Elizabeth S. Rodano, Ed.D., C.P.S.I. Child Care Supervision & Facility Safety Expert

Elizabeth S. Rodano, Child Care Supervision & Facility Safety Expert

Dr. Elizabeth Rodano is a child safety expert specializing in the management and operations of programs and facilities that provide education, supervision, and care to children from early childhood through middle school ages. She applies her expertise to forensic casework involving physical injuries, claims of abuse or neglect, and issues involving licensing and professional liability.

Elizabeth S. Rodano, Ed.D., C.P.S.I. - Child Care Supervision & Facility Safety Expert

For nearly two decades, Dr. Rodano has amassed broad expertise in her field, which includes domestic and international facilities, independent and corporate organizations, third-party consulting, and experience working with childcare licensing organizations. Throughout her career, Dr. Rodano has advanced the quality of childcare from all levels within the industry; she has extensive experience in the classroom as a teacher and care provider as well as the management perspective as a director, coordinator, and industry consultant. As a result, Dr. Rodano is well qualified to investigate issues relevant to employee screening and hiring practices, supervision standards and industry best practices, training of staff, child abuse and injury, camp and after school programs, facility and playground safety, mandatory reporting requirements, and incident investigations.

Dr. Rodano earned her Doctor of Education, specializing in early childhood education. She is licensed to teach grades K-8 in New Jersey and is recognized by New York State as a Professional Development Specialist for Early Childhood and School Age. She is a Certified Playground Safety Inspector (CPSI), and an Approved Health and Safety Trainer for Home-Based, Center-Based, and School Age Childcare programs.

Experienced educator and leader with a demonstrated history of working in the early childhood education field, including pre-school, school age and summer camp programming.

Early Childhood Administration: Regulatory compliance; staff supervision; multiagency and school district collaboration; staff training, coaching, mentoring; human resources and operations management; family communication; policy/procedure development and implementation; intervention services referrals; marketing; corporate compliance; accreditation; curriculum development and implementation; teacher evaluation; risk management; injury/incident reporting.

Early Childhood Education: Lesson planning; daily routine implementation; indoor/outdoor child supervision; off-site child supervision; playground supervision; injury/incident reporting; child observation and assessment; safe learning space organization; family communication; multidepartment collaboration; regulatory compliance; implementation of health and safety protocols; teaching team supervision.

Consultation: Home- and center-based program consultation; 1:1 support to teachers/staff and administration; licensure preparation and maintenance; regulatory corrective action plan fulfillment; hiring, onboarding, and training new staff; safe organization of learning spaces; health factor identification; risk management; culture building; establishment and maintenance of clear business practices.

Training: Childcare facility, home-based childcare, school age and summer camp state licensing requirements; health and safety; supervision; positive guidance; observation and assessment; curriculum; developmentally appropriate practices; child abuse identification and prevention; playground supervision; injury prevention; infectious disease prevention; communicating with families; infant/toddler care; language development; nature-based program practices; teambuilding; licensing regulations.

Program Evaluation: Multiple agency collaboration, childcare program advocacy; center-based, school-age, and home-based program evaluation using Environmental Rating Scale, Business Assessment Scale, and Program Assessment Scale tools; licensing violation complaint review; program assessment for regulatory compliance; provision of licensing mandated technical assistance/training; corrective action plan/remediation proposals; regulatory-based program supervision.

Before/After School Programming: Program development; lesson planning; on-site and off-site child supervision; playground supervision; family communication; school district and administration collaboration; transportation coordination and supervision; staff supervision; health and safety protocol implementation; injury/incident reporting; intervention/individualized education program implementation; safe learning space organization and maintenance; regulatory compliance; multiagency collaboration.

Summer Camp: Early childhood and school age program development; daily program planning; indoor/outdoor child supervision; field trip planning; field trip supervision; transportation coordination and supervision; family communication; risk management; health and safety protocol development and implementation; incident/injury reporting; regulatory compliance; special needs provisions.

Higher Education: Course facilitation; student support; student work evaluation; curriculum revision; multidepartment collaboration.

Special Needs / Special Education: Lesson planning; direct instruction; individualized education program (IEP) development, implementation, and evaluation; student progress evaluation; differentiated instruction; paraprofessional supervision; student supervision; emotional/behavioral interventions; academic learning interventions; multidepartment collaboration; family communication; external agency collaboration; indoor/outdoor supervision; off-site/field trip supervision; playground supervision.

