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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 10-Nov-22

Spring 2023 | EDU-2042-VO01 - Early Childhood Education & Afterschool Program Management

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: 01-24-2023 to 05-08-2023
Last day to drop without a grade: 02-12-2023 - Refund Policy
Last day to withdraw (W grade): 03-26-2023 - Refund Policy
This course has started, please contact the offering academic center about registration


Jannice Ellen
View Faculty Credentials

Hiring Coordinator for this course: Philip Crossman

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 include philosophy and design, personnel and resource management, and legal and financial considerations. Students develop skills and identify resources to better prepare themselves for meeting the challenges faced by early childhood administrators.

Essential Objectives

1. Discuss the history of early childhood education in the State of Vermont and describe Vermont licensing regulations, program quality recognition system, and 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, cultural competence, 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 with diverse backgrounds in creating professional development plans.
8. Discuss the role of familial involvement and develop culturally sensitive, trauma-informed 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.

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

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.


  • small and large group discussions
  • multimedia presentations and resources
  • readings, writing, and inquiry-based research
  • connection to learning community

Evaluation Criteria

Evaluation Criteria

Grading is based on a total of 100 points

Essential Objects of this course are met by successfully completing discussion forums & written assignments.

Discussion Forums: 13 @ 4 points = 52 points

To receive full credit for discussion forum(s) you must be present during the week & participate fully in discussion forums. Engagement in an academic community of learning requires participation spread out over the week 'conversing' with peers and instructor.

BEGIN: read/view ALL assigned resources for the week located in Assignments and Notes, the first document in weekly module.

INITIAL RESPONSE: must include information from assigned textbook/resources each week. Opinions and experiences add depth and dimension to response, however in college courses, students are graded on academic content.

  • INITIAL RESPONSE posted in discussion forum on or prior to THURSDAY
  • CITE SOURCES: reference assigned sources
  • ILLUSTRATE: understanding of subject material through use of key concepts, quotes, vocabulary, and the ability to relevantly connect the topic to other subjects and experiences.
  • minimum of 400 words

FOLLOW UP ON YOUR INITIAL POST: respond to questions/comments from peers and instructor to your initial academic post throughout the week

  • respond to instructor and peer responses to your initial post: add new ideas, ask questions for clarity or deeper meaning.
  • discussion forums are the HEART of online learning where students and instructor (learning community) conduct 'conversations' throughout the week

RESPOND: to at least 3 peers initial responses

  • Add to what has been written by the original respondent and include ideas from assigned text/resources.
  • Continue the conversation! Add new ideas; ask questions for clarity or deeper meaning.
  • minimum of 200 words

The flow of the week:

  • read/view resources from Tuesday to Thursday;
  • compose initial post and add to discussion forum no later than Thursday
  • continue to engage in forums through to Sunday (last day to post)
  • written assignment (when assigned) is due on Monday, last day of the week, unless posted otherwise

Written Assignments: 8 @ 4 points = 32 points

Quality of writing:

  • Tutoring service is an excellent resource if you want/need to work on academic writing skills.
  • Full Credit is earned when new learning and insights are reflected in content and academic material is woven in with quotes and sources

formal college level writing: no abbreviations, complete sentences/paragraphs, MLA or APA format, follow CCV essay guidelines

Midterm: 16 points

Follow the instructions above to complete midterm essay. Full instructions are located in Midterm Module. Recommended: at least one session with Tutor: Tutor.com

Grading Criteria

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

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 
NPLess than 600

Weekly Schedule

Week/ModuleTopic  Readings  Assignments


Week 1:gatheringour learning community andhistorical overview of ECE

Academic Resources

Discussion Forums: Getting to Know You and #1: ECEhistorical overview



Week 2: What Does it Mean to Be a Director?


  • Textbook:From Survive to Thrive,preface andChapter 1

Discussion Forum #2: director/leader responsibilities



Week 3: Program Context/ Culture/Inclusion


  • Textbook:From Survive to Thrive,Chapter 2

Discussion Forum #3: building an inclusive culture



Weeks 4 & 5: Achieving and Maintaining Program Quality


  • Textbook:From Survive to Thrive,Chapter 3

Discussion Forums# 4: how young children learn; #5 director responsibilities

Written assignments 1&2: mission, philosophy statements, goals; policies and procedures



Week 6: Budget and Finances


  • Textbook:From Survive to Thrive,Chapter 4

Discussion Forum #6: program financials

Written Assignment #3: program budget



Week 7: Program Curriculum


  • Textbook:From Survive to Thrive,Chapter 5

Discussion Forum #7: program's appropriate curriculum approach

Written Assignment #4: VELS overview




First half of semester grading closes this week.

No discussion forum this week

Written Assignment: Trauma informed classrooms and support for families who child(ren) may have experienced trauma



Week 9: Observation, Assessment, and Documentation


  • Textbook:From Survive to Thrive,Chapter 6

Discussion forum #8: Program Director evaluation

Written Assignment #5: Assessments and Documentations



Week 10: Staffing


  • Textbook:From Survive to Thrive,Chapter 7

Discussion Forum #9: staff supervision

Written Assignment #6: job description and IPDP



Weeks 11 & 12: Working With Families

Academic resources

  • Textbook:From Survive to Thrive,Chapter 8

Discussion Forums #10 & 11:

Written Assignment #6: inclusive/cultural family event (due end of week 12)



Week 13: Center Enrollment


  • Textbook:From Survive to Thrive,Chapter 9

no discussion Forum

Written Assignment #7



Week 14: Conclusion

  • Textbook:From Survive to Thrive, CONCLUSION

Discussion Forum #12: community resources



Week 15: Wrap-Up

Final discussion forum and refections:Shine a Little Light


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.

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.