||ECE460 - Program Administration
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Focus on administration of early childhood programs. Emphasis on working with boards, staff, parents and volunteers. Highlights include hiring, assessing, and supervising staff and volunteers. Attention to designing staff and volunteer professional development programs.
|Course Learning Outcomes:
- Demonstrate an understanding of the role of an early childhood administrator and how to provide a quality early childhood educational program.
- Identify and define a personal philosophy of early childhood education.
- Describe and implement the organizational structure of an early childhood educational program.
- Understand the State standards and regulations for early childhood programs, the standards and process for NAEYC accreditation, and the applicable policies, rules, and procedures for managing a quality early childhood program.
- Identify recurring tasks that can be managed by establishing consistent, replicable systems.
- Establish accountability systems with controls for monitoring compliance.
- Develop polices that are aligned with the program's philosophy and mission.
- Understand the knowledge and application of the diversity of family systems and resources to support family wellness.
- Develop, plan, implement an effective parent handbook, and parent involvement program.
- Understand the fundamentals of effective public relations, and community outreach.
- Establish strategies for evaluating the needs of children, parents and staff and assess the overall quality of the program.
- Demonstrate knowledge of basic computer hardware and software applications related to collecting and analyzing data to monitor the operation of the program and address the needs for program improvement.
- Understand and describe the role of governing and advisory boards in the efficient operation of the Early Childhood Educational program.
- Develop a strong foundation of fundamentals of child development and early childhood to guide the instructional practices and curriculum.
- Demonstrate undergraduate-level written communication skills.
- Demonstrate undergraduate-level oral communication and presentation skills.
- Demonstrate undergraduate-level application of analytical and critical thinking skills.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures