Program Handbook Child Development Practitioner Apprenticeship 1184
Program Handbook
Child Development Practitioner Apprenticeship
1184
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 on July 20, 2015
Child Development Practitioner Apprenticeship Handbook 2015-2016
Table of Contents
TOP FIVE EXPECTATIONS OF YOU .................................................................................................... VI
1.
U SE M Y C ONESTOGA TO C ONNECT T O : ................................................................................................... VI
2.
K NOW AND P LAN AROUND Y OUR A CADEMIC S CHEDULE W ITH Y OUR F AMILY ................................................. VI
3.
B E THE P ROFESSIONAL Y OU W ISH T O B ECOME F ROM D AY O NE ................................................................ VI
4.
A TTEND T O E NHANCE S UCCESS ............................................................................................................. VII
5.
T AKE R ESPONSIBILITY FOR Y OUR A CADEMIC S TATUS ................................................................................. VII
TOP FIVE RESOURCES FOR YOU ..................................................................................................... VIII
1.
Y OUR T EACHING T EAM ...................................................................................................................... VIII
2.
C OUNSELLING AND S ERVICES FOR P ERSONAL N EEDS ................................................................................ VIII
3.
A CCESSIBILITY S ERVICES ........................................................................................................................ IX
4.
S TUDENT S TUDY S PACES AND G ENERAL S UPPORTS .................................................................................... IX
5.
S ERVICES FOR S TUDENTS ....................................................................................................................... X
Our Beliefs about Children, Their Development and Learning
Our Beliefs about Those Who Care and Educate Children
Our Beliefs Applied to the CDP Apprenticeship Program
Our Beliefs about the Lab Schools
Bridging to the ECE Conestoga College Diploma Program
The College of Early Childhood Educators
PAC (Program Advisory Committee)
WIHSC (Waterloo Inter-professional Healthcare Student Collaborative)
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Child Development Practitioner Apprenticeship Handbook 2015-2016
Acceptable Reasons for Absence 18
Notification for Absence from Evaluations
Follow-up after Reporting Your Absence from an Evaluation 20
Evaluations worth less than 20%
Importance of Test and Presentation Dates 22
Steps to Follow to Submit Assignments Outside of Class Time
Steps to Follow when Missing a Test, Presentation or Workshop
Faculty Returning Tests and Assignments
General Guidelines for Quality of Written Work
General Guidelines for Submitting Written Work
Criteria for Eligibility to Write Supplemental Examinations
Promotion and Supplemental Procedure
Clearance of Academic Deficiency
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Child Development Practitioner Apprenticeship Handbook 2015-2016
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Child Development Practitioner Apprenticeship 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. iv
Child Development Practitioner Apprenticeship 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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Child Development Practitioner Apprenticeship 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 considerations in mind.
• Classes can be scheduled in the daytime, evening and weekends depending on your particular program or course.
• Please check with your Instructors as he/she will provide you with information related to your academic dates for your courses.
3. Be the Professional You Wish To Become - From Day One
Civility, respect, and professional behaviors will be key to 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) vi
Child Development Practitioner Apprenticeship Program Handbook 2015-2016
4. Attend To Enhance Success
Please Review Attendance Expectations in See Section 4 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. vii
Child Development Practitioner Apprenticeship Program Handbook 2015-2016
Top Five Resources for You
1. Your Teaching Team
Contact Information: Is posted in eConestoga and in your 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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Child Development Practitioner Apprenticeship 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:
• 1 st
• 2 nd
Floor –in the student lounge area with photocopier
Floor—at the Customer Service Desk and kiosk area
Open Access Lab –2 nd 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—1 st 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. ix
Child Development Practitioner Apprenticeship Program Handbook 2015-2016
Top Five Resources for You
5. Services for Students
Library Resource Centre: Located on 2 nd 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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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
Letter to Students
Dear Child Development Practitioner Apprenticeship Students,
Welcome to the Child Development Practitioner Apprenticeship Program.
This handbook has been prepared to provide further information about academic standards, guidelines and processes specific to the Child Development Practitioner Apprenticeship Program.
Reading, understanding and following the information in this handbook is an important first step in your continued success in this program and your chosen profession. The handbook has been compiled with careful consideration for your personal and professional growth during your three years at the college. If you do not understand any of the information in this handbook, please ask the faculty,
Program Coordinator or Chair for an explanation.
Use the index in this handbook as your guide and the contents as your continuous reference as you proceed through the program. The Child Development Practitioner Apprenticeship faculty will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours.
In addition to the Child Development Practitioner Apprenticeship Program Handbook, the Conestoga
Student Guide outlines important policies and procedures for you to follow. The Child Development
Practitioner Apprenticeship Program Standards and Procedures Handbook is a supplement to, but not a replacement for, the Conestoga Student Guide.
