Active Outline

General Information

Course ID (CB01A and CB01B)
C DD059H
Course Title (CB02)
Supervision and Administration of Child Development Programs (Leadership Skills)
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course studies the methods and principles of supervision and management as they apply to the administration of programs in early childhood settings. An emphasis is placed on personnel management, supervision styles and skills, interpersonal communication, ethical and professional standards, and an awareness of the sociopolitical context of early childhood programs. (This course meets NAEYC Standard 6.)
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is an elective under the Child Development A.A. Degree and is CSU transferable. This course is part of a sequence to help students develop the knowledge and skills needed to lead a child development program. In the administration and leadership sequence, this course has the leadership focus. This course counts toward administration and supervision units required to obtain a California Child Development Permit, Site Supervisor, and Program Director levels.

Foothill Equivalency

Does the course have a Foothill equivalent?
Yes
Foothill Course ID
CHLD F090C

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to CSU only

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

C D D010G or PSYC D010G (may be taken concurrently) and C D D050. (may be taken concurrently)

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

Methods of Instruction

Lecture and visual aids (power point, ELMO)

Discussion of assigned reading

Guest speakers

Collaborative learning and small group exercises

In class role playing using scenarios

Assignments

  1. Readings from textbook and syllabus in preparation for weekly discussions; weekly journal entries on readings.
  2. Self study including inventories, questionnaires, personal surveys; analysis of personal leadership experiences; comparison of leadership qualities from various models; life study analysis looking at goals and aspirations; completion of the "Well Rounded Leader" assessment with a supervisor, colleague and peer who all provide feedback on performance.
  3. Field based leadership project in the community. Student must participate in some form of community involvement that exposes him or her to the leadership that is currently in the field. (e.g. attendance at AEYC board meetings, CCCDA meetings, Director's Network meetings, work on the week of the Young Child, attending workshops on specific leadership topics, advocacy work, do training for a community program, etc.)
  4. Completion of a parent involvement or a staff development project, designed to encourage and enhance parent/staff participation in the program. The parent project should be geared to increasing parent's involvement in the daily program. The staff project is designed to inform or train staff by meeting individual and group needs. The projects should demonstrate some aspect of leadership in working with parents or staff.

Methods of Evaluation

  1. Students will lead small group discussions of 4-5 students in class on relevant readings and articles. They will use open-ended questions and ask for clarification. They will pause to give each other time to reflect on summaries or comments. Weekly journal will be evaluated on relevance of reflection to readings and depth of thinking demonstrated in writings.
  2. Evaluation of Self Study will be based on completion of all parts including inventories; depth and breadth of narratives; analysis of leadership qualities, data collected for "Well Rounded Leader" and results of self assessments; and discussion and integration of theory covered in class with personal awareness developed through project.
  3. Evaluation of field based leadership project will be based on written report that documents specific time and involvement in project; nature of the activity including purpose and students goals for participation; actual tasks and work completed; analysis of leadership skills developed and used in this work; and reflection on what was learned from involvement in this leadership opportunity.
  4. Evaluation of parent involvement or a staff development project will be based on the clarity of written plan (including goals to be achieved) presented for the project; the actual completion of the activity; some external evaluation of the effectiveness of the activity; analysis of leadership skills developed or demonstrated through the activity and reflection on what was learned about working with staff or parents in a leadership capacity.
  5. Final Presentation.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
*Carter, M. and Curtis, D. "The Visionary Director: A Handbook for Dreaming, Organizing and Improvising in Your Center." 2nd Edition. St. Paul, MN: Redleaf Press, 2010.
Goffin, S. and Washington, V. "Ready or Not: Leadership Choices in Early Care and Education. Teacher's College Press. 2019.
Bredekamp, Sue and Copple, Carol. Editors "Developmentally Appropriate Practice in Early Childhood Programs." Washington, D. C.: National Association for the Education of Young Children, 2009.
Gonzalez-Mena, J. "50 Strategies for Communicating and Working with Diverse Families." 3rd Edition. Upper Saddle, NJ: Pearson Educational Group, 2013.

Examples of Supporting Texts and References

AuthorTitlePublisher
Leach, P. "Child Care Today: Getting It Right for Everyone." New York, NY: Alfred A. Knopf, 2010.
Derman-Sparks, L. and Olsen Edwards, J. "Anti-Bias Education for Young Children and Ourselves." Washington, DC: National Association for the Education of Young Children, 2020.
Keyser, Janis. "From Parents to partners: Building a Family-Centered Early Childhood Program." Second Edition St. Paul, MN: Redleaf Press, 2017.

