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Course Planning by Program

2023-24

Essential Objectives

Course Syllabus


Revision Date: 17-Dec-23
 

Spring 2024 | EDU-2041-VO01 - Leadership, Mentoring & Supervision for Early Childhood & Afterschool Practitioners


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 01-23-2024 to 05-06-2024
Last day to drop without a grade: 02-11-2024 - Refund Policy
Last day to withdraw (W grade): 03-24-2024 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Kara Von Behren-Herman
View Faculty Credentials

Hiring Coordinator for this course: Philip Crossman

Course Description

This course focuses on the development of leadership and mentoring by practitioners in early education and afterschool settings. It provides a basic understanding of leadership and group dynamics theory, including goal setting, decision making, problem solving, delegation, motivation, and performance evaluation. Students develop a personal philosophy of leadership and become familiar with strategies for mentoring early childhood and afterschool professionals.


Essential Objectives

1. Describe a variety of leadership strategies that can be used in early childhood education and afterschool settings, and develop a personal philosophy of leadership.
2. Analyze leadership styles for strengths and challenges connected to ongoing professional development for an early childhood education or afterschool practitioner.
3. Demonstrate supervisory strategies for effective management of group dynamics within early education and afterschool environments (e.g., problem solving, decision making, prioritizing, delegating, reporting, motivating).
4. Create a professional development plan designed to advocate for and influence regional, state, and national early childhood or afterschool education initiatives.
5. Discuss moral and ethical issues for leaders in early childhood education and afterschool programs.
6. Discuss the importance of cultural competence in early childhood education and afterschool professions and identify skills and strategies for supporting and collaborating with individuals from diverse backgrounds.
7. Practice the interpersonal skills necessary for effective mentoring and coaching, including efforts to solicit and share differing viewpoints and perspectives.
8. Explore practices for identifying professional stressors and strategies for promoting resiliency among early childhood education and afterschool practitioners.
9. Describe the process of creating and revising mission and vision statements within organizations engaging program staff in its development and implementation.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources

This course uses one or more textbooks/books/simulations.

Spring 2024 textbook details will be available on 2023-11-06. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

EDU-2041-VO01 Link to Textbooks for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.


Methods

  • Group discussions (by forum/discussion posts)
  • Presentations
  • Reading
  • Scenario Assignments
  • In-person Assignments (Conducted remotely on one’s own and then submitted)
  • Reflective Writing
  • Projects

Evaluation Criteria

ASSIGNMENT POLICY and GRADING:

Written Assignment descriptions and rubrics can be found on our course site. Assignments are due as listed in the syllabus. Assignments must be submitted in a standard word processing program. Late assignments will lose one letter grade and continue to lose a letter grade per week late. If you are not satisfied with the grade you receive on any assignment you submitted on time, you are encouraged to revise and resubmit it by a prearranged deadline with the instructor.

40% Participation via Online Posts

The course requires online participation, and it is imperative you demonstrate and challenge your learning through online discussions. Participation in the discussion forums weighs heavily on the final grade. It is expected that you contribute an original post to each of the week’s discussion threads and respond to the posts of peers (guidelines in each forum). Your responses should add new information to the discussion, show depth of thought and application/understanding of the content, be well written and clear, and be respectful. Responses should seek to make connections, add to the information, or ask for clarification in meaningful ways and then engage with the response. Simply responding that you agree is not adding to the discussion.

15% Final Project (100 points)

You will engage in a leadership, advocacy, supervision or mentoring project that includes a written component, a visual aid and a video presentation. A menu of options will be available to select from, or you may propose your own project to the instructor for approval.

45% Other Written Assignments (Rubrics will be provided): (100 points each)

• Interview of a leader 10%

• Personal philosophy of leadership & IPDP Update 10%

• Program orientation plan 15%

• Scenario Assignments (throughout) 10%


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

Welcome!

  • Get to know your class, your classmates, yourself
  • Overview of course
  • Overview of reflective practice

Weekly outline for course: https://docs.google.com/document/d/1L_SxLC_rX71P8_52TsZ784xI9bDDpBDYYlmtpmAr1to/edit?usp=sharing

  

These readings are due by the start of week 2:

Creating a Culture of Reflective Practice(later referred to as Ref Practice) Foreword,

Acknowledgements, and chapter 1 (21 pages)

(watch/listen) Pick ONE Simon Sinek TED

Talk:

  • https://www.ted.com/talks/simon_sinek_how_great_leaders

_inspire_action?language=en

  • https://www.ted.com/talks/simon_sinek_why_good_leaders

_make_you_feel_safe

  • https://www.ted.com/talks/simon_sinek_how_to_discover_y

our_why_in_difficult_times

  
 

2

Reflective Leadership & Roles of the Reflective Leader

  • Values & Vision
  • Introduction to Interview Assignment: Select a leader (outside of your program) to interview: determine the key things you want to learn from this leader, schedule your interview so that it can be completed by Feb 27 (so you have time to complete the assignment)
  

Reading due week 3:

Ref Practice ch 2 (35 pages)

Leadership & Self Deception (Boxes) chs 1-3

Beliefs & Values List

Draft interview questions

  
 

3

Impact of Culture, Connections

  • Introduction of final project
  • Seeing Strengths
  • Final Project topics
  

Reading due week 4:

Ref Practice ch 4 (30 pages)

Boxes chapters 4-6

What kind of leader are you? http://www.skillsyouneed.com/ls/index.php/325444

  
 

4

Empowerment & Advocacy - What Kind of Leader Are You?