We are here to help you have a successful three years. 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 achieving your formal credential as a Child Development
Practitioner.
All the very best to you in your studies.
Sincerely,
Marlene Raasok (Executive Dean, Health & Life Sciences and Community Services),
Goranka Vukelich (Chair, Community Services)
Child Development Practitioner Apprenticeship Coordinator/Faculty xi
Child Development Practitioner Apprenticeship Program Handbook 2015-2016
1. Program Overview
Program Description
The three-year Child Development Practitioner Apprenticeship (CDP) program is designed to provide those individuals working with young children in a child care setting with the opportunity to pursue formal education and training on a part-time basis. Entry into the program occurs in September.
Students take approximately two-three courses in each of the Fall, Winter and Spring semesters.
Students will explore the development of children and apply that knowledge to plan, implement and evaluate quality programs for young children in licensed child care settings. Facilitating children's development of a positive self-concept through creativity, play and diversity is the main theme of the
CDP Apprenticeship Program.
Upon successful completion of the Certificate program, Apprentices are encouraged to complete the requirements of Conestoga College's ECE diploma program by taking additional General Education courses. Graduates of the ECE diploma program meet the academic and field work requirements for registration with the college of Early Childhood Educators of Ontario.
Program Outcomes
• Plan curriculum that is based on a thorough understanding of child development
• Plan and implement individual programs and curriculum to meet the developmental needs of children
• Utilize a variety of observation techniques to enhance work with children, families, and coworkers
• Maintain responsive relationships with individual children and groups of children
• Establish and maintain a safe and healthy environment which meet the requirements of current legislation, regulatory bodies, and program policies
• Develop and maintain effective written, oral, non-verbal, and electronic communication with children, families, co-workers, employers, and individuals/agencies
• Apply relevant legislation, policies, procedures and regulations to early childhood education and settings in a changing social context
• Apply a personal philosophy of early childhood education within the framework of ethical and professional standards
• Act in a manner consistent with principal of fairness, equity, and diversity to support the development and learning of individual children within the context of their family, culture, and society
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
Program Philosophy
Our Beliefs about Children, Their Development and Learning
We believe that:
• early brain development sets the foundation for lifelong learning, behaviour, and health,
• children are active participants in the learning process,
• children are competent, curious, and motivated learners,
• children are individuals who begin to make sense of their world from the moment they are born,
• children develop and learn best in a warm nurturing environment which includes a balance of child-guided and teacher-guided experiences,
• play and creativity are the foundations for a quality program for children,
• individuality must be respected and accommodated at all times,
• all parts of the program, from the moment the children come in to the moment they leave, contribute equally to curriculum,
• the holistic development of individual children and groups of children is respected and accommodated,
• the education, learning and care of young children involves a partnership with each child’s family,
• each child can best be understood within the context of that child’s family and community,
• children’s development of positive self-esteem is fundamental to healthy growth and development, and optimal learning.
Our Beliefs about Those Who Care and Educate Children
We believe that early childhood educators:
• Are thoroughly grounded in child development and demonstrate strong observational skills
• respect the Code of Ethics described by the Association of Early Childhood Educators, Ontario
• plan thoughtful and engaging experiences for children based on the skills, abilities, and interests demonstrated by the children,
• are capable of working with infant, toddler, preschool, and school age children,
• establish and maintain collaborative, supportive relationships with children, their families, colleagues, community professionals, and other adults,
• articulate their professional philosophy of education, learning and care, and demonstrate an awareness of legislative, ethical and professional expectations,
• reflect upon their practices in order to consider how their actions support children and families,
• require strong communication (oral and written) skills,
• recognize the need for and seek out on-going professional development experiences in support of life-long learning,
• are warm, nurturing, flexible, respectful, and creative in their interactions with children and families,
• promote development and learning in all aspects of the curriculum,
• have respect for diversity, equity, and inclusion with regard to children, families, and colleagues,
• promote evidence-based practices and program evaluation.
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
Our Beliefs Applied to the CDP Apprenticeship Program
We believe that Conestoga College’s CDP Apprenticeship Program incorporates the above philosophy into our preparation program by:
• Accommodating individual situations, as appropriate for adult learners,
• encouraging and expecting students to further develop behaviours necessary in the workforce and in the CDP profession, including: self-reflection, responsibility for self and own actions, honesty, integrity, and punctuality,
• designing courses and experiences to support students in constructing knowledge about early learning and care in meaningful ways,
• modeling a variety of teaching styles, providing a variety of learning experiences, and by using a variety of evaluation methods,
• modeling communication and problem-solving skills as well as professional behaviours and attitudes required of early childhood educators,
• supporting the integration of theory and practice,
• providing apprentices with opportunities to connect theory and its application in combination with practical experience with young children,
• facilitating apprentices’ understanding to enable them to “make sense” of their practical experiences in view of theory,
• engaging apprentices’ actively in their learning process,
• recognizing and appreciating the different styles and approaches to learning that adult learners may use/exhibit (multiple intelligences),
• building on previous successes in order to enhance confidence of the apprentice as a learner,
• supporting apprentices as they develop their professional philosophy of education,
• mentoring apprentices as they proceed through their academic journey,
• providing apprentices with opportunities to acquire additional experience with different age groups of children, and become familiar with different philosophies and styles of child care operations,
• endeavoring to support the CDP field and the local community, believing that learning is life-long and that early childhood educators play a vital role in our society.
