UNIVERSITY OF ALASKA SOUTHEAST
SCHOOL OF EDUCATION
11120 Glacier Highway, Juneau, Alaska 99801
Course Syllabus
ECE S115 Responsive and Reflective Teaching
3 credits – CRN # 37584
Spring 2011
Audio Conference Number: 1-800-570-3591
Student PIN: 1607900
Class Meeting Times and Dates
January 24 – April 28, 2011 5:30-8:30 pm
Instructor
Kathrin W. McCarthy
Email: kathrin.mccarthy@uas.alaska.edu
Office Hours: M. Tu. W. Thursday, 11:00 a.m. to 1:00 p.m.
Office: (907) 796-6283 or 1-866-465-6424
Home: (907) 586-5766
Fax:
1-866-465-5159
UAS Helpdesk: 1-877-465-6400 -- locally 796-6400
mailto:helpdesk@uas.alaska.edu
ECE Information: 1-866-465-6424 (open until 5 p.m. Monday-Friday)
Troubleshooting for Audio: 1-800-290-5900

Listen to recording of the class: 1-800-230-8546

Then add the month, day and year of class date. Ex: 09-11-07. You will need to call
back if you want to access another day of the class.
Course Description
The focus of the course is supporting students becoming an ethical, responsive productive
and well-informed practitioner in the field of early childhood education. There is an
emphasis on using traditional and local knowledge, values and wisdom of elders to inform
practice, manage personnel and programs and appropriate services for young children and
their families. Understanding ethics and the use of the NAEYC Code of Ethics. Learning to
be a skilled observer to transform teaching and management practices. .
ECE 115 Syllabus, Spring 2011
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Texts
1.
Bloom Jorde, P. (2008) From Inside Out: The power of reflection and self-awareness.
Lake Forest, ILL: New Horizons
2.
Derman-Sparks, L. & Edwards, J. (2010) Anti-bias Education For Our Children and
Ourselves. Washington; DC: NAEYC.
3. NAEYC Code of Ethical Conduct Brochure, revised as of 2005.
Other required reading
Observation and documentation course materials posted on the class resources.
Texts are ordered through MBS booksellers 1-800-325-3253 or you can access their website
via the UAS webpage, click on bookstore.
Course Objectives and NAEYC Standards
(See end of syllabus for an explanation of the these standards)
Class participants will:
1. Identify and know more about the strengths and individual needs of each child. NAEYC
Standard 1a, 1b, & 1c.
Assessment: Three observations of children. Interpretation and analysis of the
observations.
2. How to interpret observations of children to make the necessary and relevant changes in
the program. Standard 3a, 3b, 3c, & 3d.
Assessment: Assignments and exercises, documentation projects.
4. To know her/himself. Develops self-knowledge and self-awareness.
Assessment: Class exercises, class discussions, reflections on forum
5. Become a competent observer and record-keeper.
Assessment: Three observations. Documentation project.
6. Competent planners and decision makers to provide developmentally and culturally
appropriate activities and materials each day.
Assessments: Lesson plan, a curriculum web, final project documentation of children’s
learning
7. An effective ethical communicator and decision-maker.
Assessments. Class discussions, reflective responses to forums. Final documentation
project.
8. Develops and implements skills in documenting children’s learning. NAEYC standard 5.
Assessment: the final documentation product, can be photographs and written
materials, a video or a PowerPoint
ECE 115 Syllabus, Spring 2011
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You will be graded on this work
Forum #1
10 pt
Forum # 2
10 pt
Forum # 3
10 pt
Forum # 4
10 pt
Forum #5
10 pt
Forum #6
10pt
Forum #7
10pt
Forum # 8
10pt
Forum # 9
10pt
Forum # 10
10pt
Forum # 11
10pt
Forum #12
10pt
Total points for forums
120 pts.
Observation #1
10pt
Observation #2
10 pt.
Observation #3
10pts
Curriculum web
10 pts
A Lesson plan
10 pts
Documentation project
20 pts.
total 210
Course Delivery Method
The class is delivered via audio conference discussion. I am asking students to review the
reading assignments and the audio conference discussion questions to prepare for the
weekly audio conference class meeting. I am also asking students to use participate on the
class forum on UAS online to share their thoughts and feelings about the course and
communicate with each other about the assignments. The course emphasizes using
observations of children as the basis for the weekly analysis of their program effectiveness.
Many of the exercises in the class you can do with another person from your site. Be sure to
have other site members’ telephone number, email or other contact information so that you
can do these exercises together. If you are the only person at your site, you will need to find
another early childhood classmate from the other section or some other willing co-worker at
your program to collaborate with.
See the end of the syllabus for:
ECE 115 Syllabus, Spring 2011
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
Descriptions of the NAEYC standards

