Children's Center - Parent's Handbook

Boston College Children's Center     |     Main number:(617) 552-3356
Haley Carriage House                     |     Director:(617) 552-3089
47 Stone Avenue                            |     Emergency Line:(617) 552-0202
Chestnut Hill, MA 02467                  |      Fax:(617) 552-4284   Email:   krakow@bc.edu

Table of Contents

History and Philosophy

Program Goals

Safety

Extracurricular Activities

Registration and Enrollment

List of BC Approved Holidays

Health Policy

Children's Center Faculty

Parent Handbook
This handbook is designed to acquaint all members with the Center's current policies and procedures. The Center reserves the right, in its sole discretion, to modify these policies and procedures and to promulgate new ones. These policies reflect licensing and accreditation standards, university procedures, and agreements made between parents and the Center to make BCCC the best possible environment for children's growth and development.

History and Philosophy
Boston College Children's Center is a response to a child care need expressed by members of the University community. The program provides a high quality preschool curriculum and extended day care for children of faculty, employees, graduate and undergraduate students. When available, spaces are also offered to neighborhood residents. The Center is owned and operated by Boston College and is part of the Human Resources division of the University. The Director of the Center reports to the Vice President for Human Resources, who approves all Center policies as well as Center tuition and fees. The Center is located in the Haley Carriage House, one block from Beacon Street. This affords parents the convenience of an on-site facility, the ability to visit their child during working hours, and the beauty of a neighborhood setting.

The Center's philosophy, teachers, and curriculum support a developmental approach to learning, which is incorporated in the daily activities and schedules. The emphasis is on exploration and process, questioning, and discovering. Activities are designed to foster the physical, emotional, social, and cognitive growth of young children by encouraging them to utilize their curiosity and to experience a variety of learning media. Classrooms are divided into learning center areas with developmentally appropriate activities available for a single child or small groups of children to enjoy. Areas such as blocks, painting and sculpture, housekeeping, music, language arts, and math challenge children to learn about themselves and the world around them.

Our qualified teachers are facilitators, helping children plan, select, and explore materials in ways that teach readiness skills and concepts. Teachers are selected on the basis of their extensive experience and education in the field of Early Childhood Education. They are creative people who care about young children and are dedicated to providing an exciting and nurturing place in which youngsters can grow.

Boston College is an institution that welcomes and encourages diversity in its population and programs. The affirmative action and nondiscrimination policies of the University extend to the Children's Center's admissions, administration, and educational programs. The University welcomes all regardless of race, religion, cultural heritage, political beliefs, marital status, sexual orientation, national origin or differing ability. The Center is licensed and operates within the requirements and jurisdictions of the Massachusetts Office of Early Education and Care. The Center is also nationally accredited by the National Academy of Early Childhood Programs, a branch of the National Association for the Education of Young Children.

Program

Goals for Children
What we want for the children in our care?

to have opportunities to develop and build their self-esteem
to gain self respect and respect for others
- Which we believe children gain through mastery of tasks appropriate to their developmental level. Tasks, which are open-ended, creative, and an end in themselves.
We want children to feel special, included, accepted
To develop age appropriate fine & gross motor coordination
To gain independence through the ability to separate from parents and feel comfortable at school. Also gained through mastery of self-help skills
Ability to play and learn cooperatively through mastering appropriate social skills
Gain knowledge about themselves, others and the world around them
Exhibit self-regulation. Develop the ability to cooperate with adults and each other and/or use words and other negotiation/coping strategies
Respect others rights and property and listen to their words
Develop cognitive readiness skills and concepts that will lead to critical thinking and reasoning through studying content topics, exploring learning centers, and units that are meaningful and interesting to children
Confidence that children gain from achieving the above goals

Curriculum Development
The Center curriculum is child centered utilizing themes, projects and units to encourage learning. We strive to provide an exciting environment with opportunities for discovery, initiative, and inquiry. Developmentally appropriate activities are planned for each content area to give success and challenge to each age level. A balance between teacher-initiated and child-initiated activities is sought with emphasis on the child's choice. Materials are gathered, created, and purchased with these goals in mind.

The curriculum is based on the process of interacting with materials, environment, and peers, and not on the product of that interaction. Children are given several activities to choose from each day and a variety of activities are available throughout the week. They are encouraged to try new things, extend projects, brainstorm on solutions to problems, and verbalize about what their plan was, what happened, and how or why they got the final result. The activities are at varying levels of competence so children may challenge themselves or seek out activities that stress skills they are already comfortable with. We strive to build a learning community where children share explorations with adults, peers and younger and older children.

Each child's progress is monitored through teacher observation, anecdotal notes, and some informal testing. The assessments are provided to parents in a narrative written form and in discussion during parent conferences.

Campus School Visiting Program
BCCC has a visiting program with the Campus School, a school for children with severe and profound disabilities, located in Campion Hall. The children in the Pre-K rooms visit, and are visited by, the preschool groups from Campion and the exposure for both groups is very rewarding. This program helps the Center children overcome barriers they may have toward the disabled, and Campus School teachers notice positive effects for their children in attention span and efforts to respond to others.

Children's Center Faculty

Director	Barbara Krakowsky
Curriculum Coordinator	Karen DeRosa
Administrative Assistant	Kathy Christopher
Teacher Rm. 1	Marita Fowler
Teacher Rm. 1	Karen DeRosa
Teacher Rm. 2	Lisa I. Brown
Teacher Rm. 2	Rose Noonan
Teacher Rm. 3	Kathy Christopher
Teacher Rm. 3	Molly Kerrigan
Extended Day	Stephanie Blough

Room Assignments
BCCC is divided into three different classrooms. Children are placed according to teacher assessment of the child's developmental level, not necessarily chronological age. Parent input is important in making this decision. The age groupings are as follows:

Approx. Age	Room #	Group Name	Size	Adult/Child Ratio
2.9 - 3.3 years	3	Discovery Ducks	12	1:5
3.4 - 5.0 years	2	Explorers	15-16	1:8
3.4 - 5.0 years	1	Adventurers	15-16	1:8

Each group has a homeroom and two assigned teachers. BC work-study students, Early Childhood Education pre-practicum students, and other students are also available to each group to provide extra one-on-one interactions.

