Child Development Practitioner Apprenticeship

2017/18 Program Handbook

Program Code: 1184
School of Health & Life Sciences and Community Services

Conestoga College Institute of Technology and Advanced Learning

This is a companion document to the current Conestoga College Student Guide

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. 


To the School of Health & Life Sciences and Community Services

Your Bridge to Practice

bridge logo 

What Can This Mean For You?

  • The opportunity to begin, today, to become the professional you aspire to be.
  • The opportunity to learn in life-like 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 Centre, as well as other unique learning resources such as the Motz Emergency Service Bays in the Regional of Waterloo Paramedic Services Station and the Child Development Centre (Doon Campus), or the WeConnect Agora and Simulation Centre (Living Classroom at University Gates).
  • Your goal of being viewed by employers as a "preferred graduate" is up to you; your professors, support staff, administrative staff and college services look forward to supporting you as you journey from day one to your graduation.

Top 5 Expectations of You

1.    Use MyConestoga to Connect To:

Your Conestoga Email: (e.g. John Smith, Student Number 1234567,

  • 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. (If applicable)

2. Know and Plan Around Your Academic Schedule

Course Schedule:

  • Your schedule has been planned with many people and considerations in mind.
  • Classes can be scheduled in the daytime, evening and weekends depending on your particular program or course.
  • Please check with your Instructors as he/she will provide you with information related to your academic dates for your courses.

3. Be the Professional You Wish To Become - From Day One

Civility, respect and professional behaviours will be key in the quality of your learning experience—and a future employer's first and lasting impression.

Professional Dress & Conduct: See Professional Conduct section 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: Pay attention to the deadlines listed on your documents. Complete as required; without these, you will not be able to progress to your practicum and your program completion will be in jeopardy. 

Social Media: Use responsibly. See Standards of Conduct section of the Handbook.

4. Attend To Enhance Success

Please Review Attendance section in 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.

Top 5 Resources for You

1. Your Teaching Team

Contact Information: Is posted in eConestoga and in your Program Handbook (Relationships Section 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 Relationships Section of the Handbook)

2. Counselling and Services for Personal Needs

College Counselling: Professionally-trained counsellors can help you achieve your educational goals—for such common support as stress management, anxiety, depression, transition issues, family issues, etc. Counselling is free, voluntary and confidential. Arrange to see a Counsellor quickly if academic or personal problems stand in the way of your college success. To make an appointment, visit or call Doon-Room 1A101, 519-748-5220, ext. 3360, Monday to Friday, 8:30 a.m. to 4:30 p.m.. Check the counselling services website for more information.
Good2Talk: Confidential 24-hour phone line for stresses big and small. Call 1-866-925-5454.
Conestoga Security: Provides a safe and secure work and learning environment. Call 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 a.m. to 4:00 p.m.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.

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: There is both formal and informal student study space available for use within the Cowan Health Sciences Centre. For more information on the availability of this space, please go to the Interprofessional Resources Office (2F16).

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 8:00am-4:00pm. Book with an Open Access Staff.
Lockers are available with your tuition; important to store your extra clothes and books, etc. so that you can be at your professional best in the lab. Learn how to obtain a locker.
Information Technology: IT Service Desk—1E12 (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.

5. Services for Students

Library Resource Centre: Located on 2nd Floor B Wing; Go to the Library Resource Centre page for more information.
International Education Office: Check out the International Education Office for services available to you.
Learning Commons: Your one-stop resource for academic services and resources, such as Math, Writing Skills, Peer Tutors and resources for APA. Check out their website or Access through MyConestoga.
Student Life: Get involved and shape your experience. Visit the Student Life page or Connect to MyConestoga for your Co-Curricular Record.
Student Financial Services: Your one-stop resource to apply for student awards, bursaries, and scholarships apply early to increase your chances.
Bookstore: Your location to buy books (check out their options including used books), clothing for your program and general supplies. Find it in the A wing, just inside Door 1.
Co-op and Career Advising: Your resource for Co-op Placements (if you are in a degree); your source of help to look for summer jobs or future careers and gain help preparing your resume. Check out the Co-op and Career Services site for more information.

Letter to Students

Dear Child Development Practitioner Apprenticeship Students,

Welcome to the Child Development Practitioner Apprenticeship Program.

This handbook has been prepared to provide further information about academic standards, guidelines and processes specific to the Child Development Practitioner Apprenticeship Program. Reading, understanding and following the information in this handbook is an important first step in your continued success in this program and your chosen profession. The handbook has been compiled with careful consideration for your personal and professional growth during your three years at the college. If you do not understand any of the information in this handbook, please ask the faculty, Program Coordinator or Chair for an explanation.

Use the index in this handbook as your guide and the contents as your continuous reference as you proceed through the program. The Child Development Practitioner Apprenticeship faculty will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours.

In addition to the Child Development Practitioner Apprenticeship Program Handbook, the Conestoga Student Guide outlines important policies and procedures for you to follow. The Child Development Practitioner Apprenticeship Program Standards and Procedures Handbook is a supplement to, but not a replacement for, the Conestoga Student Guide.

