2012-2013 Comprehensive Program Review · 2014-12-17 · Master Teacher Permit, CD Site Supervisor...

2012-2013 Comprehensive Program Review ACADEMIC PROGRAMS-SAN JOSE CITY COLLEGE

PROGRAM: Early Childhood Education

ADMINISTRATOR: Dr. Sean J. Abel, Dean, Department of Humanities and Social Science PART ONE: PROGRAM DESCRIPTION

1. Program Goals: Please provide a general statement on why the program exists. The goal of the Early Childhood Education program is to provide relevant, high quality instruction, services, professional development and pathways leading to careers that provide a strong educational foundation to young children and support services to families. The program:

• offers an Associate of Science degree, Certificate of Achievement Level 2, Certificate of Specialization in Language Experience & Early Literacy and in Administration and Supervision.

• offers required courses for the various levels of the Child Development Permit (CD Assistant Permit, CD Associate Teacher Permit, CD Teacher Permit, CD Master Teacher Permit, CD Site Supervisor Permit, and CD Program Director Permit) by the State Commission on Teacher Credentialing.

• provides teaching and training that is consistent with the ECE workforce (administration and supervision of Early Childhood Education requires successful coursework completion for positions in Early Childhood programs).

• offers lower division transfer and general education courses. • offers excellent transfer degree for students wishing to move into elementary

teaching either through Child Development or Liberal Arts. • offers quality practicum and student teaching experiences which connect students

with preschools in the community, including Child Signature Programs designed by WestEd.

• participates in the CARES (Comprehensive Approaches to Raising Educational Standards)-Plus Program which supports students toward obtaining a degree.

• participates in the State Early Childhood Mentor Teacher Program and Child Development Training Consortium (CDTC) grants.

• has partnered with the Center for Employment Training (CET) teacher assistant training program by offering classes toward certificates, teacher

permits, Associate of Arts degree completion. • provides a quality model program for the SJCC and greater San Jose community.

There are many Early Education and Childcare programs in the area that need qualified staff successfully completing degrees in Early Childhood Education and having the ability to transfer to four-year universities. 2. Description of the Program Components. Graduates of the Associate of Science Degree Program qualify through academic preparation and field experience for work in early education programs, preschools, child day care facilities, infant and toddler centers and other programs serving young children. They will use current instructional strategies that promote positive cognitive, social, emotional, physical, and creative growth in children. After completing the Associate of Science degree, students will be eligible for the Teacher Level of the State of California Child Development Permit, and qualify for employment as teachers or site supervisors in publicly and privately funded early care and education programs. 3. Program Student Learning Outcomes (PSLOs). The Early Childhood Education Program exists to equip students to be able to:

• Analyze and interpret current requirements and standards for early childhood educators and early care and education programs;

• Design daily schedules and classroom interactions with children consistent with established program standards and current knowledge of child development;

• Document and assess the needs of individual children in the early care and education setting and plan accordingly;

• Plan and implement classroom based activities consistent with a developmentally appropriate early childhood education curriculum and current program standards; a

• Demonstrate knowledge of and demonstrate strategies to meet the diverse needs of the community;

• Communicate effectively with children, parents and coworkers verbally and in writing; and

• Demonstrate knowledge of professional obligations and ethical standards required to function effectively and professionally in early care and education programs.

4. How do the Program Student Learning Outcomes (PSLOs) align with and support San Jose

City College’s mission and Institutional Student Learning Outcomes (ISLOs)?

Mapping ECE/FCS Program SLOs to Institutional SLOs

Program SLOs ISLO #1

ISLO #2

ISLO #3

ISLO #4

ISLO #5

ISLO #6

1. Analyze and interpret current requirements and X X X X X X standards for early childhood educators and early care and education programs. 2. Design daily schedules and classroom interactions X X X X X X with children consistent with established program standards and current knowledge of child development. 3. Document and assess the needs of individual children X X X X X X in the early care and education setting and plan accordingly. 4. Plan and implement classroom based activities X X X X X X consistent with a developmentally appropriate early childhood education curriculum and current program standards. 5. Demonstrate knowledge of and demonstrate strategies to meet the diverse needs of the X X X X X X community. 6. Communicate effectively with children, parents and X X X X X X coworkers verbally and in writing. 7. Demonstrate knowledge of professional obligations X X X X X X and ethical standards required to function effectively and professionally in early care and education programs.

