Professional Development

Semester: Spring Year: 2021

Course Number: HDFS 3043

Credit Hours This Course: 3 credit hours

University Offering Course: Oklahoma State University

Department: Human Development and Family Science

Instructor: Dr. Linda Sheeran

Virtual Office Hours: Send an email to make an appointment (USA Central

Time Zone) Email: linda.sheeran@okstate.edu

Course Description from OSU Catalog:

The role of a professional as a teacher, administrator, or advocate in early

childhood programming. Professionalism and ethics, identifying child abuse,

and applying universal precautions. Discussion of qualities of the early

childhood educator role, program models, and working with children and

professional colleagues. Web-based instruction. Prerequisite(s): Admission

to Great Plains IDEA Early Childhood Non-certification program and HDFS

2113.

General Course Description

This course will focus on the role of a professional as a teacher,

administrator, or advocate in early childhood programming. Students will

learn about professionalism and ethics, identifying child abuse, and applying

universal precautions. Learners will discuss the qualities of the early

childhood educator role, program models, and working with children and

professional colleagues. During this course, students will develop an

understanding of the Practicum Experiences and begin preparation for those

experiences.

Prerequisites:

Admission to Great Plains IDEA Early Care and Education in a Mobile Society

program.

Expected Learning Outcomes:

Upon successful completion of this course, students will be able to: Describe

the roles and dispositions of the early childhood professional.

• Explain sections of the NAEYC code of ethical conduct and elements of

professional conduct.

• Describe the importance of collaborating with families and other

professionals in the field.

• Identify quality aspects of early childhood programs and the way the

programs address how children learn.

• Describe various early childhood program models (including home visiting,

family-based childcare, center-based childcare, U.S. Department of Defense

programs), and program philosophies (e.g., Reggio Emilia, Montessori, etc.).

• Explain how to identify child abuse and maintain universal precautions in

early childhood programs.

• Describe how to advocate for children, families, and the profession.

• Identify possible practicum programs/locations to complete the program.

• Meet NAEYC standards 3b, 6a, 6b, 6e

Required Materials/Readings:

Books: These will be required reading and can be ordered from the

Bookstore, Amazon, or rented and returned at the end of the

semester.

• Feeney, S. (2011). Professionalism in early childhood education: Doing our

best for young children. Upper Saddle River, NJ: Pearson.

• Feeney, S., Freeman, N. K., (2012). Ethics and the early childhood

educator: Using the NAEYC Code (3rd ed.). Washington, D.C.: National

Association for the Education of Young Children.

Publications: These can be found on-line by Google or through the OSU

library.

• Goldman, J., Salus, M. K., Wolcott, D., & Kennedy, K. Y. (2003). A

coordinated response to child abuse and neglect: The foundation for

practice. Retrieved

from: https://www.childwelfare.gov/pubs/usermanuals/foundation/ You can

order this free from the organization.

• Katherine Dwyer, Associate Attorney. (2016) Child abuse or neglect

investigations. Retrieved from: https://www.cga.ct.gov/2016/rpt/pdf/2016-

R-0209.pdf

• Harte, H. A. (2011). E-professionalism for early care and education

providers. Dimensions of Early Childhood, 39(3), 1-9. Retrieved from

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved

=0CFkQFjA

H&url=http%3A%2F%2Fwww.southernearlychildhood.org%2Fupload%2Fpdf

%2FE_Profe

ssionalism_for_Early_Care_and_Education_Providers_by_Helene_Arbouet_H

arte.pdf&e

i=dXu-UY7WE9C-

0QHM_oDQCw&usg=AFQjCNGL3usuZGOUqaCO3hYQDFNILOxIsw

• Isaacs, J. B. (2008, September). Impacts of early childhood programs.

Retrieved from http://www.brookings.edu/research/papers/2008/09/early-

programs-isaacs

• Ounce of Prevention Fund. (2009). Early childhood advocacy

toolkit. Retrieved from: https://www.theounce.org/wp-

content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdf

Articles:

• Boud, D. (2001). Using Journal Writing to Enhance Reflective Practice. New

Directions for Adult and Continuing Education, 90, 9-

17. http://pdf.aminer.org/000/244/712/using_technology_to_enhance_creat

ive_actions_in _decision_making.pdf

• Colker, L. J. (2008). Twelve characteristics of effective early childhood

teachers.

Retrieved

from www.naeyc.org/files/yc/file/200803/BTJ_Colker.pdf (Attached to Week

1 on Canvas)

• Da Ros-Voseles, D., & Fowler-Haughey, S. (2007). Why children’s

dispositions should matter to all teachers. Beyond the Journal • Young

Children on the Web. (Copy link into your

browser) https://pdfs.semanticscholar.org/6e68/79fd3a70a74ea1d97865356

1ad666d9a492f.pdf

• Edwards, C. P. (2002). Three approaches from Europe: Waldorf,

Montessori, and Reggio

Emilia. ECRP: Early Childhood Research and Practice, 4(2). (Copy into your

browser) https://www.researchgate.net/publication/26390918_Three_Appro

aches_from_Europe_Waldorf_Montessori_and_Reggio_Emilia

Kremenitzer, J. P. (2005). The emotionally intelligent early childhood

educator: Self-reflective journaling. Early Childhood Education Journal.

33(1), 3-9. doi: 10.1007/s10643-005-0014-6 (Attached to Week 4)

• Simon, F. (2011, October). Everyone is doing it: Managing social media in

the early childhood ecosystem. ChildCare Exchange. Retrieved from

http://www.slideshare.net/FSSimon/everyone-is-doing-it-managing-social-

media-inthe-early-childhood-ecosystem (Found in the Readings Folder on

Canvas)

Resources:

• ECEMS Handbook for

students https://www.gpidea.org/document_center/download/program-specific-

handbooks/ECEMS_Student-Handbook.pdf

• Son of Citation: APA Format Citation Generator

https://www.bing.com/search?q=son+of+citation+machine+apa&form=EDG

HPC&qs=LS&cvid=22bafd2865ee4043b2262e092db8881b&pq=son+of+citati

on&elv=ACrDNZo6wmhAKtas6SrzlS60NDvlJgb5tJlNfzL1xRgG&PC=DCTE

• Purdue University Online Writing

Lab https://owl.english.purdue.edu/owl/section/2/10/

General expectations:

This is a 100% online course:

The instructor expects you to log into the course daily to be aware of

possible announcements and reminders and to pace your progress in the

course. Students are responsible for all information posted on the site. The

instructor expects and encourages active online participation: Online course

activities promote learning and the creation of a learning community.

