EDU 560 Leadership and Administration SYL SU17 560... · Graduate School of Education EDU 560 Leadership and Administration Summer 2017 2Page • Talan, T. & Bloom, P.J. (2011). Program

Graduate School of Education

EDU 560 Leadership and Administration Summer A 2017

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Part 1: Course Information

Instructor Information

Instructor: Debra L Lawrence Office: Online Office Hours: by phone 215-983-0447 text with a couple of good times to talk E-mail: [email protected]

Course Description

This course tackles questions such as:

What is your responsibility as a leader and advocate for early childhood education prenatal through grade 4?

Who can be a leader?

How can you create positive change and influence positive outcomes for children and families?

What is the early childhood leader’s responsibility both ethically and legally?

*Please note there are required texts for this course that must be purchased at an additional cost beyond tuition and fees.

Prerequisite

• None

Textbook & Course Materials

Required Text

• Bloom, P. J. (2003). Leadership in Action: How Effective Directors Get Things Done. New Jersey:New Horizons Publisher ISBN-13: 978-0962189470 ISBN-10: 0962189472

• Carter, M. & Curtis, D. (2009). The Visionary Director. 2nd

Edtion St. Paul, Minnesota: Red Leaf Press

• Kouzes, J. M. & Posner, B.Z. (2012). The Leadership Challenge Workbook. San Francisco, CA: Jossey-Bass ISBN-13: 978-1118182703 ISBN-10: 1118182707


EDU 560 Leadership and Administration Summer 2017

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• Talan, T. & Bloom, P.J. (2011). Program Administration Scale, 2nd Ed.

ISBN-13: 978-0807752456 ISBN-10: 0807752452

Recommended Texts & Other Readings

• Students should strongly consider subscribing to Child Care Information Exchange Magazine. This magazine focuses its articles on managing and leading in child care. You can access the Exchange website at http://www.childcareexchange.com/

• Carter, M. & Curtis, D. (1994). Training teachers: A harvest of theory and practice. Minnesota: Redleaf Press

• Culkin, M.L. (1999). Managing quality in young children's programs: The leader's role. New York: Teachers College Press

• Hearron, P.F. Hildebrand V.F (2002). Management of child development centers USA: Prentice Hall.

• Higgins, J.M. (1994). 101 Creative problem solving techniques. Florida: The New Management Publishing Company.

• Lee, K. (2003).Solutions for early childhood directors: Real answers to everyday challenges. Maryland: Gryphon House

• Robinson, A. & Stark, D. (2005). Advocates in Action: Making a difference for young children. Washington D.C.: NAEYC



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Part 2: Student Learning Objectives – In order to meet PA Director Credential Guidelines and NAEYC Standards, this course has several learning objectives that are met through a variety of assignments and Forums.

NAEYC Program Standards

2c: Students will demonstrate cultural competence and effective collaboration to involve families and communities in their children’s development and learning

4d: Reflecting on own practice to promote positive outcomes for each child

6a: Students will demonstrate professional identification with and leadership skills in the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession.

6b: Students will demonstrate an In-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role

6c: Students will use professional resources, inquiry skills and research methods to engage in continuous, collaborative learning and investigation relevant to practice and professional role.

6d: Students will integrate knowledgeable, reflective, and critical perspectives on early education based upon mastery of relevant theory and research

6e: Students will engage in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies.

6f: Students will demonstrate a high level of oral, written and technological communication skills with specialization for specific professional role(s) emphasized in the program.

PA Director Credential Learning Objectives D1C2 Demonstrate knowledge of domains of child development to meet the developmental needs of all children, including early childhood ages, school-aged, children with special needs and diverse backgrounds D1C2 Employ knowledge of brain development to facilitate children’s learning, socio-emotional development, and self-regulation D1C2 Adopt the systems in place used to support reciprocal communication strategies with families about child development including individual children’s