We are here to help you have a successful three years. Should you experience difficulty or need assistance in any area of your studies, please come and speak with us, and we will work with you to help you reach your career goal of achieving your formal credential as a Child Development Practitioner.

All the very best to you in your studies.



James Humphreys, Executive Dean, Health & Life Sciences and Community Services,
Goranka Vukelich, Dean, Community Services,
Child Development Practitioner Apprenticeship Coordinator/Faculty

Program Overview

Program Description

The three-year Child Development Practitioner Apprenticeship (CDP) program is designed to provide those individuals working with young children in a child care setting with the opportunity to pursue formal education and training on a part-time basis. Entry into the program occurs in September. Students take approximately two-three courses in each of the Fall, Winter and Spring semesters.

Students will explore the development of children and apply that knowledge to plan, implement and evaluate quality programs for young children in licensed child care settings. Facilitating children's development of a positive self-concept through creativity, play and diversity is the main theme of the CDP Apprenticeship Program.

Upon successful completion of the Certificate program, Apprentices are encouraged to complete the requirements of Conestoga College's ECE diploma program by taking additional General Education courses. Graduates of the ECE diploma program meet the academic and field work requirements for registration with the college of Early Childhood Educators of Ontario.

Program Outcomes

  • Plan curriculum that is based on a thorough understanding of child development
  • Plan and implement individual programs and curriculum to meet the developmental needs of children
  • Utilize a variety of observation techniques to enhance work with children, families, and co-workers
  • Maintain responsive relationships with individual children and groups of children
  • Establish and maintain a safe and healthy environment which meet the requirements of current legislation, regulatory bodies, and program policies
  • Develop and maintain effective written, oral, non-verbal, and electronic communication with children, families, co-workers, employers, and individuals/agencies
  • Apply relevant legislation, polices, procedures and regulations to early childhood education and settings in a changing social context
  • Apply a personal philosophy of early childhood education within the framework of ethical and professional standards
  • Act in a manner consistent with principal of fairness, equity, and diversity to support the development and learning of individual children within the context of their family, culture, and society

Program Philosophy

Our Beliefs about Children, Their Development and Learning

We believe that:

  • early brain development sets the foundation for lifelong learning, behaviour, and health,
  • children are active participants in the learning process,
  • children are competent, curious, and motivated learners,
  • children are individuals who begin to make sense of their world from the moment they are born,
  • children develop and learn best in a warm nurturing environment which includes a balance of child-guided and teacher-guided experiences,
  • play and creativity are the foundations for a quality program for children,
  • individuality must be respected and accommodated at all times,
  • all parts of the program, from the moment the children come in to the moment they leave, contribute equally to curriculum,
  • the holistic development of individual children and groups of children is respected and accommodated,
  • the education, learning and care of young children involves a partnership with each child's family,
  • each child can best be understood within the context of that child's family and community,
  • children's development of positive self-esteem is fundamental to healthy growth and development, and optimal learning.

Our Beliefs about Those Who Care and Educate Children

We believe that early childhood educators:

  • Are thoroughly grounded in child development and demonstrate strong observational skills
  • respect the Code of Ethics described by the Association of Early Childhood Educators, Ontario
  • plan thoughtful and engaging experiences for children based on the skills, abilities, and interests demonstrated by the children,
  • are capable of working with infant, toddler, preschool, and school age children,
  • establish and maintain collaborative, supportive relationships with children, their families, colleagues, community professionals, and other adults,
  • articulate their professional philosophy of education, learning and care, and demonstrate an awareness of legislative, ethical and professional expectations,
  • reflect upon their practices in order to consider how their actions support children and families,
  • require strong communication (oral and written) skills,
  • recognize the need for and seek out on-going professional development experiences in support of life-long learning,
  • are warm, nurturing, flexible, respectful, and creative in their interactions with children and families,
  • promote development and learning in all aspects of the curriculum,
  • have respect for diversity, equity, and inclusion with regard to children, families, and colleagues,
  • promote evidence-based practices and program evaluation.

Our Beliefs Applied to the CDP Apprenticeship Program

We believe that Conestoga College's CDP Apprenticeship Program incorporates the above philosophy into our preparation program by:

  • Accommodating individual situations, as appropriate for adult learners,
  • encouraging and expecting students to further develop behaviours necessary in the workforce and in the CDP profession, including:  self-reflection, responsibility for self and own actions, honesty, integrity, and punctuality,
  • designing courses and experiences to support students in constructing knowledge about early learning and care in meaningful ways,
  • modeling a variety of teaching styles, providing a variety of learning experiences, and by using a variety of  evaluation methods,
  • modeling communication and problem-solving skills as well as professional behaviours and attitudes required of early childhood educators,
  • supporting the integration of theory and practice,
  • providing apprentices with opportunities to connect theory and its application in combination with practical experience with young children,
  • facilitating apprentices' understanding  to  enable them to "make sense" of their practical experiences in view of  theory,
  • engaging apprentices' actively in their learning process,
  • recognizing and appreciating the different styles and approaches to learning that adult learners may use/exhibit (multiple intelligences),
  • building on previous successes in order to enhance confidence of the apprentice as a learner,
  • supporting apprentices as they develop their professional philosophy of education,
  • mentoring apprentices as they proceed through their academic journey,
  • providing apprentices with opportunities to acquire additional experience with different age groups of children, and become familiar with different philosophies and styles of child care operations,
  • endeavoring to support the CDP field and the local community, believing that learning is life-long and that early childhood educators play a vital role in our society.