Time Investment:

You should expect to invest 9 hours per week in this course during a spring

or fall semester, more in a summer course. Our program faculty

recommends that students spend 2 hours of outside study in addition to

every 1 hour of class time. For example, a 3 credit-hour, the face-to-face

course would equal total time investment of nine hours per week, or

135 hours per semester, in a 15-week course. Expectations for time

investment are no less rigorous for online courses.

Technology:

See the Expectations for Technical Requirements document and Course

Information Sheet to learn/review technical requirements for this course and

the teaching institution.

Email communication:

Use linda.sheeran@okstate.edu for sending e-mail messages to the

instructor. The subject line of your email should say “Professional

Development” The instructor will respond to your e-mail messages within 48

hours.

Submitting Assignments:

You will submit some assignments through Canvas Learning Management

System and when directed, to my email linda.sheeran@okstate.edu

Please title your assignment files lastname_firstname_assignmentname.doc

Late Assignment Policy:

The general policy for the ECEMS Program in online classes, assignments will

be considered late if they are submitted after the weekly deadline for the

week that they were assigned. Late assignments in online classes will lose

10 percent each Sunday, Wednesday, and Friday past the due date at

midnight Central Time. For example, if a 100-point assignment was due on a

Saturday and the student submits the assignment on the following Sunday,

Monday, or Tuesday the highest grade the assignment can receive is a 90. If

the assignment is submitted on Wednesday, Thursday, or Friday, the highest

grade the assignment can receive is an 80. It is always wise to contact the

course instructor if you need to miss an assignment.

Course Assignments:

This course is organized into 14 content modules. You will follow the course

schedule found at the end of this syllabus, which includes all due

dates. Detailed explanations of the assignments can be found in the

syllabus for the course and/or in the PowerPoint for the week. Each

PowerPoint will load on Sunday Morning and assignments are due the

following Saturday unless noted in the assignment or the PowerPoint. In

some cases, the Discussion assignment is due on Saturday but responses

might be due the following Wednesday. Be sure to check the PowerPoint for

the week.

This is a brief introduction to the required assignments.

Readings:

Find reading assignments on the Tentative Course Outline that is at the

end of this syllabus as well as a separate document under Course Content.

Please note this is a Tentative Outline and can change during the semester,

if necessary. Please read designated portions of the text as they are

assigned, and keep up with your reading. Otherwise, you will miss

important pieces of information since the instructor will assume that you are

familiar with the assigned readings. References to assigned reading

materials must be cited in every written assignment. You will use the

APA 7 format for citing with the body of your assignment. Also, the

instructor will conduct virtual discussions at different points during the

course and will expect students to contribute relevant and insightful

comments. All assignments must be posted by Saturday 11:30 pm (CST)

each week unless otherwise noted.

Assignment: Welcome Introductions

Go to the Discussion section of the course site, Canvas, and read the

Welcome/Introduction comments from the Instructor and others enrolled in

the class. Add your introduction and then comment on at least one other

person’s post. (20 points)

Assignment: Exploring professionalism in early childhood:

This assignment has two parts due at different points during the semester.

Sign up for the ExchangeEveryDay: This is an electronic newsletter,

delivered via email, for Exchange Press, Inc. (publishing organization that

supports early childhood professionals). The newsletter is free and provides

an immediate connection to the profession. The daily emails provide quick

snippets of information, enough to see if you are interested in reading

further on the topic – a link to more information is provided in the email.

Students will discuss various topics of interest in the course discussion

forum. To sign up go to www.childcareexchange.com/ Scroll to the bottom

and in the right-hand corner is a yellow/orangeish box for you to fill out your

email. This is a free subscription. Email instructor the verification email for

the newsletter. (10 points)

Exploring professionalism: Students will be assigned one professional

organization to explore in-depth. Assignment details can be found in the

PowerPoint Presentation for week three. Students will use the course

discussion forum to:

1. Describe the purpose of the various professional organization they

have been assigned [e.g., National Association for the Education of

Young Children (NAEYC), Association for Childhood Education

International (ACEI), National Head Start Association (NHSA), The

Division for Early Childhood (DEC), National Association for Family

Child Care, Association for Early Learning Leaders, National Childcare

Association, American Federation of Teachers, Council for Exceptional

Children, Early Childhood Music and Movement Association, First 3

Years, and World Association for Infant Mental Health (WAIMH)]

2. List the benefits of membership for their assigned organization

3. Inform others on the cost of membership and include the link

to membership. Describe how to become involved in each

organization (activities and membership).

4. Compare professionalism as identified in the NAEYC readings

with those of other professional organizations. (Each section is

worth 10 points for a total of 50 points)

Assignment: Understanding Ethical Conduct:

Exploring ethical dilemmas: The purpose of this assignment is to help

students understand the reasons for having professional ethics, and practice

applying ethics in realistic situations. Students will discuss four ethical

dilemmas presented in the Discussion section of the Course site, Canvas, on

four different weeks. Students will use the course discussion forum to

identify how to address the dilemmas. In addition to initial posts about how

to address the dilemmas, students will react to the decision of other

students in the course. Grading for this assignment will include involvement

in the initial discussion as well as feedback to the group. [Topics for

dilemmas: How to maintain confidentiality during practicum; Program

philosophy differs from the student’s professional philosophy; Child discipline

philosophy in programming vs that of parents; Handling differences between

co-workers]. (25 points each) (NAEYC: 3b)