Our Beliefs about the Lab Schools
The college operated lab schools provide:
• an extension to a quality CDP post-secondary experience for apprentices,
• an environment of practice for apprentices that supports a reflective, intentionally responsive philosophy,
• a model of quality, inclusive child care (infant, toddler, preschooler, and school age) for apprentices in the CDP Apprenticeship program and for the local community,
• an opportunity for apprentices to observe and/or participate in a child care centre that is based on the philosophy outlined by the CDP apprenticeship program,
• apprentices with the opportunity to work with staff who support, evaluate and mentor them as they work to acquire the skills and attitudes necessary of an CDP
• apprentices with the opportunity to work with staff who work in partnership with CDP faculty in the delivery of the CDP program
• an environment where lab school staff, faculty and apprentices work together to implement and evaluate new ideas in the field of CDP.
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
Program Design
Course
Code/Version
Course Name Hours
COMM1485
COMM1630
ECE1500
ECE1510
ECE1520
ECE1530
ECE1540
ECE1550
ECE1560
ECE1570
ECE 1580
ECE1590
ECE1600
ECE1620
ECE1630
ECE1640
ECE1650
ECE1660
ECE1670
ECE1680
ECE1690
ECE1700
ECE1710
College Writing and Communication
Interpersonal Communication
Child Development I
Creative Arts
Advocacy and Bias-Free Practice
Preschool Learning Environment I
Preschool Learning Environment I Placement
Child Development II
Preschool Learning Environment II
Preschool Learning Environment II Placement
School Age Learning Environment
School Age Learning Environment Placement
Health, Safety and Nutrition
Infant/Toddler Learning Environment
Infant/Toddler Learning Environment Placement
Philosophy of Early Childhood Education
Preschool Learning Environment III
Preschool Learning environment III Placement
Child, Family and Community
Administration
Child Development III Assessment and Inclusion
Advanced Curricula
Advanced Curricula Placement
Total Program Hours
42
42
40
42
42
96
42
40
42
42
42
42
45
42
42
42
42
96
42
42
42
42
96
1127
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’.
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
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.
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.
Bridging to the ECE Conestoga College Diploma Program
Upon completion of the CDP Certificate of Apprenticeship, apprentices have the option of bridging into the ECE Diploma program at Conestoga College. The bridge represents the additional General
Education Electives that are needed to fulfill the Early Childhood Education Ontario College Diploma requirements.
The Bridge to the diploma includes the successful completion of additional credits from the Liberal
Studies and Communications course selections. Students must fulfill the requirements of the program of study in the year in which they apply to the ECE diploma program .
The College of Early Childhood Educators
The Early Childhood Education Diploma from Conestoga College (or from a recognized post-secondary institution in Ontario) is the educational requirement necessary for entry into the College of Early
Childhood Educators (CECE) in Ontario! Like nurses, physicians, teachers, dieticians, pharmacists, psychologists, and other professionals, early childhood educators are regulated by a self-regulatory college. Regulation of early childhood educators protects the public and ensures that early childhood education services will be performed safely and competently by qualified professionals.
Once you graduate from the ECE Diploma program, you must apply for membership in the College and be registered if you wish to use the title of “Child Development Practitioner” (CDP) or “Registered Early
Childhood Educator” (RECE) or if you wish to engage in the practice of early childhood education or hold yourself out as able to do so.
For more information or to download an application, Please visit the College of ECE website.
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
2. Relationships
Communication and Contact Information
Faculty Commitment to Success
To ensure your success in the program, it is important you become familiar with those who are here to support and help you along your way. If you have any day-to-day questions about your program, courses or school work in general do not hesitate to contact your Program Co-ordinator, faculty, Chair or Dean.
Contact Information
Name Extension Email
Goranka Vukelich , Chair,
Community Services
Brenda Bender , Apprenticeship Registrar
Shannon Lipskie , Manager,
Apprenticeship and Special Programs
Violet Nemec , Field Placement Officer
3393
3244
3382 gvukelich@conestogac.on.ca
bbender@conestogac.on.ca slipskie@conetogac.on.ca
2329 vnemec@conestogac.on.ca
Contacting Program Staff
When contacting program staff outside of class time it is advisable to use email 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 email address. Use the college email address or eConestoga email only when communicating with faculty. Non – college email addresses (e.g. Hotmail) are not acceptable. Students are expected to check their college and eConestoga email accounts regularly as most official communication will be via this method.
