ECE 422: Advanced Coordination and Supervision Of

Course Syllabus Page 1 of 9

ECE 422: Advanced Coordination and Supervision of Child Development Programs Course Syllabus Spring 2009 Contact Information Instructor: Norman Lorenz, M.Ed. Phone: 916-558-2249 Begins Jan. 26-May 18 Business Building [email protected] M-6-9:05 p.m. Technology 100 http://web.scc.losrios.edu/fcs/lorenzn Class Number 31179 Office Hours: M/T/Th-10:30-11:30; 3 Units/ UC & CSU Transfer M- 4-5; W- 2:30-3:30 p.m.; F By appt.

Textbook and Supplementary Requirements

Administration of Programs for Young Children with Professional Enhancement Booklet

http://www.delmarlearning.com/companions/index.asp?isbn=1418037907

Supplementary Requirements: California Department of Education Title 5 Guidelines- Head Start Guidelines- see D2L/Blackboard for download 2- Pocket Folders to turn in and return homework 1- 3 inch Resource Binder with Spine & Title Front Cover Holder 1- Tabs for Administrative Sections

Representative List of Textbooks, References and Websites

 Department of Social Services Title 22: Child Day Care General Licensing Requirements. http://www.dss.cahwnet.gov/cdssweb/default.htm  D. Koralek, L. Coker, and D. Trister Dodge (). The What, Why and How of High Quality Early Childhood Education: A guide to On-Site Supervision (Revised Ed.). NAEYC.  California Department of Education, Title 5; www.cde.ca.gov  California Commission on Teacher Credentialing, Child Development Permit Matrix; http://www.ctc.ca.gov/  Environmental Rating Scales, University of North Carolina, Chapel Hill, http://www.fpg.unc.edu/~ecers/  Desired Results Developmental Profile, California Department of Education, West Ed, http://www.wested.org/desiredresults/training/  Curriculum and Framework, www.cde.ca.gov/sp/cd; www.naeyc.org; www.amshq.org; www.waldorf.net; www.creativecurriculum.org

Tentative Schedule N. Lorenz, M.Ed., Sacramento City College, Spring 2009 1 Course Syllabus Page 2 of 9 212* www.youtube.com/watch?v=FpJQqzJj534 Dalton Sherman keynote: http://www.youtube.com/watch?v=HAMLOnSNwzA Date Sections Lecture Topic Technology/Group Topic Assignment Dates

1/26 I Introductions; Syllabus; Overview/Table of Contents of Resources for Program Administration of the Early Childhood Program Planning

2/2 1 The Director: A Broad View Director Resources & Oral Project outline Software Systems & names due

2/9 2 Choices: Schools and Programs Program Types & Resources

2/16 Washington’s Birthday- No class

2/23 II Planning Programs and Environments Child Development OPSET & Section I Summary 3 Setting Goals- Child Development On Going Program Instrument on Group Topics & Self Evaluation Tool (OPSET) exam due

3/2 4 Program Planning: Curriculum Foundations Competencies in ECE - Infants/Toddlers foundations - Preschool - School Age Pedagogies in ECE Environment Rating Scales ERS & Lesson planning

3/9 5, 6 Program Planning: Curriculum Foundations http://www.wested.org/desired - Preschool results/training - School Age

3/16 III Staffing; Implementing & Managing the Children’s Family & Personnel Section II Summary 7 Program Handbooks on Group Topics Staff Selection/Personnel Policies exam Sample: San Mateo-Foster City Elementary School District, Preschool Services

3/23 8, 9 Staff Supervision and Training & CA Preschool Instructional Student Teachers/Volunteers Network- CPIN

3/30 IV Management Financial Assistance, Budgets Section III Summary 10 Financing and Budgeting & Grant Funding on Group Topics & State Funding Terms & Conditions/Green Book exam due

4/6-10- Spring Break- No class

4/13 11 Maintenance, Health, and Safety Materials and Equipment Parent or Personnel Considering Regulations and Establishing Policies Licensing- Title 5 & 22 Handbook Guest Speaker: Brenda Turley, Consultant Accreditation Process