Typical Daily Schedule

8:00AM - 9:15AM	Arrival and outdoor play or free choice of table activities; clean up
9:30AM	Planning Circle (children plan and choose their morning activities) Do and Review of activities
11:15AM	Toileting and outdoor play
12:00PM	Lunch and toileting routines
12:50PM	Story time
1:00PM - 2:45PM	Rest time
2:45PM - 3:30PM	Wake-up, toileting, and afternoon snack
3:30PM - 5:30PM	Free choice and/or outdoor play

PLEASE NOTE: Center Hours are 8:00AM - 5:30PM, Monday through Friday, September to May. The Children's Center closes when University offices close. (see

for more information)

Arrival and Transition into and out of School
We request that all children arrive by 9:15 for these reasons:

Separation is much easier during a free playtime. The children have an opportunity to say good-bye and talk with their friends, etc., before class. If a child is having a separation problem, the teacher is more available to deal with it at or before 9:15, than at 9:30. Those children having difficulty will have time to settle and get some benefit from the learning time. If they come in late and are upset, work time is almost over by the time they are able to focus. We recommend a set routine for arrival; teachers are available to advise or help.
Children here early are waiting for their learning time to begin. Once circle has started, the teachers are busy and cannot greet late children and parents without disrupting the circle. Late arrivals usually distract the children from the teacher's lesson when joining the circle.
The teachers are concerned about your child's mastery of the curriculum and the skills needed for next year, especially for the Pre-K children. We all need the 9:30-11:15AM work time to really maximize your child's opportunities for learning. If a child is not here and ready to focus on the activities of the day, he or she cannot take full advantage of the planning and materials presented.

1:00PM Departure
We request that parents picking up children after lunch arrive at 1:00PM and wait in the cubby rooms; please do not leave siblings or other young children unattended or let them wander through the Center. Story time is at 12:50PM and your child will have the opportunity to participate. When story is finished, the children will come to the cubby room and the teacher will have a couple of minutes to speak with you while the rest of the class finds their cots and settles down for nap. If the teacher is not available and you would like to discuss something, please request a phone conversation.

Late Afternoon Departure
Departure time may be difficult for some children. Your child may rush to meet you on one day and resist leaving the next. We recommend a set routine each day. The teachers inform children that when parents come it is time to clean up and go home. If your child has difficulties, a routine will usually make things easier. Here is an example of a daily routine many parents find helpful:

You arrive and greet your child and the teachers, and give your child a "five minute warning" to clean up his or her project. Take this opportunity to ask the teachers any questions you might have, or to get program information from them.
Check your mailbox and sign your child out.
Take your child by the hand and check the daily activity board together. (If your child cries or refuses to leave, we recommend that you pick him or her up and continue the routine.)
Go to the cubby room, collect his or her things, and then go out the door.

A few days of a consistent routine with your child will help arrival and departure go more smoothly.

General Notes on Departure

Once you have reunited with your child and have begun departure, the teachers are no longer monitoring your child. Please do not allow your child to leave the Center ahead of you. The street and parking areas are dangerous.

Should you be delayed beyond your expected pickup time, please notify the Center so your child and the staff will know when to expect you.

Your child will be released ONLY to you or to those people you have indicated on your authorized pickup list. Please indicate the person picking up your child on the daily sign in sheet and personally notify staff of any changes. Adults authorized by you on a particular day who are unfamiliar to the staff should have picture identification to identify themselves. If this procedure is not followed, we will not release your child. Please be sure to update your authorized list as needed. This policy is for everyone's protection.

Please pickup your child at the time specified in the enrollment agreement. Staffing is planned according to these schedules. If you wish to speak with a teacher, the afternoon hours may be easier. Please check with your child's teacher for a convenient time because staff shifts end at different times each day. Please try not to plan a lengthy conversation after 5:00PM unless arranged by appointment. Staffing is minimal during the last half-hour of the school day and teachers need to close the Center promptly so they may fulfill their other commitments.

Indoor and Outdoor Play
BCCC opens at 8:00AM and children arrive until 9:15AM. Children are allowed and encouraged to use the entire Center during the arrival hour and again in the afternoon. This gives all children an opportunity to become familiar with teachers and equipment in different classrooms. The equipment is appropriate in size and difficulty primarily for the homeroom group. At 9:15AM teachers gather their groups and go to their homerooms for planned activity time.

Outdoor play is considered an important part of the day. The outdoor space has opportunities for all age groups. We try to go outdoors twice a day: in the morning and again in the afternoon. Please have clothing and outdoor gear suitable for the weather. We also go to the BC Rec. Plex when the weather is very inclement and rainwear is a necessity for the walk over and back.

Child Guidance Techniques
The teaching staff at Boston College Children's Center agrees that behavior management and self-control are necessary components of a child's education. We attempt to teach appropriate behavior through a system of modeling and logical consequences in which the child makes choices that are acceptable in the situation. Below is a menu of strategies used by teachers to assist children in these choices.

Have realistic expectations of children.
Structure environment to facilitate the atmosphere you wish to create.
Set clear and simple limits.
Be aware of body language, facial expression, and tone of voice.
- Children's cooperation is greatly influenced by an adult's demeanor.
Be kind but firm in upholding classroom rules.
Menu of strategies:
- Start each day or transition by reviewing the rules.
- Give five-minute warning before transition by using "lights out, freeze."
- Praise and model appropriate behaviors.
- Distract or divert attention from inappropriate behavior.
- Give child a choice of two appropriate actions from which to choose.
- Enlist the help of another child to elicit cooperation.
- Recognize child's feelings and stress the use of words to work out problems; model responses for children (active and passive listening).
- Offer, or have another teacher or child offer, to help a child that is having difficulty. (You may try sitting next to the child or offering to help with the problem).
- Make consequences of behavior clear and logical. (If a child is not following safety rules on bikes, give the choice of following the rules or finding another activity. If safety remains an issue, close bike riding to that child for that outdoor period and help him or her find another activity.)
- Remove child and discuss quietly how child can return to regular activities. Let child make a plan as to how they can better the situation if it is possible.
- Help child gain self-control by offering to hold him or her. Suggest the three deep breaths.
- When all else fails, separation from the group may be the most appropriate response to a child out of control. Let child determine when they are ready to return to the group if possible. A timer may also be used, but the separation should not last longer than five minutes.
- Consult with parents on the child's behavior; propose and try to set up a consistent plan between home and school to modify or change the behavior.
Continuous problems should be referred to the Director or Head Teacher.
Boston College Children's Center upholds professional standards for behavior management, which include the following restrictions [OFC listing]:
- No corporal punishment, including spanking.
- No cruel or severe punishment, humiliation, or verbal abuse.
- No denial of food as punishment.
- No force feeding.
- No punishment for soiling, wetting, or not using the toilet.

Toileting
The Center is a preschool program with an extended day. We recommend that typically developing children be completely trained before beginning the program.

