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Course Planning by Program


Essential Objectives

Course Syllabus

Revision Date: 25-Apr-24

Summer 2024 | EDU-2042-VO02 - 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: 05-21-2024 to 08-12-2024
Last day to drop without a grade: 06-10-2024 - Refund Policy
Last day to withdraw (W grade): 07-08-2024 - 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-VO02 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.


  • multimedia presentations and academic resources
  • inquiry-based research
  • weekly engagement with learning community

Evaluation Criteria

Evaluation Criteria

Grading is based on a total of 100 points

Discussion Forums: 11 @ 5 points = 55 points

To receive all points for each week's discussion forum(s) you must be present during the week & participate fully in discussion forums.Engagement in anacademic community of learningrequires participation spread out over the week to converse with members in our online learning community.

QUALITY OF WRITING:critical thinking and college level writing skills are required.Strive for complete paragraphs with a minimum of grammatical or usage errors.

BEGIN: read or viewALL assigned resources for the week outlined in the ASSIGNMENTS AND NOTES document (first document in weekly module each week).This is your MAP of the week.All discussion forums, written assignments or other important notes are described in detail in this document.

INITIAL RESPONSE:must include information from assigned textbook chapter(s) and all assigned resources each week. Your opinions and experiences add depth and dimension to your response, however, in college courses, students are graded on academic content.

  • INITIAL RESPONSE posted in discussion forum on or prior toTHURSDAY
  • CITE SOURCES:Refer to weeklyassigned sources only: we need to be on the same page discussing directly from textbook and VT sources.
  • ILLUSTRATEthat youunderstand the subjectmaterial 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 POSTto all questions/comments from peers and instructorthroughout 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 theHEARTof online learning where students and instructor (learning community) conduct 'conversations' throughout the week.

RESPOND:to at least 3 of your classmates initial responses

  • Add to what has been written by the original respondent and include ideas from assigned text/resources.
  • Repeating what has been said by the respondent, what you have said in your post, or posting agreement alone are not sufficient for full credit.
  • Continue the conversation! Add new ideas; ask questions for clarity or deeper meaning.
  • Conversations/discussion forums end onSunday evening; strive to add responses early in the week to support learning community conversations. Posts added at the last minute on Sunday do not allow for engagement with learning community. See Grading Rubric for details.
  • 150 word minimum

Written Assignments: 6 @ 5 points = 30 points

Quality of writing:

  • Edit assignment prior to submitting paper to designatedAssignment Notepad.
  • 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 citing sources

Formal college level writing: no abbreviations, complete sentences/paragraphs, no generalizations and MLA or APA format and CCV essay guidelines are followed.

Late Work Policy

Students are encouraged to request extension if a personal issue prevents completion of the week's requirements. When appropriate, instructor will allow the following week to complete work. Send a Canvas message to instructor immediately and explain reason and when work will be completed. The following options are available:

Discussion forums: due to the 'conversation' element can not be made up. A few points are earned if the initial post is completed before Thursday of the following week.

Written assignments: completed within the following week with instructor approval earn full credit. Written assignments are graded prior to the beginning of the following week and often request edits. If students decide to complete edits, as per request, full credit is earn when completed by the end of the week.

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: gathering our learning community andhistorical 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


  • Textbook:From Survive to Thrive,Chapter 3

Discussion Forum #4: how young children learn

Written assignment #1: goals; policies and procedures



WEEK 5: Mission and Philosophy Statements

  • Textbook: From Survive to Thrive, Chapter 2 & 3 (review)

Discussion Forum #5: director's 'big picture"

Written Assignment #2: mission & philosophy statements



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.

No discussion forum this week

Written Assignment - Trauma informed classrooms and support for families whose 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



WEEK 11: Community Resources

Academic resources

  • Textbook:From Survive to Thrive,Chapter 8

Discussion Forum #10



WEEK 12: Final Week


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.