ࡱ> JLIc bjbj @0QbQb  8$<)088888_)a)a)a)a)a)a)$+-^))88)j88_)_)'h(8<}4-("K))0)O($.$. ($.(\)))$. B R:  GROSSMONT COLLEGEPRIVATE  Official Course Outline CHILD DEVELOPMENT 136 - ADULT SUPERVISION: THE MASTER TEACHER'S ROLE 1. Course Number Course Title Semester Units Hours CD 136 Adult Supervision: 3 3 hours lecture: 48-54 hours The Master Teacher's Role 96-108 outside-of-class hours 144-162 total hours 2. Course Prerequisites None. Recommended Preparation A C grade or higher in 12 units of Child Development core curriculum: CD 125 (3 units); CD 131 (3 units); 6 units from CD 121, 123, 127, 129, 143, 130 and/or 153 and currently teaching in a preschool or child care setting in the role of the lead teacher or head teacher or other supervisory capacity. 3. Catalog Description This course provides students with the opportunity to develop skills in establishing and maintaining supportive working relationships with adults in early childhood settings. Based on a proactive approach, the course will explore positive communication strategies including team building, collaboration and problem solving. 4. Course Objectives The student will: Differentiate the stages of teacher development. Identify learning characteristics of adults Analyze the influence of temperament in adult relationships Analyze strategies to develop positive relationships and effective communication in a diverse workplace. Explore adult collaborative learning models. Assess current methods of evaluation of adult performance in an early childhood setting Compare and contrast mentoring/supervising relationships Formulate strategies for team building Identify problem solving strategies Examine proactive approaches to conformation that use conflict to promote growth Evaluate an early childhood classroom based on national standards Examine implications of ethics in connection with leadership and advocacy. 5. Instructional Facilities a. Regular classroom with movable chairs for small group discussions. b. Audio/visual facilities. CHILD DEVELOPMENT 136 - ADULT SUPERVISION: THE MASTER TEACHER'S ROLE Page 2 6. Special Materials Required of Student None. 7. Course Content Stages of teacher development Learning characteristics of adults Influence of temperament in adult relationships Strategies to develop positive relationships and effective communication in a diverse workplace Adult collaborative learning models Current methods of evaluation of adult performance in an early childhood setting Mentoring/supervising relationships Strategies for team building Problem solving strategies Proactive approaches to confrontation that use conflict to promote growth Evaluate an early childhood classroom based on national standards for early childhood classrooms Ethics in connection with leadership and advocacy 8. Method of Instruction Lecture, discussion, small group project, guest speakers. 9. Methods of Evaluating Student Performance Written papers including reflection journals Classroom presentations c. Final exam. 10. Outside Class Assignments a. Assigned reading. b. Classroom evaluation with ECERS (Early Childhood Environment Rating Scale). 11. Texts a. Required Text(s): (1) Caruso, Joseph J. and M. Temple Fawcett. Supervision in Early Childhood Education, A Developmental Perspective. New York, NY: Teachers College Press, 2006. (2) Harms, Thelma, Clifford, Richard and Cryer, Debbie. Early Childhood Environmental Rating Scale-Revised Edition. New York, NY: Teachers College Press. 2005. b. Supplementary texts and workbooks: Codell, Esme Raji, Educating Esme: A Diary of a Teachers First Year. New York, NY, Workman Press. 2009 CHILD DEVELOPMENT 136 - ADULT SUPERVISION: THE MASTER TEACHER'S ROLE Page 3 Addendum: Student Learning Outcomes Upon completion of this course, our students will be able to do the following: Create a plan to develop relationships and enhance performance of staff in an early childhood program. Assess current methods of evaluation of adult performance in an early childhood setting. Compare and contrast mentoring/supervising relationships. Formulate strategies for team building. Identify problem solving strategies. Evaluate an early childhood classroom based on national standards. Examine implications of ethics in connections with leadership and advocacy. 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