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Staff Management and Human Relations in Early Childhoodhood Programs

I.     Course Prefix/Number: ECE 283

       Course Name: Staff Management and Human Relations in Early Childhoodhood Programs

       Credits: 1 (1 lecture; 0 lab)

II.    Prerequisite

ECE 273 or consent of department chair.

III.   Course (Catalog) Description

Course examines different supervisory and group facilitation styles.  Focus is on developing skills in consensus building, team development, and staff performance appraisals.  Additional content includes group dynamics, communication styles, and conflict resolution.

IV.   Learning Objectives

The following objectives will be achieved through the development of a Human Resource Plan
1.    Skills in communicating with board and staff members of diverse racial, cultural, and ethnic backgrounds.
2.    The ability to hire, supervise, and motivate staff to high levels of performance.
3.    Develop an orientation program for new personnel
4.    Mentor, supervise and evaluate staff
5.    Implement a model for staff development
6.    Create a staffing plan to reflect enrollment patterns

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 2 – Human Development and Learning
The competent teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal developments of all students.

Knowledge Indicator – The competent teacher
2A.  understands how students construct knowledge, acquire skills, and develop habits of mind.

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 Indicators – The competent teacher
7A.  understands communication theory, language development, and the role of language in learning.
7B.  understands how cultural and gender differences can affect communication in the classroom
7C.  understands the social, intellectual, and political implications of language use and how they influence meaning.
7D.  understands the importance of audience and purpose when selecting ways to communicate ideas.

Performance Indicators – The competent teacher
7E.  models accurate, effective communication when conveying ideas and information and when asking questions and responding to students.
7I.   uses a variety of communication modes to effectively communicate with a diverse student population.
7J.  practices effective listening, conflict resolution, and group-facilitation skills as a team member.
7K.  communicates using a variety of communication tools to enrich learning opportunities.

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.
9D.  understands the collaborative process.
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.
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.

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
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.

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.
11E.  understands the importance of active participation and leadership in professional organizations.

Performance Indicators – The competent teacher
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.
11M.  actively participates in or leads in such activities as curriculum development, staff development, and student organizations.
11N.  participates, as appropriate, in policy design and development at the local level, with professional organizations, and/or with community organizations.
11P.  demonstrates positive regard for individual students and their families regardless of culture, religion, gender
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 Indicator – 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.

Knowledge Indicators:  The competent early childhood teacher
13A.  understands communication theory, language development and the role of language in learning.
13B.  understands how cultural, gender, and socioeconomic differences can affect communication in the classroom.
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.
13K.  practices effective listening, conflict resolution, and group-facilitation skills as a team member.

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.

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.
15J.  establishes and maintains positive, collaborative relationships with colleagues, other professionals and families, and works effectively as a member of a professional team.

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 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.]
17E.  understands the importance of active participation and leadership in professional education organizations.

Performance Indicators – The competent early childhood teacher
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.
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

Group Dynamics
Communications
Human Relations
Intercultural Relations
Motivation and Morale
Developing a Positive Attitude
Management Concepts
Selecting and Orientation Training
Appraisals Discipline Security and Safety

VII.  Methods of Instruction

Lecture, class discussion, role-play, small group projects, videos, readings, written assignments, oral reports.
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.    Students will be required to demonstrate competency by successfully completing written assignments and small group projects.

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

Written assignments, small group projects and oral reports

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.