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Course Planning by Program

2024-25

Essential Objectives

Course Syllabus

Revision Date: 07-Apr-24

Summer 2024 | EDU-2042-VT01 - Early Childhood Education & Afterschool Program Management

In Person Class

Standard courses meet in person at CCV centers, typically once each week for the duration of the semester.

Location: Brattleboro
Credits: 3 (45 hours)
Day/Times: Thursday, 05:30P - 09:00P
Semester Dates: 05-23-2024 to 08-08-2024
Last day to drop without a grade: 06-10-2024 - Refund Policy
Last day to withdraw (W grade): 07-08-2024 - Refund Policy
Open Seats: 10 (as of 04-28-24 5:05 PM)
To check live space availability, Search for Courses.

Faculty

Debra Gass
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

EDU-2042-VT01 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.

Artificial Intelligence(AI) Policy Statement

CCV recognizes that artificial intelligence (AI) and generative AI tools are widely available and becoming embedded in many online writing and creative applications.

Allowed: This course's generative AI policy acknowledges technology, including generative AI, plays a supportive role in learning and feedback. During our class, we may use AI writing tools such as ChatGPT in certain specific cases. You will be informed as to when, where, and how these tools are permitted to be used, along with guidance for attribution. Any use outside of these specific cases constitutes a violation of CCV's Academic Integrity Policy.

AI will not be allowed for use in the final essay assignment.

Methods

Due to the abbreviated 11-week summer course term, this is a rigorous schedule.

Students will engage in and build their learning community with facilitation by the instructor. They will be expected to fully participate in classroom and weekly Canvas discussions and activities as active listeners, and contributors. Students will conduct one field interview with a director during this course term. Instructor will present information and guidance to stimulate learning and curiosity through a myriad of modalities which may include: didactic instruction, individual and small group class activities, guest speakers, written assignments, responses to articles, journaling personal experiences and self-reflection.

Students will be expected to participate in a team project for many weeks in this course. With guidance from the Instructor, each team will develop a mock "dream" program, create a budget as well as policies and procedures to successfully operate that program. Each team will present their completed project to the class.

A Midterm Research PowerPoint Outline and Presentation is required for each student. Topics are assigned. Each student will be expected to present their research to the class in a PowerPoint format. Presentations will be scheduled in Weeks 7, 8 & 9.

Weekly journaling assignments in our Canvas classroom will be required. Guidance for weekly reflections will be provided by the Instructor. A summary of each student's weekly reflections along with information gathered from a field interview will inform the final assignment in this course, a "Reflections" essay.

Students must have reliable access to a computer and be familiar with the online Canvas platform.

Evaluation Criteria

44% Attendance and Class Participation 4 points each week

10% Journaling and other Canvas Assignments 1 point for 10 weeks

23% Mid-Term Research PowerPoint Presentation

23% Final Essay

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

Week/Module	Topic	Readings	Assignments

1	Course Overview and Expectations The History of Early Childhood Education in Vermont Licensing Regulations Core Competencies for Early Childhood Professionals Knowledge Areas and Competencies for Afterschool Professionals STARS Early Childhood and Afterschool Professional Development Pathways Midterm Research Assignments	History of Head Start video	1. Read: What You Need to Lead: Part 1 Chapters 1-4 pages 1-51 for next week 2. Prepare a collage about yourself to present in class next week as your self-introduction. Instructions will be given in class for this assignment. 3. Choose Mid-Term Research Essay Topic from assigned choices. 4. Find a director of a licensed childcare center (not a home based program) or afterschool program to interview by Week 8. Interview questions will be provided in class and on Canvas. 5. In Canvas, this week, begin your "Reflections" Journaling: What are your hopes and dreams for this course? What are your fears? Where will you shine and where will you find challenges over the next 10 weeks in this class? Guidance for posting weekly Reflections submissions will be provided in class.

2	Collage Student Introductions Roles and Responsibilities of an Early Childhood or Afterschool Program Leader. Trauma Informed Practice Establish Groups. Creating a Program and Developing a Program Vision and Philosophy-Group Work	In class: Handbook For Early Childhood Administrators Directing With A Mission Chapter 1 & Organizational Structure Chapter 2	Homework: 1. Begin to research Mid-Term PowerPoint topic and work with college Library to find first reference for this presentation. 2. Read: Handbook for Early Childhood Administrators Chapter 15 Program Evaluation 3. 2. Read:What You Need to Lead: Chapter 11 Do No Harm: Building Safe, Sustainable, Healthy Learning Environments. 4. Find a director of a licensed child care center (not home based) or afterschool program to interview no later than Week 8 of this course. 3. In Canvas Reflective Journaling: Are you a Manager or a Leader?

3	Evaluating early education or afterschool programs, for health, safety, learning design, cultural competence and staff performance. Group Work.	In class video: Culture, Diversity, Inclusion and Equity Spotlight on Human Resource Systems (EKCLKC)	1. Find second article to support Mid-Term Research PowerPoint presentation. 2. Read in What You Need to Lead: Chapter 7 Preventing Legal Issues: Policies and Procedures 3. Conduct your Director Interview if possible this week. 4. Canvas "Reflections": How are you feeling about working with your group? What are the strengths you might find in this work? What can you learn and what can you share?