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abilities, interests, and needs D1C2 Use information about program schedules and curriculum responsive to individual needs of children and families to inform decisions D1C2 Illustrate/apply the ways in which evidence based practices support child development through program scheduling, creation of responsive curriculum, and play D1C2 Select appropriate grouping of children, staff assignments, and transitions based on children’s age, development, culture, language, and ability differences D1C3 Evaluate appropriateness of program curriculum in terms of PA Early Learning Standards and the Standards Aligned Systems (SAS) D1C3 Create expressive experiences to foster development in communications, problem solving and the arts D3C2 Implement multiple strategies and create varied opportunities to work collaboratively with families, school districts and other stakeholders D3C2 Demonstrate an understanding of the impact of poverty and disability on child development and family systems to provide quality services D3C3 Design and apply multiple strategies to involve families in the program, including, but not limited to, conferences, parent handbooks, group activities, and community events D3C3 Create and implement a plan describing procedures that include families in the referral process to appropriate social, mental health, educational wellness and medical services D3C3 Design and implement plans and procedures using multiple strategies to involve and work collaboratively with diverse families in a variety of ways including: engaging families, addressing barriers, facilitating referrals to schools, responding to diverse community interests, and mobilizing community resources D3C3 Apply an understanding of diverse family cultures to evaluate ways to enrich program offerings, materials, staff-child groupings, school readiness, and seamless transition strategies D3C3 Create and utilize multiple, strength-based strategies to educate families and staff with challenging issues such as divorce, abuse, unemployment, deployment, and inclusion. D4C3 Evaluate all assessment tools to ensure that they are fair and free of cultural and stereotypical biases D4C3 Design and implement strategies to build partnerships with families for



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effective child assessment D5C2 Navigate Pennsylvania’s diverse systems of communicative technologies which provides practitioners with professional data such as: Early Learning Network (ELN) system and the Pennsylvania Key website, www.pakeys.org D5C2 Apply effective techniques and resources to communicate and negotiate across potential cultural and linguistic barriers (e.g. both verbal and print messages, translations into primary family language, signing and/or assistive devices as appropriate) D5C3 Design strategies to provide opportunities for team discussion and decision-making with staff and families D5C3 Design and implement an evidence-based framework for responsive internal and external communication with diverse families, staff, children, schools, and communities that addresses various communication styles, elaborates resources, recognizes barriers, uses current technology, and models cooperative communication for mediating challenging situations D5C3 Develop a framework for reciprocal communication with families to learn about children’s individual abilities, interests, and needs lifestyles, and families who have ability differences to refine, modify, and improve communication D5C3 Analyze and evaluate program communication components to determine systems functionality, communication patterns, opportunities, and barriers, and continuous improvement strategies D5C3 Analyze program approaches with sensitivity to meeting the needs of diverse families including ELL, families with low socio-economic opportunities, families from various cultures, families leading alternative lifestyles, and families who have ability differences to refine, modify, and improve communication D6C2 Use available local, state and national resources that establish regulatory and professional standards for quality programs D6C2 Apply organizational theory and use the appropriate leadership style to lead staff through the processes of program evaluation, quality improvement, and professional development D6C2 Build linkages which support children’s needs with early intervention and special education personnel D6C2 Apply privacy and confidentiality practices to all real-life situations,



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including, but not limited to, developing program policy, staff professional development and record keeping system D6C3 Create a philosophy on early childhood education based on current child development and family research, and best practices D6C3 Create a vision and mission for a high quality program for children and families D6C3 Advocate for children, families, and the early childhood community to appropriate stake holders and decision makers D7C2 Develop and implement an evidenced based framework to ensure compliance with current health, safety, and nutrition standards including, but not limited to: monitoring health and safety mandated reporting nutrition records and practices identifying community health resources ensuring appropriate exchange of staff and child health information preparing safety and emergency management plans D7C2 Identify and use community health resources to benefit children, families, staff and the program D7C2 Develop procedures to ensure appropriate exchanges and maintenance of staff and child health information D7C3 Develop, implement, and assess programs and policies that are compliant with local, state, and national standards, and best practices and include health activities in daily curriculum for every child D7C3 Evaluate policies and procedures for continuous monitoring of the environment, both indoor and outdoor, for health and safety hazards D7C3 Analyze policies and support systems to minimize staff illness and injury and institute corrective actions where needed, including determining the need for, obtaining, and using the help of outside expertise D7C3 Evaluate program menu and food policies to ensure nutritional value of



