Contra Costa College
Course Outline
Department &Number
Course Title
Prerequisite
Challenge Policy
Co-requisite
Challenge Policy
Advisory
ECHD 291
Adult Supervision in Early Childhood Classrooms
Before becoming a Mentor Teacher you must have completed a
course of study in Early Childhood Education that included a
supervised student teaching component
Number of Weeks
Lecture Hours
Lab Hours
Hours By Arrangement
Activity Hours
Units
18
36
2
COURSE/CATALOG DESCRIPTION
This course is a study of the methods and principles of supervising student teachers, assistant teachers,
parents and volunteers in early childhood education/child development classrooms Emphasis is on the role of
the classroom teachers who function as mentors to new teachers while simultaneously addressing the needs
of children, parents, and other staff. Not repeatable.
COURSE OBJECTIVE
At the completion of the course the student will be able to:
1.Provide appropriate models, guidance and evaluation for adults working in ECE/CD environments and
classrooms.
2.Examine and recognize the developmental learning stages of student teachers and other adults.
3.Facilitate positive interactions between student teachers, children, parents and other staff.
4.Demonstrate sensitivity to and awareness of diversity in student teachers and other adults.
5.Maintain a safe, developmentally appropriate environment for children while fostering the growth of student
teachers. To describe the role of mentors in leadership and advocacy in the field of ECHD.
COURSE CONTENT: (In detail; attach additional information as needed and include percentage breakdown)
16.67
16.67
16.67
16.67
16.66
16.66
% 1.Background information on the supervisory process and the mentor/student relationship
% 2.Overview of the developmental stages of adult learners and a comparison of adult styles of learning
% 3.Communication skills necessary, appropriate interactions with children, ethical involvement with colleagues
and parents, and professional behavior community organizations and advocacy groups.
% 4.Examination of issues and behavior related to diversity appreciation and the development of anti-bias
Attitudes and interactions.
% 5.Review the key elements of developmentally appropriate environment of children and analyze the
Evaluation process for adult learners within the ECE/CD setting
% 6.Examine leadership and advocacy issues in Early Childhood Education.
METHODS OF INSTRUCTION
1.Lecture
2 Guest speakers
3. Observations
1. Small group discussions
2. Audio-visual materials
3. Class presentations
INSTRUCTIONAL MATERIALS
Textbook Title:
Author:
Publisher:
Edition/Date:
Supervision in Early Childhood Education,: A Developmental Perspective
Joseph J. Caruso with M. Temple Fawcett
Teachers College, Columbia University, New York and London
Third Edition 2007
COURSE EXPECTATIONS (Use applicable expectations)
Outside of Class Weekly Assignments
Weekly Reading Assignments
Weekly Writing Assignments
Weekly Math Problems
Lab or Software Application Assignments
Other Performance Assignments
Hours per week
2
2
1
STUDENT EVALUATION: (Show percentage breakdown for evaluation instruments)
40
40
20
%
%
%
%
Written Assignments
Class presentation
Class participation
GRADING POLICY (Choose LG, CR/NC, or SC)
Letter Grade
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 60% = F
Credit / No Credit
70% and above = Credit
Below 70% = No Credit
Prepared by:
Beverly Smith-Miller, Ed.D.
Date: Semester/Year
October 30, 2007 Fall Semester
Revised 02/07
x
Student Choice
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 60% = F
70% and above = Credit
Below 70% = No Credit