Due to the physical constraints of the Centers set up, it is not an appropriate placement for a child who is not interested in potty training. For children out of diapers and in the end stages of toilet learning, the Center will offer assistance to the child in a manner consistent with the parents' wishes and child's best interest. If a child is having toileting issues, we encourage parents to have an alternative childcare plan that can be used until the child is able to use the potty. We will offer the option to delay enrollment until November 1 if necessary.
Toileting will occur at regularly scheduled intervals and children will also be encouraged to use the toilet as needed. Accidents do happen and will be treated with sensitivity. Children will be assisted in cleaning themselves and changing clothes. Soiled garments will be placed in plastic bags and sent home for cleaning. Parents are requested to replace spare clothes immediately.
Proper sanitary techniques and hand washing are stressed.
The above toileting plan does not apply to children with disabilities. An individual plan will be made according to the child's abilities, parents' suggestions, and professional recommendations.

Observations, Research, and Student Teacher Training
This Center is enriched by its association with Boston College and has a special interest in furthering the mission of the University to develop new knowledge and to train education professionals. At the same time, BCCC is not a laboratory school for the university. Student interns, field placements, and work-study students are allowed to participate in the program by arrangement with the Director. Faculty with research projects must apply to the Director. The teaching staff will review their proposals. The PAC will also be consulted on major research projects.

The Center's goal is to provide high quality preschool education and child care in a relaxed atmosphere that supports children's self-esteem and allows them to seek and discover their world at their own pace. Students and research projects are monitored and supervised. Observers will be unobtrusive. Written parental permission is required prior to a child's participation in testing or individual observation during these projects. No child will be compelled to participate if he or she is unwilling.

Professional Development
The BC Administration supports teacher training. Three days are set aside in November for this purpose, and it is necessary that the Center close during this brief period. The founding parent committees approved this program and it is now part of the Center calendar (listed at the end of this HANDBOOK). There is no fee reduction for these days; instead, the decision was made to offer families greater flexibility during the summer sessions in July and August. A child may be registered for all, some, or none of the summer sessions and tuition is charged only for those in which the child is registered. Furthermore, an academic year slot will be held at the Center for all enrolled children regardless of their summer schedules. This is a costly option for the Center and a savings for vacationing families. Many other year-round child care centers waive tuition for only two weeks during a calendar year. The Administration and PAC approved this policy in 1988 as an advantage to both Center staff and parents.

Extra-Curricular Activities

Transportation
The Children's Center does not provide transportation. Parents are responsible for transporting their children to and from preschool. We do take field trips off site. In these cases we walk, take public transportation or hire a school bus with seat belts.

Field Trips
The Center plans field trips to area museums, parks, and events that augment the curriculum's unit themes. The trips are planned well in advance and parent volunteers are encouraged to attend. The purpose of a volunteer is to converse, interact, question, and guide his or her child and one or two classmates. We do not invite siblings on trips because it is difficult for a volunteer or attend to a group if he or she is responsible for their own younger and older children.

Trips often involve admission fees. The Center covers transportation costs and we request that parents pay for admission. If the fees present a hardship for any family, please see the Director or the Head Teacher.

Transportation is via rented school bus and driver. It is Center policy to request a bus equipped with seat belts; if a bus arrives that does not have seat belts, the trip will be postponed until a bus with seat belts is made available.

All children are invited to come on all trips regardless of whether the trip falls on a regular school day for a particular child. However, due to licensing regulations and staff considerations, it is imperative that children who are not scheduled to attend BCCC on the day of a trip, be accompanied by a parent and are able to leave when the trip is over.

Parents may wish or need to transport their child themselves and may make arrangements to meet the group at the trip destination.

Since all staff are needed on field trips, no one can be assigned to stay at the Center. If you do not wish your child to go on a scheduled outing, please make alternate child care arrangements.

Recreation Complex
The Center utilizes the facilities on campus for recreational and physical education. The children may go to the gymnasium once or twice a week during winter months. During the summer program, swimming lessons with a licensed instructor are scheduled twice a week at the BC pool. The children walk to the Rec. Plex, so they need appropriate weather gear. Campus Police assist the children and teachers across Beacon Street.

Birthday Celebrations
We are pleased to celebrate children's birthdays or similar special ethnic and/or cultural days. Please inform us in advance of these events and we will be happy to assist you. Birthday parties are usually celebrated with a special food item at the end of lunch. Please be aware that many parents wish to limit their child's sugar intake and we also encourage alternatives to sweets. Your child's teacher can suggest treats that are big hits with the preschool set. A birthday breakfast with bagels, a special lunch pizza party, or muffins instead of cupcakes have all been well received by the children.

Holiday Traditions and Celebrations
The Boston College Children's Center regards the exploration of different cultural traditions and religious beliefs as an important part of education. The Center takes the position that an informed respect for other cultures and religions is the best way to counteract prejudice and its negative effects. Consequently, families are encouraged to share their cultural and religious traditions with other children and their families. Such activities should be undertaken in the spirit of enriching the Center's program and should be devoid of any proselytizing. Families wishing to share their traditions are encouraged to make arrangements with their child's teacher. The presentation needn't be long or complicated--it can be as simple as reading a favorite book or showing special decorations. The children always enjoy these activities and are enthusiastic participants. The Center has guidelines available to help you prepare a presentation.

The Center, while part of a University whose foundation and traditions are religious, requires no personal religious commitment on the part of families who are served by the Center, nor does it offer a program of religious education.

The Center incorporates into its program some holiday celebrations such as Halloween and Valentine's Day which, while they may have religious origins, are now considered a part of popular American culture.

Parent Involvement

Parent/Teacher Conferences
Conferences are scheduled for both fall and spring terms and/or upon request. Written reports are prepared in the Spring. Fall conferences assess the child's adjustment to the Center and are based on the teachers' observations of each child throughout the first months of school. Spring conferences focus on cognitive development as well as social, emotional and physical.

The conferences are an opportunity to discuss your child's progress, how the program is fitting your child's needs, and his or her development in relation to adults and peers. The child's strengths are highlighted, and parents' attention will be drawn to any difficulties or concerns the teachers may have. The teachers' comments are not intended as a judgment of a child or his or her parents; rather, the dialogue between teachers and parents provides an opportunity to help all parties assist the child in his or her growth and development. Parents are given a copy of the written evaluation prior to the Spring conference.

Parent Meetings and Special Events
Parent meetings and special events are held at regular intervals throughout the year to discuss program information and parent issues, and for social occasions. Dates and times are planned by the Director and Parent Advisory Committee with consideration given to BC and holiday schedules. All events are announced well in advance and you are encouraged to attend--they are an opportunity to have fun, meet other families, and talk with teachers.