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
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 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 concern arises, it needs to be raised immediately and discussed by the individuals involved.
This is most important 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 section of the College Student Guide regarding 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 Clinical Instructor/Responsible faculty/Field
Placement Supervisor, subject to the additional procedures outlined in the 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.
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
WIHSC (Waterloo Inter-professional Healthcare 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 Interprofessional 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.
Student Feedback
Student feedback is an essential component of our continuous improvement process. Our opportunities for student feedback include:
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 an SAT form at the conclusion of each Continuing Education course.
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
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
Conestoga’s own FM station
Guelph
Kitchener
Stratford
Wingham
CIZN FM (92.9)
CJIQ (88.3)
CJOY (1460)
CHYM (96.7) and CKKW (1090)
CJCS (1240)
CKNX (920)
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
3. Standards of Conduct and Professional Practice
Preamble
The Child Development Practitioner Apprenticeship Program provides both academic study and professional training to prepare students for careers working in the field of Child Development
Practitioner. Throughout the program, students are expected to conduct themselves in a professional manner and to apply themselves to academic achievement. Professionals function in an independent and interdependent environment. The fundamental responsibility of the student is to gain additional knowledge and skills to be a competent Child Development Practitioner upon graduation. As professionals, it is imperative that behaviours and attitudes reflect standards that are endorsed by
Conestoga College and your chosen profession. As a Conestoga College Child Development Practitioner
Apprenticeship student, there are three areas of conduct you are expected to follow; Academic Conduct,
Professional Conduct, and Social/Behavioural Conduct.
As a student of Conestoga College you are a member of the college community and as such you have received a Conestoga Student Guide that includes Student Rights, Student Responsibilities, and the
Student Code of Conduct. The Student Responsibilities section includes detailed information regarding plagiarism, cheating, and academic dishonesty.
It is essential that you review this section and familiarize yourself with these Responsibilities. It is expected that your conduct as a student will be reflective of the responsibilities listed. If you have any questions regarding any of them, please contact your Program
Coordinator.
In addition to all Student Responsibilities found in the Conestoga Student Guide , Child Development
Practitioner Apprenticeship students have the following obligations:
• Complete the learning objectives, tests, assignments and all other forms of student work, with honesty and professional integrity
• Attend class as scheduled
• Demonstrate ethical and professional behaviour while attending class
• Protect the integrity of the Program and the College
• Maintain the confidentiality of all classroom experiences
• Seek clarification from faculty/administration when unsure of any of these standards
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Characteristics of Successful Students
In order to assist students with their transition from previous endeavors to their studies in the Child
Development Practitioner Apprenticeship 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, he/she attend class-regularly. Moreover, he/she is on time. If he/she misses a session, they feel obligated to let the instructor know why and their excuses seem legitimate and reasonable. He/she makes sure he/she gets all assignments he/she 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. He/she ask the questions that many in the class are bound to have, provided he/she is listening.
3.
He/she sees the instructor before or after class about grades, comments made on their papers and upcoming tests. Sometimes he/she just wants to ask a question or make a comment relative to the class discussion.
4.
Successful students turn in assignments that look neat and sharp. He/she take the time to produce a final product that looks good, a reflection of a caring attitude and pride in their work.
5.
He/she is attentive in class. He/she doesn’t chat, read or stare out windows. In other words, he/she is polite and graceful, even if he/she gets a little bored.
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. He/she will go out of their way to find the instructor and engage him/her in meaningful conversation.
From: Innovation Abstracts, Vol. X, No. 1
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Child Development Practitioner Apprenticeship Program Handbook 2015-2016
Academic Integrity and Plagiarism
Academic honesty is expected and required of all Conestoga students. In order to maximize your success as a student, it is critical that you familiarize yourself with the Academic Integrity Policy found in the Conestoga Student Guide . This guide has been provided to you during orientation and is available on the college website. The Academic Integrity Policy provides a detailed description of the following:
• scope of academic integrity,
• what academic integrity means,
• what types of behaviours constitute a breach of academic integrity,
• the penalties associated with breaching academic integrity.
If after reading this information, you do not fully understand what is meant by academic integrity, and what is required by you to maintain academic integrity, please speak with a faculty member or your program coordinator. Please note that maintaining academic integrity is very serious, and that it is your responsibility as a Conestoga student to know the Academic Integrity Policy and to initiate help if you do not fully understand it.
Below are a few hints to help you avoid breaching academic integrity.
• Make sure that you recognize information that requires referencing.
Examples
Example
Milk is good for you.
“According to Health Canada milk beverages provide the nutrients needed for healthy bones and optimal health”.
