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AECE-216 - Administrative Licensing & Leadership - 3.00 Credits

AECE-216 - Administrative Licensing & Leadership - 3.00 Credits

Course Details
Students will study the differences between transformational and transactional leadership styles. Students will identify and practice the leadership skills, required to be a daycare supervisor or to be an administrator. Additionally, students will examine sound program management, fiscal management, licensing, personal management and organizational structure.
Part of the:
  • CAREER TRAINING (EDUCATION) Department
  • Available/Required in the following Programs:
  • Aboriginal Early Childhood Education Diploma - Year 2 Fall
  • Prerequisites : AECE Certificate or equivalent
    Course Outline
    Instructors Qualifications: Bachelor Degree in related field. Experience working in an early childhood educational setting. Aboriginal background and/or experience working in an Aboriginal adult educational setting an asset.
    Office Hours: 1.5 per week
    Contact Hours: 45
    Student Evaluation
    Procedure:
    Assignments 50-70%, Final Exam 30-50%, total 100%. Grading procedures follow NVIT guidelines.
    Learning Outcomes: Upon successful completion of this course students should be able to:

  • outline leadership roles and the stages of leadership;
  • demonstrate knowledge of leadership from a developmental leadership perspective;
  • develop leadership skills and abilities related to infant toddler and special needs settings;
  • compare transformational and transactional leadership styles by:
  • o defining each term;
    o distinguishing the characteristics of each;
  • compare great Aboriginal leaders with respect to their leadership styles;
  • identify the roles and values, visions, culture and perceptions influencing leadership;
  • discuss leadership in teaching, negotiating, planning, resolving conflict, allocating resources and motivating staff, parents and children;
  • describe the BC Child Care Licensing Regulations Act and the BC Community Care Facility;
  • categorize the roles of government in Aboriginal and non-Aboriginal childcare settings;
  • evaluate the curriculum and quality of a daycare setting;
  • construct human resource policies and procedures with regards to recruitment, hiring and performance and unions;
  • define the role of a board, an administrator and a supervisor in an early childhood setting;
  • analyze the importance of budgeting and financial planning in an early childhood setting; and
  • construct, implement and evaluate administrative policies and procedures.
  • Text and Materials:
  • Chandler, K. Administering for quality: Canadian early childhood development program. Current edition, Toronto, ON. Pearson
    Education.
  • Hearron, P. F., & Hildebrand, V. Management of child development centers.Current edition. Upper Saddle River, NJ. Merrill/Prentice Hall.
  • Ren, D., & Sullivan, E. Learning to lead: Effective leadership skills for teachers of young children. Current edition St. Paul, MN. Redleaf Press.
  • British Columbia Child Care Facility Act. Current edition. Victoria, BC. Retrieved from http://www.qp.gov.bc.ca/statreg/stat/C/01004_01.htm
  • British Columbia Child Care Regulations. Current edition. Victoria, B.C. Retrieved from http://www.qp.gov.bc.ca/statreg/stat/C/01004_01.htm


  • Other Resources:
  • Yeates, M., McKenna, D., Warberg, C., Chandler K. (current edition). Administering early childhood settings: The Canadian perspective. Toronto, ON: Prentice Hall.
  • Transfer Credits: For more information please visit: www.bctransferguide.ca
    Other Information: Education Council approved October 31, 2012.