Instructor: Dr. Dina C. Castro
Email:
Office Hours: Appointments available upon
request(online). / Graduate Assistant: Kia Rideaux –
EDEC 6613: Social Change and Leadership in Early Childhood Studies
CATALOG DESCRIPTION:
Assists early childhood professionals in developing leadership skills, vision and the ability to conceptualize and promote social change. The diverse roles of individuals, organizations, societal institutions, and communities are explored (3 Hours)
COURSE DESCRIPTION:
This course will discuss the leadership in early childhood education needed to meet the needs of an increasingly diverse child population.Students will engage in critical thinking and problem solving to address current issues and barriers to the provision of and access to high quality early education for all children.Students will learn about how to build anti-bias early education programs and become an early education leader for social change.
Pre-requisites: There are no pre-requisites to enroll in this course.
COURSE OBJECTIVES:
Students who successfully complete this course will be able to:
- Examine the goals of leadership to address diversity and equity in early education programs.
- Determine the role and attributes of early education leaders who are effective in building anti-bias early education programs.
- Identify and explain the process involved in planning and sustaining changes to address diversity and equity in early education programs.
- Explain and assess effective ways in which early education leaders can work in partnership with teachers and families in the process of building an anti-bias early education program.
- Design a strategic plan for building and sustaining early childhood programs founded on principles of social justice and engaged in anti-bias practices.
REQUIRED MATERIALS:
Textbook information
Long, S., Souto-Manning, M., & Vasquez, V. M. (Eds.). (2015). Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.
Derman-Sparks, L., LeeKenan, D., Nimmo, J. (2015). Leading anti-bias early childhood programs: A guide for change. New York, NY: Teachers College Press.
How the Course is Organized:
The course is divided into 5 learning modules, one for each week. Each module contains assignments and discussions. Generally, postings and replies are due by 11:59 p.m. on Tuesdays, Thursdays, and Fridays. (More specifically: Discussion Questions are due Tuesdays by 11:59 p.m.; responses to questions on Thursdays by 11:59 p.m.; and replies to responses by Fridays at 11:59 p.m.). In addition to discussion questions, you will prepare and submit two Class Memos and one final project. It is strongly recommended that you post your work ahead of time! This syllabus contains grading details, assignment descriptions and due dates, university and departmental policies.
What Should You Do First?
To start the course, go to the content page in Blackboard and click on the START HERE icon. In there you will find instructions about how to begin, purchasing the texts, and where to introduce yourself.
How You Should Proceed Each Week for Class Activities:
Go to the weekly assignments menu item, click on the week’s link, in there you will see a chart with the contents to be learned, weekly readings, objective of the lesson, discussion forum, and journal entry. You can also use your syllabus to refer to the details of the weekly assignments.
TECHNICAL REQUIREMENTS AND ASSISTANCE
The following information has been provided to assist you in preparation for the technological aspect of the course.
UIT Help Desk
Hardware and software necessary to use Bb Learn
Browser requirements
Computer and Internet Literacy
Headset/Microphone (for synchronous chats)
Word Processor
Minimum Technical Skills Needed
Navigating and using basic tools of Blackboard Learn
Using email and attaching documents
Creating and submitting files in commonly-used word processing program formats
Copying and pasting text between applications
STUDENT TECHNICAL SUPPORT
The University of North Texas UIT Student Helpdeskprovides student technical support in the use of Blackboard and supported resources. The student help desk may be reached at:
Phone940.565-2324
In PersonSage Hall, Room 130
HoursMonday-Thursday8am-midnight
Friday 8am-8pm
Saturday 9am-5p
Sunday 8am-midnight
ACCESS AND NAVIGATION
Access and Log In Information
This course was developed and will be facilitated utilizing the University of North Texas’ Learning Management System, Blackboard Learn. Access the course at
You will need your EUID and password to log in to the course. If you don't know your EUID or have forgotten your password, please go to:
Student Resources
You have access to these resources:
Locate the “UNT Helpdesk” tab at the top of the Blackboard Learn window, which provides links to student resources of technical information and instruction, and how to contact the Help Desk for assistance.