Health Canada. (2008). Canada’s food guide:
Milk and alternatives . Retrieved May 17, 2011 from http://www.hc-sc.gc.ca/fn-an/foodguide-aliment/choose-choix/milk-lait/indexeng.php
Consuming milk every day provides the nutrients that you need for healthy bones and optimal health.
Health Canada. (2008). Canada’s food guide:
Milk and alternatives . Retrieved May 17, 2011 from http://www.hc-sc.gc.ca/fn-an/foodguide-aliment/choose-choix/milk-lait/indexeng.php
Required Referencing
General information in the public domain.
Does not require referencing.
Direct quote right from a published source. Requires a reference.
Information that has been put into your own words, but offers information outside of public domain related with specialized knowledge. Requires a reference.
• Whenever you refer to material from another source, whether book, journal article, video, newspaper, or electronic publications, you must acknowledge your source using proper citations and references. The APA style is the format most often used in the health and social sciences. Please visit the Conestoga Learning Commons for assistance with the APA format.
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• If you work collaboratively with others on an assignment, including in class assignments that expect independent submission, make sure that you do not copy words or ideas from others intentionally or by accident.
• Make sure that you read the Academic Integrity Policy located in the Conestoga Student Guide , and that you fully understand it. The policy describes additional behaviours that represent a breach of academic integrity.
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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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:
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 during formal break time 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 devise that is a disruption to the class processes of teaching and learning 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 on-line 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.
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 of about other students, colleagues, professors or field placements.
5.
Avoid impulsive, inappropriate or heated comments.
6.
Pictures should not be taken without permission from the individuals involved.
7.
Remember that online sites you visit are not anonymous.
8.
Make sure your on-line name and email reflect professionalism.
9.
Ensure that your postings will not be considered harassment or defamation of a peer, colleague, faculty or others.
1
Professional Advisory. 2011. Use of Electronic Communication and Social Media.
The Council of the Ontario College of Teachers.
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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.
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 he/she 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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Guidelines for Apprentice use of ECE Building
When you are in the ECE building, please remember that you are also sharing space with children and families. This space is also the children’s learning environment and it is essential that we all work together to make them feel valued, respected, and safe. As an early childhood professional, when you are in this space, please consider the following:
• Unless you are directed by faculty or staff, do not enter any of the children’s classrooms.
• Unless you are directed by faculty or staff, do not enter the kitchen area.
• Do not “hang out” in the children’s playground area.
• Do not bring any peanut products into the building as this is a PEANUT FREE facility.
Guidelines for Apprentice Use of ECE Classroom (ECE300)
1.
Apprentices must enter and exit the classroom through ECE Classroom entrance.
2.
No food or drink is to be in the lab area of the room.
3.
The materials from the lab must remain in the room.
4.
Apprentices may be in the room only when an ECE faculty is present in the room, or when authorization has been given.
5.
Apprentices are expected to show respect for the environment and equipment. The lab is intended for educational, not recreational, use.
6.
The room is to be left clean after each class (i.e. glue sticks must be washed and put away, the sink must be cleaned, tables must be washed, etc.).
7.
Permission must be given by faculty to utilize any of the materials or equipment.
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4. Attendance and Student Success Strategies
Attendance and Punctuality
In view of the learning complexities of the Child Development Practitioner Apprenticeship Program, it is crucial that students attend all classes. Students who are absent from class 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.
In order to be respectful to both fellow students and to faculty, students are expected to arrive on time for class.
Acceptable Reasons for Absence
1. Illness: Students experiencing health concerns that prevent attendance should notify their professor of their absence in advance and be prepared to present a certificate from a physician in the event of missing any form of assessment.
2. Compassionate Leave: Request for leaves of absence to attend to family illness, death or family problems are considered. These requests will be submitted to the professor who will consult with the
Program Coordinator and Chair if necessary.
3. Jury Duty: Any student who receives a summons for Jury Duty should bring the document to the
Chair to assess if it can be arranged to have the subject excused if such duty interferes with the progress in the program.
Note: Scheduled vacation and work commitments are not acceptable reasons for missing or rescheduling a test/examination or any other type of evaluation .
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Attendance for Evaluation
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 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
19
Child Development Practitioner Apprenticeship Handbook 2015-2016 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 8pm on the preceding day
Follow-up after Reporting Your Absence from an Evaluation
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 center, you will be asked to show your student card before you are permitted to write the test.
• 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.
I t 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 dare of assessment that falls on the religious holiday. Exceptions based on extenuating circumstances must be approved by the Chair.
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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.
NB: 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 / 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.
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Test Procedures
• Once a test begins, students may not leave the test room for 30 minutes. If he/she finishes a test before that time, he/she may review their answers but are expected to sit QUIETLY and not disturb others. Once students leave the room he/she 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 is responsible to advise 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, iPod, text messaging, cell phones, translators, will not be permitted.