4	Building Your Program-Group Work (Policies and Procedures as they relate to health, safety, feeding/nutrition, child abuse and neglect and emergency preparedness).		Homework: 1. Find third article to support Mid-Term Research PowerPoint presentation. Begin to build the outline and presentation. 2. Read: What You Need To Lead Chapter 10 Financial Management 3. Read: Handbook for Early Childhood Administrators Chapter 11 Financial Operations 4.3. Conduct your Director Interview if possible this week if you haven't yet completed this. 4. Canvas Classroom: "Reflections" Journal Entry: What systems and assurances should be in place to ensure that your program provides the utmost in safety for children, families and staff? What areas are the most important to you and why?

5	Technology Use for Managing Record Keeping, and Communications in ECE and Afterschool Programming. Develop a Business Plan and Operating Budget-Group Work	Class Discussion: Boosting Your Connection Article	1. Finalize Mid-Term Research PowerPoint Outline and Presentation to submit by June 26 2. Read in Handbook for Early Childhood Administrators: Chapter 10 Law and Child Care 3. Canvas "Reflection" How will you use technology to support your program? Write a philosophical statement to reflect your choices. 4. Have you conducted your Director Interview yet?

6	Mid-Term Research PowerPoint Outlines and Presentations due this week. More Group Budget Work: Development. Budget Deviation. Interpreting Financial Statements		1. Mid-Term Research PowerPoint Outline and Presentation Due This Week. 2. Read: Handbook for Early Childhood Administrators Chapter 8: Ethical Behavior and Code of Ethics. 3. Read: What You Need to Lead: Chapter 15 Quest for Quality, Professionalism Isn't Just a 15-Letter Word 4. Director Interview should be completed by now! 5. Canavas "Reflections": What have you learned about budget work? What are your strengths and challenges with these responsibilities? How will you ensure that your program is meeting all of the appropriate financial and legal requirements as they pertain to financing a program?

7	Mid-Term Research PowerPoint Presentations Vermont's Core Competencies as a resource for managing employees (hiring, staff orientation, job descriptions, performance evaluations, individual professional learning goals and training, etc) Class discussion and Group Work. Ethical Behaviors From Handbook for Early Childhood Administrators: Chapter 3 Program Policies and Procedures, Chapter 4 Job Descriptions, Chapter 5 Staffing.	Midterm Research PowerPoint Presentations.	1. Read in Handbook for Early Childhood Administrators Chapter 1: Program Practices to Support Families. Read Chapter 13: Supporting Families Handbook 2. Read in What You Need to Lead Chapter 14: Every Child's Family: Building Partnerships. Read Chapter 5 Getting Started: Wherever You Are Is the Place to Begin, Chater 6 Patnering With Change and Chapter 8 Creating a Community of Problem Solvers. 3. Write your Director Interview Summary this week. Instructions are in Canvas. 4. Canvas "Reflections" Journaling Assignment: What are the most challenging perspectives of human resource management that concern you and why? What do you struggle with or feel you would struggle with? Is there a place for teamwork in addressing any of those challenges?

8	Mid-Term Research PowerPoint Presentations. Group Work: More on Managing Staff, Personnel Challenges, etc. Family Engagement. Developing a Culturally Sensitive, Trauma Informed Strategies to Encourage Family Involvement in ECE and Afterschool Programs.	Mid-Term Research PowerPoint Presentations In class: What You Need to Lead Chapter 9 Supervision and Staff Development: Social EQ in Action. In class video: Effective Strategies for Family Communication and Engagement (EKCLKC)	1. Read: What You Need to Lead Chapter 12: Curriculum Choices: Roots and Wings 2. Canvas "Reflections" How will you ensure that your program honors and respects diversity and equity for all? What will you do to address issues of bias or discrimination that may arise in your program amongst staff? With parents or other program constituents? Be sure to consider race, culture, socio-economical status, and gender identity in your reflections.

9	Inclusion: Working with Children Who Have Special Needs Groupwork		1. Read: Handbook for Early Childhood Administrators: Chapter 9 Working with Boards. Read Chapter 12: Marketing and Publicity. 2. Canvas "Reflections" Describe your perspectives on the use of curriculum for children of all ages, and abilities. How important is it to use a curriculum that is scientifically researched and/or informed? Do you prefer a particular curriculum, and if so, why? Is it important to implement a curriculum "to fidelity"?

10	Community Resources to Support Our Programs Grouowork		1. Canvas "Reflections" What is your Leadership Philosophy? Develop a Personal Leadership Statement. 2. Read in What You Need to Lead Chapter 16: Leadership Principles to Take With You 3. Prepare to bring a summary of your Director Interview for class next week. 4. Canvas "Reflection" What are the important "takeaways" you gleaned from your Director Interview? How will those perspectives shape your work as you move forward in your career?

11	Director Interviews Sharing and Discussion Course Wrap Up		Homework: 1. Finish and submit final "Reflections" essay for submission by Thursday. Guidance provided in Canvas.

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

Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
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.