Program Handbook
Early Childhood Education Program-0003
&
Early Childhood Education Fast Track Program-00031
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 23, 2105
Early Childhood Education & Fast Track 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:
2. Know and Plan Around Your Academic Schedule With Your Family
3. Be the Professional You Wish To Become - From Day One
4. Attend To Enhance Success
5. Take Responsibility for Your Academic Status
TOP FIVE RESOURCES FOR YOU
1. Your Teaching Team
2. Counselling and Services for Personal Needs
3. Accessibility Services
4. Student Study Spaces and General Supports
5. Services for Students
1. PROGRAM OVERVIEW
Program Description Early Childhood Education
Program Description Early Childhood Education-Fast Track
Program Philosophy
Our Beliefs about Children, their Development and Learning
Our Beliefs about Those Who Care and Educate Children
Our Beliefs Applied to the ECE Program
Our Beliefs about the Lab Schools
ECE Program Outcomes
Early Childhood Education Program Map 2015-2016
ECE Fast Track Program Courses – Fall 2015 cohort
Year Two ECE Program Courses – Fall 2014 Cohort
Program Design for Your Cohort
Pathways and Further Post-secondary Education Opportunities
Employment opportunities
2. RELATIONSHIPS
Communication and Contact Information
Faculty Commitment to Success
Contact Information and Availability
Contacting Program Staff
Student Email
Faculty Availability
Student Concerns/Issues
Student Engagement
Posted Information for Students
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Student Representation
The College of Early Childhood Educators
PAC (Program Advisory Committee)
WIHSC (Waterloo Inter-professional Health & Community Student Collaborative)
Student Feedback
Key Performance Indicators
Student Appraisal of Teaching
Class Cancellations
Class Cancellations Due to Faculty Absence
Class Cancellations Due to Inclement Weather
Personal notifications of class cancellations
3. STANDARDS OF CONDUCT AND PROFESSIONAL PRACTICE
Program Standards for Professional Practice
Academic Integrity
Safe Practice
Student Protection Acknowledgement
Copyright – What Students Need to Know
Cumulative Copying
Professional Conduct - Use of Social Media and Cell Phones
Social Media Policy
Guidelines for Professional Success related to Social Media
Cell Phone Policy
Guidelines for Use of ECE Building and Classrooms
Guidelines for Student Use of ECE Classroom (ECE 300 and ECE430)
Lockdown Procedure for ECE Building
4. ATTENDANCE AND STUDENT SUCCESS STRATEGIES
Attendance and Punctuality
Attendance for Evaluations
Notification procedure
Notification for Absence from Evaluations
Follow-up after Reporting Your Absence from an Evaluation
Religious Holidays
Documentation to Substantiate Your Reported Absence
Evaluations worth less than 20%
Evaluations worth 20% or more
Use of Time between Classes
Test Procedures
Importance of Test and Presentation Dates
Assignment Policies
Steps to Follow to Submit Assignment Outside of Class Time
Working Together on Group Assignments
Faculty Returning Tests and Assignments
General Guidelines for Quality of Written Work
General Guidelines for Submitting Written Work
5. ACADEMIC PROGRESS THROUGH THE PROGRAM
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Academic Standing and Promotion
Achievement
Course Add/Drop
Academic Probation
Discontinuance
Withdrawal
Program Transfer
Appeal
Clearance of Academic Deficiency
Special Timetables/Adding Dropped or Failed Courses
Readmission to a Program
Process for Resolution of Student Concerns
Maintaining Student Files
Additional Information for Students
6. FIELD PLACEMENT EXPERIENCES
Field Placement Policies
Practicum Health Requirements
Safety in the Workplace Course
Student Consent Forms
WSIB
Concerns regarding Student Safety or the Safety and Care/Service for Clients
7. STUDENT AWARDS
Awards Available for Early Childhood Education 2015-16
School Sponsored Awards
PROGRAM REVISION LOG
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The information in the ECE Program Handbook was accurate at the time of the printing. If any
procedures change during the academic year, students will be notified through the college
electronic learning platform.
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Early Childhood Education & Fast Track 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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Early Childhood Education & Fast Track 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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Early Childhood Education & Fast Track Program Handbook 2015-2016
Letter to Students
Dear Early Childhood Education & Early Childhood Fast-Track Students,
Welcome to the Early Childhood Education Program. You have worked hard to be accepted
into the Early Childhood Education Program at Conestoga College and we commend you on
your success.
