CHLD 194: Adult Supervision and Mentoring

Citrus College Course Outline of Record

Citrus College Course Outline of Record
Heading Value
Effective Term: Fall 2026
Credits: 3
Total Contact Hours: 54
Lecture Hours : 54
Lab Hours: 0
Hours Arranged: 0
Outside of Class Hours: 108
Total Student Learning Hours: 162
Prerequisite: CHLD 156 and CHLD 156L.
Transferable to CSU: Yes
Transferable to UC: No
Grading Method: Standard Letter

Catalog Course Description

This course covers all aspects of supervising the adult learner in Early Childhood Education programs including: policies and procedures for selection and supervision of staff, professional development, leadership and motivation, team building, conflict resolution, and supervision and evaluation. Emphasis is on the roles and development of early childhood professionals as mentors and leaders. 54 lecture hours.

Course Objectives

  • Describe the various methods and skills for adult supervision, mentoring, and coaching to support teachers and other adults in early childhood settings.
  • Facilitate effective communication, problem solving and power sharing within the work environment
  • Demonstrate the skills necessary to identify and plan professional development to meet the individual needs of teachers, student teachers, and mentees.
  • Complete an observation of a teacher, providing feedback verbally and in writing at a planned conference
  • Identify characteristics of effective supervising teachers, mentors, and coaches.
  • Demonstrate understanding of personnel, program, and environmental assessment tools relevant to supervising, mentoring, and coaching roles.
  • Be able to administer one of the evaluation tools suggested in required texts and materials on an individual program.
  • Explain the career requirements and pathways for supervisors of teachers, mentors, and coaches in the ECE classroom.

Major Course Content

  1. Job Descriptions
    1. Roles and role-sets
    2. Policies and procedures
  2. Career pathways and roles of supervisors, mentors, and coaches
    1. Pathways to becoming a supervising teacher/mentor 
      1. Child Development Permit
      2. California Mentor Teacher Program
      3. Other local requirements
    2. Pathways to becoming a coach
      1. Coaching certification 
      2. Local departments of education
  3. Maximizing Potential, Leading, and Managing
    1. Developing a common vision
    2. Identifying strengths
    3. Reaching consensus
    4. Creating a team/power-sharing
    5. Self-evaluation
    6. Problem-solving conflicts
  4. Pre-Service/In-Service Education
    1. Orientations
    2. Workshops
    3. Consultants
    4. Professional Development
  5. Supervision and Evaluation
    1. Communication
    2. Clinical supervision
    3. Feedback and follow-up
    4. Peer evaluation
    5. Purpose of evaluation and assessment in relation to supervising/mentoring and coaching 
      1. Early Childhood Environmental Rating Scale-Revised (ECERS-R)
      2. Classroom Assessment Scoring System (CLASS)
      3. Site-specific staff evaluations
  6. Leadership and Development
    1. Time management
    2. Characteristics of effective mentors/leaders
    3. Diverse perspectives
    4. Ethics-professional behaviors
      1. Professional resources and organizations
      2. Advocacy
  7. Adult Mentoring and Supervision Strategies
    1. Coaching
    2. Modeling
    3. Shadowing
    4. Reflective supervision and feedback
    5. Mentor/mentee relationship

Suggested Reading Other Than Required Textbook

Chu, Marilyn, Developing Mentoring and Coaching Relationships in Early Care and Education: A Reflective Approach, Pearson, 2014 Harms, T., Cliffor,R., Cryer,D.. Early Childhood Environment Rating Scale, 3rd ed. Teachers College Press, 2014. Print.

Examples of Required Writing Assignments

Written summary based on use of one of the evaluation instruments recommended in the course and concrete suggestions for improving the program in all areas of deficiency.

Examples of Outside Assignments

Student will interview a current director or supervisor and develop a list of critical issues in supervision of early childhood education professionals. The list will be discussed by class members to generate potential solutions to the problems/issues the supervisor raised.

Instruction Type(s)

Lecture, Online Education Lecture