The ECE/FCS Program Student Learning Outcomes (PSLOs) align with and reflect the SJCC Institutional Student Learning Outcomes (ISLOs): (1) Communication, (2) Critical and Analytical Thinking, (3) Global Awareness and Social Justice, (4) Personal Responsibility, Ethics and Civility, (5) Technology and, (6) Aesthetics and Creativity. This indicates how our PSLOs support the ISLOs. 5. Enrollment trends for the previous five years. The ECE Department’s enrollment numbers have declined from 859 (highest seat count) in 2009 to 492 (lowest seat count) in 2011. This is mostly due to the decrease in the number of ECE courses/sections being offered as a consequence of budgetary decisions. Even as this is the case, our Weekly Student Contact Hours (WSCH) productivity numbers have not declined indicating that ECE courses/sections have good enrollment numbers.

6. Student population served/demographics-age, gender, ethnicity, income, previous education, etc.

Our student population is diverse. Over 95% of our students are female and between 2006 and 2011, Latino (a) students comprise 37%-46% of our student population. The ages of students range from 18-50+ and our largest percentage of students are between the ages of 30-39. There is almost a 100% increase in ages 20-22 from 10% to 18% from 2006 – 2011. Majority of our students (98%) are part-time. 7. Student completion/ success data – retention, persistence, GPA, analysis by gender, ethnicity. Students taking 6 to 8.9 units have doubled from 11% to 24% from 2006 - 2011. As to course completion, 80% of our students complete their courses with a “C” or better grade. An “A” grade was obtained by 55% of females compared to 47% of males. Different Asian ethnicities collectively have the highest percentage of students receiving an “A” grade compared to 33% of African American students. PART TWO: PROGRAM CONTENT

1. Course listing including dates of last revision, advisories, co and prerequisites, articulation with four year colleges.

* ECE/FCS* Revision Date Needs Rev. Prerequisites Corequisites Articulate C OURSES

FCS 070 9/14/2006 Y FCS 019 10/27/2009 Y ECE 016 1/7/2010 Y ECE 017 12/8/2011 ECE 105 Y ECE 018 12/8/2011 ECE 105 Y ECE 101 5/13/2008 FCS 070 ECE 102 Y ECE 102 5/13/2008 FCS 070 Y ECE 103 12/29/2011 ECE 101,104,105 Y ECE 104 1/7/2010 Y ECE 105 5/13/2008 ECE 102 Y ECE 106 5/9/2006 12 ECE units incl. FCS 070,ECE 107,102 Y ECE 107 5/13/2008 Y ECE 108 3/29/2012 Y ECE 109 1/23/2012 Y ECE 110 1/6/2012 12 ECE units incl. FCS 070,ECE 107,102 Y ECE 142 12/31/2011 Y ECE 145 2/21/2012 Y

ECE 146 1/24/2012 Y ECE 147 12/29/2011 Y ECE 191 12/6/2011 FCS 070 Y ECE 195 9/00/1997 Y

1. Include a list/diagram of courses reflecting course sequencing and how often how courses have been offered.

* Early Childhood Education *

Assistant Permit

(6 units)

Associate Teacher Permit

(12 units)

[also for

Title 22

ECE Licensing Requirement]

SJCC Certificate of Achievement Level 2

(27 units)

Teacher Permit

Associate of Science Degree

ECE 102 (3) ECE 102 (3) ECE 102 (3) 24 ECE units Certificate of Achievement Level 2

ECE 107 (3) ECE 107 (3) ECE 107 (3) 16 General Education units:

(English/

Language Arts, Math or Science,

Social Sciences, Humanities and/or Fine Arts)

24 GE units (see General Education Pattern for AS Degree)

ECE 101 (3) ECE 101 (3) Psych 092 (3)