Rubric for Posting and Responding to the Dilemmas

5 Points 4 Points 3 Points 2 Points

Relevance

of Post

Post related to

discussion

topic. Cites

additional

references

related to topic

Topic related

to discussion

content;

prompts

further

discussion of

topic

Post is short

in length and

offers no

further insight

into the topic

Topic does not

relate to

discussion; short

or irrelevant

remarks

Expression

within post

Expresses

opinion and

idea in a clear

and concise

manner with

obvious

connection to

topic

Opinion and

idea stated

clearly with

occasional lack

of connection

to topic

Unclear

connection to

topic

evidenced in

minimal

expression of

opinion or

idea

Does not express

opinion or idea

clearly

Contribution

to the

learning

community

Aware of needs

of community;

frequently

attempts to

motivate the

group

discussion;

presents

creative

approaches to

topic

Frequently

attempts to

direct the

discussion and

present

relevant view

pints for

consideration

by the group;

interacts freely

Occasionally

makes

meaningful

reflection on

group’s

efforts;

marginal

effort to

become

involved with

the group

Does not make

effort to

participate in

learning

community as it

develops

Delivery of

Post

Grammatically

correct with

rare

misspellings

Few spelling or

grammatical

error noted

Some spelling

or

grammatical

error noted

Poor spelling and

grammar

Assignment: Practicum Placement Plan/Skype and Zoom Session:

This assignment is intended to help students plan for practicum placements

that they will need to complete the degree. Students will:

1. participate in an on-line Zoom Meeting with practicum coordinator and

other class members describing how to identify practicum sites. (20

points)

2. the student will identify possible programs/settings for their

participation in each of the 3 practica and will fill out the Student

Practicum Profile and submit on the course site. (15 points)

3. the student will write an introduction letter to potential placement sites

(10 points)

4. the student will develop a professional resume for potential placement

sites (10 points)

5. Set up a time to ZOOM with the Practicum Coordinator to share this

plan. (20 points)

6. Once the practicum coordinator has approved this plan, the student

will submit the documents to the practicum coordinator as evidence of

completing the assignment for this course.

It is acknowledged that this is a tentative plan; programs and student

circumstances may change, and changes in the practicum placement plan

may result.

Assignment: Reflective Practice Journal:

The purpose of this assignment is to introduce students to the ideas of

becoming a reflective practitioner and leader. Students will read articles

about this concept and then begin a reflective journal and carry it out for 8

weeks. (40 points total) Students will share one entry with other students

in the class on the Discussion Forum of the course site and then respond to

five submissions of other students (25 points) Assignment is explained in

detail in Week 4 PowerPoint (65 points total) (NAEYC 3b)

Assignment: Advocacy:

Advocacy is an important component of professional practice. For this

assignment, students will select a topic related to early childhood education

and professional practice and write a speech to communicate

recommendations or position statements to their classmates acting as a local

school board. (50 Points) Students will share this message with their group

for feedback in Discussion Forum and each student will vote as if they were

a school board member to accept or reject the proposal (25 Points)

Complete instructions can be found in the Content section of the course site

under Week 13 both in a Word Document and in the PowerPoint. (75 Points

Total)

(NAEYC: 6a, 6b, 6e)

Assignment: Exams and Quizzes on Course Material:

There are at least three quizzes or more, if necessary, to ensure mastery of

a concept, during the semester. The point value varies on each of the

quizzes. Quizzes will cover Course PowerPoint information, course readings,

NAEYC ethics, universal precautions, identifying child abuse, early childhood

learning, and program models, and advocacy.

There are two comprehensive exams one on Week 8 (226 points) and a

Final Exam on Week 15(162 points)

Assignment: Discussion requirements.

Students will participate in Discussions using Canvas several times during

the semester. The specific guidelines for the Discussions will be in the

PowerPoint Presentations that are posted each week.

Academic Integrity:

If an instructor has evidence that a student has engaged in an act of

academic dishonesty, the instructor will notify the student of the concern.

The student will be allowed to give his/her position on the matter. If the

student admits to engaging in academic dishonesty or if the instructor

judges that the preponderance of evidence supports the allegation of

academic dishonesty, the instructor may then assign an academic penalty

consistent with their institutional policy. Examples of academic penalties

include receiving a reduced grade for the work, a failing grade in the course,

or other lesser penalties as the instructor deems appropriate. If, after

making reasonable efforts, the instructor is unable to contact the student or

collect relevant evidence before final course grades are assigned, he/she

shall assign an interim grade of incomplete and notify the student of the

reason such grade was given.

If the student disputes the allegation of academic dishonesty, he/she should

inform the instructor of their intent to appeal. The appeal is made through

the Great Plains IDEA university representative at the student’s home

institution, using instructional policies and procedures at that institution.

The Great Plains IDEA university representative at the student’s home

institution shall be responsible for facilitating communication between the

student and the instructor and guiding the appeal process with due

diligence.

Oklahoma State University is committed to the maintenance of the highest

standards of integrity and ethical conduct of its members. This level of

ethical behavior and integrity will be maintained in this course. Participating

in behavior that violates academic integrity (e.g., unauthorized

collaboration, plagiarism, multiple submissions, cheating on examinations,

fabricating information, helping another person cheat, unauthorized advance

access to examinations, altering or destroying the work of others, and

fraudulently altering academic records) will result in your being sanctioned.

Violations may subject you to disciplinary action including the following:

receiving a failing grade on an assignment, examination or course, receiving

a notation of a violation of academic integrity on your transcript (F!), and

being suspended from the University. You have the right to appeal the

charge. Contact the Office of Academic Affairs, 101 Whitehurst, 405-744-

5627, academicintegrity.okstate.edu.

Americans with Disabilities Act of 1990 (ADA) Policy:

Obtaining disability accommodation and services is a student-driven process.

This is also a confidential process. Campus Coordinators do not need to be

informed of a disability or the need for services unless you, the student,

chooses to share that information. Since the goal of Great Plains IDEA is to

have one point of entry and ease of student access, to be eligible for

accommodations in a course, students must request those accommodations

by registering with their home institution disability support services

office. Requests for accommodations must be completed for each

course and repeated each semester. Additional information can be found

in the GPIDEA Student Handbook.

