Trying Together Names Lifesteps’ Resource Development Specialist as July Advocate of the Month

News

July 28, 2026

Trying Together Names Lifesteps’ Resource Development Specialist as July Advocate of the Month

Trying Together has selected Julie Thumma, the resource development specialist at Lifesteps in Butler, as its July advocate of the month.

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Lifesteps is an independent, nonprofit, human services agency assisting families with challenges at various stages in life. The agency works to meet the needs of the community by helping children, families, older adults, and individuals with intellectual, developmental, or physical disabilities lead better lives — offering care and support through family‑focused services and programs. 

Thumma said that her journey as an early childhood advocate has been shaped by her professional experiences and personal life.

“Every step along the way has reinforced my belief that the earliest years of a child’s life are among the most important – and that the people who care for and educate young children deserve to be supported, valued, and connected,” she said.

Julie Thumma appeared on the Butler Buzz podcast in April to discuss the Week of the Young Child.

Thumma earned a degree in social work and then became the director of a child care center, but she had little preparation in business management or early childhood education. She soon realized that many professionals in the field faced the same challenges.

“They were expected to lead programs, support families, and provide high-quality care while often working in isolation and with limited resources,” she said. “I also saw the disparity between the tremendous value of their work and the recognition and compensation they received. Those experiences inspired me to advocate for the early childhood workforce and for stronger systems that support both educators and children.”

Thumma said her advocacy has been shaped by her career at Lifesteps. For the past 25 years, she has served as the coordinator of the Butler County Early Care & Education Council, a countywide collaboration that brings together leaders from preschool programs, early intervention, human services, and school districts. The council assesses the community’s early childhood systems, shares resources, and develops projects that strengthen the continuum of education from birth through third grade.

In 2008, her advocacy became more personal when she became a mother in need of full-time child care. She experienced firsthand the importance of finding affordable, high-quality care. At the same time, Pennsylvania was implementing Keystone STARS, and she worked in Butler County to help support its implementation.

“Seeing those efforts through the eyes of both a parent and a former child care director strengthened my belief that positive, high-quality learning experiences provide the foundation for lifelong success,” she said.

As her child approached kindergarten, she also experienced the uncertainty that comes with the milestone. This helped to deepen her passion for helping families, early learning providers, and elementary schools to work together to create smoother transitions into school.

“When children experience continuity between preschool and kindergarten, families feel more confident, teachers are better prepared, and children begin school ready to thrive,” she said.

Ashley Harland, Trying Together’s early childhood policy manager, said she met Thumma through her role at the Butler Early Care and Education Council. 

“Julie gets it,” Harland said. “She understands the critical role of early childhood education (ECE) in the life of a child; she knows that parents rely on high-quality ECE; and she is devoted to elevating the professionals that work in ECE.”

How to Find Professional Growth Opportunities Through Trying Together

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How to Find Professional Growth Opportunities Through Trying Together

Trying Together offers a variety of professional growth opportunities through the Institute for Early Childhood Career Pathways, including public in-person and virtual courses and custom professional development options.

Fall 2026 Professional Development Catalog

Trying Together recently released its Fall 2026 Professional Development Catalog, which is designed to help early educators find professional growth opportunities that are aligned with their career goals by providing key course details and credentials.

This fall’s offerings include 58 classes across nine categories that include:

  • Assessments and Supportive Services (Early Intervention)
  • Child Development
  • Classroom Environment
  • Curriculum Development
  • Family and Community Engagement
  • Guidance and Behavior Management
  • Health and Safety
  • Justice, Equity, Diversity, and Inclusion (JEDI)
  • Professionalism and Program Organization

Courses cover everything from Ages & Stages Questionnaires® and the exploration of P.R.I.D.E. (Positive Racial Identity Development in Early Childhood) principles to offerings that examine classroom de-escalation, integrating social-emotional learning in classrooms, and effective lesson planning.

To learn more about courses offered by Trying Together, check out its updated PD catalog.

Upcoming Professional Development Offerings

Trying Together has a variety of professional development courses – both in-person and online – available in the coming months. Some upcoming courses include:

To see a full list of professional development course offerings, check out Trying Together’s events calendar.

How to Request Custom Professional Development

Those interested in custom professional development can submit requests to Trying Together for in-person and virtual opportunities.