Curriculum: Reggio Emilia; Waldorf; Montessori; Democratic/Participatory; High Scope; Creative Curriculum/Teaching Strategies; Emergent Curriculum; Bilingual/Dual-Language; Play-based; Nature-Based; Forest/Outdoor; Resources for Infant Educators (RIE); Freedom of Movement (infants).

Professional Experience

Robson Forensic, Inc.

Associate

2023 to present

Provide technical investigations, analysis, reports, and testimony toward the resolution of claims and litigation involving the safety, security, physical, social-emotional and educational well-being of children in public and private childcare settings. Apply expertise to forensic casework involving instances of child injury, abuse, supervision and care that occur in corporate, public, private, and home-based childcare centers.

German School of Connecticut

Early Childhood Teacher

2023 to present
  • Develop and implement appropriate German-immersion curriculum for preschool children.
  • Supervise and mentor assistant teachers.
  • Communicate with families regularly.
  • Develop best practices to ensure the health, safety, and well-being of children.

Southern New Hampshire University
College of Online and Continuing Education

Adjunct Professor, Department of Social Services

2017 to present
  • Facilitate undergraduate level courses in the College of Social Sciences.
  • Provide ongoing direction and feedback to learners.
  • Evaluate student work for content, reliability, and relevancy.
  • Collaborate with multiple university services to ensure student success.

Consultant  2023

  • Revised the HSE 220 curriculum.
  • Evaluated quantitative and qualitative course data to justify revisions.

Consultant  2020

  • Investigated the feasibility of an automated scoring and feedback system (AI)
  • Tested proposed writing rubrics on provided student work and provided feedback.

Independent Early Childhood Consultant

Self Employed

2017 to present
  • Provide training and consultation to home- and center-based early childhood programs in New York State.
  • Evaluate programs and implemented services to meet program needs and/or priorities.
  • Maintain alignment with the New York Office of Children and Family Services regulatory requirements.

Training/Workshop topics included:

  • New York State required 15-hour Health and Safety Training for Family, Group Family, and Center-Based Staff
  • New York State required 15-hour Health and Safety Competencies for Center-Based and Legally Exempt Group Directors
  • Supervision of Children
  • Playground Supervision
  • Behavior Management / Positive Guidance
  • Child Abuse Identification and Prevention
  • Abusive Head Trauma / Shaken Baby Syndrome
  • Operations Management
  • Developing and Implementing Policies and Procedures
  • Supervision of Staff
  • Developmentally Appropriate Practices
  • Outdoor Learning Environments
  • Curriculum Development
  • Observation / Assessment of Children

Consultation topics included:

  • Corrective Action Plan review
  • Operations – organization, implementation, management
  • Human Resources issues – onboarding, training, disciplinary action
  • Policies and Procedures – writing, revision, review, implementation
  • Preventing Injury
  • Preparing for Licensure
  • Licensure renewal
  • Environmental Rating Scale evaluation
  • Curriculum Development
  • Positive Guidance / Behavior Management / Child Abuse Prevention
  • Culture building
  • Leadership
  • Developmentally Appropriate Practices for birth to 12
  • Emergency Protocols and Procedures

German International School New York

Early Childhood Teacher/Coordinator

2019 to 2022
  • Provided developmentally appropriate bilingual development of children aged 3 to 6.
  • Maintained the safety of indoor and outdoor learning spaces.
  • Supervised onsite and offsite premise activities.
  • Developed and implemented curriculum based on children’s interests and needs.
  • Observed and assessed children’s development toward milestone goals.
  • Interacted with families in German and English daily.
  • Implemented protocols in alignment with the Department of Health to ensure the health of children in response to COVID-19.

Pre-Kindergarten Coordinator

  • Coordinated bilingual preschool program serving children aged 3 to 6.
  • Aligned program with the New York State Association of Independent Schools and the German Office for Education standards.
  • Developed, implemented, and evaluated program-based policies, procedures, and best practices to ensure child health, safety, and learning.
  • Implemented staff training and professional development.
  • Managed and supervised preschool and ancillary support staff.
  • Communicated regularly with program families.
  • Identified students with developmental and/or behavioral needs and made appropriate internal and/or external referrals for intervention services.
  • Coordinated technology and learning platforms to support remote learning during COVID-19.
  • Developed and implemented a Nature-Based program in response to COVID-19, allowing the program to open at full capacity in September 2020 while maintaining health and safety standards and regulations.
  • Developed and implemented supervision and safety guidelines specific to the outdoor learning program.
  • Collaborated with leadership teams of lower and upper schools to organize events between Pre-K and 11th grade students.
  • Coordinated and implemented hiring, onboarding, and training of new employees.
  • Managed operations: child enrollment/placement, staffing schedules, supply ordering, budgets, and repairs to indoor/outdoor spaces.
  • Collaborated with the lower school and early childhood heads of the German Schools Abroad in North America to ensure quality and consistency across programs.
  • Prepared and led overall program through evaluation and reaccreditation by the New York Association of Independent Schools and Office for German Schools Abroad.

