Program Handbook
Educational Support Program—1332
Doon Campus
School of Health & Life Sciences and Community Services
Conestoga College
Academic Year 2015/2016
This is a companion document to the current Conestoga Student Guide
This document can be found on the program shell of eConestoga and the program specific page
online.
Revised July 6, 2015
Educational Support Program Handbook 2015-2016
Table of Contents
PROGRAM HANDBOOK ............................................................................................................ I
PROGRAM HANDBOOK GUIDELINES ........................................................................................ V
WELCOME .............................................................................................................................. VI
LETTER TO STUDENTS ............................................................................................................ VII
TOP FIVE EXPECTATIONS OF YOU ......................................................................................... VIII
1. USE MYCONESTOGA TO CONNECT TO: ........................................................................................... VIII
2. KNOW AND PLAN AROUND YOUR ACADEMIC SCHEDULE WITH YOUR FAMILY ........................................ VIII
3. BE THE PROFESSIONAL YOU WISH TO BECOME - FROM DAY ONE.......................................................... IX
4. ATTEND TO ENHANCE SUCCESS ....................................................................................................... IX
5. TAKE RESPONSIBILITY FOR YOUR ACADEMIC STATUS ........................................................................... IX
TOP FIVE RESOURCES FOR YOU ............................................................................................... X
1. YOUR TEACHING TEAM ................................................................................................................... X
2. COUNSELLING AND SERVICES FOR PERSONAL NEEDS ............................................................................. X
3. ACCESSIBILITY SERVICES ................................................................................................................. XI
4. STUDENT STUDY SPACES AND GENERAL SUPPORTS ............................................................................. XI
5. SERVICES FOR STUDENTS ............................................................................................................... XII
1. PROGRAM OVERVIEW ......................................................................................................... 1
PROGRAM DESCRIPTION .................................................................................................................... 1
PROGRAM OUTCOMES ...................................................................................................................... 1
EDUCATIONAL SUPPORT PROGRAM MAP 2015-2016............................................................................ 2
REQUIRED CAPABILITIES .................................................................................................................... 3
PROGRAM DESIGN FOR YOUR COHORT................................................................................................. 3
PATHWAYS AND FURTHER POST-SECONDARY EDUCATION OPPORTUNITIES .................................................. 3
EMPLOYMENT OPPORTUNITIES ............................................................................................................ 3
2. RELATIONSHIPS ................................................................................................................... 4
COMMUNICATION WITH FACULTY ........................................................................................................ 4
Faculty and Administration Contact Information ................................................................... 4
Contacting Program Staff ....................................................................................................... 4
Student Email .......................................................................................................................... 4
STUDENT ENGAGEMENT .................................................................................................................... 4
Student Concerns/Issues ......................................................................................................... 4
Student Representation .......................................................................................................... 5
PAC (Program Advisory Committee) ....................................................................................... 5
WIHSC (Waterloo Inter-professional Health & Community Student Collaborative) ............... 5
The Conestoga College Recreation and Leisure Services Student Association ....................... 6
STUDENT FEEDBACK.......................................................................................................................... 6
Key Performance Indicators .................................................................................................... 6
Student Appraisal of Teaching ................................................................................................ 6
CLASS CANCELLATIONS ...................................................................................................................... 7
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Educational Support Program Handbook 2015-2016
Class Cancellations Due to Faculty Absence ........................................................................... 7
Inclement Weather Procedure ................................................................................................ 7
Personal Notifications of Class Cancellations ......................................................................... 7
3. STANDARDS OF CONDUCT AND PROFESSIONAL PRACTICE .................................................. 8
CHARACTERISTICS OF SUCCESSFUL STUDENTS (AND EMPLOYEES) ............................................................... 8
GUIDELINES FOR WORKING IN GROUPS ................................................................................................ 8
Student Expectations .............................................................................................................. 9
Faculty Expectations ............................................................................................................... 9
OATH OF CONFIDENTIALITY AND PROFESSIONAL CONDUCT ..................................................................... 10
CLASSROOM PROTOCOL .................................................................................................................. 10
COPYRIGHT – WHAT STUDENTS NEED TO KNOW .................................................................................. 11
Cumulative Copying .............................................................................................................. 11
SAFE PRACTICE .............................................................................................................................. 12
STUDENT PROTECTION ACKNOWLEDGEMENT ....................................................................................... 13
PROFESSIONAL CONDUCT - USE OF SOCIAL MEDIA AND CELL PHONES ...................................................... 14
Social Media Policy................................................................................................................ 14
Cell Phone Policy ................................................................................................................... 15
4. ATTENDANCE AND STUDENT SUCCESS STRATEGIES ........................................................... 16
ATTENDANCE ................................................................................................................................ 16
PUNCTUALITY ................................................................................................................................ 16
ATTENDANCE FOR EVALUATIONS ....................................................................................................... 16
Notification for Absence from Evaluations ........................................................................... 17
Notification procedure .......................................................................................................... 17
Follow-up after Reporting Your Absence from an Evaluation .............................................. 17
RELIGIOUS HOLIDAYS ...................................................................................................................... 18
DOCUMENTATION TO SUBSTANTIATE YOUR REPORTED ABSENCE ............................................................. 18
Evaluations worth less than 20% .......................................................................................... 18
Evaluations worth 20% or more............................................................................................ 18
TEST AND EVALUATION PROCEDURES ................................................................................................. 19
Importance of Test and Presentation Dates ......................................................................... 19
Test Procedures ..................................................................................................................... 19
Submitting Assignments ....................................................................................................... 19
Faculty Returning Tests and Assignments ............................................................................ 20
General Guidelines for Quality of Written Work................................................................... 20
General Guidelines for Submitting Written Work ................................................................. 20
5. ACADEMIC PROGRESS THROUGH THE PROGRAM .............................................................. 21
ACADEMIC STANDING AND PROMOTION ............................................................................................. 21
Achievement ......................................................................................................................... 21
Course Add/Drop ................................................................................................................... 21
Special Timetables/Adding Dropped or Failed Courses ........................................................ 22
Supplemental Assignments ................................................................................................... 22
Academic Probation .............................................................................................................. 22
Discontinuance ...................................................................................................................... 23
Withdrawal ........................................................................................................................... 23
Program Transfer .................................................................................................................. 23
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Educational Support Program Handbook 2015-2016
Appeal ................................................................................................................................... 23
Clearance of Academic Deficiency ........................................................................................ 23
Promotion through the Program .......................................................................................... 24
PROCESS FOR RESOLUTION OF STUDENT CONCERNS .............................................................................. 24
MAINTAINING STUDENT FILES .......................................................................................................... 25
6. FIELD PLACEMENT ............................................................................................................. 27
PRACTICUM HEALTH REQUIREMENTS ................................................................................................. 27
SAFETY IN THE WORKPLACE COURSE .................................................................................................. 27
STUDENT CONSENT FORMS .............................................................................................................. 28
WSIB .......................................................................................................................................... 28
CONCERNS REGARDING STUDENT SAFETY OR THE SAFETY AND CARE/SERVICE FOR CLIENTS .......................... 28
FIELD PLACEMENT POLICIES.............................................................................................................. 29
7. STUDENT AWARDS ............................................................................................................ 32
AWARDS AVAILABLE FOR EDUCATIONAL SUPPORT 2015-2016 .............................................................. 32
PROGRAM REVISION LOG ...................................................................................................... 33
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Educational Support Program Handbook 2015-2016
Program Handbook Guidelines
The purpose of this handbook is to provide students with program specific details and other
important information. The material in this handbook is accurate at the date of posting, and is
applicable for the current academic year. Students will be informed of handbook changes that
occur, if any, through college email. Program handbooks are updated yearly and students must
check their program handbook for the current edition.
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Educational Support Program Handbook 2015-2016
Welcome
To the School of Health & Life Sciences and Community Services
Your Bridge to Practice
What Can This Mean For You?
The opportunity to begin, today, to become the professional you aspire to be!
The opportunity to learn in real-life settings and with real-life scenarios, rehearsing for
the day when you will be in these real-life situations!
A unique inter-professional opportunity, given the number of different disciplines in the
school. You will learn with, about and from your future colleagues.
An opportunity to take advantage of the state of the art facilities, social and study
spaces in our Cowan Health Sciences Center, as well as other unique learning resources
such as the Motz Emergency Service Bays in the WREMS Station and the Child
Development Centre on the Doon Campus
Your goal of being viewed by employers as a “preferred graduate” is up to you; your
professors, technologists, administrative staff and College services look forward to
supporting you as you journey from day one to your graduation.
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Educational Support Program Handbook 2015-2016
Letter to Students
Dear Educational Support Student,
Welcome to the Educational Support Diploma Program at Conestoga College. We know that
your decision to study to become an Educational Assistant is a serious one and that you have
worked hard to be accepted into the program.
