Professional Documents
Culture Documents
Syllabus
Fall 2013
School of Education
ECED 260- 60F
CRN: 41813
Early Childhood Professional
Days/Times Class Meets:
Mondays 4:30-5:50 pm
Wednesdays will be reserved for individualized instruction
Location Class Meets: Fisher Building, Room 261
Instructor Name:
Erin Donovan
edonovan2@ivytech.edu
Office Hours:
as noted in the Ivy Advising Scheduler
Office Location: Fisher Building, F245
Office Phone: 765-289-2291 ext 1734
ECED 260
8.
9.
10.
11.
12.
Study, define, and identify theories and philosophies of early childhood education.
Identify and describe ones own theories of early childhood education through examples
in a professional portfolio.
Identify career tracks within the profession in order to plan future direction.
Identify and create written short and long-term professional goals.
Identify appropriate environments that promote cognitive, physical, creative, and
affective development for children and families.
Create professional materials related to community and family life education.
Describe and discuss the legal, ethical, and professional responsibilities in assessment,
utilizing the whole child approach: cognitive/intellectual, physical/motor, language,
social, emotional, and moral development.
Examine documentation through the collection and recording of information.
Demonstrate informal assessment techniques such as observation, portfolios,
photographs, checklists, frequency counts, and rating scales.
Demonstrate active participation regarding an advocacy issue or service project.
Demonstrate participation and commitment to early childhood professionalism through
involvement in the local association for the National Association for the Education of
Young Children (NAEYC) and the Indiana Association for the Education of Young
Children through a group project.
Define and demonstrate professionalism by completing a graduation portfolio, including
a cover letter and resume.
ECED 260
INTASC
Standards
NAEYC
standards
ECED 260
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to
design, implement, and evaluate meaningful, challenging curricula for each child
Becoming a Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, critical and reflective perspectives on early education
6e: Engaging in informed advocacy for children and the profession
Field Experiences
7a: Opportunities to observe and practice in at least two of the three early childhood age
groups (birth age 3, 3-5, 5-8)
7b: Opportunities to observe and practice in at least two of the three main types of early
education settings (early school grades, child care centers and homes, Head Start programs)
5 i,j,m,o,s, 6u
10 p,r,s,t
3 p,q,r, 9 d,e,f,g,i,j
10 f, r,s,t
6 r,s,t
10 a,b,c,p,q
x
x
x
x
x
7 a,b,e,n,o,q,10a,
b,l,m,n,r,s,t
7 a,b,e,n,o,q,10a,
b,l,m,n,r,s,t
All degree-seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be
reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the students demonstrated
understanding of early childhood principles as outlined by NAEYC standards. The cumulative portfolio should document each st udents
dispositions and competencies reflected in assignments throughout their coursework. Students may begin collecting artifacts when they begin
their coursework. Creating a portfolio has value to students, the Ivy Tech Community College early childhood education prog ram and potential
employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.
PORTFOLIO STATEMENT:
All degree seeking students will be expected to present examples of coursework that they deem
suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will
contain several artifacts and reflection pieces as evidence of the students demonstrated
understanding of education principles as outlined by INTASC standards. The cumulative
portfolio should document dispositions and competencies reflected in assignments throughout
their coursework. Students may begin collecting artifacts when they begin their coursework.
Creating a portfolio has value to the graduating student, the Ivy Tech Community College
Education Program, the transferring four-year institution, and potential employers. Students
should select from a variety of assignments and are free to confer with their instructor about
alternate choices of material. See additional handouts on this cumulative assignment.
Certification Statement: Ivy Tech cannot guarantee that any student will pass a certification or
licensing exam. Our requisite coursework is designed to assist you in understanding the material
sufficiently to provide a firm foundation for your studies as you prepare for the exam.
Department of Education web site http://www.doe.in.gov/
The Ivy Tech Library is available to students on- and off-campus, offering full text journals and
books and other resources essential for course assignments. Go to http://www.ivytech.edu/library/
and choose the link for your campus.
ECED 260
COPYRIGHT STATEMENT:
Students shall adhere to the laws governing the use of copyrighted materials. They must insure
that their activities comply with fair use and in no way infringe on the copyright or other
proprietary rights of others and that the materials used and developed at Ivy Tech Community
College contain nothing unlawful, unethical, or libelous and do not constitute any violation of
any right of privacy.
ADA STATEMENT:
Ivy Tech Community College seeks to provide reasonable accommodations for qualified
individuals with documented disabilities. If you need an accommodation because of a
documented disability, please contact the Office of Disability Support Services.
If you will require assistance during an emergency evacuation, notify your instructor
immediately. Look for evacuation procedures posted in your classroom.
The Disability Support Service Coordinator on the Muncie Campus is Lois Weiss. She can
be reached at lweiss@ivytech.edu. Ms. Weiss is located in the SIC on Cowan Road.
ECED 260
Erin Donovan
edonovan2@ivytech.edu
Lecture, Individual work, Small group work,
Presentations, Research, Role play, Discussion,
Observation, Hands-on activities, Reflection through
journaling, Formal assessments
All work must be in APA formatting and submitted in
the designated area. See assignment descriptions and
weekly schedule for details.
Methods of Evaluation
Grading Scale
Make-up Policy
100 93%
A
92 85%
B
84 75%
C
74 71%
D
70 0%
F
Saturday, November 9, 2013
Withdraw Process: Students considering withdrawal
from a course should seek advice from their faculty
advisors. Financial aid will be negatively impacted
from both withdrawals and failure in courses.
No late work will be accepted. All work is due before
the start of class on the due date unless otherwise noted.
All work is to be submitted per instructor requirements
and is not considered submitted until it is submitted in
that location and in the acceptable format.
No doctor notes or any other forms of excuses will
exempt any student from submitting work on time or
early.
ATTENDANCE POLICY
Ivy Tech Community College
Academic Affairs
ECED 260
Attendance and participation is expected from each student at each class meeting for the duration
of each meeting. Missed classes or partial class attendance will result in missed learning
opportunities regardless of the reason(s). Part of our responsibility is to prepare you for your
professional role. That role involves making large numbers of decisions daily, and weighing the
consequences of potential decisions to decide which consequences are acceptable to you. Making
decisions about attending class are your responsibility. Please consider all the consequences,
problem-solve effectively, and make wise decisions.
Even if you miss class, your work is due at the start of class and you are fully responsible for all
information arising from the time you are absent. It is not the responsibility of your instructor or
classmates to fulfill your needs in your absence. Please do not contact your instructor expecting
to be given a summary of what you missed. The responsibility to attend class belongs to you. It
would be wise for you to network with your classmates and support one another on an ongoing
basis. Doing so might build a relationship in which you support others and they support you in
the event of a missed class session by sharing a summary of what was missed.
Any student missing 1/4 of the time a class is scheduled to meet, will not successfully
complete the course.
If a student is present for all class periods and has not been tardy or left class early, s/he will earn
25 bonus points. Failure to arrive to class on time or return from break at the designated time will
result in loss of all extra credit attendance points.
Student attendance is reported to the Registrar for auditing purposes. Some students may be
required to REPAY part of their Financial Aid, including the Pell Grant, if these audits show
poor attendance.
No shows will be submitted and you may be dropped from the course if you fail to make any
contact (discussion boards or assignments) during the first few weeks of the semester. To avoid
being dropped from class, be sure to complete all assignment and discussion boards ON TIME!
If you miss a class session and the same course is offered in our region at a different time before
this course meets again, you may attend the other class session. In order to receive attendance
credit for the session, you must email the instructor of the class you attended and copy your
original instructor on the same email. The other instructor must confirm you were in attendance
for the entire class period. This opportunity may not be used more than twice in any course.
This attendance does not relieve the student from responsibility for all content in the class
session missed. The student is fully responsible for all missed content in his/her original class
session. It is not the instructors responsibility to update that student. Students should network
with other students to capture missed class content.
