Syllabus Entrance
Printer Friendly
Email Syllabus

EDC 367 Program Planning and Evaluation in Early Childhood Programs
Estes, Judith Lynn


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 367 Program Planning and Evaluation in Early Childhood Programs

Semester

S2J 2012 PV

Faculty

Estes, Judith Lynn

Title

Assistant Professor of Education; Program Coordinator, Early Childhood

Degrees/Certificates

Ph.D. Behavioral Psychology
M.S. Education, M.S. Psychology: Mental Health Services
B.S. Elementary Education

Office Location

Copley 324 Parkville Campus

Office Hours

May contact @ cell phone anytime or by e-mail

Daytime Phone

816-935-3375

Semester Dates

March 19-May 12, 2012

Class Days

On-line daily

Class Time

TBA

Credit Hours

2


Textbook:
Talan, T. N. & Bloom, P. J. (2011). Program Administration Scale (2nd edition). Teachers College Pres: New York, NY ISBN: 080775245

Hearron, P. F. & Hildebrand, B. (2011). Management of Child Develooment Centers. (7th edition) Pearson. ISN-13: 978-13-702944-0; ISBN-10-0-13-02944-6
 

All Park University teacher candidates seeking certification and licensure 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

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 a 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

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Additional readings will be provided by the professor.

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:
EDC367 Program Planning and Evaluation in Early Childhood Programs: This course examines the systematic and ongoing evaluation of various components of an early childhood program, and the use of that information to determine the vision and goals for the program, and allocation of resources to meet those goals.The process of change and the role leadership will be explored Prerequisite: Admission to the ECE and Leadership Program and EDC347. 2:0:2.

Educational Philosophy:
The professor believes in a constructivist philosophy of education; students and teacher co-create the learning environment by applying past experiences and knowledge through active engagement, investigation, and discourse of the subject matter. The professor intends to encourage lively exploration of ideas and issues to facilitate the bridge between pre-service teaching and active practice.

  Instructor Learning Outcomes

  1. • Examine the components of an early childhood system (external influences, people, structure, process and culture) how they are interrelated how changing one component affects the social system of an early childhood program.  (EC 7.1, 7.2, 7.6; NAEYC 5c;  Director's Credential VII)
  2. • Articulate, analyze and evaluate current research, trends, polices, legislation and the implications for program evaluation and change.  (EC 7.1, 7.6)
  3. • Select instruments and strategies for monitoring and evaluating the components in an early childhood program.  (EC 7.6; NAEYC 5d; Director's Credential VII; NAEYC Accreditation 10.50, 10.51, 10.53, 10.54)
  4. • Evaluate written policies and procedures to determine if all components of program operations are guided by written policies and carried out through written plans and procedures.  (Director's Credential V, IV, VII; NAEYC Accreditation 10.8, 10.27, 10.28, 10.29, 10.31, 10.32, 10.34, 10.35.)
  5. • Analyze the process of change, the role of the leader, and crucial elements needed to ensure a successful change in an early childhood program.  (EC 7.5; NAEYC 5c; Director's Credential VII; NAEYC Accreditation 10.53)
Class Assessment:

1. Weekly Discussions (6 pts), Peer Postings (6 pts), and Lessons Learned Reflections (8 pts)-Students will be expected to participate in a weekly threaded discussion covering the material from the course materials presented that week, post two responses to peer DQ answers, and post a Lessons Learned Reflections. A rubric specifying expectations for each of these will be made available.

Weekly Discussion Question, Response, and Lessons Learned Rubrics

Each week's Discussion Questions (DQ’s) pertain to topics related to the course materials. You can earn up to six (6) points for each answer to a question and earn up to six (6) additional points for each of two responses (3 points each) to classmates' DQ answers. Lastly, each week you are asked to complete a Lessons Learned Reflection (LLR) for eight (8) points. To earn all twenty (20) points you must complete each of the three steps; answer a question , post two peer responses, and post a Lessons Learned Reflection in a discussion thread. The purpose of these weekly assignments is to give you an opportunity to demonstrate knowledge, comprehension, application, and synthesis of the weekly course material.

