Chabot College
Fall 2005
Replaced Fall 2010
Course Outline for Early Childhood Development 68
PROGRAM SUPERVISION
Catalog Description:
68 – Program Supervision
3 units
Management of Early Care and Education programs which includes: strategic planning,
group dynamics, supervision of staff and volunteers, development of motivation and
morale, leadership skills, functions of personnel, interviewing skills, interpersonal and
group conflicts, staff evaluations, and working effectively with families and advisory
boards. Designed to provide knowledge of methods and principles of working with adults
in a supervisory capacity in Early Care and Education settings. Prerequisite: Early
Childhood Development 62 and Early Childhood Development 63 (both completed with a
grade of C or higher). 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
Before entering the course the student should be able to:
1.
examine how services provided to families and children are determined by
political, financial, religious and other powerful influences;
2.
analyze and compare services offered by contemporary communities, local, state,
and federal, that serve families and children;
3.
identify the impact of culture, linguistic and ethnic diversity , and socio-economic
status on families and children;
4.
identify steps of reporting child abuse;
5.
describe the increased variety of living arrangements that may constitute “the
family” of a child;
6.
identify and describe differing parenting styles and family interactions;
7.
demonstrate an understanding of diversity through appropriate classroom
assignments and activities;
8.
explain components of effective communication between teachers and families;
9.
plan an early childhood program utilizing the principles of human growth and
development as they apply to young children’s needs;
10.
plan an early childhood program utilizing the principles of human growth and
development as they apply to young children’s needs;
11.
demonstrate and discuss the learning process in early childhood;
12.
plan and evaluate curriculum to meet the needs of groups and individual children;
13.
plan and facilitate the following curriculum for young children using
developmentally appropriate practices : language arts/literacy, dramatic play,
creative arts, sensori-motor exploration, outdoor, anti-bias, nutrition and health,
music/movement, carpentry, science, blocks, and manipulatives;
14.
plan curriculum that reflects an understanding of cultural diversity.
Chabot College
Course Outline for Early Childhood Development 68
Fall 2005
page 2
Expected Outcomes for Students:
Upon completion of this course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
identify and describe the responsibilities and tasks associated with a supervisor
position in an Early Childhood Development program;
demonstrate improved interpersonal skills in working with staff, groups,
community agencies and parents;
examine and compare management styles in Early Care and Education settings;
define the role of a supervisor in directing a staff in Early Care and Education
settings;
enumerate the legal and ethical aspects of directing a staff;
formulate and review operational procedures, personnel and family policies;
evaluate methods and compare principles of group dynamics from a leadership
perspective.
Course Content:
1.
2.
3.
Personnel
a.
Changing needs of work force
b.
Recruitment, selection and hiring
1)
Applications
2)
Resumes
3)
Interviewing
4)
Affirmative action, diversity
c.
Staff handbook
d.
Ethical considerations
e.
Professional development and continuing education
f.
Staff meetings
Families
a.
Assessing and meeting needs
b.
Communicating with diverse populations
c.
Enrollment process
d.
Transitional plans
e.
Handbook
f.
Involvement in program
g.
Advisory boards
Program management and operations
a.
Legal structure
1)
Private, public, non-profit
2)
Board of directors
3)
College programs
4)
Faith based
Chabot College
Course Outline for Early Childhood Development 68
Fall 2005
Page 3
Course Content (Cont’d):
b.
4.
5.
6.
7.
Financial management
1)
Budgets
2)
Record keeping and taxes
3)
Credit and debts
4)
Grants
c.
Curriculum
1)
Goals
2)
Implementation
3)
Evaluation
Health and nutrition policies
a.
Staff
b.
Children
Supervisory approaches/models
a.
Management flow chart and accountability
b.
Time management and organization
c.
Managerial functions of supervisor
1)
Observation
2)
Assessment
3)
Evaluation
d.
Group dynamics and employee morale
e.
Environmental Rating Scales (ECERS, FDCRS, ITERS, SACERS)
Relationship building
a.
Communication
b.
Supervision
c.
Problem Solving
d.
Decision Making
Consultants and referrals
Methods of Presentation:
1.
2.
3.
4.
Lecture and discussion
Projects and assignments
Media presentations
Guest presentations
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a. Write a paper indicating what skills or techniques of management might be
appropriate to use to enhance work place performance.
b. Role-play interview situations for hiring employees.
c. Develop a staff or parent handbook
Chabot College
Course Outline for ECD 68
Fall 2005
Page 4
Assignments and Methods of Evaluating Student Progress (Cont’d):
2.
Methods of Evaluating Student Progress:
a.
Oral and written reports
b.
Midterm and final exam
c.
Class attendance and participation
d.
Projects
Textbook(s) (Typical):
Developing and Administering a Child Care Center, Dorothy Jane Sciarra and
Anne G. Dorsey, Thomson/Del Mar Learning, Clifton Park, N.Y., 2001,or latest
edition.
Early Childhood Environmental Rating Scale (ECERS) Revised. Thelma Harms
and Richard Clifford, Teachers College Press, 2000, or latest edition.
Blueprint for Action: Achieving Center Based Change Through Staff Development,
Paula Jorde Bloom, Mt. Ranier, MD: Gryphon House, 2002, or latest edition.
Working for Quality Child Care, Unit III, Child Care Employee Project, 2001, or
latest edition.
The Human Side of Child Care Administration, Sherry Storm, NAEYC, 2002 or
latest edition.
Special Student Materials:
None.
tf: ECD 68
Revised: 11-5-04