Requests must be submitted at least eight weeks before the preferred start date by completing our custom professional development form. For questions, email learning@tryingtogether.org 

Expanded Professional Development in Counties in Southwestern PA

Trying Together has expanded its professional development offerings to provide in-person learning opportunities in Westmoreland, Fayette, Greene, Beaver, Butler, Lawrence, and Washington counties.

Over the next year, the following courses will be available in those counties:

  • Everyday Interactions Matter
  • Overview of Developmentally Appropriate Practice for Children Birth-Age 5
  • Active Supervision for ECE Programs
  • Addressing Challenging Behaviors in the ECE Classroom

An additional course, Positive Guidance Strategies to Facilitate Social and Emotional Development, will be available in Westmoreland County in August. 

Those who are interested in having Trying Together provide in-person professional development opportunities in Armstrong or Indiana counties should email learning@tryingtogether.org. 

A full list of professional development courses offered outside Allegheny County can be found in Trying Together’s events calendar.

UnConference: Ordinary Moments, Meaningful Connections

News

July 24, 2026

UnConference: Ordinary Moments, Meaningful Connections

Trying Together will hold its UnConference: Ordinary Moments, Meaningful Connections from 8 a.m. to 2:30 p.m. on Monday, October 12.

Start your day with a keynote presentation by Dr. Junlei Li, creator of the Simple Interactions approach and co-chair of Harvard’s Graduate Human Development and Education Department, which will be followed by dynamic and diverse morning and afternoon sessions. A light breakfast with coffee and tea and a boxed lunch will be provided as a part of the registration fee. Registration is required. Please register by September 28.
Please note: 4.5 PQAS and Act 48 credit hours are available.

Upon registering, select your first and second choices of preferred sessions for each of the session time slots.

Please review the session descriptions linked here.

FAQ’sHow Do I Register?Registration is now open and session names, descriptions, and times are included. The cost is $25 for the UnConference. Please register by September 28, 2026. Each session will have limited space, so we will try our best to accommodate your session requests. We encourage large groups to split between sessions.Registration checkout will time out after ten minutes; please have the following information ready before registering for you / your group:

  • Name/email
  • PD Registry Number and/or PPID, if applicable
  • Dietary needs
  • Accessibility requests
  • Session preferences

How Do I Receive Credit?If you have a PD Registry account, please include your PD Registry ID Number during registration.

To receive credits, participants must attend the UnConference and complete the post-event survey. Once completed, Trying Together will process your credits. Credits may take up to 8-10 weeks to show up in your account.

If you require ACT 48 credit, you will be asked for your PPID Number in the survey at the end. Credit will be processed and be viewable in your PERMS account 8-10 weeks after the UnConference. ACT 48 credit is specific to those who currently hold a Pennsylvania Teacher Certificate. For any questions regarding credits, please contact Amanda Murphy at amanda@tryingtogether.org.

Early Intervention Toolkit: Tools and Resources for Allegheny County Early Care and Education Providers

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Early Intervention Toolkit: Tools and Resources for Allegheny County Early Care and Education Providers

Children benefit from a team of supports. When early childhood educators are aware of the support landscape, children thrive.
Trying Together’s Early Intervention (EI) Toolkit was created to help ECE educators develop an active understanding of their role in EI. The EI Toolkit aims to increase mutual understanding and collaboration between ECE, EI, and families with young children. In this condensed training, participants will discover how to navigate the EI Toolkit to access a variety of resources for both parents and educators.
Participants’ real world needs will be used to identify resources from the toolkit to apply in their classroom settings.
More Details:
  • When: Thursday, November 12 from 6 p.m. to 8 p.m.
  • Where: ZOOM
  • Cost: $20
  • Register now

Capturing Moments: Planning for and Conducting Classroom Observations

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Capturing Moments: Planning for and Conducting Classroom Observations

This session will introduce early education professionals to the importance and value of purposeful observation.

Through discussions and activities, instructors will describe and strategize ways to incorporate systematic and intentional observation into daily classroom experiences.

Participants will also discuss how observation can be used to support individual children and improve the overall quality of the learning environment.

More Details:

  • When: Thursday, December 8 from 6 pm. to 8 p.m.
  • Where: ZOOM
  • Cost: $20
  • Register now

Supervision 101

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Supervision 101

This session will give a foundational overview of supervision in licensed early childhood programs. Learning objectives will focus on the DHS Certification Regulations for child care in Pennsylvania.