Parents are invited and encouraged to complete a Center Evaluation form each Spring. These forms are anonymous and are used to help us respond to parent perspectives.

The Parent Advisory Committee
The PAC is a nine member group of parent volunteers. PAC members are drawn from BC employee categories, and the Center endeavors to have each category represented on the PAC; a neighborhood volunteer represents those not affiliated with BC. In 1994, the PAC approved a new category of "other" to allow the spouse of a BC employee to serve on the committee.

The role of the PAC is consultative, not legislative. Its primary purpose is to offer advice to the Director on matters of importance to the Children's Center. These matters include but are not limited to: major policies and procedures of the Center; anticipated increases in tuition or fees; planning of special events; selection of staff; and parental development programs. The Committee plans and runs family social events and fundraising events for the Center. The PAC is also a channel for parents' reactions to the Center's programs and policies.

PAC meetings are held monthly and are conducted by the Committee chairperson who sets the agenda and provides a summary of meetings to parents. The Director plays an active role in meetings, submitting a Director's report, presenting issues for advice, and providing background on topics being discussed by the Committee.

PAC members also serve as classroom liaisons. Each liaison is assigned a specific number of families to call in order to disseminate information or assist in getting responses for events.

University Resource Committee
A University Resource Committee is also available to the Center. Department liaisons from within the Schools of Education and Nursing and the Psychology Department (and others as needed) have volunteered to be available to the Center for advice, projects, and resources. These individuals will be utilized by the Center staff and/or Advisory Committee as resources and to augment program quality.

General Policies

Appropriate Communication and Physical Contact
BCCC is committed to values that respect individual rights as well as the rights of the group. It is expected that all communication and contact between adults and children or among adults will be respectful and appropriate at all times. The Center fosters these values as follows:

We discourage discussions of children's behavior in the child's presence. Teachers want to listen to parents' concerns or information, but request that sensitive issues be addressed in a private conversation. This also applies to any difficulties between adults. If a discussion is needed or a conflict arises, please arrange a time and place away from children to address the issue. Upstairs offices and the staff room are available alternatives. Caring for your child is a team effort and problems need to be handled in an atmosphere of mutual cooperation with the goal of finding mutually satisfactory solutions. Children need to see parents and teachers working as a team and in agreement. This fosters their comfort and security. The Director should be informed of any serious issues that remain unresolved.
We use language from a "Safety" curriculum that empowers children to verbalize their feelings and also helps them respect the feelings of others. When adults are interacting with children they acknowledge feelings, explain decisions simply, and enforce rules equitably. Adults physically interact with children only with their permission, unless there is a safety issue. Children are also taught to seek permission before touching a child or adult. Teachers model coping strategies for children having conflicts. Using words and seeking compromises are presented as appropriate ways to solve problems. Physical aggression is not allowed and hurtful words are discouraged.

Daily Routines

Morning Arrival

The Center opens at 8:00AM. If you arrive before that time, the opening teachers may be in the building preparing for the day. If you enter the building early, please stay with your child until 8:00AM when the teachers open the Center. We recommend that you set up a routine where you help your child put his or her things in the cubbie, sign in, put the lunch away, enter the classroom and assist your child in selecting a toy, etc., and then tell your child when you will be leaving (for example, in five minutes). When it is time to go, tell your child you are leaving and offer to say good-bye to them where they are, or at the good-bye window. If your child is having difficulty separating, you can signal a teacher for help and one will assist you. If your child is upset when you leave, call us when you arrive at work and we will let you know how he or she is doing.

When you enter the Center, after 8:00, there will be staff on hand in an open classroom to greet children and ease them into a game or activity. Please be sure your child is safely into the open classroom before leaving and that a teacher knows he or she has arrived. Please allow yourself enough time to sit with your child if necessary on the first few days of attendance. When you are ready to leave please say good-bye to your child.

Arrival time is very busy for teachers. Please feel free to communicate necessary information at that time, but please refrain from lengthy conversations and/or discussions. Matters that will require more than a few minutes can be discussed at a mutually convenient time for parents and teachers; the staff will try to accommodate these requests at the earliest opportunity.

Please arrive before 9:15AM to ensure your child reaps the full benefit of the class curriculum, which begins at that time. As noted above, timely arrival is critical to a smooth transition between home and school. It is also necessary for a professional teaching environment for children and staff.

Traffic Pattern

The required car approach to the Center is Beacon St. to Lawrence Ave. to Lee Rd. with return to campus by the same streets. It is imperative that this route be used in the interest of positive community relations. Upon arrival please park on the right side of the U drive which is beside the Center on Lee Rd. (Newton Police ticket the left side; they consider it a sidewalk). Parents often ask the Center to intercede with the City of Newton regarding parking tickets, potholes, street signs, and the like. Please understand that the Director and teachers at the Center DO NOT receive any special considerations from the City. A resident is in a much better position to make a request and get results.

Visiting
The Center has an open door policy and we encourage you to visit, make presentations to the children, and/or have lunch with your child. If you would like to present a tradition, hobby, or skill, please discuss it with your child's teachers.

Until children are accustomed to visits, they will often change their behavior when their parent is in the Center. Visiting parents should try not to interrupt the classroom routine and should encourage their children to continue to abide by the rules of the classroom. If you are unclear about the routine or rules, please ask the teachers for clarification. If your child is having difficulty with your visit, teachers will make suggestions to ease the situation. We want your visit to be pleasant for you, your child, and the class, and we will make every effort to assist you.

Your child may not want you to leave at the end of your visit. This is very common and stress may be avoided by preparing your child for the first few visits. On the day you plan to come, explain to your child when you are coming, how long you will stay, when and where you are going when you leave, and when you will return. The separation problem will diminish quickly if you are very positive about your planned visit and follow through with your routine each time.

Once your child has adjusted to the Center and your visits, dropping in when you have a free minute should not be a problem.

Nutrition Program
The Center will provide nutritious morning and afternoon snacks, each consisting of two of the following items: bread, fruit, vegetable, and milk. PLEASE NOTE, THE CENTER POSTS A MENU OF DAILY SNACKS NEXT TO THE PARENT BOARD ACROSS FROM THE REFRIGERATOR. We ask that the children's lunches contain items from the main food groups; foods with high salt or sugar content are discouraged. Finger foods such as sandwiches and fruits or spoon foods such as yogurt and applesauce are good choices. Please cut foods such as: grapes, hot dogs, melon etc. lengthwise not circular) to avoid choking. Lunches cannot be cooked or heated; hot foods may be packed in a large-mouth thermos. Soups, pastas, and chili are some of the items that children enjoy and are easily kept warm in a wide top thermos. Lunches are refrigerated until they are served; a hot thermos should be placed on top of the cubbie. The Center provides milk at lunch.