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snacks and meals; and inclusive of children’s nutritional needs D7C3 Assess current practices for effectiveness and conformity with national health and safety standards for child care (Caring for Our Children, American Academy of Pediatrics, American Public Health Association, Maternal and Public Health Bureau, Health Resources and Services Administration, United States Department of Health and Human Services) and institute corrective actions where needed, including determining the need for, obtaining, and using the help of outside expertise D8C2 Organize program operations based on the programs‟ vision, mission and strategic plan D8C3 Create and monitor a program budget based on needs and resources D8C3 Develop and communicate policy and procedure documents that are compliant with local, state and national standards, and best practices D8C3 Create a mechanism for making decisions critical to program operations D8C3 Assess the program operations formatively to ensure quality and compliance and to measure the achievement designated outcomes D8C3 Develop, review, and revise job descriptions, staff policies, and performance review procedures as necessary D8C3 Analyze and manage fiscal operations to ensure a balance between revenue and expenditures D8C3 Implement and assess strategies that support all transitions D8C3 Implement and revise (as necessary) risk management policies and procedures in compliance with required guidelines



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Part 3: Topic Outline/Schedule

Typical Weekly Work Flow

8 Weeks Days

Typical Assignments and Times Due – The number of assignments varies each week. Be sure to plan ahead to complete assignments on time.

Day One Wednesday Complete Required Text Readings and Review the week’s course requirements.

Day Two Thursday Make a plan to complete all course requirements

Day Three Friday

Post to Class Discussion by midnight (EST) Add a related link, article, video

Day Four Saturday

Day Five Sunday Respond to at least four classmates’ posts by midnight

Day Six Monday

Day Seven Tuesday

Submit Essay and/or Project as indicated by midnight (EST)

Week Topic Readings Activities and Due Dates 1 Course

Introduction Syllabus Review

Read Stages of Director Development

Complete Program Administration Scale pages 1-32 - Provide a 1 page reflection on your findings and scores. Be sure to provide evidence to support your score. Participate in the Forums

Prompt 1: Introduction: Please share your name, where you work, your current role, and after reviewing the course



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Week Topic Readings Activities and Due Dates objectives, the top five learnings that you would like to get from this course.

Prompt 2: What stage of director development are you?

2 Five Exemplary

Practices of Leadership

Kouzes and Posner Ch 1-3

• Complete Program Administration scale pages 33-52

• Complete a 1 page reflection of your findings. Scan and upload the entire score sheet representative of all sections into assignment.

• Be sure to provide evidence to support your score.

Submit Reading Reflection Kouzes and Posner Chap 1-3 Participate in Forum – Prompt 1 Based on the findings in your Program Administration Scale assessment, what are the 3 things your program is doing well, and 3 areas for growth? Prompt 2 – Reflecting on the Five Practices of Exemplary Leadership, score yourself on a scale of 1-5 with 5 being the highest. Provide some evidence for your self score.

3 What kind of leader are you?

Read Posner and Kouzes Chp 4,5,& 6

Complete Leadership Inventory Set up Director Interviews



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Week Topic Readings Activities and Due Dates Determining your Leadership Project

Participate in the Forum - Prompt 1: Reflect on the results of the Leadership Inventory. What did you agree with, disagree with? What are some areas for growth, what are your leadership strengths? Prompt 2 – What will your leadership project address? Submit Reading Reflection Posner and Kouzes Ch 4-6

4 Things on your To Do List Delegation Empowering others

Read Posner and Kouzes Chap 7-10

Participate in the Forum – Prompt 1 – How can you engage your staff to actively participate in strengthening the program? Prompt 2 – Where do you rate yourself in delegating to others? Confirm Director Interview Submit Reading Reflection Posner and Kouzes Ch 7-10

5 Your responsibility in upholding the NAEYC Code of Ethical Conduct

How Effective Leaders Get Things Done, whole text

Participate in the Forum –Prompt 1: - Using the NAEYC Code of Ethical Conduct, describe 3 dilemmas and how you addressed each one.