Child Care Council of Westchester, Inc.

2016 to 2019
Infant Toddler Regional Coordinator 2017-2019
  • Provided coaching and technical assistance to center and home-based early childhood educators.
  • Evaluated program quality using the Environmental Rating Scales for Infant/Toddler (ITERS) and Family Childcare Programs (FCCERS).
  • Evaluated Family Childcare program business practices using the Business Assessment Scale.
  • Provided individualized services to meet program needs and/or priorities, based on assessment outcomes or directives from the Office of Children and Family Services.
  • Exceeded the required grant milestones by 113% for the 2017-18 year.
  • Coordinated the implementation of a theory of change focused on building capacity for infant/toddler care in home-based programs.
  • Implemented a Provider Network program to connect family child-care providers and provide free training on a monthly basis.
  • Adapted the Business Assessment Scale to create a meaningful intake for home-based providers looking to engage in quality improvement processes.
  • Provided technical assistance and training to families and the community on topics related to parenting and child development, including safe sleep for infants, and managing behavioral challenges.
  • Developed and implemented an endorsement for high-quality infant/toddler care.
  • Obtained $250,000 in grant funding to grow the regional infant/toddler specialist team.
  • Mentored, supervised, and implemented professional development for six additional infant/toddler specialists throughout the region.
  • Created and implemented an onboarding process, policies, procedures, and protocols for infant/toddler specialists in the region.
  • Collaborated with infant/toddler regional coordinators state-wide to ensure consistency in services and service delivery.
  • Coordinated with internal departments and external agencies to provide resources for programs, educators, and families.
  • Evaluated, assessed, and proposed corrective plans for programs in response to regulatory violations in conjunction with the Office of Children and Family Services.
  • Supervised program administrators and provided intensive technical assistance when requested by the Office of Children and Family Services, particularly in cases involving child abuse, injury, and supervision issues.

Early Childhood Quality Specialist  2016-2017

  • Provided coaching and technical assistance to center- and home-based early childhood educators serving preschool and school-aged children.
  • Evaluated program quality using the Environmental Rating Scales for Early Childhood (ECERS), Family Childcare (FCCERS) and School Age (SACCERS).
  • Individualized services to meet program needs and/or priorities, based on assessment outcomes or directives from the Office of Children and Family Services.
  • Supervised program administrators and provided intensive technical assistance when requested by the Office of Children and Family Services, particularly in cases involving child abuse, injury, and supervision issues.
  • Provided technical assistance and training to families and the community on topics related to parenting and child development, including behavior management, supervision, and child abuse identification and prevention.

Children of America

Center Director

2015 to 2016
  • Increased the profitability, financial health, and quality of a center serving 120 children aged six weeks to 12 years.
  • Supervised 35 staff members.
  • Managed operations: monthly budget, staffing, enrollment, marketing.
  • Coordinated repairs to indoor/outdoor equipment with facilities management.
  • Implemented a mentor teacher program.
  • Created and delivered staff professional development.
  • Addressed Human Resources issues including hiring, onboarding, fingerprinting, clearances, termination, leaves of absence.
  • Conducted staff performance reviews and annual appraisals.
  • Maintained compliance with New York licensing regulations.
  • Maintained corporate and brand compliance.
  • Identified children with developmental and/or behavioral needs and made appropriate referrals for intervention services.
  • Coordinated and collaborated with early intervention / therapists providing services on-site.
  • Interacted with families and caregivers daily.
  • Collaborated with external social services agencies.
  • Developed, implemented, and evaluated program-based policies, procedures, and best practices.
  • Obtained funding for, and oversaw implementation of, a Universal Pre-K program.
  • Implemented before and after school programming for school-age children.
  • Coordinated before/after school transportation with local school districts.
  • Collaborated with districts and families to ensure consistency in intervention/individualized education program strategies.
  • Presented at regional corporate conferences.
  • Assisted in training of new directors in the region.