The Center teaches conservation and recycling as part of our everyday routines. Parents can support this by using recyclable containers for lunches instead of foils, wraps, and plastic baggies. Please label the containers and we will be sure they are returned each day.

Please inform the Center, in writing, of any food restrictions or allergies. These should be noted on enrollment forms and medical reports. If your child has an epi-pen, please supply one that may be kept at the center.
This year we have 2 children with peanut/nut allergy. There is the possibility of a severe reaction. We request that any treats brought into the school be labeled with ingredients so we may protect these children from any peanuts, nuts or nut products. Thank you

Rest Time
There is an afternoon rest time from 1:15 until 2:45PM. Children are asked to rest but are not required to sleep. Story tapes and/or soft music are played, and books and/or quiet activities are offered to those not asleep after 45 minutes. The Department of Early Education and Care requires full day programs to provide a rest period and the Center staff agree that young children need this time. Just as we do not require children to sleep, we will not encourage children to remain awake. Your child's own needs will dictate whether he or she sleeps during the day.

Afternoon Departure
Once you have reunited with your child and have begun departure, your child is no longer being monitored by the teachers nor are they responsible. Please do not allow your child to leave the Center ahead of you. The street and parking areas are dangerous.

Should you be delayed beyond your expected pickup time, please notify the Center so that your child and the staff will know when to expect you. Please do not leave a message; use the emergency line, option 1 on the menu or 552-0202 to report late pickups to a staff person.

Phone Procedures
The voice mail system in use at the Center is designed to enable parents to convey important information to the teachers and Director without unduly disrupting the classrooms, and to leave messages for the teachers which they will return at the earliest opportunity.

Any parent with information that needs to be relayed quickly, such as a change in pickup time, a change in who is picking up a child, or a temporary change in location and phone number, should use the emergency line option in the voice mail menu.

A parent who wishes to speak with a teacher about a matter that is not urgent should use the appropriate voice mailbox to leave a message for the teacher. Messages are checked throughout the day and are returned as quickly as possible.

Telephone Auto Attendant

The main number for the Center is 552-3356. This number will give you an auto attendant who will direct you as follows:

Hello, you have reached the Boston College Children's Center.
If this is an emergency call, please press 1 now.
If you would like to speak to the Director, press 2
To leave a message for Rm.1, press 3
To leave a message for Rm. 2, press 4
To leave a message for Rm. 3 press 5
To reach Karen DeRosa press 6
If you have a rotary phone please stay on the line and you will be connected.

You may also dial Barbara Krakowsky directly at 552-3089 or Karen at 552-3088.

Late Policy
The late policy outlined below will be followed in non-emergency situations that result in children being picked up after the Center closes (5:30 PM during the academic year, or 3:30 PM on Fridays during early release late-May through August). The policy is nonnegotiable and was reaffirmed unanimously by the PAC in 1995.

In the event of a late pickup that is not the result of an emergency, a late fee of $1.00 per minute will be assessed. The teacher and parent will note the time of departure in the logbook, and parents will be required to sign out to acknowledge the time. A note requesting payment of the late fee will be sent the following day by the Director. Prompt payment is expected.

After three late pickups the fee will double. Chronic lateness will require a meeting with the PAC.

If you know you will be late, for whatever reason, please call the Center, using the emergency line 552-0202 so the teachers and your child will know when you are coming. Without information, the staff will be compelled to involve your designated emergency contact in the situation, often needlessly.

Most of the teachers have evening commitments, including their own childcare pickups, second jobs, classes, or carpools. Late departure hampers them in meeting these obligations.

The Director and teachers are aware that emergencies do occur and these situations, when brought to the attention of the staff, will be dealt with on a case-by-case basis.

Storm Closings or Delayed Opening
The Boston College administration will try to get information on radio WBZ (1030AM), WRKO (680 AM) and WBMX (98.5 FM) and on TV News 4 and Channel 5's Eye Opener News by 7:00AM. It will also be recorded on 552-INFO. The Center's policy in the event of storm closings or delays is as follows:

1. The Children's Center will be closed when University offices are closed.
2. The Center will delay opening until the time designated by the University.

In the event that you arrive at BC before the scheduled opening time, please keep your child(ren) with you until the hour appointed by the University. Although some teachers might arrive early, the Center cannot accept children before the University opening time. It is not possible to anticipate when other commuting staff will get here and we do not want to create a safety issue or violate licensing standards by having too many children with too few staff.

Health Policy

Illness
Please notify the Center as soon as possible if your child will not be attending school for a day or for an extended period of time. Teachers should be informed of injuries or illness so they may provide the best care for your child and others.

The Center requests that children not be brought to school if they are running a fever of 100 degrees or higher, are expressing illness-related distress or discomfort, or have had diarrhea or vomiting within 24 hours. These are contagious conditions and will infect other children. There are many other childhood conditions that are contagious and require exclusion. These include, but are not limited to, chickenpox, severe colds, conjunctivitis, impetigo, lice, and strep throat. If your child displays symptoms of any of these conditions during the day, the Center will request that a parent or authorized adult pickup the child as soon as possible. If parents cannot be reached the Center will call the emergency contact. Your emergency contact must be someone who is available in case of mild illness, is willing to care for your child under conditions such as a mild fever, vomiting etc., and has transportation to the Center.

Children taking prescription medication such as antibiotics for contagious illnesses/conditions must be on them for a full 24 hours before returning to school. Children sent home from school with vomiting, diarrhea or fever must be free of these symptoms for a full 24 hours before returning to school. This gives the child a rest period to recover and limits the spread of illness to other children.

Emergency Procedures
In the case of a health emergency, the Center adheres to the following procedures:

Dial BC Police at ext. 2-4444 and explain the nature of the emergency. The EMT on duty will come and assess the child and/or call the ambulance.
One staff member will attend the child while a supervisor retrieves his or her record and calls a parent. It is the parent's responsibility to update the center's emergency contact numbers.
In a life threatening situation, BC Police or an ambulance will transport your child to the closest hospital. The ambulance decides which hospital. It is usually St. Elizabeth's or Children's. Once stabilized, a child may, at the discretion of attending medical personnel, be transferred to another hospital.
A staff person who witnessed the emergency situation will accompany the child to the hospital, bringing records and all parent permission forms.