FCS 070 (3) FCS 070 (3) ECE electives (0-6 units)

ECE 105 (3) Graduation Requirements (see AS Degree Graduation Requirements)

ECE 104 (2)

ECE 108 (2)

ECE 109 (2)

ECE 103 (6)

[must be taken at SJCC]

Areas of Special izat ion: Language Experience & Early Literacy (ECE 016, 017, 018); Administration & Supervision (ECE 106, 1 10, 142)

* Suggested pathway for completion of core courses in Early Childhood Education * First Semester: (3 units) FCS 070: Child Development (3 units) ECE 102: Introduction to Early Childhood Programs (3 units) ECE 107: Child, Family and Community (1-3 units) ECE Elective*** TOTAL: 10-12 units Second Semester: (3 units) Psych 092: Developmental Psychology (2 units) ECE 104: Arts, Crafts, Creative Activities (2 units) ECE 108: Health & Safety in Child Care (1-3 units) ECE Elective*** TOTAL: 8-10 units Third Semester: (3 units) ECE 105: Language Experiences for Children (2 units) ECE 109: Rhythm, Music & Movement Activities for Children (3 units) ECE 101: Practicum in Curriculum TOTAL: 8 units

Fourth Semester: (6 units) ECE 103: Child Studies Student Teaching (1-3 units) ECE Elective if needed*** TOTAL: 7-9 units

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * ******************** *** ECE/FCS Electives ***

(F & Sp) FCS 019: Nutrition [3]

(Sp) ECE 016: Storytelling for Children [2]

(Sp) ECE 017: Language Development and Literacy [2]

(F) ECE 018: Children’s Literature and Early Literacy [2]

(F)ECE 106: Administration and Supervision of EC Programs I [3]

(Sp) ECE 110: Administration and Supervision of EC Programs II [3]

(Sp) ECE 142: Supervision of Adults- The Mentor Teacher [2]

(Sp) ECE 145: Including Children with Special Needs [3]

(F) ECE 146: Child Guidance and Discipline [2]

(Sp) ECE 147: Multicultural/Anti-Bias Curriculum [2]

(F) ECE 191: Infant/Toddler Development [3]

(Sp) ECE 195: The Schoolage Child: Development, Behavior, Curriculum Activities [3]

(F & Sp) Psych 010: General Psychology [3]

2. Course mapping illustrating how course Student Learning Outcomes’ offering align with the Program Student Learning Outcomes?

PSLO#1 PSLO#2 PSLO#3 PSLO#4 PSLO#5 PSLO#6 PSLO#7

ECE/FCS Course SLO to Program

SLO Mapping

*ECE/FCS Courses* FCS 070 x x x x xxx xx x

FCS 019 xxx xxx xxx xxx xx xx xxx

ECE 016 xx xx xxx xx xx

ECE 017 xx xx xx xxx xxx xx x

ECE 018 xx x xx xx xx xx xx

ECE 101 xxx xxx xxx xxx x x xx

ECE 102 xxx xx x xxx xx x xx

ECE 103 xxx xxx xxx xxx xxx xxx xxx

ECE 104 xx xxx xxx xxx xx

ECE 105 xxx x xxx xxx xxx xxx xxx




ECE 109 xx xx xx xxx xx xx xx

ECE 110 xxx xxx xx xxx xxx xxx xxx


ECE 145 xxx xx xx xxx xxx xx xx

ECE 146 xx xxx xxx xxx xxx xxx xxx

ECE 147 x xx xx xxx xxx xx xx

ECE 191 xxx xx xxx xxx xx xx xxx

ECE 195 xx xxx xx xxx xx x xxx

[Please refer to previous page for course names] * Introduction ** Moderate *** Extensive

PART THREE: PROGRAM IMPROVEMENT/ANALYSIS AND ASSESSMENT 1. What process is used to review and revise the curriculum? Include information on Advisory

committee and workforce data (if applicable).

1) The two full-time faculty members in partnership with a strong adjunct faculty and community advisors review current departmental course offerings and determine which courses needed to be articulated based on community needs and current trends. Courses are retired based on criteria identified above and PSLOs.

