1. Follow USDA/ Child and Adult Care Feeding Program Standards to provide meals and snacks that meet requirements for: whole grains, less saturated fat, a greater variety of fruits and vegetables, and less added sugar.
2. Provide high quality care that supports all children’s individual and unique needs. Provide opportunities to develop awareness of children’s needs and the ability to communicate their need. Such as: toileting, hand-washing, hunger, illness, etc.
3. Develop nurturing relationships with all children upon arrival and departure through conversation, developmentally appropriate activities and through the discovery common interests that fosters strong relationships among all students in care.

1. Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. (e.g., solitary, parallel, social, cooperative, onlooker, fantasy, physical, constructive)
2. Provide strategies to extend learning through play across the full age and developmental span of early education.
3. Select materials and arrange the indoor and outdoor environments to create social and private spaces, offer restful and active spaces, designate spaces for fine and gross motor development, and create learning centers to stimulate inquiry, problem solving, practice, and exploration in foundational concepts in each curriculum area.
4. Arrange indoor and outdoor environments that are physically and emotionally safe that foster creative play and space for motor skill development.

1. Using consistent schedules and predictable routines as part of the curriculum.

1. Demonstrate respect for each child as a feeling, thinking individual and respect for each child’s culture, home language, individual abilities, family context, and community.

1. Collaborate with families through respectful, reciprocal relationships and engagement by practicing open communication and by providing opportunities to participate in classroom activities.
2. Partner with families and professional colleagues to engage in open conversations in regards to the needs of individual child Observe and document individual children’s progress and, based on the findings, plan learning experiences that foster development with early education colleagues and families.

1. Partner with families and professional colleagues to engage in open conversations in regards to the needs of individual child Observe and document individual children’s progress and, based on the findings, plan learning experiences that foster development with early education colleagues and families.
2. Follow policy and procedures for discussing concerns of any student. Work with the identified early childhood professional in the child care center to discuss next steps towards. Confidentiality is critical and the privacy of children and families must be observed at all times.

1. Provide positive behavior supports by implementing teaching strategies, fostering a learning environment in which all children are supported through social and emotional teaching.
2. Create opportunities for children to engage in activities which promote discovery of identifying, managing, and expressing their feelings.
3. Create an environment in which children are able to recognize and respond to the needs and feelings of other children.

1. Organize and lead activities designed to promote physical, mental, and social development. Some examples include: games, arts and crafts, music, storytelling, and field trips.
2. Provide opportunities to explore and develop across multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.

1. Observe children during play, indoor and outdoor activities. Document behaviors, social development, and physical health in order to reflect on classroom practices to build on children’s interests and determine classroom strategies to support development.

1. Maintain child records in accordance with center policies and procedures.
2. Follow NC Division of Child Development and Early Education requirements for all child records.

1. Extend opportunities to read to individual children, small groups or to those children who are engaging in the reading activity.

1. Establish clear communication strategies with children.
2. Create opportunities for children to participate in conversations with peers and adults in one-on-one, small, and larger group interactions.
3. Guide children in reciprocal conversations to master: asking and answering questions in order to seek help, get information, or clarify something that is not understood.

1. Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.

1. Demonstrate understanding of the child guidance and behavior policy. Follow mentor guidance during implementation of the policy.

1. Construct group and individual learning experiences that are both challenging and supportive and by applying their knowledge of child development to provide scaffolds that make learning achievable and that stretch experiences for each child, including children with special abilities, disabilities, or developmental delays.

1. Confer with other staff members to plan and deliver lessons promoting learning, following approved curricula.
2. Follow curriculum approved by the child care center and NC DCDEE.
3. Apply NC Foundations of Early Learning and Development
4. Apply NAEYC-Power to the Profession See Resource listing on last page.
5. Collaborate with other teachers and administrators in the development, evaluation, and revision of early childhood programs.

1. Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
2. Maintain strong relationship with local high school and community college faculty. Follow guidance specific to course requirements as teachers and advisors instruct.
3. See Early Childhood Career Pathway Training Supplemental Document. Register online through www.swcdcinc.org for online training services.
4. See additional information for professional meetings, conferences and other opportunities for training.

1. Provide children with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.

1. Organize and label materials and display children’s creations according to mentor guidance in a manner appropriate for their ages and perceptual skills.

1. Plan and supervise class projects, other experiential activities and guide students in learning from those activities.
2. Learning activities and projects must be developmentally appropriate, and reviewed by the mentor prior to implementation.
3. Reflection on outcome of learning activity must be completed by the apprentice and feedback provided by mentor as well.

1. Observe and offer assistance as needed to early educators during meal time, transportation, special activities or other activities where additional supervision may be necessary.

1. Complete the child care center employee performance evaluation.
2. Share performance evaluation with mentor teacher. Discuss feedback, suggestions and next steps towards professional development goals.

1. Assessments are offered to the Apprentice as training opportunities. Child names will not be recorded and results will not be shared with the family as formal assessment or evaluation of educational needs or progress.

1. Attend child care center staff meetings.
2. Participation in the following to be determined by sponsoring organization, high school and community college faculty: early childhood advisory committees, organization board of directors as a student fellow, advisory boards as a student fellow, leadership team, management teams, and other organizational committees as opportunities arise.

EDU 119 Introduction to Early Childhood Education EDU 153 Health, Safety, and Nutrition EDU 131 Child, Family, and Community EDU 144 Child Development I EDU 234 Infant, Toddler, and Twos EDU 145 Child Development II EDU 146 Child Guidance EDu 173 Becoming a Professional

EDU 144 Child Development I EDU 234 Infant, Toddler, and Twos EDU 145 Child Development II EDU 146 Child Guidance EDU 261 Early Childhood Administration I EDU 262 Early Childhood Administration II

ACA 122 College Transfer Success ENG 111 Writing and Inquiry ENG 112 Writing/ Research in the Discipline or ENG 114 Professional Research MAT 143 Quantitative Literacy or MAT 152 Statistical Methods BIO 110 Principles of Biology or BIO 111 General Biology COM 231 Public Speaking EDU 151 Creative Activities EDU 221 Children with Exceptionalities EDU 216 Foundations of Education EDU 250 Teacher Licensure Preparation EDU 280 Language & Literacy Exercises EDU 157 Active Play EDU 251 Exploration Activities EDU 184 Early Childhood Introduction Practicum EDU 259 Curriculum Planning EDU 284 Early Childhood Practicum The student must select one course for a Humanities/ Fine Arts Elective Credit from the following courses: ART 111 Art Appreciation ART 114 Art History Survey I ART 115 Art History Survey II MUS 110 Music Appreciation PHI 240 Introduction to Ethics The student must select one course as a Social/ Behavioral Science Elective: 256 ECO 251 Principles of Microeconomics ECO 252 Principles of Macroeconomics HIS 111 World Civilization I HIS 112 World Civilization II HIS 131 American History I HIS 132 American History II POL 120 American Government PSY 150 General Psychology SOC 210 Introduction to Sociology The student must select on course as a Math and Natural Science Elective: AST 111 Descriptive Astronomy AST 111A Descriptive Astronomy Lab AST 151 General Astronomoy AST 151A General Astronomy Lab BIO 110 Principles of Biology BIO 111 General Biology I CHM 151 General Chemistry I PHY 110 Conceptual Physics PHY 110A Conceptual Physics Lab MAT 143 Quantitative Literacy MAT 152 Statistical Methods