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Marketing and Public Relations for the Early Childhood Program Director

I.     Course Prefix/Number: ECE 282

       Course Name: Marketing and Public Relations for the Early Childhood Program Director

       Credits: 2 (2 lecture; 0 lab)

II.    Prerequisite

ECE 273 or consent of department chair.

III.   Course (Catalog) Description

Course provides knowledge of fundamentals of effective marketing, public relations and community outreach for the early childhood director.  Focus is on developing a market plan and useful promotional literature, handbooks, newsletters and press releases.

IV.   Learning Objectives

Students will achieve the following objectives by developing an effective marketing and promotional plan.
1.    The ability to evaluate the cost-benefit of different marketing and promotional strategies.
2.    The ability to communicate the program's philosophy and promote a positive public image to parents, business leaders, public officials, and prospective fenders.
3.    The ability to promote linkages with local schools.
4.    The ability to conduct a needs analysis of the community.
5.    The ability to develop short-and-long range marketing plan to ensure full enrollment.
6.    Ability to design promotional materials.
7.    Ability to develop a media relations plan.
8.    Ability to host and promote a special event.

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 t hat make the content meaningful to all students.

    Knowledge Indicator – The competent teacher
1A.  understands major concepts, assumptions, debates, principles, and theories that are central to the discipline(s) in which certification is sought.

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.

Knowledge Indicator – The competent teacher
7C.  understands the social, intellectual, and political implications of language use and how they influence meaning.

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

STANDARD 9 – Collaborative Relationships
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.
9C.  understands school and work-based learning environments and the need for collaboration with business organizations in the community.
9E.  understands collaborative skills which are necessary to carry out the collaborative process.

Performance Indicators – The competent teacher
9H.  initiates collaboration with others and creates situations where collaboration with others will enhance students’ learning.

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 Indicator – The competent teacher
11A.  understands the unique characteristics of education as a profession.


Performance Indicator – The competent teacher
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.

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.

Performance Indicator – 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 Indicator – The competent early childhood teacher
15A.  understands schools as organizations within the larger community context.

Performance Indicators – The competent early childhood teacher
15E.  establishes and maintains positive collaborative relations with families, colleagues, and other professionals working effectively to support child development, learning and well-being.
15F.  develops relationships with parents/family to acquire an understanding of the students’ lives outside of the school and to support parents/family in making decisions related to their child’s development and learning.
15I.  links families with a range of family-oriented services based on identified resources, priorities, and concerns.
15J.  establishes and maintains positive, collaborative relationships with colleagues, other professionals and families, and works effectively as a member of a professional team.
15K.  identifies and uses community resources to enhance children’s development, learning, and well-being and to explore career opportunities.

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 Indicators – 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

Performance Indicators – The competent early childhood teacher
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.
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

The Market Plan
Market research/Needs Analysis
Industry Overview
Understanding Your Consumer
Marketing Strategies
Promotional Plan
Advertising
Direct Marketing
Internet Marketing
Media Relations
Press Releases
Event Planning
Writing for Public Relations
Fundraising

VII.  Methods of Instruction

Lecture, small group work, guest speakers
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

Desk top publishing software

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

Market Plan
Promotional Literature
Media Plan
Event Plan

XI.   Other Course Information



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.