If you're new to online courses or unfamiliar with the learning management tools, go to the Blackboard Learn Student Orientation. It is recommended that you become familiar with the tools and tutorials within the Orientation to better equip you for participating in the course.
See short how-to videos at Blackboard Learn’s On Demand Learning Center for Students .
Being a Successful Online Student:
What Makes a Successful Online Student?
Self Evaluation for Potential Online Students
Transmit only WORD documents via Blackboard that are of high quality and that evidence creativity and thought;
Demonstrate professional attitudes and dispositions toward each other during discussions;
Turn in assignments on time;
Use the UNT library and open source resources to supplement your learning.
Student Academic Support Services
Links to all of these services can be found on the Academic Support tab at the top of your course site.
Academic Resource Center
Buy textbooks and supplies, access academic catalogs and programs, register for classes, and more.
Center for Student Rights and Responsibilities
Provides Code of Student Conduct along with other useful links.
Office of Disability Accommodation
ODA exists to prevent discrimination on the basis of disability and to help students reach a higher level of independence.
Counseling and Testing Services
CTS provides counseling services to the UNT community, as well as testing services such as admissions testing, computer-based testing, and career and other testing.
UNT Libraries
Online library services.
Online Tutoring
Chat in real time, mark-up your paper using drawing tools, and edit the text of your paper with the tutor’s help.
The Learning Center Support Programs
Various program links provided to enhance the student experience.
Supplemental Instruction
Program for every student, not just for students who are struggling.
UNT Writing Lab
Offers free writing tutoring to all UNT students, undergraduate and graduate.
Math Tutor Lab
Located in GAB, room 440.
Succeed at UNT
How to be a successful student information.
COURSE REQUIREMENTS
Purchase the textbook;
Review the syllabus in its entirety;
Follow all the course instructions found in the weekly assignments in Blackboard and in this syllabus in order to address each assignment and assessment on time;
Participate in forums using the discussion tool and pay attention to netiquette;
Ask questions for clarification about any assignment before it is due;
Turn in written assignments using WORD files;
Submit assignments on time and on the due dates.
COMMUNICATION PLAN
In order to facilicate interaction between instructor and students throughout the semester the following forums have been put into place:
Announcements
Blackboard announcements will be utilized to provide brief lectures, therefore it is expected that announcements will be read carefully. Additionally, this is the way I'll routinely provide you with newsflashes, weekly updates, and reminders. Watch for them on the first screen each time you enter the course.
Course Discussions
This is where assigned weekly postings and collaboration with your classmates should be posted. Find it from the course menu.
Questions
You'll find a forum within Discussions for all questions about assignment clarification or course function issues. Read and become familiar with the syllabus and Start Here section before asking questions, and look for previously-asked questions to see if there's already an answer.
Course email
Our preferred mode of communication will be using the menu item messages in Blackboard (BB). You may use the email to communication with your fellow classmates. The course email link should also be utilized in order to ask private questions about grades or other issues not suitable to share with others. Find the link on the course menu.
Grades and feedback
You can expect to receive a response from me to your questions within 24 hours. I typically grade most assignments within a week and will post an announcement when they're available in My Grades on the course menu. I try to provide feedback on your assignments within a week, and for more complex submissions, will post an announcement of when to expect it.
Contacting the instructor
To communicate with me you can email me. I will log in weekly to respond to emails, to provide clarification for assignments and for grading as needed. You can also schedule an online appointment through GoToMeeting or Skype.
ASSESSMENT METHODS AND GRADING
ASSIGNMENTS & EVALUATION / Points / Due DateClass participation/completion of assignments.
Regular attendance is required (see General Expectations below). Share your observations and insights about course content. Engage in collaborative tasks and assignments as invited/assigned. Share thoughtful comments, questions, and responses as appropriate. In addition, if you will be absent, you should send me a message and post online evidence of your work/learning related to the topic discussed that week. The following are grading criteria for class participation. If you have questions or comments, contact me at any point during the course period.
