Meeting & Agendas

The meeting started with welcoming and introductions from attendees

The department’s student demographic data was presented. Student information regarding educational barriers from 2016 Student Focus groups was re-presented and reviewed. Information was presented on steps the department has taken to rectify the issues.  Work and personal commitments  Fear of going to college; fear of failure Deepen our relationship-based approach with students, providing individual advising (meet with individual Certificate and AAS students on career goals, all students received an advising plan each semester indicating courses to register for next semester and showing all the accomplished courses in their individual degree plan, continuing with stackable courses leading to next degree plan, implemented joint CDA courses in Continuing Education to help ease new students into the college program, scaffolding and ‘chunking’ of assignments so as not to overwhelm students, providing more detailed and constructive feedback on assignments, maintain high expectations for students but with realistic understanding of individual students’ needs and life circumstances.  Financial aid and scholarship limitations  English as second language  Child care availability  Access to technology and internet Requested the TRAC Advisory Committee to give more flexibility on funding courses and now can fund up to 2 courses for AAS students in their last 15 hours of coursework. Increased promotion of the Hernandez and Higgin scholarship awards by providing a Saturday Resume’ writing workshop on how to apply for scholarships at ACC and complete applications for employment. Increased resources for faculty on working with students who are English Language Learners. Wrote new CCAMPIS grant and received funding for another 4 years. Enabled expansion of evening care staff and more vouchers for community child care (PELL eligible students only) All Child Development faculty have been required to use Blackboard to post core course documents and grades for students in order to help beginning students become more familiar with technology and learning online. Information regarding library resources (laptops for check out and textbook copies) have been shared with students.  Location of courses (drive traffic time!)  Transportation access  Fieldwork hour requirements  Limited options for credit for years of work experience Courses were offered at Cypress/Hays/Northridge campuses but low attendance caused them to be cancelled after a few semesters, maintaining our concentration on evening courses 6-8:50pm. Some faculty have re-design their lecture format to allow for a review or journaling at the beginning of class so students stuck in traffic aren’t missing new material. Increased hybrid course options to 8-week courses (CDEC 1356 & 1358). Receiving positive responses from students. Updated fieldwork policies to ensure consistent practices and communication among faculty teaching courses with fieldwork requirements. Fieldwork hours are now clearly defined on Master Syllabus. The department still need to design a policy and material to provide credit by exam for beginning level courses. Courses need to be identified and exam questions developed. How to account for fieldwork and WECM requirements still needs to be determined, likely using portfolios.

The Department is exploring using the Early EDU course material to supplement our existing courses. A review of the material and the Early EDU program was presented. Committee members voted unanimously to approve use of the Early EDU course material as supplemental to ACC Child Care and Development coursework. A brief review of the Conceptual Framework and the Department Mission statement was given. Attendees confirmed that both represented the department well. An overview of the accreditation preparation and progress was given.

Child Care Director 2018 Survey results were shared with the Advisory Committee and information was discussed. Out of the 290+ child care directors there was a 33% response rate. A summary of the results was provided: What are the top three practices or skills you look for when hiring staff? Interpersonal skills/Communication (58%) Child Development knowledge (48%) Positive Attitude (40%) Experience (29%) Willing to learn (21%) Professionalism/ethical behavior (13%) Commitment to the job/center (12%) What are the three areas of knowledge you look for when hiring staff? Child Development (54%) DAP (38%) Guidance (29%) Interpersonal (25%) skills/Communication Professionalism/ understands the business Lesson planning/ EC curriculum Disability Diversity Standards Observation/Assessment Writing Skills College/education Common Sense What are three greatest staff challenges you have as a director? Quality of staff/professionalism (53%) Turnover (35%) Attendance (31%) Interpersonal/Communication (33%) Low wages for staff (24%) Leadership (time to be) (4%) Limited experience of staff (4%) Staff personal issues (8%) Professional development/providing (10%) Change habits/practices (10%) Scheduling (10%) What areas would you like to grow and learn as a director? Leadership/mentor (41%) Staff management (36%) Business/Budgets (24%) Current research/policy (12%) Grant writing (7%) Marketing/connections with community (7%) Provide Professional Development (12%) Standards/NAEYC (5%) Working with parents (10%) What specific areas of information or training do you think is critical for directors to receive? Leadership/mentor (38%) Business/budget (31%) Staff management (36%) Standards/policies (29%) Interpersonal skills/Communication (22%) Diverse needs of employees (11%) Working with parents (13%) Marketing/connection to community (3%) What teaching practices would you like to be emphasized in our child development program? Guidance (41%) DAP/play-based learning (34%) Respectful child interactions (22%) Intentional teaching (14%) Interpersonal skills/Communication (3%) Observation & assessment (5%) Outdoor learning (5%) Process art/music (9%) Brain development (3%) Child Development (9%) Classroom environment (7%) Safety (5%) Standards/NAEYC (5%) Professionalism/ethics (9%) What people-skills would you like to be emphasized in our child development program? Interpersonal skills/Communication (59%) Prof attitude/practices (44%) Working with parents (33%) Respectful child interaction (20%) Diversity (9%) Guidance (9%) Child development (2%) What other skills or knowledge are important for the ACC Child Care and Development to teach child care employees? DAP (14%) Guidance (16%) Importance of Early Childhood years (14%) Interpersonal/Communication (14%) Positive mindset (8%) Process art/music (5%) Professional/ethics (22%) Safety/Health (6%) Self-care of staff (14%) Standards/policy (3%) Teamwork/collaboration (8%)

The Department is exploring using the Early EDU course material to supplement our existing courses. A review of the material and the Early EDU program was presented. Committee members voted unanimously to approve use of the Early EDU course material as supplemental to ACC Child Care and Development coursework.

The department’s Children’s Lab School was highlighted. They received NAEYC re-accreditation. The vital role of the Lab School regarding student learning was discussed (and praised by all!). Information was shared on student-teacher conferences and learning opportunities. The Department Chair, Dr. Stacey Shackelford, emphasized the important contribution the Lab School provides to students by commenting “I see the Lab School teachers as extended faculty. Their knowledge of the field along with adult learning methods bridges practical, hand-on learning for our students. The experiences our students receive in this model early childhood site are irreplaceable. To have it in close proximity to faculty offices allows for collaboration with faculty. Our Lab School teachers can meet with faculty and share if they have a concern or see a need in our students. It’s on the spot, real-time learning!” The meeting was adjourned at 2:07pm.

Information on the OLE’ (Outdoor Early Learning) project was provided. • One of three statewide demonstration sites for future design teams • State Health Dept. awarded • Shift in teaching and learning during outside time • Incorporate OLE’ concepts into course curriculum • https://www.dshs.texas.gov/Obesity/OLE/