Course Syllabus Page 1 of 9
ECE 422: Advanced Coordination and Supervision of
Child Development Programs
Course Syllabus Spring 2009
Contact Information
Instructor: Norman Lorenz, M.Ed.
Phone: 916-558-2249
lorenzn@scc.losrios.edu
http://web.scc.losrios.edu/fcs/lorenzn
Class Number
Office Hours: M/T/Th-10:30-11:30;
M- 4-5; W- 2:30-3:30 p.m.; F By appt.
Begins Jan. 26-May 18
M-6-9:05 p.m.
Business Building
Technology 100
31179
3 Units/ UC & CSU Transfer
Textbook and Supplementary Requirements
Administration of Programs for Young Children with Professional
Enhancement Booklet
Phyllis M. Click; Kim Karkos
ISBN 13: 9781418064853
ISBN 10: 1418064858
©2008
http://www.delmarlearning.com/companions/index.asp?isbn=1418037907
Supplementary Requirements: California Department of Education
Title 5 GuidelinesHead Start Guidelinessee D2L/Blackboard for download
2- Pocket Folders to turn in and return homework
1- 3 inch Resource Binder with Spine & Title Front Cover Holder
1- Tabs for Administrative Sections
Representative List of Textbooks, References and Websites
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Department of Social Services Title 22: Child Day Care General Licensing Requirements.
http://www.dss.cahwnet.gov/cdssweb/default.htm
D. Koralek, L. Coker, and D. Trister Dodge (). The What, Why and How of High Quality
Early Childhood Education: A guide to On-Site Supervision (Revised Ed.). NAEYC.
California Department of Education, Title 5; www.cde.ca.gov
California Commission on Teacher Credentialing, Child Development Permit Matrix;
http://www.ctc.ca.gov/
Environmental Rating Scales, University of North Carolina, Chapel Hill,
http://www.fpg.unc.edu/~ecers/
Desired Results Developmental Profile, California Department of Education, West Ed,
http://www.wested.org/desiredresults/training/
Curriculum and Framework, www.cde.ca.gov/sp/cd; www.naeyc.org; www.amshq.org;
www.waldorf.net; www.creativecurriculum.org
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
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Course Syllabus Page 2 of 9
Tentative Schedule
212* www.youtube.com/watch?v=FpJQqzJj534
Dalton Sherman keynote: http://www.youtube.com/watch?v=HAMLOnSNwzA
Date
Sections Lecture Topic
Technology/Group Topic Assignment Dates
1/26
I
Introductions; Syllabus; Overview/Table of Contents of
Administration of the Early Childhood Program
Resources for Program
Planning
2/2
1
The Director: A Broad View
Director Resources &
Software Systems
2/9
2
Choices: Schools and Programs
Program Types & Resources
Washington’s Birthday- No class
2/16
2/23
Planning Programs and Environments
Setting Goals- Child Development On Going Program
Self Evaluation Tool (OPSET)
Child Development OPSET &
Instrument
Program Planning: Curriculum Foundations
Infants/Toddlers
Preschool
School Age
Environment Rating Scales
Competencies in ECE
foundations
Program Planning: Curriculum Foundations
Preschool
School Age
http://www.wested.org/desired
results/training
Staffing; Implementing & Managing the Children’s
Program
Staff Selection/Personnel Policies
Sample: San Mateo-Foster City Elementary School
District, Preschool Services
Family & Personnel
Handbooks
Staff Supervision and Training &
Student Teachers/Volunteers
CA Preschool Instructional
Network- CPIN
Management
Financing and Budgeting
State Funding Terms & Conditions/Green Book
Financial Assistance, Budgets
& Grant Funding
Section III
Summary on Group
Topics & exam due
Maintenance, Health, and Safety
Considering Regulations and Establishing Policies
Guest Speaker: Brenda Turley, Consultant
Materials and Equipment
Licensing- Title 5 & 22
Accreditation Process
Parent or Personnel
Handbook
Food and Nutrition Services
Providing Nutrition, Health and Safety Services
State and Federal Programs
Beginnings: A New Program/A New Year
Nutrition Services
14
Beyond the School Itself
Including Families and the Community
Working within the Family and Community Contexts
Parent Involvement
Resources
Section IV
Summary on Group
Topics & exam due
15
Maintaining the Quality of Early Childhood Care &
Education; Contributing to the Profession
Professional Associations
Current Research
topic paper
Individual Research Presentations & Class time
available to finalize group presentations
Present Research Articles
Section V
Summary on Group
Topics & exam
Resource Binders
II
3
3/2
4
3/9
3/16
5, 6
III
7
3/23
3/30
Oral Project outline
& names due
8, 9
IV
10
Section I Summary
on Group Topics &
exam due
Pedagogies in ECE
ERS & Lesson planning
Section II Summary
on Group Topics
exam
4/6-10- Spring Break- No class
4/13
11
4/20
12,13
4/27
5/4
V
5/11
5/18- Final Exam
5:45-7:45
Group Presentations
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
Administrative
Interview & Lesson
Software and Legal/Insurance Plan due
Resources
Oral Project & Final
Grades
2
Course Syllabus Page 3 of 9
Course Information
Hours:
54 hours lecture
Description: This is an advanced course in administration and coordination of multi-faceted
Child Development Programs. The emphasis of the course will be on publicly
funded programs and personnel management. This course meets the requirements
of the Education Code under Title 5, and the Commission of Teacher Credentialing.
Learning Outcomes and Objectives
Upon completion of this course, the student will be able to:
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SLO #1 Recognize, identifies, and appraises the components and measures of quality
child development programs.
SLO #2 Support and maintain regulations in compliance with publicly funded program
guidelines
SLO #3 Describe and analyze current leadership issues in child development program
administration.
SLO #4 Analyze and synthesize management issues in relation to budgets, working with
boards and supervising agencies, grant and proposal writing and developing business
plans.
SLO #5 Understand and evaluate the role of the administrator and the interaction with
staff, families, volunteers and community.
Instructional Delivery Modalities
This course may be taught using the following instructional delivery modalities:
In-Person; On Line and Computer lab abilities
Course Policies
Student Conduct In Class Policy
Any acts of classroom disruption that go beyond the normal rights of students to question and
discuss with instructors the educational process relative to subject content will not be tolerated, in
accordance with the Academic Code of Conduct described through Los Rios Community College
District.
Children In Class Policy
