HDEV 0010. Practicum Experience in Early Childhood Education

Units: 3
Prerequisite: Completion of HDEV 3 and 5 with grades of "C" or better
Corequisite: Concurrent enrollment in HDEV 10L
Advisory: Completion of HDEV 25 with grade of "C" or better
Hours: 54 lecture
Focuses on child centered, play-oriented approaches to teaching, learning, and assessment. Knowledge of developmentally appropriate curriculum content areas will also be emphasized as students design and evaluate experiences that promote development and learning for all young children. Students must co-enroll in HDEV 10L to secure their practicum/student teaching space in a local high quality child development program. (combined with HDEV 0010L C-ID ECE 210) (CSU)

HDEV 0010 - Practicum Experience in Early Childhood Education

http://catalog.sierracollege.edu/course-outlines/hdev-0010/

Catalog Description Prerequisite: Completion of HDEV 3 and 5 with grades of "C" or better Corequisite: Concurrent enrollment in HDEV 10L Advisory: Completion of HDEV 25 with grade of "C" or better Hours: 54 lecture Description: Focuses on child centered, play-oriented approaches to teaching, learning, and assessment. Knowledge of developmentally appropriate curriculum content areas will also be emphasized as students design and evaluate experiences that promote development and learning for all young children. Students must co-enroll in HDEV 10L to secure their practicum/student teaching space in a local high quality child development program. (combined with HDEV 0010L C-ID ECE 210) (CSU) Course Student Learning Outcomes CSLO #1: Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children. CSLO #2: Analyze classroom space and daily routines and their effect on behavior and interactions of children and teachers. CSLO #3: Describe various family involvement strategies. CSLO #4: Analyze student teaching experiences to inform and guide future teaching and collaborative practices. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives 1. Plan, implement, and evaluate curriculum using various techniques and teaching strategies based on the needs and interests of young children. 2. Analyze classroom space and daily routines and their effect on behavior and interactions of children and teachers. 3. Describe various family involvement strategies. 4. Analyze student teaching experiences to inform and guide future teaching and collaborative practices. 5. Utilize the California Preschool Learning Foundations and Curriculum Frameworks to create curriculum. 6. Analyze instructional support using the CLASS assessment tool. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Students will discuss program philosophies, daily schedules, curriculum, etc., in small groups. Students can compare and contrast what they see in lab settings. Evaluated on a rubric developed by the instructor and shared with the students. Essay Examinations Example: Students will write an essay on reflective practices as they relate to the field of Early Childhood Education today. Essay evaluated on a rubric developed by the instructor and shared with the students. Objective Examinations Example: Students will take online or in class multiple choice exams on assigned reading. Example: When defining ethical behaviors in Early Childhood Education settings, what document is used as a guide? a. Creative Curriculum b. High Scope Methods c. NAEYC Code Problem Solving Examinations Example: Students will be given an activity and then presented with a child with a special need/disability who will not be able to participate in the activity as it is written. Students must use problem-solving skills to adjust the activity for that child. Graded on a rubric developed by the instructor and shared with the students. Projects Example: Projects will consist of activity plans that students will implement with the children. Students must provide a rationale based on children’s interest and using anecdotal notes from assessment. They must link the activity to the Desired Results Assessment tool and include intentional teaching strategies. Self-evaluation will be required along with an evaluation from the supervising teacher. Evaluated on a rubric developed by the instructor and shared with the students Reports Example: Student may write reports on current curriculum models. Evaluated on a rubric developed by the instructor and shared with the students. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture on reflective practices, and then students can discuss how what was presented in lecture is demonstrated in lab settings. Distance Learning Students will participate in a discussion board sharing their laboratory experiences with regards to a focus such as environments, curriculum areas, meal preparation, etc. Typical Out of Class Assignments Reading Assignments 1. Read professional articles on the classroom responsibilities of a lead teacher (parent-teacher relationships, lapses in supervision, coordinating classroom events), list the top 5 responsibilities and be prepared to discuss in class. 2. Read text material on reflective practices in teaching and prepare a summary of the material. Writing, Problem Solving or Performance 1. Utilize developmentally appropriate curriculum models in planning for children. 2. Develop a personalized teaching philosophy to add to professional portfolio. Other (Term projects, research papers, portfolios, etc.) 1. Update and revise career portfolio 2. Complete California Preschool Learning Foundations and Curriculum Frameworks CECO Modules Required Materials CLASS Dimensions Guide Author: Teachstone Publisher: Teachstone Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: California Preschool Learning Foundations Author: Child Development Division California Department of Education Publisher: CDE Press Publication Date: 2008 Text Edition: Classic Textbook?: OER Link: OER: Anti-Bias Education for Young Children and Ourselves Author: Derman-Sparks Publisher: NAEYC Publication Date: 2010 Text Edition: 1st Classic Textbook?: OER Link: OER: Developmentally Appropriate Practice in Early Childhood Programs Author: S. Bredekamp & C. Copple Publisher: NAEYC Publication Date: 2009 Text Edition: 3rd Classic Textbook?: OER Link: OER: Carter, M., and Carter, D. Author: Reflective Teaching Publisher: Redleaf Press Publication Date: 2015 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Bullard, J. Creating Environments for Children (carryover from HDEV 5) Class booklet

