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EDC 366 Human Resources in ECE Programs
Prendergast, Polly D.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 366 Human Resources in ECE Programs

Semester

S2J 2012 PV

Faculty

Prendergast, Polly D.

Degrees/Certificates

Master of Arts Organizational Managment, Concordia University-St. Paul
Bachelor of General Studies Human Development and Family Living (Early Childhood), University of Kansas
Director's Certificate 2009, Missouri Association for the Education of Young Children

Office Location

On-Line

Office Hours

By email Polly.Prendergast@park.edu

Daytime Phone

Cell phone is 913-909-7881

Other Phone

913-238-8890

E-Mail

Polly.Prendergast@park.edu

Prendergastp@umkc.edu

Semester Dates

March 19 – May 13, 2012

Class Days

On-line daily

Class Time

TBA

Prerequisites

Admission to the School for Education

Credit Hours

2


Textbook:
 

Hearron, Patricia & Hildebrand, Verna. (2011) Management of Child Development Centers Seventh Edition, Pearson Education, Inc., Upper Saddle River, New Jersey. ISBN-13: 978-0-13-702944-0

Albrecht, Kay. (2002) The right Fit Recruiting, Selecting and Orienting Staff. Lake Forest, IL: New Horizons. 

 (Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.      Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.      Send an email to Carol Williams (carol.williams@park.edu) with the following information:

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d.     Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

3.      Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.      Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and an academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.

 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Websites:

National Association Education of Young Children Accreditation Performance Criteria
Go to www.naeyc.org/torch  .

The Family and Medical Leave Act (FMLA) www.elaws.dol.gov.ffmla/wren/sl.htm.

Licensing rules for Group Day Care Homes and Child Care Centers http://health.mo.gov/safety/childcare/index.php  - This is for Missouri, if you live in a different state you need to research your state requirements.  If you can not find your state requirements use Missouri.
The National Association for Child Care Professionals http://www.naccp.org/
 

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDC366 Human Resources in Early Childhood Programs: A course designed to examine aspects of supervising and supporting personnel in early care and education settings. Policies and legalities of recruiting, screening and hiring will be addressed. Prerequisite: Admission to the ECE & Leadership Program and EDC347. 2:0:2.

Educational Philosophy:
 

FACULTY'S EDUCATIONAL PHILOSOPHY: Adult learners bring a wide range of professional and personal experiences and knowledge to the university classroom.  Each student has a unique learning style, needs, and interests.  It is the instructor's role to create a community of learners who take ownership of their learning by helping the student make connections with current practice and new knowledge, and reflect on their own assumptions, beliefs, and practice. I strive to create a culture of trust, open communication, and place a great emphasis on relationship building. 

  Instructor Learning Outcomes

  1. Analyze written personnel policies that define roles, responsibilities, and qualifications of staff, contents of confidential personnel files, and specialized training required of staff and volunteers and fringe benefits available. (NAEYC Accreditation Standard, Leadership 108. 10.9 10.38 and 10.39; Director's Credential VII)
  2. Develop recruitment, screening, interviewing and hiring procedures and analyze them to determine compliance with Equal Opportunity Law.  (NAEYC Accreditation Standard, Leadership 10.40, 10.43, 10.44, 10.45, and 10.47;  Director's Credential VII)
  3. Develop a plan for new employee orientation. (NAEYC Accreditation Standard, Leadership 10.9, 10.41 and 10.42; Director's Credential VII)
  4. Evaluate performance appraisal instruments and make modifications based on center's vision, mission and goals. (NAEYC Accreditation Standard, Leadership 10.48; Director's Credential VII);
  5. Develop plans and procedures for evaluating staff, and developing individual and center professional development plans. (NAEYC Accreditation Standard, Leadership 10.48 and 10.49; Director's Credential VII)
  6. Analyze the high cost of staff turnover and replacement.
Class Assessment:
 

 Core Assessment: (Outcomes 1, 2, 3, 4, 5)

Paper “The Role of The director in Preventing Staff Turnover” (Outcome 6)( 50 pts). Using information gained from the interviews, textbooks and at least two other professional resources (NAEYC, National Child Care Professionals, other text books etc.) describe the director’s role in preventing staff turnover. Be sure and make connections to information obtained from the interview and readings. Do not use personal opinions. As the writer you are providing the facts based on the interview you conducted and your text and other professional resources.  All resources and text must be referenced. 

