Course Syllabus

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.

Faculty

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.

Methods

• 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.
  • • Tutor.com: 24/7 Online Tutoring
    • CCV Learning Centers
• 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:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

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:

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