Administration of Early Childhood Programs and Family/Community Relations
I. COURSE IDENTIFICATION
This course explores collaboration with parents and with intra-and inter-agency teams as a basic framework to prepare students for administrative and leadership roles in the field of early childhood education, PreK-grade 3. The emphasis is on the importance of communication, teaming, and the assimilation of knowledge related to family/community partnerships; issues dealing with diversity; planning, implementing, and evaluating programs for all learners; leading and managing personnel; financing and budgeting; record keeping, and the establishment of policies and procedures in support of NAEYC Standards 2, 3, 4, and 5.
PREREQUISITES: EDEC 1150 and EDUC 1115
Licensure/Accreditation Statement: This course is required for students completing an associate or baccalaureate degree in early childhood education.
II. Required/Optional Materials
Decker & Decker (2005) Planning and Administering Early Childhood Programs
Rules resource: http://www.odjfs.state.oh.us/lpc/mtl/CCMTL51.PDF
Child care provider forms: http://www.jfs.ohio.gov/cdc/page5.stm#ccl04
Operation for a childcare center form: http://www.odjfs.state.oh.us/forms/pdf/01250.pdf
Websites: Ohio Department of Education; NAEYC, SSU Children?s Learning Center
III. TOPICS TO BE COVERED
- Overview of Early Childhood Programs
- Planning, Implementing, Assessing Curriculum/Program Offerings/Environments
- Establishing and Maintaining Mentoring Relationships
- Assessing and Evaluating Programs for Young Children
- Articulating a Philosophy and Rationale for Decisions, Regulations, and Policies
- Using Observation and Authentic Assessment: Methods to plan programs for children between the ages of birth and age eight
- Using Leadership and Management Strategies for Program Planning, Modification, and Professional Development
- Demonstrating an Understanding of National Trends, Legal Issues, Public Policies, and Early Childhood Issues Through Reflection
- Professional Codes of Ethical Conduct
- Professional Literature, Organizations, Resources
- Working Collaboratively with a Professional Team
- Advocacy Roles & Legal Requirements (Training of Staff in Health and Safety Issues, Child Abuse, etc.)
- Basic Principles of Administration, Organization, and Operation of Early Childhood Programs
IV. NAEYC Standards
Standard 2: BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
Candidates know about, understand and value the importance and complex characteristics of children?s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children?s development and learning.
Standard 3: OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT
YOUNG CHILDREN AND FAMILIES
Candidates know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentations, and other effective assessment strategies in a responsible
way, in partnership with families and other professionals, to positively influence children?s development and learning.
Standard 4: TEACHING AND LEARNING
Candidates integrate their understanding of and relationships with children and families; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines, to design, implement, and evaluate experiences that promote positive development and learning for all children.
4a. CONNECTING WITH CHILDREN AND FAMILIES
Candidates know, understand, and use positive relationships and supportive
interactions as the foundation of their work with young children.
4b. USING DEVELOPMENTALLY EFFECTIVE APPROACHES
Candidates know, understand, and use a wide array of effective approaches,
strategies, and tools to positively influence young children?s development and
Standard 5: BECOMING A PROFESSIONAL
Candidates identify and conduct themselves as members of the early childhood
profession. They know and use ethical guidelines and other professional standards
related to early childhood practice. They are continuous, collaborative learners
who demonstrate knowledgeable, reflective, and critical perspectives on their work,
making informed decisions that integrate knowledge from a variety of sources. They
are informed advocates for sound educational practices and policies.
V. COURSE OBJECTIVES/REQUIREMENTS
Knowledge: The preservice teacher education candidate will:
- Define the importance of good communication skills in school-related interactions.
- Identify behaviors that promote positive interactions between teachers and other school professionals, teachers and parents, teachers and paraprofessionals, and teachers and community members.
- Identify leadership roles/styles and their impact on communication, collaboration, consultation.
- Identify types of school-related teams and their functions.
- Understand how special circumstances can impact families/education i.e., special health conditions, special diets, special needs
- Identify how issues of diversity (economic, ethnic, social norms) can impact families
- Identify methods of establishing positive communication and resolution to conflicts
- Demonstrates a holistic understanding of early childhood administration as it relates to national trends and public policies
Skills: The preservice teacher education candidate will be able to:
- 1. Effectively analyze observations, case studies/scenarios to determine positive/negative teaming behaviors and suggest ways of improving team interactions
- Write a personal teaming philosophy/code of ethical conduct that demonstrates understanding of key aspects of effective communication, collaboration, and professionalism as it relates to leadership decisions, regulations, and policies.
- Demonstrate effective technology/collaboration skills.
- Conducts/participates in classroom discussions, simulations, role-plays, debates, planning sessions, observations, cooperative learning, reflective prompts, and other exercises/activities of this course.
- Document weekly reflections on personal communication and collaboration behaviors relative to readings, presentations, class discussions, and activities of this course on Service Learning and Professional Development logs.
- Participate in developing an issues? survey used to interview and administrator(s) or an administrative designee about the early childhood program for which they are responsible. The interview will help the student gain insight into the role of an early childhood administrator and identify what components are necessary to achieve an effective family/community partnership.
- Examine budgets and program needs, build a case for dollars, explore resources, and submit a funding proposal/grant that is predicated on good collaboration.
- Plan/assist with a developmentally appropriate children?s activity and review/reflect on its results with families, professionals, children, and the community.
