but that the instrument might be useful in further research on providing a description of effective rural teachers. The interview process also revealed differences between teachers who passed the interview and those who failed it when looking at the additional qualitative findings.
Drafts by Kathy Pillow-Price
Spending Within the Period of Availability and Multi-Year Budgeting, 2020
While all grant awardees should demonstrate that services are provided across the period of avail... more While all grant awardees should demonstrate that services are provided across the period of availability, awardees take varied approaches to budgeting. Some heavily budget for salaries, and others for local implementing agencies; some use cost reimbursement, and others rely on quarterly advances. Many are required to budget on a yearly basis and reflect only what they will use in a calendar year, even if the award's period of availability is longer. Whatever approach they take, all awardees must stick to the budget they propose and closely monitor expenses, making sure that expenditures are properly coded and charged where they were initially budgeted, and that the cost allocation is in the correct year even if expenditures and services are not consistent across the period of availability. Since some grant funds awarded to a recipient for a federal fiscal year remain available through the end of the second succeeding federal fiscal year, using a two-year or multi-year budgeting approach can help awardees with the long-term and strategic aspects of budgeting, and can lead to more consistent priorities from year to year.
Exchange: The Early Childhood Leaders' Magazine Since 1978, 2006
Dimensions of Early Childhood, 2014
Dimensions of Early Childhood, 2009
Exchange Magazine, 2022
Leadership development has not always been well thought-out in the past, but It doesn't have to r... more Leadership development has not always been well thought-out in the past, but It doesn't have to remain that way! One big unfulfilled dream for our field's future is for states and programs to take a more intentional approach to design systems that attract, develop and retain emerging and new early childhood leaders.
Exchange, 2020
This article chronicles the year-long process to establish the AHVN Leadership Academy. The Leade... more This article chronicles the year-long process to establish the AHVN Leadership Academy. The Leadership Academy was a multi-session in-person program for new and beginning home visiting coordinators and supervisors. Three distinct themes—Lead Yourself, Lead Others, and Lead within the Organization—provided a multi-format approach beyond classroom learning alone. Participants learned from accomplished executive leaders, experiential initiatives, personalized assessments and assignments between sessions. Each rising leader completed the program with a written personal leadership philosophy and an expanded view of their leadership style.
Leadership Matters: Applying The Maternal And Child Health Leadership Competencies To Maternal, Infant, And Early Childhood Home Visiting Programs, 2020
Leaders of MIECHV programs face many challenges. To lead these complex programs, they must unders... more Leaders of MIECHV programs face many challenges. To lead these complex programs, they must understand everything from fiscal management to continuous quality improvement (CQI) to performance measurement, while supervising staff, overseeing local implementing agencies (LIAs), and integrating home visiting into their state or territory’s
early childhood system. To do this well, they must continue to develop their own leadership competencies.
Dimensions of Early Childhood, 2014
Positive reasons (and tips) to consider involving dogs in your literacy instruction. Walk into ... more Positive reasons (and tips) to consider involving dogs in your literacy instruction.
Walk into Laura Stinson’s Pre-K classroom and you will see lots of happy faces all excited about reading. While this may not be unusual to observers, what is a bit strange is the help the children have sitting next to them on the reading mat. Laura uses the help of a canine literacy specialist, D.D. McGuffey, and her students’ reactions make it clear that reading time is one of their favorite times of all! D.D. also makes no bones about the fact that she loves the children and that listening to them read and spending time with them is the highlight of her week as well.
Dimensions of Early Childhood, Jan 1, 2009
Early educators aim to provide high-quality services for children and families. Those services ar... more Early educators aim to provide high-quality services for children and families. Those services are often helped or harmed by the nature of the political climate at any moment. Currently, there are many critical issues affecting the field at both the state and national levels. The power of early chlidhood’s collective voices and the desire to make a difference can lead to change. Professionals can talk with government officials about their concerns and hopes for America’s children and families. So much of what needs to be accomplished hinges on political decisions. This article reviews how to be an informed advocate.
Arkansas Advocates for Children and Families, 2012
Special report prepared for Arkansas Advocates for Children and Families concerning licensure cha... more Special report prepared for Arkansas Advocates for Children and Families concerning licensure changes and the elimination of the P-4 license in Arkansas.
Kappa Delta Pi Record, 2011
Exchange, 2006
Discovering and teaching the basics of leadership skills.
ASCD Classroom Leadership, 2001
Rural schools, as a subject has not been adequately researched. Many studies on rural schools com... more Rural schools, as a subject has not been adequately researched. Many studies on rural schools compare the rural setting to urban settings because the two face similar challenges of having high numbers of students enrolled that live in poverty. One researcher, Martin Haberman, has developed an interview and pre-screener process for urban school settings called the Urban Teacher Selection Interview (UTSI) by analyzing the attributes and behaviors of successful practicing urban teachers. The purpose of this study was to determine if the pre-screener and interview devised by Haberman for urban settings could be statistically validated if used in the rural persistent poverty (RPP) school setting. This study had two primary objectives. The first was to identify characteristics, attitudes, and behaviors that are common to effective teachers in RPP schools. The second objective of this study was to determine if the Haberman interview validated on urban populations could generalize to RPP populations. For this study, one hundred and fifty participants teaching in RPP schools were asked to complete the pre-screener designed by Haberman. The pre-screener is intended to be used to predict whether a participant would be able to pass the Urban Teacher Selection Interview. Ninety-two pre-screeners were returned for scoring. Twenty-one teachers were then selected and given the in person interview. Findings indicated that the UTSI does not statistically validate when used in the rural setting, but that the instrument might be useful in further research on providing a description of effective rural teachers. The interview process also revealed differences between teachers who passed the interview and those who failed it when looking at the additional qualitative findings.
Spending Within the Period of Availability and Multi-Year Budgeting, 2020
While all grant awardees should demonstrate that services are provided across the period of avail... more While all grant awardees should demonstrate that services are provided across the period of availability, awardees take varied approaches to budgeting. Some heavily budget for salaries, and others for local implementing agencies; some use cost reimbursement, and others rely on quarterly advances. Many are required to budget on a yearly basis and reflect only what they will use in a calendar year, even if the award's period of availability is longer. Whatever approach they take, all awardees must stick to the budget they propose and closely monitor expenses, making sure that expenditures are properly coded and charged where they were initially budgeted, and that the cost allocation is in the correct year even if expenditures and services are not consistent across the period of availability. Since some grant funds awarded to a recipient for a federal fiscal year remain available through the end of the second succeeding federal fiscal year, using a two-year or multi-year budgeting approach can help awardees with the long-term and strategic aspects of budgeting, and can lead to more consistent priorities from year to year.