CHLD 86A: MENTORING THE EARLY CARE & EDUCATION PROFESSIONAL
Foothill College Course Outline of Record
|Hours:||4 lecture per week (48 total per quarter)|
|Advisory:||CHLD 1, 8; a minimum of one other three-unit course in Child Development.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Grade Type:||Letter Grade Only|
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.
The student will be able to:
A. Demonstrate appropriate modeling, guidance and evaluation of adults working in the early care and education classroom.
B. Identify and apply knowledge of the developmental stages of teachers, student teachers, assistant teachers, parents and volunteers.
C. Articulate cultural competence within an early care and education setting.
D. Demonstrate knowledge of best practices through use of a program quality assessment tool.
E. Facilitate effective communication and positive interactions with and between student teachers, assistant teachers, parents, volunteers and children.
F. Communicate the principles and best practices in child development both verbally and in writing.
G. Evaluate and defend solutions to various case studies involving mentor and mentee professional interactions.
A. Demonstrate appropriate modeling, guidance and evaluation of adults working in the early care and education classroom
1. Understanding the mentor process
2. Initiating the mentor/mentee relationship
a. Assessing background information
b. Conducting the initial interview
c. Communicating expectations and goals
3. Integrating the mentee' into the classroom
b. Assigning activities and activity plans
c. Preparing children, parents and staff
d. Planning for observation and conferences
4. Modeling best practices
b. Interactions with children
c. Professional behaviors-confidentiality, ethics, interactions with colleagues and parents
B. Identify and apply knowledge of the developmental stages of teachers, student teachers, assistant teachers, parents and volunteers
C. Articulate cultural competence in an early care and education setting
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
D. Demonstrate knowledge of best practices through use of a program quality assessment tool
1. Introduction to using the Early Childhood Environmental Rating Scale (ECERS)
2. Strategies for implementing successful change
E. Facilitate effective communication and positive interactions between student teachers, assistant teachers, parents, volunteers and children
1. Active listening
3. Constructive feedback
4. Positive reinforcement
F. Communicate the principles and best practices in child development both verbally and in writing
1. Role playing
2. Case studies
G. Evaluate case studies and defend solutions to situations involving mentor and mentee professional interactions
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
Special Facilities and/or Equipment
B. For all methods of course delivery, the student needs an email address.
Method(s) of Evaluation
A. Demonstration of knowledge and skills through the completion of all class assignments
B. Personal journal: collected written reflections/reactions, completed class inventories, assessments
C. Case solutions
D. Professional story
E. Written personal introduction to a mentee
F. Successful completion of the Early Childhood Environmental Rating Scale
G. Class participation in discussion and group activities
H. Final essay examination
Method(s) of Instruction
B. Cooperative learning and small group activities
C. Discussion of assigned readings and videos
D. Oral presentations
E. Guest speakers and panelists
Representative Text(s) and Other Materials
Bellm, Dan, Marcy Whitebook, and Diana Schaak. Supporting Teachers as Learners. Washington, D.C.: American Federation of Teachers, 2013.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Reading and study of the text.
B. Reading and written response to questions, assignments and relevant articles and online reading material.
C. Reaction writing assignments to guest speakers, video viewings, and experiences such as research projects and field trips.
D. Research, planning and written evaluation of individual or group creative projects.