This handbook has been prepared to provide further information about academic standards,
guidelines, and processes specific to the Educational Support Program. In addition to this
handbook, the Conestoga Student Guide outlines important college policies and services.
Reading, understanding and following the information in this handbook and in the Student
Guide is an important first step in your continued success in this program and in your chosen
profession. If you do not understand any information in this handbook, please ask the faculty,
Program Coordinator or Chair for explanation.
We are here to help you have a successful experience. Should you experience difficulty or need
assistance in any area of your studies, please come and speak with us, and we will work with
you to help you reach your career goal of becoming an Educational Assistant.
Sincerely,
Marlene Raasok (Executive Dean, Health & Life Sciences and Community Services),
Goranka Vukelich (Chair, Community Services)
Educational Support Faculty Team and Staff Team
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Educational Support Program Handbook 2015-2016
Top Five Expectations of You
1. Use MyConestoga to Connect To:
Your Conestoga Email: (e.g. John Smith, Student Number 1234567, jsmith4567@conestogac.on.ca)
• This is the official communication vehicle regarding your academic requirements. Check it
regularly and respond as requested.
eConestoga: (Desire to Learn)
• This is your resource for all course-based program information and course-based
communication with your faculty.
• Make eConestoga your partner in learning; this is your guide to all course activity.
Student Portal:
• Find your grade information, college tuition invoices, class schedules and absence reporting.
Practicum Health Requirements: (Go to “Services” and find “Practicum Services Link”)
• Keep track of your requirements; know that they are complete to allow you to go on your
practicum.
2. Know and Plan Around Your Academic Schedule With Your
Family
Course Schedule:
• Your schedule has been planned with many people and multiple considerations in mind.
• Classes can be scheduled from 8:00 a.m. to 6:00 p.m. (note, times for practicums follow work
place schedules).
• Changes may be considered but only for extenuating reasons (Please discuss with your
Program Coordinator).
The Academic Year has critical dates: Please plan around these dates to ensure you are here when
you need to be--including the potential need to be present for the two weeks after the semester
ends if you might need to complete supplemental work to allow you to continue to the next
semester. Program start and end dates, holidays and deadlines for course add/drop and withdrawal,
are located in the Student Guide. Course changes (add/dropping) may also be made through the
Student Portal under the “My Courses” tab.
Fall 2015
Dates
Winter 2016
Dates
Fall Orientation Week
Fall Semester Classes
Start
Last Week of Semester
Intersession (no classes)
Aug 31 – Sept 4
September 8
December 14-18
Dec. 21-Jan 1/16
Winter Orientation
Winter Semester Classes
Start
Study Week
Last Week of Semester
Intersession (no classes)
January 4
January 5
February 15-19
April 18-April 22
April 25 – May 6
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Educational Support Program Handbook 2015-2016
Top Five Expectations of You
3. Be the Professional You Wish To Become - From Day One
Civility, respect and professional behaviors will be key in the quality of your learning experience—
and a future employer's first and lasting impression.
Professional Dress & Conduct: See section three of the Handbook for professionalism expectations
for your program. The college’s Student Guide sets out Student Code of Conduct for our community
at Conestoga.
Pre-practicum Health Requirements Complete as required; without these, you will not be able to
progress to your practicum and your program completion will be in jeopardy (per your information
in the Student Portal)
Social Media: Use responsibly –don’t blow your future on ill-advised communication with the e-tools
that we use so freely (see section three of the Handbook)
4. Attend To Enhance Success
Please Review Attendance Expectations in Section four of the Handbook: Attendance for class, labs
and practicum underpins student learning and your experience as a future professional.
Absence from Evaluations: Must be reported in the Student Portal before your absence to be eligible
for a repeated evaluation.
Request for Accommodation for Religious Holidays: Must be requested to your Program
Coordinator in the first three weeks of each semester.
5. Take Responsibility for Your Academic Status
Student Records if you have questions about your student record, academic status and or program
withdrawals, go to the Registrar’s Office and speak to your Program Coordinator.
Fee Payments: Payment is required to attend classes. Check your Student Portal for invoices.
Credit Transfer/Exemptions: Conestoga supports the transferability of academic credits between
programs and educational institutions through recognized transfer pathways, articulation
agreements and course-to-course equivalences. Please refer to the Student Guide for more
information.
Student Forms: To access forms go to the Student Forms page.
Academic Policies & Procedures: May be found under Policies and Procedures.
Student Affairs Polices & Procedures: May be found at the Student Affairs page.
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Educational Support Program Handbook 2015-2016
Top Five Resources for You
1. Your Teaching Team
Contact Information: Is posted in eConestoga and in your Program Handbook (Section two in the
Handbook)
Appointments: Making appointments (in person, by phone, email) helps to ensure your desired
resource is available.
Email Inquiries: will be answered within two business days.
Urgent Need for Help: Program Assistants are available to help you reach one of the Teaching Team
(contact information in Section two of the Handbook)
2. Counselling and Services for Personal Needs
College Counselling: Professionally-trained counsellors can help you achieve your educational
goals—for such common support as stress management, anxiety, depression, transition issues,
family issues, etc. Counselling is free, voluntary and confidential. Arrange to see a Counsellor quickly
if academic or personal problems stand in the way of your college success. To make an appointment,
visit or call Doon--Room 1A101, 519-748-5220, ext. 3360, Monday to Friday, 8:30 to 4:30. Check the
counselling services website for more information.
Good2Talk: Confidential 24-hour phone line for stresses big and small 1-866-925-5454
Conestoga Security: Provides a safe and secure work and learning environment. 519-748-5220 ext.
3357. Refer to the Student Guide for Conestoga’s Safety and Security Services and procedures.
Student Financial Services: Student Financial Services can help you by providing you with options to
finance your post-secondary education.
CSI Food Bank: The CSI Food Bank is an emergency food relief program for current Conestoga
students.
Health Services: Your family doctor on campus. Check out the services that they offer on their
website or call 519-748-5220 ext. 3679. Services available Monday to Friday, 8:30 to 4:30. Some
same day appointments may be available by walk-in. A full-time health nurse is on site.
Facility Information: Refer to the Student Guide for information on after-hours parking, classroom
and computer labs.
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Educational Support Program Handbook 2015-2016
Top Five Resources for You
3. Accessibility Services
Students with Documented Disabilities are encouraged to book an appointment with Accessibility
Services to access accommodations –EARLY in your program. Disability-related documentation will
be required to book an appointment. Go to the Accessibility Services webpage for more information.
Adaptive Technology Aids and Special Facilities:
Adaptive Aids are arranged through Accessibility Services; handicapped –accessible washrooms are
located throughout the campus. Contact the Adaptive Technology Lab for more information on
adaptive technology aids.
4. Student Study Spaces and General Supports
Cowan Health Sciences Centre (F-wing)
Student Lounge Space –Enjoy seats on each of the three floors. Plugs for laptops and charging
stations are located throughout these areas.
Student Meeting Room Space—Book through the Customer Service Desk for general access to 1F18
and 1F20 and spaces designated for degree programs.
General Access Computers and printers are located in two areas:
• 1st Floor –in the student lounge area with photocopier
• 2nd Floor—at the Customer Service Desk and kiosk area
Open Access Lab –2nd Floor, 2F18.
This is available on a come and go basis for health & pre-health programs practicing key skills. It is
open from 7:30 a.m. to 5:00 p.m. every day. Book with an Open Access Nurse Technologist.
Lockers—are available with your tuition; important to store your extra clothes and books, etc. so
that you can be at your professional best in the lab. To learn how to obtain a locker, please click
here.
Information Technology-- New ITS HELP DESK—1st Floor Ewing (provides supports & general
assistance with college-related needs such as Email, Network accounts, connectivity & wireless
printing. Go to the Web IT Service Desk for more information.
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Educational Support Program Handbook 2015-2016
Top Five Resources for You
5. Services for Students
Library Resource Centre: Located on 2nd Floor B Wing; Go to the Library Resource Centre page for
more information.
International Education Office: Check out the International Education Office for services available to
you.
Learning Commons: Your one-stop resource for academic services and resources, such as Math,
Writing Skills, Peer Tutors and resources for APA. Check out their website or Access through
MyConestoga.
Student Life: Get involved and shape your experience. Visit the Student Life page or Connect to
MyConestoga for your Co-Curricular Record.
Student Financial Services: Your one-stop resource to apply for student awards and bursaries apply
early to increase your chances.
Bookstore: Your location to buy books (check out their options including used books), clothing for
your program and general supplies. Find it in the A wing, just inside Door 1.
Co-op and Career Advising: Your resource for Co-op Placements (if you are in a degree); your source
of help to look for summer jobs or future careers and gain help preparing your resume. Check out
the Co-op and Career Services site for more information.