•
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. Students who make personal commitments that conflict with meeting test and 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 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.
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Assignment Policies
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. He/she should negotiate with the course faculty alternative arrangements regarding due dates, in person, one week prior to the scheduled date.
A form entitled Student Request for Variance Form Course Schedule and Evaluation Methods will be completed and kept on file. Students who initiate this process will not experience the loss of late marks.
If students do not negotiate a variance, he/she risks having late marks deducted from the final grade.
Late marks will be deducted at a rate of 10% per day, including weekends, from the total percent value of the assignment.
Under typical circumstances, late assignments will be accepted until that assignment has been marked and returned to the class. No assignments will be accepted after the last day of the semester.
Steps to Follow to Submit Assignments Outside of Class Time
While assignments should be submitted in class on the day they are due, if circumstances require that they be submitted outside a scheduled class, the following procedure should be followed:
1.
Provide an electronic copy of your assignment to the faculty as per faculty instructions.
Steps to Follow when Missing a Test, Presentation or Workshop
1.
Email the faculty who teaches the relevant course. (This email is made preferably before class but must be made within 24 hours of the class by the student).
2.
Students may be asked to present documentation to validate the absence. This documentation must address the day of the absence confirming your inability to participate and attend class.
3.
Arrange with faculty for alternative presentation/workshop arrangements.
4.
Tests will be made up In the College Testing Centre on the following Thursday, or by individual arrangement with program faculty.
Important Points to Remember:
• It is the student's responsibility to initiate contact with faculty to make alternate arrangements for missed tests, presentations, and workshops.
• Students who utilize three or more rescheduled evaluation methods may be required to meet with Program Coordinator to discuss program success.
• Students will be asked to show their student cards in the College Testing Centre before he/she is permitted to write the test.
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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. Under no circumstances are students to enter the offices of faculty or look through papers on a desk without a faculty present. Students who have questions about tests/assignments/grades should follow the process outlined below:
• At least 24 hours after receiving the mark and within seven days, write a note to 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 Child Development Practitioner Apprenticeship program, there are some 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 the profession. Faculty 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. The
Learning Centre will be an invaluable resource to students who require assistance in organizing and writing an assignment with correct spelling and grammar.
Unless otherwise indicated by professors, generally, assignments should be:
• Word processed
• Double spaced and one sided
• Submitted using font size of 12 dpi, if word processed and proper margins
• Written in a grammatically correct manner (use spell and grammar check)
• Handed in securely fastened with a cover page indicating the course name, faculty's name, student's name, section and date submitted
• Handed in at the beginning of class on the designated due date in class, unless otherwise indicated by professor
• Handed in using the APA@Conestoga format if references are required
NOTE : Faculty does not assume responsibility for assignments not given directly to them in hard copy at the beginning of the relevant course. Students should avoid handing in assignments outside the regularly scheduled class time and should make every effort to hand assignments in to the professor in person.
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5. Academic Progress through the Program
Registering for Courses
At the beginning of each semester apprentices will receive a Course Notification Letter with instructions to register for courses. It is essential that you follow those instructions. Please note that when apprentices are not taking the program in the prescribed sequence, they may be in jeopardy of not completing the program in the planned timeframe.
Please note if you are unsuccessful in one or more of your courses in a semester, you must contact your Training Consultant at the Ministry of Training Colleges and Universities (MTCU) Apprenticeship
Branch. Continued registration in the CDP Apprenticeship program is at the discretion of the MTCU. It is your responsibility to contact the Ministry to ensure you’re eligible to continue, prior to registering for classes in the next semester.
Ministry of Training, Colleges & Universities
4275 King St. E, 2nd Floor, Suite 200
Kitchener, ON
N2P 2E9
Main : (519) 653-5758
Your training consultant will speak with you about strategies to support your learning and success in future courses in the program. With Ministry approval, you are invited to register for the courses indicated in your Course Notification letter.
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 .
In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the
Child Development Practitioner Apprenticeship Program:
Achievement
• Students must attain a minimum "C" or 60% passing grade in all ECE apprenticeship courses.
• General Education courses are under the Academic Support Division. Consult with that division for its grading system.
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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Supplemental Work
A student that is unsuccessful in a course may be granted the opportunity to complete supplemental requirements.
Criteria for Eligibility to Write Supplemental Examinations
1.
No more than two supplementals throughout the program and no more than one supplemental per course will be offered.
2.
For the purposes of determining supplemental eligibility repeating a failed course counts as a supplemental in that course.
3.
The student must have passed at least one test/exam in the course.
4.
The student must have achieved a final course grade within 10% of the required pass mark.
5.
There must be no academic misconduct on record for the semester (e.g. plagiarism)
NOTE:
• A fee is to be paid to the Registrar’s Office for supplemental work.