Medications
Medications will be dispensed only with physician and parent authorization.

Prescription drugs will be dispensed by teachers if a medical authorization is signed by the parent(s) and if the medicine is in its original container with the prescription label attached.

Nonprescription drugs must be authorized in writing by a doctor in order to be dispensed by teachers. Parents may come to the Center to dispense nonprescription drugs to their children. We request that these drugs be used for minor cold symptoms only and not to mask a fever, severe coughs, or active diarrhea.

Topical creams, sunscreen, and insect repellent may be dispensed with written parent authorization.

Safety
BCCC is licensed and inspected by the State of Massachusetts and the Office of Child Care Services, the Boston College Safety Office, and the NAEYC Accreditation committee. These inspections ensure that all health and safety codes are met and that the Center adheres to quality program guidelines in areas such as teacher requirements, curriculum, and administrative practices. All staff members are trained annually in child CPR and other basic emergency procedures.

In accordance with Massachusetts law, the faculty of the Children's Center fall under the mandated reporting laws that address Child Abuse and/or Neglect. These laws also address "endangerment" or "failure to provide a safe and secure environment". Teachers are bound by law to report suspected physical or sexual abuse of a child, or conditions of endangerment/failure to provide a safe and secure environment. An example of endangerment would be a parent or guardian driving a child to or from school while under the influence of an intoxicating substance. This would be a condition of endangerment for the child, parent and other drivers.

If any serious situation should arise, the staff of BCCC will act in accordance with the law and the policies of the University. DSS has disseminated guidelines regarding signs of child abuse/neglect. Boston College has institution wide policies regarding the "Use of Alcohol at Boston College" and a "Drug Free Workplace" that address alcohol and substance issues and these are available on the BC web site.

Building and Playground Inspections
BCCC has a standing work order with the Carpentry Shop of Buildings and Grounds to inspect the playground and inside equipment on a monthly basis. The Work Order Center, which arranges for necessary maintenance, will also track our work orders and ensure they are processed quickly.

Toy Policy and Policy re: Dangerous Objects
BCCC is intended to be a safe place for children to learn and play. During children's visits to the Center and at the beginning of the school year, teachers observe children to identify those who may still mouth toys. We request that parents of children who are still mouthing toys inform us of the possibility verbally and on their intake history form. The toys in room 3 are screened for choking hazards, and children who are identified mouthers are carefully watched and offered appropriate toys when playing outdoors or in other classrooms. If you bring an infant or toddler into the Center, please be aware that items that are safe and appropriate for preschool children can be a danger to younger children. We ask that you monitor your younger child closely while dropping off or picking up your preschooler. We also request that your child leave at home those things that might pose a risk to others.

In order to minimize the chance of injury, items that are proven safety risks will not be allowed in the Center. These include, but are not limited to:

coins and latex balloons which, if swallowed or aspirated, are extremely dangerous.
guns and other war toys which are considered inappropriate and frequently lead to aggressive behavior.
transformers or toys with very small parts or projectiles.

Registration and Enrollment
The Center accepts children ranging in age from 2 years 9 months through 5 years. Priority for enrollment goes to current members, siblings of current members and/or Center alumni, and BC-affiliated applicants. Available spaces are filled via a lottery. Contracts for child-care run for the length of the academic year (September-June), with optional summer enrollment during July and August.

Continuing Enrollment
Current members of the Center will be given first priority in enrollment for the upcoming school year. Requests for enrollment must be processed prior to January or the space will be considered available for the lottery. Summer registration is held during the same period. Space will be held for the fall term even if the child attends none of the summer sessions, provided all enrollment requirements are met on time.

New Applicants
Registration for new members is held in January and February for the summer and fall terms. In January, a lottery process is used to select BC-affiliated applicants for the available spaces. Registration for the lottery takes place beginning in November for the following calendar year. The deadline for inclusion in the lottery is early January of each year. The lottery is held January 15th. Lots are drawn according to employee category to allow all areas of the University access to the Center. When selection is complete, appointments are made for an initial visit with the parents of those children selected. This meeting takes approximately 45 minutes and affords the parents an opportunity to see the facility and meet the teachers.

At the end of the intake interview the parents are asked if they wish to continue the enrollment process. The next step is for the child to visit the Center. If either of the legal parents or guardians has not attended the first meeting we request he or she come to the visit. During the visit, the Center staff attempts to evaluate the child's readiness for preschool. Parent input on this matter is very important, especially with the two-year-olds. The final step is to process the enrollment documents noted below. These documents are required prior to enrollment. New members can register for summer sessions on a space-available basis, but will be guaranteed a space in the fall if all enrollment procedures are completed on time.

Summer Program
The Center offers a summer program for those parents choosing year-round childcare. The program is recreational in focus with outdoor activities, swimming lessons (depending on pool and staffing schedules), and field trips. Enrollment options are listed under the Tuition Policy.

Boston College has traditionally offered early release to its employees on Fridays from the last week in May to the last week in August. This practice is expected to continue. During this period the University closes at 3:00PM. The Children's Center will close by 3:30PM when this schedule is in effect.

Documentation for Enrollment
The following documents are required for enrollment:

A copy of the child's birth certificate.
All BCCC enrollment forms signed & dated by the parent(s) or legal guardian(s).
State Medical History form including proof of immunizations, lead screening, Hepatitis B vaccine for children born after 1/1/92, chicken pox vaccine or date of illness for all children entering school.
Any special documents or information referring to legal custody, family arrangements, health conditions, etc.
Verification of income if a parent is a Boston College employee or graduate student applying for subsidized full-time care.

Referrals
Concerns regarding a child's health or development will be brought to the immediate attention of the parents. The Center will document the observations and concerns regarding the child and convey these to the parents. With the parents' consent, the Center will assist in arranging for a consultant evaluation or other services available through the University (for employees) or ask parents to seek outside public or private resources. Any referrals will be followed up by the Center, with the parents' consent.

Families applying to the Center are asked to provide as much information as possible about their child's needs to enable the child to participate fully in this program setting. If, after exploring the options, it is determined that the Center, even with reasonable accommodation, is not the best placement for a child, the parents and Director will work together to find appropriate referrals.

Probationary Period and Termination
Upon entering the program, there is a probation period of four weeks for each new child. This allows for a period of adjustment for the child, the family, and Center staff. If there is difficulty with adjustment, or the child has needs the Center is unable to accommodate, the parents will be consulted and appropriate procedures and referrals offered. These will be presented to the parents in writing, and meetings will be arranged to explore alternatives.

