REQUIRED COURSESThe Early Childhood Education License/Minor consists of 5 required courses to be taken in sequence. In addition, Elementary Education Majors are required to complete a culminating EDUC 4010 Student Teaching in Early Childhood experience.
ETHICSIn addition to successful academic performance in prescribed course work, you are enrolled in a professional course of study that is governed by a standard code of ethics and programmatic expectations. The School of Education Policies and Procedures Handbook and the NEA Code of Ethics for the Teaching Profession are available in the SOE office, 3rd floor of Decker Hall. Misdemeanor or felonious conviction(s) may bar teacher licensure in the State of Indiana or other states. If you have questions, please direct them to the Coordinator of Clinical Experiences. Specific to Early Childhood, all candidates seeking a license/minor in Early Childhood are to uphold the NAEYC Code of Ethical Conduct and Statement of Commitment standards SERVICE LEARNINGService learning is a key component of this commitment. Service learning is a required component of all five Early Childcare courses. Service Learning obligations are in addition to any Field Experience expectations a course may require. By requiring candidates to identify community needs and organizations working toward meeting those needs, candidates join and develop initiatives that provide them with real-world experiences while advocating for young children and families. In doing so, candidates not only benefit from civic engagement but they serve as ambassadors aiding in building relationships and trust with local stakeholders. Service Learning experiences will require time responsibilities outside the class period. Additional resources may also be required. | PROGRAM FRAMEWORKThe Early Childhood Education Program is framed by Greenleaf’s Servant Leadership theory. Drawn from this philosophy is a set of 10 central characteristics in development of a servant leader: Listening, Empathy, Healing, Awareness, Persuasion, Conceptualization, Foresight, Stewardship, Commitment to the Growth of People, and Building Community. The Early Childhood Education Program infuses these elements throughout the required coursework, practicum, service learning, internship, and student teaching experiences. Greenleaf’s Servant Leadership framework supports and aligns to the School of Education’s framework of the Three C’s: Character, Competence, and Commitment. EARLY CHILDHOOD CONCEPTUAL FRAMEWORKGREENLEAF'S SERVANT LEADERSHIP
Aligned to School of Education
Conceptual Framework: 3 C's PROFESSIONAL DISPOSITIONSA classroom teacher should exhibit many qualities. One of these qualities is the ability to meet academic standards. However, there are many other qualities that will be considered by the Anderson University Faculty to determine entry and continuation in the Teacher Preparation Program. These include class participation, responsibility, appropriate behavior, attitude, and professional demeanor. These are demonstrated not only by the overall quality of work performed, but through timelines, classroom behavior, responsibility for actions, and classroom attendance, professionalism. Both the overall Early Childhood Education Program and all specific courses within the program maintain high expectations for professional dispositions. Infractions to Professional Dispositions will be dealt with according to the following guidelines and criteria which may impact course grades and/or a candidate’s progression in the program. |
Early Childhood Program
EARLY CHILDHOOD CONCEPTUAL FRAMEWORKGREENLEAF'S SERVANT LEADERSHIP
Aligned to School of Education
Conceptual Framework: 3 C's |
