University of Alaska Southeast

UNIVERSITY OF ALASKA SOUTHEAST SCHOOL OF EDUCATION 11120 Glacier Highway, Juneau, Alaska 99801

Course Syllabus ECE S115 Responsive and Reflective Teaching 3 credits – CRN # 37584 Spring 2011

Audio Conference Number: 1-800-570-3591 Student PIN: 1607900

Class Meeting Times and Dates January 24 – April 28, 2011 5:30-8:30 pm Instructor Kathrin W. McCarthy Email: [email protected] Office Hours: M. Tu. W. Thursday, 11:00 a.m. to 1:00 p.m. Office: (907) 796-6283 or 1-866-465-6424 Home: (907) 586-5766 Fax: 1-866-465-5159

UAS Helpdesk: 1-877-465-6400 -- locally 796-6400 mailto:[email protected]

ECE Information: 1-866-465-6424 (open until 5 p.m. Monday-Friday)

Troubleshooting for Audio: 1-800-290-5900  Listen to recording of the class: 1-800-230-8546  Then add the month, day and year of class date. Ex: 09-11-07. You will need to call back if you want to access another day of the class.

Course Description The focus of the course is supporting students becoming an ethical, responsive productive and well- informed practitioner in the field of early childhood education. There is an emphasis on using traditional and local knowledge, values and wisdom of elders to inform practice, manage personnel and programs and appropriate services for young children and their families. Understanding ethics and the use of the NAEYC Code of Ethics. Learning to be a skilled observer to transform teaching and management practices. .

ECE 115 Syllabus, Spring 2011 Page 1 of 11 Texts 1. Bloom Jorde, P. (2008) From Inside Out: The power of reflection and self-awareness. Lake Forest, ILL: New Horizons

2. Derman-Sparks, L. & Edwards, J. (2010) Anti-bias Education For Our Children and Ourselves. Washington; DC: NAEYC. 3. NAEYC Code of Ethical Conduct Brochure, revised as of 2005.

Other required reading Observation and documentation course materials posted on the class resources.

Texts are ordered through MBS booksellers 1-800-325-3253 or you can access their website via the UAS webpage, click on bookstore.

Course Objectives and NAEYC Standards (See end of syllabus for an explanation of the these standards)

Class participants will: 1. Identify and know more about the strengths and individual needs of each child. NAEYC Standard 1a, 1b, & 1c. Assessment: Three observations of children. Interpretation and analysis of the observations. 2. How to interpret observations of children to make the necessary and relevant changes in the program. Standard 3a, 3b, 3c, & 3d. Assessment: Assignments and exercises, documentation projects. 4. To know her/himself. Develops self-knowledge and self-awareness. Assessment: Class exercises, class discussions, reflections on forum

5. Become a competent observer and record-keeper. Assessment: Three observations. Documentation project. 6. Competent planners and decision makers to provide developmentally and culturally appropriate activities and materials each day. Assessments: Lesson plan, a curriculum web, final project documentation of children’s learning 7. An effective ethical communicator and decision-maker. Assessments. Class discussions, reflective responses to forums. Final documentation project.

8. Develops and implements skills in documenting children’s learning. NAEYC standard 5. Assessment: the final documentation product, can be photographs and written materials, a video or a PowerPoint

You will be graded on this work Forum #1 10 pt Forum # 2 10 pt

ECE 115 Syllabus, Spring 2011 Page 2 of 11 Forum # 3 10 pt Forum # 4 10 pt Forum #5 10 pt Forum #6 10pt Forum #7 10pt Forum # 8 10pt Forum # 9 10pt Forum # 10 10pt Forum # 11 10pt Forum #12 10pt Total points for forums 120 pts. Observation #1 10pt Observation #2 10 pt. Observation #3 10pts Curriculum web 10 pts A Lesson plan 10 pts Documentation project 20 pts. total 210

Course Delivery Method The class is delivered via audio conference discussion. I am asking students to review the reading assignments and the audio conference discussion questions to prepare for the weekly audio conference class meeting. I am also asking students to use participate on the class forum on UAS online to share their thoughts and feelings about the course and communicate with each other about the assignments. The course emphasizes using observations of children as the basis for the weekly analysis of their program effectiveness.

Many of the exercises in the class you can do with another person from your site. Be sure to have other site members’ telephone number, email or other contact information so that you can do these exercises together. If you are the only person at your site, you will need to find another early childhood classmate from the other section or some other willing co-worker at your program to collaborate with.

