Program Leadership Initiative - Thrive

Program Leadership Initiative

Course Title: Course Number:

(SAMPLE) Family and Community Involvement in Early Childhood Programs FCIECP 17-01 (Fall 2016)

Eligibility Note: As with all OEC-sponsored coursework, this course is only open to current administrators of Connecticut programs for young children.

Instructors: Elsa Jones Bprsnt2day@

Mary Jane Newman newmanmjm@

Overview This three credit course will provide an in depth look at the development of the young child in the context of today's families, schools and communities. The course will examine: three contextualist theories; family strengths and diversity; cultural competence; early childhood standards and legislation; and the roles and responsibilities of families, educators, service providers, and community members. The course provides practical strategies for implementing a family-based philosophy and building an authentic "familycentered" early childhood program. Special emphases include: establishing family-staff-community partnerships; promoting staff as child and family advocates; and enhancing communication and leadership skills. The underlying framework for the course is the NAEYC accreditation criteria for the "Families and Community Relationships" standards and the NAEYC Code of Ethical Conduct.

Necessary Skills: 1. Ability to write on a college level 2. Computer skills 3. Reflective and critical thinking skills

Logistics:

Course Title

Mandatory Enrollment Meeting

Meeting Dates and Locations Comfort Inn

1330 Silas Deane Hwy Wethersfield CT 06109

(All classes meet 8-4 daily for 6 days)

Family and Community Involvement in Early Childhood Programs

Monday , September, 19 2015

11:00 am to 12:30 pm

Fall 2016 October 13 & 14 (Thursday & Friday) AND November 16 & 17 (Wednesday & Thursday) AND December 8 & 9 (Thursday & Friday)

Instructors: Elsa Jones and Mary Jane Newman

FCIECP 17-01 Syllabus 09-2016

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Course Learning Objectives Students will be able to do the following at the completion of this course:

1. Describe three theoretical perspectives for partnering families and communities with schools to ensure healthy child development from birth through age eight.

2. Develop key strategies to know, understand, honor and incorporate family strengths, diversity, and goals for their children into the program, and apply the principles of cultural competence and "family-centered" care.

3. Understand NAEYC, municipal, state and national positions on child policy, school readiness legislation, and family and community involvement in early childhood education.

4. Communicate to families the program's philosophy, policies, and procedures that are mandated by municipal, Connecticut and federal regulations.

5. Seek and maintain collaborative relationships with parents, guardians, families, community agencies and other professionals to meet the needs and rights of each child.

6. Analyze family, school and community resources and needs.

7. Implement approaches to improve communication and collaboration with a focus on economic conditions, school systems, community services, political climate, and other factors that impact young children and their families

8. Identify sources of information and strategies for child and family advocacy and guide staff and families in practicing advocacy.

9. Further develop effective leadership skills to bridge diversity and build partnerships among families, full staff and the community for educating young children.

10. Reflect on their own skills at collaborating and networking with families, community members and professionals in the field.

11. Effectively implement the NAEYC accreditation criteria for Families and Community Relationships standards and the Code of Ethical Conduct.

Families Standard: 7.A. Knowing and Understanding the Program's Families 7.B. Sharing Information between Staff and Families 7.C Nurturing Families as Advocates for Their Children

Community Relationships Standard: 8.A Linking with the Community 8.B. Accessing Community Resources 8.C Acting as a Citizen in the Neighborhood and the Early Childhood Community

FCIECP 17-01 Syllabus 09-2016

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Learning Resources: 1. Couchenour, Donna & Christman, Kent. (2014). Families, Schools, and Communities: Together for Young Children (5th Ed). Clifton Park, NY: Thomson Delmar Learning. 978-1-133-93894-1

2. National Association for the Education of Young Children (NAEYC). (2005). Families and Community Relationships: A Guide to the Early Childhood Program Standards and Related Accreditation Criteria. Washington, DC: National Association for the Education of Young Children. Online at 1-928896-35-9

3. National Association for the Education of Young Children (NAEYC). (Rev 2011). Code of Ethical Conduct and Statement of Commitment. Washington, D.C.: National Association for the Education of Young Children.

4. Daniel, Jerlean. (2009). Intentionally Thoughtful Family Engagement in Early Childhood Education. Young Children 64 (5): 10-14.

5. Keyser, Janice. (2006). From Parents to Partners: Building a Family-Centered Early Childhood Program. St. Paul, MN: Redleaf Press. 1-929610-88-2

6. Koralek, Derry, editor. (2007). Spotlight on Young Children and FAMILIES. Washington, DC: NAEYC. 1-928896-42-1

7. Henderson, A., Mapp, K., Johnson, V. and Davies, D. (2007). Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York, NY: The New Press. 978-1-56584-888-7

8. Stonehouse, A. (2008). How Does It Feel?: Child Care From Families' Perspectives. Redmond, WA: Exchange Press. 978-0-942702-49-1

Other resources: 1. Scully, P. A., Barbour, C. H., and Roberts-King, H. (2014). Families, Schools, and Communities: Building Partnerships for Educating Children. (6th Edition) Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

2. Carter, M. (2006). Building Bridges Between Teachers and Families [Videotape]. Seattle, WA: Harvest Resources.

3. Lally, J. R., and Mangione, P.L., Signer, S., Butterfield, G.O., & Gilford, S. (1993). Essential Connections: Ten Keys to Culturally Sensitive Care [Videotape]. San Francisco, CA: WestEd, The Program for Infant/Toddler Caregivers.