Scoring Rubrics

Discussion Question Answers

5-6

4

3

2-1

0

The answer to a question is posted by Wednesday midnight  CST. The answer must meet all five (5) quality indicators listed below.

The answer to a question is posted by Wednesday midnight CST. The answer meets four (4) indicators listed below.

The answer to a question is posted by Wednesday. The answer meets quality indicators 1, 2, & 3 as listed below.

The answer to a question is posted by Wednesday midnight CST. Quality indicators 1 and 2 are met.

The answer provided does not meet criteria.

Peer Responses (Responding to another student's DQ answer)

3

2

1

0

A quality posting of a new idea or perspective in response to another students original thread. The response must be posted by Sunday midnight CST and meet the five (5) criteria listed below.

A quality posting of a new idea or perspective in response to another students original thread. The response must be posted by Sunday midnight CST and meet criteria 1, 2, 3 & 5 listed below.

A new idea or perspective in response to another student's thread is posted by Sunday midnight CST; criteria 1 & 2 are met as listed below.

A response to another student's thread is made; however it does not meet criteria.

Lessons Learned

7-8

5-6

3-4

2-0

A quality posting that provides a thoughtful reflection on Lessons Learned, integrating insight for the reader as to the personal importance. The response must be posted by Sunday midnight CST and meet the criteria 1, 2, 3, & 5 listed below.

A quality posting of a thoughtful reflection on Lessons Learned. The response must be posted by Sunday midnight CST and meet criteria 1, 2, & 5 listed below.

A quality posting of a thoughtful reflection is posted by Sunday midnight CST; criteria 1 & 2 are met as listed below.

A reflection on Lessons Learned is provided, however it does not meet criteria.

Quality Indicators for Postings

 Quality is measured by five criteria:

1. The posting includes an answer based upon information provided in the text and/or a related source.

2. Each type of response has a sentence minimum and each sentence must be complete and meaningful. (Do not waste words with such statements as “You did a good job answering the question.” These types of sentences will not count in the sentence minimum. ) The response must include an application sentence regarding how the information will inform teaching or a reflection related to teaching.

·         Discussion Question (DQ) answer-minimum of 12 complete sentences.

·         Peer response (PR)-minimum of 6 complete sentences.

·         Lessons Learned Reflection (LLR)-minimum of 8 complete sentences.

3. References for the evidence are included (text & author, text page number, web site, etc.).

4. The question is provided (copied and pasted) prior to the answer for DQ’s.  

5. Correct spelling, punctuation, grammar, and complete sentence structure are present. No slang is used. Sentences with slang will not count in sentence minimums.

 
 
2. Reflection on value of a self-study tool to guide program planning & evaluation(25 pts)-After reviewing the PAS and other information regarding assessment to guide program planning and evaluation, provide a three page double spaced paper reflecting on the value of a self-study tool to guide program planning and evaluation.

3. Reflection
on the change process (25 pts): After reviewing the three PowerPoints in doc sharing on early childhood programs as systems and how the process of change impacts individuals and the system, provide a three page double spaced paper reflecting on the change process and relating it to a change process that you have experienced.

4. PAS Score sheets and documentation lists (8 2@10 pts each= 80 points): Students will not rate every item in the Program Administration Scale, but will have an opportunity to experience rating the following items: Facilities Management, Technology Use, Technology Resources, Risk Management, Staffing Patterns and Scheduling, Family Communications, Family Support and Involvement, Program Evaluation. Ratings must be provided on score sheet based upon the information gained from the program director. A listing of supporting documentation (which preferably you have obtained a copy of) must be provided in the documentation list in order to earn full points. Make other notes as needed to justify your rating.

5. Core Assessment (Final Project)-(Outcomes 1, 2, 3, 4)

Use the Early childhood program where you have interviewed the director using items form the PAS.

