PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS
THE MENTORING TEACHER ECEd 2100
Class Hours: 3.0							Credit Hours: 3.0
Laboratory Hours: 0.0							Date Revised: Fall 06
NOTE: This course is not designed for transfer credit.
Catalog Course Description:
		A study of the philosophy, principles, and methods of mentoring adults who have varying levels of training.  Emphasis will be on the role of mentors as facilitators of adult learning while simultaneously addressing the needs of children, parents, and other staff.
Entry Level Standards:
		Must be able to read and write at the college level.
Prerequisite:
		Department approval
Textbook(s) and Other Course Materials:
		Required: The Early Childhood Mentoring Curriculum: A Handbook for Mentors, 1996, Bellm, Whitebook & Hinatiuk, Nat'l Center for the Early Childhood Workforce, ISBN: 1-889956-00-7. Supplemental: The What, Why, and How of High Quality ECE: A Guide for On-Site Supervision, Koralek, Colker, & Dodge, NAEYC. Lending Library of Resource Books and Professional Journal Articles Environmental Rating Scales
I. Week/Unit/Topic Basis:
		Week				Topic
		1				Introduction to Mentoring/Mentoring Roles
		2				Mentoring vs. Supervision
		3				Mentoring vs. Supervision
		4				Adult Development
		5				The Process of Change
		6				Reflective Practice
		7				Reflective Practice
		8				Diversity/Anti-Bias
		9				Parent-Teacher Conflicts
		10				Parent-Teacher Conflicts
		11				Families with Behaviorally Challenging Children
		12				Families with Behaviorally Challenging Children
		13				Families of Children with Disabilities
		14				Families of Children with Disabilities
		15				Final Exam Period
II. Course Objectives*:
		A.			Build on knowledge and experience as early childhood professionals to acquire skills to support the development of early childhood apprentices. I, III, IV
		B.			Utilize methods of effective adult learning to develop approaches for cooperative communication between administrators, teachers, early childhood apprentices, clinical site staff, assistant teachers, volunteers and other adults working with young children. I, III, IV
		C.			Recognize and support the process of professional development by reflecting on one's own practice, examining one's own actions and beliefs, and refining one's own personal philosophy. I, III, IV
		D.			Develop a plan for mentoring an early childhood apprentice. I, III, IV
		E.			Maintain a developmentally appropriate environment for young children and a positive relationship with staff while fostering the growth of early childhood apprentices. I, III, IV
*Roman numerals after course objectives reference goals of the ECEd program.
III. Instructional Processes*:
Students will:
		1.			Observe classroom dynamics in various educational settings. Active Learning Strategy, Transitional Strategy
		2.			Utilize reflective inquiry thinking processes to integrate text and classroom observation. Communication Outcome, Transitional Strategy
		3.			Use journaling as a technique to facilitate classroom observations and discussions. Communication Outcome, Transitional Strategy
		4.			Internalize work ethic by demonstrating regular attendance, punctuality, dependability, cooperation with teachers and peers, and professionalism. Transitional Strategy
		5.			Use Internet for communication with instructor and other class members. Communication Outcome, Technological Literacy Outcome
*Strategies and outcomes listed after instructional processes reference TBR’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process.
IV. Expectations for Student Performance*:
Upon successful completion of this course, the student should be able to:
		1.			Submit written reflections & reviews on selected readings. A, C
		2.			Attend a parent meeting in another setting. A, B, C
		3.			Plan a communication activity. A, B, C
		4.			Develop a calendar for parents. A, B, C
		5.			Develop a parent newsletter. A, B, C
		6.			Develop family-friendly classroom practices. A, B, C, D
		7.			Survey parents in classroom. A, B, C
		8.			Observe programs using environmental rating scales. A, B, C, D
		9.			Resolve family issues using NAEYC's Code of Ethics. A, B, C, D
		10.			Complete a journal regarding observed practices. A, C
		11.			Maintain a commitment to professionalism. A, B, C, D
		12.			Establish positive and productive relationships with families. A, B, C, D
		13.			Ensure a well-run, purposeful program responsive to participant needs. A, B, C, D
*Letters after performance expectations reference the course objectives listed above.
V. Evaluation:
		A. Testing Procedures:
				Students will complete a pre and post inventory on their knowledge of mentoring  through an entry exam and a comprehensive final exam.
		B. Laboratory Expectations:
			Students will keep a journal, reflecting on each class topic.  They will share in writing the knowledge they have learned and how they will use this knowledge in the classroom.
		C. Field Work:
			Students will observe and assess different early childhood education programs at various sites.
VI. Policies:
		A. Attendance Policy:
			Pellissippi State Technical Community College expects students to attend all scheduled instructional activities.  As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course.
		B. Academic Dishonesty:
			Please refer to the current Pellissippi catalog.
	C. Accommodations for disabilities:
			If you need accommodations because of a disability, if you have emergency medical information to share, or if you need special arrangements in case the building must be evacuated, please inform the instructor immediately. Please see the instructor privately after class or in his/her office. Students must present a current accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course. Services for Students with Disabilities may be contacted by going to Goins 127 or 131 or by phone: 694-6751(Voice/TTY) or 539-7153.

Posted: September 22, 2006