Our Beliefs about the Lab Schools

The college operated lab schools provide:

  • an extension to a quality CDP post-secondary experience for apprentices,
  • an environment of practice for apprentices that supports a reflective, intentionally responsive philosophy,
  • a model of quality, inclusive child care (infant, toddler, preschooler, and school age) for apprentices in the CDP Apprenticeship program and for the local community,
  • an opportunity for apprentices to observe and/or participate in a child care centre that is based on the philosophy outlined by the CDP apprenticeship program,
  • apprentices with the opportunity to work with staff who support, evaluate and mentor them as they work to acquire the skills and attitudes necessary of an CDP
  • apprentices with the opportunity to work with staff who work in partnership with CDP faculty in the delivery of the CDP program
  • an environment where lab school staff, faculty and apprentices work together to implement and evaluate new ideas in the field of CDP.

Program Design

Course Code         Course Name


COMM1630  Interpersonal Communication   42
ECE1410 Foundations of Early Learning Environment   42
ECE1420 Child Protection   30
ECE1430 Legislation and Social Policy in Early Learning Administration   42
ECE1505 Child Development I   42
ECE1515 Creative Expression   42
ECE1525 Inclusive Practice and Advocacy   42
ECE1535 Preschool Learning Environment I   42
ECE1555 Child Development II   42
ECE1565 Preschool Learning Environment 2   42
ECE1585 School Age Learning Environment   42
ECE1605 Health, Safety and Nutrition   42
ECE1625 Infant and Toddler Learning Environment   42
ECE1645 Philosophies and Education Models for Early Childhood Development   42
ECE1675 Child, Family and Community   42
ECE1695 Child Development 3: Inclusion of Children with Exceptionalities   42
ECE1705 Porfessional Practice   42
FPLT1050 Field Placement Early Learning (Child Development Practitioner)   42
FPLT1060 Field Placement Preschool 1(Child Development Practitioner)   72
FPLT1070 Field Placement School Age (Child Development Practitioner)   39
FPLT1080 Field Placement Infant and Toddler (Child Development Practitioner)   54
FPLT1090 Field Placement Preschool 2(Child Development Practitioner)   78
FPLT1100 Field Placement Advanced (Child Development Practitioner)   96


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.

There are a number of different opportunities available to students who want to continue studying at Conestoga. Whether you wish to transfer to another program or apply to a new program after graduation, Conestoga has established pathways to help you meet your goals. Conestoga Pathways information is available on Conestoga's website.

Bridging to the ECE Conestoga College Diploma Program

Upon completion of the CDP Certificate of Apprenticeship, apprentices have the option of bridging into the ECE Diploma program at Conestoga College. The bridge represents the additional General Education Electives that are needed to fulfill the Early Childhood Education Ontario College Diploma requirements.

The Bridge to the diploma includes the successful completion of additional credits from the Liberal Studies and Communications course selections. Students must fulfill the requirements of the program of study in the year in which they apply to the ECE diploma program.

The College of Early Childhood Educators

The Early Childhood Education Diploma from Conestoga College (or from a recognized post-secondary institution in Ontario) is the educational requirement necessary for entry into the College of Early Childhood Educators (CECE) in Ontario!  Like nurses, physicians, teachers, dieticians, pharmacists, psychologists, and other professionals, early childhood educators are regulated by a self-regulatory college. Regulation of early childhood educators protects the public and ensures that early childhood education services will be performed safely and competently by qualified professionals.

Once you graduate from the ECE Diploma program, you must apply for membership in the College and be registered if you wish to use the title of "Child Development Practitioner" (CDP) or "Registered Early Childhood Educator" (RECE) or if you wish to engage in the practice of early childhood education or hold yourself out as able to do so.

For more information or to download an application, Please visit the College of ECE website.

College of Early Childhood Educators



Communication and Contact Information

Faculty Commitment to Success

To ensure your success in the program, it is important you become familiar with those who are here to support and help you along your way. If you have any day-to-day questions about your program, courses or school work in general do not hesitate to contact your Program Co-ordinator, faculty, Chair or Dean.