Grading
90-100 points — outstanding contributions (including but not limited to suggesting additional resources and connections; asking questions that prompt responses; sharing insights that help us make connections across the content; providing examples and stories that help us make sense of the content)
76-89 points --- complete the expected assignments; provides insightful contributions consistently, but do not contribute additional resources beyond those provided by the instructor.
60-75 points — complete the expected assignments; provides respectful replies to online discussions; provide insightful contributions occasionally.
0-59—lacks consistent completion of assignments; lack of engagement (e.g., readings/replies to discussion questions), do not provide any insightful contribution. / 100 / ongoing
Class Memos documenting what you are learning. Class Memos are brief essays focusing on a particular issue or question. The memo poses your question/s, your finding/s, or other ideas. These memos should help you document your growth as an early education leader. You may use a "What? So What? Now What?" format. The length may range from 2-3 pages. If you have more to say than 3 pages, break it into two memos.
Grading
33-40 points — clear and compelling explanations of multiple patterns that you are noticing (generalizations, expectations, contradictions, surprises, puzzles, and connections) with compelling evidence, examples, illustrations, etc. Brings info to the table from assigned and unassigned readings/activities.
25-32 points— All of the above, but focuses on assigned readings/activities only.
17-24 points—clear explanation of at least one pattern.
9-16 points—attempt to do the above, but lacks clarity or evidence.
0-8 point — unclear, not focused, does not point to a pattern in your learning / 80 (40 points each) / #1 – 7/22
#2 – 8/05
All assignments should be submitted to Blackboard by 11:59 p.m. on the due date.
Student Lead Class Discussion of the required readings for the week related to social change and early childhood leadership. Each student will participate in a student lead discussion two times during the course period. You will be the "thought leader" as we consider this particular topic. You will assign 2-3 discussion questions that will be posted in the course blackboard discussion tab by Tuesday at 11:59 pm. The questions should encompass all assigned readings for the week. Discussion questions will significantly guide our conversations; they will serve the following purposes:
Offering opportunities for students to reflect more deeply on the assigned readings, and through their reflections, deepen their learning.
Enhancing student’s accountability and at the same time giving students direct participation in shaping the course discussion.
Allowing the instructor to assess student’s interest, learning, and concerns.
Enabling the instructor to engage students in dialogue about their specific interests.
Discussion Board Responses and Replies
On the weeks in which you are not the “thought leader”, you should respond to at least two of your peers’ discussion questions. Theses responses are due by 11.59 p.m on Thursdays. Each response must be at least 200 words in length.
The week you are the “thought leader”, you should reply in a respectful and thoughtful manner to each response made to your discussion question. These replies do not need to be 200 words (25 to 50 words will be fine), but should be long enough to let your responder know you have considered their response.
Grading
90 - 100 points—Clear and focused questions; thoughtful planning of questions to engage classmates; responsive leadership of the discussion; summary shows accuracy and comprehensive consideration of multiple sources and perspectives.
80 - 89 points—Clear and focused questions; summary lacks a comprehensive consideration of multiple sources and perspectives.
70 – 79 —Questions lack clarity; summary lacks accuracy and comprehensiveness.
0 – 69 -- Not acceptable; re-do. / 200 (100 points each) / 7/19
7/26
8/2
(each student will be assigned to submit discussion questions for two of the dates listed above)
Final Project: Early Childhood Leadership for Social Change – A Plan for Action — Design a strategic plan to build and sustain an early childhood program founded on principles of social justice and engaged in anti-bias practices. Apply the content discussed in this course. You can develop the plan for an existing early childhood program, so that you take into account real-life conditions. The plan should include the following elements (grading criteria included):
- Rationale for developing a plan for change – 25 points
- Program description – 20 points
- Assessment of anti-bias practices (including curriculum and instruction, teacher preparation/professional development, program policies and administration, and family and community engagement) - 40
- Specific objectives and activities to generate change- 40
- Plan for sustaining changes- 40
Submit assignment to Blackboard by 11:59 p.m.