Grading policy

Student accommodations

Audio conference tips

Honor code criteria
Course Requirements
1.
Go to the course site at UAS ONLINE, sign in and post a photo of yourself.
2.
Attend the audio conference class meetings.
3.
Prior to the audio conference, you need to read assigned chapters in Paula JordeBloom’s book. We ill be doing the exercises in class. If you are audio conferencing with
a group of students, choose a question that your group wants to discuss. You need to
choose a group spokesperson who will report your group’s ideas and feelings on the
question and the reading. You can also raise your own questions. The role of group
leader should rotate so everyone has a chance to be the spokesperson from your site.
4.
Complete the reflection responses to the Stop and Think boxes in Anti-bias Education
chapters. Post these into the class forum there are 12 reflections but they are short.
5.
Observation assignments. You are required to complete three observations of a child or
children. A running record, an anecdotal observation, and a time sample.
6.
The final documentation project assignment. You have several choices for a final
project that are based on your observations. See the directions for preparing the final
project. Read the documentation materials posted in the class resources.
7.
Confidentiality. If you are not an employee of the program where you will be doing
observations and lab assignments, please ask the teacher director or program director
to provide the program’s confidentiality policy and sign it.
ECE 115 Syllabus, Spring 2011
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Addendum to the ECE 115 Syllabus
1. The School of Education Conceptual Framework
The goal of a responsive and reflective teacher or early childhood manager is to ensure a
well-run, purposeful program, responsive to participant needs. Running an effective
program requires a systematic approach. This means that the candidate can determine
the needs of her/his program, families and children can make plans and decisions based
on those needs and can keep accurate records of needs, plans and practices. The class
covers key areas of program management: (1) daily planning; (2) staff relations; (3)
communication with staff and supervision; (4) diversity; and (5) relationships with
parents.
2. Course Evaluations. Course evaluations are done online. Please go to UASonline at
the UAS web page. Find our class, ECE 115. On the class list page you will find the
electronic evaluations
3. Explanation of NAEYC standards for Associate degree teacher preparation.
These are the standards listed with the objectives on p. 1 of the syllabus and the
performance indicators.
Objective 1
Standard 1a: Knowing & understanding young children’s characteristics and needs.
Outcome: Knows that young children are not going to be able to wait in line
easily and comfortably during a transition.
1b. Knowing and understanding the multiple influences on development and learning.
Outcome: Knows that a child’s culture and home language influence their
learning and responses to adults from another culture.
1c. Using developmental knowledge to create healthy, respectful, supportive and
challenging learning environments.
Objective 2
Standard 2a. Knowing about and understanding family and community characteristics.
Outcome: Knows what languages that the children speak at home and provides
many materials and opportunities to be responsive using the home
language and English.
Outcome: Uses appropriate local materials to give meaning and delight as
children learn.
Objective 3
Standard 2b. Supporting and empowering families and communities through respectful,
reciprocal relationships. Ex.: Is always welcoming to parents, creates
comfortable spaces for families to wait or visit.
ECE 115 Syllabus, Spring 2011
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2c.
Involving families and communities in their children’s development and learning.
Outcome: Shares meaningful stories with parents about her observations of
children and invites parents input and stories about their child.
Objective 4
Standard 3a. Understands the goals, benefits and uses of assessment. Ex.: Is able to use
the data from observations to make changes in amount of outdoor play
available.
3b. Knowing about and using observations, documenting and other appropriate
assessment tools and approaches.
Outcome: Teacher can complete a descriptive objective running record with