Contact Information

Goranka Vukelich,
Dean, Community Services                                              
ext. 3242

Brenda Bender,
Apprenticeship Registrar                   
ext. 3244      

Shannon Lipskie,
Manager, Apprenticeship and Special Programs                    
ext. 3364

Bev Laking,
Field Placement Officer                         
ext. 2580   

Contacting Program Staff

When contacting program staff outside of class time it is advisable to use email or telephone. Your message should include the following information:

  • first and last name
  • course and level
  • brief description of reason for contact
  • telephone number where you can be reached

Student Email

All students are supplied with a college email address. Use the college email address or eConestoga email only when communicating with faculty. Non – college email addresses (e.g. Hotmail) are not acceptable. Students are expected to check their college and eConestoga email accounts regularly as most official communication will be via this method.

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 Advanced Education and Skills Development (MAESD). This survey is conducted each academic year in select classes. 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 the improvement of teaching at Conestoga.

The SAT process occurs in the last one-third of the semester. Typically about 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. The SAT process is managed by the Office of Institutional Research and Planning using an online survey system specifically designed for course/teacher evaluations.  After all marks for the semester have been submitted, a summary of results goes to the academic manager to be shared with the faculty member. Continuing Education students may have an opportunity to complete a SAT form at the conclusion of each Continuing Education course.

Inclement Weather Procedure

When it appears that classes may be cancelled due to inclement weather, students are advised to check one of the local radio stations listed below and/or Conestoga's website .The decision regarding college closure is made fairly early in the morning (by 6:30 a.m.).

In the event of inclement weather, local radio stations will announce if Continuing Education classes are cancelled. These stations are:

Cambridge                                          CIZN FM (92.9)
Conestoga's own FM station     CJIQ (88.3)
Guelph                                                 CJOY (1460)
Kitchener                                             CHYM (96.7) and CKKW (1090)
Stratford                                              CJCS (1240)
Wingham                                             CKNX (920)

Standards of Conduct and Professional Practice


The Child Development Practitioner Apprenticeship Program provides both academic study and professional training to prepare students for careers working in the field of Child Development Practitioner. Throughout the program, students are expected to conduct themselves in a professional manner and to apply themselves to academic achievement. Professionals function in an independent and interdependent environment. The fundamental responsibility of the student is to gain additional knowledge and skills to be a competent Child Development Practitioner upon graduation. As professionals, it is imperative that behaviours and attitudes reflect standards that are endorsed by Conestoga College and your chosen profession. As a Conestoga College Child Development Practitioner Apprenticeship student, there are three areas of conduct you are expected to follow; Academic Conduct, Professional Conduct, and Social/Behavioural Conduct.

As a student of Conestoga College you are a member of the college community and as such you have received a Conestoga Student Guide that includes Student Rights, Student Responsibilities, and the Student Code of Conduct. The Student Responsibilities section includes detailed information regarding plagiarism, cheating, and academic dishonesty. It is essential that you review this section and familiarize yourself with these Responsibilities. It is expected that your conduct as a student will be reflective of the responsibilities listed. If you have any questions regarding any of them, please contact your Program Coordinator.

In addition to all Student Responsibilities found in the Conestoga Student Guide, Child Development Practitioner Apprenticeship students have the following obligations:

  • Complete the learning objectives, tests, assignments and all other forms of student work, with honesty and professional integrity
  • Attend class as scheduled
  • Demonstrate ethical and professional behaviour while attending class
  • Protect the integrity of the Program and the College
  • Maintain the confidentiality of all classroom experiences
  • Seek clarification from faculty/administration when unsure of any of these standards

Characteristics of Successful Students

In order to assist students with their transition from previous endeavors to their studies in the Child Development Practitioner Apprenticeship program, and prepare students for professional success in their chosen fields of study, the following characteristics of a successful student have been identified as follows:

  1. Not surprisingly, he/she attend class-regularly. Moreover, he/she is on time. If he/she misses a session, they feel obligated to let the instructor know why and their excuses seem legitimate and reasonable. He/she makes sure he/she gets all assignments he/she missed and understand specifically what was covered in class.
  2. Successful students speak in class, even if their attempts are a bit clumsy and difficult. He/she ask the questions that many in the class are bound to have, provided he/she is listening.
  3. He/she sees the instructor before or after class about grades, comments made on their papers and upcoming tests. Sometimes he/she just wants to ask a question or make a comment relative to the class discussion.
  4. Successful students turn in assignments that look neat and sharp. He/she take the time to produce a final product that looks good, a reflection of a caring attitude and pride in their work.
  5. He/she is attentive in class. He/she doesn't chat, read or stare out windows. In other words, he/she is polite and graceful, even if he/she gets a little bored.
  6. All work and assignments are turned in on time, even if not every one of them is brilliant. Successful students seem driven to complete all work.
  7. The most successful students may well end up at the instructor's office door at least once during the semester. He/she will go out of their way to find the instructor and engage him/her in meaningful conversation.

