Chabot College
Fall 2002
Replaced Fall 2010
Course Outline for Early Childhood Development 86
MENTOR SEMINAR B
Catalog Description:
86 - Mentor Seminar B
.5 unit
Seminar is part of the statewide California Early Childhood Mentor Teacher program.
Continuing monthly seminars to further explore issues begun in Mentor Seminar A
mentor teacher’s role as supervisors of early childhood student teachers. Emphasis on
their role as early childhood professionals. Content individualized to meet the needs of
each Mentor. 9 hours total.
Prerequisite Skills:
None.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
provide appropriate models, guidance, and evaluation for student teachers;
recognize and support developmental stages of student teachers;
facilitate positive interactions between student teachers, children, parents and
other staff;
maintain a safe and developmentally appropriate environment for young children
while fostering growth of student teachers;
apply ethical and professional standards in weighing the competing needs of all
parties in the teaching-learning environment;
explain the importance of the professional advocacy in the training of student
teachers;
explain the importance of the mentor’s own professional challenges and
development.
Course Content:
1.
2.
3.
4.
5.
6.
Professionalism and ethics
Mentoring
Advocacy skills
Working with parents
Staying healthy
Child Development topics
Chabot College
Course Outline for ECD 86
Fall 2002
Page 2
Course Cont’d:
7.
8.
9.
10.
11.
Developing and supporting personal growth
Research
Strategies for change
Communication with coworkers
Diversity training
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture and discussion
Small group activities
Guest speakers
Field tips
Media presentations
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
Participate as an advocate of young children in a community activity
b.
Write a newsletter article on professionalism in the early childhood field
2.
Methods of Evaluating Student Progress
a.
Graded written assignments
b.
Class participation
c.
Special projects
d.
Final exam/project
Textbook(s) (Typical):
Leadership in Early Childhood: The Pathway to Professionalism. Jillian Rodd, Teacher’s
College Press, 2001, or latest edition.
Special Student Materials:
None.
Tf:/WORD.ECD86.DOC
Revised: 1-30-2002