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Educational Support Program Handbook 2015-2016
1. Program Overview
Program Description
This diploma program will prepare graduates to work effectively as contributing team members
of a school community in supporting the development and learning of children and youth.
Throughout the program, students will experience real-life opportunities that connect theory
and practice through in-class projects, and community connections, making learning engaging
and meaningful.
Program Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
Provide educational support in compliance with pertinent education-related
legislation, standards, regulations and policies; health and safety legislation and
regulations; as well as organizational policies, practices and procedures.
Develop and implement strategies that promote and support positive school
climates that contribute to a safe, caring and secure educational setting*.
Collaborate with members of the Individual Education Plan (IEP) team* by assisting
in the development and revision of the IEPs* of learners with exceptionalities*.
Implement components of educational support programs of instruction under the
direction and support of the IEP team* and/or relevant members of the school
community*.
Lead by example to promote empathetic, positive and prosocial behavior in all
learners* to facilitate the development of social competence in learners with
exceptionalities* in accordance with their IEPs*
Promote the development of independence in, and provide assistance to, learners
with exceptionalities* in performing routine activities of daily living (ADLs) and
instrumental activities of daily living (IADLs) in accordance with their IEPs*.
Develop and implement strategies to support learners with exceptionalities* in the
appropriate use of assistive technologies* and daily living aids* in accordance with
their IEPs*.
Monitor, document and report on the behavior, performance and progress of
learners with exceptionalities* in accordance with their IEPs*.
Prepare and present a plan for engaging in ongoing personal and professional
development to promote competence in the educational support field.
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Educational Support Program Map 2015-2016
Educational Support Program Handbook 2015-2016
Program Map describes your learning journey with three important components:
1. All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
2. There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
3. Each semester has a theme that creates milestones for your learning within a semester and your journey from one semester to the
next semester and ultimately to your readiness to graduate.
Level 1
Level 2
Level 3
Level 4
Introduction to Practice
Fundamentals of Practice
Expansion of Practice
Consolidation of Practice
Role Clarity
Understanding of
roles and
responsibilities of an
EA trough team
work, collaboration
and professional
communication
Typical and
atypical
Development
Understanding and
appreciation of
typically developing
and non-typically
developing (learners
with
exceptionalities)
Differentiated
Instruction
Contributing to,
participating in
supporting
differentiated
instruction;
monitoring learning;
adjusting learning
activities
Role of the Educational
Assistant
Professional Communication
Team Work and Collaboration
College Writing and
Communication
Safety in the Workplace
Student Growth and
Development
Introduction to
Exceptionalities
Principles of Learning
The Exceptional Learner
Supporting Students with
Behavioral Exceptionalities
Supporting Students with
Autism Spectrum Disorder
Empowering Students through
Integrated Learning
Supporting Students with
Physical and Medical
Exceptionalities
Supporting Communication
through Assistive Technology
Field Placement:
Introduction to Practice
Field Placement: Fundamentals
of Practice
Fit for Work, Fit for Life
Field Placement: Expansion of
Practice
Elective: General Education
Field Placement: Consolidation
of Practice
Elective: General Education
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Educational Support Program Handbook 2015-2016
Required Capabilities
•
•
•
•
•
•
•
•
•
•
•
•
Adaptability
Professional Learning
Reflective Practice
Ability to work with diverse populations
Critical thinking
Professional decision making
Enhanced professional communication
Understanding of school policy, procedures and curriculum frameworks
Collaboration and team work
Understanding of evidence based practices
Ability to modify and adjust learning experiences
Comfort with, and ability to work with assistive technology
Program Design for Your Cohort
Students can find their program design on the student Portal by following the steps below:
1. Log in to Student Portal
2. Click on ‘My Courses’ tab
3. Select ‘View Progress Report’ button
Courses are listed by level/semester. Students can also view courses for the most current
program design for this academic year on the Conestoga College website. To find these courses,
students need to scroll down the page to the ‘Program Courses’.
Pathways and Further Post-secondary Education Opportunities
Conestoga pathways enable students to build on their academic achievements in order to earn
a degree or additional credential. Pathways are formed through agreements between
Conestoga programs or partner institutions. View the transfer agreement opportunities for this
program.
There are a number of different opportunities available to students who want to continue
studying at Conestoga. Whether you wish to transfer to another program or apply to a new
program after graduation, Conestoga has established pathways to help you meet your goals.
Conestoga Pathways information is available on Conestoga’s website.
Employment opportunities
Graduates find employment in the elementary, secondary, and, sometimes, the post-secondary
education systems. Career opportunities are also available in educational programs run by
government-approved facilities for care, treatment, custodial or correctional purposes, or in
programs providing respite care and services for families of children and youth with special
needs or in home school support.
For more details on related occupations, job market information and career opportunities; see
the Government of Canada website.
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Educational Support Program Handbook 2015-2016
2. Relationships
Communication with Faculty
Faculty and Administration Contact Information
Individual course instructors will inform you as to how you will be able to contact them.
Program Coordinator
Program Assistant
Program Chair
Amy Timmerman
Jaymie Wilson Neil
Goranka Vukelich
(519) 748-5220 x TBD
(519) 748-5220 x 3765
(519) 748-5220 x 3393
Contacting Program Staff
When contacting program staff outside of class time it is advisable to use e-mail or telephone.
Your message should include the following information:
• first and last name
• course and level
• brief description of reason for contact
• telephone number where you can be reached
Student Email
All students are supplied with a college e-mail address. Please use this method or the D2L email
method when communicating with college faculty ONLY as non-college e-mail addresses (e.g.
hotmail) are problematic. Students are expected to check their college e-mail regularly as most
official communication will be via this method.
Student Engagement
Student Concerns/Issues
We appreciate that concerns/issues may arise during the learning experience. Our goal is to
collaborate – students with faculty and staff —to resolve situations of concerns quickly and to
learn and improve from these situations.
To achieve this goal, we need an effective problem-solving environment. This means:
When a situation of concern arises, it needs to be raised immediately and discussed by the
individuals involved. This is the most important area for effective problem solving.
**Problem-solving closest to the individual associated with the learning is the place to start.
Please see the “Student Concerns/Issues” section in the Student Rights and Responsibilities
chapter of the college Student Guide for further details to be followed for the informal and
formal procedures for the resolution of concerns and issues.
Please note that issues and concerns related to a placement site, its operation or its employees
should first be brought to the attention of the Conestoga Field Placement Supervisor, subject to
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Educational Support Program Handbook 2015-2016
the additional procedures outlined in the following Sections on “Professionalism” and
“Concerns Regarding Safety or Care/Service for Clients during a Practicum/Field Placement”.
Student Representation
CSI and Conestoga agree that a student has the right to invite a member of CSI to a
student/faculty meeting, provided that 24 hours advance notice is given to faculty. This
advance notice will ensure that all parties will have an opportunity to adequately prepare for
the meeting.
PAC (Program Advisory Committee)
Each program at Conestoga has a Program Advisory Committee (PAC), which is made up of
industry and academic representatives, as well as current students. They meet several times a
year to discuss the direction in which that industry is heading and any improvements that can
be made to keep the program current. This helps to ensure that students are learning material
that is relevant to their industry.
At the beginning of each year, the coordinator of the program will ask for student volunteers.
The coordinator will decide which students will represent years one and two. The student
representatives are expected to attend the meetings. Students must prepare and submit a
report based on guidelines provided by the Program Chair/Coordinator which will be presented
at the meeting. Students are expected to be professional, dress in business attire and engage in
discussions.
WIHSC (Waterloo Inter-professional Health & Community Student Collaborative)
Conestoga College offers many unique and exciting opportunities for personal and professional
growth. One of the things that contribute to the excellence of this college is the host of exciting
extracurricular opportunities that add to the culture of this fine institution. WIHSC (Waterloo
Inter-professional Health & Community Student Collaborative) is one such club whose members
strive to ‘learn with, from, and about’ each other.
Membership of this active group is comprised of students enrolled in health, community, and
social sciences programs at the Doon campus. Some of the most popular initiatives that this
group regularly engages in are interactive simulation exercises, peer-mentoring, guest speakers,
paper case studies and monthly meetings. To find out more about this exciting opportunity,
please visit the WIHSC website. The website includes information on past events (pictures and
videos) as well as how to get involved. Get involved, have fun, and learn more about the team
members you will work with upon graduation! For more information, please contact your
Program Coordinator.
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Educational Support Program Handbook 2015-2016
The Conestoga College Recreation and Leisure Services Student Association
The Conestoga College Recreation and Leisure Services Association is run by Recreation
students for Recreation students! As a Recreation student, you are automatically a member of
the Recreation and Leisure Services Association. There are many ways to participate. You can
be part of the executive committee, act as a class representative for a subcommittee or special
event and participate in sponsored activities. Please watch your college email for
announcements and opportunities to be involved! Everyone is welcome and you are
encouraged to participate.
