CHD2841 - Professionalism for Child Care Educators

Academic Dean’s Contact Information

LAKELAND DEAN’S OFFICE: LLC 2255              PHONE: (863) 297-1024
WINTER HAVEN DEAN’S OFFICE: WSC 101      PHONE: (863) 297-1020

Polk State College Mission and Program Outcomes

Polk State College, a quality-driven institution serving Polk County and beyond, transforms students’ lives through the power of teaching and lifelong learning by providing access to affordable associate and baccalaureate degree programs, career certificates, and workforce employment programs, delivered through various modalities and innovative technologies by diverse, qualified faculty and staff. In line with this purpose, Polk State’s Associate in Science and baccalaureate degree programs develop competence in various career-related skills. This course focuses on the development of competencies related to the following program outcomes:

   9. Execute a commitment to professional and ethical standards by demonstrating leadership, organizational skills
       and focusing on effective written and oral communication.

 
Course Objectives:

Upon successful completion of this course, students will be able to:

1. Create and practice a personal philosophy of early care and education that includes family support.
2. Formulate, initiate, and evaluate new goals for personal and professional growth.
3. Identify means for achieving goals, including community resources that provide professional services.
4. Describe ways early childhood professionals create and maintain the culture and climate of centers including collaboration with other professionals.
5. Establish personnel policies and practices that positively impact the morale of the center.
6. Develop and implement a plan for staff development, management, evaluation, and retention.
7. Demonstrate professionalism by maintaining a quality program and following ethical and professional standards.
8. Identify professional organizations, websites and journals with regard to early childhood education.
9. Analyze relationships of educational issues, trends, etc. and their impact on early childhood education.

 

Course Content:

Class Dates    Readings                                           Topics
1.                    Introductions                                    Overview of Syllabus
                       Program Expectations
2.                    Chapter 1 & Articles # 1 - 4              Understanding the Leader’s Role
                       Portfolio Components # 1, 2                                       
3.                    Chapters 1, 2 & Articles # 5 - 8        Understanding the Leader’s Role- The Leader as a role Model
                       Portfolio Components # 3, 4            Topic for Research Paper Due
4.                    Chapters 2, 3 & Articles # 9 - 12      The Leader as a Role Model/ Setting the Stage for Effective 
                                                                                Supervision                        
                       Portfolio Components # 5, 6            Portfolio Check
5.                    Chapters 3, 4 & Articles # 13 - 16    The Leader as a Role Model/ Making the Supervisory Program Work      
                       Portfolio Component # 7
6.                    Chapters 4, 5 & Articles # 17 - 20    Making the Supervisory/The Orientation
                                                                                Program: Starting the Relationship
                       Portfolio Component # 8                  Rough Draft for Research Paper Due
7.                    Chapter 5 & Articles #21 - 24           The Orientation Program- Starting the Relationship
                       Portfolio Component #9                   Portfolio Check
8.                    Chapter 5 & Articles # 25 - 28          The Orientation Program
                                                                                Starting the Relationship
                       Portfolio Component #10
9.                    Chapter 6 & Articles # 29 - 32          The Supervision Process
                       Portfolio Component #11
10.                  Chapter 6 & Articles # 33 - 36          The Supervision Process
                       Portfolio Component #12                 Portfolio Check
11.                  Chapter 6 & Articles # 37 - 40          The Supervision Process
                       Portfolio Component # 13
12.                  Chapter 7 & Articles # 41 - 44          The Leader as a Change Agent
                       Portfolio Component #14                 Research Paper Due
13.                  Chapter 8 & Articles # 45 - 46          The Leader As a Professional
                       Portfolio Component # 15                Happy Thanksgiving Break
14.                  Review Chapters 1-8                        Portfolio Check
                       Review Articles 1- 46                                       
                       Portfolio Component # 16                Mission Statements/ Philosophies
15.                  Final Exam                                        Portfolios Due/Share Research Papers
16.                  Professionalism Banquet                  Share Portfolios           

LESSON ACTIVITIES/ASSIGNMENTS/PORTFOLIO COMPONENTS:   

1.    Discuss the benefits of reflection/journal writing as a means of practicing your personal philosophy.
2.    Prepare curriculum vitae (resume) and letter of application for a specific job.
3.    Identify the components of an effective family involvement plan and family support services.
4.    Describe the physical elements that produce a family-friendly/ welcoming early childhood environment.
5.    Design an appropriate family involvement activity that entices parents to visit the program/center.
6.    Produce a list of library/internet resources that can be used for staff development and parent education.
7.    Compile a list of elements that contribute positively and negatively to the morale of the staff/center.
8.    List the research-based elements of high quality early care and education programs.
9.    Organize a staff development program with a schedule that includes ongoing planning and evaluation.
10. Compare the benefits and challenges of using at team teaching approach for program implementation.
11. Discus ways multi-age grouping can help to meet individual/special needs of children in the program.
12. Describe how accreditation/certification/associations promote professionalism and ethical standards.
13. Identify how components of the T.E.A.C. H. Scholarship Program promote quality care and education.
14. List different job titles and match training requirements and job responsibilities to those titles.
15. Create a professional development plan including short/long range goals, timelines, and strategies.
16. Develop Mission/ Philosophy of Early Childhood Education Statements.