1) Summarize each of the components of the program as a social system:

a)      External environment or influences

b)      Groups and individuals that influence the program

c)      Structure of program, legal governing structure, policies, curriculum, etc.

d)     Processes such as leadership styles, communication, center evaluation process performance appraisal, child assessment

e)      Culture of the program, including the history, traditions, organizational climate, and ethics

f)       Outcomes for organization, staff, children, families, and community. 

2) Analyze the impact of trends, research, policies and legislation

a)      Enlarge your evaluation by analyzing the impact of current trends, research, policies, and legislation, on the social system of this particular early childhood center. (refer to your readings for guidance)

3) Summarize the results from the eight PAS items that you rated.

a)      Indicate the strengths of the program in relation to the eight items.

b)      Indicate the areas in need of growth in relation to the eight items.

c)      Make recommendations regarding the areas in need of growth.

d)     You may also comment on any areas of the PAS not formally rated.

 6. Final (40 pts): Each student will be expected to make arrangements for a proctored final exam for this online course. Note that per PDL policy if a proctored final exam is not completed, a student will automatically be given an “F” for the course. Students are asked to make arrangements for the proctored exam during Week 2 and no later than Week 5. Preparations for the Final Exam will be available in doc sharing. Students may choose between one of the provided articles and reflect upon the article using a provided set of questions.

Grading:
 

Points Each

Total Points

%

Assignment

Total

Weekly discussion questions

6

48

11 %

Weekly response to two peers

6

48

11 %

Weekly posting for “Lessons Learned”

8

64

15 %

Reflection on value of a self-study tool

25

25

6 %

Reflection on process of change

25

25

6 %

Score sheets & documentation lists

8

80

19 %

Final Project (core assessment)

90

90

21 %

Final

45

40

%

Grand Total

420

100%

Final Grade

Please read this carefully. There are a total of 420 points possible for the course. Following are the percentage of points/letter grade scale.

  90-100% = A
 80=89% = B 
 70-79% = C
 60-69% = D
 59% and below = F

Late Submission of Course Materials:
All assignments are to be submitted through either a discussion thread or dropbox as indicated in the assignment. It is the student’s responsibility to contact the professor prior to due date of an assignment if clarification is needed regarding criteria for the assignment. Students must demonstrate responsibility by following the criteria outlined and abide by the due dates for each project. Given that this is a quick-paced online class, late assignments will not be accepted unless an emergency situation arises and the professor is notified prior to the due date. Note: Students must recognize that technology can cause problems. Printers run out of ink and hard drives crash.  Students must be responsible for planning ahead, keeping back-up copies of all assignments, and meeting deadlines without using technology as an excuse for failing to do so. In other words, it is advisable not to “wait until the last minute” and then for some unforeseen reason, not be able to submit an assignment on time. Taking an online class requires pacing oneself and planning ahead.

Classroom Rules of Conduct:

On-line students are expected to conduct themselves in a professional manner and in accordance with the policies on appropriate conduct as defined in the student handbook. Rules of netiquette must be followed. See Help and Resources or http://www.albion.com/netiquette/corerules.html  for more information.
 
Class Participation- Students are expected to read the suggested assignments and view other course materials in order to participate in class discussion boards and online activities.  Discussion boards include dialogue and problem solving throughout the term.. You will find it difficult to participate without being prepared.

Students are expected to get online on an on-going basis, to check e-mail, and complete 3-4 hours per week of conferencing or other appropriate online activities. E-college does log the minutes that each student is online and in which areas of the course shell.

Students are expected to be proactive by communicating with the professor if you have any questions or problems, ahead of when an assignment is due. You may post questions that are relevant to the entire class in the Instructors Office discussion thread. If you run into a computer-related problem which you cannot solve through your own resources, you may seek assistance through the help desk or at online.students@park.edu.
 

Lack of participation in the course for a week, may, at the discretion of the professor, result in an academic withdrawal from this course.