This handbook has been prepared to provide further information about academic standards,
guidelines and processes specific to the Early Childhood 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 two 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 Early Childhood Education faculty will refer to the
handbook often, but the responsibility for knowing the program standards is ultimately yours.
In addition to the ECE Program Standards and Procedures Handbook, the Conestoga Student
Guide outlines important policies and procedures for you to follow. The ECE 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 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 early childhood educator.
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
ECE Program Learning Team
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Early Childhood Education & Fast Track 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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Early Childhood Education & Fast Track 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 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)
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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Early Childhood Education & Fast Track Program Handbook 2015-2016
Top Five Resources for You
1. Your Teaching Team
Contact Information: Is posted on 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. Counselling is free,
voluntary and confidential. 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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Early Childhood Education & Fast Track 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—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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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 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, 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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1. Program Overview
Program Description Early Childhood Education
The Early Childhood Education program provides students with the knowledge and skills to work with
young children in this important field. This diploma program examines the overall development of
children along with strategies for supporting children's learning and development. Through engaging
classroom experiences and four field placement opportunities, students gain a sound understanding
of the importance of parent/educator relationships and teamwork in supporting the learning of young
children. A number of college-operated child care centre lab schools offer invaluable opportunities to
students as they observe children and work with staff to connect theory with practice.
Program Description Early Childhood Education-Fast Track
The Early Childhood Education Fast Track program will provide students with the knowledge and
skills to work with young children in the area of early learning and care. In this diploma program,
graduates of university programs will build on their existing knowledge and experience in order to
learn about planning developmentally responsive learning experiences for children from infancy to
school age. In addition, students will be provided with information critical to developing
relationships, and working with parents as partners in the delivery of early learning and care, and
their professional role as future early childhood educators. Graduates may find employment in
facilities requiring a designation as a Registered Early Childhood Educator (RECE) such as licensed
child care centres, nursery schools, Early Years Centres, Parent Resource Centres, etc. In addition,
employment may be found in kindergarten programs as a Designated Early Childhood Educator
(DECE). Courses are offered through a combination of classroom, field placement, and online
delivery.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Program Philosophy
Our Beliefs about Children, their Development and Learning
We believe that:
• Early development sets the foundation for life-long 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 he/she is born
• Children develop and learn best in a supportive environment that includes a balance of childguided 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 he/she leaves,
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
within the context of community
• 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 knowledge and demonstrate strong observational
and listening skills
• Respect the Code of Ethics described by the Association of Early Childhood Educators, Ontario
• Plan thoughtful and engaging learning experiences for children based on the skills, abilities, and
interests demonstrated by the children
• Are capable of working with all children and families
• 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 ongoing 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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Early Childhood Education & Fast Track Program Handbook 2015-2016
Our Beliefs Applied to the ECE Program
We believe that Conestoga College’s ECE Program incorporates the above philosophy into our
preparation program by:
• Accommodating individual situations, as appropriate for emerging adult learners
• Encouraging and expecting students to develop behaviours necessary for the workforce and the
ECE profession, including: self-reflection, responsibility for self and own actions, honesty and
integrity
• 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 students with opportunities to connect theory and its application in combination with
practical experience with young children
• Facilitating students’ understanding to enable them to “make sense” of their practical
experiences in view of theory
• Engaging students actively in their learning process
• Recognizing and appreciating the different styles and approaches to learning that an emerging
adult learner may use/exhibit (multiple intelligences)
• Building on previous successes in order to enhance confidence of the student as a learner,
• Supporting students as he/she develops their professional philosophy of education
• Mentoring students as he/she proceeds through their journey of becoming early childhood
educators in both the classroom and through their field placement experiences
• Providing students with opportunities to acquire experience with different age groups of
children, and become familiar with different philosophies and styles of child care operations
• Providing students with opportunities to connect with a lab school managed by the college
through field and course work
• Offering general knowledge and generic skills, in addition to specific vocational skills
• Endeavoring to support the ECE 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 ECE post-secondary experience for students
• An environment that supports a reflective, intentionally responsive philosophy
• A model of quality, inclusive child care (infant, toddler, preschooler, and school age) for students
in the ECE program and for the local community
• An opportunity for students to observe and/or participate in a child care centre that is based on
the philosophy outlined by the ECE program
• An environment where lab school staff, faculty and students work together to implement and
evaluate new ideas in the field of ECE
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Early Childhood Education & Fast Track Program Handbook 2015-2016
ECE Program Outcomes
Early Childhood Education (Ontario College Diploma)
The graduate has reliably demonstrated the ability to:
1. Design, implement and evaluate inclusive and play based early learning curriculum and
programs that support children’s holistic development and are responsive to individual
children’s and groups of children’s observed abilities, interests and ideas.
