The Transitional Kindergarten (TK) Certificate of Achievement program is designed to prepare students who are interested in becoming Transitional Kindergarten teachers with the necessary Early Childhood Education units required by the Department of Education to fulfill the requirements of the position. This specialization option under the Child Development Department provides comprehensive knowledge of the California Preschool Learning Foundations and Frameworks, as well as instruction in effective behavior management strategies for working with children from diverse cultural backgrounds, and knowledge of how to create quality curriculum and environments for young children. This program is designed both for credentialed teachers who want to earn the Early Childhood Education units necessary to qualify as a transitional Kindergarten teacher and for current preschool teachers who want to deepen their understanding of the Preschool Foundations and Frameworks. A Certificate of Achievement will be awarded upon successful completion of the courses specified below. The program can be completed in two semesters.
Child Development Courses - Number of Sections and Final (not census) Enrollment, Academic Years 2019-20 and 2020-21 | |||||
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Academic Year | Course | Course Description | Sections | Final Enrollment | |
2019-2020 | CHDEV 50 | Teaching Young Children | 9 | 196 | |
2019-2020 | CHDEV 502 | Introduction to Infant/Toddler | 1 | 31 | |
2019-2020 | CHDEV 503 | Introduction to Infant/Toddler | 1 | 28 | |
2019-2020 | CHDEV 504 | Intro to Early Childhood Dev | 1 | 25 | |
2019-2020 | CHDEV 505 | Intro to Early Childhood Educ | 1 | 30 | |
2019-2020 | CHDEV 51 | Child Growth/Development | 9 | 226 | |
2019-2020 | CHDEV 52 | Observation and Assessment | 2 | 54 | |
2019-2020 | CHDEV 53 | Child/Family/Community | 8 | 194 | |
2019-2020 | CHDEV 54A | Foundations/Early Learning | 3 | 83 | |
2019-2020 | CHDEV 54B | Introduction to Curriculum | 4 | 127 | |
2019-2020 | CHDEV 55A-C | Advanced Practicum-Field Experience | 2 | 3 | |
2019-2020 | CHDEV 55A-C | Practicum-Field Experience | 2 | 31 | |
2019-2020 | CHDEV 56A | Infant/Toddler Development | 1 | 23 | |
2019-2020 | CHDEV 56B | Curriculum/Environments/Infants & Toddlers | 2 | 49 | |
2019-2020 | CHDEV 58 | Preschool Administration | 1 | 22 | |
2019-2020 | CHDEV 59 | Preschool Supervision | 1 | 24 | |
2019-2020 | CHDEV 60 | Literacy/Children’s Literature | 1 | 10 | |
2019-2020 | CHDEV 68 | Play-Based Curriculum | 1 | 25 | |
2019-2020 | CHDEV 74 | Health, Safety, and Nutrition | 3 | 94 | |
2019-2020 | CHDEV 80 | Teaching/Diverse Society | 2 | 35 | |
2019-2020 | CHDEV 84 | Curriculum and Strategies | 1 | 24 | |
2020-2021 | CHDEV 50 | Teaching Young Children | 8 | 209 | |
2020-2021 | CHDEV 502 | Introduction to Infant/Toddler | 1 | 21 | |
2020-2021 | CHDEV 503 | Introduction to Infant/Toddler | 1 | 15 | |
2020-2021 | CHDEV 504 | Intro to Early Childhood Dev | 1 | 19 | |
2020-2021 | CHDEV 505 | Intro to Early Childhood Educ | 1 | 19 | |
2020-2021 | CHDEV 51 | Child Growth/Development | 9 | 235 | |
2020-2021 | CHDEV 52 | Observation and Assessment | 3 | 93 | |
2020-2021 | CHDEV 53 | Child/Fam/Community | 7 | 180 | |
2020-2021 | CHDEV 54A | Foundations/Early Learning | 4 | 112 | |
2020-2021 | CHDEV 54B | Introduction to Curriculum | 4 | 150 | |
2020-2021 | CHDEV 55A | Practicum Field Experience | 1 | 18 | |
2020-2021 | CHDEV 56A | Infant/Toddler Development | 2 | 43 | |
2020-2021 | CHDEV 56B | CURR/ENVIRON/INFANTS | 2 | 41 | |
2020-2021 | CHDEV 59 | PRESCHOOL SUPERV | 1 | 17 | |
2020-2021 | CHDEV 68 | PLAY-BASED CURRIC | 1 | 19 | |
2020-2021 | CHDEV 74 | HEALTH, SAFETY, & NUTRITION | 3 | 102 | |
2020-2021 | CHDEV 80 | TEACHING/DIVERSE SOCIETY | 3 | 91 | |
2020-2021 | CHDEV 84 | Curriculum and Strategies | 1 | 34 | |
The goal of the Transitional Kindergarten (TK) Certificate of Achievement is career education. It was developed as part of the CVC-OEI Improving Online CTE Pathways grant to increase the financial mobility of part time early childhood education workers by providing them with industry-required units. The Child Development Transitional Kindergarten (TK) Program proposed will meet the following needs:
-Need of CA K-6 credentialed teachers for 24 CHDEV units to teach in a Transitional Kindergarten (TK) classroom
-Need of CA Title 5 Early Childhood Education teachers for training toward professional growth requirements in the state permit system which lead to re-certification of their teaching permits
-Need of Child Development (CHDEV) students seeking professional development for specialized professional growth as required by permit renewal process
-Need for Early Childhood Education (ECE) professionals who can work with this special population of Transitional Kindergarten (TK) students, which is increasing every day in California
-Need for easier access for Transitional Kindergarten (TK) professionals with workloads with limited accessibility to face to face classes
Upon successful completion of this program, students will be able to:
· Identify, evaluate and develop developmentally and culturally appropriate practices and curriculum for preschool aged children.