Participants will be able to define supervision per the regulations. This session will also focus on ratio and discuss various scenarios for practical application.

This course is appropriate for both new early childhood professionals and those that might need a refresher on the vital importance of supervision.

More Details:

  • When: Thursday, September 10 from 6:30 p.m. to 7:30 p.m.
  • Where: ZOOM
  • Cost: $10
  • Register now

Trying Together Celebrates Inclusion of Recess Mandate in PA School Code

News

July 15, 2026

Trying Together Celebrates Inclusion of Recess Mandate in PA School Code

The School Code (HB 1505) recently passed by the Pennsylvania General Assembly and signed into law by Governor Josh Shapiro on July 12 included a 2026 Recess Mandate, making Pennsylvania one of 12 states that mandate recess at varying lengths during the school day for kindergarten through fifth grade.

“The passage of a Recess Mandate for Pennsylvania is an exciting step forward towards ensuring that early childhood education in Pennsylvania is rooted in developmentally appropriate practice,” said Valerie Williams, Trying Together’s kindergarten transition program director. “Play is the primary modality through which children learn and recess is critical for children to have unstructured active play time, which supports their mental and physical health. When children have daily active recess, they are healthier, they internalize all learning concepts more deeply, and we even see classroom behavioral challenges improve.”

The Importance of Recess

Defining recess explicitly as unstructured play, physical activity, and social interaction supports developmentally appropriate practice in early childhood education. Recess should be a device-free period that includes play and social interaction.

Policymakers also rightfully ensured that the bill addressed preserving lunch time – and not requiring children to choose between rushed nourishment or play – and that it included a minimum time mandate of 15 minutes for half-day kindergarten programs as well as the minimum 30-minute recess mandate for full-day programs.

While this progress should be celebrated, the current school code still allows for the removal of recess for disciplinary reasons. Trying Together calls on districts to choose other options for discipline.

“Removing a child’s access to play not only conflicts with the United Nations’ ‘Rights of the Child,’ but will also not improve behaviors,” Williams said. “On the contrary, regular access to recess and playful learning all across the early childhood day has been shown to improve behavioral outcomes. I hope this important policy update spurs many positive conversations and system-level changes across the state in service of young children’s joy in learning.”

The World Health Organization recommends one hour of moderate-to-vigorous activity for children, ages 3 to 6, during the day. It also recommends three hours of active learning for children ages 3 to 5. Additionally, the American Academy of Pediatrics revised and published its policy statement, The Crucial Rule of Recess in School, in May 2026 that reaffirms that recess is a necessary break in the day with benefits for social, emotional, physical, and cognitive development. AAP also recommends that recess not be withheld for academic or punitive reasons.

Regular access to aerobic exercise, team-based activities, and physical activity through movement-based activities across curriculum has been shown to increase children’s executive functioning, which is the cognitive process responsible for organizing and controlling goal-directed behavior.

The Benefits of Play

Research demonstrates the cognitive, social, emotional, and physical benefits from play and physical activity:

  • Cognitive/Academic Benefits: Several studies show that recess increases children’s attention spans and productivity in the classroom. Physically active students tend to have better attendance, classroom behaviors, cognitive performance, and grades.
  • Social and Emotional Benefits: Recess promotes social and emotional skills that become fundamental lifelong tools and serves as a developmentally appropriate way to reduce stress. Through recess children learn to develop self-discipline, plan strategies, respect rules, and solve problems.
  • Physical Benefits: Dedicated time for recess during the school day helps children achieve some of the recommended sixty minutes of moderate to vigorous activity per day. 

More Resources

Trying Together continues to advocate for play integrated throughout the school day and for people of all ages. Take a look at our Playful Resource Series for more information about play. The second part of the series – which will focus on play equity and advocating for play – will be coming soon.

For more information on recess advocacy and other resources, check out Trying Together’s Recess Advocacy Toolkit. 

We look forward to collaborating with school districts as they implement the recess policy and consider how playful, hands-on learning can be integrated throughout the school day.

UnConference: Ordinary Moments, Meaningful Connections

News

July 10, 2026

UnConference: Ordinary Moments, Meaningful Connections

Trying Together, in partnership with Hosanna House, will host UnConference: Ordinary Moments, Meaningful Connections on Monday, October 12 at Hosanna House.

