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Early Childhood Pre-K Lead Teacher Curriculum
 
Course Description
    

The Early Childhood Curriculum course has been specifically designed for early childhood educators.This course will address the following topics:

•Defining and Identifying Characteristics of High Quality Early Childhood Curriculum
•The Role of Curriculum in a High Quality Early Childhood Program
•Integrating Curriculum: The Educator’s Role, Part 1: Responsive Teaching
•Integrating Curriculum: The Educator’s Role, Part 2: The Importance of Individualizing Learning
•Using the Curriculum to Connecting with Families
•Supporting All Learners Through Integration of High Quality Early Childhood Curriculum

 
Course Syllabus
    
 

 

By the end of this course, participants will:
  • be able to define high quality early childhood curriculum,
  • distinguish the relationship between curriculum and standards,
  • determine the characteristics indicative of a high quality early childhood curriculum,
  • gain an understanding of how standards are supported through the use of curriculum,
  • investigate the relationship between curriculum and integration of standards,
  • explore the curriculum/curricular framework adopted by your program,
  • explore the role of the classroom environment in a high quality early childhood program,
  • identify the importance of strong relationships in a high quality early childhood program,
  • understand the importance of consistent schedules and routines,
  • understand how to build on children’s prior knowledge,
  • recognize role of formative assessment,
  • explore methods of capturing evidence of individualized learning,
  • investigate how Pre-K program’s curriculum/curricular frameworks guide family engagement,
  • understand the importance of the family school connection,
  • define family engagement,
  • explore ways to support children’s social competence through integration of high quality early childhood curriculum,
  • determine best practices for inclusion of adaptations and modifications for young children as needed, and
  • identify how integration of high quality early childhood curriculum supports a comprehensive approach to early learning.
Course Organization
This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.

Read
When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

Activities
When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

Discuss
When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.
Prerequisites

This course is designed for lead teachers in WV Universal Pre-K classrooms. Participants are expected to have regular access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience.  Participants should be proficient with using email, browsing the Internet and navigating through computer files.  

 

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/county technology support person if you need help in using/installing Word and/or other Office applications. 

 

If you do not have a k12.wv.us email account, Word must be acquired through other means.  One way to get access to Word Online at no charge is by  Creating a Microsoft Outlook Account with Access to FREE Office Online.

Format and Requirements
This workshop is divided into six sessions, plus an Orientation, which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be six and a half to seven hours.

The outline for the workshop is as follows:
Session One Defining and Identifying Characteristics of High Quality Early Childhood Curriculum
Session Two The Role of Curriculum in a High Quality Early Childhood Program
Session Three Integrating Curriculum-The Educator's Role,
Part 1
Session Four Integrating Curriculum-The Educator's Role, Part 2 The Importance of Individualized Learning
Session Five Developing a Community of Learners
Session Six Supporting All Learners Through the Integration of High Quality Early Childhood Curriculum

Orientation
This orientation session should be completed prior to the start of our course. It includes a participant survey; an introduction to the course website; and the opportunities to update your profile, email your facilitator, and introduce yourself to fellow participants as you experiment with the online discussion board.

Session One: During this session, educators will explore basic fundamentals of curriculum, standards, and characteristics inherent to high quality early childhood curricula.  Gaining a basic understanding of the relationship between each of these elements will establish a foundation for the rest of this course.

Session Two: This session focuses on how the use of curriculum interplays with content standards and objectives in an integrated approach to early childhood education. The importance of understanding the distinctions between curriculum and standards is a central focus of this session. Exploration of adopted curricular framework/curricula based on individual educator's various programs will be introduced.

Session Three: This is the first of two sessions which focus on responsive teaching in early childhood education programs. An exploration of three major components of high quality early childhood programs, and the relationship of each to early childhood curriculum, serves as the focus of this session. During this session, the early childhood classroom environment, development of strong relationships, and establishment of consistent schedules and routines are examined.

Session Four: This is the second session that focuses on the educator’s role with integrating curriculum. During this session, the importance of individualizing learning for all children will be examined. Understanding the importance of building on children’s prior knowledge, as well as the role of formative assessment and methods for capturing evidence of learning, serve as the main components of this session.

Session Five: During this session, educators will look closely at the role of family engagement in high quality early childhood education programs. Examining the importance of the family-school connection, as well as looking at how various curricula embed family engagement into their philosophy, will occur during this session. The Ready, Set, Go! WV Comprehensive Framework for School Readiness and Transitions will also be examined in the context of individual programs’ curriculum/curricular framework.

Session Six: The final session of this course encourages educators to look at how the integration of high quality early childhood curriculum can support a comprehensive approach to early learning. Encouraging children's social competence and ensuring best practices for adaptations and modifications as needed will be addressed.

Course Project Assessment

Workshop participants will complete an orientation and then six workshop sessions that include weekly readings, activities, and online discussions.  There will be a pre-workshop survey and a post-workshop survey.  There is a Pre-Quiz in Session One and quizzes are scheduled in the Orientation and in Session Six. Participants are expected to score a minimum of 90% on all quizzes except the Pre-Quiz. Participants will complete weekly assignments and projects in Sessions Two through Six. Project templates along with rubrics are provided in Sessions Two through Six and may also be accessed at the bottom of this section .  The templates and rubrics describe activities to be completed, shared and peer-reviewed during these sessions.  Facilitator feedback will also be provided throughout the course.

Session Two Project

Session Two Project Rubric

Session Three Project

Session Three Project Rubric

Session Four Project

Session Four Project Rubric

Session Five Project

Session Five Project Rubric

Session Six Project

Session Six Project Rubric

 

Discussion Participation
Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum. This course has dual discussion posting for each session. 

Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion PostingsIn certain discussions, participants will be asked to peer review others' projects according to the Rubric Review Help Guide.

Course Grading Expectations
All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.
Copyright and Plagiarism Information

All resources referenced during the course will be properly documented. 

Copyright guidelines are to be observed throughout the course project and all course activities.  All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
 
Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course  

Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).

Certificate of Completion
Upon successful completion of this course, Early Childhood Curriculum, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant by attachment to the final course project Dropbox with the facilitator feedback shortly after the completion of the course.
Software Download Disclaimer
Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.
Content and Technology Standards

This workshop, Early Childhood Curriculum, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV, and V. For more information about Technology Integration visit: http://www.iste.org

In addition, participants will identify specific WV Content Standards and Objectives (http://wvde.state.wv.us/csos/) as they engage in course content.

About this Course

This workshop was developed by the West Virginia Department of Education (http://wvde.state.wv.us).

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.