From: Innovation Abstracts, Vol. X, No. 1

Academic Integrity and Plagiarism

Academic honesty is expected and required of all Conestoga students. In order to maximize your success as a student, it is critical that you familiarize yourself with the Academic Integrity Policy found in the Conestoga Student Guide. This guide has been provided to you during orientation and is available on the college website. The Academic Integrity Policy provides a detailed description of the following:

  • scope of academic integrity,
  • what academic integrity means,
  • what types of behaviours constitute a breach of academic integrity,
  • the penalties associated with breaching academic integrity.

If after reading this information, you do not fully understand what is meant by academic integrity, and what is required by you to maintain academic integrity, please speak with a faculty member or your program coordinator. Please note that maintaining academic integrity is very serious, and that it is your responsibility as a Conestoga student to know the Academic Integrity Policy and to initiate help if you do not fully understand it.

Below are a few hints to help you avoid breaching academic integrity.

  • Make sure that you recognize information that requires referencing.


Example Required Referencing
Milk is good for you. General information in the public domain. Does not require referencing.

"According to Health Canada milk beverages provide the nutrients needed for healthy bones and optimal health".

Health Canada. (2008). Canada's food guide: Milk and alternatives. Retrieved May 17, 2011 from

Direct quote right from a published source. Requires a reference.



Consuming milk every day provides the nutrients that you need for healthy bones and optimal health.

Health Canada. (2008). Canada's food guide: Milk and alternatives. Retrieved May 17, 2011 from

Information that has been put into your own words, but offers information outside of public domain related with specialized knowledge. Requires a reference.
  • Whenever you refer to material from another source, whether book, journal article, video, newspaper, or electronic publications, you must acknowledge your source using proper citations and references. The APA style is the format most often used in the health and social sciences. Please visit the Conestoga Learning Commons for assistance with the APA format.
  • If you work collaboratively with others on an assignment, including in class assignments that expect independent submission, make sure that you do not copy words or ideas from others intentionally or by accident.
  • Make sure that you read the Academic Integrity Policy located in the Conestoga Student Guide, and that you fully understand it. The policy describes additional behaviours that represent a breach of academic integrity. 

Copyright – What Students Need to Know

Photocopying and scanning at Conestoga are governed by the Copyright Act, an agreement with Access Copyright, and the Association of Canadian Community Colleges' Fair Dealing Policy.

Under the terms of our Access Copyright license which gives the broadest permission:

You can photocopy or scan the following:

  • Up to 10% of most published works
  • One chapter that is greater than 10%, but no more than 20% of the book
  • One article, short story, play, poem or essay from a book, magazine or journal issue containing other works
  • One newspaper article or page
  • One entry from an encyclopedia, dictionary, annotated bibliography or similar reference work
  • One drawing, sculpture, painting, print, architectural work of art or work of artistic craftsmanship from a larger volume containing other works.

Cumulative Copying

If you copy 10% of a book today, 10% next week, 10% the week after that, and so on, this is called cumulative copying and it is not allowed. The copy limits apply to an entire academic year, so once you reach the limit for an item, you can't copy more until the next academic year.

You cannot copy or scan the following:

  • Workbooks or study guides that are intended for one-time use
  • Instruction manuals
  • Sheet music and original artistic works including photographs or prints
  • Advertisements
  • Business cases
  • Any of the items on the Access Copyright Exclusions list

You can find all of this information and more on the Copyright for Students web page.

If you have any questions about copyright or the limits of copying on campus, contact James Yochem, Copyright Coordinator, at or 519-748-5220 ext. 3746.


Student Protection Acknowledgement

A Student Protection Acknowledgement confirmation pop-up will appear when a student logs into the Student Portal on a yearly basis. This will direct students to policies and procedures relevant to their academic responsibilities. All Conestoga College wide academic policies and procedures are listed on the college website under "About Conestoga", "Policies and Procedures". 

Students are advised to review and comply with all policies and procedures, including the following: 

  • Academic Dispute and Resolution Policy & Procedure
  • Academic Integrity Policy & Violation of Academic Integrity Procedure 
  • 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 Withdrawal and Refund Procedure
  • Student Code of Conduct Policy
  • Student Concerns and Issues Policy & Procedure
  • Student Fees Policy & Student Fee Invoicing and Payment Procedure
  • Student Feedback Policy

Students must follow all of the policies and procedures for Conestoga College and it is expected that faculty will accept, fulfill and enforce these standards.

Professional Conduct – Use of Social Media and Cell Phones

To ensure a quality and respectful learning environment both in the classroom and in field placement, the use of cell phones and laptop computers for social networking can only be used during break times, before/after class and during formal break time in field placement.

Laptops and other forms of technology can be used in the classroom when the use pertains to the content and processes of learning facilitated by the professor. Faculty reserve the right to remove and hold any technology devise that is a disruption to the class processes of teaching and learning until the end of class.

Social Media Policy

  • Social media has many advantages for a professional. It can be used to network, to resource information and keep current
  • As a student and future professional, it is essential to maintain professional boundaries in all communication, including Social Media.