Interviews (30pts total) (10 pts. each)

With the permission of the program directors, review employee handbooks from three different types of early childhood programs. (Public school, non–profit and private).  For preschool and child care centers preferably an accredited program or one which participates in a Quality Rating System (QRS) but not required. REQUIRED- the program must be licensed by the state if they are eligible for licensure.  Interview the same three directors (by phone and or email is fine), using the interview questions below.

Describe the factors that you feel contribute to staff turnover in your early childhood programs and early childhood programs in general. 

·         What are some of the things you do to prevent staff turnover?

·         What is the rate of staff turnover in your program?

·         What is the cost to your program when staff leaves and a new employee must be hired?

Develop Job descriptions using the tools from chapter 7 in the text (Henrron & Hildebrand, 2011) (44pts total 11pts for each description)

Develop a job description for a cook, lead teacher, assistant teacher, and Director. You will use these same job descriptions in your final project.

Write five policies  (5 pts. each total 25 pts.) 1). Recruitment procedures; 2). Screening interviewing and hiring procedures; 3). Include a policy that outlines your states requirement for pre–employment screening process (background check) and health screenings. 4). Write a description of fringe benefits; and 5). Child abuse and neglect reporting policies and procedures.  Research your states child care licensing information. You will use all of this in your final paper as well.

Developing an Employee Handbook (141 pts)

  1. With the permission of the program directors, review employee handbooks from three different types of early childhood programs. (Public school, non–profit and private).
  2. Compare and evaluate the handbooks based upon course readings and the NAEYC Accreditation Standards. 
  3. Based upon your analysis of the employee handbooks, develop a handbook for a new early childhood program. The handbook must include: job descriptions; recruitment procedures; screening interviewing and hiring procedures; detailed description of pre–employment screening process; description of contents of personnel files; grievance and firing procedures; detailed plan for new employee orientation description of performance evaluation procedures with evaluation forms and a description of professional development opportunities and requirements; description of fringe benefits; and child abuse and neglect reporting policies and procedures.

Final (45 pts) PROCTORED FINAL EXAM - Human Resources 366 ; what is the difference between leadership and management, according to your text, and how does it impact human resources. (NAEYC Standard 10 Leadership and Management)

Questions constitute a major portion of the course.  More importantly, the learning created through discussion and group work will be essential to developing understandings of the course content.  
 

Grading:
   

Grading Plan

Discussion Questions                                                                                 60

Reflection Lessons Learned                                                                        35

Interview Director notes                                                                            30 (10 pts. Each)

Week 6 four job descriptions                                                                      44

Week 7 five policies                                                                                 25

Paper “The Role of “The Director in Preventing Staff Turnover”                        50

Employee Handbook                                                                               141

Final                                                                                                    45                        

TOTAL                                                                                                       430

 GRADING SCALE

430-387             A

386-344              B

343- 301             C

300 - 258             D

 Questions constitute a major portion of the course.  More importantly, the learning created through discussion and group work will be essential to developing understandings of the course content. Attendance will be considered in determining the final course grade.  

Late Submission of Course Materials:
 

LATE SUBMISSION OF COURSE MATERIALS:  Assignments must be submitted on time to receive full credit. Computers make writing and revising much easier and more productive however technology can also cause problems.  Printers run out of ink and hard drives crash.  You are responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to a flash drive or back it up and print out paper copies for backup purposes.  

