Infant/Toddler Student Teaching Seminar
ECS 461/EDUC 555
Lauren Fascenda, MA
Student teaching in center-based settings for infants and toddlers. Students practice assessment and instructional strategies. Seminar is held in conjunction with the student teaching experience to serve as a forum for integrating research, theory, and recommended practices. Two full school days of student teaching perFall, week. Fingerprint clearance is required. This is a required course for the Early Childhood Studies Program.
Office Hours: By Appointment
Phone: (805) 443-8776
Fall 2016 - Online
8/29/16 - 12/16/16
Student Learning Outcomes
Students who successfully complete this
student teaching and seminar will be able to:
1. Observe, record and assess the development and learning of infants and
toddlers using a variety of methods
2. Gather information from the child's
family and environment(s) to understand the child's learning and development
3. Use assessment results to identify
individual needs and plan appropriate programs, environments and interactions
4. Communicate assessment and planning information to parents
5. Design developmentally
appropriate and culturally relevant natural learning environments
6. Design supportive schedules and routines for infants and toddlers
7. Implement curricular/teaching strategies for infants and toddlers with
and without disabilities with a focus on cognitive, social-emotional, language,
and physical development
transition planning between settings for infants and toddlers and their
9. Identify the linguistic/cultural preferences and socioeconomic influences of family resources, concerns, and priorities.
By Enrolling in this class:
- You agree to uphold the standards of academic integrity described in the Student Handbook
- You agree to spend an average of 6 hours per week on assignments outside of class.
- You agree to complete all readings and related assignments on time.
- You agree to be available for the exam dates listed. There are no make-up exams unless and legitimate emergency occurs and I am notified immediately
Students are required to participate in the student teaching seminar and complete all required field work days and assignments in their placement site.
- Completion of required 28 days -100
- Participation in Seminar - 40
- Professional Portfolio - 50
- Introductory Letter -10
Points are earned through a variety of learning activities, assigned throughout the semester. The total number of points earned will determine your course grade.
- 99-90% is an A
- 89-80% is a B
- 79-70% is a C
- 69-60% is a D
- less than 60% is an F.
Regular access to a computer (not a mobile device) is required for the successful completion of this online course in addition to regular access to the internet (a recently updated browser-Google Chrome is suggested.
- For tech general
- Clear your browser’s
- Try a different
browser (Google Chrome is typically the most successful browser)
- Shut down and restart
- Contact the university
Help Desk email@example.com or (805) 437-8552
- For VoiceThread
- The CSU CI Broome Library will loan laptops to students. For more information visit: http://library.csuci.edu/services/check-out-equipment.htm
Click HERE for CSUCI's Disability Resource Program Website
California State University, Channel Islands is committed to equal educational opportunities for qualified
students with disabilities in compliance with Section 504 of the Federal
Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of
1990. The mission of Disability Accommodation Services is to assist students
with disabilities to realize their academic and personal potential. Students
with physical, learning, or other disabilities are encouraged to contact the
Disability Accommodation Services office at (805) 437-8510 for personal
assistance and accommodations.
Click HERE for CSUCI's Academic Dishonesty Policy
1.Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show possession of a level of knowledge or skill that he/she does not possess.
2. Course instructors have the initial responsibility for
detecting and dealing with academic dishonesty. Instructors who believe that an
act of academic dishonesty has occurred are obligated to discuss the matter
with the student(s) involved. Instructors should possess reasonable evidence of
academic dishonesty. However, if circumstances prevent consultation with
student(s), instructors may take whatever action (subject to student appeal)
they deem appropriate.
3. Instructors who are convinced by the evidence that a
student is guilty of academic dishonesty shall assign an appropriate academic
penalty. If the instructors believe that the academic dishonesty reflects on
the student's academic performance or the academic integrity in a course, the
student's grade should be adversely affected. Suggested guidelines for
appropriate actions are: an oral reprimand in cases where there is reasonable
doubt that the student knew his/her action constituted academic dishonesty; a
failing grade on the particular paper, project or examination where the act of
dishonesty was unpremeditated, or where there were significant mitigating
circumstances; a failing grade in the course where the dishonesty was
premeditated or planned. The instructors will file incident reports with the
Vice Presidents for Academic Affairs and for Student Affairs or their
designees. These reports shall include a description of the alleged incident of
academic dishonesty, any relevant documentation, and any recommendations for
action that he/she deems appropriate.
4. The Vice President for Student Affairs shall maintain an
Academic Dishonesty File of all cases of academic dishonesty with the
5. Student may appeal any actions taken on charges of
academic dishonesty to the "Academic Appeals Board."
6. The Academic Appeals Board shall consist of faculty and
at least one student.
7. Individuals may not participate as members of the Academic Appeals Board if they are participants in an appeal.
Course Schedule Fall 2016
Week / Date / Topic
Assignments Due (Due Sundays at Midnight)
1. 8/29-9/4 Meet supervisors/Student Teaching Assignments
*ECS 460 (Face to Face)
Due: Intro Letter
2. 9/5-9/11Review Handbooks, Syllabus, Requirements
3. 9/12-9/18 Student Sharing, Definition of a Seminar, Review forms
Cover Letter explanation
VT #1: How’s it going?
4. 9/19-9/25 Brainstorm topics
Due: Cover Letter
Professionalism – Conflict Resolution – HEART Policy
on Resume Development.
6. 10/3-10/9 Policy/practice
Due: Resume (Draft)
7. 10/10-10/16 Feedback on Resumes
VT #2- Policy/practice prompt
9. 10/24- 10/30 Philosophy of Infant/Toddler Care and Development/ Discussion on observation/assessment strategies
10. 10/31-11/6 Midterm Self
Due: Improvement Plan
Presentation on Cover Letter – I sentence activity Interviews – Letters of Rec. Evaluation
D3- What are you thinking for your Blue Steel Assignment
12. 11/14-11/20 Portfolio Components
Rough Draft Re-submission Date / LinkedIn extra credit
Thanksgiving Holiday NO Class
14. 11/28-12/4 Portfolio Table of Contents
Due: Table of Contents (Portfolio)
15. 12/5- 12/11 Mandated Reporter
VT #4 – Take away/ Change?
16. 12/12-12/16 Panel Discussion – Careers in Early Childhood