2. Establish and maintain inclusive early learning environments that support diverse,
equitable and accessible developmental and learning opportunities for all children and
their families.
3. Select and use a variety of screening tools, observation and documentation strategies to
review, support and promote children’s learning across the continuum of early childhood
development.
4. Establish and maintain responsive relationships with individual children, groups of
children and families.
5. Assess, develop and maintain safe, healthy and quality early learning environments which
meet the requirements of current legislation, agency policies and evidence based
practices in early learning.
6. Prepare and use professional written, verbal, nonverbal and electronic communications
when working with children, families, colleagues, employers, and community partners.
7. Identify, select and apply relevant legislation, regulations, College of Early Childhood
Educators Standards of Practice and Code of Ethics, policies and evidence based practice
guidelines, and interpret their impact on a variety of early learning environments.
8. Apply a developing personal philosophy of early learning in accordance with ethical and
professional standards of early childhood education practice.
9. Advocate for quality early learning environments and collaborate with members of the
early learning team, families and community partners to establish and promote such
settings.
10. Engage in reflective practice, develop learning goals and maintain an ongoing professional
development plan in accordance with evidence-based practices in early learning and
related fields.
Program learning outcomes can also be found on the individual program pages for the Early
Childhood Education program and the Early Childhood Education Fast Track program.
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Early Childhood Education Program Map 2015-2016
Early Childhood Education & Fast Track 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
Child Development: The
Early Years
Child Development: The Later
Years
Advanced Development
Issues in Quality in Early
Learning and Care
Curriculum
Foundations of Curriculum
Responsive Curriculum in Early
Learning
Designing Integrative
Curriculum
Philosophy in Practice
Relationship
Building and
Sustainability
Introduction to Early
Learning
Teamwork in Professional
Practice
The ECE Professional
Child
Development and
Learning
Families
Professional
Practice
Supporting Children
through Families and
Community
Partnerships with Families
Field Placement:
Introduction to Practice
Field Placement: Fundamentals
of Practice
Essential Writing Skills
Safety in the Workplace
Health Safety and Nutrition
Fit for Work, Fit for Life
Field Placement: Expansion of
Practice
Field Placement:
Consolidation of Practice
Elective: General Education
Elective: General Education
Program Capabilities
• Design, implement and evaluate inclusive and play-based early learning curriculum,
• Establish and maintain inclusive environments that support diverse, equitable and accessible developmental and learning opportunities for all
children and their families,
• Select and use a variety of screening tools, observation and documentation strategies to review, support and promote children’s learning across
the continuum of early childhood development,
• Establish and maintain responsive relationships with individual children, groups of children, and families,
• Assess, develop and maintain safe, healthy and quality environments which meet the requirements of current legislation, agency policies and
evidence-based practices
• Prepare and use professional written, verbal, nonverbal and electronic communications,
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Early Childhood Education & Fast Track Program Handbook 2015-2016
•
•
•
•
•
Identify, select and apply relevant legislation, regulations, standards of practice guidelines,
Apply a developing philosophy of early learning,
Advocate for quality early learning,
Collaborate with members of the early learning team,
Engage in reflective practice
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Early Childhood Education & Fast Track Program Handbook 2015-2016
ECE Fast Track Program Courses – Fall 2015 cohort
Fall
ECE2010 Infant and Toddler
Programs
Winter
ECE1050 Health, Safety &
Nutrition
ECE2060 School Age
Programs
ECE1780 Issues in Quality in
Early Learning and Care
ECE2070 Partnership with
Parents
ECE2160 Philosophy in
Practice
ECE1750 Introduction to
Curriculum
ECE2085 The ECE
Professional
ECE1760 Developmentally
Responsive Practice
ECE2050 Inclusion in Early
Childhood Education
Programs II
ECE1100 Field Placement:
Fundamentals of Preschool
OHS1320 Safety in the
Workplace
Spring
ECE2155 Field Placement:
Consolidation of Practice
(prereq: ECE1100)
ECE1770 Advanced
Curriculum (prereq:
ECE1750)
ECE2145 Field Placement:
Expansion of Practice
(prereq: ECE1100)
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Year Two ECE Program Courses – Fall 2014 Cohort
Level I *
Engagement into
Professional Practice
Level II **
Fundamentals for
Professional
Practice
Level III ***
Expansion of
Professional Practice
ECE 1030
Introduction to Early
Childhood Education
ECE1075 Child
ECE2010 Infant and
Development: The Toddler Programs
Later Years
(prereq: ECE1065) ECE2000 Designing
ECE1020 Foundations
Integrative Curriculum
of Curriculum
ECE1015
(prereq: ECE1015)
Responsive
ECE1065 Child
Curriculum in
ECE2060 School Age
Development: The
Early Learning
Programs (prereq: ECE
Early Years
(prereq: ECE1020) 1015)
COMM1850 College
Writing Skills
ECE1090 Field
Placement:
Introduction to
Practice
OHS1320 Safety in
the Workplace
ECE1050
Health, Safety &
Nutrition
LIBS1600 Philosophy of
Education
ECE1120 Family
Life
ECE2070 Partnership
with Parents
ECE1100 Field
Placement:
Fundamentals of
Preschool Practice
(prereq: ECE1090)
ECE2020 Inclusion in
Early Childhood
Education Programs I
(prereq: ECE1015)
Level IV ****
Consolidation of
Professional Practice
ECE1780 Issues in Quality
in Early Learning and Care
ECE2160 Philosophy in
Practice
ECE2085 The ECE
Professional
ECE2050 Inclusion in
Early Childhood
Education Programs II
(prereq: ECE2020)
HEAL1020 Wellness: The
Better You
ECE2155 Field Placement:
Consolidation of Practice
(prereq: ECE1100)
ECE2145 Field
Placement: Expansion of
Practice
(prereq:ECE1100)
*Level 1 courses are offered in the fall and winter semesters ** Level 2 courses are offered in the
winter and spring/ summer semesters ***Level 3 courses are offered in the fall semester ****Level
4 courses are offered in the winter semester
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Early Childhood Education & Fast Track Program Handbook 2015-2016
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
Successful completion of the diploma program provides graduates with the opportunity to register
with the College of Early Childhood Educators and become a Registered Early Childhood Educator
(RECE). Employment opportunities are available in licensed child care centers as an RECE working
with infants, toddlers, preschoolers and school age children as well as a Designated Early Childhood
Educator (DECE) in kindergarten programs. In addition, employment opportunities are found in home
day care and other social agencies.
For more details on related occupations, job market information and career opportunities; see the
Government of Canada website.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
2. Relationships
Communication and Contact Information
Faculty Commitment to Success
The Early Childhood Education & Fast Track Program faculty members are here to support you in
acquiring an excellent education, a broad skill-set, and the confidence to move out into the
workforce upon completion of the program. Ultimately, your success in this program rests on you;
however, your teachers are committed to doing their best in supporting you throughout your
studies.
Contact Information and Availability
Name
Linda Taylor: Year 1 Coordinator
Tricia Dumais: Year 2 & Fast Track Coordinator
Extension
Ext. 2337
Ext. 2759
Email
ltaylor@conestogac.on.ca
tdumais@conestogac.on.ca
Andrea Stirling
Amy Huskins
TBD
Lana-Lee Hardacre
Cathy O’Toole
Taunya Wideman - Johnston
Jill Soyka
Ext. 3489
Ext. 3390
Ext. 3488
Ext. 3369
Ext. 3603
Ext. 3397
Ext. 3614
Astirling@conestogac.on.ca
ahuskins@conestogac.on.ca
lhardacre@conestogac.on.ca
Cotoole@conestogac.on.ca
twidemanjohnston@conestogac.on.ca
jsoyka@conestogac.on.ca
Field Placement Officers
Name
Violet Nemec
Bev Laking
Extension
Ext. 2329
Ext. 2580
Email
vnemec@conestogac.on.ca
blaking@conestogac.on.ca
Lab Schools & Special Programs
Name
Supervisor
Acting/Assistant Supervisor
Doon Child Care Centre
Driftwood Child Care Centre
Silverheights Child Care
Centre
J.F. Carmichael Public School
John Darling Public School
Glencairn Public School
Description
Deb Crawford
Heidi Edwards
Infant through Preschool Care
Toddler through Preschool Care
& Youth Development Program
Nursery School Program and
Youth Development Program
Youth Development Program
Youth Development Program
Youth Development Program
Contact
dcrawford@conestogac.on.ca
hedwards@conestogac.on.ca
(519) 748-5220 ext. 2202
(519) 570-2520
(519) 654-2227
Administration
Name
Goranka Vukelich, Chair
Jaymie Wilson-Neil, Program Assistant
Krista Scott, Office Assistant
Extension
Ext. 3393
Ext. 3765
Ext. 2690
Email
gvukelich@conestogac.on.ca
jwilsonneil@conestogac.on.ca
kscott@conestogac.on.ca
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Early Childhood Education & Fast Track Program Handbook 2015-2016
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. Please use this method or the eConestoga
email method when communicating with college faculty, as non-college email addresses (e.g.
