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Introduction to Early Childhood Administration

I.     Course Prefix/Number: ECE 273

       Course Name: Introduction to Early Childhood Administration

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite

None

III.   Course (Catalog) Description

Courses examines current early childhood administrative practices and procedures.  Focus is on the administrator’s relationships with governmental, legal, business/finance, medical, social service and educational agencies in managing a program.

IV.   Learning Objectives

The student will demonstrate the ability to:

A.    Know the legal and governmental requirements for the establishment and operation of a child development center.

B.    Demonstrate knowledge of state licensing standards and NAEYC Accreditation.

C.    Develop a philosophical foundation written statement upon which program components are based.

D.    Develop and implement strategies for working with community agencies.

E.    Understand strategies for effective supervision and evaluation of staff, volunteers, and other personnel.

F.    Communicate and develop partnerships with parents.

G.    Plan, organize, implement, and evaluate children’s programs.

H.    Demonstrate competence in budget planning, financial management, and record keeping.

I.    Identify and use software specific to managing an effective early childhood center.

In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching
Standards and the Early Childhood Content Standards as put forth by the Illinois State Board of Education.

IPTS

STANDARD 1 – Content Knowledge
The competent teacher understands the central concepts, methods of inquiry, and structures of the disciplines and creates learning experiences that make the content meaningful to all students.

Knowledge Indicators – The competent teacher:
1A.  understands major concepts, assumptions, debates, principles, and theories that are central to
the discipline(s) in which certification is sought.
1B.  understands the process of inquiry central to the discipline.
1C.  understands how students’ conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.
1D.  understands the relationship of knowledge within the discipline to other content areas and to life and career applications.

Performance Indicators – The competent teacher:
1F.  evaluates teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.

STANDARD 6 – Instructional Delivery
The competent teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.

Knowledge Indicators – The competent teacher:
6A.  understands the cognitive processes associated with various kinds of learning and how these processes can be stimulated.
6B.  understands principles and techniques, along with advantages and limitations, associated with various instructional strategies.
 
STANDARD 7 – Communication
The competent teacher uses knowledge of effective written, verbal, non-verbal, and visual communication techniques to foster activity inquiry, collaboration, and supportive interaction in the classroom.

Performance Indicators – The competent teacher:
7E.  models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.

STANDARD 9 – Collaborative relationship
The competent teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support students’ learning and well-being.

Knowledge Indicators – The competent teacher:
9A.  understands schools as organizations within the larger community context.
9B.  understands the benefits, barriers, and techniques involved in parent/family relationships.
9C.  understands school and work-based learning environments and the need for collaboration with business organizations in the community.
9D.  understands the collaborative process.
9E.  understands collaborative skills which are necessary to carry out the collaborative process.
9F.  understands concerns of parents of individuals with disabilities and knows appropriate strategies to collaborate with parents in addressing these concerns.
9G.  understands roles of individuals with disabilities, parents, teachers, and other school and community personnel in planning individualized education programs for students with disabilities.

Performance Indicators – The competent teacher:
9H.  initiates collaboration with others and creates situations where collaboration with others will enhance students’ learning.
9I.  works with colleagues to develop an effective learning climate within the school.
9J.  participates in collaborative decision-making and problem-solving with other professionals to achieve success for students.
9K.  develops relationships with parents and guardians to acquire an understanding of the students’ lives outside of the school in a professional manner that is fair and equitable.
9L.  works effectively with parents/guardians and other members of the community from diverse home and community situations and seeks to develop cooperative partnerships in order to promote students’ learning and well-being.
9M.  identifies and uses community resources to enhance students’ learning and to provide opportunities for students to explore career opportunities.
9N.  collaborates in the development of comprehensive individualized education programs for students with disabilities.

STANDARD 10 – Reflection and Professional Growth
The competent teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally.

Knowledge Indicators – The competent teacher:
10A.  understands that reflection is an integral part of professional growth and improvement of instruction.
10B.  understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for reflecting on practice.
10C.  understands major areas of research on the learning process and resources that are available for professional development.

