Active Outline

General Information

Course ID (CB01A and CB01B)
C DD067.
Course Title (CB02)
Supervision and Administration of Child Development Programs (Adult Supervision)
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course is a study of the methods and principles of supervising student teachers, assistant teachers, teachers, parents, and volunteers in early childhood classrooms. An emphasis is placed on the role of teachers supervising other adults while simultaneously addressing the classroom needs of children, parents, and the program.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course is required for the Child Development A.A. Degree. This course is required to obtain a California Child Development Supervisory Permit. It meets the needs of classroom teachers working with young children who have supervisory responsibilities for other adults. This course is CSU transferable.

Foothill Equivalency

Does the course have a Foothill equivalent?
Yes
Foothill Course ID
CHLD F091.

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
3.0
Maximum Credit Units
3.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours3.06.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
36.0
Laboratory
0.0
Total
36.0
Course Out-of-Class Hours
Lecture
72.0
Laboratory
0.0
NA
0.0
Total
72.0

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 power points

Small group activities

In class self-assessments using a variety of instruments

Role play with different scenarios

Discussion of readings and experiences

Assignments

  1. Ongoing interaction and participation in small group discussion and presentations. Includes role plays; small group discussion with presentation of results; partner worksheets on ethics, working with parents, communication and conflict resolution. Use of three in-class self-assessment inventories - Teacher Evaluation of Professional Skills; and Communication Inventory.
  2. Three assignments including written professional goals related to working with adults; Using textbook to look at adult development and life transitions and relate this construct to their own personal and professional development; Analysis of stage of a development of a person they are currently supervising using the theoretical constructs discussed in text and class.
  3. Completion of the Early Childhood Environmental Rating Scale (ECERS)Assessment through observations of programs.
  4. Complete of the PAS (Program Administration Scale) through personal reflection.

Methods of Evaluation

  1. Reflections will be assessed for critical thinking and self analysis; in class writing assignments will be graded on students ability to provide relevant examples that apply personal experiences to course material, and theoretical constructs from textbook. Students will be evaluated on their analysis of how Conflict Inventories to reflect their skills; Use the Self Evaluation of Professional Skills to determine their strengths and areas for growth as a teacher; Analyze the results of their communication skills inventory and develop a plan for improving at least two skills.
  2. Assignments will be assessed based on students ability to use material from textbook and apply it accurately to their own life stages of adult development. Effectively appraise the stage of professional development of someone that they supervise using the constructs from the textbook. In all assignments students will be assessed on their depth of thinking, self understanding and ability to personalize theoretical constructs.
  3. Accurate and thorough completion of the Environmental Rating Scale Assessment including observing an early childhood classroom, an analysis of scores and detailed plan for program improvement. Requires a minimum of at least eight hours of observation in a classroom; completion of the entire assessment tool and a comprehensive analysis of scores, and results and recommended changes for improvement.
  4. Final Project: Completion of PAS (Program Administration Scale) to reflectively assess leadership and management skills.

Essential Student Materials/Essential College Facilities

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

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Program Administration Scale (PAS) Measuring Early Childhood Leadership & Management Teachers College Press, 2011.
*Caruso, Joseph and Fawcett, Temple. "Supervision in Early Childhood Education; A Developmental Perspective." Third Edition. New York, NY: Teachers College, 2006.
*Harms, Thelma, and Clifford, R. "Family Child Care Environmental Rating Scale". New York: Teacher's College Press, 2019.
*Harms, Thelma and Clifford, R. "Infant Toddler Environmental Rating Scale." New York: Teachers College Press, 2007.
*Harms, Thelma and Clifford, R. "Early Childhood Environmental Rating Scale." 3rd Edition New York: Teacher's College Press, 2017.

Examples of Supporting Texts and References

AuthorTitlePublisher
Auolio, B.J. & Hanna, S.T. 2010 "Ready or Not; How Do We Accelerate the Developmental Readiness of Leaders?" Journal of Organizational Behavior 31 (8):81-87.
Bruno, H.E. 2009 Leading on Purpose. New York: McGraw Hill.
Carter, Margie. The Visionary Director. Redleaf Press: 2009.