Student Feedback
Student feedback is an essential component of our continuous improvement process. Our
opportunities for student feedback include:
Key Performance Indicators
All college programs in the province are evaluated using Key Performance Indicators (KPIs)
through the Ministry of Training, Colleges and Universities. This survey is conducted each
academic year. Strategic goals to improve the programs are developed from these results. This
data and other data specific to the campus and the program/school are collected so that
Conestoga College can continually improve quality.
Student Appraisal of Teaching
The Student Appraisal of Teaching (SAT) allows direct feedback from students on teaching for a
particular course. Completion of the SAT form gives teachers and academic managers valuable
information, to use for improving teaching at Conestoga.
The SAT process occurs at semester-end. One quarter of the faculty is appraised per term, and
each has two courses selected by their academic managers for appraisal. All teachers have a
SAT review at least once every two years. Students complete either an electronic or paper copy
of the SAT. A summary of results is prepared by Institutional Research.
The report is sent to the Academic Manager who shares the report with the faculty member
AFTER all marks for the semester have been collected. Continuing Education students may have
an opportunity to complete a SAT form at the conclusion of each Continuing Education course.
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Educational Support Program Handbook 2015-2016
Class Cancellations
Class Cancellations Due to Faculty Absence
All class cancellations due to faculty absences will be posted in the Student Portal on the left
hand side of first page which a student sees after logging in. These notices in the Student Portal
will be the only general notifications of class cancellations due to faculty absences.
Faculty who will be absent will not be informing students of class cancellations through
eConestoga.
Inclement Weather Procedure
When it appears that classes may be cancelled due to inclement weather, students are advised
to check one of the local radio stations listed below and/or Conestoga’s website .The decision
regarding college closure is made fairly early in the morning (by 6:30 a.m.).
In the event of inclement weather, local radio stations will announce if Continuing Education
classes are cancelled. These stations are:
Cambridge
CIZN FM (92.9)
Conestoga’s own FM station CJIQ (88.3)
Guelph
CJOY (1460)
Kitchener
CHYM (96.7) and CKKW (1090)
Stratford
CJCS (1240)
Wingham
CKNX (920)
Personal Notifications of Class Cancellations
Students have the option of receiving special emails or SMS text messages notifying them of
class cancellations due to faculty absences. To receive such personal notifications students
must subscribe to this special service.
To subscribe:
- Log in to the Student Portal
- Select Notifications under the Profile tab
- Select the method by which you would like to be notified
- Click Update.
Note: To change the email address to which these notifications will be sent, select My
Addresses under the Profile Tab, and change the default email address.
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3. Standards of Conduct and Professional Practice
Characteristics of Successful Students (and Employees)
In order to assist students with their transition from previous endeavours to their studies in the
Program, and prepare students for professional success in their chosen fields of study, the
following characteristics of a successful student have been identified as follows:
1. Not surprisingly, they attend class-regularly. Moreover, they are on time. If they miss a
session, they feel obligated to let the instructor know why and their excuses seem
legitimate and reasonable. They make sure they get all assignments they missed and
understand specifically what was covered in class.
2. Successful students speak in class, even if their attempts are a bit clumsy and difficult. They
ask the questions that many in the class are bound to have, provided they are listening.
3. They see the instructor before or after class about grades, comments made on their papers
and upcoming tests. Sometimes they just want to ask a question or make a comment
relative to the class discussion.
4. Successful students turn in assignments that look neat and sharp. They take the time to
produce a final product that looks good, a reflection of a caring attitude and pride in their
work.
5. They are attentive in class. They don’t chat, read or stare out window.
6. All work and assignments are turned in on time, even if not every one of them is brilliant.
Successful students seem driven to complete all work.
7. The most successful students may well end up at the instructor’s office door at least once
during the semester. They will go out of their way to find the instructor and engage
him/her in meaningful conversation.
From: Innovation Abstracts, Vol. X, No. 1
Guidelines for Working in Groups
The purpose of group work is two-fold. It provides students with the chance to explore and
share subject areas too large to undertake alone. As well, it provides students the opportunity
to gain experience in working together on specific projects, which will happen regularly in the
workplace.
The following are tips to help you get the most out of a group experience:
1. Meet with your group immediately following distribution of the assignment.
2. Determine which content area(s) each member will be primarily responsible for,
including researching, writing, organization, presenting, etc. All members are
responsible for the entire project and should have an overall understanding of every
member’s responsibilities.
3. Determine the appropriate number of meetings the group will require to complete the
project. Meetings should be viewed as organizational in nature, where members report
on their individual progress and any assistance from group members that they may
require.
4. Determine a regular time and place to meet. Ensure all group members have input into
this decision.
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5. Be sure to have a final meeting prior to the submission or presentation, in order to place
each member’s work in the correct order. This is a crucial step if your project is to have
professional image. The time can also be used for all members to become more familiar
with the other member’s subject area.
6. In group work, individuals take on specific responsibilities and tasks. However, all
members are responsible for the total group project. For example, if one member is
having trouble with a task, it is the responsibility of the group members to help that
student complete the task. Without that person’s contribution, the whole
assignment/project will suffer.
7. Grading of group projects will be decided upon by individual faculty members. However,
where it is done on a group basis (all group members receive the same grade), group
grades could suffer due to uncompleted work of one member.
8. It is up to group members to problem- solve with members not carrying out their
responsibilities. Peer grading may also occur, depending upon the specific course,
assignment or faculty member. This is a process by which group members evaluate their
peers on the basis of their individual contribution to the project.
Student Expectations
• Demonstrate or submit satisfactory evidence of competency.
• Accept responsibility for one’s own learning.
• Meet all assigned deadline dates.
• Attend classes, group meetings, and special functions.
• Use and maintain program, college, and community resources to maximize learning.
• Conduct self and peer evaluations.
• Recognize that attitudes affect performance.
• Maintain ongoing communication with program faculty.
• Develop and maintain an interdependent working relationship with other students.
Faculty Expectations
• Counsel students in their educational progress.
• Award credit for attained competency.
• Provide timely and ongoing feedback to students on their academic progress.
• Counsel students in their vocational development.
• Gather, develop, and maintain program resources.
• Recognize and consider alternative learning activities.
• Create learning activities.
• Counsel learners in their use of learning resources.
• Develop and maintain an interdependent relationship with other faculty.
• Maintain ongoing communication with students.
• Perform duties in a professional manner.
• Remain current on professional trends and issues by active involvement in the
profession.
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Oath of Confidentiality and Professional Conduct
Confidentiality ensures the privacy of patrons, clients, families and co-workers with whom you
work. Under no circumstances can personal information relating to these persons be shared in
conversations outside of a professional context. Any written or oral reports should exclude all
identifying information.
Classroom Protocol
Students learn and work better when there is mutual respect for each other. The College is a
healthier and safer place to be when students and faculty can concentrate on the task at hand.
All members of the college community have specific responsibilities for achieving this goal, as
well as rights which are protected by the College. These rights and responsibilities are spelled
out in the Student Guide. As well, a Student Code of Conduct Policy outlines expectations of
students, and the consequences for poor or inappropriate behavior.
In the Educational Support classrooms, we expect the following from our students as it relates
to conduct:
1. No pagers, computer games, portable CD players, IPods or headphones are permitted in
class.
2. Students are expected to be present, punctual, and prepared for all classes. All students
are responsible for contributing to a positive and respectful learning environment.
3. Students are expected to listen attentively to the instructor and other students when
they are speaking, and respect their opinion. It is disrespectful to speak when another
person is talking.
4. Since class time is limited, students are expected to focus on the particular subject and
not bring other work or other issues to that class.
5. Since students come from a diversity of backgrounds, in our inclusive classrooms it is
expected that students will respect the opinions of others. The Protection of Human
Rights Policy is clearly outlined in the Student Guide.
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Copyright – What Students Need to Know
Photocopying and scanning at Conestoga are governed by the Copyright Act, an agreement
with Access Copyright, and the Association of Canadian Community Colleges’ Fair Dealing
Policy.
Under the terms of our Access Copyright license which gives the broadest permission:
You can photocopy or scan the following:
• Up to 10% of most published works
• One chapter that is greater than 10%, but no more than 20% of the book
• One article, short story, play, poem or essay from a book, magazine or journal issue
containing other works
• One newspaper article or page
• One entry from an encyclopedia, dictionary, annotated bibliography or similar reference
work
• One drawing, sculpture, painting, print, architectural work of art or work of artistic
craftsmanship from a larger volume containing other works.
Cumulative Copying
If you copy 10% of a book today, 10% next week, 10% the week after that, and so on, this is
called cumulative copying and it is not allowed. The copy limits apply to an entire academic
year, so once you reach the limit for an item, you can’t copy more until the next academic year.