Human Development and Family

http://catalog.sierracollege.edu/departments/human-development-family/

The Human Development and Family degree program provides students with the necessary education for work in child development programs at various levels: assistant teacher, associate teacher, teacher, master teacher, site supervisor and director. It also includes instruction in infant care, preschool, school-age care, and children’s advocacy. Course work prepares students who wish to go into the field of teaching, as well as work with families and social services.

HDEV 0010L - Practicum Experience in Early Childhood Education Lab

http://catalog.sierracollege.edu/course-outlines/hdev-0010l/

Catalog Description Prerequisite: Completion of HDEV 3 and 5 with grades of "C" or better Corequisite: Concurrent enrollment in HDEV 10 Advisory: Completion of HDEV 25 with grade of "C" or better Hours: 90 laboratory Description: Ninety hours of student teaching experience will be required for this course, in addition to enrollment in the lecture portion of HDEV 10. Students will be placed in pre-selected local classroom settings within district boundaries. Please see class schedule for student teaching placement meeting information, as well as immunization requirements. (combined with HDEV 0010 C-ID ECE 210) (CSU) Course Student Learning Outcomes CSLO #1: Apply a variety of effective approaches, strategies, and techniques for teaching in an early childhood classroom in a lab setting. CSLO #2: Implement and evaluate curriculum and environments based on observation and assessment of young children in a lab setting. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 0 Total Student Learning Hours 90 Course Objectives 1. Apply understanding of current research and developmental theories to planning experiences for young children. 2. Demonstrate developmentally appropriate practices in supervised early childhood classrooms. 3. Perform teaching and non-teaching responsibilities. 4. Demonstrate professional and ethical behaviors. 5. Model and facilitate appropriate problem solving, conflict resolution strategies, and social behavior. 6. Utilize effective record keeping systems to document, assess, and track children’s progress. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Skill Demonstrations Example: Students will be observed directly twice by their instructor of record in the semester, and given feedback on their planning and instructional practices. Repeatable No Methods of Instruction Laboratory Distance Learning Lab: Students will complete 90 hours of student teaching in a high quality preschool setting. Students will complete lesson plans, implement said lesson plans, and complete evaluations of activities completed. Distance Learning Students will create lesson plans that support home learning activities. These plans will be inclusive of family and home settings and use materials that can be found in a typical household. Typical Out of Class Assignments Reading Assignments 1. Review files of children enrolled in lab settings. 2. Review curriculum materials for choosing developmentally appropriate activities. Writing, Problem Solving or Performance 1. Perform teacher duties in the lab setting (planning and implementation of curriculum, child guidance, supervision, etc). 2. Complete lesson plans and reflections of those lessons. Other (Term projects, research papers, portfolios, etc.) 1. Attend IEP meetings or parent teacher conferences as appropriate. 2. Attend on site activities or field trips as scheduled by assigned site. 3. Participate in team planning with lab staff. Required Materials Creating Environments for Children Author: Bullard, Julie Publisher: Pearson Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course. Materials to implement activities with children in various areas (math, science, literacy, puppetry, music, movement). Emphasis will be on low cost/free and found materials. Students will have access to lab materials as well when planning activities.

