EDUC& 115 - Child Development

1. Discuss prominent child development research and theories guiding parenting and care giver’s practices.
2. Describe the developmental sequence from conception through early adolescence in all domains.
3. Analyze critical stages of brain development as influencers of child development.
4. Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development.
5. Explain individual differences in development.
6. Identify how family, caregivers, teachers, community, culture, and trauma influence development.
7. Outline community resources to support children’s and families’ development.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC& 130 - Guiding Behavior

1.  Identify developmentally appropriate individual and group behaviors of children.
2. Compare at least three approaches to guiding behavior.
3. Recognize positive, respectful, culturally responsive approaches to guidance.
4. Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function.
5. Articulate strategies to promote social/emotional competence and positive sense of self.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC& 136 - School-Age Care

1. Describe the physical, cognitive, social and emotional stages of children ages 5-12.
2. Develop a plan to create reciprocal and culturally sensitive relationships with children and families.
3. Analyze the effectiveness of an environment and recommend changes that are culturally attentive, developmentally appropriate, and conducive to positive social interactions.
4. Identify guidance strategies that promote cognitive and social growth in the context of school age care environment.
5. Describe state and local school age care regulations and procedures related to group size, health, nutrition and safety.
6. Create curriculum that is developmentally appropriate and culturally responsive.
7. Identify community resources supporting school age care/youth development program personnel.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC& 150 - Child, Family and Community Relationship

1. Evaluate and describe the cultural influences, social issues, changes and transitions that affect children, families, schools and communities.
2. Examine the concept of family, school, peers, media and community as socialization agents.
3. Analyze strategies that empower families to establish and maintain collaborative relationships to support the growth and development of children.
4. Identify how one’s own family history and life experiences may impact relationships with children and families.
5. Identify community services and agencies that support the needs of children and families and establish resource and referral systems for parents and educators.

1. Design, set up and manage safe, healthy environments, spaces, equipment and materials which invite learning.
2. Discuss the dynamics of family structure.
3. Involve parents and community agencies in early childhood development.
4. Develop, plan, and implement developmentally appropriate curriculum for early education.
5. Modify curriculum, instructional strategies and methods of assessment to meet the needs of exceptional, high risk, and special needs students.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 191 - Para Basics: The Role of the Paraeducator

Credits: 3
An introduction to roles and responsibilities of the Paraeducator in the K-12 educational system. Students will explore techniques supporting instruction, professional and ethical practices, positive and safe learning environments, effective communication and teamwork. Includes an overview of techniques of certificated/licensed staff and Paraeducators including alcohol and drug awareness and student records and law.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Compare the distinct roles and responsibilities of the Paraeducator with those of the certificated staff.

2. Identify the signs of a safe, positive and culturally inclusive learning environment.

3. Demonstrate effective communication techniques and strategies with students, family members, and staff.

4. Examine positions of power, privilege and inequity.

5. Apply the Washington State Paraeducator Standards to develop a professional development plan.

6. Demonstrate techniques for assessing and recording data to monitor student growth and development.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC 194 - Education Special Topics 1

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 195 - Education Special Topics 2

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 196 - Education Special Topics 3

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC& 204 - Exceptional Child

1. Define terminology related to special education and explain the functional approach to providing special education services.
2. Describe the effects of historical forces, and the impact of legislation on special education.
3. Discuss with competence special education issues, normalization and it’s effects, IEP components, diverse cultural backgrounds, and children “at risk” for handicapping conditions.
4. Define and understand visual impairment, physical and health related disabilities, learning disabilities, behavioral disabilities.
5. Engage with individual differences through field experiences and personal interactions with children with special needs.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication.
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC& 205 - Introduction to Education with Field Experience

1. Trace the historical development of the k-college educational system and its relationships to social and cultural reforms, changing philosophical beliefs, and a growing base of education research.
2. Discuss child development, learning styles and theories.
3. Relate theories to implications for teaching and learning.
4. Practice current models of instruction including, but not limited to, cooperative learning.
5. Address students with special needs.
6. Demonstrate the multifaceted process of teaching that begins with and ends with assessment of learning.
7. Discuss current issues in including, but not limited to, the role of instructional technology, home schooling, and site-based.
8. Describe the school’s role in a multicultural society and responsibilities related to providing equitable opportunity to all students.
9. Identify requirements for various teacher certification programs around the state.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC 210 - Assisting Practicum

1. Assist actively in all classroom curriculum areas.
2. Identify and evaluate a classroom floor plan including the goals/purpose for each activity center. 
3. Write and evaluate a daily schedule. 
4. Record involvement in each center in a daily journal.
5. Plan and implement lesson plans with children.
6. Compile a portfolio to include assignments, Information about the program, Photographs, checklists for Health and Safety, Learning Environments, Multicultural Evaluations and Self Reflections/Evaluations.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 240 - Multicultural/Anti-Bias Issues in Education

1. Identify societal. institutional and classroom biases, including those based on race, gender, socioeconomic status, ethnicity, age, culture, disability, and family/life style.
2. Conduct a self-assessment of individual biases.
3. Discuss the various levels of awareness of anti-bias in an educational setting.
4. Report on a current topic of culturally relevant, anti-bias awareness or curriculum.
5. Identify areas within curriculum in which changes might be made.
6. Describe characteristics of anti-bias materials and activities.
7. Plan a classroom environment which supports anti-bias awareness and attitudes.
8. Plan, present and evaluate appropriate anti-bias curriculum projects.
9. Observe and evaluate an educational program for anti-bias, considering the environment.
10. Develop an action plan for implementing a culturally relevant, anti-bias program in an educational setting.
11. Identify obstacles for implementing change and strategies for overcoming those obstacles.
12. Discuss strategies for appropriately and sensitively responding to biases.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication.
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job.
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct.
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC 245 - Challenging Behaviors in Young Children

1. Define challenging behavior, aggression, and the role of culture.
2. Identify biological and environmental risk factors associated with challenging behavior.
3. Identify protective factors and defines resilience in children.
4. Discuss the brain’s role in behavior.
5. Identify effective preventative measures.

1. Use reinforcement, motivation and data collection to facilitate positive behavioral support and assist in instruction and learning.
2. Demonstrate performance indicators associated with the Core Competencies for Paraeducators in Washington State.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 293 - Issues of Child Abuse

1. Define child abuse and neglect.
2. Identify the different forms of child abuse and neglect.
3. Describe some underlying factors that lead to abuse and neglect.
4. Explain components of the child abuse and neglect mandatory reporting laws.
5. Describe and identify different forms of interventions for child abuse and neglect.
6. Explain the importance of considering cultural factors in the study of child abuse and neglect.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC 294 - Education Special Topics 4

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 295 - Education Special Topics 5

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 296 - Education Special Topics 6

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.