Be aware:

"Electronic messages are not anonymous. They can be tracked, misdirected, manipulated and live forever on the internet. Social media sites create and archive copies of every piece of content posted, even when deleted from on-line profiles. Once information is digitalized, the author relinquishes all control."

"Online identities and actions are visible to the public and can result in serious repercussions or embarrassment. As the Office of the Privacy Commissioner of Ontario notes, users may intend to share their online existence solely within their own network, but in theory anyone can access the user's musings, photos and information. Further, the words can be altered, forwarded and misquoted. (Professional Advisory. 2011. Use of Electronic Communication and Social Media. The Council of the Ontario College of Teachers.)

Ensure that your posts reflect you as the professional you are and wish to become, if a potential employer were to see your posts.

  1. Many types of social media encourage instantaneous, casual dialogue. It is important to remember that even an innocent comment may be easily misunderstood
  2. Assume that information you post or send can be accessed or altered by anyone.
  3. Consider whether any posting may reflect poorly on you, your school, or your profession.
  4. Avoid online criticism of about other students, colleagues, professors or field placements.
  5. Avoid impulsive, inappropriate or heated comments.
  6. Pictures should not be taken without permission from the individuals involved.
  7. Remember that online sites you visit are not anonymous.
  8. Make sure your on-line name and email reflect professionalism.
  9. Ensure that your postings will not be considered harassment or defamation of a peer, colleague, faculty or others.

Maintain privacy of all care and service activities when in practical work experiences:

  1. Do not take or post any pictures while on placement or involved in lab activities
  2. Maintain client-provider relationships and boundaries. The addition of a client to a 'friendship" status online is unacceptable.

Please respect the fact that your faculty and staff will not invite you to their personal web pages when you are a current student.

Cell Phone Policy

Students should respect their professors and other instructors by following program policy and not use their cell phones for personal use during class time. This is representative of the professional manner in which you are expected to act as you prepare to enter the workforce.

Students should refrain from bringing their cell phone into a test or examination. Phones should be left in your locker or left in your bag at the front of the classroom. In the event of an urgent need to keep your cell phone with you during a test (parents with young children, students experiencing a family emergency, etc.) please speak to your professor as soon as you enter the examination room. Those who have been permitted to bring a phone into the classroom will likely be asked to either leave the phone with the professor, or he/she may be permitted to leave their phone out on their desk where it is visible to the professor and proctors. In any case, students are not permitted to touch or answer the phone without raising their hand to ask for the professor/proctor's permission. If you are found to have a cell phone in your possession during an examination that has not been declared, you will be asked to leave the examination room, and will be given a zero on the assessment.

Guidelines for Apprentice use of ECE Building

When you are in the ECE building, please remember that you are also sharing space with children and families. This space is also the children's learning environment and it is essential that we all work together to make them feel valued, respected, and safe. As an early childhood professional, when you are in this space, please consider the following:

  • Unless you are directed by faculty or staff, do not enter any of the children's classrooms.
  • Unless you are directed by faculty or staff, do not enter the kitchen area.
  • Do not "hang out" in the children's playground area.
  • Do not bring any peanut products into the building as this is a PEANUT FREE facility.

Guidelines for Apprentice Use of ECE Classroom (ECE300)

  1. Apprentices must enter and exit the classroom through ECE Classroom entrance.
  2. No food or drink is to be in the lab area of the room.
  3. The materials from the lab must remain in the room.
  4. Apprentices may be in the room only when an ECE faculty is present in the room, or when authorization has been given.
  5. Apprentices are expected to show respect for the environment and equipment.  The lab is intended for educational, not recreational, use.
  6. The room is to be left clean after each class (i.e. glue sticks must be washed and put away, the sink must be cleaned, tables must be washed, etc.).
  7. Permission must be given by faculty to utilize any of the materials or equipment.

Attendance and Student Success Strategies

Attendance and Punctuality

In view of the learning complexities of the Child Development Practitioner Apprenticeship Program, it is crucial that students attend all classes. Students who are absent from class place themselves in academic jeopardy in meeting the learning objectives as stipulated by the program.

If extenuating circumstances require students to miss a class, please note that it is the student's responsibility to share this information with faculty and to acquire any missed information.

In order to be respectful to both fellow students and to faculty, students are expected to arrive on time for class.

Acceptable Reasons for Absence

  1. Illness: Students experiencing health concerns that prevent attendance should notify their professor of their absence in advance and be prepared to present a certificate from a physician in the event of missing any form of assessment.
  2. Compassionate Leave: Request for leaves of absence to attend to family illness, death or family problems are considered. These requests will be submitted to the professor who will consult with the Program Coordinator and Chair if necessary.
  3. Jury Duty: Any student who receives a summons for Jury Duty should bring the document to the Chair to assess if it can be arranged to have the subject excused if such duty interferes with the progress in the program.

Note: Scheduled vacation and work commitments are not acceptable reasons for missing or rescheduling a test/examination or any other type of evaluation.