4/20 12,13 Food and Nutrition Services Nutrition Services Administrative Providing Nutrition, Health and Safety Services Interview & Lesson State and Federal Programs Software and Legal/Insurance Plan due Beginnings: A New Program/A New Year Resources

4/27 V 14 Beyond the School Itself Parent Involvement Section IV Including Families and the Community Resources Summary on Group Working within the Family and Community Contexts Topics & exam due

5/4 15 Maintaining the Quality of Early Childhood Care & Professional Associations Current Research Education; Contributing to the Profession topic paper

5/11 Individual Research Presentations & Class time Present Research Articles Section V available to finalize group presentations Summary on Group Topics & exam Resource Binders

5/18- Final Exam Group Presentations Oral Project & Final 5:45-7:45 Grades

Course Information

Hours: 54 hours lecture N. Lorenz, M.Ed., Sacramento City College, Spring 2009 2 Course Syllabus Page 3 of 9 Description: This is an advanced course in administration and coordination of multi-faceted Child Development Programs. The emphasis of the course will be on publicly funded programs and personnel management. This course meets the requirements of the Education Code under Title 5, and the Commission of Teacher Credentialing.

Learning Outcomes and Objectives

Upon completion of this course, the student will be able to:

 SLO #1 Recognize, identifies, and appraises the components and measures of quality child development programs.  SLO #2 Support and maintain regulations in compliance with publicly funded program guidelines  SLO #3 Describe and analyze current leadership issues in child development program administration.  SLO #4 Analyze and synthesize management issues in relation to budgets, working with boards and supervising agencies, grant and proposal writing and developing business plans.  SLO #5 Understand and evaluate the role of the administrator and the interaction with staff, families, volunteers and community.

Instructional Delivery Modalities

This course may be taught using the following instructional delivery modalities: In-Person; On Line and Computer lab abilities

Course Policies

Student Conduct In Class Policy Any acts of classroom disruption that go beyond the normal rights of students to question and discuss with instructors the educational process relative to subject content will not be tolerated, in accordance with the Academic Code of Conduct described through Los Rios Community College District.

Children In Class Policy Only in extreme cases are children allowed in classroom or laboratory facilities, and then only with approval of the instructor prior to class.

Electronic Devices in Class Policy Cellular phones, pagers, CD players, radios, and similar devices shall be on vibrate only in the classroom and laboratory facilities. Please refrain from use during the class period. Reasonable laptop-size computers may be used in lecture for the purpose of taking notes and/or assessments.

Examination Policy There are announced examinations. Blackboard will be used with directions provided in class. Preparing for Examinations: Attend lecture and read the chapters. At least 90% of the questions are taken directly from the reading material. In Case You Are Late or Absent: It is your responsibility to get the course notes, handouts, and laboratory assignments should you miss class or be late. In nearly every case, lecture notes can be available via Blackboard.

N. Lorenz, M.Ed., Sacramento City College, Spring 2009 3 Course Syllabus Page 4 of 9 Code of Conduct Students are expected to uphold the school’s standard of conduct relating to academic honesty. Students assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of academic integrity shall be that a student's submitted work, examinations, reports, and projects must be that of the student's own work. Students shall be guilty of violating the honor code if they:

1. Represent the work of others as his/her own product. 2. Use or obtain unauthorized assistance in any academic work. 3. Give unauthorized assistance to other students. 4. Modify, without instructor approval, an examination, paper, record, or report for the purpose of obtaining additional credit. 5. Misrepresent the content of submitted work.

The penalty for violating the honor code is severe. Any student violating the honor code is subject to receive a failing grade for the course and will be reported to the Office of Student Affairs. If a student is unclear about whether a particular situation may constitute an honor code violation, the student should meet with the instructor to discuss the situation.

For this class, it is permissible to assist classmates in general discussions of computing techniques. General advice and interaction are encouraged. Each person, however, must develop his or her own solutions to the assigned projects, assignments, and tasks. In other words, students may not "work together" on graded assignments unless specified by the assignments identified.

Disabilities Policy In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to “reasonable accommodations.” Please notify the instructor during the first week of class of any accommodations needed for the course.