· Expand on knowledge and ability to work with diverse children, families and communities
· Communicate effectively orally, and in writing on relevant topics in the field of Early Care and Education specific to preschool aged children.
Based on all available data, there appears to be an undersupply of Transitional Kindergarten Teachers compared to the demand for this cluster of occupations in the Bay region. The gap is about 838 students annually in the Bay region. In the East Bay sub-region (Alameda and Contra Costa Counties) the gap is 13 students annually. However, this assumes that all students who received an award on TOP 1305 (i.e., supply) would be seeking positions as Transitional Kindergarten Teachers after completing the program. Since this is highly unlikely, the supply of students for this specific occupation is in all probability less than all awards on TOP 1305. Therefore, the undersupply is likely larger in both the Bay region and the East Bay sub-region.
Because the Merritt College Child Development Department has worked through the CVC-OEI Improving Online CTE Pathways grant to provide this much-needed Transitional Kindergarten (TK) professional certificate in response to the demand for prepared professionals to work with this special population of children, the courses developed passed two rigorous rubrics for quality and equity in content. Furthermore, the development of this program was in partnership with the Child Development Training Consortium. Their Curriculum Alignment Project (CAP) was granted a contract by the California Department of Education to develop Transitional Kindergarten (TK) teacher preparation courses that could be adopted by California community colleges. As one option for professional learning, Transitional Kindergarten teachers and administrators in local education agencies (public schools) as well as early childhood education professionals may now enroll in unit-bearing community college courses designed to address the specific developmental needs of children in Transitional Kindergarten. This program would create an additional pathway to the labor force of these employers and community agencies that provide support to our target student pool. The department has in the past and continues to collaborate with community agencies to contract educational units for their employees. This includes online programs. In addition, the department, through the Merritt College Child Development Resource Center, regularly communicates with a large data base of local early childhood education employers as to their needs and also to inform them of our new programs, resources and continued professional development for their employers. All the above-mentioned illustrates how the program would align to the district and college goals as shown in the table below:
Peralta District and Merritt College Strategic Goals
2015-2016 Goals
PCCD Strategic Goals | Merritt College Goals |
---|---|
A. Advance Student Access, Equity, and Success | Create an environment of exceptional student access, equity and success. |
B. Engage and Leverage Partners | Engage our community through respectful dialogue to create partnerships and opportunities for our students. |
C. Build Programs of Distinction | Create and implement effective innovative programs that meet the diverse needs of our community. |
D. Strengthen Accountability, Innovation and Collaboration | Through collegial governance, support institutional communication, innovation and interdisciplinary collaboration. |
E. Develop and Manage Resources to Advance Our Mission | Develop human, fiscal and technological resources to advance and sustain our mission. |
Certificate of Achievement: Transitional Kindergarten (TK)
Requirements | Dept. Name/# | Name | Units | Sequence |
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CHDEV 201 CHDEV 202 CHDEV 203 CHDEV 204 CHDEV 205 CHDEV 206 CHDEV 207 CHDEV 208 | California Preschool Learning Foundations: English Language Development California Preschool Learning Foundations: Literacy California Preschool Learning Foundations: Math California Preschool Learning Foundations: Performing Arts California Preschool Learning Foundations: Science California Preschool Learning Foundations: Visual Arts California Preschool Learning Foundations: Social and Emotional Development Strategies for Working with Challenging Behaviors | 1 1 1 1 1 1 1 3 | Year 1 Fall Year 1 Fall Year 1Fall Year1 Fall Year 1 Fall Year 1 Spring Year 1 Spring Year 1 Spring |
Required Core Total: 10 units
TOTAL UNITS: 10 units
Proposed Sequence:
Year 1, Fall = 5 units
Year 1, Spring = 5 units
TOTAL UNITS: 10 units
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