EDU 0010 - Introduction to Elementary Education with Field Experience

http://catalog.sierracollege.edu/course-outlines/edu-0010/

Catalog Description Advisory: Completion of HDEV 1 with grade of "C" or better; eligibility for ENGL 1A Hours: 90 (36 lecture, 54 laboratory) Description: Introduction to the concepts and issues related to teaching diverse learners in contemporary K-12 schools. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California's content standards and frameworks, and teacher performance standards. In addition to class time, requires a minimum of 45 hours of structured field work in public school elementary classroom that represent California's diverse student population. Fulfills one of the early field experiences for the CSUS Liberal Studies major. Negative TB test and fingerprint screening required. (C-ID EDUC 200) (CSU, UC) Course Student Learning Outcomes CSLO #1: Explain the role and function of the teacher in the public elementary school setting and the requirements and experiences needed to obtain a teaching credential. CSLO #2: Apply principles that underlie effective relationships with other teachers, students, and families and examine and assess issues concerning culture and diversity. CSLO #3: Demonstrate and apply basic observation tools and design basic lesson plans in content areas. CSLO #4: Interpret and apply theories related to child development and learning in a field placement setting. Effective Term Fall 2016 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 72 Total Student Learning Hours 162 Course Objectives Lecture Objectives: 1. Define the role and function of the teacher in the public elementary school setting, and identify personal meanings related to teaching. 2. Articulate basic purposes of schooling and trace the history of the development of public education in the United States. 3. Describe the multiple roles and functions of teachers and other school personnel in meeting the diverse needs of students. 4. Identify academic requirements and experiences needed to obtain a teaching credential. 5. Design basic lesson plans in content areas. 6. Demonstrate knowledge of the impact of cultural contexts on learning. 7. Demonstrate knowledge of professional standards, ethics and professionalism in classroom and school visits. 8. Demonstrate an understanding of educational issues in a global context. 9. Analyze ecological challenges outside the classroom that impact student learning, and identify school and community resources that address these challenges. Laboratory Objectives: 1. Interpret and apply theories related to child development and learning in a field placement setting. 2. Present basic lesson plans in content areas. 3. Relate course content to real classrooms through satisfactory completion of approved field work including structured assignments, observations, and reflections that demonstrate the observers ability to: a. recognize and describe examples of teaching events that implement some elements of the CSTP and TPEs; b. observe the use of state adopted academic content and performance standards; c. compare and contrast classroom environments; d. recognize and describe individual difference among students and identify strategies and accommodations used to address these differences. 4. Demonstrate skill in implementing established protocols for visiting schools and classrooms and in implementing observation protocols. General Education Information Approved College Associate Degree GE Applicability CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Reflection questions - this will include their reflection questions, and their own responses to their experiences in the elementary school, readings, projects. Projects Example: Students will demonstrate an understanding of the role of a teacher by completing, writing about, and presenting a service learning project. Students will develop, plan, implement, and evaluate a project of their choice or in conjunction with staff at the elementary school which will benefit the school. The entire project plan will be chronicled in writing and completed by the end of the semester. Students will orally report and individually present the project to the class. All projects must be approved by the instructor. Reports Example: Students will demonstrate their understanding of becoming a teacher by turning in a portfolio at the end of the semester. During the semester, and as students continue their journey to becoming a teacher, they will revisit many concepts covered in the class. They will