Kindercare Learning Centers

Center Director

2015 to 2016
  • Directed an individual corporate center serving children ages six weeks to six years.
  • Addressed and responded to Human Resources issues including hiring, onboarding, clearances, fingerprinting, training, termination.
  • Maintained compliance with New Jersey licensing regulations.
  • Supervised and mentored staff.
  • Managed operations: monthly budget, staffing, enrollment, marketing
  • Implemented curriculum and taught children.
  • Interacted with families and caregivers daily.
  • Collaborated with external social services agencies.
  • Developed, implemented, and evaluated program-based policies, procedures, and best practices.
  • Coordinated repairs to indoor/outdoor equipment with facilities management.
  • Maintained corporate and brand compliance.

Bija Kids

2012 to 2014
Educational Director/Director 2012-2014
  • Managed and directed a private preschool/afterschool program serving 50 families.
  • Developed and implemented an emergent curriculum based on Reggio Emilia, Waldorf, and Montessori philosophies.
  • Supervised and mentored teaching staff.
  • Organized off-site trips utilizing public transportation.
  • Coordinated with local school districts to ensure safe school pickups for afterschool program.
  • Developed and implemented summer and vacation camp programming.
  • Developed, implemented, and evaluated program-based policies, procedures, and best practices.
  • Addressed all Human Resources issues including hiring, onboarding, clearances, fingerprinting, training, corrective actions, termination.
  • Interacted with families daily.
  • Collaborated with community organizations for fundraising and advocacy events.
  • Assisted in development of program branding.
  • Implemented curriculum and taught children.
  • Identified children with developmental and/or behavioral needs and made appropriate referrals to address their individualized needs.

Lead Preschool Teacher  2011-2012

  • Developed and implemented appropriate curriculum for preschool and school age children.
  • Led daily mindfulness and yoga activities for students.
  • Supervised and mentored assistant teachers.
  • Communicated with families daily.
  • Developed best practices to ensure the health, safety, and well-being of children.
  • Developed, coordinated, and led afterschool programs for children in kindergarten through second grade, both on and off-site.
  • Organized off-site trips utilizing public transportation.
  • Coordinated with local school districts to ensure safe school pickups.
  • Identified children with developmental and/or behavioral needs and made appropriate referrals to external agencies to meet their needs.

Team Academy Charter School

7th Grade Learning Specialist

2010 to 2011
  • Modified lesson plans for 23 learners based on Individualized Education Programs and preferred learning modalities.
  • Assessed student learning toward Individualized Education Program goals.
  • Taught resource-based pull-out instruction for core subjects.
  • Led leveled reading groups for 7th and 8th grade students.
  • Utilized Wilson Phonics to teach daily morning phonics lessons to 7th and 8th grade students.
  • Served as advisor to 8th grade students.
  • Developed and implemented a mindfulness curriculum for the special education classrooms.
  • Supervised on-site and off-site extracurricular activities and field trips.
  • Collaborated with Special Education Coordinator on creation, implementation, and evaluation of Individualized Education Programs.

Kids Corporation II

After School Teacher

2009 to 2010
  • Facilitated afterschool activities for children in grades K-3.
  • Supervised and mentored assistant teachers.
  • Developed and implemented long-term projects in social studies, science, and literacy.
  • Communicated with families daily.
  • Supervised students in indoor and outdoor environments to ensure health and safety.
  • Developed best practices to ensure the health, safety, and well-being of children.
  • Coordinated with school administration and staff to ensure continuity of care.
  • Collaborated with director and external agencies to offer three family events annually.

Lady Liberty Academy Charter School

Self-contained Special Education Teacher, Grades 5-8

2009 to 2010
  • Developed and implemented differentiated lesson plans for students in grades 5-8 with emotional/behavioral needs.
  • Created and implemented positive behavior plans.
  • Collaborated with the Child Study Team, and internal/external therapists to develop, implement, and evaluate students’ Individualized Education Programs.
  • Communicated with families regularly.
  • Assessed student learning toward Individualized Education Program goals.
  • Supervised paraprofessionals working within the classroom.
  • Developed best practices for responding to and managing student behaviors.