Civility in the Online Classroom:

Students are expected to maintain an online environment conducive to

learning. Therefore, the following are prohibited: making offensive

remarks in an e-mail or the discussion board, using inappropriate language

or discussing inappropriate topics online, spamming, hacking, using email or

discussion board for commercial purposes, using all caps (considered

shouting in online communications), or cyber-bullying or online harassment

of any type. Inappropriate behavior shall result in consequences ranging

from a request to correct the problem to removal from the course or even

the university, depending on the severity of the behavior. Disciplinary

actions will be taken according to the institution’s Code of Student conduct.

The structure of this course is based upon the freedom of each student to

express her or his personal views in an atmosphere of respect and tolerance.

Some topics can be personal, sensitive, and sometimes emotionally laden. In

the case of online classroom discussions, you may hear viewpoints that differ

from your value system, and this can often feel disconcerting and

threatening. You must weigh the appropriateness of how you participate in

this class. Although your participation and opinions are greatly

valued, disrespect of other students or to the instructor will not be

tolerated, and continual violations to the above policies will result in your

being removed from the course and/or the university depending on the

severity of the behavior. If you find yourself having difficulty with any aspect

of the course or the assignments, please discuss the problem with the

instructor immediately via email or telephone so a solution can be

reached promptly. Most difficulties can be resolved easily once the door for

discussion has been opened. This approach will assist your instructor in

responding to your needs and in improving the course immediately, rather at

the end of the semester during your final course evaluation.

Course Withdrawal:

If you should elect to withdraw from the course, please go through the

proper channels. Otherwise, you may find an unexpected WF or F on your

transcript. Please note:

The last day to drop a course with no grade & 100% refund is

Tuesday January 26, 2021

The last day to drop a course and receive a partial refund is

1/29/2021

Last day to drop a class or withdraw from the university with an

automatic “W” is 4/19/2021

A student who has already fallen behind on the schedule (as listed in the

syllabus), and/or has difficulty adequately completing projects and/or

anticipates difficulty in completing the course to his/her satisfaction is

encouraged to give withdrawal all the consideration it is due. A student is

encouraged to discuss her/his progress with the instructor before making a

withdrawal decision. This information is also on the Oklahoma State

University Syllabus Attachment located on the Course site.

Point Summary:

Your final grade in the course will be based on the percentage of the

number of points earned on each of the following assignments. Please

note these could change throughout the semester based on the number of

quizzes or other assignments that may be assigned during the semester:

Assignment Points Due Date

Welcome Opening Discussion 20 Week 1

Exchange Everyday 10 Week 1

Zoom Session with total group 20 Week 4

Exploring Professionalism 50 Week 3

Understanding Ethical Conduct

Dilemma #1 25 Week 5

Dilemma #2 25 Week 9

Dilemma #3 25 Week 11

Dilemma #4 25 Week 13

Placement Plan 15 Week 11 at latest

Resume 10 Week 11 at latest

Letter 10 Week 11 at latest

Zoom about placement

(individual)

20 Week 11 at latest

Reflective Practice

Personal Reflective Journal 40 Week 12

Comment on Peer Journals 25 Week 12

Advocacy 50 Week 14 & 15

Quiz 1 27 Week 3

Quiz 2 30 Week 6

Quiz 3 30 Week 10

Exam 1 221 Week 8

Exam 2 162 Week 15

Grading Scale: Tentative points have been assigned however things

can change so this scale is based on the number of points available

throughout the semester.

93-100 % of points

earned=

A 84-75%

earns

C Below 67

earns

F

92-85% earns B 74-67%

earns

D

Professional Development

Semester: Fall Year: 2020

Course Number: HDFS 3043

Credit Hours This Course: 3 credit hours

University Offering Course: Oklahoma State University

Department: Human Development and Family Science

Instructor: Dr. Linda Sheeran

Virtual Office Hours: Send an email to make an appointment (USA Central

Time Zone) Email: linda.sheeran@okstate.edu

Course Description from OSU Catalog:

The role of a professional as a teacher, administrator, or advocate in early

childhood programming. Professionalism and ethics, identifying child abuse,

and applying universal precautions. Discussion of qualities of the early

childhood educator role, program models, and working with children and

professional colleagues. Web-based instruction. Prerequisite(s): Admission

to Great Plains IDEA Early Childhood Non-certification program and HDFS

2113.

General Course Description

This course will focus on the role of a professional as a teacher,

administrator, or advocate in early childhood programming. Students will

learn about professionalism and ethics, identifying child abuse, and applying

universal precautions. Learners will discuss the qualities of the early

childhood educator role, program models, and working with children and

professional colleagues. During this course, students will develop an

understanding of the Practicum Experiences and begin preparation for those

experiences.

Prerequisites:

Admission to Great Plains IDEA Early Care and Education in a Mobile Society

program.

Expected Learning Outcomes:

Upon successful completion of this course, students will be able to: Describe

the roles and dispositions of the early childhood professional.

• Explain sections of the NAEYC code of ethical conduct and elements of

professional conduct.

• Describe the importance of collaborating with families and other

professionals in the field.

• Identify quality aspects of early childhood programs and the way the

programs address how children learn.

• Describe various early childhood program models (including home visiting,

family-based childcare, center-based childcare, U.S. Department of Defense

programs), and program philosophies (e.g., Reggio Emilia, Montessori, etc.).

• Explain how to identify child abuse and maintain universal precautions in

early childhood programs.

• Describe how to advocate for children, families, and the profession.

• Identify possible practicum programs/locations to complete the program.

• Meet NAEYC standards 3b, 6a, 6b, 6e

Required Materials/Readings:

Books: These will be required reading and can be ordered from the

Bookstore, Amazon, or rented and returned at the end of the

semester.

• Feeney, S. (2011). Professionalism in early childhood education: Doing our

best for young children. Upper Saddle River, NJ: Pearson.