You cannot copy or scan the following:
• Workbooks or study guides that are intended for one-time use
• Instruction manuals
• Sheet music and original artistic works including photographs or prints
• Advertisements
• Business cases
• Any of the items on the Access Copyright Exclusions list
You can find all of this information and more on the Copyright for Students web page.
If you have any questions about copyright or the limits of copying on campus, contact Tessa
Dueck, Copyright Technician, at tdueck@conestogac.on.ca or 519-748-5220 ext. 3604.
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Safe Practice
Safe practice is part of professional practice. It is an expectation of everyone who is or wants to
be a professional.
There are a number of policies and procedures associated with practical training in your
program that have been developed to ensure your safety and the safety (physical and
emotional) of those around you. These will be reviewed with you during your program.
The following basic procedures are outlined for your attention and follow-through:
1. Your personal safety begins with the use of professional attire and foot wear and with
your attention to the health and safety expectations that may be identified throughout
the College.
2. Help us have a safe and pleasant environment by wiping up spills, by ensuring lap top
cords do not snake across walking areas and by reporting equipment or facility problems
when you see them.
a. Concerns such as these in the Cowan Health Sciences Center may be reported to
the Customer Service Desk in the Cowan Health Sciences Center.
3. Specific dress codes, personal protective equipment and specific codes of behavioural
conduct may apply to certain programs; failure to follow these may result in your
inability to participate in a lab, class or experiential learning activity.
4. Safe work practices are to be followed during all training; follow the direction of your
instructors. If you have a practicum, your Placement supervisor will ensure that you are
aware of safe practices and safety precautions and procedures. This includes problemsolving by the Responsible Faculty and Program Coordinator with the College’s
Occupational Health & Safety Department as required. For example, should outside
temperatures during the summer become unusually hot, very high temperatures may
occur in some workplaces; this could require that specific steps be taken to ensure a
safe working environment.
5. All safety-related accidents, incidents, and near misses must be reported to the
Instructor-in-Charge immediately. This is an opportunity to problem-solve about how to
avoid these areas of concern for the future.
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Student Protection Acknowledgement
A Student Protection Acknowledge confirmation pop-up will appear once an applicant/student
logs into the Student Portal. A PDF directs students to policies and procedures relevant to their
academic responsibilities. Policies and procedures are searchable on Conestoga’s website.
Students are advised to review and comply with all policies and procedures including the
following:
•
•
•
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•
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•
•
•
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Academic Dispute and Resolution Policy/Procedure
Academic Integrity Policy
Academic Recognition Policy
Academic Credential Procedure
Clearance of Academic Deficiency Policy/Procedure
Co-operative Education Policy
Discontinuance Policy/Procedure
Eligibility to Participate in Co-op Work Terms Policy/Procedure
Evaluation of Student Learning Policy/Procedure
Grading Procedure
Graduation Requirements and Convocation Procedure
Honours Policy/Procedure
Program/Course (Cohort) Withdrawal Procedure
Student Concerns and Issues/Procedure
Student Fees Policy
Student Feedback Policy
Violation of Academic Integrity Procedure
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Professional Conduct - Use of Social Media and Cell Phones
To ensure a quality and respectful learning environment both in the classroom and in field
placement, the use of cell phones and laptop computers for social networking can only be used
during break times, before/after class and outside of children’s play areas (indoors/outdoors) in
field placement.
Laptops and other forms of technology can be used in the classroom when the use pertains to
the content and processes of learning facilitated by the professor. Faculty reserve the right to
remove and hold any technology device that is a disruption to the class until the end of class.
Social Media Policy
• Social media has many advantages for a professional. It can be used to network, to
resource information and keep current
• As a student and future professional, it is essential to maintain professional boundaries
in all communication, including social media.
BE AWARE:
• “Electronic messages are not anonymous. They can be tracked, misdirected,
manipulated and live forever on the internet. Social media sites create and archive
copies of every piece of content posted, even when deleted from online profiles. Once
information is digitalized, the author relinquishes all control.”
“Online identities and actions are visible to the public and can result in serious
repercussions or embarrassment. As the Office of the Privacy Commissioner of Ontario
notes, users may intend to share their online existence solely within their own network,
but in theory anyone can access the user’s musings, photos and information. Further,
the words can be altered, forwarded and misquoted. 1
Ensure that your posts reflect you as the professional you are and wish to become – if a
potential employer were to see your posts.
1. Many types of social media encourage instantaneous, casual dialogue. It is important to
remember that even an innocent comment may be easily misunderstood
2. Assume that information you post or send can be accessed or altered by anyone.
3. Consider whether any posting may reflect poorly on you, your school, or your
profession.
4. Avoid online criticism about other students, colleagues, professors or field placements.
5. Avoid impulsive, inappropriate or heated comments.
6. Pictures should not be taken, posted to social media sites or shared without the express
permission of all individuals involved.
7. Remember that online sites you visit are not anonymous.
8. Make sure your online name and email reflect professionalism.
9. Ensure that your postings will not be considered harassment or defamation of a peer,
1
Professional Advisory. 2011. Use of Electronic Communication and Social Media. The Council of the Ontario College of
Teachers.
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colleague, faculty or others.
Maintain privacy of all care and service activities when in practical work experiences:
1. Do not take or post any pictures while on placement or involved in lab activities
2. Maintain client-provider relationships and boundaries. The addition of a client to a
‘friendship” status online is unacceptable.
Please respect the fact that your faculty and staff will not invite you to their personal web
pages when you are a current student (Keep faculty and staff as resources to connect with
after you have graduated or after you have left the college)
Cell Phone Policy
Students should respect their professors and other instructors by following program policy and
not use their cell phones for personal use during class time. This is representative of the
professional manner in which you are expected to act as you prepare to enter the workforce.
Students should refrain from bringing their cell phone into a test or examination. Phones should
be left in your locker or left in your bag at the front of the classroom. In the event of an urgent
need to keep your cell phone with you during a test (parents with young children, students
experiencing a family emergency, etc.) please speak to your professor as soon as you enter the
examination room. Those who have been permitted to bring a phone into the classroom will
likely be asked to either leave the phone with the professor, or they may be permitted to leave
their phone out on their desk where it is visible to the professor and proctors. In any case,
students are not permitted to touch or answer the phone without raising their hand to ask for
the professor/proctor’s permission. If you are found to have a cell phone in your possession
during an examination that has not been declared, you will be asked to leave the examination
room, and will be given a zero on the assessment.
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4. Attendance and Student Success Strategies
Attendance
In view of the learning complexities of the Educational Assistant Program, it is imperative that
students attend all classes and field placement as scheduled. Students who are absent from
class or field placement place themselves in academic jeopardy in meeting the learning
objectives as stipulated by the program.
If extenuating circumstances require students to miss a class, please note that it is the student’s
responsibility to share this information with faculty and to acquire any missed information from
a classmate or faculty. If field placement is missed both the faculty-designate and the field
placement supervisor must be notified.
Punctuality
In order to be respectful to both fellow students and to faculty, students are expected to arrive
on time for class.
It is disruptive to enter a classroom/lab after the class has begun. Being on time is not only
required, but it is a common courtesy. If the classroom door is closed, students are expected to
do the following:
1. Knock on the classroom door to let the faculty member know that you are outside.
2. Wait until the professor admits you into the class at a time when it is least disruptive.
3. Wait until the end of the class (or a scheduled break) to pick up materials and
instructions you may have missed.
Attendance for Evaluations
An evaluation is defined as a test, exam, presentation or any other formal assessment that
requires your presence in a class or lab. Evaluations are critical components of each course and
overall success for you in your Program.
The school’s approach to requirements for attendance at evaluations reflects the expectation
that as emerging professionals, students must demonstrate a professional attitude and
attention to evaluations, in the same manner that expectations for future work as professional
will require attention to workplace procedures. Consequences for missed evaluations are
balanced against reasonable support where it is warranted.
In order to support student success:
• Evaluation and presentation dates are scheduled and communicated at the beginning of
each semester.
• Unplanned extenuating circumstances involving the college, the program or the faculty
that may require changes to the course schedule will be communicated to students.
In support of the development of professionalism, students are required to take all evaluations
at the scheduled times.
• Students who make personal commitments that conflict with the evaluation dates or
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•
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assignment deadlines do so at their own risk.
There will be no special arrangements made for students with personal conflicts (e.g.
work, family commitments or vacation plans).
Students who wish to reschedule an evaluation or a presentation due to a religious
holiday are required to discuss the situation with faculty within the first two weeks of
the semester.
Academic accommodations are provided to students with documented disabilities
through the Accessibility Office.
Notification for Absence from Evaluations
Students are required to notify the program of absence from any evaluation for any reason.
• Notification must be received prior to the start of the evaluation.