  • Relationships
  • Personal Philosophies
  

Reading due class 5:

Ref Practice ch 3, only pages 51-72 (21 pages)

Boxes chapters 7-10

Read about meeting management

  • http://managementhelp.org/misc/meeting-management.htm

Read about decision making:

  • http://smallbusiness.chron.com/steps-decisionmaking-process-manager-10601.html
  • http://www.skillsyouneed.com/ips/decision-making.html
  
 

5

Meetings, Decision, and Morals & Ethics

  • Meeting management
  • Decision making
  • Moral and ethical responsibility of leadership
  

Reading due week 6:

Boxes chapter 11-14

Watch conversation with Hannah Assefa & Laleña Garcia (This is about an hour in length) as it connects to organizational cultures and the kinds of inclusive spaces we can and must create

Read about Emotional intelligence

Submit your final project topic for approval February 27th

  
 

6

Supervision

  • Setting the Stage for effective supervision & relationships
  

Reading due week 7:

Read about Program Orientation tools

Ref Practice ch 5, only pages 113-122 (9 pages)

Boxes chapters 15-18

Read sample job descriptions (links in weekly module)

Identify a colleague to observe for an hour, by Friday, March 9th; perform the observation.

  
 

7

Orientation & Job Descriptions

  • Program Orientation
  • Job Descriptions
  • Supervision Process: reflect on the observation & determine course of action
  

Reading due week 8:

Ref Practice ch 5, only pages 123-152 (29 pages)

Boxes chapters 19-21

Watch: Daring Classrooms by Brené Brown

  
 

8

Supervisory Relationships

  • Supportive Relationships
  • Reflecting on Daring Classrooms
  

Reading due week 9:

Boxes chapters 22-24

Feedback: http://www.skillsyouneed.com/ips/feedback.html

Watch video on giving feedback: (about 5 min)

Drama Triangle (article & links will be posted)

  
 

9

Communicating Effectively

  • Effective Communication
  • Avoiding the Drama
  • Draft leadership philosophy
  • Review of Leadership & Self-Deception
  

Reading due week 10:

Dare to Lead (Dare) Intro & Section 1

Evaluation tools (links in weekly module)

Orientation Plan & Reflective Paper DUE April 17

  
 

10

Teams:

  • Teams

  • The mentoring relationship:

    commonalities and differences from

    other leadership roles

  • Staff (& Self) Evaluations

  

Reading due week 11:

  • Ref Practice ch 3 only pages 73-82 (9 pages)

  • Dare Section 2

  • Explore the Northern Lights Career Development

    Center website: key sections that

o support staff,

o Career Ladder and o Core Competencies

  
 

11

The Leader as a Professional

  • The Leader as a Professional within the Community

  • Professional growth

  • Discuss Northern Lights Career

    Development Center & Career Ladder and other opportunities for professional growth

  

Planning Your Professional Growth

  • Ref Practice ch 5 only pages 153-172 (19 pages)

  • Dare Sections 3 & 4

  
 

12

Values & Beliefs & Mentoring revisited

  

Reading due by class 13:

Dare Section 5

  

Orientation Project Due

 

13

Leaders in Our Midst

  
  • Dare Part 2

  • Ref Practice: Final Thoughts (2 pages)

  

Final Draft of Leadership Philosophy Due

 

14

Final presentations

  

Reading due by the start of Week 15:

Dare Parts 3 & 4

  

Final Project Due

 

15

Final reflections

  

No new reading due

  
 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.


Participation Expectations

Full participation requires active and thoughtful engagement in class each week. The following habits and skills are important.

  • Read the assigned material and demonstrate an understanding of those resources in your assignments and posts. Readings and resources should be cited using either APA or MLA format.
  • Post an original response to the weekly prompt(s) before Friday at midnight (11:59 PM) unless otherwise noted and response posts (when required) by Monday at midnight (11:59 PM). You are welcome to post early and/or more frequently, as your schedule allows, but you will not receive full credit if you do not meet these minimum requirements and/or deadlines.
  • Posts should be substantive and demonstrate college-level writing. A substantive post is well-developed, shows evidence of depth of thought and reflection, and references the reading or another appropriate source. A substantive post is NOT one or two sentences of general statements or unsupported opinion.

Students should:

  • Complete all of the week's reading and assignments before the start of class
  • Positively contribute to online class discussions without judgement
  • Ask questions and seek help when you need it
  • Challenge yourself to do your best work


Missing & Late Work Policy

  • Late assignments can be submitted past the deadline, but points will be deducted if student does not get authorization from the instructor in advance of the due date. This includes assignments, discussion posts, and response postings. However, students who are habitually late with work will have their grades reduced significantly, even if approval is given to submit items late.
  • Extensions will be granted only in extenuating circumstances. If a lengthy medical problem or other emergent personal issue will result in missing weekly discussions and/or assignments, please contact your instructor as soon as possible.
  • Students who know that they will not have course access for any given week should make arrangements with their instructor to complete assignments and participation requirements prior to the absence.

Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


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.