view issues from different perspectives, different opinions, or with an added dimension. To reflect their growth, they will keep their work in a portfolio throughout the semester. Repeatable No Methods of Instruction Laboratory Lecture/Discussion Distance Learning Lab: Instructor will ask students to reflect in writing on the reading that they do, and also to write a reflective essay about their classroom experiences at the elementary school, particularly what they learned from the classroom participation and how it impacted their career plans. Instructor will also ask students to write about the role of the teacher outside the classroom based on their experience at the school and in the school setting. Lecture: The instructor will ask students to read their textbooks about teaching and analyze the issues the text raises. For example, after reading a chapter on diversity, students will be asked to analyze ways that they might differ from their students and identify personal biases that could affect their effectiveness working with students. The instructor will ask students to read their text, discuss the points raised in the text, and keep a reflective journal. For example, the students will read about "reflective teaching" and keep a field work log based on formats explained in the text that helps them reflect on their teaching and their goals. Typical Out of Class Assignments Reading Assignments 1. Instructor assigns the textbook's first chapter, "Introduction to Teaching: Becoming a Professional." Students will write a brief reflection in response to the question "What are your motivations for wanting to become a teacher?" 2. Instructor will assign the chapter, "Why Teach?" in the textbook, Introduction to Teaching: Making a Difference in Student Learning. After reading, students will review the reflection they previously wrote along with their teaching experiences to date. Then they will examine these in terms of developing their own philosophy of teaching. Writing, Problem Solving or Performance 1. Students will keep a reflective journal that records their experiences at the elementary school. Students should recognize that journals are not just a chronology of activities, but a place to think and write about the types of interactions they have had, such as questions or concerns about a child, insights or thoughts about their feelings or ideas. Students may also include thoughts about the textbook readings, especially as it applies to field work. 2. Students will write a 2-3 page reflective essay about the classroom experiences at the elementary school. The paper should also include what was learned from the classroom participation and how it may impact career plans. 3. Students will attend a School in Action observation - an activity not part of the school day, such as a school board meeting, staff meeting, curriculum committee meeting, and write a brief reflection about their observations. Other (Term projects, research papers, portfolios, etc.) 1. Service learning project: Students will plan and develop a project, submit project plan in writing, present an oral report about the project. Required Materials Teaching Today: An Introduction to Education Author: Armstrong, Henson, & Savage Publisher: Pearson Publication Date: 2014 Text Edition: 9th Classic Textbook?: OER Link: OER: Foundations of American Education Author: Webb, Metha, Jordin Publisher: Pearson Publication Date: 2017 Text Edition: 8th Classic Textbook?: OER Link: OER: Introduction to Teaching: Becoming a Professional Author: Kauchak & Eggen Publisher: Pearson Publication Date: 2017 Text Edition: 6th Classic Textbook?: OER Link: OER: Introduction to Teaching: Making a Difference in Student Learning Author: Hall, Quinn, Gollnick Publisher: Sage Publication Date: 2017 Text Edition: 2nd Classic Textbook?: OER Link: OER: Savage Inequalities Author: Kozol Publisher: Crown; Broadway Paperbacks Publication Date: 1991 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.

Course Identification Numbering System (C-ID)

http://catalog.sierracollege.edu/student-resources/course-information/course-identification-numbering-system/

...120 HDEV 0002 ECE 130 HDEV 0005 ECE 200 HDEV 0003 ECE 210 HDEV 0010...

Humanities

http://catalog.sierracollege.edu/departments/humanities/

...also WMST 0003 ) HUM 0010 World Religions HUM...Children's Literature (also HDEV 0044 ) ENGL 0045...

Sociology

http://catalog.sierracollege.edu/departments/sociology/

...Women's Health SOC 0010 Feminism and Social...0004 The Family (also HDEV 0022 ) SOC 0005...