due today in 7 hours....... no late work......

CDECE 31: Adult Supervision Fall 2020

Child Development and Educational Studies Department

Fall 2020, 2 units

CDECE 31: Adult Supervision, Section 70849

8 Weeks: 10/26/20-12/19/20

WELCOME!

I am committed to creating a learning environment in which all students can learn and be successful in their studies. I am planning for the online format to be collaborative and engaging for all of you! We will be doing several hands on  group projects  as well as covering practical material and philosophy on Mentoring and Supervising Adults- For me, online teaching is not only about presenting a lecture to students –it is about facilitating engagement with the material and concepts-My approach is to create a learning community in which students are equal partners in the learning process. We will be working as a team to learn and support each other! I look forward to working with you all this semester!

 

Instructor: Cathie Fountain, MA

Email: [email protected]

Phone: 562-938-4194

Office: T-2367 (LAC) (not open currently due to COVID)

Office Hours: M: online 1:00-3:00, W: 1:00p-3:00p, TH: 11:00-1p or by appointment any time! I am currently arranging a Zoom office hour-TBA

Required Texts:

1. Supervision in Early Childhood Education: A Developmental Perspective – 3rd Ed.

by J. Caruso and T. Fawcett. Teacher’s College Press ISBN 0807747319.

2.  Supporting Teachers as Learners:  A Guide for mentors and coaches in early care and education by Marcy Whitebook and Dan Bellm, American Federation of Teachers: ISBN 978-0-615-83899-1 

3.  Early Childhood Environment Rating Scale – 3rd Edition (ECERS-3) by Harms, Clifford and Cryer.  Teachers College Press.  ISBN 978-0-8077-5570-9 

Course Description:

This course is a study of the methods and principles of supervising student teachers, volunteers, staff, and other adults in early care and education settings. Emphasis is on the roles and development of early childhood professionals as mentors and leaders.

**PLEASE NOTE THE 8 WEEK CALENDAR AS THIS IS AN ACCELERATED COURSE-FOR THIS 2 UNIT COURSE, WE WILL BE COVERING THE SAME CONTENT AS A 16 WEEK COURSE IN 8 WEEKS**

Course Student Learning Outcomes: Upon successful completion of the course, the student will be able to:	Correlating Assignment
SLO: Adapt mentoring and supervision strategies based on the roles and developmental stages of adult learners	Developmental Assessment Assignment
SLO: Demonstrate competency in communication and reflective practices when working with diverse adult populations	Observation Journal Assignment
SLO: Apply a variety of personnel, program, and environmental assessment tools to inform leadership decisions.	ECERS-3 Observation & Analysis

Course Objectives: Upon successful completion of the course, the student will be able to:

Examine methods of supervision for student teachers and others in early childhood education settings.

Identify characteristics of effective leaders and mentors

Critique and practice strategies to support adult learners

Demonstrate reflective practice, cultural competency, and ethical conduct.

Evaluate various personnel, program and environmental assessment tools

Develop effective interactions and communication techniques

COURSE MEETING INFORMATION:

This course meets from October 26- December 19th online

Canvas: https://lbcc.instructure.com/

All weekly assignments, info and activities will be accessed through weekly Modules, which will be available every Monday in CANVAS- Our week will run Monday to Sunday

Notable Dates:

First Day of Class: Monday October 26th

Last Day to Drop without a W: November 3rd

Last Day of Class: Saturday, December 19th

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What do you need to be successful in this course?

Access to a computer (many aspects of Canvas cannot be used accurately on a mobile device such as a phone)

· A word processing program that allows you to turn in documents in .doc or .docx formats (required). Currently enrolled students have access to Office 365 and may download Microsoft Office 2016 to their personal devices for free. For support, contact the Student Technology Help Desk at (562) 938-4250, or [email protected]

· All uploaded assignments must be in a .doc or.docx format- assignments need to be loaded into the assignment page accurately and able to be read by the instructor to be considered for grading.

If you need to borrow a laptop from the college please complete the application for emergency student aid form: : Email for details [email protected] if you need financial, nutritional, mental health, transportation or educational equipment assistance. Seek assistance and ask for help when you need it!!!

· Seeking support when you need it is one of the most valuable tools you have to ensure your success- I am here to support you!

Online Methodology:

In order to facilitate cooperative and collaborative learning, the class format will include large and small group dialogue through: Discussion Boards, Group Projects, self-reflection activities, films and videos, Power point, readings and collaborative tasks. Classic and contemporary theories, tender topics, current trends, methodologies, and practices in the field of early childhood education will also be threaded throughout the course.

*A note about Group projects: It is my intent and goal to provide Group projects as a tool to help students learn and form relationships -- just as you might face-to-face. The Group projects assigned for CDECE 31 will foster productive collaboration and idea sharing among future professionals. It is my professional opinion, after 25+ years in the Early Childhood Field, that students learn valuable skills in communication and group dynamics that will serve them well beyond this course. Active and consistent participation in Group projects is necessary and required-

Tender topics: Tender topics such as identity, culture, misuse of power including social injustice, resiliency, ethical approaches to practice including values and beliefs about teaching which often impact the quality of instruction will be embedded in class dialogues and discussions. The more comfortable we become in identifying and addressing these concerns, the more effective we become as educators, parents, partners and advocates for change.