The Center retains the right to terminate, at its sole discretion, the enrollment of a child throughout the probationary period. Any decision to discontinue service will occur within four weeks of entrance into the program unless the Center agrees to extend the probationary period in an effort to maintain the child at the Center. It may also be necessary to review the placement of a current member within the context of some of the circumstances outlined below. Any termination will be documented in writing, and depending on the issue, parents will be given a reasonable period of time (2-4 weeks) to make alternative arrangements. (Financial adjustments are addressed under the Tuition Policy.) Reasons for termination include but are not limited to the following:

The purpose of the termination policy is to acknowledge that all children are not ready for formal education and group care at the same age. Some children become emotionally upset for extended periods of time due to separation or other issues. This resistance on the part of the child will often disappear with maturity. The child may easily enroll a year later without incident. In these cases, during the probation period, we try shortening the child's day and/or changing the scheduled number of days in an effort to help the child adjust. If the child continues to be upset, the Center will recommend another six months at home or a home care setting as possible alternatives.
The Children's Center has a developmental approach to child guidance techniques. Our expectations are appropriate for the child's age and stage of growth. Some children display aggressive or uncooperative behaviors, which pose a threat to themselves or others. For the protection of the child and other children, these situations must be addressed quickly. Consultation with the parents and available resources will be offered and utilized. If the child's behavior continues to be a safety concern, the Center will assist the parents by providing referrals.
Toilet training is sometimes an issue for entering children. The Center, due to its physical constraints, is not an appropriate facility for children who are not using the potty. We will work with parents of children who are having difficulty in toilet learning. The Center will also allow a delay in enrollment up to November 1 for completion of potty training. The toileting recommendation does not apply to children with special needs.
The Center tries to fully orient parents to our program. Philosophy, policies, procedures, and curriculum are explained in depth during the intake interview, in this PARENT HANDBOOK, and during pre-enrollment visits. It is assumed that when the child begins school, the parents are comfortable with the Center's policies and agree with its philosophy. If it becomes evident that the parents do not agree with the Center's philosophy, policies, procedures, and/or curriculum, and a resolution is unattainable, the Center will require that the family seek a setting that is compatible with their practices.
The Center recognizes that some families live apart due to a variety of circumstances. The Center staff is sensitive to the needs of children in these situations and will try to support them. It is also important that the teachers are able to have positive relationships with all parents interacting with the Center. The Center staff sees its role in partnership with parents, as nurturers and educators, and feels strongly that teachers and other staff should not become involved in any family controversy. The center will provide referrals to assure a resolution of any controversy affecting the operation of the Center or the teacher/child/parent relationship.
The Center requires that families living apart work out mutually agreed upon, or have legally provided, plans for their child's care and that they present these plans to the Center in writing. Agreements must be in place so that we may all serve the child's best interests. If the custodial parents cannot agree on the care and treatment of their child, the Center cannot accept responsibility for that child until a plan is in place that is acceptable to both the custodial parents and the Center. If a written legal resolution is needed, the Center requires a document that clearly defines who is authorized to make decisions regarding the child's care and education. The Center would then require from the authorized person, a written plan and reasonable procedure to follow regarding the care and treatment of the child before accepting responsibility to care for that child.

Child's First Day
The following CLEARLY LABELED items are to be maintained at the Center at all times:

A complete set of clothes (underwear, socks, pants, shirt, and sweater or sweatshirt).
Customized cot blanket and pillowcase, to be purchased from the Center at cost ($30.50).
A favorite stuffed toy for rest time (optional).
A toothbrush and toothpaste for dental hygiene.
A picture of child's family to keep at the Center, which often helps with the transition from home to school.
Appropriate outdoor clothing. Jackets with working zippers and buttons.

In winter, jackets, snow pants, insulated water-proof boots, mittens & hats are required.

Treasures from Home
Transitional objects often help children adjust to or feel safe in a new environment. Preschoolers often hold stuffed animals, dolls, and blankets dear. We ask you to consider several factors when helping your child choose appropriate "treasures" to bring from home.

Items should be able to fit into a child's cubby.
Items should not present choking hazards or encourage aggressive behavior (war toys).
Please label all "treasures".

School Attire
Please dress your child in durable, casual clothing with a consideration for the weather. Clothing they can manage independently in the bathroom is recommended. An outdoor playtime will be scheduled every day possible. We walk around the neighborhood or to the campus recreational complex during inclement weather. Please have rainwear and boots available. Children play freely at BCCC. Please dress your child in clothing that can get messy. Experience brings with it the following recommendations:

Socks and tie shoes or sneakers are best for walking, running, and climbing.
Water-proof insulated boots, hats, mittens, and/or snowsuits are required for winter.
Boots and rain gear are needed for storms and showers.
A bathing suit and towel in a waterproof backpack (not carrybag) are necessary for summer sessions.

Please NO SANDALS or JELLY SHOES!

Tuition Policy
BCCC tuition rates vary according to schedule. The director will communicate current tuition rates. Call 552-3089 for further information.

Full-time

Applicants, who are full-time, permanent employees of Boston College may apply for additional assistance based on family size and gross family income. This sliding scale is for family incomes under $72,000.
Graduate students with a gross family income under $35,000 may apply to a separate subsidy program.
Subsidies apply first, to full-time childcare and if funds are still available part time children will be considered. Decisions are prioritized on a need basis.

Part-time

Part-time childcare is available when scheduling permits. Full-time applicants are given first consideration for openings. Part-time tuition rates vary depending on the individual schedule.
Alternate schedule requests by BC employees will be accommodated whenever possible. Tuition will be at a reduced rate according to the number of requested days.

All Applicants

All applicants will be asked to sign an enrollment agreement for a minimum of 10 months, September through June 30. Faculty and graduate students may request a nine-month option. This must be done on the original enrollment agreement so that Center tuition revenue may be calculated appropriately. Reimbursement will not be made for a regular 10-month contract.
One month's non-refundable advance payment will be requested upon enrollment. This advance will hold a space for the child in the fall, and will be used for your new contract's first month's tuition. All members are required to make this advance payment when they sign their contracts each year. All withdrawals must provide a one-month notice and be submitted in writing to the director.
Tuition for a second child is reduced "20%". This reduction applies only to BC-affiliated families.
Tuition is not decreased for holidays, vacations, early release days, training days, or absences.
All accounts will be billed by an automatic debit to your designated checking or savings account. Tuition is debited the 3rd of each month or the next business day if the 3rd falls on a weekend. Should the debit not go through, services will be withheld until a payment is made by money order and the account is up to date.
Summer enrollment may be continuous or scheduled by two-week sessions. Current tuition rates apply but are billed and paid only for the sessions enrolled. Payment is required for the sessions enrolled regardless of attendance.
Should the Center Referral or Termination policies be applied, the tuition rate will be pro-rated and any adjustments will be returned promptly.

