
Philosophy

About Betsy Fox
Betsy Fox has been an educator for over 4 decades, working in preschools as well as P-8 schools. After earning degrees in Early Childhood Education and Educational Administration and Supervision, Betsy worked in various roles including preschool teacher, elementary teacher, instructional coach, preschool director, P-6 principal, and K-8 head of school. She is a national trainer specializing in early learning, social-emotional learning, emergent literacy, and leadership, all through the lens of educational equity for all children and families. Betsy has designed and led early learning workforce development and quality improvement initiatives designed to support equitable and developmentally appropriate experiences for young children. In addition to working with teachers through training and coaching, she has worked with leaders to enhance their pedagogical and leadership knowledge and skills. Betsy believes strongly that the combination of strong teaching and visionary leadership helps create the best possible learning opportunities for children. To support this, she facilitates a seminar series to build early learning pedagogical knowledge of elementary school and district leaders. Betsy also assists schools and districts in creating early learning strategic plans to work towards continuous program improvement. This involves closely collaborating with various members of a district and community, then intentional coaching through the first few years of implementation.
We believe that all children have the right to equitable learning opportunities that help them achieve their full potential as engaged learners and valued members of society. (NAEYC Advancing Equity in Early Childhood Education Position Statement)
We believe:
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Child development and learning occur within a cultural context, specifically responding to the needs of each unique child
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Relationships form the basis for supporting a child’s development and learning
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Purposeful play reinforces development in all areas (language, cognition, social-emotional, and physical) as well supports the ability to problem solve and think critically
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Social-emotional development is foundational to learning and school success, as is the development of executive function competencies
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Developmentally appropriate emergent literacy opportunities provide children with experiences and materials supporting oral language and emergent reading and writing skills
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Developmentally appropriate math opportunities nurture interest in mathematics and provide building blocks to complex mathematical thinking
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Culturally relevant family engagement in children’s early learning experiences support child development and school and life success