• Failure to do so will result in a mark of zero being assigned.
Notification procedure
Log into the student portal and click on the Absence tab and indicate that you will be absent
from class on a day that has an evaluation. You will receive a confirmation email that you have
recorded your absence for that day.
Note:
• Your professor will be aware of your absence from an evaluation by your lack of
attendance and because you have entered your absence using the online Absence
Recording System on the Student Portal.
•
The Absence Recording System shows you as being absent for the day, starting from the
time that you record your absence. (For example if you record your absence for that day
at 11:00 a.m. the system will show you as being absent for all classes starting after 11:00
a.m. that day.) If you are then going to be present again for some later class, you will
need to bring your presence to the attention of your professor in that later class.)
•
The earliest that you may record your absence for a particular day is after 8:00 p.m. on
the preceding day.
Follow-up after Reporting Your Absence from an Evaluation
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You must make contact immediately with faculty to explain the reasons for your
absence and to arrange a meeting.
If there is a concerning pattern of absence you will be asked to meet with the program
coordinator. This may result in the need for you to provide documentation verifying the
reason for your absence, in accordance with the requirements specified in sections
below titled “Evaluations worth 20% or more” and “Evaluations worth less than 20%”
Faculty will then make alternative evaluation arrangements as appropriate and you will
complete any necessary forms.
Students are required to complete the alternative evaluation as scheduled.
If the evaluation is to be conducted in the testing centre, you will be asked to show your
student card before you are permitted to write the test.
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•
Tests will be made up In the College Testing Centre in the following week, or by
individual arrangements with program faculty.
Religious Holidays
Students are permitted by Conestoga policy to be absent from class to observe a recognized
religious holiday. Any student who is unable to attend classes or participate in an examination,
study, or work requirement on some particular day or days because of religious beliefs will be
given the opportunity to make up the work that was missed or do alternate work/examinations
subject to timely notification.
Conestoga recognizes all religious holidays as defined by the College Employer Council.
It is the responsibility of the student to:
a. Plan ahead and be aware of the dates of all examinations and other course obligations;
b. Advise the faculty member that he/she will be seeking accommodation to observe a
recognized religious holiday and make a request in writing to your Program Coordinator
within the first three weeks of the semester and prior to the date of assessment that
falls on the religious holiday. Exceptions based on extenuating circumstances must be
approved by the Chair.
Documentation to Substantiate Your Reported Absence
Evaluations worth less than 20%
Missed evaluations worth less than 20% of the student’s final grade will be rescheduled once
per program semester subject to proper communication described above.
Once per program semester means that only one absence for an evaluation will be accepted
across all courses in a program for a semester. Implications of major illnesses or personal
circumstances impacting several course evaluations at one time will require discussion with the
program coordinator prior to faculty arranging alternative evaluations.
If an evaluation cannot be rescheduled (for example an experiential activity or participation in a
group presentation) reallocation of marks will be determined by faculty. This will be
documented on an interview record and signed off by both faculty and student.
If more than one evaluation that is worth less than 20% is missed, documentation requirements
for evaluations worth 20% or more apply.
Evaluations worth 20% or more
Any student who misses an evaluation worth 20% or more will receive a mark of zero unless the
reason for missing the evaluation and the accompanying documentation verifying the reason
for the absence are deemed acceptable by the program. Examples of reasons deemed
acceptable include incapacitating illness, death of a close family member, and required court
appearance.
If an evaluation is missed due to illness, the health care professional attesting to the illness
must have firsthand knowledge of the situation and direct involvement with the treatment /
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management of the condition. For example, a note from a clinic provided by a physician seeing
the student for the first time, after the illness has resolved, is unlikely to meet the program
standard for documentation.
Test and Evaluation Procedures
Importance of Test and Presentation Dates
Test and assignment dates are scheduled at the beginning of each semester. Unplanned
extenuating circumstances involving the college, the program, or the faculty may require
changes to the course schedule. If this occurs, students will be notified.
Students are required to write all tests during the scheduled in-class test times. There will be
NO special arrangements made for students with personal conflicts (e.g. work, family
commitments or vacation plans). Students who wish to reschedule a test or presentation
because of a religious holiday are required to discuss the situation with faculty at the beginning
of the semester.
Academic accommodations are provided to students with documented disabilities through the
Accessibility Services Office.
Test Procedures
• Once a test begins, students may not leave the test room for 30 minutes. If they finish a
test before that time, they may review their answers but are expected to sit quietly and
not disturb others. Once students leave the room they may only re-enter when invited
back by Faculty.
• Any student found cheating during the course of an examination/test will be addressed
according to procedures found in Conestoga Student Guide.
• Faculty are responsible to advise student’s as to the material permitted in the testing
room. Personal items and learning materials will be left in an area identified by the
Faculty.
• Faculty will advise as to the seating arrangements of students.
• During open book tests, students must bring their own course materials (books, notes,
Learning Packages, etc.) for individual use only. Students may not share any of these
materials. Electronic devices, such as, iPods, text messaging, cell phones, translators,
will not be permitted.
• Water bottles are not permitted in the testing room.
Submitting Assignments
It is expected that students will submit all assignments on time, on the date they are due. Late
marks will be deducted from assignments not submitted when requested by faculty. Students
with extenuating circumstances that prevent them from submitting assignments on time should
discuss their circumstance prior to the due date. They should negotiate with the course faculty
alternative arrangements regarding due dates, in person, at least one week prior to the
scheduled date. Students who initiate this process will not experience the loss of late marks.
If students do not negotiate a variance, they risk having late marks deducted from the final
grade. Late marks will be deducted at a rate of 1% per day, including weekends, from the total
percent value of the assignment.
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Faculty Returning Tests and Assignments
In order to support student success, students will be given continual feedback on their progress
throughout the semester. Individual faculty will inform students in class how/when tests and
assignments and/or marks on them will be returned. Please note that some tests will be
returned to students and some may be retained by faculty. Students who have questions about
tests/assignments/grades should follow the process outlined below:
• at least 24 hours after receiving the mark and within 7 days, email the faculty, indicating the
area(s) of clarification required,
• initiate a meeting with the faculty to discuss,
• bring pertinent information (assignment, mark sheet, etc.) to the appointment.
General Guidelines for Quality of Written Work
In the program, both in courses and field placement, there are continuous requirements for
written work in a variety of formats (papers, assignments, forms and plans, handouts, etc.). It
is expected that all students will meet the standard of English required within our profession.
Faculty and field placement supervisors will identify students who are having difficulty in this
area and will approach students to discuss the need for improvement. Students may be
referred to the Learning Commons to help them improve the quality of their written work.
General Guidelines for Submitting Written Work
For specific course requirements, refer to the Course Schedule and Evaluation Methods
information provided. If you are not clear about course requirements, discuss with individual
faculty. Students are encouraged to use spell-check and grammar-check to assist with the
editing of written work.
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5. Academic Progress through the Program
Academic Standing and Promotion
The Conestoga Student Guide is your first source for information concerning academic
regulations, policies and procedures. The Conestoga Student Guide is available on the college
website and by visiting the “Student Guide” tab in your Student Portal.
Post-secondary education (especially at the College level) is oriented toward two general goals.
One is to give students the knowledge, skills and attitudes required to achieve success in the
workplace. The other is to stimulate a work ethic that promotes responsibility, respect and
routine. Both of these purposes are directed at helping students to become competent
professionals in their respective fields. In this regard, students are required to meet many
expectations.
Although each professor will have guidelines for tests, assignments and papers, the following
provides some general guidelines. Students are strongly encouraged to consult with individual
professors for any variation from these overall guidelines.
In addition to the Academic Regulations found in the Conestoga Student Guide, the following
apply to the Educational Assistant Program:
Achievement
Students must attain a minimum "C" or 60% passing grade in all core courses.
General Education courses are under the Academic Support Division. Consult with that division
for its grading system.
Course Add/Drop
You can add, change and drop courses from your portal depending on the dates and which
program you are in:
1. Log in to the Student Portal
2. Click on the “My Courses” tab
3. Scroll over the icons to the right of individual course listings. It is strongly recommended that
students consult their program coordinator/academic advisor prior to dropping a course.
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Special Timetables/Adding Dropped or Failed Courses
Please note that when students are not taking the program in the prescribed sequence, they
will be on “special timetables”. Prior to the beginning of the semester, students should attempt
to add missed courses from a previous semester by logging in to the Student Portal and
following the instructions to register for courses. If students are not able to add courses on
their own (because of a timetable conflict or full course section) they must seek assistance from
their Program Coordinator during the “Special Timetable Registration” initiated by the college.
Dates, times and locations of Special Timetable Registration periods are posted in the student
portal in advance of the beginning of each semester. Students must attend this meeting where
they will receive further guidance regarding this academic status from their Program
Coordinator.
