Degree Applicable
Course ID 001397
Glendale Community College
May 2016
COURSE OUTLINE
Child Development 176
Mentor Teacher Practices
Catalog Statement
CHLDV 176 is designed to examine the methods and principles of supervising student teachers,
entry level teachers, volunteers and other adults in early care and education settings. Emphasis is
on the roles and development of early childhood professionals as mentors and leaders.
Total Lecture Units: 3.0
Total Laboratory Units: 0.0
Total Course Units: 3.0
Total Lecture Hours: 48.0
Total Laboratory Hours: 0.0
Total Laboratory Hours To Be Arranged: 0.0
Total Faculty Contact Hours: 48.0
Prerequisite: CHLDV 141 or equivalent
Recommended Preparation: Eligibility for ENGL 120 or ESL 151 and MATH 145. California
Child Development Permit or equivalent and 2 years of teaching experience.
Course Entry Expectations
Prior to enrolling in the course, the student should be able to:
 integrate the theories of how children learn and develop, as well as how they differ in
their approaches to learning to actively support children's learning; plan, present and
evaluate developmentally, linguistically, and culturally appropriate play based
curriculum;
 understand children’s family and community, collaborate with parents and professional
colleagues and establish a knowledge building community to inform practice;
 demonstrate ethical and advocacy responsibilities in working with children, families and
colleagues;
 utilize observation and recording methods and use formal and informal assessment
strategies to evaluate the intellectual, social, emotional and physical development of the
learner; use appropriate tools (e.g. Environment Rating Scales, Program Administration
Scales) to evaluate the effectiveness of curriculum, environments, teaching strategies and
other elements of the early childhood program to improve teaching practices.
 apply theoretical knowledge and problem solving skills in practical situations with
children and adults;
 utilize the concepts of individual and group motivation and behavior to create a learning
environment that can encourage positive social interaction, active engagement in learning,
and self-motivation;
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practice self-evaluation, reflection, and continually evaluate the effect of their choices
and actions on others (children, families, and other professionals in the learning
community);
analyze short essays (at least five paragraphs in length) to identify thesis, topic
development and concluding sentences, as well as traditional expressions used to increase
coherence;
evaluate compositions for unity, and sufficiency of development, and coherence, as well
as variety of sentence structure;
organize and write a thesis-driven, organized essay which is at least three paragraphs in
length (paragraphs should have a topic sentence and at least five additional sentences
which further develop that topic sentence with explanations or examples. These
sentences must be in logical order and be connected by transitional expressions, where
appropriate. Paragraphs must be tied together by appropriate transitions or other devices
which provide cohesion).
perform the basic mathematical functions and operations of addition, subtraction,
multiplication, and division of numbers and angles, as well as solve simple equations.
Course Exit Standards
Upon successful completion of the required coursework, the student will be able to:
 examine methods of supervision for student teachers and others in early childhood
education settings;
 identify characteristics of effective leaders and mentors;
 critique and practice strategies to support adult learners;
 demonstrate reflective practice, cultural competency, and ethical conduct;
 evaluate various personnel, program and environmental assessment tools;
 develop effective interaction and communication techniques.
Course Content
Total Faculty Contact Hours = 48.0
Leadership Characteristics (11 hours)
Time management
Characteristics of effective mentors/leaders
Diverse perspectives
Ethics-professional behaviors
Professional Development (9 hours)
Career ladder
Professional resources and organizations
Linking mentor teacher activities with professional advocacy
Adult Mentoring Strategies (12 Hours)
Orientation to mentoring program and Mentor/Mentee roles and expectations
Coaching, Modeling and Shadowing
Mentor/mentee relationship
Supervision Strategies (5 hours)
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Positive interactions and communication
Conflict resolution
Reflective supervision and feedback
Adults in Early Care and Education Settings (4 hours)
Evaluation and Assessment (7 Hours)
Evaluation and assessment tools
Evaluating the classroom environment
Evaluating teachers and volunteers
Methods of Instruction
The following methods of instruction may be used in this course:
 classroom lecture and discussion;
 educational technologies including the internet and other electronic presentations;
 collaborative group work;
 individual and group presentations;
 demonstrations;
 guest speakers.
Out of Class Assignments
The following out of class assignments may be used in this course:
 reflective essays (e.g. an essay examining the supervisors role in modeling, guiding and
evaluating mentees);
 read and reflect assignments (e.g. essays written in response to a specific reading
assignment that relates the concepts and principles presented to current thinking, values,
feelings, and professional practice);
 evaluation assignment (e.g. use an appropriate evaluation or assessment tool to gather
information to inform a mentoring interaction);
 mentoring case study (e.g. develop a mentoring relationship, plan and implement
mentoring sessions using strategies and procedures discussed in class, document process
and progress, produce a summary report).
Methods of Evaluation
The following methods of evaluation may be used in this course:
 essays, and other out of class assignments;
 environment rating scale report;
 group project presentation.
Textbooks
Chu, Marilyn. Developing Mentoring and Coaching Relationships in Early Care and Education:
A Reflective Approach. San Francisco: Pearson Education, 2013. Print
14th Grade Reading Level. ISBN: 9780132658232
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Harms, Thelma, Richard Clifford & Debby Cryer. Early Childhood Environment Rating Scale,
Revised Edition, New York: Teachers College Press, 2005. Print.
th
10 Grade Reading Level. ISBN: 9780807745496
This is the most recent edition of the book listed above
Harms, Thelma. Richard Clifford & Debby Cryer. Infant Toddler Environment Rating Scale,
Revised Edition. New York: Teachers College Press, 2006. Print.
th
10 Grade Reading Level ISBN: 0807746401
This is the most recent edition of the book listed above
Harms, Thelma, Ellen Vineberg Jacobs, & Donna Romano. School Age Environment Rating
Scale, Revised Edition. New York: Teachers College Press, 1995. Print. ISBN:
0807735078
10th Grade Reading Level
This is the most recent edition of the book listed above
Justification for Environment Rating Scale publications listed above:
The Environment Rating Scale (ERS) project is a program of Frank Porter Graham (FPG)
Child Development Institute of the University of North Carolina at Chapel Hill. The
documents (Early Childhood Rating Scale/ECERS, Infant Toddler Environment Rating
Scale/ITERS, School Age Rating Scale/SACERS and Family Child Care Rating
Scale/FCCRS) have been revised, the most recent copyright date is 2005. These documents are
valid and reliable assessment tools designed to measure quality in early care and education
programs and are used for research and program improvement purposes by educational
organizations, funders and regulators. The early childhood workforce must be familiar with
these document in order to effectively meet their professional obligations in the field.
Student Learning Outcomes
Upon successful completion of the required coursework, the student will be able to:
 individualize mentoring and supervision strategies based on the roles and developmental
stages of adult learners;
 demonstrate competency in communication and reflective practices when working with
diverse adult populations;
 use a variety of personnel, program and environmental assessment tools to inform
leadership decisions.