If you are enrolled in an online course, attendance will be taken via discussion boards. Failure to
post on the discussion boards weekly on time will result in being counted absent for that weeks
class session.
ECED 260
ATTENDANCE PROCEDURE:
A sign in sheet will be placed on the table near the door. It is YOUR responsibility to remember
to sign in each class period. You must sign in at the beginning of class and at the beginning of a
session after each break. Attendance is cumulative. If you are late for the start of class or the
session after a break, you may be counted absent for those hours. Forgetting to sign in will also
result in an absence.
MAKE-UP POLICY:
The Ivy Tech School of Education has adopted a No Make-up Assignments Policy. You are
expected to turn in all assignments on time, in the right format, and through the correct
assignment folder. No assignment will be considered submitted until it is submitted to the
designated location in the appropriate format.
You are responsible for timely assignment submission. Should your personal computer system or
network go down, you must still turn in your work in a timely manner. Do not wait until the last
minute. Plan ahead by seeking alternative means for submitting your work before it is due.
Region six campuses of Muncie, Marion, and Anderson operate on the Eastern Standard Time.
Local libraries and all Ivy Tech Community College campuses can serve as alternative resources.
Contact your campus or other public lab for schedules and Internet availability. Not having
access to the required software on your home or work computer is NOT a legitimate excuse for
turning in homework late.
If, however, you have planned events (vacation, wedding, birth of a child, surgery, etc.), you can
work ahead on assignments. In all cases, communication with the instructor in advance is
desired, whenever possible.
STUDENT RESPONSIBILITIES
Student must read, understand, and follow the information contained in the syllabus.
Students should contact their instructors prior to dropping any course. Once that has been
accomplished, if the student still feels it is in his best interest to withdraw from a course, he
should contact his faculty advisor. Withdrawing from courses and failing courses will cause
students to suffer a variety of consequences. They need to be aware of these consequences which
are changing as funding becomes more restrictive.
Students must check their email daily Monday Friday and respond if required.
It is the students responsibility to check the grade center on Blackboard. If the student
perceives a discrepancy in the grade center, contact the instructor through email. If mistakes are
not reported within two weeks, the grade will stand as posted.
Confidentiality is expected at all times.
Dress appropriately according to the environment.
You are expected to keep appointments and be on time.
No cell phones permitted during ITCC observations/classes and other activities.
No photos/videos of children during observation or while on ITCC business with exception of
practicum classes with appropriate permission and documentation of permission.
ECED 260
It is the students responsibility to provide the ITCC instructor with the name of the specific site
observed and teachers name.
Show professionalism by phoning the observation site ahead and providing them with written
document that tells who you are, where you are from, your instructors name, and the purpose of
the observation.
Wear Ivy Tech Community College identification tag.
Students will come to class prepared.
Professionalism is expected and required for all students in the School of Education on
campus and in the community at all times.
INSTRUCTOR RESPONSIBILITIES:
Instructors will check email daily and respond appropriately Monday Friday.
Instructors will follow the syllabus provided to the students unless revisions are made in the best
interest of the students. Such revisions will be indicated on Blackboard as an update to the
syllabus.
Instructors will maintain confidentiality per FERPA.
Instructors will post course information, including grades, on Blackboard.
Instructors will come to class prepared.
RIGHT OF REVISION:
Syllabus is subject to change at the discretion of the instructor.
ASSIGNMENT PROCEDURES
Students must submit all assignments unless otherwise specified through the appropriate link on
Blackboard. All assignments are due prior to the start of class on the due date noted. All
assignments must be in APA format and must be saved in a word document file (.doc or .docx)
unless otherwise specified for a presentation or special project. Saving work in .pdf files is also
acceptable. NO LATE WORK WILL BE ACCEPTED FOR ANY REASON (this includes
illness, family emergencies, computer issues, etcplease plan accordingly). Do not want until
the last minute!