• one with a family • one with a teacher • one with a child

Review the Code of Ethical Conduct and reflect on what you did well and what you could have done better.



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Week Topic Readings Activities and Due Dates Prompt 2: Share the results of your director interview learnings. Do not identify the programs, but provide a reflection on the top 5 things you are excited about trying. Prompt 3: Identify at least 5 learnings from this week’s reading. Read the book and submit Reading Reflection on How Effective Leaders Get Things Done Submit Director Interviews Work on Final Project

6 Your role as an advocate for ECE Supporting all Families The influence and impact of culture Program Vision and Mission

Visionary Director Chap 1-3

Watch this video. https://www.youtube.com/watch?v=GbSp88PBe9E Participate in the Forum – Prompt 1: What is your advocacy passion? Is it empowering the ECE profession, worthy wages, social supports for families, ensuring all programs have the resources for high quality, separating those who are babysitters or custodial providers from those who see this as a profession? Prompt 2: What higher education standards should be required of those who view this as a profession? Who belongs in the profession? Prompt 3 – Reflecting on your



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Week Topic Readings Activities and Due Dates Program’s Vision and Mission, how are these ideals visible in each classrooms practice? What more can you do to ensure that each staff member exemplifies the mission and vision in their classroom? Prompt 4: Describe your advocacy project. Advocacy Project due Reading Reflection Visionary Director Ch 1-3 Work on Final Project

7 Leadership and Leading others

Visionary Director Chap 4-6

Participate in the Forum Prompt 1: Reflect on the course learnings. What key learnings did you have from course readings, assignments, and Forums? Prompt 2: Identify at least 3 things that you will be implementing immediately and 3 things that will be on your to do list. Prompt 3: What else would you like to say? Complete Leadership Project must be ready to post by Friday of Week 8. Reading Reflection Visionary Director Ch 4-6

8 Wrapping up Participate in the Forum



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Week Topic Readings Activities and Due Dates Post Leadership Project by Friday of Week 8 in Forum and Assignment. Respond to 4 peers by Sunday of Week 8 with 2 positive comments and 2 suggestions for strengthening the project. Submit Leadership Project into assignment by Friday June 16th

Course Requirements

Program Administration Scale (PAS) 6c, 6f, D3C3, D5C3, D6C2, D6C3, D7C2, D7C3, D8C2, D8C3

– During Wk 1 and Wk 2 you will assess your programs administrative functions with the PAS. This assessment will take some time as you must provide evidence of the score. This would be a perfect opportunity to enlist your asst. director or another staff member or peer, to support you in completing this process.

You have chosen to enroll in a graduate program to improve your knowledge and deepen your understanding. This assignment is a perfect opportunity to reflect on your programs operations and identify areas of growth and program strengths. Don’t rush through the scale, stating, “ we have that, we have that…”, instead carefully assess each indicator and ensure that you have the documentation to support the score.

In Week 1 you will write a 1 page reflection on that week's assessment identifying areas of strength and opportunities for growth.

In the Week 2 reflection of the PAS assessment, you will scan the profile score sheet and write the 1 page reflection identifying areas of strength and opportunities for growth for that week's assessment and include the area you have chosen for your final project. Please place both documents in the appropriate assignment link in Moodle.

100 pts total



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Reading Reaction Papers – 2c, 4d, 6a, 6b, 6c, 6d, 6f, D1C2, D3C2, D3C3, D4C3, D5C3, D6C2, D6C3 Each student is expected to be prepared for each class. After completing the readings for each period, prepare a one page reflection on the readings, i.e., thought provoking questions and issues, opinions on the readings, comments on readings. These are to be typed and submitted via online. These reflections should guide your participation in class and can be a means for contributing to the discussion. Reflections should NOT simply be a summary of the readings. 25 pts each

The following three questions should be the focus of each chapter in the assignment.

1. What was the most interesting or provocative thing you learned from the readings and why?

2. How might the information you read be useful to you as a leader? 3. How will you apply the information in your daily work?

