Revision Date: 31-Jul-19

EDU-2042-VO01X - Early Childhood Education & Afterschool Program Management Synonym: 188061 Location: Online Credits: 3 (45 hours) Accelerated Section: This course has special meeting dates and times. See comments below or consult VSC Web Services - Search for Sections in the VSC portal for specific dates and times. If you have any questions call the site office offering the course. Semester Dates: 09-03-2019 to 10-21-2019 Last day to drop without a grade: 09-11-2019 - Refund Policy Last day to withdraw (W grade): 10-01-2019 - Refund Policy Faculty: Jannice Ellen | View Faculty Credentials This course has started, please contact the offering academic center about registration Course Description: The course is designed to provide an overview of the role and responsibilities of the early childhood and/or afterschool program administrator. Topics will include philosophy and design, personnel and resource management, and legal and financial considerations. Students will develop skills and identify resources to better prepare themselves for meeting the challenges faced by early childhood administrators. Essential Objectives: The successful student will be able to: 1. Discuss the history of early childhood education in the State of Vermont and describe Vermont licensing regulations, Vermont’s program quality recognition system and Vermont’s early childhood and afterschool professional development pathways. 2. Explain roles and responsibilities of an early childhood or afterschool program leader. 3. Evaluate a childcare, early education or afterschool environment for health, safety, learning design, and staff performance using Vermont's program and professional development recognition system. 4. Develop policy and procedure statements as they relate to the operation of early childhood or afterschool programs specifically addressing health and safety, feeding and nutrition, child abuse and neglect, and emergency preparedness. 5. Describe the use of technology in managing an effective and confidential record keeping system (e.g. enrollment, attendance, medication administration, staff qualifications). 6. Develop and manage an operating budget and business plan for an early childhood or afterschool program and interpret financial statements. 7. Participate in various aspects of personnel management using Vermont’s Core Competencies as a resource for hiring, staff orientation, developing job descriptions, evaluating performance, assessing strengths, identifying learning needs, and supporting individuals in creating professional development plans. 8. Discuss the role of parental involvement and develop successful strategies to encourage their participation in early childhood education or afterschool programs. 9. Identify and collect resources from the community that support early childhood or afterschool programs, teachers, and directors. 10. Demonstrate effective oral and written communication skills needed by early childhood or afterschool program leaders. 11. Identify administrative practices that promote the inclusion of children with special needs. Textbooks: Fall 2019 textbook data will be available on May 13. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks. Additional Instructor Pre-Assignments/Notes/Comments: Due to professional content and in-depth material covered, obtain and review textbook well in advance of first class: Reno, Hilde, Stutzman, Janet, Zimmerman, Judy (2008).Handbook for Early Childhood Administrators Directing with a Mission;1st Edition. Pearson ISBN: 0-205-46980-9 POLICIES: This course is collaboration between the Vermont Child Care Industry & Careers Council (VCCICC) and Community College of Vermont (CCV). All policies of CCV can be found in the student handbook (available in any CCV location or online at [http://www.ccv.edu/about_ccv/policies/index.html] CCV is for all Vermont residents. CCV is committed to the success of its students. CCV has various means of support. Whether this is the only class you plan to take, or it is the beginning of a degree, we encourage you to take advantage of these supports. One of the supports is an advisor to help you with future course selection, professional development, and assisting you in finding the help you might need. Other supports are learning labs and workshops (individual and group) in reading, writing, study skills, and computer skills. Call your local CCV office for availability. They also offer semester long (non-credit bearing) courses in reading, writing, and basic math skills NOTE: THIS IS A CCV ACCELERATED COURSE. Complete all course preparation prior to first day of course. Academic material covered in a typical fifteen week spring/ fall or twelve week summer course at CCV is accomplished in SEVEN weeks. Be mindful and carve out 12-15 hours per week to successfully navigate this course. One absence is allowed in an accelerated course. COMPLETE THE FOLLOWING prior to first day of course: Obtain textbook: Reno, Hilde, Stutzman, Janet, Zimmerman, Judy (2008).Handbook for Early Childhood Administrators Directing with a Mission;1st Edition. Pearson ISBN: 0-205-46980-9 Sign up for CCV email (see directions below) Review allCourse Documentslocated in Moodle, Week 0, with a keen eye to:Evaluation Criteria and Grading,MLA format,Critical Thinking Skills Questions, concerns, clarifications? email:Jannice.Ellen@ccv.edu PLEASE NOTE: To read PDF you must have Adobe Acrobat Reader installed on your computer. Download it for free fromhttp://www.adobe.com/ Review CCV’sPortal Guideto begin exploring resources on CCV’s Portal. CCV: Your very own CCV email! Reminder: ALL messages will be sent to your CCV.edu email address. Please start checking this! You can access it through your Portal or by going tohttp://mail.o365.vsc.edu. Navigate tohttps://portal.ccv.edu/owaand login using your normal username and password. •Once logged in, click the gear/wheel in the upper-right, and choose “options”. •In the options menu, click “forwarding” under the “accounts” subsection. •In the forwarding section, you can choose to enable email forwarding and identify which account to send messages to. •Be sure to click "save" when done. CCV: MS Office suite download now available at no charge: review WORD.Required for all written assignments. Methods: This course will be taught with a combination of: weekly discussion forums small group forums critical thinking skills weekly assignments Evaluation Criteria: Evaluation Criteria:EDIT weekly discussion forums: 7 @ 7 points = 49.5 written assignments: 7 @ 7 points = 49.5 Grading is based on a total of 100 points Grading Criteria: Grading Criteria:EDIT Grading A The student has an excellent command of all course objectives, as indicated by high levels of performance in all the domains (excellent written assignments, consistently informed and interested in class discussion, steady progress and high quality work) and has gone beyond the minimum acceptable performance with creative, critical and thorough work. B The student has mastered all course objectives as indicated by very good performance in all domains. While the objectives have been well achieved, it may be the case that the performance across the domains is not consistent, that is, one area may show an acceptable level of mastery where the others show superlative work. Students earning this grade have demonstrated achievement of the objectives through performance that is generally complete and thorough. Because of omissions or inconsistency the student's work does not achieve the level required for the grade of A, nonetheless, the student has made steady, paced progress in achieving the objectives. C The student has achieved or mostly achieved the objectives. This level of mastery indicates that the student has knowledge, but not expertise. Performance across the domains may be inconsistent, with no domain being of outstanding quality. Written assignments have most of the essential content required, but are lacking in depth, analysis or presentation. Some work is missing. D The student has not achieved all the course objectives in a satisfactory manner. This level indicates the student's marginal knowledge of the content. Performance across the domains is inconsistent through there is evidence of effort. Written assignments have some of the required content but are not complete. F The student has not achieved the course objectives as indicated by poor or deficient performance in all domains. The student has failed to meet the grading criteria listed above. Attendance Policy: Attendance Policy:EDIT Regular attendance and participation in classes are essential components of a student's success in college and are completion requirements for courses at CCV.Early Childhood Education and After-school Managementis an intense study that requires regular attendance. More thanONEabsence may lead to a failing grade. If the quality of participation is infrequent or incomplete on any given week, the instructor reserves the right to mark as an absence. Contact Faculty: Email: Jannice Ellen Hiring Coordinator for this course: Philip Crossman Syllabus: Syllabus:EDIT Week One: Vision, Philosophy and History reading: Chapters 1 and 2; history of ECE resources (EO #1); written assignment 1: Program Philosophy Statement and Mission Statement Week Two: Program Policies and Procedures and Boards EO 4 Develop policy and procedure statements as they relate to the operation of early childhood or afterschool programs specifically addressing health and safety, feeding and nutrition, child abuse and neglect, and emergency preparedness. reading: Chapters 2 & 3; written assignment 2: analysis of policies and procedures; and description of VT ECE Policies Week Three: Staffing and Staff Development EO 7 Participate in various aspects of personnel management using Vermont’s Core Competencies as a resource for hiring, staff orientation, developing job descriptions, evaluating performance, assessing strengths, identifying learning needs, and supporting individuals in creating professional development plans. reading: Chapters 4, 5, 6; Northern Lights written assignment 3: job description and IPDP Week Four: Management and Ethics EO 5 Describe the use of technology in managing an effective and confidential record keeping system; EO 9 reading: Chapters 7, 8, 9 written assignment 4: community resources Week Five: Financials and Budget EO 6 Develop and manage an operating budget and business plan for an early childhood or after-school program and interpret financial statements. reading: Chapter 11; written assignment 5: completed budget Week Six: Families and Inclusion EO 8Discuss the role of parental involvement and develop successful strategies to encourage their participation in early childhood education or after-school programs; EO 9 Identify and collect resources from the community that support early childhood or after-school programs, teachers, directors; EO 11 Identify administrative practices that promote the inclusion of children with special needs. reading: Chapter 12, 13, 14: written assignment 6: family/community development Week Seven: Director Roles and Program Evaluation EO 3 Evaluate a childcare, early education or after-school environment for health, safety, learning design, and staff performance using Vermont's program and professional development recognition system; EO 2Explain roles and responsibilities of an early childhood or after-school program leader. reading: Chapter 15: written assignment 7: roles of director and program evaluation Please note:In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them. Academic Honesty:CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College. Accessibility Services for Students with Disabilities: CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/ Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process. Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College. Course description details subject to change. Please refer to this document frequently.