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.

Course Contact/Information

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

8. Facilitate transition planning between settings for infants and toddlers and their families

9. Identify the linguistic/cultural preferences and socioeconomic influences of family resources, concerns, and priorities.

Your Responsibilities

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

Course Requirements

Students are required to participate in the student teaching seminar and complete all required field work days and assignments in their placement site.

  1. Completion of required 28 days -100
  2. Participation in Seminar - 40
  3. Professional Portfolio - 50
  4. 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.

Technology Requirements/Support

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.


Disability Statement

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.

Academic Dishonesty

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 appropriate documentation.

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

5. 9/26-10/2

Professionalism – Conflict Resolution – HEART Policy

Presentation on Resume Development.

6. 10/3-10/9 Policy/practice

Due: Resume (Draft)

7. 10/10-10/16 Feedback on Resumes

Philosophy Prompt

VT #2- Policy/practice prompt

8. 10/17-10/23

Due: Philosophy (Draft)

9. 10/24- 10/30 Philosophy of Infant/Toddler Care and Development/ Discussion on observation/assessment strategies

10. 10/31-11/6 Midterm Self improvement plan

Due: Improvement Plan

11. 11/7-11/13

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

13. 11/21-11/27

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

Due: Portfolio

©2008 Ginnerbot. CC BY 2.0
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