• Feeney, S., Freeman, N. K., (2012). Ethics and the early childhood

educator: Using the NAEYC Code (3rd ed.). Washington, D.C.: National

Association for the Education of Young Children.

Publications: These can be found on-line by Google or through the OSU

library.

• Goldman, J., Salus, M. K., Wolcott, D., & Kennedy, K. Y. (2003). A

coordinated response to child abuse and neglect: The foundation for

practice. Retrieved

from: https://www.childwelfare.gov/pubs/usermanuals/foundation/ You can

order this free from the organization.

• Katherine Dwyer, Associate Attorney. (2016) Child abuse or neglect

investigations. Retrieved from: https://www.cga.ct.gov/2016/rpt/pdf/2016-

R-0209.pdf

• Harte, H. A. (2011). E-professionalism for early care and education

providers. Dimensions of Early Childhood, 39(3), 1-9. Retrieved from

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved

=0CFkQFjA

H&url=http%3A%2F%2Fwww.southernearlychildhood.org%2Fupload%2Fpdf

%2FE_Profe

ssionalism_for_Early_Care_and_Education_Providers_by_Helene_Arbouet_H

arte.pdf&e

i=dXu-UY7WE9C-

0QHM_oDQCw&usg=AFQjCNGL3usuZGOUqaCO3hYQDFNILOxIsw

• Isaacs, J. B. (2008, September). Impacts of early childhood programs.

Retrieved from http://www.brookings.edu/research/papers/2008/09/early-

programs-isaacs

• Ounce of Prevention Fund. (2009). Early childhood advocacy

toolkit. Retrieved from: https://www.theounce.org/wp-

content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdf

Articles:

• Boud, D. (2001). Using Journal Writing to Enhance Reflective Practice. New

Directions for Adult and Continuing Education, 90, 9-

17. http://pdf.aminer.org/000/244/712/using_technology_to_enhance_creat

ive_actions_in _decision_making.pdf

• Colker, L. J. (2008). Twelve characteristics of effective early childhood

teachers.

Retrieved

from www.naeyc.org/files/yc/file/200803/BTJ_Colker.pdf (Attached to Week

1 on Canvas)

• Da Ros-Voseles, D., & Fowler-Haughey, S. (2007). Why children’s

dispositions should matter to all teachers. Beyond the Journal • Young

Children on the Web. (Copy link into your

browser) https://pdfs.semanticscholar.org/6e68/79fd3a70a74ea1d97865356

1ad666d9a492f.pdf

• Edwards, C. P. (2002). Three approaches from Europe: Waldorf,

Montessori, and Reggio

Emilia. ECRP: Early Childhood Research and Practice, 4(2). (Copy into your

browser) https://www.researchgate.net/publication/26390918_Three_Appro

aches_from_Europe_Waldorf_Montessori_and_Reggio_Emilia

Kremenitzer, J. P. (2005). The emotionally intelligent early childhood

educator: Self-reflective journaling. Early Childhood Education Journal.

33(1), 3-9. doi: 10.1007/s10643-005-0014-6 (Attached to Week 4)

• Simon, F. (2011, October). Everyone is doing it: Managing social media in

the early childhood ecosystem. ChildCare Exchange. Retrieved from

http://www.slideshare.net/FSSimon/everyone-is-doing-it-managing-social-

media-inthe-early-childhood-ecosystem (Found in the Readings Folder on

Canvas)

Resources:

• ECEMS Handbook for

students https://www.gpidea.org/document_center/download/program-specific-

handbooks/ECEMS_Student-Handbook.pdf

• Son of Citation: APA Format Citation Generator

https://www.bing.com/search?q=son+of+citation+machine+apa&form=EDG

HPC&qs=LS&cvid=22bafd2865ee4043b2262e092db8881b&pq=son+of+citati

on&elv=ACrDNZo6wmhAKtas6SrzlS60NDvlJgb5tJlNfzL1xRgG&PC=DCTE

• Purdue University Online Writing

Lab https://owl.english.purdue.edu/owl/section/2/10/

General expectations:

This is a 100% online course:

The instructor expects you to log into the course daily to be aware of

possible announcements and reminders and to pace your progress in the

course. Students are responsible for all information posted on the site. The

instructor expects and encourages active online participation: Online course

activities promote learning and the creation of a learning community.

Time Investment:

You should expect to invest 9 hours per week in this course during a spring

or fall semester, more in a summer course. Our program faculty

recommends that students spend 2 hours of outside study in addition to

every 1 hour of class time. For example, a 3 credit-hour, the face-to-face

course would equal total time investment of nine hours per week, or

135 hours per semester, in a 15-week course. Expectations for time

investment are no less rigorous for online courses.

Technology:

See the Expectations for Technical Requirements document and Course

Information Sheet to learn/review technical requirements for this course and

the teaching institution.

Email communication:

Use linda.sheeran@okstate.edu for sending e-mail messages to the

instructor. The subject line of your email should say “Professional

Development” The instructor will respond to your e-mail messages within 48

hours.

Submitting Assignments:

You will submit some assignments through Canvas Learning Management

System and when directed, to my email linda.sheeran@okstate.edu

Please title your assignment files lastname_firstname_assignmentname.doc

Late Assignment Policy:

The general policy for the ECEMS Program in online classes, assignments will

be considered late if they are submitted after the weekly deadline for the

week that they were assigned. Late assignments in online classes will lose

10 percent each Sunday, Wednesday, and Friday past the due date at

midnight Central Time. For example, if a 100-point assignment was due on a

Saturday and the student submits the assignment on the following Sunday,

Monday, or Tuesday the highest grade the assignment can receive is a 90. If

the assignment is submitted on Wednesday, Thursday, or Friday, the highest

grade the assignment can receive is an 80. It is always wise to contact the

course instructor if you need to miss an assignment.