Classroom Rules of Conduct:
 

Course Policies:

Each student will be an important part of the community of learners. Class participation and weekly questions constitute a major portion of the course. More importantly, the learning created through the discussion thread and group work will be essential to developing understandings of the course content. No late assignments will be accepted. 
At the end of each week all weekly assignments are due. This class starts on Monday, March 19th, 2012, so all assignments are due the following Sunday by 12:00 midnight. You do have assingments due by WEDENSDAY at Midnight.  Be sure to review the weekly agenda! You will not be able to post to the weekly discussion board after the closing date and time. 

Correct spelling and grammar must be used throughout the course. Be sure to check spelling and grammar before posting to the discussion thread.

This class includes reading, writing reflections, analyzing an early childhood program and interviewing a current director of early childhood program. No extra credit assignments are available.

Reflections are due each Wednesday at midnight. No late reflections will be accepted. Responses to the discussion questions must be posted by midnight on Wednesday.

Students will write a peer review of at least two classmate’s discussion post. It must be posted by Wednesday at midnight.

If you need to contact your instructor please e-mail your questions directly to polly.prendergast@park.edu

Course Topic/Dates/Assignments:
 

Week 1 Activities -

 Read chapters 1 and 3 in (Herron & Hildebrand, 2011).

Read chapter 1 in  (Albrecht, 2002).  

Answer one of the posted discussion questions and respond to two of your classmates posts by Wednesday at midnight (10 pts.). 

Answer the reflection question in Lessons Learned and submit to drop box by Sunday at midnight.  
Minimum amount of text is five lines (5 pts.) This applies to each week.
 
Week 2 Activities -
 
Read chapter 4 in (Hearron & Hildebrand, 2011)
Read chapters 2 and 3 in (Albrecht, 2002).  

Answer one of the posted discussion questions and respond to two (2) of your peers posts by Wednesday at midnight (10pts.). Answer the reflection question in Lessons Learned and submit to drop box by Sunday at midnight (5pts).

Review staff qualification guidelines for NAEYC accreditation found on TORCH criteria 6.A - Preparation, Knowledge, and Skills of Teaching Staff. Review Staff Development power point.

 Week 3 Activities -

Interview three different directors of an early childhood program (preschool, child care, public schools care program, you will submit your notes form the interview as a class assignment during week 4. Ask for a copy of the programs personnel handbook.
 
Read chapter 7, (Hearron & Hildebrand, 2011).
 
Read chapter 3 and review chapter 4 in (Albrecht, 2002). 

Answer one of the posted discussion questions and respond to two of your classmates posts by Wednesday at midnight (10 pts.). Answer the reflection question in Lessons Learned and submit to drop box by Sunday at midnight (5pts).
 
Week 4 Activities-

DUE: Interview notes submit to drop box (30 pts). 

Read chapters 5 & 6 from (Albrecht, 2002). 

Read Chapter 8 (Hearron & Hildebrand, 2011)
Answer the posted discussion questions write a description / policy for staff professional development and; save this information for your finale paper.

Respond to two (2) of your peers posts by Wednesday at midnight (10pts.). Answer the reflection question in Lessons Learned and submit to drop box by Sunday at midnight (5pts).

Week 5 Activities -

Due: Paper on “The Role of The Director in Preventing Staff Turnover” (50 pts.): 
 Using information gained from the interview you conducted, class textbooks, criteria 6.A - Preparation, Knowledge, and Skills of Teaching Staff from NAEYC Torch (accreditation standards) and your state’s teacher requirements for licensing, describe the director’s role in preventing staff turnover.  Include a detailed plan for new employee orientation, description of performance evaluation procedures with evaluation forms and probationary period. Example the employee will be observed ___times during their first 3 months or 6 months during a probationary period with a recommendation for termination or continued employment. Paper should be a minimum of 6 pages that includes an introduction stating the purpose of the paper,  followed by the body of paper, and a conclusion/summary. Include a list of references used as well and site all references APA style when applicable.Be sure and make connections to information obtained from the interview and readings. Do not use personal opinions. As the writer you are providing the facts based on what you learned from your text and other class materials. Be sure to state if the program has issues with staff turnover or not, when including information from your interview. If they do have issues, what could they do to reduce staff turnover. If they have low staff turnover what are some things they do to support retention of staff. All resources and text must be referenced. 
 
