Syllabus for Ech 4009
Leadership in Early Childhood Education (3 cr)
Spring 2008

Class meeting time: Class begins Monday, March 24th, 2008 and continues through Sunday, May 11th. Class is entirely online in "Moodle".
Instructor: Kim Riordan
Office & phone: 120 Montague Hall (w) 726-7251
Office hours: Email and by appointment
e-mail:

kriordan@d.umn.edu

Class alias (listserv):

ech4009-1-s2008
Instructor's Web Page www.d.umn.edu/~kriordan

Course Description:

Develops knowledge and competencies in the area of educational leadership, including development and administration of early childhood programs, professionalism, ethics and social policy.

Required Texts / Readings:

INTASC Standards/MN Standards of Effective Practice Conceptual Framework Themes
  • Standard 1: Subject Matter
  • Standard 2: Student Learning
  • Standard 3: Diverse Learners
  • Standard 4: Instructional Strategies
  • Standard 5: Learning Environment
  • Standard 6: Communication
  • Standard 7: Planning Instruction
  • Standard 8: Assessment
  • Standard 9: Reflection and Professional Development
  • Standard 10: Collaboration, Ethics, and Relationships
  • Diversity (D)
  • Reflection (R)
  • Empowerment (E)
  • Collaboration (C)
  • Technology (T)

Conceptual Framework: Learner-Sensitive Teacher

Course Outcomes:

Outcome INTASC/SEP Board of Teaching ECh Subject Matter Standards ISTE Dept of Educ Themes Evidence of Knowledge
1. Candidate will know how to help people work productively and cooperatively with each other in complex social settings Subp 6 (5D)     E,R,C Readings from text, leadership interview, online class discussions, Leadership Power Point Assignement
2. Student will understand methods of inquiry, self-asessment, and problem-solving strategies for use in professional self-assessment. Subp 10 (9B)     D, R, E Research article analysis, online class discussions, various readings related to topic, Web Page Design Assignment.
3. Student will understand the influences of the teacher's behavior on student growth and learning Subp 10 (9C)     E,R Selected readings and class discussion related to topic, including "Why doesn't my teacher like me?"
4. Student will know major areas of research on teaching and of resources available for professional development Subp 10 (9D)     T,C Review of professional journals, research article analysis, Research Proposal Assignment
5. In order to effectively plan and individualize curriculum and teaching practices, the student will be able to use assessment results to identify needs and learning styles and to plan appropriate programs, environments, and interactions   F(3)   T,E,R Readings related to topic, online class discussion, Web Page Design Assignment (specifically, program assessment and plans for evaluation of learning).
6. In order to effectively plan and individualize curriculum and teaching practices, the candidate will be able to develop and use formative and summative program evaulation instruments to enhance and maintain comprehensive program quality for children, families, and the community   F(4)   T,E,R Exercises and online discussion related to using results of assessment to identify needs. Web Page Design Assignment (specifically, program assessment and plans for evaluation of learning), Grant Proposal Assignment.
7. Candidate will understand the research base and best practice re: early childhood education. A(1) Analysis of research articles, research proposal assignment, grant proposal assignment
8. Candidate will understand the major theories of early childhood development/learning and their implications for practice with young children and families from birth through age A(4) research proposal assignment, Web Page Design Assignment

 

Dispositions:

Professional dispositions (characteristics) targeted in this course are:

  1. Establish rapport with colleagues
  2. Demonstrate positive response to professional responsibilities
  3. Take initiative in performing expected duties
  4. Demonstrate flexibility and adaptability
  5. Has a sense of humor and friendly disposition
  6. Show enthusiasm reflecting a positive attitude
  7. Show sensitivity to the needs and feelings of others
  8. Engage in self-reflection to improve teaching and learning

Instructional Strategies:

Your learning will include online group discussion and activities, various readings, reflection, use of technology (including web page design) and library and Internet research.

Diversity:

  1. Diversity will be addressed through course content and course methodology. The course content will guide the student toward an understanding of learner differences, including, but not limited to, special needs, exceptionalities, multiple intelligences, cultural and ethnic background, family structure and socioeconomic status.
  2. The instructional methods will be designed to be varied in order to meet the needs of all learners.