Course Assignments:

This course is organized into 14 content modules. You will follow the course

schedule found at the end of this syllabus, which includes all due

dates. Detailed explanations of the assignments can be found in the

syllabus for the course and/or in the PowerPoint for the week. Each

PowerPoint will load on Sunday Morning and assignments are due the

following Saturday unless noted in the assignment or the PowerPoint. In

some cases the Discussion assignment is due on Saturday but responses

might be due the following Wednesday. Be sure to check the PowerPoint for

the week.

This is a brief introduction to the required assignments.

Readings:

Find reading assignments on the Tentative Course Outline that is at the

end of this syllabus as well as a separate document under Course Content.

Please note this is a Tentative Outline and can change during the semester,

if necessary. Please read designated portions of the text as they are

assigned, and keep up with your reading. Otherwise, you will miss

important pieces of information since the instructor will assume that you are

familiar with the assigned readings. References to assigned reading

materials must be cited in every written assignment. You will use the

APA 7 format for citing with the body of your assignment. Also, the

instructor will conduct virtual discussions at different points during the

course and will expect students to contribute relevant and insightful

comments. All assignments must be posted by Saturday 11:30 pm (CST)

each week unless otherwise noted.

Assignment: Welcome Introductions

Go to the Discussion section of the course site, Canvas, and read the

Welcome/Introduction comments from the Instructor and others enrolled in

the class. Add your introduction and then comment on at least one other

person’s post. (20 points)

Assignment: Exploring professionalism in early childhood:

This assignment has two parts due at different points during the semester.

Sign up for the ExchangeEveryDay: This is an electronic newsletter,

delivered via email, for Exchange Press, Inc. (publishing organization that

supports early childhood professionals). The newsletter is free and provides

an immediate connection to the profession. The daily emails provide quick

snippets of information, enough to see if you are interested in reading

further on the topic – a link to more information is provided in the email.

Students will discuss various topics of interest in the course discussion

forum. To sign up go to www.childcareexchange.com/ Scroll to the bottom

and in the right-hand corner is a yellow/orangeish box for you to fill out your

email. This is a free subscription. Email instructor the verification email for

the newsletter. (10 points)

Exploring professionalism: Students will be assigned one professional

organization to explore in-depth. Assignment details can be found in the

PowerPoint Presentation for week three. Students will use the course

discussion forum to:

5. Describe the purpose of the various professional organization they

have been assigned [e.g., National Association for the Education of

Young Children (NAEYC), Association for Childhood Education

International (ACEI), National Head Start Association (NHSA), The

Division for Early Childhood (DEC), National Association for Family

Child Care, Association for Early Learning Leaders, National Childcare

Association, American Federation of Teachers, Council for Exceptional

Children, Early Childhood Music and Movement Association, First 3

Years, and World Association for Infant Mental Health (WAIMH)]

6. List the benefits of membership for their assigned organization

7. Inform others on the cost of membership and include the link

to membership. Describe how to become involved in each

organization (activities and membership).

8. Compare professionalism as identified in the NAEYC readings

with those of other professional organizations. (Each section is

worth 10 points for a total of 50 points)

Assignment: Understanding Ethical Conduct:

Exploring ethical dilemmas: The purpose of this assignment is to help

students understand the reasons for having professional ethics, and practice

applying ethics in realistic situations. Students will discuss four ethical

dilemmas presented in the Discussion section of the Course site, Canvas, on

four different weeks. Students will use the course discussion forum to

identify how to address the dilemmas. In addition to initial posts about how

to address the dilemmas, students will react to the decision of other

students in the course. Grading for this assignment will include involvement

in the initial discussion as well as feedback to the group. [Topics for

dilemmas: How to maintain confidentiality during practicum; Program

philosophy differs from the student’s professional philosophy; Child discipline

philosophy in programming vs that of parents; Handling differences between

co-workers]. (25 points each) (NAEYC: 3b)

Rubric for Posting and Responding to the Dilemmas

5 Points 4 Points 3 Points 2 Points

Relevance

of Post

Post related to

discussion

topic. Cites

additional

Topic related

to discussion

content;

prompts

Post is short

in length and

offers no

Topic does not

relate to

discussion; short

references

related to topic

further

discussion of

topic

further insight

into the topic

or irrelevant

remarks

Expression

within post

Expresses

opinion and

idea in a clear

and concise

manner with

obvious

connection to

topic

Opinion and

idea stated

clearly with

occasional lack

of connection

to topic

Unclear

connection to

topic

evidenced in

minimal

expression of

opinion or

idea

Does not express

opinion or idea

clearly

Contribution

to the

learning

community

Aware of needs

of community;

frequently

attempts to

motivate the

group

discussion;

presents

creative

approaches to

topic

Frequently

attempts to

direct the

discussion and

present

relevant view

pints for

consideration

by the group;

interacts freely

Occasionally

makes

meaningful

reflection on

group’s

efforts;

marginal

effort to

become

involved with

the group

Does not make

effort to

participate in

learning

community as it

develops

Delivery of

Post

Grammatically

correct with

rare

misspellings

Few spelling or

grammatical

error noted

Some spelling

or

grammatical

error noted

Poor spelling and

grammar

Assignment: Practicum Placement Plan/Skype and Zoom Session:

This assignment is intended to help students plan for practicum placements

that they will need to complete the degree. Students will:

7. participate in an on-line Zoom Meeting with practicum coordinator and

other class members describing how to identify practicum sites. (20

points)

8. the student will identify possible programs/settings for their

participation in each of the 3 practica and will fill out the Student

Practicum Profile and submit on the course site. (15 points)

9. the student will write an introduction letter to potential placement sites

(10 points)

10. the student will develop a professional resume for potential

placement sites (10 points)

11. Set up a time to ZOOM with the Practicum Coordinator to share

this plan. (20 points)

12. Once the practicum coordinator has approved this plan, the

student will submit the documents to the practicum coordinator as

evidence of completing the assignment for this course.

It is acknowledged that this is a tentative plan; programs and student

circumstances may change, and changes in the practicum placement plan

may result.