The foundation of quality in early learning settings begins with the everyday interactions that we share with one another. These simple and ordinary moments that take place during daily routines form the very foundation of learning and connection for young children and adults alike.

Focusing on the belief that meaningful learning happens within everyday moments, this UnConference highlights how connection, reciprocity, inclusion, and opportunities for growth emerge through adult-child interactions.

This UnConference is designed to support educators in cultivating classrooms where every child—and every adult—feels seen, heard, and valued. The event will include a keynote presentation by Dr. Junlei Li, Saul Zaentz Chair in Early Childhood Education at Harvard Graduate School of Education and creator of the Simple Interactions Tool. Dynamic morning and afternoon sessions will follow (see below for workshop descriptions). A light breakfast with coffee and tea and a boxed lunch will be provided.

A total of 4.5 PQAS and Act 48 credit hours are available.

We have reached capacity, and registration is now closed. 


Details

UnConference: Ordinary Moments, Meaningful Connections

  • Monday, October 12
  • 8 a.m. – 2:30 p.m.
  • Hosanna House (807 Wallace Avenue)
  • $25
  • Registration is now closed

Sessions

Building Rapport & Play Skills with Early Learners with Autism
Presented by: Katie Hirsh, Better View Consulting
In this session, attendees will learn about practical strategies to effectively engage with young children who present with minimal expressive communication and toy use. Topics within this session are informed by child development milestones, Autism research, pivotal response training, and applied behavioral analysis.

Seen, Heard, and Valued: Building Educator Resilience to Create More Connected Classrooms
Presented by: Alichia Parker, A PAR EDU
Meaningful connections begin with educators who feel supported, valued, and grounded in their own identity. This interactive workshop explores how educator well-being, self-awareness, and resilience shape daily interactions with children and families. Drawing from qualitative research and nearly two decades of facilitation experience, participants will reflect on personal experiences, examine how organizational culture influences classroom relationships, and develop practical strategies for creating environments where both adults and children feel seen, heard, and valued.

Reducing Hidden Effort: Building Classrooms Where Diverse Learners Can Thrive
Presented by: Dana Pettygrove, System 1-2-3
Many children expend significant energy navigating the complex demands of classrooms, in ways that may be invisible to the adults around them. What children experience internally may look different from what they communicate through behavior. Rather than focusing on identifying which children are neurodivergent, this interactive workshop explores how educators can reduce hidden effort by creating classroom environments that foster belonging and accessible participation. Through reflection, case examples, and practical, sustainable strategies, participants will learn how everyday interactions and environmental supports can reduce stress, strengthen relationships, and help diverse learners thrive without requiring a diagnosis to benefit from these supports.

Read-Alouds as a Bridge to Inclusion and Belonging: A Disability Case Example
Presented by: Jennifer Briggs and Caitlin Spear, University of Pittsburgh School of Education Office of Child Development
In this session, we will explore culturally informed read-alouds as a tool for creating meaningful connections that promote inclusion and belonging in practice. We will share data from a recent study exploring read aloud practices, honing in on how teachers can use read-alouds to co-construct learning experiences and build strong relationships. We will then work with one anchor text, Tiffany Hammonds’ “A Day with No Words”, to co-create a read-aloud that (a) aligns with culturally responsive early literacy approaches, (b) strengthens relationships and dialogue, and (c) model ways to support inclusion and belonging around disability.

Creating Classrooms Where Everyone Belongs: Fostering Connection, Inclusion, and Student Growth
Presented by: Khari Hicks, Hosanna House; Karian Wise & Bliss Letang, Trying Together
This engaging, hands-on session emphasizes the importance of building inclusive learning communities where all voices are heard, students feel accepted, and every learner has the opportunity to participate and thrive. In addition to strengthening students’ social, emotional, and academic growth, this session offers educators opportunities to grow their own skills in creating meaningful connections, cultivating belonging, and reflecting on practices that positively impact classroom culture. Participants will leave with an Individual Success Plan, renewed confidence, and practical ideas for creating safe, welcoming classrooms where every student experiences a genuine sense of value and belonging. 