2) Courses in need of articulation are assigned to a team of faculty members who

teaches those courses and submits the course(s) for review. 3) The ECE department has a Program Advisory Committee (PAC) that meets the

WASC accreditation standard for collaboration between the college and the community. The annual meetings offer opportunities for feedback from the Program Advisory Committee members regarding new course proposals, course pathways, etc. for certification and permit requirements.

4) New research and recommendations from Community Colleges and the ECE/CD field are routinely brought to department meetings, passed on through emails and shared with faculty and administrators to review for inclusion within course outlines, classroom curriculum and instruction to stay current with quality practices.

5) The ECE department is working on the ECE Transfer Model Curriculum (TMC) alignment to connect with the College Identification Numbering System (C-ID) and Curriculum Alignment Project (CAP) for ECE curriculum alignment statewide. Discussions are made initially with ECE/FCS faculty and a counselor (advising mostly ECE students) on which of these required core courses are currently offered at SJCC and those that are not. The recommendations are, first, to do course revisions of existing courses offered (FCS 070, ECE 107, ECE 101, ECE 102), update recently revised courses offered (ECE 108, ECE 147) and then create new courses (C-ID ECE 200, ECE 120) not currently offered at SJCC. Attempts will be made to check what other colleges already have in terms of course SLOs, prerequisites, etc. to achieve consistency in the alignment of all the required core ECE/FCS courses statewide.

2. Calendar indicating how Student Learning Outcomes (SLOs) are assessed on a regular basis.

Fall 2011 department meetings on 9/14, 10/12, 11/16, 12/7: SLOs identified, measure to be used for assessment identified, gathered data Spring 2012 department meetings on 2/9, 3/8, 4/12, 5/10: reviewed gathered data, discussed improvements/recommendations, faculty shared contents of their reports, made decision on next SLO to assess SLOs discussions continue during Fall 2012 department meetings on 9/12, 10/10, 11/14, 12/12 and Spring 2013 department meetings on 2/7, 3/7, 4/11, 5/9. Reminders to complete SLO assessments are given toward the end of each semester. 3. How are Student Learning Outcome (SLO) assessments and campus-based research data utilized

to improve instruction? Student Learning Outcomes assessments and campus-based research data are used to

improve instruction by: • Setting expectations for student learning in the Early Childhood Education

Program; • Interpreting the evidence to identify strengths and weaknesses in the ECE

courses and the ECE program; • Scanning the results to identify special populations in instructional strategies to

better improve all students’ success; • Insuring that course assignments are aligned with the Course SLOs, making

revisions if necessary and revising course outlines to make sure each test, assignment, etc. correlates with the SLOs discussed during department meetings;

• Improving cohesiveness among various sections of a course that are being taught by multiple instructors. They coordinate which SLO to measure to make sure they assess it the same way;

• Choosing assessment tools that measure students’ rate of success or failure accordingly and are used for at least two years and making modifications or changes to it later if needed;

• Considering the literacy levels and language issues of students in class as these affect their performance in the chosen assessment tool(s) used; and

• Affording in-depth time to discuss with students the importance of understanding the class materials, time management and task completion.

4. How is data collected on student completion/success, retention and persistence used to inform instructional practices?

Quantitative data is collected each semester by the Office of Research and Planning and both quantitative and qualitative data is collected by full-time and part-time ECE/FCS faculty. Discussions between and among faculty and administrators highlight the need for additional training or resources gathering to broaden the knowledge base for faculty and administrators about current field research and practices to promote ECE student success. All of the resulting data is reviewed by campus stakeholders such as faculty and administrators to make strategic decisions about the direction of the program. Since the data collected indicated a slight decline in “Retention Rate” and “Success Rate” from 2006 to 2011, attempts are made to determine the current student population needs and what factors contribute to students successfully completing their ECE class or set of ECE classes. These could be in the form of having some courses offered every semester as oppose to once a year to making changes to course requirements to reflect what currently teachers in the ECE field are responsible for doing (child assessments, parent communication strategies, implementing anti-bias curriculum, etc.).