accurate interpretations.
3c.
Understanding and practicing appropriate assessment. Ex.: Can apply authentic
assessment based on children’s play to determine the need changes to be made for
children.
3d. Know about assessment partnerships with families and other professionals. Ex.: Is
able to respectfully involve parents and if necessary other professionals in
discussing and decision making for children’s needs.
Objective 5
Standard 5b. Knowing about and upholding ethical standards and other professional
guidelines. Ex.: Keep information about families confidential does not
gossip about children with other staff.
5c. Engaging in continuous, collaborative learning to inform practice.
5d. Integrating, knowledgeable, reflective and critical perspectives.
Objective 6
4b. Knowing, understanding and using appropriate effective approaches and strategies
for early education.
Objective 7
Standard 4b. Using developmentally effective approaches. Ex.: The teacher provides
interesting concrete “real things” materials to play with.
4d. Using own knowledge, knowledgeable elders and local people and the children’s
interests to design, implement and evaluate meaningful, challenging curriculum to
promote positive outcomes.
ECE 115 Syllabus, Spring 2011
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Objective 8
Standard 5c.
Engaging in continuous, collaborative learning to inform practice. Ex.:
Shares observations with other staff and discusses strategies to meet
children’s needs.
Objective 9
Standard 4b. Knowing, understanding and using appropriate, effective approaches and
strategies for early education. Ex.: Sees that children are talking about
dinosaurs and provides new and varied dinosaurs to play with in the
sand table.
Objective 10
Standard 4a. Knowing, understanding and using positive relationships and supportive
interactions. Creates relationships with children.
4d. Using own knowledge and information from the children and other resources to
design, implement and evaluate meaningful, challenging curriculum to promote
positive outcomes. Ex.: Lists positive goals each day for individual children to
promote and strengthen their success.
4. Student Accommodations
Disabilities Services: The University of Alaska by law must provide equal
opportunities for students who have disabilities. At the University of Alaska Southeast,
please contact Marjie Thompson, the Disabilities Support Services Coordinator, at 907796-6000. At the College of Rural Alaska, please contact Mary Matthews, Office of
Health and Counseling, at 907-464-7043.
5. Confidentiality Policy
Do not use children’s names, names of the communities or programs where children are
served. Use initials or pseudonyms. If you are observing in a program where you do not
work, ask the program director to provide the program confidentiality form for you to
sign. If you are planning to do your observations in a public school program, please
notify me and I will provide you with a letter of introduction and information about the
UA confidentiality policies to the instructor and school principal.
6. Audio Conference
You are required to participate in the scheduled class audio conferences from the
designated site in your community. When only one student is registered from a
community, you may be allowed to select your own site, be sure to check with the
registrar at your local campus.
If you have problems after you have called the bridge #, dial *10* or call 1-800305-5208. To mute your telephone, press * 6 and to un-mute, # 6.
ECE 115 Syllabus, Spring 2011
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I will be facilitating the audio conference and these tips will help to make your audio
conference more enjoyable and you more effective.

If you are one person at a site, find a quiet place for your call. Try to use a room
with a door, and close the door to eliminate noise and distractions.

Make sure that you have the correct telephone number and pass code for your
call. Give yourself a few moments before the call to relax and get ready for the
call.

Be on time for the call. Identify yourself when you join the call so that your
presence is known; or wait for the call leader to call the role.

Gather your necessary supplies and materials for the call. Have cups of water
available in case that your throat gets dry. Make sure you have your textbook and
notes available in case you need to refer to them. Have a pen and paper available
too!