Only in extreme cases are children allowed in classroom or laboratory facilities, and then only
with approval of the instructor prior to class.
Electronic Devices in Class Policy
Cellular phones, pagers, CD players, radios, and similar devices shall be on vibrate only in the
classroom and laboratory facilities. Please refrain from use during the class period. Reasonable
laptop-size computers may be used in lecture for the purpose of taking notes and/or
assessments.
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
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Course Syllabus Page 4 of 9
Examination Policy
There are announced examinations. Blackboard will be used with directions provided in class.
Preparing for Examinations: Attend lecture and read the chapters. At least 90% of the questions
are taken directly from the reading material.
In Case You Are Late or Absent: It is your responsibility to get the course notes, handouts, and
laboratory assignments should you miss class or be late. In nearly every case, lecture notes can
be available via Blackboard.
Code of Conduct
Students are expected to uphold the school’s standard of conduct relating to academic honesty.
Students assume full responsibility for the content and integrity of the academic work they submit.
The guiding principle of academic integrity shall be that a student's submitted work, examinations,
reports, and projects must be that of the student's own work. Students shall be guilty of violating
the honor code if they:
1.
2.
3.
4.
Represent the work of others as his/her own product.
Use or obtain unauthorized assistance in any academic work.
Give unauthorized assistance to other students.
Modify, without instructor approval, an examination, paper, record, or report for the purpose
of obtaining additional credit.
5. Misrepresent the content of submitted work.
The penalty for violating the honor code is severe. Any student violating the honor code is subject
to receive a failing grade for the course and will be reported to the Office of Student Affairs. If a
student is unclear about whether a particular situation may constitute an honor code violation, the
student should meet with the instructor to discuss the situation.
For this class, it is permissible to assist classmates in general discussions of computing
techniques. General advice and interaction are encouraged. Each person, however, must
develop his or her own solutions to the assigned projects, assignments, and tasks. In other
words, students may not "work together" on graded assignments unless specified by the
assignments identified.
Disabilities Policy
In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this
course are entitled to “reasonable accommodations.” Please notify the instructor during the first
week of class of any accommodations needed for the course.
Lecture, Laboratory, and Examination schedule
You are expected to read each assigned project prior to the lecture. Lectures will be short, to the
point, and will discuss the highlights of the Project focus for that week. Most of the class time will
be spent working on your Laboratory assignments.
Weekly Laboratory assignments can only be handed immediately BEFORE lecture begins the
following week. Laboratory assignments handed in after lecture begins the following week are
considered late.
No LATE assignments will be accepted (unless arrangements are made in advance).
Make sure your name, student ID, and exercise number appear in the upper-right corner. If an
exercise has multiple sheets, then staple them together. Do not staple different assignments
together. Disorganized assignments (pages out of order, mislabeled, unreadable, etc.) will
receive a grade of zero. If there are multiple sheets are to be handed in, sequence them
according to the order in the exercise.
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
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Course Syllabus Page 5 of 9
Course Topics
Lec Topic
6
"ADMINISTRATOR'S ROLE" The Administrator's Role in working with staff, families,
volunteers and the community
3
Regulations and Licensure: Licensing regulations Title 5 and Title 22, Americans with
Disabilities Act, California Permit Matrix
6
Identifying problems, establishing procedures involving the interrelationships of families,
personnel, and administration and agencies
3
Child Care Legal Issues
3
Management processes and approaches
3
Management principles and tasks- planning, organizing, staffing, leading
3
"PROGRAM MANAGEMENT" Understanding and preparing the annual budget
3
Working with Boards of Directors and supervising agencies
3
Grant and proposal writing, business plans
3
Report writing and record keeping for supervising agencies and funders
3
"QUALITY CHILD DEVELOPMENT PROGRAMS" Program planning and evaluation, long
and short range effects
6
Oversight and development of program curriculum Staff Training
3
"LEADERSHIP" Advocacy for quality child care, legislation, local planning
3
Opportunities for professional growth, current trends
3
Examinations
54
Total Hours
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
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Course Syllabus Page 6 of 9
Assignments
Attendance
This includes participating in lecture, group discussion, role playing, observation, guest speakers
multi-media presentations, reading and application of course content along with in-class activities.
Section Group Topic Summaries
The student will summarize the group topics listed in each section. It is expected that the
summary be in paragraph and narrative form. Typed, double space with 12 point font is required
with a cover sheet, introduction, support text and conclusion. The grading rubric below will be
used for grading.
Administrative Interview/Assessment of Roles
The student will use the text sections to construct an administrative interview toward analyzing
and assessing the role of a director. Key items shall include but not limited to:
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Constructing the Early Childhood Program’s Framework
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Operationalizing the Early Childhood Program
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Implementing the Children’s Program
Lesson Plan and Sample Menu
Using the lecture, group discussion, and course content, the student will construct a sample
lesson plan along with a sample menu.
Family Handbook
Using the dimensions listed below, the student will construct a Family Handbook:

Mission/Vision/Values. The program defines the goals and objectives of the early childhood program.
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Involvement. Parents, staff, students, and community members participate in developing, implementing, and
evaluating the early childhood program.
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Governance and Administration. Policies, plans, and administration of the early childhood program define the
expectations to parents/families, and staff along with meeting the minimum statutory requirements.

Funding. Allocation and use of funds meet statutory requirements for allowable expenditures. Use the Green
book for support.
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Standards, Assessment, and Accountability. The early childhood program meets state standards; it bases its
operation on the assessed needs of program participants, and achieve the intended outcomes set forth by the
governing board of directors.
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Staffing and Professional Development. Staff members are recruited, trained, assigned, and assisted to
ensure the effectiveness of the early childhood program.
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Opportunity and Equal Educational Access. Participants have equitable access to all programs provided by
the local educational agency, or as required by law.
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Teaching and Learning. Participants receive the early childhood program services that meet their assessed
needs.
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Health & Safety. Include the basic definitions for Title 5 & Title 22 requirements.
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Admission Agreement. Prepare a sample admission agreement.
Current Research Topic
The student will choose one of the group topics, collect current research and prepare a summary
of the topic as it is referenced as a changing trend/issue in early childhood.
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
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Course Syllabus Page 7 of 9
Resource Binder
The student is expected to compile a 3 inch binder with a spine and plastic cover displaying the
title to collect these materials as administrative resources.
Section Exams
Exams are one method for which knowledge is measured. This course consists of three sections
in which three (3) exams will be available through Blackboard. They will be comprehensive for the
specific section only. See the chart below for point value and due dates.
Oral Project/Group Presentation
Students are expected to organize a presentation in one of the following seven areas. The
following rubric represents the grading criteria for delivery of the dimension.