PART FOUR: STRATEGIC PLANNING 1. Date of last Comprehensive Program Review.

October 17, 2006

2. Describe any changes in the program that have occurred since the last Comprehensive Program Review. (See intervening Annual Program Reviews) Closing of the SJCC Child Development Center (May 2011); faculty retirement (Fall 2010); hiring of fulltime ECE instructor (August 2008); one fulltime faculty member’s move to another discipline/department (Spring 2013); course revisions (Summer 2012); ECE courses deactivated (Summer 2012), added necessary course to complete administration course requirement (Fall 2006); SLOs reporting (started Fall 2011)

3. What are the current strengths of the program? Include faculty and staff training, projects and

other achievements.

• The Early Childhood Education Program has a strong team of adjunct faculty that adds a unique blend of expertise, diversity and experience. The adjunct faculty has been critical in establishing and maintaining the high quality of education the department has.

• Due to regular monthly department meetings, the Early Childhood Education Department Program Coordinator has done a comprehensive job of soliciting quantitative and qualitative information from both full-time and part-time faculty that has directly influenced SLOs and PLOs.

• Despite continued reduction of course offerings, Early Childhood Education is a sought after major and classes continue to be fully enrolled.

• In Fall of 2011, 79% of ECE students received a grade of “C” or better in ECE courses.

• In Spring of 2012, 94% of ECE students received a grade of “C” or better in ECE courses.

• For the last five years, our course completion rate is over 90%. • ECE 145 course: Including Children with Special Needs was changed from a one

unit to a three unit course. 4. What changes to the program do you plan to (would you like to) implement before the next

Comprehensive Program Review? The closure of the Child Development Center (CDC) has negatively affected the Early Childhood Education program. Without practicum experiences that can be easily

supervised and accessible, students are not able to observe, participate, and utilize best practices. Like K-12 teachers, student teaching for early educators under the supervision of a Master Teacher is critical to the education and training of qualified early educators. The administration rapid turnover and the separation of the Child Development Center from instruction have made the practicum and student teaching experiences for the students seem expendable rather than a vital instructional part of the program. Decisions made years ago to separate out the Child Development Center from the instructional part of the Early Childhood Education program has not only affected the quality of our practicum and student teaching experiences, but has made the supervision of practicum, student teaching and observation courses challenging and distressing.

• Develop a strategic plan to address the variety of challenges and needs of our practicum courses due to the closing of the Child Development Center (CDC). This plan would have short term, intermediate and long terms goals that would solve the needs of our practicum, student teaching and observation courses.

• Explore Vocational and Technical Education Act (VTEA) funds for professional and resource development. Since there was no other location to place the early childhood resources which were part of the CDC and which were used to teach student teachers who were completing degree programs, a space [classroom or classrooms which is/are dedicated as a special classroom(s)] where early childhood education practicum students and those taking curriculum classes can have their courses demonstrate the learning with which it is hoped the students will leave the college with.

• Rearticulate the “Family Day Care as a Business” course and explore a “Certificate in Family Day Care”.

• Explore creating a “Family Engagement/Parent Education” certificate. • Explore creating a “Special Needs” certificate. • Explore creating a “School Age” certificate. • Explore the status of our partnership with the Center for Employment Training

(CET). • Explore partnership with Provider Training, Resource and Activity Center

(PTRAC) to serve as a resource facility for ECE students. • Review current course offerings in order to insure that they are reflective of the

current workforce needs in Santa Clara County. • Revisit the Bi-Lingual Early Childhood Education Track.

(There is a high need for a bilingual program at SJCC college. To date, there are 26 community colleges in California that offer alternative language ECE courses and/or certificates. Languages include: Spanish, Vietnamese and Chinese.