Answer one of the posted discussion questions and respond to two (2) of your peers posts by Wednesday at midnight (10pts.). Answer the reflection question in Lessons Learned and submit to drop box by Sunday at midnight (5pts).

Week 6 Activities –

Using the tools from chapter 7 in (Hearron & Hildebrand, 2011) develop a job description for a  1). cook, 2).  lead teacher, 3). assistant teacher, and 4). Director.  Submit to weekly drop box  by Sunday at midnight. You will use these same job descriptions in your final project(44 pts total 11pts for each description).

Answer one of the discussion questions by Wednesday at midnight and respond to two of your classmates by Sunday at midnight (10  pts).  Answer the reflection question in Lessons Learned and submit to drop box by Sunday at midnight (5pts.)

Start collecting and researching child care center employee handbooks. You can find one handbook on UMKC Berkley Child and Family Development Centers website at http://education.umkc.edu/Berkley/staff.html  You want three examples of handbooks when writing your own.  The programs you interview should all give you one of their handbooks and you can use UMKC Berkley as an example.  Always be sure to reference a handbook if you use one of their policy or adapt one for your handbook.

Week 7 Activities –

Work on employee handbook: write: 1). recruitment procedures; 2). screening interviewing and hiring procedures; 3). include a policy that outlines your states requirement for pre–employment screening process (background check) and health screenings. 4). Write a description of fringe benefits; and 5). Child abuse and neglect reporting policies and procedures. Research your states child care licensing information. You will use all of this in your final paper as well. Submit rough drafts to drop box
(5 pts. each total 25 pts.)
 
Answer the reflection question in Lessons Learned and post to one of your classmates by Sunday at midnight (5pts).  No discussion thread this week only reflection.
 
Week 8 Activities –

Final project Due Developing an Employee Handbook. 
Create a cover page and table of contents. Add all of the policies you have written throughout the course and number the pages so they match what is on the index.  It should look like an employee handbook.
 
 PROCTORED FINAL EXAM (45 pts.)
 
Synthesize your learning for the semester by writing a two page paper describing the difference between managing and leading and how that impacts the director’s role in managing human resources in an early childhood program. Be sure to include reference to the theories, writers, observations, events, knowledge, and values that influence your thinking from the class readings and interview.

EDC 366: Final Rubric

 

Exceeds Expectations

50-45 pts.

Developing

44-36 pts.

Does Not Meet Expectations0-23 35-25.20pts.

Demonstrates a strong understanding of the concept of leadership and management.___

Appropriate examples of administrative strategies as demonstrated through class dialogue and readings are provided.____

Sources thinking are clearly explained as referenced through course readings, dialogue, observation and interviews._____

Careful attention to spelling, grammar and flow. (Less than 6 errors)___

Demonstrates a beginning understanding of the concept of leadership and management.___

Examples of administrative strategies are provided, but all examples are not appropriate as demonstrated through class dialogue and readings____

Brief reference to sources of thinking (only one outside source).________

 Some errors in grammar, spelling, and flow. (Less than 10 errors)___

Demonstrates little or no understanding of the concept of leadership and management

Few or no examples of administrative strategies are provided. Examples are not appropriate as demonstrated through class dialogue and readings._____

Little or no reference to the sources of thinking (personal thinking).____

 

More than 10 errors in grammar, spelling, and organization._

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Bibliography:
Fisher & Ury (1991), Getting to Yes Negotiatig Agreement Without Giving In; Penguin Books, USA Inc.

Copyright:

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Last Updated:3/17/2012 2:37:07 PM