Conceptual Framework
This course is both guided by and serves the Watson School of Education’s conceptual framework for teacher education.  You can review this conceptual framework at:  http://www.uncw.edu/ed/pdfs/cf.pdf .  The overarching goal of our program is to assist you in becoming a highly competent and reflective professional who will be able to serve in a variety of educational leadership roles. Seven descriptors (decision making, commitment to ethical and professional standards, knowledge in academic content, pedagogy and technology, sensitivity to diversity, communicational skills, and reflective practice) are integral components of the conceptual framework and provide the basis for developing professionals who can meet the needs of diverse learners. Throughout the course, students are given numerous opportunities for inquiry, analysis, application, and reflection as they strive to become effective educators.  Students are continually encouraged to evaluate and interpret what happens in early childhood programs for the purpose of developing specific insights into effective child care as well as making informed decisions about creating a child appropriate program.  

Course Objectives
This course’s objectives are related directly to the conceptual framework and appropriate descriptors, and Birth-Kindergarten standards are identified for each competency.  The following objectives are assessed through course assignments, group discussion, scenarios, presentations, case studies, reflections, cooperative learning tasks, and exams.

By the end of the semester the student will:

• Demonstrate the ability to articulate historical, philosophical, and legal basis of services for young children with and without special needs.
• Demonstrate knowledge of ethical and policy issues related to educational, social and other services for young children and their families.
• Demonstrate knowledge of current trends and issues in early childhood education.
• Demonstrate knowledge of state and federal legislation, policies, and regulations that affect children, their families and programs for children.
• Become familiar with child care policies and programs in other countries.
• Become informed of the responsibilities of early childhood administrators in a wide variety of programs in relation to personnel, financing, programming, licensing, and other areas.
• Recognize and utilize the competencies and guidelines established at the state and national level (e.g., North Carolina Standard Course of Study (K), North Carolina Guide for the Early Years (preschool), and the NAEYC) when designing educational programs for young children.
• Generate plans for the administration of early childhood education programs, including schedules, personnel development, and program evaluation.
• Demonstrate the ability to identify structures supporting interagency collaboration, including interagency agreement, referral, and consultation.
• Demonstrate the ability to collaborate with parents and professional agencies in the community to support children’s development, learning, and well-being.
• Recognize and assess quality early childhood programs.
• Become acquainted with supervisory techniques that support the development of adults and children in early childhood programs.
• Use technology as a resource when planning and designing a child care center.

Required Textbook
Sciarra, D. J., & Dorsey, A. G. (2003).  Developing and administering a child care center (5th edition).  NY:  Thompson Delmar Learning.
North Carolina Child Care Center Handbook to be purchased during the first week of class.  Order form will be provided.

Methods of Instruction:  
Class meetings utilize lecture, small and large group discussions, cooperative learning tasks, demonstrations, guest speakers, and illustrative videotapes.

Students with Disabilities:
If you are a person with a disability and anticipate needing accommodations of any type in order to participate in this class, you must notify Disability Services (Westside Hall, 962-3746), provide the necessary documentation of the disability and arrange for the appropriate authorized accommodations. Once these accommodations are approved, please identify yourself to me so that I can implement these accommodations

TaskStream Requirement:
 Beginning with the fall 2005 semester, the Watson School of Education requires that all education majors enrolled in methods courses maintain an active account on TaskStream, a web-based curriculum builder and portfolio toolset.  You are asked to maintain that account for the duration of your program with the Watson School of Education (www.taskstream.com). Students in these courses will use TaskStream to maintain a Professional Development Portfolio. This portfolio includes evidence of your work to demonstrate progress toward meeting exit requirements and professional standards. More information on how to obtain this account will be provided in class. 