Currently, there are six community colleges which offer ECE courses in a language besides English, including DeAnza College, Gavilan College, San Francisco Community College, Cabrillo College, Hartnell College and Mission College. From 2009 - 2010, the ECE Department conducted meetings and focus groups with a variety of ECE constituency groups to receive input about the development of an ECE Bilingual program at SJCC. These included the ESL Department, the ECE Faculty, focus groups with ECE students, the ECE Program Advisory Committee, select SJCC academic counselors, the CALWorks Department, SJCC METAS Program, the Provider Training, Resource and Activity Center (PTRAC), Estrella Family Services, Choices for Children, The Local Early Care and Education Council of Santa Clara County, Center for Employment Training, St. Elizabeth's Day Home, two family child care provider networks, Mujer a Mujer, and the KTEH Early Learning Department. A draft proposal was developed based on the feedback received from these groups. Because of the turnover in Vice-Presidents of Academic Affairs and a variety of other administrative constraints, the project was not completed. With the appropriate administrative support and leadership, it is very feasible for a bilingual program to exist at SJCC.

• Continue conversations with the National Hispanic University about creating ECE co-horts to obtain B.A. degrees in ECE.

• Develop and implement five year strategic plan for the Early Childhood Education Department that is influenced by institutional research, current workforce needs and trends, and impact of articulation issues at four year colleges and universities.

• Change the name of the Department from “Early Childhood Education” to “Child Development”.

• Incorporate all Family and Consumer Studies classes under the Early Childhood Education Department.

• Change some ECE two unit courses to three unit courses. • Realign courses to meet the needs of CAP (Curriculum Project Alignment) and the

Child Development Permits. • Rename and align SJCC certificates to align with Child Development Permit

structure. • Reevaluate ECE 101: Practicum in Curriculum and ECE 103: Child Studies Student

Teaching in order to align these courses with workforce, permit, transfer and graduation needs.

• Expand class offerings to meet the needs of current workforce trends such as adding a sequel to our current ECE 191 class: Infant/Toddler Development.

• Offer courses in manner (time, sequence, days) which meets the needs of working professionals.

• Add consistent permit, transfer and graduation requirements advising to a CORE ECE course.

• Strengthen and expand our current relationship with our community lab site partners. One example would be to explore the possibility of hiring Child Development Executive Directors or Program Directors if qualified, as adjunct faculty to teach the practicum courses.

• Change the name of ECE 102 from Introduction to ECE to “Principles and Practices of Teaching Young Children”.

• Complete an Early Childhood Education Transfer Model Curriculum by Fall of 2014. • Review and reevaluate entire ECE Program to insure that it aligns with the

Competencies Integration Project (CIP) and the Curriculum Alignment Project (CAP).

5. How will these changes impact student success, instructional techniques, and course offerings?

• Placing practicum and student teachers in a quality classroom environment with

effective mentor teachers provides the experience and exposure students need to know about developmental appropriateness. Likewise for students with observation requirements to fulfill, a quality program is what you want them to see/observe. With this experience and exposure to what is quality and developmentally appropriate, students will garner skills needed to be effective teachers of young children. It is difficult to teach students about quality and developmental appropriateness when that is not what they see in the classrooms they are sent to observe or do their practicum/student teaching classes.

• Offering a wider selection of Professional Certificates would give students more vocational options as it relates to choosing a specific field with children services. Consequently, it would increase student enrollment within the ECE program. More students would also consider a career as social workers, clinical child psychologists and/or Marriage and Family Therapists.

• ECE students need to be competitive in the current job market. They must leave SJCC with the needed skills and experiences that will make them professionally successful. Courses and certificates must not only prepare them for professional careers but also for the advance degrees.

6. What are the budgetary implications?

STAFFING: 1 new FTE, Class 4, Step 3 – Salary plus benefits approximately $96,306 ECE Program Coordinator (40% release time) – approximately $38,500 per year Adjunct Compensation - $25,000 per year LIBRARY: $600.00 per academic year EQUIPMENT: $5000.00 laminating machine (one time cost) $1000.00 per year (resource materials) FACILITIES: $20,000-$30,000 per licensed child space – cost of new Child Development Center construction TECHNOLOGY: $600.00 per year

7. Please address projected needs in the following areas and indicate how each will support

Program and College Goals. Include information on current status and projected needs. STAFFING Hire a third full-time tenure track faculty member (or have current

tenure member fulfill this role and hire a 3rd faculty member to replace) to teach all practicum and observation courses, oversee all practicum related issues and serve as the primary advocate for a new Child Development Center. If and when a lab is secured, this faculty would also serve as the Director of the lab so there is a direct link between instruction and practicum experiences. College Goal #1: Promote Student Success

• PSLO #1: Analyze and interpret current requirements and standards for early childhood educators and early care and education programs.

