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Grossmont College

CD 136: Adult Supervision

Course Syllabus: FALL 2002

Instructor: Mary Courtney Office: 377 & Child Development Center
Phone: 619-644-7348 E-mail: mary.courtney@gcccd.net

Course Description:

Text:

Caruso, Joseph J. and M. Temple Fawcett. Supervision in Early Childhood Education a Developmental Perspective. Teachers College Press, New York 1999.

Harms, Thelma. ECERS-R, Early Childhood Environment Rating Scale.

Course Objectives:

Upon completion of the course, the student should be able to do the following:
  • Differentiate adult learning stages
  • Provide appropriate models and guidance for aides, assistant teachers and student teachers
  • Demonstrate ability to evaluate a preschool classroom based on developmentally appropriate guidelines
  • Analyze performance of adults in early childhood settings
  • Demonstrate ability to facilitate positive interaction between adults in the center/classroom environment
  • Summarize the role of a mentor in leadership and advocacy in the field of early childhood education

Course Requirements:

Class discussion/lecture/collaboration
Regular attendance and participation is vital to a course in which lecture, discussion, exchange of ideas and experiences enhance student learning. If you are absent, it can affect your grade.

Respect
Students are expected to show respect for the instructor and classmates by arriving on time, participating in class activities, and leaving after the instructor has dismissed the class. Please remember to turn off all cell phones and pagers.

Collaboration
Collaboration is an important component of a respectful work environment. There will be many opportunities to work collaboratively with classroom colleagues. All participants are encourages to remain open to something new that might happen as the activity progresses. All participants influence the direction of the activity.

Flexibility
The Fall Semester flow of topics and assignments is described on the calendar. However, the instructor may adjust the class to reflect the needs and interests of the students. Therefore, listed topics of discussion or due dates of assignments may change. If you miss class, please check with a classroom colleague for any changes.

Accommodations
Students with disabilities who made need accommodations in this class are encouraged to notify this instructor early in the semester and contact Disabled Student Programs and Services (DSP&S) in person in Room 110, or by phone at 619-644-7112 (voice) or 644-7719 (TTY for deaf).

In-class Assignments
There will be in-class projects which involve the students in using the knowledge, ideas and skills presented in class. Each project will be worth 5-10 points. If a student does not attend class, these assignments cannot be made up.

Assignment 1: Reflection
Students will reflect on their own experiences in a supervisory role and submit a written summary following guidelines provided by the instructor.

Article Reviews
Students will read and review two article from a professional magazine related to working with adults--teachers, assistants, aides, volunteers, parents--and prepare a written description based on guidelines provided by the instructor.

Interview Assignment
Students will interview a Lead Teacher/Supervisor/Administrator and submit a written summary following guidelines provided by the instructor.

Welcome Plan
Guidelines will be provided.

ECERS-R
Students will do a classroom evaluation using the ECERS. Guidelines will be provided by the instructor.

Evaluation:

Assignments Points Your Points
Participation & In-Class Projects 100  
Assignment 1: Reflection 50  
Article Reviews (2 @ 25 pts each) 50  
Interview Assignment 50  
Welcome Plan 50  
ECERS-R 100  
Midterm & Final 150  
TOTAL 550  


Late work will have points reduced by 10%.

GRADING

GRADE POINTS
A 550-495
B 494-440
C 439-385
D 384-330
F 329-

CD 136: SPRING 2002 (Section 4061)

DATE TOPIC READING ASSIGNMENTS DUE
January 30 WELCOME!

Building a Community of Learners

RESPECT		    
February 6 The Role of the Supervisor

The Supervisory Process		 Chap. 1 & 3 Reflection Assignment due
February 13 Adult Learning Patterns Chap. 4  
February 20 Developmental Stages of Teachers Chap. 5  
February 27 Supervisor as Mentor

Establishing a professionally supportive relationship		 Chap. 6 & 7 Article reviews due
March 6 A Good Beginning--Orientation

Supporting Diversity in Staff

Special Issues affecting early childhood supervision		 Chap. 13 & 14, Appendix A  
March 13 Effective Techniques to Motivate & Train