Hotmail) are problematic. Students are expected to check their college email daily as most official
communication will be via this method.
Faculty Availability
Faculty offices are located in the ECE building and students are welcome to see individual faculty to
discuss course work, assignments, or just to say hello. During the first several days during the start of
the semester faculty will explain how you can contact them outside of class time. Individual faculty
timetables are posted in the entrance way to ECE300. As faculty have diverse teaching schedules, it is
best to make an appointment to ensure he/she is available.
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:
a. 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.
b. 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.
c. 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 Associate, subject to
the additional procedures outlined in the following Sections on “Professionalism” and “Concerns
Regarding Safety or Care/Service for Clients during a Practicum/Field Placement”.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Student Engagement
Posted Information for Students
Program-related information is posted on the bulletin board in the Early Childhood Education
Building near the student communication area. It is students' responsibility to check this board
regularly.
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.
The College of Early Childhood Educators
Your Early Childhood Education Diploma from Conestoga College 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, you must apply for membership in the college and be registered if you wish to
use the title of “Early Childhood Educator” (ECE) 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 about the College of Early Childhood Educators, or to download an application,
please visit their website.
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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Early Childhood Education & Fast Track Program Handbook 2015-2016
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
extra-curricular 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:
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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Early Childhood Education & Fast Track 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.
Class Cancellations Due to Inclement Weather
College closure due to inclement weather will be announced on local radio stations (92.9; 88.3; 1460;
96.7, 105.3, and 1240). It is up to Associate Faculty and students to listen for campus closures. If the
college is closed a message will be left on the Campus switchboard after office hours. A notice will
also be placed on the college website.
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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Early Childhood Education & Fast Track Program Handbook 2015-2016
3. Standards of Conduct and Professional Practice
Program Standards for Professional Practice
The Early Childhood Education Program provides both academic study and practical training to
prepare students for careers in working with children and families. 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 a student is to gain the necessary knowledge and skills to be a
competent early childhood educator upon graduation.
As students preparing to become professionals, it is imperative that behaviours and attitudes reflect
standards that are endorsed by Conestoga College and your chosen profession. As a Conestoga
College Early Childhood Education 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
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.
As an Early Childhood Education student you are preparing yourself to enter a profession that has a
professional designation (College of Early Childhood Educators) with a Code of Ethics and Standards
of Practice and an association (Association of Early Childhood Educators, Ontario) with a Code of
Ethics that guides behaviours for all professionals within this field. It is the expectation of all
students, faculty, and administration of Conestoga College that we, as practitioners, will incorporate
and function within the guidelines of these professional standards of ethical practice.
In addition to all Student Responsibilities found in the Conestoga Student Guide, ECE students have
the following obligations:
• respect the College of Early Childhood Educators, Code of Ethics and Standards of Practice
• respect the Association of Early Childhood Educators, Code of Ethics,
• complete the learning objectives, tests, assignments and all other forms of student work, with
honesty and professional integrity,
• attend class, and field placement as scheduled,
• actively engage in classroom learning processes
• demonstrate ethical and professional behaviour while attending class, and field placement,
• protect the integrity of the Program and the college
• maintain the confidentiality of all classroom and field placement experiences, including use of
any form of social media, and seek clarification from faculty/administration when unsure of
any of these standards.
As an ECE student, please note that all expectations referred to above and found in the Conestoga
Student Guide apply equally to field placement experiences and to all work/activities related to field
placement experiences as they relate to children, families, and staff, their person and/or property.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Academic Integrity
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.
Example
Required Referencing
Milk is good for you.
General information in the public domain.
Does not require referencing.
“According to Health Canada milk beverages
Direct quote right from a published
provide the nutrients needed for healthy bones source. Requires a reference.
and optimal health”.
Health Canada. (2008). Canada’s food guide:
Milk and alternatives. Retrieved May 17, 20011
from Canada’s food guide
Consuming milk every day provides the
Information that has been put into your
nutrients that you need for healthy bones and
own words, but offers information outside
optimal health.
of public domain related with specialized
Health Canada. (2008). Canada’s food guide:
knowledge. Requires a reference.