Lecture, Laboratory, and Examination schedule You are expected to read each assigned project prior to the lecture. Lectures will be short, to the point, and will discuss the highlights of the Project focus for that week. Most of the class time will be spent working on your Laboratory assignments.

Weekly Laboratory assignments can only be handed immediately BEFORE lecture begins the following week. Laboratory assignments handed in after lecture begins the following week are considered late.

No LATE assignments will be accepted (unless arrangements are made in advance).

Make sure your name, student ID, and exercise number appear in the upper-right corner. If an exercise has multiple sheets, then staple them together. Do not staple different assignments together. Disorganized assignments (pages out of order, mislabeled, unreadable, etc.) will receive a grade of zero. If there are multiple sheets are to be handed in, sequence them according to the order in the exercise.

Course Topics

Lec Topic 6 "ADMINISTRATOR'S ROLE" The Administrator's Role in working with staff, families, volunteers and the community 3 Regulations and Licensure: Licensing regulations Title 5 and Title 22, Americans with

N. Lorenz, M.Ed., Sacramento City College, Spring 2009 4 Course Syllabus Page 5 of 9 Disabilities Act, California Permit Matrix 6 Identifying problems, establishing procedures involving the interrelationships of families, personnel, and administration and agencies 3 Child Care Legal Issues 3 Management processes and approaches 3 Management principles and tasks- planning, organizing, staffing, leading 3 "PROGRAM MANAGEMENT" Understanding and preparing the annual budget 3 Working with Boards of Directors and supervising agencies 3 Grant and proposal writing, business plans 3 Report writing and record keeping for supervising agencies and funders 3 "QUALITY CHILD DEVELOPMENT PROGRAMS" Program planning and evaluation, long and short range effects 6 Oversight and development of program curriculum Staff Training 3 "LEADERSHIP" Advocacy for quality child care, legislation, local planning 3 Opportunities for professional growth, current trends 3 Examinations

54 Total Hours

Assignments

Attendance This includes participating in lecture, group discussion, role playing, observation, guest speakers multi-media presentations, reading and application of course content along with in-class activities.

Section Group Topic Summaries The student will summarize the group topics listed in each section. It is expected that the summary be in paragraph and narrative form. Typed, double space with 12 point font is required with a cover sheet, introduction, support text and conclusion. The grading rubric below will be used for grading.

Administrative Interview/Assessment of Roles The student will use the text sections to construct an administrative interview toward analyzing and assessing the role of a director. Key items shall include but not limited to:

- Constructing the Early Childhood Program’s Framework

- Operationalizing the Early Childhood Program

- Implementing the Children’s Program

N. Lorenz, M.Ed., Sacramento City College, Spring 2009 5 Course Syllabus Page 6 of 9 Lesson Plan and Sample Menu Using the lecture, group discussion, and course content, the student will construct a sample lesson plan along with a sample menu.

Family Handbook Using the dimensions listed below, the student will construct a Family Handbook:

 Mission/Vision/Values. The program defines the goals and objectives of the early childhood program.

 Involvement. Parents, staff, students, and community members participate in developing, implementing, and evaluating the early childhood program.

 Governance and Administration. Policies, plans, and administration of the early childhood program define the expectations to parents/families, and staff along with meeting the minimum statutory requirements.

 Funding. Allocation and use of funds meet statutory requirements for allowable expenditures. Use the Green book for support.

 Standards, Assessment, and Accountability. The early childhood program meets state standards; it bases its operation on the assessed needs of program participants, and achieve the intended outcomes set forth by the governing board of directors.

 Staffing and Professional Development. Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the early childhood program.

 Opportunity and Equal Educational Access. Participants have equitable access to all programs provided by the local educational agency, or as required by law.

 Teaching and Learning. Participants receive the early childhood program services that meet their assessed needs.

 Health & Safety. Include the basic definitions for Title 5 & Title 22 requirements.

 Admission Agreement. Prepare a sample admission agreement.

Current Research Topic The student will choose one of the group topics, collect current research and prepare a summary of the topic as it is referenced as a changing trend/issue in early childhood.

Resource Binder The student is expected to compile a 3 inch binder with a spine and plastic cover displaying the title to collect these materials as administrative resources.

