SPHR Certification

An experienced New York educational administrator, Nadine Eiring has served tenures as an Assistant to the Superintendent at Plainview-Old Bethpage Central School District in Plainview and Clinical Director of three special education schools in Queens. Among her other credentials as a school administrator and supervisor, Nadine Eiring holds a Senior Professional Human Resources (SPHR) designation. 

Administered and overseen by the HR Certification Institute, the SPHR designation identifies human resources professions who have demonstrated proficient skill in areas that include employee relations, workforce planning, compensation benefit programs, and overall HR development, business strategy, and risk management. To qualify as an SPHR candidate, individuals must first accrue between four and seven years of professional human resources work experience depending on their level of accredited industry education. 

After submitting an application for HR Certification Institute approval, candidates must pass a 3-hour assessment exam of 150 questions. To maintain ongoing SPHR certification, candidates must either retake the exam or earn a total of 60 re-certification continuing education credits every three years.

Conflict Resolution for School Administrators

Nadine Eiring is a New York City Department of Education principal candidate. In the course of a career spanning 25 years, Nadine Eiring has served in leadership roles with a range of schools, both public and private. School leadership requires strong management skills, including in the area of conflict resolution.

In the case of a style or personality conflict between faculty or staff, administrators should adhere to the following practices:

1. Make all elements of the situation clear. Administrators need teachers and paraprofessionals to be on the same page, in terms of both the problem and the expectations. If a conflict causes difficulties in the classroom, teachers need to know that improvement is expected.

2. Encourage those involved in the conflict to solve the problem themselves. While administrators can serve as mediators and sounding boards for potential solutions, the onus is on those party to the conflict to find an agreeable solution.

3. Maintain confidentiality. Any decisions or conversations must be kept on a need-to-know basis.

Early Reading First - Program Goals

A preschool clinical director in Middle Village, New York, Nadine Eiring has over 25 years of experience in the educational field. While serving as principal of Brooklyn’s Children’s Center for Early Learning, Nadine Eiring advocated for the Early Reading First program, which is designed to prepare children entering kindergarten for educational success. 

To determine a child’s level of reading capability the Early Reading First program focuses on early language and cognitive skills along with pre-reading skills through screening assessments. The program helps reading comprehension by integrating scientifically based research. Success is measured through a series of goals that includes the demonstration of literacy activities in oral language, phonological awareness, print awareness, and alphabetic knowledge.

Sponsored by the U.S. Department of Education, the goal of the Early Reading First program is to prepare students to be competent readers by the time they complete the third grade. The program was created as a result of the Presidents "Good Start, Grow Smart" initiative to help provide early education for children.

A General Review of the Committees on Preschool Special Education

A skilled district administrator, Nadine Eiring has held leadership positions at school districts and learning institutions across New York. Nadine Eiring also possesses experience in the special education sector, and her previous duties included overseeing the Committees on Preschool Special Education (CPSE). CPSEs are Board of Education-appointed committees responsible for handling the special education process to determine if a child requires special needs accommodations. 

Parents with concerns about their child’s academic development can make an appointment with a CPSE to set up an evaluation and receive assistance with navigating the proper channels for special education programs. A CPSE consists of several individuals that include school personnel, district representatives, and special education professionals. For a meeting to take place, the Board of Education mandates that specific representatives must attend.

Parents must make a referral with their school district’s CPSE to initiate the process, which begins with an evaluation conducted by an agency approved by their state's Education Department. Families also receive a copy of the due process procedural safeguards notice and can request an independent evaluation if they notice a violation made by the agency. 

The child’s guardian meets with their CPSE to review the results of the evaluation and determine the child’s eligibility for available special education programs. If the child receive approval for a special education program, the CPSE develops an Individualized Education Program (IEP) based on their needs.