Milk and alternatives. Retrieved May 17, 20011
from Canada’s food guide
•
•
•
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.
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.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
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 footwear 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.
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 behavioral 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 Clinical Instructor/Responsible Faculty member will
ensure that you are aware of safe practices and safety precautions and procedures. This
includes problem-solving 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-inCharge immediately. This is an opportunity to problem-solve about how to avoid these areas
of concern for the future.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
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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Early Childhood Education & Fast Track Program Handbook 2015-2016
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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Early Childhood Education & Fast Track Program Handbook 2015-2016
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 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, 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 expressed
permission of all 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.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
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)
Guidelines for Professional Success related to Social Media
1. Exercise good judgment when sharing any information online. Remember you are a
professional.
2. Respect the privacy and confidentiality of others.
3. Many types of social media encourage instantaneous, casual dialogue. It is important to
remember that even an innocent comment may be easily misunderstood
4. Assume that information you post or send can be accessed or altered by anyone.
5. Consider whether any posting may reflect poorly on you, your school or your profession.
6. Avoid online criticism of about other students, colleagues, professors or field placements.
7. Avoid impulsive, inappropriate or heated comments.
8. Do not take or post any pictures while on placement or in the ECE building without the
written consent of the people involved.
9. Maintain professional relationships and boundaries. The addition of a client (parents,
staff, faculty) to a ‘friendship” status online is unacceptable.
10. Remember that online sites you visit are not anonymous.
11. Make sure your on-line name and e-mail reflect professionalism.
12. 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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Early Childhood Education & Fast Track Program Handbook 2015-2016
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.
Guidelines for Use of ECE Building and Classrooms
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 emerging early childhood
professional, when you are in this space, please consider the following:
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•
•
•
•
•
•
•
Be mindful of your language, both choice of words and tone.
Be considerate when walking through the halls and make every effort to minimize noise. This
is especially important during rest time.
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.
When you see children in the hallway, be friendly, but please do not engage or distract
children from their activities.
Refrain from talking about the children in a voyeuristic kind of way i.e., “Oh aren’t they cute?”
Do not bring any peanut products into the building as this is a PEANUT-FREE facility.
Guidelines for Student Use of ECE Classroom (ECE 300 and ECE430)
1.
2.
3.
4.
5.
6.
7.
8.
Students must enter and exit classroom through ECE Classroom entrance.
No food or drink is to be in the lab area of the room.
The materials from the lab must remain in the room.
Students may be in the room only when an ECE faculty is present in the room, or when
authorization has been given.
Students are expected to show respect for the environment and equipment. The lab is intended
for educational, not recreational, use.
The room is 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.).
Permission must be given by faculty to utilize any of the materials or equipment.
Be respectful of children, families and staff who are in the building.
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Lockdown Procedure for ECE Building
A lockdown may only be authorized by the Incident Manager (Director of Safety and Security), their
designate (Security, Safety and Parking Manager), Emergency Services or by Campus Security.
In the event that any of the Lockdown situations are communicated over the Public Address System,
Hold and Secure, Shelter in Place or Violent Threat (Lockdown) all occupants of the ECE building will
immediately:
•
•
•
•
•
•
•
•
•
Go to the nearest room or office
Close the door and lock if possible
Only barricade the door with tables and chairs in a Violent Threat Lockdown situation
Close the blinds if the threat is outside the building but keep the blinds open if the threat is
within the building
Turn off lights and, if possible, cover the door windows and side panels
Silence communications devices (cell phones)
Stay out of sight and keep quiet, as if no one is in the room
DO NOT answer the door
Listen for announcements from via the Public Address system
For further information please refer to the Emergency Management Guide available at Security
Services or on-line at the Security Services webpage.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
4. Attendance and Student Success Strategies
Attendance and Punctuality
In view of the learning complexities of the Early Childhood Education 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.
In order to be respectful to both fellow students and to faculty, students are expected to arrive on
time for class and field placement.
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
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.
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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
AM the system will show you as being absent for all classes starting after 11.00 AM 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 PM on the
preceding day
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.
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.
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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 / 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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Use of Time between Classes
Students are encouraged to use breaks between classes for personal needs (food, washroom, phone
calls, emails etc.) but also for group work, studying, connecting with faculty, Field Placement
Associates, etc.
