ECD 2075 Administration of Early Childhood Programs

I. Catalog Information
Fond du Lac Tribal and Community College
COURSE OUTLINE (DRAFT III)
A. Title of Course: Administration of Early Childhood Programs
B. Course Designator: ECD 2075
C. Number of Credits: Lecture___3__ Lab_____ D. Control Number: 24
E. Catalog/Course description:
An overview of skills and practices necessary for effective administration of Early Childhood
programs. Topics include leadership, decision-making, conflict resolution, policies and
procedures, and professionalism in early childhood program settings.
F. Course prerequisites: Reading score on the G. Date Approved: 04/17/09
Accuplacer of 78 or completion of RDG 0095 Revised: 11/29/09, 9/28/11
Efficient Reading II and a Sentence Skills score of
61 or completion of ENGL 0092 College Prep I or
consent of instructor.
II. Course Materials (Recommended course materials and resources. List all that apply, e.g.
textbooks, workbooks, study guides, lab manuals, videos, guest lecturers)
Bruno, Holly Elissa. Leading on Purpose: Emotionally Intelligent Early Childhood
Administration. McGraw-Hill Higher Education. New York, NY. 2009. ISBN#978-0-07-
337842-8.
III. Learning Goals, Outcomes, and Assessment Minimum of one goal and two learning
outcomes in each competency. If your course does not meet one of the Competencies Across the
Curriculum, please justify your rationale. Minimum of two assessment measures for each
learning outcome. Add other goals and outcomes as needed. If this course is part of the Minnesota
Transfer Curriculum (MnTC), attach the MnTC goals, outcomes, and your assessment measures
to this form; if possible, use them to complete the information below.
A. Information Literacy (the ability to use print and non-print tools effectively for the discovery,
acquisition, and evaluation of information as well as core computer tools for the manipulation and
presentation of information.)
1. Learning Goals:
Goal: Students will demonstrate competency in using technology to enhance program information
and resources.
Goal: Students will demonstrate competency in using the online platform.
2. Learning Outcomes and Assessments:
Outcome: Students will create program policy and procedure documents using Word or other
word processing applications.
Assessment: Program handbook
Assessment: Parent handbook
Assessment: Staff policy handbook
Outcome: Students will access information to enhance program resources.
Assessment: Grant information assignment

Assessment: Leadership styles research assignment
Assessment: Conflict resolution research assignment
Outcome: Students will demonstrate capability in accessing online content, discussion board, and
dropbox areas of online platform.
Assessment: Read online PowerPoint lectures found in the Content area
Assessment: Post and respond to the Discussion Boards
Assessment: Upload assignments to the corresponding dropbox
Outcome: Students demonstrate responsibility for accessing e-mail messages found in student
FDLTCC account
Assessment: Students log into student e-mail account
Assessment: Reply to e-mail messages found in student FDLTCC account
B. Ability to Communicate (the ability to listen, read, comprehend, and deliver information in a
variety of formats.)
1. Learning Goals:
Goal: Students will examine leadership and program policies in early childhood programs.
Goal: Students will use correct spelling, grammar, punctuation, sentence, and paragraph structure
in written and oral communication.
2. Learning Outcomes and Assessments:
Outcome: Students will identify personal leadership style, strengths, and challenges
Assessment: Students will identify, describe and analyze individual leadership styles,
strengths, and challenges through written, oral, and/or visual means.
Assessment: Students will describe and analyze the leadership skills required in early
childhood programs.
Outcome: Students will demonstrate program policies and procedures that articulate legal
preventative measures.
Assessment: Students will demonstrate program policies and procedures that articulate
legal preventative measures through written, oral, and/or visual means.
Assessment: Students will examine and evaluate written program policies and
procedures.
Outcome: Students will use appropriate spelling in written communication, especially by using
the correct form of homophones such as there, they’re, their, to, too, two, hear, here, know, and
no.
Assessment: Online discussion board postings
Assessment: Written assignments
Outcome: Students will use appropriate sentence and paragraph structure in written
communication.
Assessment: Online discussion board
Assessment: Competency statements
Assessment: Research paper
Assessment: Written assignments
Outcome: Students will use correct grammar in oral communication
Assessment: Class discussions
Assessment: Oral presentation
Assessment: Lab/Service Learning Evaluation
Outcome: Students will coherently share their ideas orally, so that others can follow the train of
thought.
Assessment: Class discussions
Assessment: Lab/Service Learning Evaluation

Assessment: Oral presentation
C. Problem Solving (the ability to conceptualize, apply, analyze, synthesize, and/or evaluate
information to formulate and solve problems.)
1. Learning Goals:
Goal: Students will examine Professionalism in Early Childhood Programs
2. Learning Outcomes and Assessments:
Outcome: Students will craft a definition of professionalism that embraces emotional and social
intelligence.
Assessment: Written assignment
Assessment: Class discussion
Outcome: Using the NAEYC Code of Ethics students will demonstrate ethical decision-making
when presented with hypothetical situations common to early childhood program settings.
Assessment: Written assignment
Assessment: Class discussion
D. Culture (knowledge of Anishinaabe traditions and culture, knowledge of one’s own traditions
and culture, knowledge of others’ traditions and cultures, and respect for global diversity.)
1. Learning Goals:
Goal: Examine conflict situations as culturally based.
2. Learning Outcomes and Assessments:
Outcome: Students will examine conflicts between program staff as parents as differences in
values and expectations.
Assessment: Acknowledge, Ask, Adapt assignment
Assessment: Reflective journal
Outcome: Students will examine their cultural background.
Assessment: Written assignment
Assessment: Class discussion
Documentation for MnTC - None
IV. Course Content (Outline the major topics covered in this course.)
1. Emotional Intelligence Competencies for leaders
2. Social Intelligence in Leadership situations
3. Leadership styles
4. Decision making styles
5. Leading change
6. Policies and procedures: Federal, State, Tribal requirements
7. Communication
8. Supervision
9. Budget overview: Federal, State, Tribal issues
10. Facilities management: Federal, State, Tribal requirements
11. Marketing overview
12. Curriculum: Federal, State, Tribal requirements
13. Working with families
14. Professionalism
15. Leadership traits
(revised October 2009)