See the end of the syllabus for:  Descriptions of the NAEYC standards  Grading policy  Student accommodations  Audio conference tips

ECE 115 Syllabus, Spring 2011 Page 3 of 11  Honor code criteria

Course Requirements 1. Go to the course site at UAS ONLINE, sign in and post a photo of yourself. 2. Attend the audio conference class meetings. 3. Prior to the audio conference, you need to read assigned chapters in Paula Jorde-Bloom’s book. We ill be doing the exercises in class. If you are audio conferencing with a group of students, choose a question that your group wants to discuss. You need to choose a group spokesperson who will report your group’s ideas and feelings on the question and the reading. You can also raise your own questions. The role of group leader should rotate so everyone has a chance to be the spokesperson from your site. 4. Complete the reflection responses to the Stop and Think boxes in Anti-bias Education chapters. Post these into the class forum there are 12 reflections but they are short. 5. Observation assignments. You are required to complete three observations of a child or children. A running record, an anecdotal observation, and a time sample. 6. The final documentation project assignment. You have several choices for a final project that are based on your observations. See the directions for preparing the final project. Read the documentation materials posted in the class resources. 7. Confidentiality. If you are not an employee of the program where you will be doing observations and lab assignments, please ask the teacher director or program director to provide the program’s confidentiality policy and sign it.

ECE 115 Syllabus, Spring 2011 Page 4 of 11 Addendum to the ECE 115 Syllabus

1. The School of Education Conceptual Framework The goal of a responsive and reflective teacher or early childhood manager is to ensure a well-run, purposeful program, responsive to participant needs. Running an effective program requires a systematic approach. This means that the candidate can determine the needs of her/his program, families and children can make plans and decisions based on those needs and can keep accurate records of needs, plans and practices. The class covers key areas of program management: (1) daily planning; (2) staff relations; (3) communication with staff and supervision; (4) diversity; and (5) relationships with parents.

2. Course Evaluations. Course evaluations are done online. Please go to UASonline at the UAS web page. Find our class, ECE 115. On the class list page you will find the electronic evaluations

3. Explanation of NAEYC standards for Associate degree teacher preparation. These are the standards listed with the objectives on p. 1 of the syllabus and the performance indicators.

Objective 1 Standard 1a: Knowing & understanding young children’s characteristics and needs. Outcome: Knows that young children are not going to be able to wait in line easily and comfortably during a transition. 1b. Knowing and understanding the multiple influences on development and learning. Outcome: Knows that a child’s culture and home language influence their learning and responses to adults from another culture. 1c. Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments.

Objective 2

Standard 2a. Knowing about and understanding family and community characteristics.

Outcome: Knows what languages that the children speak at home and provides many materials and opportunities to be responsive using the home language and English. Outcome: Uses appropriate local materials to give meaning and delight as children learn.

Objective 3

Standard 2b. Supporting and empowering families and communities through respectful, reciprocal relationships. Ex.: Is always welcoming to parents, creates comfortable spaces for families to wait or visit.

2c. Involving families and communities in their children’s development and learning.

Outcome: Shares meaningful stories with parents about her observations of children and invites parents input and stories about their child.

Objective 4

ECE 115 Syllabus, Spring 2011 Page 5 of 11 Standard 3a. Understands the goals, benefits and uses of assessment. Ex.: Is able to use the data from observations to make changes in amount of outdoor play available.

3b. Knowing about and using observations, documenting and other appropriate assessment tools and approaches.

Outcome: Teacher can complete a descriptive objective running record with accurate interpretations.

3c. Understanding and practicing appropriate assessment. Ex.: Can apply authentic assessment based on children’s play to determine the need changes to be made for children.

3d. Know about assessment partnerships with families and other professionals. Ex.: Is able to respectfully involve parents and if necessary other professionals in discussing and decision making for children’s needs.

Objective 5

Standard 5b. Knowing about and upholding ethical standards and other professional guidelines. Ex.: Keep information about families confidential does not gossip about children with other staff.

5c. Engaging in continuous, collaborative learning to inform practice.

5d. Integrating, knowledgeable, reflective and critical perspectives.

Objective 6

4b. Knowing, understanding and using appropriate effective approaches and strategies for early education.

Objective 7

Standard 4b. Using developmentally effective approaches. Ex.: The teacher provides interesting concrete “real things” materials to play with.

4d. Using own knowledge, knowledgeable elders and local people and the children’s interests to design, implement and evaluate meaningful, challenging curriculum to promote positive outcomes.

Objective 8

Standard 5c. Engaging in continuous, collaborative learning to inform practice. Ex.: Shares observations with other staff and discusses strategies to meet children’s needs.

Objective 9

Standard 4b. Knowing, understanding and using appropriate, effective approaches and strategies for early education. Ex.: Sees that children are talking about dinosaurs and provides new and varied dinosaurs to play with in the sand table. ECE 115 Syllabus, Spring 2011 Page 6 of 11

Objective 10

Standard 4a. Knowing, understanding and using positive relationships and supportive interactions. Creates relationships with children.

4d. Using own knowledge and information from the children and other resources to design, implement and evaluate meaningful, challenging curriculum to promote positive outcomes. Ex.: Lists positive goals each day for individual children to promote and strengthen their success.

4. Student Accommodations Disabilities Services: The University of Alaska by law must provide equal opportunities for students who have disabilities. At the University of Alaska Southeast, please contact Marjie Thompson, the Disabilities Support Services Coordinator, at 907-796-6000. At the College of Rural Alaska, please contact Mary Matthews, Office of Health and Counseling, at 907-464-7043.