Seokhwa E-Kids School

English Language Teacher, Preschool/Kindergarten

2007 to 2008
  • Developed and implemented an English as a Second Language curriculum for children aged 2 to 8.
  • Collaborated with Korean co-teachers to ensure consistency in lesson delivery and expectations.
  • Assessed children’s learning toward language milestones.
  • Developed best practices to ensure the health, safety, and well-being of children.

Professional Credentials

  • Certified Playground Safety Inspector (CPSI)
  • New York State Training and Technical Assistance Professional Credential – Professional Development Specialist for Early Childhood and School Age
  • New Jersey Teacher Certification K-5 Elementary Education
  • New Jersey Teacher Certification Middle School Social Studies (5-8)
  • CDA Professional Development Specialist, Council for Professional Recognition
  • National Association for Family Child Care Accreditation Observer
  • Nature-Based Teacher Certification (Level 1), Eastern Region Association of Forest and Nature Schools
  • Approved NYS Health & Safety Trainer for Family, Group Family, Center-Based and School-Age programs
  • Approved NYS Health & Safety Trainer for Childcare Center and School-Age Program Directors
  • 200-hour Yoga Certification, Sonic Yoga, New York
  • 300-hour Yoga Certification, ISHTA Yoga, New York   

Education

Ed.D., Early Childhood Education, Walden University, 2020

M.S., Human Services- Family Studies and Interventions, Walden University, 2015

B.F.A., Theatre Design and Technology, Niagara University, 2005

Continuing Education

Adult / Higher Education

  • CITI Program Course: Social-Behavioral Educational Researchers, Collaborative Institutional Training Initiative (CITI), 2024
  • ACUE Microcredential in Ensuring Engagement in the Online Environment, 2023
  • To Quote or Not to Quote! Using Quotations Effectively as a Training Strategy, 2022
  • Learning for Children and Adults: There’s More in Common Than You Think, 2023
  • Introduction to the Revised NYS Early Learning Guidelines for Training and TA Professionals, 2021
  • An Introduction to Gee Whiz for Quality Specialists, 2019
  • Relationship Based Coaching, 2018
  • Coaching for Early Childhood Educators: Research Findings and Practical Considerations, 2018
  • Enhancing On-site Quality Improvement Consulting Services: Building on a Knowledge of How Adults Learn and Organizations Function, 2017
  • Conquering Challenges of Training and Consulting, 2017
  • Training for Trainers, 2016

Early Childhood Administration

  • The Power of Band-Aides: An Alternate Path to Quality and Workforce Retention, 2023
  • Building Belonging and Cultivating Connection So All Staff and Students Can Thrive, 2023
  • Netzwerktreffern der Leitungen in Kiga und Grundschule der Region I, Inhalt: Digitalisierung in der frühen Schulzeit; Regionale Vereinbarungen zu Sprachförderung in Deutsch; Weiterqualifizierung von Kiga-Leitungen und – Personal, Resilienz des Leitungspersonals stärken (Network Meeting of Early Childhood and Elementary School Leadership in Region 1: Digitalization in the early school years; Creation of a standard method for supporting German language development; Training and Supporting Early Childhood Leadership and Teachers; Strengthening the Resilience of the Leadership Team), 2021
  • Leadership in Early Childhood Education: Why You Should Care and What You Should Do About It, 2018
  • Making the Transition from Staff to Supervisor, 2018
  • Early Childhood and Center Director Training, 2015
  • Braiding and Blending Funds to Support NYS Child Care, 2018
  • National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct, 2017
  • Working & Learning Together – Public School/Child Care Center Collaboration, New York, 2017

Early Childhood Program Evaluation

  • Infant Toddler Environmental Rating Scale, 3rd Edition (ITERS-3) 101, 2017
  • National Association for Family Child Care (NAFCC) Accreditation Observer Training, 2017
  • Family Childcare Environmental Rating Scale, Revised Edition (FCCERS-R) 101, 2016
  • Early Childhood Environmental Rating Scale, 3rd Edition (ECERS-3) 101, 2016