Learning Outcomes and Objectives

Course Objectives

  • Create a comprehensive understanding of leadership using both theoretical and personal perspectives.
  • Analyze how personal and professional values impact the ability to effectively lead others.
  • Appraise management style using self-inventories and assessments.
  • Demonstrate an understanding of communication as systems within an organization and as interpersonal skills necessary for maintaining relationships with parents, teachers, staff, supervisors, boards and the community.
  • Identify and implement techniques for resolving conflict.
  • Formulate a plan for involving parents and staff in decision-making through the process of team building.
  • Develop awareness, sensitivity and responsiveness to families from different cultural, racial, language, and class groups.
  • Construct an understanding of the professional and ethical responsibilities of an administrator in the field of Early Childhood.
  • Plan appropriate strategies for political advocacy in the Early Childhood field and the community at large.

CSLOs

  • Analyze values and personal leadership qualities against those desired in an effective leader.

Outline

  1. Create a comprehensive understanding of leadership using both theoretical and personal perspectives.
    1. Analyze theories of leadership as they relate to the field of early childhood.
    2. Examine the qualities of leaders, including the traits of leadership within ourselves.
    3. Formulate an understanding of leadership using personal experience and reflection integrated with theoretical constructs.
  2. Analyze how personal and professional values impact the ability to

    effectively lead others.
    1. Create a professional vision, mission with supported time-based goals and objectives.
    2. Clarify core values through personal reflection, role play scenarios and

      active dialogue with others.
    3. Compare and contrast personal and ideal leadership qualities.
    4. Evaluate management styles and how they apply given personal characteristics and professional goals.
  3. Appraise management style using self-inventories and assessments.
    1. Complete the Myers/Briggs Inventory.
    2. Contrast scores on the "Well Rounded Leader in Early Childhood" assessment with those of colleagues, supervisors and peers.
    3. Compose a "Life Plan Inventory" by reflecting on past experiences, analyzing leadership qualities through assessments and setting goals for the future.
  4. Demonstrate an understanding of communication as systems within an organization and as interpersonal skills necessary for maintaining relationships with parents, teachers, staff, supervisors, boards and the community.
    1. Examine ways to develop communication systems throughout all parts of the organization.
    2. Practice effective communication techniques (active listening, feedback, congruent message sending, body language, etc.) through role plays, discussions and directed interactions.
    3. Recognize the cross-cultural perspectives of communication.
    4. Develop strategies for ongoing assessment of communication skills.
  5. Identify and implement techniques for resolving conflict.
    1. Examine patterns and habits in dealing with conflict.
    2. Construct strategies for creating win/win dialogues.
    3. Validate other cultural perspectives when dealing with conflict.
    4. Practice conflict resolution skills through role-play scenarios.
  6. Formulate a plan for involving parents and staff in decision-making through the process of team building.
    1. Examine team building as a way to create a sense of community by valuing individual participation.
    2. Value decision making as an inclusive process which encourages a broad range of participation.
    3. Recognize the dynamics of motivation and morale in program operation.
  7. Develop awareness, sensitivity and responsiveness to families from different cultural, racial, language, and class groups.
    1. Demonstrate respect for families as children's primary teachers, recognizing that continuity is essential for children's healthy development.
    2. Implement culturally competent behavior by cultivating awareness, responsiveness, and commitment to the diverse perspectives of families.
    3. Create partnerships with parents through respect, sensitivity and open communication.
  8. Construct an understanding of the professional and ethical responsibilities of an administrator in the field of Early Childhood.
    1. Compare and contrast tools for assessing and evaluating children, staff and program performance.
      1. NAEYC Program Accreditation
      2. Early Childhood Environmental Rating Scales
      3. Desired Results Developmental Profile
      4. Program Administration Scale
      5. California Preschool Learning Foundations
    2. Identify local, state, and national professional organizations
      1. National Association for the Education of Young Children (NAEYC)
      2. California Community College Early Childhood Educators (CCCECE)
      3. Association for Childhood Education International (ACEI)
      4. Professional Association for Childhood Education (PACE)
      5. E3 Institute; First Five Local Planning Council; Peninsula Association for the Education of Young Children (PAEYC)
    3. Implement strategies for political advocacy through understanding the legislative process.
    4. Integrate ethical standards and responsibilities in all aspects of work done in the early childhood field.
  9. Plan appropriate strategies for political advocacy in the Early Childhood field and the community at large.
    1. Be informed of changes in public policy through the Child Development Policy Institute website, and California Association for Education of Young Children (CAEYC) Public Policy website.
    2. Be informed of changes in public policy through the Child Development Policy Institute website, and California Association for Education of Young Children (CAEYC) Public policy website.
    3. Use the National Association for the Education of Young Children (NAEYC) link to Children's Champion Center for policy alerts at the Federal level.
    4. Recognize local issues through E3 Institute for Professional development and First Five Commission on public policy strategies.
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