Assignment: Reflective Practice Journal:

The purpose of this assignment is to introduce students to the ideas of

becoming a reflective practitioner and leader. Students will read articles

about this concept and then begin a reflective journal and carry it out for 8

weeks. (40 points total) Students will share one entry with other students

in the class on the Discussion Forum of the course site and then respond to

five submissions of other students (25 points) Assignment is explained in

detail in Week 4 PowerPoint (65 points total) (NAEYC 3b)

Assignment: Advocacy:

Advocacy is an important component of professional practice. For this

assignment, students will select a topic related to early childhood education

and professional practice and write a speech to communicate

recommendations or position statements to their classmates acting as a local

school board. (50 Points) Students will share this message with their group

for feedback in Discussion Forum and each student will vote as if they were

a school board member to accept or reject the proposal (25 Points)

Complete instructions can be found in the Content section of the course site

under Week 13 both in a Word Document and in the PowerPoint. (75 Points

Total)

(NAEYC: 6a, 6b, 6e)

Assignment: Exams and Quizzes on Course Material:

There are at least three quizzes or more, if necessary, to ensure mastery of

a concept, during the semester. The point value varies on each of the

quizzes. Quizzes will cover Course PowerPoint information, course readings,

NAEYC ethics, universal precautions, identifying child abuse, early childhood

learning, and program models, and advocacy.

There are two comprehensive exams one on Week 8 (226 points) and a

Final Exam on Week 15(162 points)

Assignment: Discussion requirements.

Students will participate in Discussions using Canvas several times during

the semester. The specific guidelines for the Discussions will be in the

PowerPoint Presentations that are posted each week.

Academic Integrity:

If an instructor has evidence that a student has engaged in an act of

academic dishonesty, the instructor will notify the student of the concern.

The student will be allowed to give his/her position on the matter. If the

student admits to engaging in academic dishonesty or if the instructor

judges that the preponderance of evidence supports the allegation of

academic dishonesty, the instructor may then assign an academic penalty

consistent with their institutional policy. Examples of academic penalties

include receiving a reduced grade for the work, a failing grade in the course,

or other lesser penalties as the instructor deems appropriate. If, after

making reasonable efforts, the instructor is unable to contact the student or

collect relevant evidence before final course grades are assigned, he/she

shall assign an interim grade of incomplete and notify the student of the

reason such grade was given.

If the student disputes the allegation of academic dishonesty, he/she should

inform the instructor of their intent to appeal. The appeal is made through

the Great Plains IDEA university representative at the student’s home

institution, using instructional policies and procedures at that institution.

The Great Plains IDEA university representative at the student’s home

institution shall be responsible for facilitating communication between the

student and the instructor and guiding the appeal process with due

diligence.

Oklahoma State University is committed to the maintenance of the highest

standards of integrity and ethical conduct of its members. This level of

ethical behavior and integrity will be maintained in this course. Participating

in behavior that violates academic integrity (e.g., unauthorized

collaboration, plagiarism, multiple submissions, cheating on examinations,

fabricating information, helping another person cheat, unauthorized advance

access to examinations, altering or destroying the work of others, and

fraudulently altering academic records) will result in your being sanctioned.

Violations may subject you to disciplinary action including the following:

receiving a failing grade on an assignment, examination or course, receiving

a notation of a violation of academic integrity on your transcript (F!), and

being suspended from the University. You have the right to appeal the

charge. Contact the Office of Academic Affairs, 101 Whitehurst, 405-744-

5627, academicintegrity.okstate.edu.

Americans with Disabilities Act of 1990 (ADA) Policy:

Obtaining disability accommodation and services is a student-driven process.

This is also a confidential process. Campus Coordinators do not need to be

informed of a disability or the need for services unless you, the student,

chooses to share that information. Since the goal of Great Plains IDEA is to

have one point of entry and ease of student access, to be eligible for

accommodations in a course, students must request those accommodations

by registering with their home institution disability support services

office. Requests for accommodations must be completed for each

course and repeated each semester. Additional information can be found

in the GPIDEA Student Handbook.

Civility in the Online Classroom:

Students are expected to maintain an online environment conducive to

learning. Therefore, the following are prohibited: making offensive

remarks in an e-mail or the discussion board, using inappropriate language

or discussing inappropriate topics online, spamming, hacking, using email or

discussion board for commercial purposes, using all caps (considered

shouting in online communications), or cyber-bullying or online harassment

of any type. Inappropriate behavior shall result in consequences ranging

from a request to correct the problem to removal from the course or even

the university, depending on the severity of the behavior. Disciplinary

actions will be taken according to the institution’s Code of Student conduct.

The structure of this course is based upon the freedom of each student to

express her or his personal views in an atmosphere of respect and tolerance.

Some topics can be personal, sensitive, and sometimes emotionally laden. In

the case of online classroom discussions, you may hear viewpoints that differ

from your value system, and this can often feel disconcerting and

threatening. You must weigh the appropriateness of how you participate in

this class. Although your participation and opinions are greatly

valued, disrespect of other students or to the instructor will not be

tolerated, and continual violations to the above policies will result in your

being removed from the course and/or the university depending on the

severity of the behavior. If you find yourself having difficulty with any aspect

of the course or the assignments, please discuss the problem with the

instructor immediately via email or telephone so a solution can be

reached promptly. Most difficulties can be resolved easily once the door for

discussion has been opened. This approach will assist your instructor in

responding to your needs and in improving the course immediately, rather at

the end of the semester during your final course evaluation.

Course Withdrawal:

If you should elect to withdraw from the course, please go through the

proper channels. Otherwise, you may find an unexpected WF or F on your

transcript. Please note:

The last day to drop a course with no grade & 100% refund is

8/24/20

The last day to drop a course and receive a partial refund is 8/28/20

Last day to drop a class or withdraw from the university with an

automatic “W” is 11/06/20

A student who has already fallen behind on the schedule (as listed in the

syllabus), and/or has difficulty adequately completing projects and/or

anticipates difficulty in completing the course to his/her satisfaction is

encouraged to give withdrawal all the consideration it is due. A student is

encouraged to discuss her/his progress with the instructor before making a

withdrawal decision. This information is also on the Oklahoma State

University Syllabus Attachment located on the Course site.

Point Summary:

Your final grade in the course will be based on the percentage of the

number of points earned on each of the following assignments. Please

note these could change throughout the semester based on the number of

quizzes or other assignments that may be assigned during the semester:

Assignment Points Due Date

Welcome Opening Discussion 20 Week 1

Exchange Everyday 10 Week 1

Zoom Session with total group 20 Week 4

Exploring Professionalism 50 Week 3

Understanding Ethical Conduct

Dilemma #1 25 Week 5

Dilemma #2 25 Week 9

Dilemma #3 25 Week 11

Dilemma #4 25 Week 13

Placement Plan 15 Week 11 at latest

Resume 10 Week 11 at latest

Letter 10 Week 11 at latest

Zoom about placement

(individual)

20 Week 11 at latest

Reflective Practice

Personal Reflective Journal 40 Week 12

Comment on Peer Journals 25 Week 12

Advocacy 50 Week 14 & 15

Quiz 1 27 Week 3

Quiz 2 30 Week 6

Quiz 3 30 Week 10

Exam 1 221 Week 8

Exam 2 162 Week 15

Grading Scale: Tentative points have been assigned however things

can change so this scale is based on the number of points available

throughout the semester.

93-100 % of points

earned=

A 84-75%

earns

C Below 67

earns

F

92-85% earns B 74-67%

earns

D

Tentative Course Outline for Spring 2021

Tentative means that this Outline is subject to change. I have tried to make it the

final but there could be unforeseen circumstances that will cause a change. You

will be notified in plenty of time any necessary changes.

Date Topics Readings & Assignments Due

Week 1

1/17/2021

Course Introduction

PowerPoint Week 1

Canvas Tutorial

Introduction Assignment

Sign up for Exchange

Everyday- Email

Confirmation to Dr. Sheeran

Read: Professionalism in Early

Childhood Education by Stephanie

Feeney, Chapters 1-6

Week 2

1/24

PowerPoint Week 2: Professionalism

& Professional Dispositions

Finish reading Feeney (2011):

Chapters 1-6

Readings quiz #1

Week 3

1/31

PowerPoint Week 3: Professionalism

in Practice

Colker (2008); Da Ros-Voseles, &

Moss

(2007)

Exploring Professionalism

Assignment

Week 4

2/7

PowerPoint Week 4: Reflective

Practice

Zoom Session with entire class

Begin Reflective Journal

Boud (2001); Kremenitzer (2005)

Week 5

2/14

PowerPoint Week 5: Social Media Everyone is Doing It! Managing

social media in the early childhood

ecosystem by Fran Simon & NAEYC

Position Statement on Technology

Dilemma #1

Week 6

2/21

PowerPoint Week 6: Professional

development: interacting

professionally (Standard 3)

An Introduction to Ethics

Feeney & Freeman Chapter 1

Colker (2008); Boud (2001) Harte

(2011); Da Ros-Voseles & Fowler-

Haughey (2007); Kremenitzer

(2005); Simon (2011);

Webinar: Ethics and The Early

Childhood Educator

Ethics Videos 1-4

Readings quiz #2

Week 7

2/28

PowerPoint Week 7: Ethics: NAEYC

code of ethics

Feeney & Freeman, (2018): Chapters

2 & 3

Video 5

Week 8

3/7

PowerPoint Week 8: Ethics:

Responsibilities to children & families

Feeney & Freeman, (2018):

Chapters 4-5

Exam #1

Week 9

3/14

PowerPoint Week 9: Ethics:

Responsibilities to colleagues &

community

Feeney & Freeman, (2018):

Chapters 6-7

Video 6 & 7

Dilemma #2

Week 10

3/21

PowerPoint Week 10: Ethics: Codes Feeney & Freeman, (2018):

Chapter 8; Professional Organization

Ethical Codes

Readings quiz #3

Week 11

3/28

PowerPoint Week 11; Ethics: Legal

aspects (confidentiality, informed

consent, personal conduct)

Dilemma #3

Practicum Placement Materials

Due

Week 12

4/4

PowerPoint Week 12; Early childhood

program models (including home

visiting, family based childcare,

center based childcare, Department

of Defense programs)

Edwards (2002); Isaacs (2008)

Reflective Journal Due

Week 13

4/11

PowerPoint Week 13; Universal

precautions Identifying child

abuse

Universal Precautions module

Goldman et al (2003): Chapters 4-7

Dilemma #4

Week 14

4/18

PowerPoint Week 14; Professional

Affiliations & Advocacy

Ounce of Prevention Fund (2009)

Advocacy assignment Parts 1-4

Due 4/24/2021

Week 15

4/25

PowerPoint Week 15; Advocacy, cont.

Final Exam

Ounce of Prevention Fund (2009)

Advocacy assignment Parts 5-6

Due 4/28/2021

Final Exam Due 5/1/2021

NAEYC Standards Met in this Course:

Standard 3: Candidates prepared in early childhood degree programs

understand that child observation, documentation, and other forms of

assessment are central to the practice of all early childhood professionals.

They know about and understand the goals, benefits, and uses of

assessment. They know about and use systematic observations,

documentation, and other effective assessment strategies in a responsible

way, in partnership with families and other professionals, to positively

influence the development of every child.

3b: Knowing about and using observation, documentation, and other

appropriate assessment tools and approaches, including the use of

technology in documentation, assessment, and data collection. Standard

6: Candidates prepared in early childhood degree programs identify and

conduct themselves as members of the early childhood profession. They

know and use ethical guidelines and other professional standards related to

early childhood practice. They are continuous, collaborative learners who

demonstrate knowledgeable, reflective, and critical perspectives on their

work, making informed decisions that integrate knowledge from a variety of

sources. They are informed advocates for sound educational practices and

policies.

6a: Identifying and involving oneself with the early childhood field

6b: Knowing about and upholding ethical standards and other early

childhood professionals

6e: Engaging in informed advocacy for young children and the early

childhood profession.