• PSLO #5: Demonstrate knowledge of professional obligations and ethical standards required to function effectively and professionally in early care and education programs.

A 40% release time for an ECE faculty member to become the Program Coordinator of the Department in order to provide the required constant leadership needed in order to complete a strategic plan for ECE and become a competitive program in the market. College Goal #1: Promote Student Success

• PSLO #5: Demonstrate knowledge of and demonstrate strategies to meet the diverse needs of the community

Financial reimbursement to part-time faculty for professional work that is not within the scope of their contract. College Goal #3: Enhance Employee Development


FACILITIES A new Child Development Center to cater to instructional needs of the ECE Department including making available lab sites for Practicum (ECE 101) and student teachers (ECE 103) as well as observations sites for other ECE/FCS classes. College Goal #1: Promote Student Success College Goal #6: Expand Resource Development College Goal #2: Expand Partnerships with our External Communities

• PSLO #1: Analyze and interpret current requirements and standards for early childhood educators and early care and education programs.

• PSLO #4: Plan and implement classroom based activities consistent with a developmentally appropriate early childhood education curriculum and current program standards.

• PSLO #2: Design daily schedules and classroom interactions with children consistent with established program standards and current knowledge of child development.

• PSLO #3: Document and assess the needs of individual children in the early care and education setting and plan accordingly.


A classroom for lab classes especially for the ECE 104 class: Arts, Crafts and Creative Activities for Children where a water source needs to be in the classroom for students to be able to do hands-on creative art activities plus a storage area for art supplies. College Goal #1: Promote Student Success



A resource center where materials such as flannel/magnetic boards, puppets, musical instruments/props, outdoor materials, children’s books, rebus charts/posters, donated materials to use in making teaching props, etc. can be stored for instructional purpose as well as for students to complete course requirements that have tangible results. College Goal #2: Expand Partnerships with our External Communities




The use of an SJCC facility for Early Childhood Education sponsored meetings, events, workshops and conferences free of charge if the event is held Monday through Friday. College Goal #6: Expand Resource Development

• PSLO #5: Demonstrate knowledge of and demonstrate strategies to meet the diverse needs of the community.

LIBRARY Curriculum resource books for toddler, preschool and school age children. Resource books for teachers with appropriate activities in the different curriculum areas such as: Science, Creative Art, Math/Manipulative, Dramatic Play, Block Area, Sensory/Media Table, Music/Movement, Language/Literacy, etc. College Goal #1: Promote Student Success



Professional magazine subscriptions in Early Childhood Education. College Goal #1: Promote Student Success



EQUIPMENT Heavy duty laminating machine and laminating sheets for instructional projects, visual aids and for students’ projects/props/materials with any paper surface needing lamination. College Goal #1: Promote Student Success




Resource materials such as manipulative, dramatic play supplies, sensory bins, outdoor play equipment, etc. that students can borrow to complete curriculum and student teaching class requirements. College Goal #1: Promote Student Success


TECHNOLOGY DVDs (preferably by NAEYC), software programs (ex. program quality review, assessment, student teaching training), access to webinars

College Goal #1: Promote Student Success • PSLO #3: Document and assess the needs of individual

children in the early care and education setting and plan accordingly.

• PSLO #4: Plan and implement classroom based activities consistent with a developmentally appropriate Early Childhood Education curriculum and current program standards.



PROGRAM REVIEW SUBMISSION DATE: April 1, 2013

PREPARED BY: Monette Reyes, Ed. D. and Elizabeth Sharpe, M. Ed.

The Program Review Committee validates the review and forwards to the institution’s Integrated Planning Process.

SIGNATURE: DATE:

2012-2013 Comprehensive Program Review · 2014-12-17 · Master Teacher Permit, CD Site Supervisor...

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