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Effective: Summer 2011
CHLD 86AMENTORING THE EARLY CARE & EDUCATION PROFESSIONAL4 Unit(s)

Advisory: Advisory: CHLD 1, 88; a minimum of one other three-unit course in Child Development.
Grade Type: Letter Grade Only
Not Repeatable.
FHGE: Non-GE Transferable: CSU
4 hours lecture. (48 hours total per quarter)

Student Learning Outcomes -
  • Define and summarize early childhood best practices.
  • Identify and apply knowledge of the developmental stages of assistant teachers, student teachers, parents and volunteers.
Description -
Prepares the student for the role of mentoring student teachers, assistant teachers, parents, and volunteers in early care and education settings. Emphasis on the role of teachers supervising other adults while simultaneously addressing the classroom needs of the early care and education program. Development of the mentor in supporting the professional growth of the teaching adult. Fulfills the Child Development permit adult supervision course requirement.

Course Objectives -
Student will be able to:
  1. Demonstrate appropriate modeling, guidance and evaluation of adults working in the early care and education classroom.
  2. Identify and apply knowledge of the developmental stages of teachers, student teachers, assistant teachers, parents and volunteers.
  3. Articulate cultural competence within an early care and education setting.
  4. Demonstrate knowledge of best practices through use of a program quality assessment tool.
  5. Facilitate effective communication and positive interactions with and between student teachers, assistant teachers, parents, volunteers and children.
  6. Communicate the principles and best practices in child development both verbally and in writing.
  7. Evaluate and defend solutions to various case studies involving mentor and mentee' professional interactions.
Special Facilities and/or Equipment -
None.

Course Content (Body of knowledge) -
Student will be able to:
  1. Demonstrate appropriate modeling, guidance and evaluation of adults working in the early care and education classroom. (Lec)
    1. Understanding the mentor process
    2. Initiating the mentor/mentee' relationship
      1. Assessing background information
      2. Conducting the initial interview
      3. Communicating expectations and goals
    3. Integrating the mentee' into the classroom
      1. Scheduling
      2. Assigning activities and activity plans
      3. Preparing children, parents and staff
      4. Planning for observation and conferences
    4. Modeling best practices
      1. Planning
      2. Interactions with children
      3. Professional behaviors-confidentiality, ethics, interactions with colleagues and parents
  2. Identify and apply knowledge of the developmental stages of teachers, student teachers, assistant teachers, parents and volunteers. (Lec)
    1. Survival
    2. Extending
    3. Renewal
    4. Maturity
  3. Articulate cultural competence in an early care and education setting.(Lec)
    1. Cultural and linguistic diversity in student teachers, assistant teachers, parents, volunteers, and children
    2. Maintaining a safe, culturally and linguistically developmentally appropriate environment for young children
    3. Fostering growth in student teachers,assistant teachers, parents
  4. Demonstrate knowledge of best practices through use of a program quality assessment tool. (Lec)
    1. Introduction to using the Early Childhood Environmental Rating Scale (ECERS)
    2. Strategies for implementing successful change
  5. Facilitate effective communication and positive interactions between student teachers, assistant teachers, parents, volunteers and children. (Lec)
    1. Active listening
    2. Reflection
    3. Constructive feedback
    4. Positive reinforcement
  6. Communicate the principles and best practices in child development both verbally and in writing. (Lec)
    1. Role playing
    2. Case studies
  7. Evaluate case studies and defend solutions to situations involving mentor and mentee' professional interactions. (Lec)
    1. Confidentiality issues
    2. Ethical and legal issues
    3. Mentor/mentee' professional interactions
    4. Dealing with bias and prejudice
    5. Supporting the adult in survival career development
Methods of Evaluation -
  1. Demonstration of knowledge and skills through the completion of all class assignments.
  2. Personal Journaléƒý collected written reflections/reactions, completed class inventories, assessments
  3. Case solutions
  4. Professional story
  5. Written personal introduction to a mentee'
  6. Successful completion of the Early Childhood Environmental Rating Scale
  7. Class participation in discussion and group activities
  8. Final essay examination.
Representative Text(s) -
Bellm, Dan, Marcy Whitebook, and Patty Hnatiuk. The Early Childhood Mentoring Curriculum: Trainers Guide. Washington, D.C.: National Center for the Early Childhood Work Force, 1997.
(Text remains relevant and is the official guide for the CA Teacher Mentor Program.)
Harms, Thelma and Richard Clifford. The Early Childhood Program Rating Scale-Revised Edition (The Early Childhood Program Rating Scale, The Early Childhood Infant Toddler Environmental Rating Scale, The Family Child Care Home Environmental Rating Scale, The School-Age Environmental Rating Scale). New York: Teacher College Press, 1998. (Text remains relevant to course.)

Suggested texts:
Carter, Margie and Deb Curtis. Training Teachers: A Harvest of Theory and Practice. St. Paul, MN: Redleaf Press, 2002. (Text remains relevant to course work.)
Caruso, Joseph J. and M. Temple Fawcett. Supervision in Early Childhood Education: A Developmental Perspective. New York: Teacher College Press, 2006. (Text remains relevant to course.)

Disciplines -
Child Development
 
Method of Instruction -
  1. Lecture
  2. Cooperative learning and small group activities
  3. Discussion of assigned readings and videos
  4. Oral presentations
  5. Guest speakers and panelists
 
Lab Content -
Not applicable.
 
Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Reading and study of the text.
  2. Reading and written response to questions, assignments and relevant articles and online reading material.
  3. Reaction writing assignments to guest speakers, video viewings, and experiences such as research projects and field trips.
  4. Research, planning and written evaluation of individual or group creative projects.