Learning and Academic Resources (LAR):

The Learning and Academic Resources Department offers services and classes designed to help you improve your academic performance. Free tutoring, study skills assistance, computers, and more are available at both campuses. For more information visit: https://www.lbcc.edu/learning-and-academic-resources or contact the Multidisciplinary Student Success Centers at LAC (L-212 562 983 4699) or at PCC (EE-206 562 938-3991). Or consider enrolling in Learn 11, a transferable 3-unit study skills course

Accommodations for students with special needs:

LBCC is committed to providing program accessibility to all students. Students seeking accommodations for documented physical and/or academic challenges must self-identify themselves to the Disabled Students Programs and Services Office at (562) 938-4558 or http://dsps.lbcc.edu/ prior to the beginning of classes. Requests for accommodations or other special needs should be made by the second class session. All information will be kept in strictest confidence.

Basic Needs:

It can be challenging to do your best in class if you have trouble meeting basic needs like safe shelter, sleep, and nutrition. If you have difficulty affording groceries or accessing sufficient food to eat every day, or lack a safe and stable place to live, I urge you to contact the Basic Needs office at [email protected] and/or me. We are here to help! Join the Basic Needs Canvas page for updates and information on food resources at www.tinyurl.com/vikingvault. There might also be a food pantry in your community to help. You can search by zip code here: www.feedingamerica.org.

Course Policies:

Attendance is expected at each class meeting (week) - in an online class this is achieved by weekly participation in discussion boards, etc. Instructor reserves the right to drop student after he/she misses 20% of the course, however, as per LBCC policy, it is the student’s responsibility to officially drop the class in the Office of Admissions and Records prior to the last day to withdraw deadline. Please see Schedule of Classes for important dates. Students who quit attending class but fail to officially withdraw from the class in the Office of Admissions and Records will receive a grade in the class based on the points accumulated while attending.

· Each student is responsible to complete their own work - when you use outside resources you must reference them. Cheating and plagiarism will be dealt with according to the disciplinary action as defined in the LBCC Schedule of Classes and Course Catalog.

1. Late Work will be accepted at the discretion of the Instructor**

1. Students are responsible for asking for clarification or assistance if needed**

1. All written work should be typed, double-spaced using a standard 12 point font.

1. Students are responsible to save all of their work for this course until grades are posted

MODULES (#1-8): All weekly assignments, info and activities will be accessed through weekly Modules, which will be available every Tuesday at 8am in CANVAS

COURSE ASSIGNMENTS AND GRADING

COURSE ASSIGNMENTS:

Assignments will be evaluated based on your ability to: integrate class content and assigned readings, reflect on best practice in early childhood education, and write/present in a well-conceived and professional manner that reflects the elements of good writing/speaking including spelling and grammar.

The following is an overview of each assignment – due dates,

details and grading rubrics for each will be provided in our weekly Modules and posted to Canvas

1. Discu s sion Forums (7 @ 10 points) 70 points : WEEKLY

The discussion forums are our main source of communication with each other and so comprise a very important part of the class.  In order for us to build meaning together and to learn from each other, we need to be involved in conversations with each other .  Topics for each week’s Discussion will be posted on the Discussion Forum Page.

· IMPORTANT- the week for this online class will run from Monday and end the following Sunday

· Discussion Boards : Each week, you must post your response (175- 200 + words) to my question and make a thoughtful response to at least 3 classmates by the end of the week (Monday by 10p). This will include responding to a classmate who responded to what you had to say, and to another classmate's post. AND citing readings and the textbook to support-

To respond, comment on one or two things they have said and add one or two thoughts or suggestions of your own...this is called a 2+2 response. You must reference text and reading materials!

· It is important to check into the discussion area at least 3 times each week ; your original reply and your discussions need to be on more than one day (at least 24 hours apart).

Discussion Forums cannot be made up, and no credit will be given for observations posted after the week ends- Please make sure to check due dates in the weekly Module- - : *NOTE- Detailed grading Rubric will be posted in Canvas alongside the Syllabus and Calendar

Guidelines for earning full credit in your weekly Discussions:

· Distribute posting evenly during the discussion (not concentrated all on one day or at the beginning and/or end of the period)

· Post a minimum of one short paragraph and a maximum of two paragraph in each discussion section

· Avoid postings that are limited to “I agree or “great idea”, etc.  If you agree (or disagree) with a post, then say why you agree by supporting your statement with concept form the readings or by bringing in a related example or experience.