Director Interviews – 2c, 6c, 6e, 6f, D1C2, D1C3, D3C3, D4C3, D5C2, D6C2, Students will meet with 2 Keystone STARS 3 or STAR 4 or NAEYC Accredited programs. To locate STAR 3 or 4 facilities, go to www.findchildcare.pa.gov. To search for nationally accredited programs through NAEYC go to http://families.naeyc.org/find-quality-child-care. The interview and write up will include:

• a tour of the facility • questions regarding staff qualifications • staff retention efforts • program curriculum • parent engagement strategies • parent communication strategies • questions that address how the site ensures that staff are familiar with

cultural competence strategies and at least one example of how the site addresses this issue

• fundraising • grant writing ideas. • The student will also create 3 interview questions that meet their own

interests. Consider using your findings on the Program Administration Scale or the Leadership Challenge Workbook to frame these questions.



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Please describe the facilities by providing me with your initial impressions as you walked through. How many classrooms, what ages, general feel of the environment, friendliness of staff and so on. 100 points total Advocacy Project – 6a, 6b, 6c, 6e, D6C3, Students will identify a current or important early childhood issue that is of interest and contact their PA House and Senate representative and the U.S. Senate and House of Representative to advocate for their issue. You may send an email or a letter. To submit, you will provide the contact information for your PA and US Representatives and Senators and you will provide a copy of the email or letter you sent. As you advocate for your issue, you are providing a personal story, data, or other evidence that may persuade the elected official to vote in the way you are requesting. See assignment for more detail. 50 pts Leadership Project –6c, 6f, D3C3, D5C3, D6C2, D6C3, D7C2, D7C3, D8C2, D8C3 Leadership Project: The leadership project’s purpose is to provide a meaningful and relevant experience that addresses an identified need within your program or classroom. Students will select a leadership project that includes all the criteria identified in Chapter 3 of Kouzes & Posner. The student will implement and complete the leadership project following the guides provided within Kouzes & Posner as well as incorporating other key learning’s from Carter & Curtis, Talan & Bloom, and Bloom. 100 pts Please address each of the following in your PPT.

• The project is about changing business – what will be different, why is it important

• You are the leader of the project – describe how this happened, how you decided to approach the project, how you recruited others, etc.

• The project has an identifiable starting and stopping place (preferably something that can be done during the course but at least something that has an identified start and stop)

• The project has a specific objective thatʼs intended to accomplish (what are you trying to accomplish)

• The project involves other people (list them and their roles) • The project is about or has just started (timeline for each aspect) • Your projected or expected outcomes • Your evidence (data) collected that demonstrates change • Why are/were these outcomes important? • What did you learn?



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Weekly Forums -6a, 6b, 6c, D6C2, D6C2, Each student is expected to actively participate in each weekly forum. Student must post to each Forum prompt by Thursday and respond to 4 peers by Sunday. Each post made on time earns 5 pts for a total of 25 pts per week. All Forum discussions or assignments must be completed by the assignment due date and time

Weighting of Course Requirements Assignment Final Grade Weight Forums 25% Assignments 50% Final Project 25%



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Part 4: Grading Policy

Late Work Policy

• Be sure to pay close attention to deadlines—there will be no make up assignments or quizzes, or late work accepted without a serious and compelling reason and instructor approval.

• I try to grade all work within one week of submissions or sooner. If you feel I have missed grading an assignment, please send me an email.

Letter Grade Assignment

* Final grades assigned for this course will be based on the percentage of total points earned and are assigned as follow

Important note: For more information about grading at Gratz College, visit the academic policies and grading section of the college cat

Letter Grade Percentage Performance A 94-100% Excellent Work

A- 90-93% Nearly Excellent Work

B+ 88-89% Very Good Work

B 84-87% Good Work

B- 80-83% Mostly Good Work

C+ 78-79% Above Average Work

C 74-77% Average Work

C- 70-73% Mostly Average Work

D+ 68-69% Below Average Work

D 65-67% Poor Work

F 64% and below Failing Work



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Part 5: Course Policies

Build Rapport

If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that they can help you find a solution.

Complete Assignments

All assignments for this course will be submitted electronically through Moodle unless otherwise instructed.