Students who take longer than the designed program length of time to complete their studies
are accountable for completing any new or additional courses that may result due to changes in
the program of study. Unless otherwise stated, students registered in non-cohort delivered
programs must complete the program of study within seven years of being admitted to the
program.
Supplemental Assignments
The College recognizes that due to certain circumstances, a student’s performance in a course
may be compromised. As such, the college policy allows the student to take supplemental work
or assignments to clear an academic deficiency. For further elaboration, please see the College
policy regarding academic deficiency and supplemental available online. Note that there are
strict procedures and timelines for supplementals and the student is well advised to seek out
this information from the Student Guide.
In general, a student who fails a course by 10% will be given the opportunity to pass the course
by completing a supplemental. A student in Educational Support Program will have the
opportunity for two (2) supplementals during the program.
Academic Probation
Students who have been unsuccessful in their field experience, have failed two or more
academic courses, and/or have required considerable testing/assignment variances may be
recommended for Academic Probation. Academic probation allows students to be promoted to
the next level with a special timetable or with academic conditions. Special timetables and
academic conditions are designed as part of written learning contract that the student and
program Coordinator create together. The goal of these measures is to allow students to
continue in the program accompanied by a supportive plan for success.
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Discontinuance
Students who have not successfully participated in the requirements of their academic
probation, who have failed to meet the standards set out in the Conestoga Student Guide
and/or the Educational Assistant Program Standards and Procedures Handbook involving
academic dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct,
or have failed 60% or more of their academic courses and/or have failed field experience twice
may be discontinued from the Program. Students who have been discontinued from the
Program will not be considered for re-entry to the program for a minimum of 1 semester
and/or until they have worked with the Program Coordinator to develop a written learning
contract to support their academic and non-academic success. At the discretion of the Program
Coordinator, students may be given permission to attend the part-time program.
Withdrawal
Students not planning to return to the Educational Support Program the following semester are
expected to complete a Withdrawal Form available from the program coordinators, the Registrar’s
Office, or on the college website.
Program Transfer
Prior to transferring to another program, it is recommended that the student meet with the
program coordinator or academic advisor. Students who decide to change programs may do so
by completing and submitting a program application form to the Registrar’s Office. If
considering transferring to a program outside the school in which they are currently enrolled in,
students may want to discuss options with a career advisor. When a student moves from one
Conestoga program to another and where courses numbers/codes are identical or equivalent,
automatic credit is given if passing grades are met.
Appeal
Students have the right to appeal any academic decisions as set out in the Conestoga Student
Guide. It is recommended that students begin this appeal process by first meeting with the
faculty and/or Program Coordinator.
Clearance of Academic Deficiency
Please refer to the Conestoga Student Guide for the procedure and criteria regarding Academic
Deficiency. Please note that following the end of semester, contact with any student eligible to
write a supplemental will be made either by phone or email. A specific date, time and room
number will be given to each student. If a student cannot be reached or is unavailable at the
specified date and time, the student forfeits the opportunity to write a supplemental. Students
enrolled in the Educational Support diploma program will have opportunity to participate in a
maximum of two supplementals in order to clear academic deficiency.
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Educational Support Program Handbook 2015-2016
Promotion through the Program
Promotion is the advancement from one portion of the program to another (i.e. semester to
semester or year to year) after a process of evaluation has been completed to assure that
minimum standards have been met or surpassed. Promotion is based on academic achievement
as well as meeting personal and professional performance standards. In addition, a passing grade
for field placement performance is required.
Promotion reviews occur at the end of each of semester 1, 2, 3 and 4 and decisions are made by
the full program team including faculty members, Program Coordinator, and Department Chair.
Process for Resolution of Student Concerns
In order to resolve any concerns which may arise during a course, field placement or relating to
the program overall, students are encouraged to resolve issues or concerns informally at the
program level prior to proceeding to a formal appeal.
If attempts have been made, and a successful resolution has not been reached, students are
encouraged to refer to their Conestoga Student Guide, and to follow the procedures outlined
under the “Academic Dispute Resolution and Appeal Procedure” section.
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Educational Support Program Handbook 2015-2016
Maintaining Student Files
1. Official records of each student’s education are maintained electronically by the
Registrar. Academic records are also maintained by the college regarding Course
Outlines to support the level of achievement in a particular course.
2. Administrative records related to your experience in the Program are maintained to
demonstrate compliance with external and college requirements. This information is as
follows:
Student Information
File Location and Student Access
Retention
Pre-Practicum Health
Requirements
 per copies of information
received from students
Acknowledgement of WSIB
Understanding
 signed by each student
prior to the first
practicum placements
In H.S Trax, by individual student
access
**accessed through My Conestoga

Each student has his/her own
information on the Health
Passport for provision to
practicum agencies as required.
 By the Program, by the Program
Assistant responsible for
Placements
 For the duration of a
student’s time in
the Program
 In Program File with Program
Assistant
 For the duration of a
student’s time in the
Program.
Student Consents Signed on
Admission (per Student
Handbook)
 Student Consent for
Release of Information
 Student Understanding of
Professional Standards
 Student Understanding of
Safety Requirements
 For the duration of a
student’s time in
the Program
3. Academic Files are set up as required for a student to document important matters
relevant to a student’s progress or to document and monitor resolution of concerns.
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Educational Support Program Handbook 2015-2016
Student Information
A. Documents related to academic
progress
 Correspondence regarding
course equivalencies
 Correspondence regarding
supplementary examinations
 Learning Contracts
 Disabilities Information & plans
B. Records of Competency
Attainment
C. Documents related to areas of
Concern
 Interview Records, with
supporting email
documentation as appropriate
 Student Code of Conduct
 Incident Reports
 Letters/emails of significant
concern and replies
 Appeals
File Location and Student
Access
 In Student File,
maintained by the
Program Coordinator,
initially, and then filed
for safe-keeping during
the student’s time in
the Program –
maintained by the
Program Assistant
Retention
For 1 year following
graduation
As above
As above
As above
As above
4. Students may review the contents of your Academic file by:
• Requesting this in writing to the Program Coordinator
• Reviewing the file in the presence of the Coordinator
5. At the end of one year, the contents of your file will be destroyed through the college’s
process for purging confidential documents.
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Educational Support Program Handbook 2015-2016
6. Field Placement
Field placement experiences provide the opportunity to demonstrate and enhance your
learning in the practice environment. These experiences have been organized by your Program
in partnership with the organization where you have been placed, and will be scheduled by the
College.
The following procedures have been developed to support your success and to make it easier to
identify and address any concerns or issues regarding your safety or the safety and care of
children that may come up during the practicum in a way that supports both a solid learning
experience and a constructive partnership with the practicum site.
Practicum Health Requirements
Mandatory practicum health and safety requirements must be completed by students prior to
student field/clinical placements. Successful placement completion is required for students to
progress to program completion. To qualify for field/clinical placement learning experiences,
students must present the following at the start of the program in accordance with preadmission information provided by the College:
• Seasonal flu vaccination is recommended during flu season (October – March).
• TB Testing: Evidence of current 2-step or previous 2-step + current 1-step if more than
one year has passed since 2-step testing.
• Standard First Aid and CPR – Level C
• A Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of any
unpardoned criminal offences. An unclear criminal record may result in the inability to
participate in field placement/clinical which will jeopardize progress in the program.
Acceptance for placement is at the discretion of the agency; some agencies may request
students to provide a VSS completed within six months of placement start date.
Students with criminal records are advised to meet with the program chair for academic
counselling to determine program suitability.
Safety in the Workplace Course
All students who participate in unpaid work placements during the course of their program will
be required to successfully complete the mandatory Safety in the Workplace course prior to
going out on placement. The course will provide students with an introduction to workplace
hazards and general safety awareness. Students will receive a Record of Completion to provide
evidence of this training to placement sites and will consent to their workplace insurance
coverage.
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Educational Support Program Handbook 2015-2016
Student Consent Forms
Students are required to complete program specific consent forms. To access the forms,
students should go to the Practicum Services Community on myConestoga and open the
Consent Forms tab. Students can then electronically sign-off all applicable consent forms after
reading each document.
WSIB
Prior to your first placement, you must sign a Declaration of Understanding of WSIB Coverage
related to Unpaid Clinical Placements indicating you understand that WSIB coverage will be
provided through the Ministry of Training, Colleges, and Universities while you are on training
placements. This Declaration will be placed in your student file. It is your responsibility to
ensure that the Declaration of Understanding for WSIB Coverage is signed and returned or
you will not be allowed to attend your field experience.
Concerns regarding Student Safety or the Safety and Care/Service for
Clients
A. Communication of General Concerns regarding Your Safety or The Safety and
Care/Service for Clients
1. Students will be provided with an Orientation to their placement site on the first day of their
placement. The Orientation may include details of the placement site’s policies and procedures
related to communication about the safety of the work environment and /or the safety and
care of patients/residents/clients.
