Course Description: A study of the methods and principles of supervising student teachers, assistant teaches, parents, and volunteers in early childhood or school age centers. Emphasis is on the role of a mentor who functions to guide the teaching team while simultaneously addressing the needs of children, parents and their staff. Satisfies the adult supervision requirement for the Child Development Permit and eligibility to apply for the California Mentor Teacher Program.
- Compare and contrast the components of the supervisory process.
- Examine and recognize the developmental learning stages of student teachers and other adults.
- Maintain a safe, developmentally appropriate environment for the children while fostering the growth of student teachers, assistant teachers and others helping in the classroom.
- Identify and analyze skills that reflect positive interpersonal communication between student teachers, children, assistant teachers, parents and other staff.
- Analyze appropriate models for performance evaluation of and guidance in working with adults in ECE or school-age environments and classrooms.
- Describe advocacy and community liaison responsibility of the supervisor/mentor job.
- Written Assignments: All students are expected to produce college-level work. One of the goals of this class is to prepare students to be successful professionals. Part of having a successful image is the ability to produce neat, legible, coherent, and grammatically correct written materials. Grammar and spelling should be correct and do influence the points given on assignments. It is strongly recommended that students have someone else proof read assignments prior to turning them in. All assignments must be typed.
- Confidentiality: In this class, we will be discussing various observations of real people. In accordance with Principle 2.9 in the Code of Ethical Conduct (NAEYC, 1998), all efforts should be made to protect the privacy of children, parents, students, and staff. We will identify children by using their first name only.
- Academic dishonesty and cheating: There is a zero tolerance policy for academic dishonesty and cheating in this classroom. All assignments must be original work by the student done for this class only. During exams, any talking or unauthorized use of notes will be considered cheating. Students will be given a zero on any project/assignment/test which violates this policy and an Academic Dishonesty Report will be filed with the college.
Supervision in Early Childhood Education: A Developmental Perspective – 3rd Edition by Caruso and Fawcett. Teacher’s College Press ISBN 978-0-8077-4731-5.
Sample assignments (some or all of these may be included):
In this personal reflection on individuals who have mentored you, describe two personal characteristics and two mentoring practices that made them good mentors to you.
One to two page typewritten statement of your professional goals for the next year as well as long range goals you hope to achieve in the next 5-10 years.
Upon completing a series of assessment tools in class, you will write a personal reflection on the stages of personal and professional development you are in and what you need from a supervisor at this time.
Philosophy of Supervision
One to two page typewritten statement of your personal philosophy of supervision which integrates class lecture notes and discussion, handouts and readings and provides a rationale for how you arrived at that style and set of beliefs.
A 2-4 page typewritten paper which addresses the following:
- Write a description of your observation of two adult interactions at you site this week. This could be you and another staff member, other staff members interacting with each other or a director/administrator/site supervisor interacting with a staff member.
- Record the behavior/dialogue you observe in each interaction
- For each observation, describe the stage of development you believe each of the adults is in and explain SHY you think so.
- After determining the stage of development, describe how you would support the professional growth of the individual IF you were the supervisor. From each of the observations, describe what type of training, interaction, suggestions or support you might give to the individual IF you were in a position as the individual’s supervisor or mentor.
Create a welcoming informational handbook put together by you to be used with student teachers, parent volunteers, classroom assistants or substitute teachers. It should provide information and support for another adult working in your classroom. You may copy some items from your Staff Handbook but this needs to be customized for your room. You don’t have to re-invent the wheel and you may photo copy some materials. For full points, the handbook should be neat, well organized and complete.
Ethical Dilemma Paper
One to two page typewritten paper describing an ethical dilemma you have faced in your early childhood career, how you resolved it, and what you learned form the experience. If, upon later reflection, you would have resolved it differently, explain your decision-making process.
Interview a classmate about his/her cultural and linguistic heritage and how these impact his/her needs for supervision and perceptions about supervisors. You may also include questions about other factors (i.e., age, gender and nationality) as appropriate. Document your finding in a one page typewritten paper.
90-100% - A
80-89% - B
70-79% - C
60-69% - D
less than 59% - F
Note: If you have a specific learning disability and require accommodations, please let me know at the first class meeting so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Saddleback College Special Services Office in the Student Services Center, Room 113. Many services are available to you as a Saddleback College student, including testing. All Discussions will remain confidential.