INSTRUCTOR COMMUNICATION PLAN
Make sure you know how to contact your instructor! Blackboard Messages and Email are two
very different things.
Your instructor in this course will communicate with students by: email, office phone, or
appointment during office hours.
I will always reply to student emails within 24-48 hours (usually within just a few hours because
I do get my emails on my phone). If you do not receive a reply quickly, then likely I did not
receive your email.
ECED 260
10
ECED 260
No Excuses
Work submitted to assess your skill development and knowledge mastery should be the
product of a multiple-step process. That process may involve thought, reflection, initial written
expression, re-consideration, revision, editing, proofreading, and possibly even sharing your
work with others for their input. Each assignment you submit is used to assess one of the major
course objectives of the course you are taking. The table below lists the Dirty Dozen errors the
faculty within the School of Education has created. Work submitted containing any of the
Dirty Dozen will not be assessed. Those assignments will earn zero points. This policy is
intended to change patterns of behaviors. We are all humans. We recognize all human beings
make mistakes. If you work through the writing process and happen to overlook an error, but
correct other like errors, your instructor will assess that work. This policy is intended to prevent
the ongoing submission of the same errors repeatedly from one assignment to the next and within
a single assignment.
By enforcing attention to the Dirty Dozen, we hope to improve your learning processes
and writing skills. Please allow enough time to invest sufficient energy in each assessment you
submit. Please use all resources optimally, but be mindful of plagiarism and academic honesty at
all times. Along with the Dirty Dozen, we are offering you resources to support your learning.
This is not an all-inclusive list of resources. Feel free to share resources you find worthy of
adding to this document.
Most students in the School of Education must pass teacher preparation exams in order to
transition into their chosen career paths. The first of these exams is required prior to acceptance
into most of the teacher preparation programs with whom Ivy Tech Community College has
transfer agreements. The first set of exams includes reading, math, and essay writing skills.
Improving your writing skills now should make successful completion of that essay exam easier
when that time comes. Skill development today will save you time, effort, and money later.
11
ECED 260
Critical
Issue
Title Page
Example
Spell Check
Educatiion
APA
Formatting
Purdue OWL
http://owl.english.purdue.edu/owl/resource/560/
1/
APA Official Site - http://www.apastyle.org/
Noodle Tools Access via ITCC Library
Capital
Letters
12
http://grammar.quickandd
irtytips.com/how-to-useitalics.aspx
http://grammar.quickanddirtytips.com/understan
ding-capitalization.aspx
http://grammar.quickanddirtytips.com/dashescolons-commas.aspx
http://grammar.quickanddirtytips.com/capitalizin
g-titles.aspx
http://grammar.quickanddirtytips.com/Capitalizi
ng-Proper-Nouns.aspx
http://grammar.quickanddirtytips.com/camelcase
.aspx
http://grammar.quickanddirtytips.com/acronymsgrammar.aspx
Noun/
Pronoun
Agreement
Apostrophe
Use an apostrophe to
indicate a possessive
noun such as Bethanys
desk. Plural nouns should
not have apostrophes
unless they are
possessive. (The
childrens shoes.)
13
http://grammar.quickanddirtytips.com/indefinitepronouns.aspx
Our language does not have a good solution to
this inconvenient situation. It may eventually,
but in the meantime, you are wise to write
formally and not revert to the slang use of the
plural they or their in reference to a singular
noun. If the sentence can be re-written to be less
cumbersome, do so.
Purdue OWL http://owl.english.purdue.edu/owl/resource/621/
01/
No contractions should
be used in formal writing.
Use the find feature of
your word processing
software to search and
find apostrophes. Once
found, you can check to
see if each apostrophe is
necessary to show
possession.
If you have a contraction
you need to change to
two words.
http://grammar.quickanddirtytips.com/grammarapostrophes.aspx
http://grammar.quickanddirtytips.com/do-youuse-an-apostrophe-to-make-OK-past-tense.aspx
http://grammar.quickanddirtytips.com/how-tomake-names-with-apostrophes-possessive.aspx
http://grammar.quickanddirtytips.com/apostroph
e-plural-grammar-rules.aspx
http://grammar.quickanddirtytips.com/whydoesnt-veterans-day-have-an-apostrophe.aspx
http://grammar.quickanddirtytips.com/twoweeks-notice.aspx
Contractions
Complete
Sentences and
Run on
sentences
http://grammar.quickanddirtytips.com/grammarcompound-possession.aspx
No contractions should be used in formal
writing. Use the find feature of your word
processing software to search and find
apostrophes. Once found, you can check to see if
each apostrophe is necessary to show possession
or if you have a contraction you need to change
to two words.
Purdue OWL http://owl.english.purdue.edu/owl/resource/620/
1/
https://owl.english.purdue.edu/owl/resource/598/
02/
https://owl.english.purdue.edu/engagement/inde
x.php?category_id=2&sub_category_id=1&artic
le_id=33
Grammar Girl
http://grammar.quickanddirtytips.com/sentencefragments-grammar.aspx
14
ECED 260
http://grammar.quickanddirtytips.com/periodsand-parentheses.aspx
9
Do not
overuse that.
10
Check your
homophones
11
Missing or
double words
12
Pronouns
15
Purdue OWL-http://owl.english.purdue.edu/owl/resource/660/
01/
Purdue OWL-http://owl.english.purdue.edu/owl/resource/595/
01/
ECED 260
Check
APA Checklist
Your instructor may require additional adherence to APA style formatting, but the
following is a checklist you should use before submitting papers. The following APA
standards should be applied to all work, unless otherwise specified by the instructor.
The Purdue OWL is an excellent APA resource. The OWL has various links you will find
helpful. You may want to begin with the following link:
http://owl.english.purdue.edu/owl/section/2/10/
Criteria
Is the body of your work double-spaced with no extra space between paragraphs?
Are the margins 1 on all sides?
Is the font 12 pt. Times Roman or Courier?
Is your running head less than 50 characters including spaces and punctuation?
Is your running head on the left and page number on the right on every page?
Does your title page include the header, paper title, your name, and Ivy Tech Community College?
Does your header differ after page 1?
On page two is the title of your paper centered just below the header?
Are your in-text citations correct?
Is your reference page separate?
Did you use NoodleBib or another citation generator effectively?
Are the references in alphabetical order?
Are the references double-spaced?
Are you using hanging indents after the first line of each reference?
Have you checked for the Dirty Dozen?
Purdue OWL Proofreading Doc - http://owl.english.purdue.edu/owl/owlprint/561/
16
ECED 260
ASSIGNMENT DESCRIPTIONS
Required Benchmark Assessments
Philosophy
The philosophy provides an explanation of educational beliefs consistent with current ideas of best practice that
includes specific and appropriate references to personal experiences. It clearly and eloquently explains the
theoretical and philosophical bases for personal beliefs. It demonstrates the students ability to coherently
summarize, analyze, and evaluate ideas, information, and opinions. All work must be carefully cited.
Professional Cover Letter and Resume
Advocacy Project
Advocacy means to add a voice. In particular it means to speak out for those who cant and to educate the public
and private sector regarding the need for change.
1.
Topic and statement of need you will need to select a topic on which to advocate. The topic needs to be
one about which you feel passionately and that relates directly to your knowledge of the needs of our
families and communities. Available research, theory and/or application must support your topic and will
be included in the summary section. The statement of need is a brief (under 50 words) statement of why
this is an issue and why the general public should share your concern. Your topic must be in support and
agreement with the NAEYC Code of Ethics as well as best practices. Your topic should be an issue that
has a realistic plan for resolution.
2.
Identification and Documentation you will need to identify 3 possible recipients of an advocacy letter
you will write on this topic. For each person identified provide documentation on why this person was
selected and how he/she may be in a position to enact the change needed to solve the issue.
3.