WSE Performance Process:
Consistent with the commitment to admit quality students into the teacher education programs, the Watson School of Education also focuses upon the retention of students in programs designed to prepare them to become effective educators. The Performance Review Process is an ongoing component of that effort, and is formally activated at least once per semester. The purpose of the Performance Review Process is to provide honest and candid feedback to prospective educators as part of the Watson School's obligation to produce quality personnel. Students should be aware that review of performance will occur at least twice during their program of studies in the Watson School of Education: (1) approximately midway through their coursework requirements, and (2) prior to student teaching. Faculty also can express their concerns at any time during a student's program." This Process focuses on academic achievement and professional behavior.

Further information about this process is available on line @ http://www.uncw.edu/ed/advising/documents/perfreviewprocess.pdf.

Course Policies & Course Assignments
1. Class Attendance:
Your presence in class is required.  A total of 15 points can be earned for attendance.  If you are not present, you will miss a lot of material, as well as the in-class activities.  Your absence will count against you.  More than one absence will reduce the final grade by five points. If attendance is impossible, the instructor should be notified prior to the class session.  Attendance will be recorded by signature at the beginning of each class.  If you are tardy, it is your responsibility to see me after that class to record your attendance.

2. Student Participation:
Class participation is an important part of the learning experience.  You can earn up to 15 points by participating in class discussion and activities.  You are responsible for all notes, handouts, and material presented. The following requirements are designed to support and encourage your full participation:

·        Come prepared and ready to participate.

·        Obtain class notes and assignments for missed classes.       

·        Bring textbooks and assigned readings to every class, to facilitate discussion and other learning activities.

·        Complete all assigned readings prior to class.

·        Participate in all group discussion and learning activities to the best of your ability.  Be prepared to ask questions, make comments, and share ideas in class. 

·        All assignments are due at the beginning of the designated class period. There is a 5 point penalty for late work. NO WORK IS ACCEPTED TWO DAYS BEYOND DUE DATE. (Not TWO class periods).

·        Do not use page protectors for any of your written assignments.

3.  Academic Dishonesty:
Plagiarism, or using the work of another person and submitting it as your own, is strictly forbidden. This will conclude in a "F" for the course and report of the offense.

Course Assignments

• Quizzes:  To encourage you to attend class and keep current with the reading assignments, there will be occasional short, unannounced in-class quizzes throughout the semester.  Quizzes will be given during the first few minutes of the class period, so it’s important to be on time.  Also be reminded that quizzes cannot be made up.  There will be six unannounced quizzes.  However, only the five highest scores will be counted when computing the final grade.  You may take six or five quizzes.  If you take all six quizzes, your lowest score will be dropped before computing the final grade.  If you take five quizzes, these five scores will be counted.  You may miss one quiz for any reason, e.g., illness, lack of preparation.   The quizzes will draw from the assigned readings and are worth a total of 50 points.  If you read your text, you will do fine on the quizzes!
   
• Exams:  Two exams will be given.  They will contain a combination of short essay and multiple-choice questions.  The exams draw from the assigned readings, class discussions, and in-class activities.  Exams will be given only on the days they are scheduled, and there will be no make-up exams.  Each exam is worth 60 points.  
   
• Personal Philosophy:  Personal Philosophy.  For this assignment, you are required to formulate your own philosophy about how children should be educated.  Try to limit your philosophy paper to one page. This assignment must be completed within the first two weeks of the classes.  If you have done a paper like this previously, please re-read it and revisit your ideas for this edition.  Challenge your previous assumptions in light of your current thinking and practice.  At the end of the semester, you are to reflect on your philosophy statements and indicate the changes that you may have noticed.  Remember that time, knowledge, interaction, experience, and other factors may change your thinking over time.  More information on this assignment is provided in Appendix B.  This assignment is worth 20 points.
   
• Course Project:  As early into the semester as possible you are required to plan, design and operate a hypothetical childcare program.  The final product required for this project is the development of an Early Childhood Manager’s Portfolio.  More information on this project is provided in Appendix C.  This assignment is worth 160 points. 

Contact Information
Instructor: Dr. Hengameh Kermani
E-mail: Kermanih@uncw.edu
Voice Mail: 910-962-4182
Fax: 910-962-3988