Learning Outcomes and Objectives

Course Objectives

  • Develop strategies for building relationships with adult learners as the basis of supervisory and mentoring practices.
  • Employ a variety of strategies for modeling behavior, providing guidance and giving evaluative feedback to adults working in the classroom.
  • Use an understanding of the developmental stages of teachers and student teachers to assess individual development related to professional performance.
  • Demonstrate sensitivity and awareness of cultural diversity in working with teachers, student teachers, and other adults.
  • Apply effective communication and conflict resolution techniques to facilitate positive interactions when working with adults.
  • Support growth and change in adult learners through observational evaluation strategies.
  • Analyze a classroom environment through observation and assessment to determine program quality.
  • Demonstrate an understanding of professional and ethical behavior as an early childhood professional.

CSLOs

  • Develop strategies for working with adults using relationship based supervisory practices that emphasize developmental stages, respect for differences, communication and conflict resolution techniques and providing effective feedback through observation.

  • Analyze an early childhood classroom environment using the Environmental Rating Scale by observing and applying NAEYC standards.(including heath/safety, physical environment, curriculum, interactions, working with staff and parents)

  • Analyze leadership and management practices of center based programs.

Outline

  1. Develop strategies for building relationships with adult learners as the basis of supervisory and mentoring practices.
    1. Examine the dynamics of power, trust, hope and communication in building relationships.
    2. Describe the roles and responsibilities of the supervisor and the supervisee.
    3. Practice articulating standards and expectations of performance for adults learners.
  2. Employ a variety of strategies for modeling behavior, providing guidance and giving evaluative feedback to adults working in the classroom.
    1. Describe strategies for initiating and integrating new adults into the classroom.(Teachers, student teachers, volunteers, parents, aides)
    2. Apply developmentally appropriate practices in modeling interactions, providing curriculum activities and using positive guidance with children.
    3. Identify appropriate tools for setting clear expectations and standards for adult behavior in the classroom.(orientation, job descriptions, daily feedback, regular evaluations)
  3. Use an understanding of the developmental stages of teachers and student teachers

    to assess individual development related to professional performance.
    1. Differentiate the stages of professional development using Katz, Fuller and Bown and Van Vender's constructs.
    2. Review Erikson's adult life stages as they apply to personal and professional development.
    3. Reflect on the impact of cultural beliefs and practices in understanding ourselves and in relating to other adults.
    4. Use reflective practice as a tool for change in both the supervisor and the supervisee.
  4. Demonstrate sensitivity and awareness of cultural diversity in working with teachers, student teachers, and other adults.
    1. Identify how cultural values and beliefs frame and contextualize experiences, interactions and communication.
    2. Cultivate self-awareness and self-reflection as the foundation for cultural sensitivity and responsiveness.
  5. Apply effective communication and conflict resolution techniques to facilitate positive interactions when working with adults.
    1. Practice basic communication skills - I messages, active listening, clarification, reframing, nonverbal messages.
    2. Examine conflict as a more complex form of communication requiring specific understanding and strategies to be effective.
      1. Analyze conflict modes using a variety of instrument.
      2. Use conflict resolution process to practice problem solving with parents.
  6. Support growth and change in adult learners through observational evaluation strategies.
    1. Assess performance using summative and formative evaluation tools.
    2. Use ongoing objective observation as a tool for providing consistent feedback through using the clinical supervision approach.
    3. Recognize the uses of video taping in providing objective feedback on performance.
    4. Use ongoing objective observation as a tool for reflective supervision.
  7. Analyze a classroom environment through observation and assessment to determine program quality.
    1. Use the Environmental Rating Scale to do extensive observation and assessment of the classroom environment.
    2. Evaluate the results of the ERS assessment using the National Association for the Education of Young Children standards for program quality.
    3. Construct a plan of action recommending changes for improving the quality of the classroom based on the ERS assessment.
  8. Demonstrate an understanding of professional and ethical behavior as an early childhood professional.
    1. Analyze the NAEYC ethical code of conduct for early childhood practitioners.
    2. Use the PAS (Program Administration Scale) to measure leadership and management practices.
    3. Examine the importance of involvement in professional organizations.
    4. Value advocacy as a critical part of professional awareness, behavior and action.
Back to Top