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 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
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 may prevent them from submitting assignments on
time must discuss their circumstance prior to the due date. They must discuss with the course faculty
a mutually agreed upon new due date that is no more than one week past the original due date. A
form entitled Student Request for Variance Form Course Schedule and Evaluation Methods will be
completed and kept on file. Please allow for time to process the request for an extension as well as a
reply to negotiate the signing of a variance form. Students who initiate this process will not
experience the loss of late marks. Students who engage in this practice more than two times during
the course of a semester will be required to meet the Coordinator to discuss academic and personal
supports.
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 one mark per day, including weekends, from the total per
cent value of the assignment.
Note:
Reporting an absence on the day a written assignment is due, does not extend the
assignment due date.
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 Assignment 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.
2.
3.
Provide an electronic copy of your assignment to the faculty as per faculty instructions.
Contact faculty by email to alert them that you have submitted your assignment.
Bring the hard copy of the assignment with an attached copy of the email you sent to the
faculty member to the ECE building and submit into the Assignment Drop Box by the
Administrative Assistant office. Please refrain from submitting late assignments after 5:30
p.m. as the building may be locked.
Working Together on Group Assignments
Students will often work with their fellow peers on various assignments/projects throughout the
program. Each group member is responsible for ensuring that he/she has an equal role in the group.
All students in the group should review the completed work before it is submitted/ presented. When
issues/concerns arise during the group process, it is the responsibility of group members to contact
the course professor for assistance prior to due date.
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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.
Note: Students are encouraged to keep all assignments, texts and course-related resources and
materials throughout the duration of the program.
General Guidelines for Quality of Written Work
In the ECE 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,
Field Placement Associates and cooperating teachers 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
required to use spell-check and grammar-check to assist with the editing of written work. The
Learning Commons 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 1 sided
• Submitted using font size of 12 CPI, 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 (see below) 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 person.
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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.
In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply
to the Early Childhood Education Program:
Achievement
•
•
•
Students must attain a minimum "C" or 60% passing grade in all ECE courses.
General Education courses are under the Academic Support Division. Consult with that division
for its grading system.
Students who have met all course requirements will be promoted to the following level or
graduation. Students in Year 2 must complete all courses including field placements before the
date of registering to graduate.
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.
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.
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 ECE
Program Handbook involving academic dishonesty, student responsibilities, or unacceptable
behaviour, attitude or conduct or have failed 60% or more of their academic courses and field
experiences 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.
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Withdrawal
Students not planning to return to the ECE 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 and/or program chair.
Clearance of Academic Deficiency
Please refer to Conestoga Student Guide for the procedure and criteria regarding Clearance of
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 does not respond to this contact, the student
forfeits the opportunity to write a supplemental test. The maximum number of supplemental
opportunities during the program is two per student.
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.
Readmission to a Program
Students are required to apply for readmission when they have been absent from their program for
one semester or longer; or when the student has withdrawn or been discontinued. Upon
readmission, students are placed into the current program of study which determines graduation
requirements. Students are subject to the college and program policies and procedures in place at
the time of readmission.
Students applying for readmission to Level/Semester 1 must do so through ontariocolleges.ca.
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Students applying for readmission to a level beyond Level/Semester 1 must do so using a Conestoga
College Program Application Form. Applicable fees will be charged.
The application for readmission will be reviewed based on the student's academic eligibility, program
readmission requirements, and space availability. The student will be informed in writing of the
decision
For additional information, refer to the Academic Administration page for more information on the
readmission procedure.
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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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
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
File Location and Student Access
Retention
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.
 For the duration of
a student’s time in
the Program
 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
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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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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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 ECE program you may be eligible for a course exemption. (Please
note that to receive an exemption, courses must have been completed within the past 7 years
and with a mark of at least 60%.). If you would like to proceed with a request for exemptions,
please contact your Program Coordinator for guidance. Please note that exemptions will not
be processed until a student is registered in the Program. The exemption process will take
some time (2-3 weeks), and students should attend all scheduled courses until they receive
the exemption as they will be responsible for all material covered in class should the
exemption be denied.
•
If you feel you have acquired the knowledge and skill presented in a specific course (including
field placement) without taking that course in an academic institution, you may wish to
investigate Prior Learning Assessment (PLAR). Please consult a Continuing Education Calendar
for details.
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6. Field Placement Experiences
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.
The following procedures have been developed to make it easier to identify and address any
concerns or issues regarding your safety or the safety and care of clients 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.
Field Placement Policies
In the Early Childhood Education 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, whenever possible, students enrol 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
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
Department.
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 centre
where they are placed and their Field Placement Associate at the college prior to the start of their
shift that day. Phoning the centre 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 Field Placement Officer 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
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Placement Associate or Introduction to Practice instructor 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. Refer to
document on eConestoga titled, Make-up Days for further information.
