Program Leadership Initiative
- Administration and Supervision of Programs for Young Children: 3 credits, upper division level
June 2004 through December 2020
- Family and Community Involvement in Early Childhood Programs: 3 credits, upper division level
August 2008 through December 2020
- Financial Management in Programs for Young Children: 3 credits, upper division level
November 2007 through March 2018
- Leadership in Programs for Young Children: 3 credits, lower division level
March 2007 through March 2018
Source of Records
Connecticut Office of Early Childhood (OEC) Program Leadership Initiative; 165 Capitol Avenue G-35; Hartford, CT 06106
About the Reviewed Program
The Program Leadership Initiative (PLI) programs are provided to meet the competencies of the Connecticut Director Credential. The Connecticut Office of Early Childhood (OEC) was established in 2013 to coordinate and improve the various early childhood programs and components in the state to create a cohesive high-quality early childhood system. The OEC oversees a coordinated system of early childhood care, education and support. The Program Leadership Initiative (PLI) programs were previously provided by Connecticut Charts-A-Course which was merged into the new OEC.
Administration and Supervision of Programs for Young Children, June 2004 through December 2020: 3 credits, upper division level
This course focuses on administering programs for young children. The course utilizes national standards (NAEYC Program Standards and Accreditation Criteria) and the NAEYC Code of Ethical Conduct as the underlying framework for best practice in the administrative realm. This course explains and discusses the role of the administrator in private, public, and federally funded schools. It addresses various program philosophies, comprehensive programs, methods of managing staff and programs, regulations, facilities, and developing family and community partnerships. The course is designed to meet the requirement for the Connecticut Director's Credential as the introductory survey course.
Family and Community Involvement in Early Childhood Programs, August 2008 through December 2020: 3 credits, upper division level
This course provides an in-depth look at the development of the young child in the context of today's families, schools, and communities. It examines three contextualist theories; family strengths and diversity; cultural competence; early childhood standards and legislation; and the roles and responsibilities of families, educators, service providers, and community members. The course provides practical strategies for implementing a family-based philosophy and building an authentic "family-centered" early childhood program. Special emphases include: establishing family-staff community partnerships; promoting staff as child and family advocates; and enhancing communication and leadership skills. The underlying framework for the course is the NAEYC accreditation criteria for the "Families and Community Relationships" standards and the NAEYC Code of Ethical Conduct.
Financial Management in Programs for Young Children, November 2007 through March 2018: 3 credits, upper division level
This course focuses on the financial aspect of administering an early childhood program. It explains and discusses the various aspects of budgeting, including tools that are commonly used in all businesses as well as tools that are specific to ECE programs. It addresses the "trilemma" inherent to programs with strategies to think about balancing cost, quality and affordability.
Leadership in Programs for Young Children, March 2007 through March 2018: 3 credits, lower division level
This course is designed to examine the multi-dimensional roles of the early childhood program administrator. Emphasis is on reflective and introspective processes to support each individual's capacity for leadership and to identify developing and emerging abilities. The course will explore: leadership styles and their impact on program management; tools for decision making and participatory management; the benefits of partnerships with peers, families, and other stakeholders; advocacy; and strategic approaches to initiating and implementing change.