• If the student is successful in completing the supplemental work for the course, the failing course grade will be upgraded to the minimal passing grade of 65% for the Program.
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Promotion and Supplemental Procedure
Student
PERSON
Promotion Committee
Program Manager/Instructor
Program Manager/Instructor
ACTION
Grants or denies permission for supplemental work.
Meets with the student.
Completes the supplemental form with criteria.
Reviews the recommendation of the Promotion
Committee.
Takes completed Supplemental Form and payment to
Registrar’s Office.
Brings pink copy of Supplemental Form for admission to supplemental as well as photo ID
Sets date for supplemental examination.
Notifies student and Registrar's Office of result of supplemental work.
Discontinuance
Students who have failed to meet all program standards or who have failed to meet the standards set out in the Conestoga Student Guide and/or the Child Development Practitioner Apprenticeship Program
Handbook involving academic dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct may be discontinued from the Respiratory Therapy Program.
Withdrawal
Students not planning to return to the Child Development Practitioner Apprenticeship 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.
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 and/or program chair.
Clearance of Academic Deficiency
Please refer to 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. The maximum number of supplementals during the program is two per student.
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Graduation
Students are expected to respond to their invitation through their Student Portal . Convocation ceremonies are held in the spring and fall of each academic year. Students, who take longer than the advertised program length, are responsible for completing any new or additional courses due to a program design change. Students who complete their program after the scheduled completion date are required to fill out an Application to Graduate form and submit it with payment to the registrar’s office. Students who are discontinued or have withdrawn and then return to the college will be placed in the current program design and must meet all requirements to graduate.
Process for Solution 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
(i.e. faculty, program coordinator) 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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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 Retention
Pre Practicum Health
Requirements
• per copies of information received from students
File Location and Student Access
In Health Tracker, 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.
• For the duration of a student’s time in the Program
Acknowledgement of WSIB
Understanding
• signed by each student prior to the first practicum placements
Student Consents Signed on
Admission (per Student
Handbook)
• Student Consent for Release of Information
• Student Understanding of
Professional Standards
• Student Understanding of
Safety Requirements
•
•
By the Program, by the Program
Assistant responsible for
Placements
In Program File with Program
Assistant
•
• For the duration of a student’s time in the Program
For the duration of a student’s time in the Program.
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Child Development Practitioner Apprenticeship Handbook 2015-2016
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.
A.
Student Information
Documents related to academic
•
•
•
• progress
Correspondence regarding course equivalencies
Correspondence re supplementary examinations
Learning Contracts
Disabilities Information & plans
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
As above
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
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
For one year following graduation
As above
As above
Retention
5.
At the end of one year, the contents of your file will be destroyed through the College’s process for purging confidential documents.
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.
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Child Development Practitioner Apprenticeship Handbook 2015-2016
Additional Information for Students
Below is information to supplement the information found in the Conestoga Student Guide .
• Your Student Guide provides detailed information about dropping courses. If you are planning to drop a course, you must do so within the time period. If you have missed that time period, please see the Program Coordinator and she will advise you as to your options. Not attending does not constitute an official dropping of a course and will result in a grade of “F”.
• If you have completed courses from a college or university that you think may be very similar in content to courses in the Child Development Practitioner Apprenticeship program you may be eligible for a course exemption. If you would like to proceed with a request for exemptions, please contact the Credit Transfer Officer or your Program Manager. Please note that exemptions will not be processed until a student is registered in the Program. The exemption process will take some time (two-three weeks), and students should attend all scheduled courses until he/she receives the exemption as he/she will be responsible for all material covered in class should the exemption be denied.
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Child Development Practitioner Apprenticeship Handbook 2015-2016
6. Learning Environment/Field Placement Polices
Learning Environment
1.
It is the apprentice’s responsibility to be familiar with all aspects of the learning environment placement process, including course outlines, policies, learning environment placement requirements, and particularly the evaluation package.
2.
Apprentices are expected to work their full shifts and to complete the placement attendance log. Apprentices who will be absent from placement are required to notify both the centre where they are placed and their learning environment placement advisor at the college prior to the start of their shift that day. Apprentices have the opportunity to negotiate their shifts prior to the beginning of placement. All apprentices are required to complete the Learning
Environment Request Package prior to beginning a placement.
3.
There are six Learning Environment Placements in the CDP Apprenticeship program that range between 40 and 96 hours in length. Two of the six placements must occur outside the apprentice’s usual placement of employment. Apprentices are required to submit a Learning
Environment Request Package and confirmation form prior to the beginning of placement. Two weeks advanced notice is required. Apprentices are required to submit the details of their placement including the specific dates and hours of placement with the signature of your work place employer to Shannon Lipskie prior to beginning your placement. Completion of field placement hours may start at the beginning of week three provided all paperwork is in order and all placement arrangements are complete and approved.