Course Requirements/Expectations:

  1. Attendance: Attendance is mandatory due to the nature of this course. As an adult learner in this class, you are a co-creator of the content of the course. To bring meaning to the course content you will be asked to participate in online discussion, group work, presentations and other class activities. A variety of class activities, discussions and presentations will be conducted throughout the course. These cannot be made up, therefore your absence forfeits the opportunity to learn from the activities. Additionally, your absence represents a limitation in the ability of others to learn from you. Please note: Your participation in Moodle accounts for 20 hours per week of class (reading and completion of assignments) time. Not completing weekly Moodle not only seriously jeopardizes points, but also counts as non-attendance in class. Time missed in Moodle cannot be made up...
  2. Assignments: Assignments are due at assigned dates and times. Due dates are listed on the Class Schedule. Any late work must be negotiated with me.
  3. Formatting: Unless otherwise specified, all assignments must be submitted as a Word attachment via email. Assignments will be graded for appropriate writing and formatting conventions, including grammar and spell check. Assignments that do not meet a minimum level of writing mastery will be returned without a grade. You will have an opportunity to re-write the assignment.
  4. Academic Dishonesty: Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course.
  5. Attendance Exclusion: Students required to attend university events that conflict with class time must present documented evidence of the meeting/event demonstrating (a) that the individual is required to attend and (b) the date and specific times required for attendance. Students will be expected to make arrangements with the instructor to make up class absences and to turn in work ahead of time.
  6. Cancellation: If classes are cancelled at UMD because of inclement weather or other emergency, contact the instructor (or check email) within 24 hours to find out the status of assignments.
  7. Missed Class: Arrange with a peer to collect handouts for you and to bring you up to date on class assignments/activities. Please do not wait until the next class period.
  8. Email: Please check your UMD email account regularly in order to receive any class announcements/clarifications.

Assessment:

There will be a variety of course activities and assignments in this class. Details of these will be given in class. You will be expected to synthesize the information from readings, lectures, class discussions, and research in the assignments that you complete.

Assignment
Qty
Points
Total
% of Grade

"Mini" Research Proposal
1
100
100

10%
"Mini" Grant Proposal
1
100
100
10%
Web Page Design & Rationale
1
300
300
30%
Leadership Interview
1
80
80
8%
Moodle Online (completion of activities & participation in discussion)
7 units
60
420
42%
Total
     1000 100%

Grading:

A=93-100%
A-=90-92%
B+=87-89%
B=83-86%
B-=80-82%
C+=77-79%
C=73-76%
C-=70-72%
D=60-69
F=<60

IMPORTANT: I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.

Class Schedule:

Date
Topic
Reading Assignment
Assignment due 

Unit 1

3/24 - 3/30

Feedback, professional development plan, goal setting, leadership (via Wheatley), self assessment

Learning to Lead - Ch  1 Moodle unit 1

Unit 2

3/31 - 4/6
Research informs theory, theory informs practice...research base for best practice, Research Article Analysis, .Leadership vs. Management, Emotional Intelligence, Self Assessment of leadership skills

Learning to Lead - Ch 2 & 3

Readings re: Emotional Intelligence

Moodle Unit 2

Unit 3

4/7 - 4/13

 

Administrative issues in ech care and education

Learning to Lead - Ch 4 & 5

Moodle Unit 3

Unit 4

4/14 - 4/20

Research analysis, policy issues and programs related to young children and families. Grant writing

Literature related to topic of mini research proposal

Moodle Unit 4

"Mini" Research Proposal

Unit 5

4/21 - 4/27

Ethics in Leadership

Literature related to topic of grant proposal

Moodle Unit 5

"Mini" Grant Proposal

Unit 6

4/28 - 5/4

Curriculum theory and assessment of learning; Assessment vs Evaluation, research discussion

Readings related to Assessment/Evaluation

Moodle Unit 6

Leadership Interview

Unit 7

5/5 - 5/11

Review of Learning, Peer Evaluations fo Web Page Design Reading as assigned

Moodle Unit 7

Web Page Design