Section Exams Exams are one method for which knowledge is measured. This course consists of three sections in which three (3) exams will be available through Blackboard. They will be comprehensive for the specific section only. See the chart below for point value and due dates.

Oral Project/Group Presentation Students are expected to organize a presentation in one of the following seven areas. The following rubric represents the grading criteria for delivery of the dimension.

 Involvement. Parents, staff, students, and community members participate in developing, implementing, and evaluating the early childhood program.

 Funding. Allocation and use of funds meet statutory requirements for allowable expenditures. Use the Green book for support.

N. Lorenz, M.Ed., Sacramento City College, Spring 2009 6 Course Syllabus Page 7 of 9  Staffing and Professional Development. Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the early childhood program.

 Opportunity and Equal Educational Access. Participants have equitable access to all programs provided by the local educational agency, or as required by law.

 Teaching and Learning. Participants receive the early childhood program services that meet their assessed needs. Early Childhood Programs Oral Presentation of a Child Development Key Dimension of Quality

Student’s Names: Dimension Overview: GRADING CRITERIA - 150 PTS. POSSIBLE Grading Criteria Points=150 90 Total Content= Presentation Relevancy and Concepts 30 Describes the major aspects of dimension /30 30 Shows Knowledge of approaches within the dimension presented /30 30 Describes own opinion to the most meaningful parts of the topics /30 /90 40 Structure= Preparation and rationale of software 20 Lecture form/visual presentation /20 20 Props used to exemplify approach /20 /40 Visual Presentation 20 Professional appearance /20

150 Total Score /150 Grading percentage scale: Grade 100-90- A 89-80- B 79-70- C 69-60- D 59- 0- F Comments:

Course Points & Grading

Assignment/Items Expectations Points Percentage of Grade

Attendance 15@ 10 points 150 11%

Section Summaries 3@ 75 points 225 16% Sections I, II, & III on Group Topics

Administrative Interview 1@ 100 100 7%

Lesson Plan & Menu Sample 1 @50 points (25 points each) 50 4%

Family Handbook 1@ 200 200 14%

Research Topic 1@100 points 100 7%

Oral Project/Group Presentation 1@ 150 150 10%

Exams Section I @ 100 points 300 21% Section II @ 100 points Section III @ 100 points

N. Lorenz, M.Ed., Sacramento City College, Spring 2009 7 Course Syllabus Page 8 of 9 Resource Binder 1@ 150 150 10%

Total Points 1325 100%

Evaluation Methods/Grading Rubric

Students will be graded based on three levels of criterion: Content; Relevancy, & Structure. Grading Rubric

100-90 % 89-80 % 79-70 % 69-60 % All categories Categories Categories Categories met addressed unclear not met

Total Grades=_ Grade Percent Conversions A 90% - 100% B 80% - 89% C 70% - 79% D 60% - 69% F below- 59%

Student Name:

ECE 422: Advanced Coordination and Supervision of Child Development Programs

Administration Resources

Table of Contents

Section/ Resources Grade Tab 1 Class Attendance/Participation (15 sessions @ 10 points each) /150= 11%

2 Section Summaries /225= 16% I- 75 points II- 75 points III- 75 points

3 Administrative Interview /100=7%

N. Lorenz, M.Ed., Sacramento City College, Spring 2009 8 Course Syllabus Page 9 of 9

4 Lesson Plan & Sample Menu (2@ 25 points) /50=4%

5 Family Handbook /200=14%

6 Current Research (100 points) /100=7%

7 Oral Project/Group Presentation /150=10%

8 Exams (3@100 each) Section I /100 points /300=21% Section II /100 points Section III /100 points

9 Resource Binder /150= 10% Introduction ( 10 points) Table of Contents ( 25 points) Syllabus ( 25 points) Resources with Tabs ( 80 points) All course work tabulated sections 2-8 Summary ( 10 points)

Course Outcomes /1325=100% Final Grade Grades Grade Percent Conversions A 90% - 100% B 80% - 89% C 70% - 79% D 60% - 69% F below- 59%

N. Lorenz, M.Ed., Sacramento City College, Spring 2009 9