Early Childhood Education

  • “Where Are the Toys?” Integrating Play-Making Space into Formal School Settings, 2023
  • Let’s Grow! Cultivating Curious Thinkers in the Preschool Years, 2023
  • Building Joyful Classrooms, 2019
  • Pädagogischer Ansatz (Pedagogical Introduction (to House of Little Researchers Method), 2019
  • Bildung für nachhaltige Entwicklung (BNE)-Einsteig (Introduction to Education for Sustainable Development), 2019
  • Who’s in Control Here?, 2018
  • Using Loose Parts to Create Cultural Sustainable Environments, 2018
  • Early Brain Development: 5 BIG Ideas Every Early Care Professional Should Know, 2018
  • Science for Infants and Toddlers, 2017
  • What is Curriculum for Infants and Toddlers?, 2016
  • Parents and Child Care, 2014
  • Preschoolers in Child Care, 2014
  • Principles of Child Development and Learning, 2014
  • Observing, Recording, and Assessing Children’s Development, 2014
  • Many Ways to Learn for Toddlers and Preschoolers, 2014
  • The Early Childhood Professional, 2014
  • Child Development and Guidance, 2014

Health and Safety

  • Adopting a Child-Responsive Supervision Model: Regulations, Policies, and Best Practices, 2021
  • Health and Safety Trainer Re-Certification, 2018
  • Toxic Reduction in Child Care, 2018
  • Effective Supervision of Children in Child Care Centers, 2018
  • Foundations in Health and Safety E-Learning, 2017
  • The ECO Healthy Program, 2017
  • Freedom of Movement for Infants, 2017
  • Safe Sleep and Infant Safety, 2017
  • Managing Health and Safety in Child Care, 2014
  • Babies in Motion, 2023

Special Needs

  • Being All in For ALL Children, 2023
  • Preschool PBIS Overview for Administrators, 2017
  • NYS Pyramid Model: Parents Interacting with Infants, 2019
  • NYS Infant Toddler Pyramid Model Module II, 2017
  • NYS Infant Toddler Pyramid Model Module III, 2017
  • Understanding Learning Differences, 2017
  • How Natural Outdoor Classrooms Can Help Address Behavioral Challenges and How Natural Outdoor Classrooms Can Help Address Behavioral Challenges and Support Children’s Well-Being, 2017
  • NYS Infant Toddler Pyramid Model Module I, 2016
  • SPED 5024: Differentiating Instruction in the Inclusive Classroom, 2011
  • SPED 5005: Foundations of Special Education, 2010
  • SPED 5071: Addressing Literacy for Students with Special Needs, 2010
  • SPED 5020: Educational Strategies for the Exceptional Child, 2009
  • Strategies that Work with Behavior Problems of Special Education Students, 2009

Cultural Competence / Bilingual Education

  • Intercultural Competence, 2022
  • Culturally and Linguistically Responsive Assessment in the Early Childhood Classroom, 2017
  • Deutsch Lehren Lernen 8: Deutsch als Fremdsprache für Kinder (Learning to Teach German 8: German as a Foreign Language), 2022
  • Deutsch Lehren Lernen 2: Wie lernt man die Fremdsprache Deutsch? (Learning to Teach German 2: How does one learn German?), 2022
  • Deutsch Lehren Lernen 4: Aufgaben, Übungen, und Interaktion (Learning to Teach German: Assignments, Exercises, and Interaction), 2022

Elementary Education

  • Digitales Lernen in Kindergarten und Grundschule, 2022
  • Kompetenzen in der digitalen Welt (Teil II), 2019
  • TeacherNex Pre-Service Training Institute, TeacherNex, 2009
  • Writing Aviator, 2009

Publications

  • The Power of Participation: Democracy in Early Childhood Programs Builds Inclusive Communities and Empowers Tomorrow’s Change-Makers. Educating and Teaching in the Early Years. Educating Young Children: Learning and Teaching in the Early Childhood Years, 27(2), 6-9. 2021
  • Can Boys Wear Dresses? Gender Identity and Expression in Early Childhood. Educating Young Children: Learning and Teaching in the Early Childhood Years, 28(3), 16-18. 2022
  • Stakeholders' Perspectives on Coaching and Family Child Care Provider Program Quality. (2020). Walden Dissertations and Doctoral Studies. 9240.

Professional Memberships

  • National Association for the Education of Young Children (NAEYC)
  • New York Association for the Education of Young Children (NYAEYC)
  • National Society of Leadership and Success (NSLS)

Conference Presentations

Local

  • Strategies for Supporting Dual-Language Learners, 43rd Annual Early Childhood and School Age Care Conference, Rockland Community College, November 2017
  • Yoga, Mindfulness, and Your School Age Program, 43rd Annual Early Childhood and School Age Care Conference, Rockland Community College, November 2017
  • Understanding the NY State OCFS Regulations for School Age Programs, Child Care Council of Westchester School Age Conference, October 2016

