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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 18-Mar-23

Summer 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: 05-23-2023 to 08-14-2023
Last day to drop without a grade: 06-12-2023 - Refund Policy
Last day to withdraw (W grade): 07-10-2023 - 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

*** This is a low cost ($50 or less) textbook or resource class ***

EDU-2042-VO01 Link to Textbooks/Resources Information 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.


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

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


NOTE: Syllabus is a tool to map out the semester. Changes may occur based on learning community. Check in often if you are following the syllabus.

However, every week the first document in Canvas module is a 'map of the week'. The Assignments and Notes document will always state the assigned resources that may not appear on syllabus.

Week 1: Gathering Learning Community and Historical Overview of ECE

Academic Resources

Discussion Forums: Getting to Know You and #1: ECE historical 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



Week 4: Achieving and Maintaining Program Quality

academic resources

  • textbook: From Survive to Thrive,Chapter 3

discussion forum #4 ~ how young children learn

written assignment # 1 ~ mission, philosophy, goal statements



Week 5: Budget and Finances

Academic Resources

  • Textbook:From Survive to Thrive,Chapter 4

Discussion Forum #6: program financials

Written Assignment #3: program budget



Week 6: Budget and Finances

academic resources

  • 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

Academic resources

  • Textbook: From Survive to Thrive,Chapter 6

Discussion forum #8: Program Director evaluation

Written Assignment #5: Assessments and Documentations



Week 10: Staffing

Academic Resources

  • Textbook: From Survive to Thrive,Chapter 7

Discussion Forum #9: staff supervision

Written Assignment #6: job description and IPDP



Weeks 11: Working With Families

Academic Resources

  • Textbook: From Survive to Thrive,Chapter 8

Discussion Forums #10 & 11: TBA

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



Week 12:Conclusion & Wrap-Up

  • Textbook: From Survive to Thrive, CONCLUSION

Final discussion forum and refections:Shine a Little Light

Discussion Forum #12: community resources


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.