4.
Apprentices will work over the duration of the program at creating a Learning Environment
Placement Portfolio to document their professional development. The Learning Environment
Placement Portfolio is due one week after the completion of the apprentice’s final day of each of the six learning environment placements. For those completing their placements late in the semester, all placements and portfolios must be complete by week 13th unless other arrangements have been mutually agreed upon with the field placement officer and learning environment placement advisor.
5.
Apprentices will be required at times to confidentially conduct observations and/or gather information at their learning environment placement sites as part of various class assignments.
Apprentices are asked to communicate with the centre supervisor 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. Please be aware that there may be cases when the apprentice will have to return on an alternate day or be at placement beyond their assigned shift time in order to complete their class obligations.
6.
Apprentices are required to make up any time missed from field placement in full or half day blocks. Apprentices may be required to produce written documentation such as a doctor’s note to validate the reasons for their absences.
7.
Apprentices who complete all required hours and curriculum experiences by the end of their placement but do not successfully meet the criteria to pass the learning environment placement course may be eligible for a Supplemental. Apprentices may explore this possibility
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Child Development Practitioner Apprenticeship Handbook 2015-2016 with their learning environment placement advisor in conjunction with a program coordinator.
Typically if the number of items below competency on the evaluation does not exceed 10 % of the course requirements the apprentice’s request for a supplemental will be considered. Other factors such as the student’s professional conduct and completion of their Learning
Environment Placement Portfolio will be factors in the decision to grant a supplemental. The
Supplemental will involve the apprentice returning to their placement for additional time to work on the competencies that need to be brought up to a passing level. Specifics about the terms of the Supplemental will be outlined in a written learning contract that the apprentice and learning environment placement advisor will create together. The apprentice will also follow the Supplemental process described in this handbook and pay the required fee as per information in the Student Procedures Guide.
Field Placement Polices
Practicum Health Requirements
Students must complete health and/or safety requirements to be eligible for practicum placements.
These prerequisites are required by legislation and placement agencies for all persons working in this sector. Health and/or safety requirements may include the following:
”Clear” Police Check for Vulnerable Sector Screening (VSS) (Form A)*
Immunizations: MMR, Tdap, Varicella, Hep B (Form B)
Tuberculin Skin Test (Form C)
CPR/First Aid (Form D)
As a student, your responsibilities will include:
1. Refer to your practicum health requirements package that was either mailed to you (new students) or distributed during class (returning students). This package outlines your specific program deadline; contact your Program Assistant if you did not receive this package or log onto the Practicum Services community within myConestoga to obtain the practicum forms.
2. Complete the requirements based on Forms A, B, C, D.
3. Submit forms as completed.
Practicum health and/or safety requirements must be completed in order for you to attend your practicum experience. This placement is mandatory for the completion of your program. If you do not attend field/clinical placement, you will not be promoted to the next semester and it will ultimately result in non-completion of the program.
*Criminal Screening: To be eligible for practicum, you must not have been convicted of any criminal offence for which you have not been pardoned. An unpardoned criminal record may result in the inability to participate in field/clinical placement and will jeopardize your progress in the program.
Your acceptance for placement is at the discretion of the agency; some agencies may request you 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.
Offences under the Criminal Code and the Controlled Drugs and Substances Act of Canada.
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Child Development Practitioner Apprenticeship Handbook 2015-2016
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 the Safety of the Work Environment
And/or Concerns Regarding the Safety or Quality of Care of the Residents/Clients
Students will be provided with an Orientation to their placement site on the first day of their placement. This Orientation may include details of the placement agency’s policies and procedures with respect to concerns by students about the safety of the work environment and/or the safety of the residents/clients.
If a student has any concerns about the safety of the work environment or the safety or care of the residents/clients, the student must raise these concerns firstly with their Conestoga Clinical supervisor or Conestoga resource instructor, unless the policies and procedures of the placement site as explained in the Orientation require the student to report such concerns to a designated person at the placement site first, in which case the placement sites policies and procedures are to be followed.
Concerns should be raised immediately if they are judged by the student to be of an urgent nature
(e.g. immediate risk to the students or residents/clients, suspected elder abuse) or at the end of the students shift if they are judged to be of a less urgent nature. Concerns brought first to the placement agency, if required by the policies and procedures of the placement agency, should also be communicated to the clinical instructor or resource instructor at the first opportunity.
Students who feel their concerns have not been adequately addressed through the processes outlined above should bring their concerns to their program coordinator.
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Child Development Practitioner Apprenticeship 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.
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Last Revised
July 7, 2015
July 20 th , 2015
Child Development Practitioner Apprenticeship Handbook 2015-2016
Program Revision Log
By Whom
Nicole Dorscht
Goranka Vukelich
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