2. If a student has any concerns about the safety of the work environment and/or the
safe/appropriate care/service for clients:
a. The student must immediately report these concerns to the College individual
associated with the practicum (Clinical Instructor, Faculty responsible for your
practicum, Field Placement Supervisor).
b. The Clinical Instructor /Responsible Faculty/Field Placement Supervisor will discuss
this concern with Site Management.
c. For concerns of a serious nature (e.g. concerns impacting a total student group; a
serious care/service situation), the Clinical Instructor/Responsible Faculty/Field
Placement Supervisor will discuss the situation with the Program Coordinator and,
potentially, the Department Chair. The Coordinator or Chair will immediately contact
practicum site management to determine next steps.
Should facility policies require that practicum students report safety or care/service concerns
immediately to practicum site management, the student should report to the Clinical
Instructor/Responsible Faculty/Field Placement Officer immediately afterward.
B. Reporting of Incidents of Student Injury During a Practicum Experience
1. Should students experience personal injury of any kind, this must be reported
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Educational Support Program Handbook 2015-2016
immediately to the Placement Employer and Clinical Instructor/Responsible
Faculty/Field Placement Supervisor. The Placement Employer will provide first-aid that
may be necessary, including arranging for transportation to emergency medical services
if required. The Clinical Instructor/Responsible Faculty/Field Placement Supervisor will
notify the Program Coordinator and Chair and complete an Unpaid Work/Education
Placement-Accident Report (UWEP-04) and will send this to the College’s Occupational
Health & Safety Office. Where necessary, the Occupational Health & Safety Office will
complete a WSIB 7 form, a MTCU Letter of Authorization to Represent Placement
Employer and a MTCU Work/Education Placement Agreement Form.
C. Reporting of Student Involvement in Situations of Possible Injury to Clients During A
Practicum Experience or Student Damage to Facility Property
1. Should students be involved in care/service situations where there the care/service results in
a potential concern/injury to patients/residents/clients of the placement site, this concern must
be immediately reported to the Practicum Site in order that care can be given. This situation
must also be reported immediately to the Clinical Instructor/Responsible Faculty/Field
Placement Supervisor. The faculty member will discuss this immediately with the placement
site and ensure that an incident report is completed. The faculty member must also inform the
Program Coordinator and the Department Chair for a discussion of program expectations and
implications. It is the responsibility of the Chair to ensure that all documentation is obtained
regarding the incident and to inform College officials accordingly.
2. Should students be involved in situations where there is alleged damage to
resources/physical property at the Practicum site, this concern must be reported immediately
to the Practicum Site and to the Clinical Instructor/Responsible Faculty/Placement Officer. The
faculty member will inform the Program Coordinator and Department Chair for a discussion of
program expectations and implications. It is the responsibility of the Clinical
Instructor/Responsible Faculty/Placement Officer to complete an incident report with the Chair
accountable to ensure all documentation is obtained and to inform College officials accordingly.
Field Placement Policies
In the Educational Support Program we believe that learning is based on an intricate balance of
theory and practice. The field practicum experiences provide learning opportunities that can be
expanded and clarified with the theoretical knowledge gleaned from classes. Therefore we
recommend that students enroll in a field placement course in conjunction with their other
classes. It is considered in the students’ best interest that there is no separation of theory and
practice.
Field Placement courses must be taken sequentially:
Field Placement: Introduction to Practice
Field Placement: Fundamentals of Preschool Practice
Field Placement: Expansion of Practice
Field Placement: Consolidation of Practice
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Educational Support Program Handbook 2015-2016
1. It is the student’s responsibility to be familiar with all aspects of the field placement
process, including course outlines, policies, field placement requirements, and particularly
the evaluation package.
2. Students may not begin placement until they have completed all their pre-placement
requirements and have obtained clearance from Conestoga College’s Practicum Services
Dept.
3. Students are expected to work their full shifts as assigned by their cooperating teacher and
to complete the placement attendance log. The length of shifts can vary from placement to
placement. Students who will be absent from placement are required to notify both the
school where they are placed and their field placement associate at the college prior to the
start of their shift that day. Phoning the school is the preferred method to indicate an
absence from placement.
4. Students who require special shift considerations due to extenuating circumstances must
negotiate this with their cooperating teacher at the beginning of placement. The Field
Placement Associate in consultation with the Program Co-ordinator must also approve any
altered shift arrangements.
5. Students are required to make up any time missed from field placement in full or half day
blocks. Students incurring four or more absences (full or partial days) must meet with their
Field Placement Associate or Program Co-ordinator to review the situation and develop a
plan for completion of the placement. Students may be required to produce written
documentation such as a doctor’s note to validate the reasons for their absences.
6. Students may request in writing, to their Program Co-ordinator to have up to two make up
days waived provided that the circumstances surrounding the absence are extenuating and
verifiable (i.e. injury, surgery, family health, bereavement) and the placement is progressing
satisfactorily. A request to have these days waived must be submitted as soon as possible
after the absence has occurred. The decision to waive make up days is made by the
Program team. A decision on waiving days will be made after a mid-term evaluation has
been received.
7. Absenteeism from placement due to vacations and/or work may result in having to
withdraw from the placement course as per the Attendance and Student success section of
the program handbook.
8. Students will be required at times to confidentially conduct observations and/or gather
information at their field placement sites as part of various class assignments. Students are
asked to communicate with their cooperating teacher and the Principal about this as soon
as possible and to be sensitive to the program needs when deciding when and how to
conduct the observations or gather information. It is hoped that placement sites will be
able to make time available to the students for this purpose. Please be aware that there
may be cases when the student will have to return on an alternate day or be at placement
beyond their assigned shift time in order to complete their class obligations. Students are
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Educational Support Program Handbook 2015-2016
also required to ensure appropriate permission forms for observation/photos/videotaping
have been completed.
9. In accordance with the “Submitting Assignments” information in the Program Standards
Handbook, no field placement documents will be accepted after the last day of the
semester unless the student has made prior arrangements with their Field Placement
Associate or Instructor.
10. Students who have not completed all required hours or children’s learning and
development experience requirements by the end of the semester might be eligible for an
Incomplete. This would be negotiated with their Field Placement Associate in consultation
with the Program Coordinator as well as the placement site before the end of the semester.
If the Incomplete is approved the student may be granted an extension to return to the
placement and complete the outstanding items or they may be granted permission to carry
over some items to their next placement. Specifics about the terms will be outlined using
the college’s incomplete form.
11. Students who complete all required hours and placement experiences by the end of the
semester but do not successfully pass the field placement course may be eligible for a
supplemental. If the student’s mark is between 50 and 59 they may be an eligible candidate
for a supplemental. The student will follow the supplemental process described in the
Program handbook and pay the required fee as per information in the Conestoga College
Student Guide.
12. In the event that a students’ placement is terminated by the placement site during the
semester, the Field Placement Officer will review the events leading to the termination. A
consultation with a Program Team will occur. The student will be required to meet with the
Program Co-ordinator. Based on the evidence gathered a final decision will be made that
may result in one of the following: a student may be required to drop the placement course,
accept a Fail for the course, or possibly be relocated to a new placement site. The time of
the semester in which the termination occurred, and the factors involving the termination
will be contributing factors in determining next steps.
13. Only the placements scheduled in a given semester are offered. Please be mindful of this if
you choose not to complete the required placement in the semester you are enrolled in.
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Educational Support Program Handbook 2015-2016
7. Student Awards
Conestoga has more than 400 awards, bursaries, scholarships and academic grants available to
Conestoga students. These funds are made available to our students through the partnerships
we have established with local business and industry leaders. To be considered for an award,
complete the General Application available through your Student Portal. Notifications and
instructions to complete the application are sent to all full-time students’ email accounts in the
fall semester (Deadline: First Friday in October) and winter semester (Deadline: First Friday in
February). Visit the Student Financial Services on Conestoga’s website.
Awards Available for Educational Support 2015-2016
The following awards* are available to Educational Assistant students. Students who have
questions about any of these awards should speak with their Program Coordinator. Please
watch your college email for information from the Financial Aid office concerning application
deadlines, processes and eligibility. You may obtain information about other school wide
awards and scholarships from Financial Aid. You can find the General Awards Application by
clicking here.
* Note: All awards are subject to change and were correct at time of print.
Award Name
Jessica Smith
Schiedel
Bursary
Estimated
Amount
Year or
Level
# of
awards
Criteria
Selection
Process
Presented
At:
$500
Year 2
1
demonstrate financial
need
Apply
Financial
Aid
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Educational Support Program Handbook 2015-2016
Program Revision Log
Last Revised
July 2nd, 2015
July 6th, 2015
By Whom
Jillian Grant
Goranka Vukelich
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