Writing Assignments -The professor is the content expert and will assist as needed with strengthening the depth and breadth of the subject matter; students are expected to seek support from the Park Writing Center to ensure that papers do not bear any technical writing and typological errors.  On-line support is available. All written papers should be saved for the purpose of revision.  You may submit your philosophy of education to the Park University Online Writing Lab (OWL) to receive feedback on focus, development, organization, and mechanics by sending it to writinghelp@park.edu with the name of the course EDU 210 in the subject line. Expect a two working day turn-around time. If you want them to give feedback on something specific like grammar, just include a note to this effect. I have placed "Park University Writing Lab Support" in doc sharing.

For all written assignments, double space and use Times Roman font, 12 point type and save in Rich Text Format (RTF) which is a menu choice when you save. By using RTF your online partner will be able to read your paper regardless of the software program they are using. Note: For assistance with double-spacing or any other computer skill that you do not have, contact online.students@park.edu

If you are a Campus Center student, seeking help from your campus center is important.

Communication-Students should use Email within the e-college platform for private messages to the professor and/or to classmates. The class conference area (Virtual Café and Instructor’s Office) is to be use for public messages only. One of the most important strategies for on-line student success is to stay in communication with your professor(s). It is your responsibility to seek help whenever you need it; whenever you have a question or sense yourself becoming frustrated. The sooner you make the contact, the better. If you send an e-mail and do not receive an answer as quickly as you’d like, send another e-mail or call. 

Course Topic/Dates/Assignments:
 

EDC 367 Course Calendar

 

Week

Readings & Activities

Posts Due

1

·         Read the lecture which provides an overview of this week’s topic.

·         Read Chapter 5, Organizational Management, (Hearron & Hildebrand, 2011)

·         Read the Power Point in doc sharing: EC Centers as Organizations: A Systems View

·         Choose an Early Childhood program that has a director that will cooperate with you in on-going contact/interview and share program documents

Post the following: Introduction,response to 2 peer intros,an answer to a DQ, responses to 2 peer DQ, a Lessons Learned reflection

2

·         Read the lecture which provides an overview of this week’s topic.

·         Read the Power Point in doc sharing: The Dynamics of Organizational Change

·         Read pages 1-7 of Program Administration Scale (Talon & Bloom,  2011)

·         Download from doc sharing: Program Administration Scale: Rating sheets & Document Review Templates

·         Download from doc sharing: Program Administration Scale

·         Read the Power Point in doc sharing: The Program Administration Scale: A Self- Assessment Tool

·         Link to:  http://cecl.nl.edu/evaluation/pas.htm -This link provides in-depth information about the Program Administration Scale which measures early childhood leadership and management. The link also provides opportunities for on-line discussion.

·         Submit a reflection on using a self-assessment tool to guide program planning and evaluation

·         Submit your request for a proctor site.

Post the following: An answer to a DQ, responses to 2 peer DQ, a Lessons Learned reflection. Submit reflection on using a self-assessment tool to guide program planning and evaluation.

3

·         Read the lecture which provides an overview of this week’s topic.

·         Read Chapter 9, Facilities Management, (Hearron & Hildebrand, 2011)

·         Read Notes and Questions for Subscales 7 for Facilities Management in PAS (Talon & Bloom, 2011)

·         Become familiar with the theme, criteria, and possible documentation for Facilities Management #7 in the Program Administration Scale Document List

·         Look at the PAS Rating Sheets & Document Review Templatesand fill out the Center Operations Item 7 Facilities Management score sheet and documentation list for the program that you are working with and submit in dropbox by Sunday midnight

·         Read Notes & Questions for Subscales 20 & 21 for Technological resources and Use of Technology in PAS (Talon & Bloom, 2011)

·         Become familiar with the theme, criteria, and possible documentation for Facilities Management #20 & 21 in the Program Administration Scale Document List

·         Look at the PAS Rating Sheets & Document Review Templatesand fill out the Center Operations Items 20 & 21 Facilities Management score sheet and documentation list for the program that you are working with and submit in dropbox by Sunday midnight

·         If you have not done so, submit your request for a proctor site.