General Expectations
1.Prompt, regular participation in class discussions. Two or more absences will result in a course grade of F.
2.Completion of readings and assignments by due dates. Assignments submitted after the due dates will not be graded.
3.Thoughtful participation in class discussions. Bring forward in our class discussions and assignments your thoughts, concerns, and questions about the readings.
4.Extensive reading beyond assigned articles.
5. ALL ASSIGNMENTS MUST BE SUBMITTED/UPLOADED FOR GRADING AND FOR A FINAL GRADE, IF NOT, THIS WILL RESULT IN AN ASSIGNMENT GRADE OF “0”.
6.All assignments must be submitted for grading to earn a passing grade in the course.
GRADING SCALE
Grades will be determined as follows:
A = 95-100% = 518-545 pts: Outstanding work in terms of effort, improvement,
innovation, insight, and class leadership.
B = 85-94% = 464-517 pts: Thoughtful and thorough completion of assignments, clear
connections to personal questions, synthesis and analysis
of readings, class discussions, and personal inquiry.
C = 75-84% = 409-463 pts: Timely and adequate completion of assignments; some
synthesis and analysis, but lacking the qualities listed
above.
D = 65-74% = 355-408 pts: Completion of assignments but little evidence of synthesis
or analysis; little response to feedback
F = 64%- Below = 354-Below pts: Excessive absences and/or lack of promptness;
incomplete assignments; assignments of poor quality.
How to Access Grades
See the My Grades tool on the course menu for current grades. I'll notify you when I've graded assignments and new grades will appear.
SUMMARY OF ASSIGNMENTS, ASSESSMENTS AND DEADLINES
Modules and Dates / AssignmentsAll listed for each week including: / Assessments & Deadlines
Module 1
July 11-15 / Introductions in the Discussion Board
Discussion about defining early childhood leadership for social change. / - Instructor-lead discussion
Responses due on 7/14; replies on 7/15
Module 2
July 18-22 / Discussion about becoming an early education leaders.
Class memo -reflection on the two topics discussed in the first two weeks. / - Student-lead discussion
Responses due on 7/21; replies on 7/22
- Class Memo
Due on 7/22
Module 3
July 25-29 / Discussion about planning and sustaining change to address diversity and equity in ECE. / - Student-lead discussion
Responses due on 7/28; replies on 7/29
Module 4
August 3 - 9 / Discussion about engaging in collaborative practices and developing partnerships with teachers and families. / - Student-lead discussion
Responses due on 8/4; replies on 8/5
- Class Memo
Due on 8/5
Module 5
August 10-14 / Development of a plan of action for building and sustaining early childhood programs engaged in anti-bias practices. / - Final project - Plan
Due on 8/9
COURSE EVALUATION
SETE: TheStudent Evaluation of TeachingEffectiveness (SETE)is expected for all organized classes at UNT. This brief online surveywill bemadeavailable toyou at theend ofthe semester, providingyouachanceto comment on how this class is taught.Iam veryinterested in thefeedbackIget from students, asIwork to continuallyimprovemyteaching.I consider theSETEto be an important part ofyour participation in this class.
SCHOLARLY EXPECTATIONS
VERY IMPORTANT NOTE FROM INSTRUCTOR: All content used by students in papers MUST BE REFERENCED, including the listing of page number for quoted content. Use a format that always lists the author and year (e.g. APA). Any ideas taken from other sources require this referencing. If you did not know about a topic before you began, virtually everything should be referenced with the exception of manuscript content like telling the purpose of your paper, explaining how the paper is organized, summarizing what has been discussed by you already, or generating ideas yourself that have not been in any readings (you must be very aware of the literature to know whether your ideas are unique because often other authors have already generated them).