BCCC School Calendar
The school term begins Tuesday, Sept 4, 2007. The Center is always closed the last week in August for training and building repairs. The Center adheres to the University business-closing schedule.

List of Holidays or Closings for 2007 - 2008
July through December 2007
July 4, 2007	Wednesday	Independence Day
** August 24, 2007	Friday	Early Release 1:00PM pickup
September 3, 2007	Monday	Labor Day
October 8, 2007	Monday	Columbus Day

November 22, 2007	Thursday	Thanksgiving Day
November 23, 2007	Friday	Day after Thanksgiving

* November 7, 2007	Wednesday	Staff Training NAEYC Conference
* November 8, 2007	Thursday	Staff Training
* November 9, 2007	Friday	Staff Training
Holiday Break Monday through Wednesday 12/24 - 12/26. 2 personal days are available through Jan 31. The center will poll parents regarding using floating holidays 12/27 & 12/28
January through May 2008
January 21, 2008	Monday	Martin Luther King Day
March 21, 2008	Friday	Good Friday
April 21, 2008	Monday	Patriot's Day Friday
May 23, 2008	Friday	Possible start of early release Fri.
May 26, 2008	Monday	Memorial Day
*June	Friday	Transition day to summer program
June, July, and August	Fridays	Univ. 3:00PM early release Center closes at 3:30PM
Center is closed but it is a regular workday at BC. Please make alternate child care arrangements. *Center furniture and all materials need to be moved out for painting.

2008 BCCC Summer Camp dates: June 30, to August 22, 2008 at 1:00PM.

Fall class begins 9/2/08.

Also please note that BC will sometimes give an early closing the day before a holiday. On these days the University closes at 3PM and the center closes at 3:30PM.

The above is a listing of the official University holidays and the Children's Center closing schedule. BCCC closes when University offices close. Information concerning emergency closings or delayed opening of Boston College offices will be broadcast, between 6:30 and 8:30 AM, on radio stations WBZ, (1030AM), WRKO (680AM), and WBMX (98.5FM), and on TV News 4 and Channel 5 Eye Opener News. For direct access to the University's emergency closings, please dial 552-INFO. Mid-day storm closings will be communicated as stated above, through University departments, and by phone calls. If a storm is expected or in progress, please check in with us if you are not available by phone.
Also please note that BC will sometimes give an early closing the day before a holiday. On these dayst the University closes at 3PM and the center closes at 3:30PM.

Boston College Children's Center Faculty

Director	Barbara Krokowsky	Teacher Rm.2	Lisa I. Brown
Assistant Director	Karen DeRosa	Teacher Rm. 2	Rose Noonan
Teacher Rm. 1	Karen DeRosa	Teacher Rm. 3	Molly Kerrigan
Teacher Rm. 1	Marita Johnson	Teacher Rm. 3	Annmarie Lee
Extended Day	Stephanie Blough

Boston College Children's Center Faculty

Barbara Krakowsky	Director
BA degree from Northeastern in Secondary Education	1973
M.Ed. from Rhode Island College in Early Childhood Ed	1979
Post grad credits from BC and BU in Ed Administration	1989-90
Ongoing training	1990-
Executive Board of USA Child Care (National Advocacy Org.)	1997-
Experience:
Preschool/Child Care Head Teacher	7 years
Director 1983 to 88	5 years
Hired to start up BC's program in 1988
Director	20th year
Parent of Cory, age 13

Karen DeRosa	Assistant Director/Teacher pre-k (Rm. 1)
BA degree from Stonehill College in Early Childhood Ed.	1991
MA from BC in Human Development & Ed. Psych	1994
Ongoing training	1992-
BC Instructor for Early Childhood Education	2005-
Experience:
Kindergarten Teacher	1 year
Toddler Teacher	1 year
Preschool Teacher BCCC	15th year
Parent of Nicholas and Christopher, ages 10 & 7

Teachers

Stephanie Blough	Extended Day/float teacher
BA candidate in Special Education	1997-2000
Pima Community College, Tucson, AZ
MassBay and BC coursework in ECE	2000-
Experience:
BC Campus School Teacher	1 year
Exceptional Education Teaching Assistant	6 years
After School Program Leader	3 years
BCCC	7th year

Lisa Iapoce Brown	Teacher Young Three's (Rm. 2)
BS Elem/Primary Ed from Wheelock	1990
Grad Work in Language Acquisition and Educ. for the Deaf @ BU	1994-6
Integrating Language Arts @ Framingham State	1996
Ongoing training	1998-
Experience:
Preschool Teacher	4 years
Toddler Teacher	3 years
Preschool Teacher with BCCC	10th year
Parent of Miles, age 7

Katherine Christopher	Teacher Pre-k Rm. 3/Admin. Assist
BA degree from Mt. Ida College in Early Childhood	1996
Graduate Program @ Lesley	1998-
Ongoing training	1994-
Experience:
Preschool teacher	1 year
Preschool Teacher BCCC	9th year
Parent of Brianna

Marita Johnson	Teacher/pre-k (Rm. 1)
BA degree from University of Vermont	1995
MA from Lesley College in Early Childhood Ed.	2000
Ongoing training
Experience
Associate Teacher, Kindergarten Belmont Day School	1 year
BCCC	8th year

Molly Kerrigan	Teacher/ Discovery Ducks (Rm. 3)
MA from BC - Early Childhood Specialist
BA in Psychology Hope College, MI
Experience
Early Childhood Coordinator, BCSOE	2 years
Adjunct Instructor, Fisher College	2 years
Pre-K teacher@ BCCC	11 years
BCCC (returning to BCCC after 5 yrs.)	5th year
Parent of Ben and Ryan, ages 13 & 6

Annmarie Lee	Teacher (Rm. 3)
BA candidate at Lesley University
Experience:
Teacher Pre-k at Westwood Children's School, Tobin School and Norwood Early Learning Center	7 years
BCCC New Faculty Member	Fall 2007

Rose Noonan	Teacher pre-k (Rm. 2)
Degree from Carysfort College of Education, Ireland	1973
Coursework @ Lesley College
Ongoing training
Experience:
Teacher, Pre-k & K, John Hancock Child Care	10 years
BCCC	8th year
Parent of Isabella, age 14