Building Relationships Through Fred Rogers’ Six Fundamentals of Learning and Growing
Presented by: Annie White, Fred Rogers Institute
Fred Rogers reminded us that the “deep and simple is far more essential than the shallow and complex.” In this session, we will explore how Fred Rogers’ six fundamentals of learning and growing (self-worth, trust, curiosity, looking and listening carefully, play, and solitude) can support relationships in our practice. Participants will engage with artifacts from the Fred Rogers Archive and watch videos of real practice highlighting these six fundamentals. We will facilitate activities for participants to develop their own practical takeaways integrating these six into their work to support relationships with children, colleagues, and families. 


About UnConference

The UnConference is an innovative, hands-on professional development training format in which a deeper experience is provided around a particular theme. Local and national speakers are invited to present and participants are encouraged to engage hands on in the workshops.

The day concludes with a roundtable discussion on how to apply these experiences and ideas in the early childhood environment and share ideas on how to partner with new colleagues.


Thank You To Our Sponsors and Partners

A huge thank you to our series sponsor PNC Grow Up Great and partner Hosanna House.

 

 

Fred Rogers Productions Names Trying Together Early Childhood Intervention Coordinator to Advisory Board

News

July 6, 2026

Fred Rogers Productions Names Trying Together Early Childhood Intervention Coordinator to Advisory Board

Fred Rogers Productions has named an early childhood intervention coordinator for Trying Together to its recently launched Education Impact Advisory Program.

Learn More

In April, the nonprofit children’s media company named after the iconic TV personality Mister Rogers kicked off the new initiative, which is composed of education professionals who provide insights into early childhood learning contexts, offer feedback on the media company’s content and resources, and co-create new educational engagement activities that are aligned with the company’s mission.

Kelly Palko, an early childhood intervention coordinator for Trying Together, was recently added to the 15-member cohort.

“Being a part of the Fred Rogers Productions Education Impact Advisory is both an honor and an incredible opportunity to continue the legacy of a person who believed deeply in the power of meaningful connections,” Palko said. “As an educator and a parent, I am inspired by Mister Rogers’ commitment to helping children feel seen, valued, and understood – and I am grateful to play even a small role in carrying those values forward.”

Advisors in the program will serve through July 2027. The cohort will interact with the teams behind the company’s award-winning series, such as “Daniel Tiger’s Neighborhood,” “Donkey Hodie,” and “Alma’s Way” to ensure the company’s content meaningfully connects with and supports children, caregivers, and educators.

Advisory members include professional teachers and principals, curriculum experts, early childhood education specialists, librarians, and child care providers.

The advisory board will:

  • Take a deep dive into the company’s series and educational frameworks
  • Share real-time insight from their own professional experiences
  • Co-create new activities and resources inspired by the company’s content
  • Serve as ambassadors for Fred Rogers Productions’ content in their respective communities

Other advisory board members from the Pittsburgh region include Grace Evans, SOY Pittsburgh coordinator at the Latino Community Center; Tiffany Harkleroad, youth services manager at the Butler Area Public Library; and Caitlin Lucas, kindergarten teacher at Keystone Oaks School District.

Photo by Jorge Santiago, courtesy of Fred Rogers Productions.

Trying Together Names TT’s Toy Box Owner as June Advocate of the Month

News

July 2, 2026

Trying Together Names TT’s Toy Box Owner as June Advocate of the Month

Trying Together has selected Natika Proctor, owner of TT’s Toy Box in McKees Rocks, as its June advocate of the month.

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TT’s Toy Box is an early care and education program that also offers after-school and summer camp programs.

Proctor was recommended as Advocate of the Month by Larette McCoy, who works for Pittsburgh Area Community Schools at Sto-Rox Primary Center, because of her commitment to adding support at her program for children with developmental delays and disabilities.

She was also cited for her presence at community events, personal investment in her work, sending her staff to local events, engaging local legislators, leading with kindness, working well with parents, and being a community leader.

“Natika does an amazing job championing joy in her program, whether it’s preschool graduation or the yearly kids’ ‘prom,’” said Valerie Williams, Trying Together’s kindergarten transition program director. “Natika is constantly thinking of new ways to connect with the community, welcome families, and foster joy and play in her school community.”

Proctor said she became an advocate because she was a single mother of three children who believed that the care they were receiving wasn’t adequate. She said that TT’s Toy Box aims to provide a quality education for every child and family who pass through its doors.

“We advocate for every child’s right to learn, grow, and succeed,” she said. “We are committed to supporting your children and families by fostering inclusion, promoting equality, and also ensuring access to resources that help each child to their fullest potential.”