· Address the questions as much as possible (don’t let the discussion stray)

· Quote from the assigned readings to support your postings.  Include links when you quote from other outside sources

· Build on other’s responses to further develop threads, responding to at least 3 other postings in each discussion section

· Bring in related prior knowledge

· Before you post, think about your assignment first, and jot notes as you read

· Avoid responses that offer only right and wrong perspectives and ignore other possible answers: pose open ended questions that invite dialogue

2. Syllabus Quiz (10 points): Due Week 1

3. Quest Online Learning Assessment (10 points): Due Week 1

4. Mentor Reflection and Professional Goals (20 points): Due Week

5. Developmental Assessment (20 points): Due Week 3

6. Observation Journal (20 points) : Due Week 4

7. Philosophy of Supervision (20 points): Due Week 5

8. Staff Development Activity : ( 20 points) (Group) Due Week 6

9. Early Childhood Environmental Rating Scale: ECERS 3 (25 points): Due Week 7

10. Professional Portfolio Checklist/Summary: (15 points) Due Week 8

11. Final: Self Reflection and Learning Outcomes Paper: (25 points): Due Week 8

  

Grade Scale: Based on the total amount of points earned by the student during the course of the semester

A= 100-90% B= 89-80% C= 79-70% D=69-60% F= Below 60%

235-212 pts 211-188 pts 187-165pts 164-141 pts 140 pts and below

All reading and writing assignments must be completed by the date indicated on the syllabus. No late work will be accepted. Assignments will be evaluated based on the student’s ability to: integrate class content and assigned readings, reflect on best practice in early childhood education, and write/present in a well conceived and professional manner that reflects the elements of good writing/speaking including spelling and grammar. All written assignments must be typed, double-spaced, spell-checked, and proofread.

Quality of writing (spelling and grammar) will be included in the evaluation of all assignments.

It is strongly recommended that students needing assistance with writing and reading skills contact the Writing and Reading Center in the Library.

I am committed to creating a learning environment in which all students can learn and be successful in their studies. Simple rules of courtesy apply: Respect for the instructor and her rights, respect for other students and their rights, and academic honesty. The goal is to create an enjoyable, interesting and respectful learning community for all. Thank you!

STUDENT SUPPORT SERVICES:

· Long Beach City College offers a variety of programs to support students with their academic efforts:

· Tutoring and academic resources: https://www.lbcc.edu/tutoring-and-academic-resources

· Student Technology Help Desk:

· The LBCC Student Technology Help Desk (STHD) is available to support all LBCC students!

· The STHD supports accessing and successfully using Long Beach City College technology. They are staffed with knowledgeable and friendly student team members to provide peer support. They are available via phone or email.

· (562) 938-4250, or [email protected]

· LBCC Mental Health Services: LBCC’s Student Health Services and Mental Health Services helps students meet the personal challenges associated with identifying and accomplishing academic, career, and life goals. Counseling is provided by mental health professionals and by graduate interns under the supervision of a licensed clinician. The following services are FREE: Short-Term Counseling (6-8 sessions) for: Mental Health, Anxiety and Panic Disorders, Depression, Eating Disorders, Relationship Issues, Academic Stress, and more. https://www.lbcc.edu/health-wellness

· Long Beach City College Counseling: The Department of Counseling and Student Development believes that it is essential to use your time at Long Beach City College effectively to make your dreams a reality. All of us need to achieve balance in our lives to be successful, and student life poses special challenges of planning deadlines, course-work, job and/or other responsibilities. Make an appointment to see a counselor by calling: (562) 938-4561 or visit https://www.lbcc.edu/counseling

· If you are (or are planning to be) a Child Development major- please contact one of the following counselors who are well versed in child development.

· Alicia Andujo: [email protected] 562-938-4262

· Tom To: [email protected] 562-938-4224

· Dianna Ogimachi: [email protected] 562-938-3924

· Lorraine Blouin: [email protected] 562-938-4562

· LBCC Veteran Services Office: Our mission is to provide a caring, supportive environment for veterans and their dependents where we can assist them with the services they need to receive VA benefits, assist with proper enrollment, and receive other resources necessary to become a success at Long Beach City College. Phone:(562) 938-4162, or visit https://www.lbcc.edu/overview/veteran-student-services

Resources and information Related to the impact of Covid-19

As your instructor I truly care about your success in this class AND in life. LBCC has many resources to support you academically and in your personal life. Below are a sample of some of the most important links and resources you can access if you are needing support.

Specific Covid-19 information for LBCC: https://www.lbcc.edu/coronavirus

· Emergency student aid application can be accessed from this page.

Food and housing resources: https://www.lbcc.edu/basic-needs-program

Any student who faces challenges securing their food or housing is urged to contact our Basic Needs office at [email protected] for support. Furthermore, please notify the professor if you are comfortable doing so. This will enable them to provide any resources that they may possess. The Viking Vault (food pantry) is providing drive-thru, Grab-n-Go distributions during campus closure, along with CalFresh information for monthly food benefits. Please join our Canvas page at www.tinyurl.com/vikingvault to find out when is our next event.

Laptop/internet resources: https://www.lbcc.edu/post/laptop-internet-resources

World Health Organization (WHO): https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public

Student Resources for effective online participation.

Canvas resources: https://www.lbcc.edu/post/canvas-resources

Netiquette guidelines: https://www.lbcc.edu/pod/netiquette-guidelines-online-students

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