Attendance for Evaluation

An evaluation is defined as a test, exam, presentation or any other formal assessment that requires your presence in a class or lab. Evaluations are critical components of each course and overall success for you in your Program.

The School's approach to requirements for attendance at evaluations reflects the expectation that as emerging professionals, students must demonstrate a professional attitude and attention to evaluations, in the same manner that expectations for future work as professional will require attention to workplace procedures. Consequences for missed evaluations are balanced against reasonable support where it is warranted.

In order to support student success:

  • Evaluation and presentation dates are scheduled and communicated at the beginning of each semester.
  • Unplanned extenuating circumstances involving the college, the program or the faculty that may require changes to the course schedule will be communicated to students.

In support of the development of professionalism, students are required to take all evaluations at the scheduled times.

  • Students who make personal commitments that conflict with the evaluation dates or assignment deadlines do so at their own risk.
  • There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans).
  • Students who wish to reschedule an evaluation or a presentation due to a religious holiday are required to discuss the situation with faculty within the first two weeks of the semester.
  • Academic accommodations are provided to students with documented disabilities through the Accessibility Office.

Notification for Absence from Evaluations

Students are required to notify the program of absence from any evaluation for any reason.

  • Notification must be received prior to the start of the evaluation.
  • Failure to do so will result in a mark of zero being assigned.

Notification procedure

Log into the Student Portal and click on the Absence tab and indicate that you will be absent from class on a day that has an Evaluation. You will receive a confirmation email that you have recorded your absence for that day.


  • Your professor will be aware of your absence from an evaluation by your lack of attendance and because you have entered your absence using the online Absence Recording System on the Student Portal.
  • The Absence Recording System shows you as being absent for the day, starting from the time that you record your absence. (For example if you record your absence for that day at 11:00 a.m. the system will show you as being absent for all classes starting after 11:00 a.m. that day.) If you are then going to be present again for some later class, you will need to bring your presence to the attention of your Professor in that later class.)
  • The earliest that you may record your absence for a particular day is after 8pm on the preceding day

Follow-up after Reporting Your Absence from an Evaluation

 You must make contact immediately with faculty to explain the reasons for your absence and to arrange a meeting.

  • If there is a concerning pattern of absence you will be asked to meet with the program coordinator. This may result in the need for you to provide documentation verifying the reason for your absence, in accordance with the requirements specified in sections below titled "Evaluations worth 20% or more" and "Evaluations worth less than 20%"
  • Faculty will then make alternative evaluation arrangements as appropriate and you will complete any necessary forms.
  • Students are required to complete the alternative evaluation as scheduled.
  • If the evaluation is to be conducted in the testing center, you will be asked to show your student card before you are permitted to write the test.
  • Tests will be made up In the College Testing Centre in the following week, or by individual arrangements with program faculty.

Religious Holidays

Students are permitted by Conestoga policy to be absent from class to observe a recognized religious holiday. Any student who is unable to attend classes or participate in an examination, study, or work requirement on some particular day or days because of religious beliefs will be given the opportunity to make up the work that was missed or do alternate work/examinations subject to timely notification.

Conestoga recognizes all religious holidays as defined by the College Employer Council.

It is the responsibility of the student to:

  1. Plan ahead and be aware of the dates of all examinations and other course obligations;
  2. Advise the faculty member that he/she will be seeking accommodation to observe a recognized religious holiday and make a request in writing to your Program Coordinator within the first three weeks of the semester and prior to the dare of assessment that falls on the religious holiday. Exceptions based on extenuating circumstances must be approved by the Chair.

Documentation to Substantiate Your Reported Absence

Evaluations worth less than 20%

Missed evaluations worth less than 20% of the student's final grade will be rescheduled once per program semester subject to proper communication described above.

Once per program semester means that only one absence for an evaluation will be accepted across all courses in a program for a semester. Implications of major illnesses or personal circumstances impacting several course evaluations at one time will require discussion with the program coordinator prior to faculty arranging alternative evaluations.

If an evaluation cannot be rescheduled (for example an experiential activity or participation in a group presentation) reallocation of marks will be determined by faculty. This will be documented on an interview record and signed off by both faculty and student.

If more than one evaluation that is worth less than 20% is missed, documentation requirements for evaluations worth 20% or more apply.

Evaluations worth 20% or more

Any student who misses an evaluation worth 20% or more will receive a mark of zero unless the reason for missing the evaluation and the accompanying documentation verifying the reason for the absence are deemed acceptable by the program. Examples of reasons deemed acceptable include incapacitating illness, death of a close family member, and required court appearance.

NB: If an evaluation is missed due to illness, the health care professional attesting to the illness must have firsthand knowledge of the situation and direct involvement with the treatment / management of the condition. For example, a note from a clinic provided by a physician seeing the student for the first time, after the illness has resolved, is unlikely to meet the program standard for documentation.