5. Confidentiality Policy Do not use children’s names, names of the communities or programs where children are served. Use initials or pseudonyms. If you are observing in a program where you do not work, ask the program director to provide the program confidentiality form for you to sign. If you are planning to do your observations in a public school program, please notify me and I will provide you with a letter of introduction and information about the UA confidentiality policies to the instructor and school principal.

6. Audio Conference You are required to participate in the scheduled class audio conferences from the designated site in your community. When only one student is registered from a community, you may be allowed to select your own site, be sure to check with the registrar at your local campus.

If you have problems after you have called the bridge #, dial *10* or call 1-800-305-5208. To mute your telephone, press * 6 and to un-mute, # 6.

I will be facilitating the audio conference and these tips will help to make your audio conference more enjoyable and you more effective.

 If you are one person at a site, find a quiet place for your call. Try to use a room with a door, and close the door to eliminate noise and distractions.

 Make sure that you have the correct telephone number and pass code for your call. Give yourself a few moments before the call to relax and get ready for the call.

 Be on time for the call. Identify yourself when you join the call so that your presence is known; or wait for the call leader to call the role.

 Gather your necessary supplies and materials for the call. Have cups of water available in case that your throat gets dry. Make sure you have your textbook and notes available in case you need to refer to them. Have a pen and paper available too!

ECE 115 Syllabus, Spring 2011 Page 7 of 11  Review the discussion questions and your group’s ideas for the call in advance so that you will be prepared with the appropriate discussion and questions during the call.

 Have your calendar available in case that you need to schedule activities while on the call.

 During the call, wait for a break in the conversation and identify yourself when you have a comment to make. Speak up, clearly. If you have trouble making a comment, let the instructor know. If you cannot hear during the call let others know so they can speak up.

 If you have a mute button on your telephone please use it to keep the background noise down. Turn off any electronic equipment that might cause background noise.

 Concentrate during the call. Take notes and jot down your questions so that you can ask them during the question and answer period. Keep the tone positive.

 Be brief and be yourself. Share your comments quickly but at ease so that others may also have time to share.

 Review your notes quickly before the end of the call to make sure your have the key items down in your notes.

 If you have ideas about how to improve the call, share them with the instructor and the group.

ECE 115 Syllabus, Spring 2011 Page 8 of 11 7. Code of Honor Students are expected to be ethical in the submission of papers or other written work. This means that students are bound by a code of honor not to plagiarize others work. This also includes not using papers or writing done for other classes unless you have discussed it with the instructor and have permission to re-write, expand or improve on a previous product for this class.

8. Grading Policy Feedback on homework: I will respond to homework in a timely way. If homework is not turned in until the last class due date or later, I will not respond to it.

The grade is a letter grade.

Total Points: 465

Grade Points Definition A = 100% - 90% 210-200 An honor grade. Demonstrates originality, independence and a thorough mastery of the subject. Demonstrates a deep understanding, presented with exceptional clarity and organization. B = 89% - 80% 200-190 Better than the average. Above average expectation. Projects or papers are presented neatly and thoroughly, but do not have the depth and originality for an “A”. C = 79% - 70% 190-180 Average. The student grasps the essential information; material is complete and presented on time. You must get a C to pass this class. A C- is not passing. D = 69% - 60% I do not give D’s or Fs Below average. Student misses significant aspects of the assignment. Material is not turned in on time; student is unprepared to present project to class, participation is limited. Does not call.

Incomplete (“I”) Grades. Will only be given if the student has successfully completed a majority of the class with at least a grade of C and has some emergency or extenuating circumstance that makes it impossible for them to complete the course this semester. An “I” grade will not be given to students who have simply fallen behind on assignments or wish to get a better grade by turning in assignments after the course deadline. I grades can only be given if there are serious situations occurring in the student’s life.

If you receive an incomplete grade you MUST attach the assignment sheet to every late assignment you turn in. This will assist me in grading it quickly and correctly.

Withdrawal and Drops. You are expected to withdraw from the class if you cannot complete the course. I will not automatically withdraw students who do not attend or fall behind. Students who do not successfully complete the class and do not withdraw will receive an “F.” There are more materials in the course resources on the class web page.

Running Record Observation Form Observation #1: Learning to Describe

ECE 115 Syllabus, Spring 2011 Page 9 of 11 Your name: Child’s initials/age:

Context/Setting:

Descriptive, factual recording Subjective interpretations

What is this child practicing, trying to figure What I learned about this child. What I will out? change based on what I learned?

ECE 115 Syllabus, Spring 2011 Page 10 of 11

Small Groups

Group #1: Pin #1607251 Talina Espinoza Elizabeth Darrah Audrey Johnson MaryJane Kasayulie

Group #2: Pin # 6427390 Delores Lozano Sabha Sadeghi Elizabeth Price Stacy Roberts

Group #3: Pin 9494932 Cassandra Orzulak Vanessa George. Shawna Williams

Group #4: Pin 19486682 Chelsee Chalmers’ Jennifer Albano Leona Wiseman Elizabeth Pepper

ECE 115 Syllabus, Spring 2011 Page 11 of 11