Textbook and Other Requirements

Textbook information is provided in the course syllabus, at the campus bookstore, on the campus bookstore website (www.polk.bncollege.com), or via the “Shop Textbooks” button on the PASSPORT schedule of classes.

College-Level Communication and Computation Skills

State Rule 6A-10.030 does not apply to this course.

Student Help

The professor is available for help during posted hours, and the student is encouraged to seek assistance whenever it is needed. To further the educational process, the Learning Resources Centers, comprised of the campus Teaching/Learning and Computing Centers (TLCCs), JD Alexander (JDA) Student Success Center, and campus libraries, are available for student use. Each resource provides qualified staff and up-to-date equipment and facilities to promote academic success. The TLCCs and JDA Student Success Center provide tutoring services, computing resources, and other instructional support. The library provides information resources, individual and group study space, research assistance, information literacy instruction, and computing resources. Each facility provides free wireless access to the Internet. The Polk State College Library, Student Success Center, and TLCC hours of operation and tutoring schedules are posted at each facility and on the College’s website.

Withdrawing From a Course

A student may officially withdraw from a course during any given term, provided he or she follows the appropriate policy and procedure. Following the conclusion of the Drop Period, a student may officially withdraw from any course without receiving a grade, provided this is done before the published withdrawal deadline. The published deadline reflects approximately (but no more than) 70% of the term, based upon the course’s scheduled duration. It is the student’s responsibility to submit these withdrawal forms; failure to do so may result in a grade of F in the course. Under the Forgiveness Policy, a student is allowed only three attempts in any one course: one initial enrollment and two repeats. A student is not allowed to withdraw from a third course attempt. Limited-admission programs may have specific guidelines regarding course withdrawal that vary from this policy; these guidelines are listed in each specific program’s handbook.

If a student stops attending class, the grade earned (usually an F) is assigned and posted. Prior to withdrawing from a course, the student should consult with the Financial Aid Office to determine what impact, if any, course withdrawal may have on his or her financial-aid status. A student cannot use course withdrawal to avoid academic dishonesty penalties. A student who is engaged in processes related to academic dishonesty in a course is not eligible to withdraw from the course.

Repeating a Course

Under the Forgiveness Policy, a student is allowed only three attempts in any one college-credit course: one initial enrollment and two repeats. Under certain circumstances, a student may petition to repeat a credit course beyond the third attempt. Limited-admission programs may have specific guidelines regarding course repeats that vary from this policy; these guidelines are listed in each specific program’s handbook. The student should be aware that repeating a course may result in a higher course cost. A course cannot be repeated unless the previously earned grade is a D, F, or W (the Polk State College Catalog provides further details regarding this process). Prior to repeating a course, the student should consult with the Financial Aid Office to determine what impact, if any, repeating the course may have on his or her financial-aid status.

Academic Dishonesty

The student is responsible for his or her work. It is assumed that each student is honest and abides by this standard; however, in the event that there is an indication or suspicion of cheating or plagiarism, the situation is dealt with in accordance with the published College policy. Copies of this policy are available in the Student Services Office. More specific information regarding academic dishonesty can be found in the instructor’s Course Syllabus.

Information Technology Access/Use Policy

The information technology resources provided by Polk State College (including, but not limited to, telephones, computers, the Polk State Local Area and Wide Area Networks, and the Internet) must be used for academic purposes only. Use of these resources is a privilege, not a right. Inappropriate use can result in revocation or suspension of this privilege.

Equal Access/Opportunity

Polk State College is an equal access/equal opportunity institution committed to excellence through diversity in education and employment. The College complies with all state and federal laws granting rights to students, employees, and applicants for employment or admission to the College. Polk State College does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, religion, sexual orientation, marital status, veteran status, genetic information, disability, or pregnancy in its programs, activities, or employment.

The following person has been designated to handle inquiries regarding non-discrimination policies:
Valparisa Baker
Director of the Office of Equity, Diversity, and Inclusion (Title IX Coordinator)
999 Avenue H NE
Winter Haven, FL 33881
Office: WAD 227
Telephone: (863) 292-3602
e-mail: vbaker@polk.edu

Equal Opportunity For Students With Disabilities

The College complies with The Americans with Disabilities Act and provides equal educational opportunity for qualified individuals. A student with a disability who requires special accommodations or auxiliary aids under The Americans with Disabilities Act (ADA) should contact the Coordinator or Director of Disability Services.

Note: Limited-admission programs may have performance restrictions that apply. Restrictions (where applicable) are outlined in each program’s student handbook.

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