Involvement. Parents, staff, students, and community members participate in developing, implementing, and
evaluating the early childhood program.

Governance and Administration. Policies, plans, and administration of the early childhood program define the
expectations to parents/families, and staff along with meeting the minimum statutory requirements.

Funding. Allocation and use of funds meet statutory requirements for allowable expenditures. Use the Green
book for support.

Standards, Assessment, and Accountability. The early childhood program meets state standards; it bases its
operation on the assessed needs of program participants, and achieve the intended outcomes set forth by the
governing board of directors.
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Staffing and Professional Development. Staff members are recruited, trained, assigned, and assisted to
ensure the effectiveness of the early childhood program.

Opportunity and Equal Educational Access. Participants have equitable access to all programs provided by
the local educational agency, or as required by law.

Teaching and Learning. Participants receive the early childhood program services that meet their assessed
needs.
Early Childhood Programs
Oral Presentation of a Child Development Key Dimension of Quality
Student’s Names:
Dimension Overview:
GRADING CRITERIA - 150 PTS. POSSIBLE
Grading Criteria
90 Total Content= Presentation Relevancy and Concepts
30 Describes the major aspects of dimension
30 Shows Knowledge of approaches within the dimension presented
30 Describes own opinion to the most meaningful parts of the topics
40 Structure= Preparation and rationale of software
20 Lecture form/visual presentation
20 Props used to exemplify approach
Visual Presentation
20 Professional appearance
150 Total Score
Grading percentage scale:
100-90- A
89-80- B
79-70- C
Comments:
Points=150
/30
/30
/30
/90
/20
/20
/40
/20
/150
Grade
69-60- D
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
59- 0- F
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Course Syllabus Page 8 of 9
Course Points & Grading
Assignment/Items
Expectations
Points
Percentage of
Grade
Attendance
15@ 10 points
150
11%
Section Summaries
Sections I, II, & III on
Group Topics
3@ 75 points
225
16%
Administrative Interview
1@ 100
100
7%
Lesson Plan & Menu Sample
1 @50 points (25 points each)
50
4%
Family Handbook
1@ 200
200
14%
Research Topic
1@100 points
100
7%
Oral Project/Group Presentation
1@ 150
150
10%
Exams
Section I @ 100 points
Section II @ 100 points
Section III @ 100 points
300
21%
Resource Binder
1@ 150
150
10%
1325
100%
Total Points
Evaluation Methods/Grading Rubric
Students will be graded based on three levels of criterion: Content; Relevancy, & Structure.
Grading Rubric
100-90 %
All categories
met
89-80 %
Categories
addressed
79-70 %
Categories
unclear
69-60 %
Categories
not met
Total
Grades=_
Grade
A
B
C
D
F
Percent Conversions
90% - 100%
80% - 89%
70% - 79%
60% - 69%
below- 59%
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
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Course Syllabus Page 9 of 9
Student Name:
ECE 422: Advanced Coordination and Supervision of
Child Development Programs
Administration Resources
Table of Contents
Section/
Tab
Resources
Grade
1
Class Attendance/Participation (15 sessions @ 10 points each)
/150= 11%
2
Section Summaries
I75 points
II75 points
III75 points
/225= 16%
3
Administrative Interview
4
Lesson Plan & Sample Menu (2@ 25 points)
5
Family Handbook
6
Current Research (100 points)
7
Oral Project/Group Presentation
8
Exams (3@100 each)
9
Resource Binder
Introduction
Table of Contents
Syllabus
Resources with Tabs
All course work tabulated sections 2-8
Summary
/100=7%
/50=4%
/200=14%
/100=7%
/150=10%
Section I
Section II
Section III
/100 points
/100 points
/100 points
/300=21%
/150= 10%
(
(
(
(
10 points)
25 points)
25 points)
80 points)
(
10 points)
/1325=100%
Final Grade
Course Outcomes
A
90% - 100%
B
Grades
80% - 89%
C
Grade Percent Conversions
70% - 79%
D
60% - 69%
N. Lorenz, M.Ed., Sacramento City College, Spring 2009
F
below-
59%
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