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 Fee $15)

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 National Association for the Education of Young Children Teaching Standards.

IPTS Standards

STANDARD 2 – Content Area and Pedagogical Knowledge – The competent teacher has an in-depth understanding of content area knowledge that includes central concepts, methods, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Knowledge indicators – The competent teacher:
2A) understands theories and philosophies of learning and human development as they relate to the range of students in the classroom;
2B) understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines;

STANDARD 3 – Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.

Knowledge indicators – The competent teacher:
3A) understands the Illinois Learning Standards (23 Ill. Adm. Code 1. Appendix D), curriculum development process, content, learning theory, assessment, and student development and knows how to incorporate this knowledge in planning differentiated instruction;

STANDARD 8 – Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Knowledge Indicators – The competent teacher:
8A) understands schools as organizations within the larger community context;
8B) understands the collaborative process and the skills necessary to initiate and carry out that process;

STANDARD 9 – Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Knowledge Indicators – The competent teacher:
9D) identifies paths for continuous professional growth and improvement, including the design of a professional growth plan;
9E) is cognizant of his or her emerging and developed leadership skills and the applicability of those skills within a variety of learning communities;

NAEYC Standards

STANDARD 2 – Building Family and Community Relationships
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

Key elements of STANDARD 2
2A) Knowing about and understanding diverse family and community characteristics

STANDARD 6. Becoming a Professional
Candidates prepared in early childhood degree programs identify and conduct themselves as members or the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Key elements of STANDARD 6
6A) Identifying and involving oneself with the early childhood field
6B) Knowing about and upholding ethical standards and other early childhood professional guidelines
6C) Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
6D) Integrating knowledgeable, reflective, and critical perspectives on early education.
6E) Engaging in informed advocacy for young children and the early childhood profession.

V.    Academic Integrity and Student Conduct

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.

Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
www.oakton.edu/studentlife/student-handbook.pdf

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, hybrid or online course.

VIII. Course Practices Required

Course may be taught as face-to-face, hybrid, or on line course.

  1. Reading of the texts and supplemented readings will be required.
  2. 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.

Supervision in Early Childhood Education, Caruso, J.J., New York: Teachers College Press
Growing Teachers: Partnerships in Staff Development. NAEYC, 1993
Human Relations, Dalton and Hayle, Southwestern

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.

Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.

Resources and support for
  • pregnancy-related and parenting accommodations; and
  • victims of sexual misconduct
can be found at www.oakton.edu/title9/.

Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.