4. Meisels, S. J., Marsden, D. B., & Stetson, C. (2000). Winning Ways to Learn: 600 Great ideas for Children. New York, NY: Goddard Press.

FCIECP 17-01 Syllabus 09-2016

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Grading Components: 1. Preparedness and Participation: 20%------------------------------------------20 points 2. Daily Content/Application Reflections (4 total): 20%-----------------------20 points 3. Article Reviews (2 total): 30% ----------------------------------------------------30 points 4. Advocacy in Action: 10%-----------------------------------------------------------10 points 5. Families and Community Relationships Plan: 20%--------------------------20 points (oral/visual presentation and written document)

All requirements are due at the beginning of class on the specified date, even if you are absent. Late submissions will not be accepted and partial credit will not be given for late work. No assignments will be accepted by email unless prior approval of the instructor is obtained.

1. Reading: Participants will read assignments in the primary text and other assigned materials.

2. Class Participation: Participants will actively participate throughout each course meeting day in class discussions and activities in a manner indicating they have completed the course reading and assignments.

3. Daily Reflections: On Days 1 through 4, participants will complete and submit written reflection assignments on daily course content and note implications for use in their programs.

4. Article Reviews: For days 2 and 4, each participant will be assigned one article and write a review using prepared questions. On each following day, participants' reviews will be used in small group discussions and whole group, joint debriefing. Following the group discussion, article reviews will be submitted to instructors.

5. Advocacy in Action: Participants will research local, state and national resources and opportunities for staff and families to become advocates in their communities for early childhood education and families as partners. Each participant will develop and submit an "early childhood and family advocacy toolkit" for guidance on how to advocate for young children and families in the community and political arena.

6. Families and Community Relationships Plan: Participants will work individually and in small groups to develop individual program plans to effectively engage families as partners in a center program and build community partnerships. Each participant will orally present a visual plan and submit a written document.

Refer to the course rubric and at-a-glance for due dates and more details on each assignment. Your rubric is your primary source of information on that detail level.

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Grading:

Final grades will be determined by applying the points listed above to the work submitted (utilizing the rubric) and applying the total to the table below. A student should retain all graded assignments for the semester.

Total # of Points / Letter Grade

Points Earned 93 - 100 90 - 92.9 87 - 89.9 83 - 86.9 80 - 82.9 77 - 79.9

Grade Earned A AB+ B BC+

Points Earned 73 - 76.9 70 - 72.9 67 - 69.9 63 - 66.9 60 - 62.9 59.9 or below

Grade Earned C CD+ D DF

Final Grade Records 1. Final grade records will be posted to each student's account on the Connecticut Early Childhood Professional Registry . An email notification will be sent when completed. Individuals can then access the document by logging in to the account and going to My Documents. 2. Requests for paper versions of the official grade record must be made in writing to the project manager of the Program Leadership Initiative with instructions on where to send the document. 3. A copy of official grade records is automatically sent to the Connecticut Director Credential office at Charter Oak State College. The office will hold reports for 30 days. If no CDC application or file is active, the records will be destroyed. Email the PLI program manager to opt out.

Continuation Policy A grade of C+ or better is required for continued eligibility in OEC sponsored Program Leadership Initiative (PLI) courses. If a student earns less than a C+, the student may continue to access non-PLI scholarship with probationary status (see Satisfactory Academic Progress policy). If the student completes a non-PLI class with a C+ or higher, the student is again eligible for PLI courses.

Grade Dispute Every student is entitled to a fair grade. In the event that a student disagrees with the grade he/she earned, the student will follow these steps: 1. First dispute the grade (in writing) with the instructor. If a grade change is warranted, the grade will be

changed (and new grade records issued if applicable); 2. If there is reason for a second review, the student will then inform the Program Leadership Initiative project

manager (in writing) of the intent to dispute; 3. Within 2 weeks of receipt of the grade in question or the final course grade (whichever is being disputed),

submit the graded assignment(s) and related completed rubric(s) to support the contention that a grade was incorrectly awarded. If a student is unable to produce all work, the instructor's grade book will be considered accurate. The PLI project manager will assign an independent review. If necessary, the final grade will be changed and new grade records issued. The result of this review will be final.

Attendance and Grade

OEC sponsored Program Leadership Initiative (PLI) courses follow a compact delivery format where content builds and deepens from session to session. Attendance is required. Missing more than 20% of the course meeting time results in an automatic grade of an F. In the event of an emergency resulting in a student missing class time (less than 20%), the instructor will assess whether or not the content and time can be made up. If the instructor identifies a make-up plan, the student has until the deadline identified by the instructor to submit the work. If the deadline is missed, the student will have points deducted from the attendance and participation grade to reflect the missed time and content.

If the instructor identifies that the content cannot be made up, the instructor will recommend a course of action that includes but is not limited to attendance of other formal content opportunity (and follow up assignment) or withdrawal from the class.

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