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ECE 325: Personnel Management in Programs for Children

Course Description

This course will focus on providing program administrators and supervisors with an understanding of the development of human resources in an early childhood setting. The course will provide an in-depth look at personnel management in the early childhood environment. Students will explore recruitment, orientation and development, motivation and supervision of employees. Personnel policy development and procedures will be examined. Students must be program administrators or supervisors. (3 credits)

Prerequisites

  • ECE 101: Introduction to Early Childhood Education
  • ENG 101: English Composition 1
  • ENG 102: English Composition 2
  • ECE 250: Administration and Supervision of Early Childhood (Recommended)

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. discuss the differences in the types of early childhood programs and the implications for supervision in various early childhood settings;
  2. demonstrate the concepts of “role sets” as it applies to an early childhood setting;
  3. identify three myths of supervision and the impact of such thinking in supervision;
  4. write a job description that serves as a recruiting tool, provides a basis for orientation, performance appraisal, and training;
  5. design an evaluation tool;
  6. create an orientation tool;
  7. examine and evaluate selected personnel policies;
  8. describe the three components of the Developmental Dynamic of the supervisory meeting;
  9. explain the adult stages of development as defined by Erikson;
  10. discuss approaches to adult learning and staff development;
  11. discuss and demonstrate adult stages of development and the implication for staff development;
  12. examine three stages of supervisory development;
  13. illustrate an understanding of supervisee development through observation and interview;
  14. explain the five stages of clinical supervision and how it is implemented in the supervision process;
  15. implement observation using CDA assessment, ECERS/ITERS, or NAEYC accreditation criteria related to teacher behaviors in the classroom;
  16. define and incorporate evaluation terminology in discussion

General Education Outcomes (GEOs)

Please check the applicable GEOs for this course, if any, by outcomes at GEO Category Search, or by subject area at GEO Discipline Search.

Course Activities and Grading

Assignments

Weight

Discussion Threads (Weeks 1-8)

20%

Individual Assignments (Weeks 1-3)

15%

Case Study (Weeks 4 & 5)

10%

Journal (Weeks 1-8)

20%

Observation (Weeks 6 & 7)

15%

Midterm & Final Exam

20%

Total

100%

Required Textbooks

Available through Charter Oak's online bookstore

  • Caruso, Joseph J. with Fawcett, M. Temple, Supervision in Early Childhood Education, A Developmental Perspective, 3rd edition, Teachers College Press, NY, 2007, ISBN 13: 978-0-8077-4731-5, ISBN 10: 0-8077-4731-9

Additional Resources

  • Early Childhood Environmental Rating Scale (ECERS) or Infant/Toddler Environmental Rating Scale (ITERS)
  • CDA Assessment Tool
  • NAEYC accreditation standards
  • NAEYC Code of Ethical Conduct
  • Professional Development Standards for the state in which the student is working*
  • State Licensing Regulations for Child Care for the state in which the student is working*

    *Default Professional Development Standards and State Licensing Regulations for Child Care will be Connecticut

** Student does not need to purchase these items, but will need access to the list of supplemental materials. ECERS/ITERS and CDA assessment tool may be available through the State Education Departments, college libraries with an early childhood program, state professional development offices, educational consultants., early childhood resource centers. NAEYC materials are available online at www.naeyc.org. Professional Development Standards are available at State Department of Education or Departments of Early Childhood. Contact the appropriate state agency for licensing regulations. Default – Connecticut: Connecticut Charts A Course, State Department of Education (early childhood division) for professional development; State Department of Public Health for Licensing Regulations.

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

4, 6

Human Resources – Setting the Stage: Recruitment and Orientation

  • Readings:
    • Caruso Ch.1, 2, 14
  • Read assigned chapters
  • Participate in Discussion
  • Complete Individual Assignment
  • Complete Journal Assignment

2

1, 2, 3, 5, 7

Personnel Policies, Supervisor and Supervision

  • Readings:
    • Caruso ch.3 supervisors and staff-roles and responsibilities
  • Read assigned chapters
  • Participate in Discussion
  • Complete Individual Assignment
  • Complete Journal Assignment

3

8, 9, 11

Developmental Perspective (Part 1)

  • Readings:
    • Caruso, Ch. 4, 5
  • Read assigned chapters
  • Participate in Discussion
  • Complete Individual Assignment
  • Complete Journal Assignment

4

12, 13

Developmental Perspective (Part 2)

  • Readings:
    • Caruso, Ch. 6, 7, 8
  • Read assigned chapters
  • Participate in Discussion
  • Complete Journal Assignment
  • Complete Case Study
  • Complete Midterm Exam

Midterm Exam

5

14

Framework for Supervision (Part 1)

  • Readings:
    • Caruso, Ch. 9, 10
  • Read assigned chapters
  • Participate in Discussion
  • Complete Journal Assignment
  • Complete Case Study

6

9,10

Framework for Supervision (Part 2)

  • Readings:
    • Caruso, Ch. 11
  • Read assigned chapters
  • Participate in Discussion
  • Complete Journal Assignment
  • Observation Due

7

10

Special Issues Effecting Supervision

  • Readings:
    • Caruso, Ch. 12
  • Read assigned chapters
  • Participate in Discussion
  • Complete Journal Assignment
  • Observation Due

8

13,14

Staff Development Ethics

  • Readings:
    • Caruso, Ch. 13, 15, 16
    • NAEYC Code of Ethical Practice
  • Read assigned chapters
  • Participate in Discussion
  • Journal Due
  • Take Final Exam
  • Complete Course Evaluation

Final Exam

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.