ECE 325: Personnel Management in Programs for Children

Course Description

This course will focus on providing program administrators and supervisors with an understanding of the development of human resources in an early childhood setting. The course will provide an in-depth look at personnel management in the early childhood environment. Students will explore recruitment, orientation and development, motivation and supervision of employees. Personnel policy development and procedures will be examined. Students must be program administrators or supervisors. (3 credits)

Prerequisites

  • ECE 250: Administration and Supervision of Early Childhood 
  • ENG 101: English Composition 1
  • ENG 102: English Composition 2

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. discuss the differences in the types of early childhood programs and the implications for supervision in various early childhood settings;
  2. demonstrate the concepts of “role sets” as it applies to an early childhood setting;
  3. identify three myths of supervision and the impact of such thinking in supervision;
  4. write a job description that serves as a recruiting tool, provides a basis for orientation, performance appraisal, and training;
  5. design an evaluation tool;
  6. create an orientation tool;
  7. examine and evaluate selected personnel policies;
  8. describe the three components of the Developmental Dynamic of the supervisory meeting;
  9. explain the adult stages of development as defined by Erikson;
  10. discuss approaches to adult learning and staff development;
  11. discuss and demonstrate adult stages of development and the implication for staff development;
  12. examine three stages of supervisory development;
  13. illustrate an understanding of supervisee development through observation and interview;
  14. explain the five stages of clinical supervision and how it is implemented in the supervision process;
  15. implement observation using CDA assessment, ECERS/ITERS, or NAEYC accreditation criteria related to teacher behaviors in the classroom;
  16. define and incorporate evaluation terminology in discussion

Course Activities and Grading

AssignmentsWeightPoints

Discussions (Weeks 1-8) 10 x 16 points each

16%

160

Blogs (Weeks 1-8) 8 x 20 points each

16%

160

Assignments (Weeks 1, 2, 3) 3 x 60 points each

18%

180

Case Study (Week 5)

12%

120

Journals (Week 1-8) 8 x 10 points each

8%

80

Midterm Exam: Job Description, Orientation & Personnel Policies (Week 4) 150 points

15%

150

Final Exam: Observation (Week 8) 150 points each

15%

150

Total

 100%

1000

Required Textbooks

Available through Charter Oak State College's Book Bundle

  • Caruso, Joseph J. with Fawcett, M. Temple, Supervision in Early Childhood Education, A Developmental Perspective, 3rd edition, Teachers College Press, NY, 2007, ISBN 13: 978-0-8077-4731-5 or ISBN 10: 0-8077-4731-9

Additional Required Resources

  • Early Childhood Environmental Rating Scale (ECERS) or Infant/Toddler Environmental Rating Scale (ITERS)
  • CDA Assessment Tool
  • NAEYC Early Learning Program Standards and Assessment Items
  • NAEYC Class Observation Tool
  • NAEYC Code of Ethical Conduct
  • Professional Development Standards for the state in which the student is working
  • State Licensing Regulations for Child Care for the state in which the student is working

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

4, 6

Human Resources – Setting the Stage: Recruitment and Orientation

  • Readings:
    • Caruso Chapters 1, 2 & 14
    • NAEYC Standards 6 Topic Area C & 10 Topic Area E Recommended Best Practices (NAEYC)
    • Using Employee Onboarding as a Tool to Reduce Employee Turnover
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Participate in blog
  • Submit assignment

2

1, 2, 3, 5, 7

Personnel Policies, Supervisor and Supervision

  • Readings:
    • Caruso Chapter 3
    • NAEYC Standard 6 Topic Area C Recommended Best Practices (NAEYC)
    • Writing Policies that Support Your Program’s Philosophy and the Needs of Children, Families and Staff (Kirkwood)
  • Read assigned material
  • Review the lecture material
  • Participate in discussion
  • Participate in blog
  • Submit journal reflection
  • Submit assignment

3

8, 9, 11

Developmental Perspective (Part 1)

  • Readings:
    • Caruso Chapters 4 & 5
    • Three Building Blocks of Reflective Supervision (Zero to Three)
    • Reflective Supervision (Head Start)
    • Digging Deeper: Reflective Practice in Early Childhood Settings (Startnet)
    • Developmental Stages of Teachers (Katz)
  • Read assigned material
  • Review the lecture material
  • Participate in discussion
  • Participate in blog
  • Submit journal reflection
  • Submit assignment

4

12, 13

Developmental Perspective (Part 2)

  • Readings:
    • Caruso Chapters 6, 7, & 8
  • Read assigned material
  • Review the lecture material
  • Participate in discussion
  • Participate in blog
  • Submit journal reflection
  • Submit Midterm Project

5

14

Framework for Supervision (Part 1)

  • Readings:
    • Caruso Chapters 9 & 10
  • Read assigned material
  • Review the lecture material
  • Participate in discussion
  • Participate in blog
  • Submit journal reflection
  • Submit Case Study

6

9,10

Framework for Supervision (Part 2)

  • Readings:
    • Caruso Chapter 11
  • Read assigned material
  • Review the lecture material
  • Participate in discussion
  • Participate in blog
  • Submit journal reflection

7

10

Special Issues Effecting Supervision

  • Readings:
    • Caruso Chapter 12
    • The Importance of Self Care for Early Care and Education Professionals (ESCU) (video)
  • Read assigned material
  • Review the lecture material
  • Participate in discussions
  • Participate in blog
  • Submit journal reflection

8

13,14

Staff Development Ethics

  • Readings:
    • Caruso Chapter 13, 15, 16
    • NAEYC Code of Ethical Conduct
  • Read assigned chapters
  • Participate in Discussion
  • Journal Due
  • Take Final Exam
  • Complete Course Evaluation

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.