Regional

  • Can boys wear dresses? Gender Identity and Expression in Early Childhood, New York Association for the Education of Young Children Annual Conference, Turning Stone Resort and Casino, April 2023
  • From Empathy to Executive Function - Integrating SEL in the K-12 Classroom, 2022 SNAP-Ed NY School Wellness Virtual Symposium, August 2022
  • Coaching for Quality, New York Association for the Education of Young Children Annual Conference, Turning Stone Resort and Casino, April 2022
  • Working with a Coach: Strategies for Success, New York Association for the Education of Young Children Annual Conference, Turning Stone Resort and Casino, April 2022
  • Nature Based Learning: Developing Skills Across Competencies, New York Association for the Education of Young Children Annual Conference, Turning Stone Resort and Casino, April 2022
  • The Power of Participation: Democracy in Early Childhood Programs, New York Association for the Education of Young Children Annual Conference, Virtual Presentation, April 2021
  • Transitions: Helping Toddlers Have Easier Days, New York Association for the Education of Young Children Annual Conference, Virtual Presentation, April 2021
  • Bilingual Circle Time: Strategies for Success, New York Association for the Education of Young Children Annual Conference, Virtual Presentation, April 2021
  • Strategies for Supporting Dual Language Learners, New York Association for the Education of Young Children Annual Conference, Turning Stone Resort and Casino, April 2018
  • Letting Go of the Letter of the Week, New York Association for the Education of Young Children Annual Conference, Turning Stone Resort and Casino, April 2018
  • The Brain-Ready Classroom, New York State Association for the Education of Young Children Annual Conference, Rye Hilton, March 2017

National

  • The Power of Participation: How Democracy in Early Childhood Programs Builds Inclusive Communities and Empowers Tomorrow’s Change-Makers, National Association for the Education of Young Children (NAEYC) Annual Conference, Nashville, TN, November 2023
  • Coaching for Quality: A Framework for Success, NAEYC Annual Conference, Nashville, TN, November 2023
  • Building Resilient Communities through Participatory Practices, Natural Start Alliance Nature-Based Early Learning Virtual Conference, July 2023
  • The Power of Participation: Democracy in Early Childhood Programs, NAEYC Professional Learning Institute, Portland, OR, June 2023
  • Nature Based Learning: Developing Skills Across Competencies, NAEYC Professional Learning Institute, Cleveland, OH, June 2022
  • Launching a Nature-Based Program in the COVID-19 Era. Natural Start Alliance Nature-Based Early Learning Virtual Conference, July 2021
  • Coaching for Quality: A Framework for Success, National Association for Family Child Care National Conference, New Orleans, July 2021
  • The Power of Participation: How Democracy in Early Childhood Programs Builds Inclusive Communities and Empowers Tomorrow’s Change-Makers, National Association for the Education of Young Children National Conference, Virtual Presentation, November 2020

International

  • Can boys wear dresses? Gender Identity and Expression in Early Childhood, Australian Early Childhood Teachers’ Association Conference, Virtual Presentation, June 2022
  • The Power of Participation: Democracy in Early Childhood Programs, Australian Early Childhood Teachers’ Association Conference, Virtual Presentation, June 2021

Volunteer Experience

2024
NAEYC Professional Learning Institute
Proposal Reviewer
Reviewed and provided evaluative feedback in the areas of content, quality, and evidence-base for proposals assigned to the technical assistance (coaching, mentoring, consultation) and curriculum tracks.

2023 to Present
Council for Professional Recognition
Professional Development Specialist
When requested, conduct an observation, assessment, and evaluation of preschool teacher candidates seeking the Child Development Associate credential.

2017 to Present
National Associaiton for Family Child Care
Accreditation Observer
When requested, conduct an observation, assessment, and evaluation of Family Child Care Programs seeking NAFCC program accreditation.

2023
Zero to Three LEARN Conference
Proposal Reviewer
Reviewed proposals and provided evaluative feedback in the areas of content, quality, and evidence-base.

2019
NAEYC Professional Learning Institute
Proposal Reviewer
Reviewed and provided evaluative feedback in the areas of content, quality, and evidence-base for proposals assigned to the technical assistance (coaching, mentoring, consultation) track.

2016 to 2018
German Language School of Westwood
Board Member
Served as a voting member of the board and provided guidance on the hiring of new teachers, the establishment of policies and procedures governing the education of the children at the language school, and best practices in teaching, learning, health, and safety for the 0-5 language program.

v. 03/26/24

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