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Communications for the Early Childhood Program Director

I.     Course Prefix/Number: ECE 285

       Course Name: Communications for the Early Childhood Program Director

       Credits: 1 (1 lecture; 0 lab)

II.    Prerequisite

ECE 273 or consent of department chair.

III.   Course (Catalog) Description

Course provides information on communications to be carried out by the early childhood director.  Focus on mechanics of written materials, oral communications, various styles of modern business documents.

IV.   Learning Objectives

Upon completion of this course, students will be able to
1.    Understand the various channels of communications
2.    Deliver effective oral and written presentations
3.    Write informal and formal business correspondence including email
4.    Establish rapport; prepare the environment, use active listening and voice control
5.    Make formal presentations at a board meeting or community forum
6.    Present a workshop at a professional conference
7.    Demonstrate interpersonal skills, one on one and in a small group.
8.    Use PowerPoint software in a presentation
9.    Assess their own communication style and those of others.

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 Indicators – The competent teacher
7A.  understands communication theory, language development, and the role of language in learning.
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.

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.
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.
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.
9O.  coordinates and/or collaborates in directing the activities of a classroom para-educator, volunteer, or peer tutor.

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

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.
11M. actively participates in or leads in such activities as curriculum development, staff development, and student 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 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.

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.
13E.  understands the importance of audience and purpose when selecting ways to communicate ideas.

Performance Indicators – The competent early childhood teacher
13J.   use a variety of communication modes to effectively communicate with a diverse student population.
13L.  communicates using a variety of communication tools to enrich learning opportunities.
13M. uses individual and group guidance and problem-solving skills to develop positive and supportive relationships with children, to encourage positive social interaction among children, and to develop personal self-control, self-motivation, and self-esteem.

 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.
16H.  analyzes and evaluates experiences in working with parents and with interdisciplinary teams of professionals.

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
17H.  follows codes of professional conduct and exhibits knowledge of expectations of current legal directives.
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.

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

Communicating at Work
Communicating in Teams
Listening
Nonverbal Cues
Collaboration
Meeting Skills
Writing a Business Message
Memos and Emails
Persuasive Sales Letters
Business Reports
Oral Presentation

VII.  Methods of Instruction

Lecture, class discussion, readings, small group projects, role-play, written assignments, oral presentations.

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 small group projects and written assignments.
C.    Student will be required to make one oral presentation.

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

Small group projects, oral report, written assignments.

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.