Understand When You May Drop This Course

Withdrawal from a Course Students who wish to drop a class after the drop/add period has ended must contact their academic advisor in writing by email. A withdrawal request must also be submitted to the Registrar: https://gratzcollege.formstack.com/forms/coursewithdrawalrequest Withdrawal from the College Students wishing to withdraw from Gratz College must notify their academic advisor in writing by email. Students who withdraw from courses later than the Withdrawal deadline found in the College Academic Calendar will receive an “F” for the course.

Incomplete Policy

Under emergency/special circumstances, students may petition for an incomplete grade.

In order to qualify for an Incomplete, the student must have actively participated and completed a minimum of 70% of course material. If granted an Incomplete, students will have one semester to complete their Incompletes. Beyond that one-semester deadline, students must petition in writing to their academic advisor for a further extension.



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Faculty will no longer be authorized to grant individual extensions beyond the deadline. If no written request is given, students who do not complete their Incompletes by the end of the following semester will receive an F.

Inform Your Instructor of Any Accommodations Needed

Gratz College is committed to equal educational opportunities for qualified students with disabilities in compliance with Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. Any students needing accommodation should contact [email protected]. All requests for accommodations need appropriate advance notice by the student and require supporting documentation from appropriate professionals testifying to the disability. If approved, you are responsible for discussing approved accommodations with faculty.

Commit to Integrity

As a student in this course (and at this college) you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class and also integrity in your behavior in and out of the classroom.

Academic Dishonesty Policy

1. Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show possession of a level of knowledge or skill that he/she does not possess.

2. Course instructors have the initial responsibility for detecting and dealing with academic dishonesty. Instructors who believe that an act of academic dishonesty has occurred are obligated to discuss the matter with the student(s) involved. Instructors should possess reasonable evidence of academic dishonesty. However, if circumstances prevent consultation with student(s), instructors may take whatever action (subject to student appeal) they deem appropriate.

3. Instructors who are convinced by the evidence that a student is guilty of academic dishonesty shall assign an appropriate academic penalty. If the instructors believe that the academic dishonesty reflects on the student's academic performance or the academic integrity in a



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course, the student's grade should be adversely affected. Suggested guidelines for appropriate actions are: an oral reprimand in cases where there is reasonable doubt that the student knew his/her action constituted academic dishonesty; a failing grade on the particular paper, project or examination where the act of dishonesty was unpremeditated, or where there were significant mitigating circumstances; a failing grade in the course where the dishonesty was premeditated or planned. The instructors will file incident reports with the Vice Presidents for Academic Affairs. These reports shall include a description of the alleged incident of academic dishonesty, any relevant documentation, and any recommendations for action that he/she deems appropriate.

4. The Vice President for Academic Affairs shall maintain an Academic Dishonesty File of all cases of academic dishonesty with the appropriate documentation.

5. Student may appeal any actions taken on charges of academic dishonesty to the "Academic Appeals Board."

6. The Academic Appeals Board shall consist of faculty and at least one student.

7. Individuals may not participate as members of the Academic Appeals Board if they are participants in an appeal.

8. The decision of the Academic Appeals Board will be forwarded to the President of Gratz College, whose decision is final.

PART 6: PRE AND POST COURSE UNGRADED SURVEYS As part of our accreditation with Middle States, we have continual assessment of student learning. One of the ways we demonstrate this is through Pre and Post Course Ungraded Surveys. Students complete the Survey at the beginning of the course to assess their level of knowledge before taking the course and take the Survey again after taking the course. Demonstrating that students have gained knowledge by the end of the course is one way that we can demonstrate effective student learning.

Important Note: Any form of academic dishonesty, including cheating and



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plagiarism, may be reported to the office of academic affairs. Course policies are subject to change. It is the student’s responsibility to check Moodle for corrections or updates to the syllabus. Any changes will be posted in Moodle.

Documents

EDU 560 Leadership and Administration SYL SU17 560... · Graduate School of Education EDU 560 Leadership and Administration Summer 2017 2Page • Talan, T. & Bloom, P.J. (2011). Program