Role Modeling in Training		 Chap. 15 Interview due
March 20 The Problem Solving Process   Welcome Plan Due
March 27 SPRING BREAK!    
April 3 Active/Reflective Listening   TAKE-HOME Midterm Due
April 10 Confronting with Respect    
April 17 Confronting: Challenging Situations Chap. 12  
April 24 Problem Solving with Parents Chap. 8 & 9  
May 1 ECERS-R Chap. 10 & 11  
May 8 Evaluation & Quality    
May 15 Performance Evaluation that supports Professional Growth    
May 22 Advocacy

Mentoring		   ECERS-R Due
May 29 FINAL EXAM    


CLASS POLICIES

The following policies are written to give every student the opportunity to be successful in this class. The class provides students with an opportunity to acquire knowledge about theory and application in the “real” world. In addition, students are given a chance to practice decision-making and experience the consequences of decisions they make.

All class work submitted is read carefully and graded on the content as well as the ability to follow the guidelines for the assignment. Assignments are not graded on how hard the student works, but rather on the quality of the product submitted. It is assumed that each student enters this class prepared to work at a college level. Standard college expectations include at least one hour of work at home for each hour of class time.

If you have any questions concerning these policies or the expectations of the instructor... PLEASE ASK.

ATTENDANCE POLICIES

  • Students will attend all classes. Students will arrive on time and leave when the class is dismissed, unless extenuating circumstances require otherwise.
  • Exceeding three (3) consecutive absences, or four (4) non-consecutive absences, may result in a student being dropped from the class. Absences will deprive the student of total learning opportunities. It is assumed that when a student registered for the class they have made a commitment and understand the demands of this schedule.
  • Do not ask instructor for permission to be absent. If it is necessary for you to miss a class, leave early or be late arriving, the instructor will assume that you have made the best decision for the circumstances and that you accept the consequences of your decision.
  • Asking the instructor if you will “miss anything important” when deciding to be absent, late or leave early is insulting to the instructor. If class time were not important, there would be no reason to hold it.
  • Students are responsible for being prepared for each class by keeping up with assignments and reading of the text.

TESTS AND ASSIGNMENTS POLICIES

  • Take-Home Tests are to be done ON YOUR OWN. You may use your textbook and notes, but it is expected that you will develop and write the answers yourself.
  • Students are responsible for turning in assignments on time. “On time” means no later than the end of the class period the day the assignment is due, unless otherwise agreed to by the instructor.
  • Assignments turned in after the end of class will be downgraded by 10 percent of the possible score.
  • Students are responsible for any class work missed due to an absence and the student will make arrangements with a fellow student to pick up any handouts, directions and class notes.
  • Students are responsible for following the directions and requirements on the assignment sheets.
  • Students are responsible for tracking assignment due dates as listed in the course syllabus.

GRADING POLICIES

  • Any assignment turned in and considered, by the instructor, not to be your own work will result in the assignment being graded with a "0" and no opportunity to makeup the assignment or missed points.
  • Students are encouraged to discuss any concerns regarding the grading of an assignment.
  • If it is the opinion of the instructor that the assignment turned in is not a college level piece of work, the instructor will return the paper, ungraded. The student may decide whether or not to re-write the assignment and receive full credit. The student will be given one week only to re-write and turn in the assignment.
  • Please note that the instructor does not GIVE grades, students EARN their grade.

MISCELLANEOUS POLICIES

  • Students have the responsibility for contacting the instructor if they are having any difficulties.
  • Questions and comments are always welcome. However, keep in mind that our class has only so much time and many students. Please keep your comments brief and to the point.
  • Private conversations during class are very distracting. Whether the instructor or a classmate “has the floor,” please refrain from conversing with your neighbors.

INSTRUCTOR RESPONSIBILITIES

  • Instructor will begin and end classes as scheduled.
  • Instructor will be prepared and endeavor to make each class time interesting.
  • All students will be encouraged to participate. Participation between students and instructor facilities the college experience by allowing for the exploration of new ideas and concepts.
  • All assignments will be pre-assigned with appropriate directions and the due dates provided. There is always the possibility that due dates may be adjusted or changed due to a variety of factors.
  • The instructor will make time available, by phone or in person, for any student who requests it.
  • Instructor reserves the right to modify the above policies when it is deemed appropriate for the circumstances.
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