Review the discussion questions and your group’s ideas for the call in advance so
that you will be prepared with the appropriate discussion and questions during
the call.

Have your calendar available in case that you need to schedule activities while on
the call.

During the call, wait for a break in the conversation and identify yourself when
you have a comment to make. Speak up, clearly. If you have trouble making a
comment, let the instructor know. If you cannot hear during the call let others
know so they can speak up.

If you have a mute button on your telephone please use it to keep the background
noise down. Turn off any electronic equipment that might cause background
noise.

Concentrate during the call. Take notes and jot down your questions so that you
can ask them during the question and answer period. Keep the tone positive.

Be brief and be yourself. Share your comments quickly but at ease so that others
may also have time to share.

Review your notes quickly before the end of the call to make sure your have the
key items down in your notes.

If you have ideas about how to improve the call, share them with the instructor
and the group.
ECE 115 Syllabus, Spring 2011
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7. Code of Honor
Students are expected to be ethical in the submission of papers or other written work.
This means that students are bound by a code of honor not to plagiarize others work.
This also includes not using papers or writing done for other classes unless you have
discussed it with the instructor and have permission to re-write, expand or improve on a
previous product for this class.
8. Grading Policy
Feedback on homework: I will respond to homework in a timely way. If homework is
not turned in until the last class due date or later, I will not respond to it.
The grade is a letter grade.
Total Points: 465
Grade
Points
A = 100% - 90%
210-200
An honor grade. Demonstrates originality,
independence and a thorough mastery of the subject.
Demonstrates a deep understanding, presented with
exceptional clarity and organization.
B = 89% - 80%
200-190
Better than the average. Above average expectation.
Projects or papers are presented neatly and thoroughly,
but do not have the depth and originality for an “A”.
C = 79% - 70%
190-180
Average. The student grasps the essential information;
material is complete and presented on time. You must
get a C to pass this class. A C- is not passing.
D = 69% - 60%
Definition
I do not give D’s or Fs Below average. Student misses
significant aspects of the assignment. Material is not
turned in on time; student is unprepared to present
project to class, participation is limited. Does not call.
Incomplete (“I”) Grades. Will only be given if the student has successfully completed a
majority of the class with at least a grade of C and has some emergency or extenuating
circumstance that makes it impossible for them to complete the course this semester. An
“I” grade will not be given to students who have simply fallen behind on assignments or
wish to get a better grade by turning in assignments after the course deadline. I grades can
only be given if there are serious situations occurring in the student’s life.
If you receive an incomplete grade you MUST attach the assignment sheet to every late
assignment you turn in. This will assist me in grading it quickly and correctly.
Withdrawal and Drops. You are expected to withdraw from the class if you cannot
complete the course. I will not automatically withdraw students who do not attend or fall
behind. Students who do not successfully complete the class and do not withdraw will
receive an “F.”
ECE 115 Syllabus, Spring 2011
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There are more materials in the course resources on the class web page.
Running Record Observation Form
Observation #1: Learning to Describe
Your name:
Child’s initials/age:
Context/Setting:
Descriptive, factual recording
Subjective interpretations
What is this child practicing, trying to
figure out?
What I learned about this child. What I
will change based on what I learned?
ECE 115 Syllabus, Spring 2011
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ECE 115 Syllabus, Spring 2011
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Small Groups
Group #1: Pin #1607251
Talina Espinoza
Elizabeth Darrah
Audrey Johnson
MaryJane Kasayulie
Group #2: Pin # 6427390
Delores Lozano
Sabha Sadeghi
Elizabeth Price
Stacy Roberts
Group #3: Pin 9494932
Cassandra Orzulak
Vanessa George.
Shawna Williams
Group #4: Pin 19486682
Chelsee Chalmers’
Jennifer Albano
Leona Wiseman
Elizabeth Pepper
ECE 115 Syllabus, Spring 2011
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