Post the following: An answer to a DQ, responses to 2 peer DQ, a Lessons Learned reflection. Submit completed score sheet and documentation list for Item 7, Facilities Management and for Items 20 and 2 Technology

4

·         Read the lecture which provides an overview of this week’s topic.

·         Read Chapter 10, Managing Health & Safety Issues, (Hearron & Hildebrand, 2011)

·         Read Notes and Questions for Subscales 8 for Risk Management in PAS (Talon & Bloom, 2011)

·         Become familiar with the theme, criteria, and possible documentation for Risk Management #8 in the Program Administration Scale Document List

·         Look at the PAS Rating Sheets & Document Review Templatesand fill out the Center Operations Item 8 Risk Management score sheet and documentation list for the program that you are working with and submit in dropbox by Sunday midnight

·         Read Chapter 11, Managing Food Services, (Hearron & Hildebrand, 2011)

·         Submit a reflection on the process of change.

·         If you haven’t, submit your request for a proctor site.

Post the following: An answer to a DQ, responses to 2 peer DQ, a Lessons Learned reflection. Submit score sheet and documentation list for Risk Management.

Submit a reflection on the process of change.

5

·         Read the lecture which provides an overview of this week’s topic.

·         Read Chapter 12, Educational Programming, (Hearron & Hildebrand, 2011)

·         Read Notes and Questions for Subscales 6 for Staffing Patterns and Scheduling in PAS (Talon & Bloom, 2011)

·         Become familiar with the theme, criteria, and possible documentation for Staffing Patterns and Scheduling #6 in the Program Administration Scale Document List

·         Look at the PAS Rating Sheets & Document Review Templatesand fill out the Center Operations Item 6 Staffing Patterns and Scheduling score sheet and documentation list for the program that you are working with and submit in dropbox by Sunday midnight

Post the following: An answer to a DQ, responses to 2 peer DQ, a Lessons Learned reflection. Submit sore sheet and documentation list for Staffing Patterns and Scheduling

6

·         Read the lecture which provides an overview of this week’s topic.

·         Read Chapter 13, Family Support, (Hearron & Hildebrand, 2011)

·         Read Notes and Question for Subscales 16 Family Communication & 17 for Family Support & Involvement in PAS (Talon & Bloom, 2011)

·         Become familiar with the theme, criteria, and possible documentation for #16 Family Communication & #17 for Family Support & Involvement in the Program Administration Scale Document List

·         Look at the PAS Rating Sheets & Document Review Templatesand fill out the Center Operations Item 16 Family Communication & Item 17 for Family Support & Involvement score sheet and documentation list for the program that you are working with and submit in dropbox by Sunday midnight

Post the following: An answer to a DQ, responses to 2 peer DQ, a lessons learned reflection. Submit scores sheets and documentation lists for Family Communication, Family Support & Involvement

7

·         Read the lecture which provides an overview of this week’s topic

·         Read Chapter 15, Assessment and Evaluation ,(Hearron & Hildebrand, 2011)

·         Read Notes and Questions for Subscales 14 Program Evaluation in PAS (Talon & Bloom, 2011)

·         Become familiar with the theme, criteria, and possible documentation for #14 Program Evaluation in the Program Administration Scale Document List

·         Look at the PAS Rating Sheets & Document Review Templatesand fill out the Center Operations Item 14 Program Evaluation score sheet and documentation list for the program that you are working with and submit in dropbox by Sunday midnight

·         Prepare and submit the final project..

Post the following: An answer to a DQ, responses to 2 peer DQ, a Lessons Learned reflection, Submit scores sheets and documentation lists for Program Evaluation. Submit final project.

8

·         Read the lecture which provides an overview of this week’s topic.

·         Read and view the provided material.

·         Prepare for the final exam by selecting an article from those provided in doc sharing.

 

Post the following: An answer to a DQ, responses to 2 peer DQ, a Lessons Learned reflection. Submit the final exam

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 .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:3/17/2012 12:39:01 PM