Performance indicators – The competent teacher
10E.  uses classroom, observation, information about students pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.
10F.  collaborates with other professionals as resources for problem-solving, generating new ideas, sharing experiences, and seeking and giving feedback.
10G.  participates in professional dialogue and continuous learning to support his/her own development as a learner and a teacher.
10H.  actively seeks and collaboratively shares a variety of instructional resources with colleagues.
10I.  assesses his or her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources.

STANDARD 11 – Professional Conduct and Leadership
The competent teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve students’ learning and well-being.

Knowledge Indicators – The competent teacher:
11A.  understands the unique characteristics of education as a profession.
11B.  understands how school systems are organized and operate.
11C.  understands school policies and procedures.
11D.  understands legal issues in education.
11E.  understands the importance of active participation and leadership in professional organizations.
11F.  is familiar with the rights of students with disabilities.
11G.  knows the roles and responsibilities of teachers, parents, students, and other professionals related to special education.
11H.  knows identification and referral procedures for students with disabilities.

Performance Indicators – The competent teacher:
11I.  contributes knowledge and expertise about teaching and learning to the profession.
11J.  follows codes of professional conduct and exhibits knowledge and expectations of current legal
directives.
11K.  follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.
11Q.  promotes and maintains a high level of integrity in the practice of the profession.

ECCS

STANDARD 1 – Curriculum
The competent early childhood teacher understands and demonstrates the central concepts, tools of inquiry, and structures of the content areas and creates and integrates meaningful learning experiences that develop children’s competence across all developmental areas and content areas.

Knowledge Indicators – The competent early childhood teacher
1A.  Demonstrates current knowledge of integrated learning experiences for children from birth through grade three and understands the central concepts and tools of inquiry in each of the following content areas:  Language and Literacy (English Language Arts); Mathematics; Science; Health, Safety, Nutrition, and Movement (Physical Development and Health); Art, Music, Drama (Fine Arts); and Social Science.
1B.  Understands conceptually sound and meaningful curriculum for children from birth through grade three.
1C.  Demonstrates an understanding of current research, best practice and professional standards
Performance Indicators – The competent early childhood teacher
1D.  Plans, implements and evaluates integrated, conceptually sound, meaningful learning experiences for children from birth through grade three.
1E.  Participates in a variety of experiences, which support the professional standards.

STANDARD 8 – Human Development and Learning
The competent early childhood teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, emotional, and physical development of all children from birth through grade three.

Knowledge Indicators:  The competent early childhood teacher
8A.  understands how children from birth through grade three develop physically, socially, emotionally, cognitively, linguistically, and aesthetically.
8B.  understands how to provide learning opportunities, which support and enhance each area of development-physical, social, emotional, cognitive, linguistic, and aesthetic.
8C.  understands how brain development from birth through grade three is promoted through developmentally and culturally appropriate learning experiences.
8D.  understands how children from birth through grade three differ in their development and in their approaches to learning.
8E.  understands how to support the development and learning of individual children from birth through grade three.
8F.  understands the developmental consequences of stress and trauma on children and their families, including attention to protective factors and resilience.
8G.  understands the development of mental health and the importance of supportive relationships.
8H.  understands basic health, nutrition, and safety needs of children from birth through grade three including specific procedures related to health, safety, and nutrition for infants and toddlers.
8I.  understands appropriate procedures for responding to childhood illnesses and communicable diseases.

STANDARD 9 – Diversity
The competent early childhood teacher understands how children and families differ in their perspectives and approaches to learn and creates opportunities for growth and learning that are developmentally and culturally appropriate and are adapted for children from birth through grade three.

Knowledge Indicators:  The competent early childhood teacher
9A.  understands conditions that affect children’s development and learning, including risk factors, developmental variations, and developmental patterns of specific disabilities.
9B.  understands cultural and linguistic diversity and the significance of familial, sociocultural, and political contexts for development and learning,
9C.  recognizes that children are best understood within the contexts of family, culture, and society.
9D.  understands the function of the home language in the development of young children and the interrelationships among culture, language, and thought.

STANDARD 10 – Planning for Instruction
The competent early childhood teacher understands instructional planning and designs learning opportunities based on knowledge of the children, their families, and their communities, and of content areas and curriculum goals.