- Students will examine current health issues/trends and complete a nutrition activity involving families, taking into account CACFP guidelines that are non-discriminatory noting special diets, ethnicity, etc.
- Students will conduct a developmental assessment as keen observers of relationships between/among children and the adults in their lives, and the children and their environment with a review of observations, recorded, and evaluation instruments.
Dispositions: The preservice teacher education candidate will:
Demonstrate willingness to:
- Use positive communication behaviors and collaborative behaviors in order to work with other professionals and parents.
- Advocate for stronger professional, family, collegial partnerships.
VI. COURSE REQUIREMENTS/GRADING
Attendance Policy & Course Participation Requirements__________April 29 (50 pts.)
Effective learning requires you to be an active participant in the construction of your own knowledge which includes active, involved, quality participation in class demonstrated by entering into discussions, asking questions, and offering thoughts and ideas for further exploration. Constructive learning of this nature can only occur if you are present. Up to three points per class will be awarded on the basis of attendance and active class participation.
Health/Nutrition Activity __________January 29 (50 points)
Students will examine current health issues/trends and complete a nutrition activity taking into account CACFP guidelines, special diets, variety, and parent education/involvement.
The rubric for evaluation of the action plan is as follows:
Nutrition Components/Special Diet Options (10 points)
Quality/Cost (10 points)
Standards Linkages/Integrated Activities (10 points)
Parent Education/Involvement (10 points)
Presentation (10 points)
Education Issues Survey/Administrative Interview______________Due February 5 (50 points)
Students will interview an administrator or administrator designee of a center, school, or program serving early childhood students ages 3-8. The interview will be based upon questions and statement completions that are comprised of topics of the course. Students will actively assist in the choice of issues addressed, as well as the design of the interview. Students will make the administrative appointment, conduct a personal interview, and write a paper that includes: an introduction; survey responses; information secured i.e. forms, field notes; summary of the interview/findings; recommendations; and reflections. Rubric scoring is as follows:
Professional Connection/Introduction (10 points)
Survey/Survey Responses (10 points)
Family Involvement (10 points)
Information Secured/Summary of Interview Findings (10 points)
Reflections (10 points)
DAP Family Event Plan___________________February 12 (50 points)
NAEYC Standard 2 Rubric. Students will plan a Developmentally Appropriate family event that is collaborative, reflects intra-interagency involvement, and is multiculturally relevant.
Activity Plan (10 points)
Organization/Method of Execution (10 points)
Communication/Collaboration/Community Partnerships (10 points)
Family Involvement (10 points)
Research/Standards-based Documentation/Reflection10 points)
Records Review/Child Observation/Assessment ________ Due February 26 (50 points)
Following the Records Review/Child Observation/Assessment activities, each student will evaluate their success in achieving the goals and objectives of the assignment and reflect upon their experience as a member of the group and as an individual contributor. Each individual will also identify what impact this assignment had on their knowledge, skills, and dispositions. Remember to observe confidentiality in all assignments.
Introduction-Abstract of Assessment Too/Assessment Process10 points)
Standards Linkages (10 points)
Observational Skills/Strategies (0 points)
Reflections: Instrument/Process/Professional Growth (10 points)
Presentation: Organization/Grammar/Clarity (10 points)
Proposal for Funding _____________________________Due: March 11 (50 points)
Students will examine budgets and program needs, build a case for dollars, explore resources, and do a funding proposal following the rubric guidelines. The project narrative will give a description of the current program including an overview of the proposal and pertinent demographic data; a brief summary of the activity being funded will include timelines and desired outcomes; an explanation of how the funded activity will result in improved instruction and improved performance for boys and girls; a description of the ways in which the activity to be funded is aligned with: a) the program base and philosophy; b) the building SIP (School Improvement Plan); the district CIP (Continuous Improvement Plan.) The rubric for evaluating the proposal follows the format of the Martha Holden Jennings Funding Proposal.
Playground Visit/Analysis__________________________Due March 25 (50 points)
Students will visit a playground, categorize it, reflect on and make recommendations about its design.
Description of Playground (Blueprint/layout) (10 points)
Categorization Defined (10 points)
Specific Zones/Equipment (10 points)
Safety Considerations (10 points)
Recommendations/References (10 points)
Professional Development Conference Reflection___________________Due April 22 50 points
This conference is about collaboration with intra-and inter-agency teams to foster professionalism in and among programs and equip early childhood educators to be more professionally grounded. Cite evidence and describe the conferences effectiveness in reaching this goal:
Overview of the conference/collaborative partners (10)
Impact on collaboration (10)
Relationship to course/learning: Standards Cited (10)
Value to your professional growth (10)
Professional Development/Service Learning Logs____________Due 4/29 (50/50 points each)
Students will be required to documents their professional and service learning activities on activity logs that mirror those in the Pathwise Framework for Teaching, noting benefits derived and contributions made. Professional activities can include EDEC 2283 class reflections, conferences, study teams, and professional journal readings that are outside of required class work for this course. Outside readings should be professionally reputable and cited in simple bibliographic fashion. The combined total of both logs should be a minimum of 25 entries (Class assignments can be used to support this assignment.) Service learning contributions should be for a period of not less than one hour.
Overview of event, conference, reading (Completion of formatted log)
Benefit Derived/Contribution Made
Professor: Cynthia Ferguson
Reflections on Orlando and Our Work
In the News
Campus Compact Action Statement to be Ce
Creating a Great Campus Civic Action Pla
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Educational Policy – Community Par
Educational Policy – Community Pro