6. Students may request in writing, to their Field Placement Associate, 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 ECE Field
Placement team. These days are monitored and recorded in the student’s placement file. 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 ECE
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 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. 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 also required to ensure
appropriate permission forms for observation/photos/videotaping have been completed.
9. In accordance with the “Submitting Assignments” information in the ECE 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
Introduction to Practice 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 both, the Field
Placement Officer and 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 children’s learning and development 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
ECE 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
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a Program Team will occur. The student will be required to meet with the Field Placement
Officer. 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. In placement 3 or 4, students may request that their placement be carried out in one of our
atypical settings. Students who are interested in an atypical placement should discuss their intent
with their Field Placement Associate. Students must follow the required process for applying for
an atypical placement. Details pertaining to this process are covered in field placement seminar
class and can be located on eConestoga.
14. 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.
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 pre-admission
information provided by the College:
• A complete immunization record including MMR and Tdap. 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.
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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Early Childhood Education & Fast Track Program 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 off electronically or you will not be allowed to
attend your field experience.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
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 Associate).
b. The Clinical Instructor /Responsible Faculty/Field Placement Associate 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 Associate
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 immediately to
the Placement Employer and Clinical Instructor/Responsible Faculty/Field Placement
Associate.
2. 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 Associate 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.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
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 for care to be given. This
situation must also be reported immediately to the Clinical Instructor/Responsible
Faculty/Field Placement Associate. 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.
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Early Childhood Education & Fast Track 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 Early Childhood Education 2015-16
The following awards* are available to the students of Early Childhood Education. 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.
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Est.
Amount
Year
or Level
Al Gmelin
Memorial
Award
$300
Level 3 or 4
or fast track
2
Donna McKenna
Award
$250
Level 3 or 4
fast track
2
ECE Award of
Excellence
$300
Level 3 or 4
or fast track
1
ECE Student
Award
$500
Level 3 or 4
or fast track
1
Elisabeth
VanStam ECE
Advocacy Award
$100
Graduating
Student
1
Award Name
# of
Awards
Titia Taylor
Award
up to
$250
Full-time
1
Wendy Kudsia
Endowed
Bursary
$750$1,000
Full-time
1
Wendy Kudsia
Endowed ECE
Bursary for New
Students
$750$1,000
registered
2
Criteria
Selection
Process
Demonstrated interest in
working with/and
Apply
supporting children with
special needs.
"A" in one field placement
experience, "B" average in
other courses, working at
Apply
academic potential, have
characteristics and
qualities needed of an ECE
Student who
demonstrates both
academic and field
placement strength; has
Faculty
strong interpersonal skills;
nominated
has a positive attitude;
and a demonstrated
commitment to the ECE
profession.
"A" in one field placement
Apply
experience.
Written description of a
community project or
activity where the student(s)
advocated for children,
families, or the ECE
profession. This is a
provincial award awarded in
May.
Students who have a
demonstrated enthusiasm
for ECE, lifelong learning,
financial need.
Students who are doing
well in program, but are
experiencing financial
difficulty.
70% average from high
school. Award will be
given out in Fall and in
Winter
Presented
At
End of Year
Celebration
End of Year
Celebration
End of Year
Celebration
End of Year
Celebration
Apply
End of Year
Celebration
Apply
End of Year
Celebration
Apply
End of Year
Celebration
Apply
End of Year
Celebration
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Early Childhood Education & Fast Track Program Handbook 2015-2016
School Sponsored Awards
Awarded Annually
Award Name
Canadian
Federation of
University
Women
Estimated
Amount
$500
Student
Appreciation
Award
Certificate of
Appreciation
Student
Appreciation
Award
Certificate of
Appreciation
Year
or
Level
Year 2
Year 1
Year 2
Fast
Track
Year 1
Year 2
Fast
Track
# of
awards
4
Criteria
Selection
Process
75% +, female registered
in Year 2, demonstrate
Financial Aid
financial need, intellectual
achievement and promise
Students who have
contributed to a positive
and meaningful learning
culture
Students who have
contributed to a positive
and meaningful learning
culture
Presented At:
End of Year
Celebration
Nominated
by Peers
End of Year
Celebration
Nominated
by Faculty
End of Year
Celebration
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Early Childhood Education & Fast Track Program Handbook 2015-2016
Program Revision Log
Last Revised
May 28, 2015
July 23rd, 2015
By Whom
Jillian Grant
Goranka Vukelich
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