Summary sheet and presentation you will create a summary (1 2 pages) written in your own words
on your topic. The summary sheet should include an opening paragraph stating the issue, and reasons why
we, as representatives of the community, should support the cause. Summary sheet should also include at
minimum of three important documented facts or statistics that add to the support of your point of view.
Websites and other sources that were used to research the project must also be included in the summary.
You will present the topic orally to your class using good communication skills and an organized
presentation (approximately 5 minutes.)
4.
The advocacy letter using standard business style (including your home address), write a letter to the
appropriate recipient. The letter must contain the following:
Appropriate greeting and salutation be sure to address the recipient in accordance with their position
Introduction of yourself and your statement of concern
Supporting citations and facts it is best to keep this to one or two key facts
Specific action requested offer the recipient a specific course of action youd like for him/her to take
to help resolve the issue.
Appropriate conclusion include a thank you for the recipients time and effort regarding your cause.
Additional considerations:
Be sure your letter is well-organized and written in a professional tone it is a representation of you as
an early childhood education professional
Be sure your letter is written from you as an individual do not reference your place of employment
without specific prior permission from your employer in some cases advocacy letters are considered
lobbying which can threaten the not-for-profit status of some agencies.
Be sure your letter is free of spelling, punctuation and grammatical errors it is a representation of the
children and families for which you are advocating.
17
ECED 260
CAAP Exam
Students must take the CAAP exam on the scheduled day in order to pass this course. The specific exam score does
not have any effect on the grade in this course. (this is a pass/fail assignment)
Assessment
E-folio Creation and
Invitation
Discussion Appropriate
Environments (25 pts)
Resume & Cover Letter (50
pts)
Rationales, Reflections, and
Artifacts (25 pts each)
Assessment Types and
Responsibilities Discussion
(25 pts)
Theory and Theorists
Discussion (25 pts)
Disposition Assessment and
Improvement Plan (25 pts)
Autobiography (50 pts)
Professional Associations
Project (200 pts)
Description
Each student will create an account and invite his/her instructors to view via
submission in grade center.
Students will identify and collaborate on appropriate environments that promote
cognitive, physical, creative, and affective development for children and families.
Each student will develop a resume and cover letter and post those directly into
his/her e-folio.
Students will write rationales and reflections to connect with artifacts that align
with NAEYC Standards and Ivy Tech General Education Outcomes. These items
will be placed in the students portfolios for panel review.
Describe and discuss the legal, ethical, and professional responsibilities in
assessment, utilizing the whole child approach: cognitive/intellectual,
physical/motor, language, social, emotional, and moral development.
Students will discuss the major theories and theorists in early childhood education.
From this discussion, students will write a paragraph explaining which theory and
theorist he/she most closely relates to in his/her view of education.
Students will be given a list of dispositions for beginning teachers and rate
themselves according to relative strengths and weaknesses. Students will discuss
ways to improve their weaknesses and build upon their strengths.
Students will be writing an autobiography in which they will include possible
career tracks for early childhood education, their personal short-term and longterm goals, theories in early childhood education and how those have contributed
to his/her personal philosophy of education.
Students will present their portfolio to the class in preparation for the panel
presentation
Students will present their portfolio to the panel. Students must complete this
assessment in order to pass this course.
Students will choose a current topic in early childhood education and write a letter
advocating for change. You will need to identify 3 possible recipients of an
advocacy letter you will write on this topic. For each person identified provide
documentation on why this person was selected and how he/she may be in a
position to enact the change needed to solve the issue. You will create a summary
(1 2 pages) written in your own words on your topic.
This assignment MUST also be posted on TaskStream in the Key
Assessments in order to receive credit.
The class as a whole will work on the professional association project with a
contact from ECIAEYC. Students will coordinate the project, assign job duties,
and create a rubric for this assignment. As part of this course, you must
Students will create an e-Folio and upload all required items. The e-Folio must be
user friendly, contain the necessary components, and be in a professional format.
18
ECED 260