Knowledge Indicators:  The competent early childhood teacher
10A.  understands how to plan developmentally and culturally appropriate curriculum.
10B.  understands the rationale for developmentally and culturally appropriate practice.
10C.  understands how to develop short and long-range instructional plans, which are based on play, open-ended inquiry, and long-term investigation.
10D.  understands how to use and integrate appropriate technology resources into classroom instruction.

STANDARD 13 – Communication
The competent early childhood teacher uses knowledge of effective, written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Knowledge Indicators:  The competent early childhood teacher
13E.  understands the importance of audience and purpose when selecting ways to communicate ideas.

Performance Indicators – The competent early childhood teacher
13F.  models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.

STANDARD 15 – Collaborative Relationships
The competent early childhood teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and community service agencies, to support children’s learning and well-being.

Knowledge Indicators – The competent early childhood teacher
15A.  understands schools as organizations within the larger community context.
15B.  understands the benefits, barriers and techniques involved in parent/family relationships.
15C.  understands the collaborative process and skills, which are necessary to carry out the process.

STANDARD 16 – Reflection and Professional Growth
The competent early childhood teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community, and actively seeks opportunities to grow professionally.

Knowledge Indicators:  The competent early childhood teacher
16A.  understands that reflection is an integral part of professional growth and improvement of instruction.
16B.  understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for reflecting on practice.
16C.  understands major areas of research on the learning process and resources that are available for professional development.

Performance Indicators – The competent early childhood teacher
16D.  reflects on practices, articulates a philosophy and rationale for decisions, and continually self-assesses and evaluates the effects of choices and actions on others (young children, parents, and other professionals) as a basis for program planning and modification, and continuing professional development.
16E.  actively seeks out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources and experiences to inform and improve practice.

STANDARD 17 – Professional Conduct and Leadership
The competent early childhood teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve children’s learning and well-being.

Knowledge Indicator – The competent early childhood teacher
17A.  understands the unique characteristics of education as a profession and a professional code of conduct [as defined by the Illinois School Code.]
17B.  understands how school systems are organized and operated
17C.  understands school policies and procedures.
17D.  understands legal issues in education.
17E.  understands the importance of active participation and leadership in professional education organizations.

Performance Indicators – The competent early childhood teacher
17F.  demonstrates an understanding of conditions of children, families, and professionals; current issues and trends; legal issues; and legislation and other public policies affecting children, families; and programs for young children and the early childhood professional.
17G.  demonstrates an understanding of the early childhood profession, its multiple historical, philosophical, and social foundations, and how these foundations influence current thought and practice.
17H.  follows codes of professional conduct and exhibits knowledge of expectations of current legal directives.
17I.  serves as an advocate on behalf of young children and their families, improved quality of programs and services for young children, and enhanced professional status and working conditions for early childhood educators.
17J.  demonstrates an understanding of basic principles of administration, organization, and operation of early childhood programs, including supervision of staff and volunteers and program evaluation.
17K.  recognizes signs of emotional distress, child abuse, and neglect in young children and understands the responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities.
17L.  communicates effectively with other professionals concerned with children and with agencies in the larger community to support children’s development, learning, and well-being.
17M.  follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

1.    Introduction, overview, explanation of assignments, and focus of Early Childhood Administration course.

2.    Philosophical foundation

3.    Community agencies

4.    Professional organizations

5.    Policy and advisory boards

6.    Networking and advocacy groups

7.    The staff

8.    Staff relations and dynamics

9.    Staff development

10.    Parents

11.    Children’s program

12.    Budget and finance

VII.  Methods of Instruction

1.    Lecture

2.    Educational films and video tapes

3.    Expert guest lecturers

4.    Class discussions
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

A.    Reading of the texts and supplemented readings will be required.

B.    Student will be required to demonstrate competency by successfully completing written tests, assignments, and reports.

C.    Student will be required to make one oral presentation.

D.    Student will be assigned specific and supervised fieldwork.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

1.    Tests

2.    Reports

3.    Oral Presentation

4.    Written Assignments

XI.   Other Course Information

The instructor will provide each class with further information as to attendance, policies, and support systems.

Plagiarism/Cheating policies are covered under the Academic Dishonesty section of the current catalog.

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.