Test Procedures

  • Once a test begins, students may not leave the test room for 30 minutes. If he/she finishes a test before that time, he/she may review their answers but are expected to sit QUIETLY and not disturb others. Once students leave the room he/she may only re-enter when invited back by Faculty.
  • Any student found cheating during the course of an examination/test will be addressed according to procedures found in Conestoga Student Guide.
  • Faculty is responsible to advise as to the material permitted in the testing room. Personal items and learning materials will be left in an area identified by the Faculty.
  • Faculty will advise as to the seating arrangements of students.
  • During open book tests, students must bring their own course materials (books, notes, Learning Packages etc.) for individual use only. Students may not share any of these materials. Electronic devices, such as, iPod, text messaging, cell phones, translators, will not be permitted.

Importance of Test and Presentation Dates

Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating circumstances involving the college, the program, or the faculty may require changes to the course schedule. If this occurs, students will be notified.

Students are required to write all tests during the scheduled in-class test times. Students who make personal commitments that conflict with meeting test and assignment deadlines do so at their own risk. There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans). Students who wish to reschedule a test or presentation because of a religious holiday are required to discuss the situation with faculty at the beginning of the semester.

Academic accommodations are provided to students with documented disabilities through the Accessibility Services Office.

Assignment Policies

Submitting Assignments

It is expected that students will submit all assignments on time, on the date they are due. Late marks will be deducted from assignments not submitted when requested by faculty.

Students with extenuating circumstances that prevent them from submitting assignments on time should discuss their circumstance prior to the due date. He/she should negotiate with the course faculty alternative arrangements regarding due dates, in person, one week prior to the scheduled date. A form entitled Student Request for Variance Form Course Schedule and Evaluation Methods will be completed and kept on file. Students who initiate this process will not experience the loss of late marks.

If students do not negotiate a variance, he/she risks having late marks deducted from the final grade. Late marks will be deducted at a rate of 1% per day, including weekends, from the total percent value of the assignment.

Under typical circumstances, late assignments will be accepted until that assignment has been marked and returned to the class. No assignments will be accepted after the last day of the semester.

Steps to Follow to Submit Assignments Outside of Class Time

While assignments should be submitted in class on the day they are due, if circumstances require that they be submitted outside a scheduled class, the following procedure should be followed:

  1. Provide an electronic copy of your assignment to the faculty as per faculty instructions.

Steps to Follow when Missing a Test, Presentation or Workshop

  1. Email the faculty who teaches the relevant course. (This email is made preferably before class but must be made within 24 hours of the class by the student).
  2. Students may be asked to present documentation to validate the absence. This documentation must address the day of the absence confirming your inability to participate and attend class.
  3. Arrange with faculty for alternative presentation/workshop arrangements.
  4. Tests will be made up In the College Testing Centre on the following Thursday, or by individual arrangement with program faculty.

Important Points to Remember:

  • It is the student's responsibility to initiate contact with faculty to make alternate arrangements for missed tests, presentations, and workshops.
  • Students who utilize three or more rescheduled evaluation methods may be required to meet with Program Coordinator to discuss program success.
  • Students will be asked to show their student cards in the College Testing Centre before he/she is permitted to write the test.

Faculty Returning Tests and Assignments

In order to support student success, students will be given continual feedback on their progress throughout the semester. Individual faculty will inform students in class how/when tests and assignments and/or marks on them will be returned. Please note that some tests will be returned to students and some may be retained by faculty. Under no circumstances are students to enter the offices of faculty or look through papers on a desk without a faculty present. Students who have questions about tests/assignments/grades should follow the process outlined below:

  • At least 24 hours after receiving the mark and within seven days, write a note to the faculty, indicating the area(s) of clarification required,
  • Initiate a meeting with the faculty to discuss,
  • Bring pertinent information (assignment, mark sheet, etc.) to the appointment. 

General Guidelines for Quality of Written Work

In the Child Development Practitioner Apprenticeship program, there are some requirements for written work in a variety of formats (papers, assignments, forms and plans, handouts, etc.). It is expected that all students will meet the standard of English required within the profession. Faculty will identify students who are having difficulty in this area and will approach students to discuss the need for improvement. Students may be referred to the Learning Commons to help them improve the quality of their written work.

General Guidelines for Submitting Written Work

For specific course requirements, refer to the Course Schedule and Evaluation Methods information provided. If you are not clear about course requirements, discuss with individual faculty. Students are encouraged to use spell-check and grammar-check to assist with the editing of written work. The Learning Centre will be an invaluable resource to students who require assistance in organizing and writing an assignment with correct spelling and grammar.

Unless otherwise indicated by professors, generally, assignments should be:

  • Word processed
  • Double spaced and one sided
  • Submitted using font size of 12 dpi, if word processed and proper margins
  • Written in a grammatically correct manner (use spell and grammar check)
  • Handed in securely fastened with a cover page indicating the course name, faculty's name, student's name, section and date submitted
  • Handed in at the beginning of class on the designated due date in class, unless otherwise indicated by professor
  • Handed in using the APA@Conestoga format if references are required

NOTE: Faculty does not assume responsibility for assignments not given directly to them in hard copy at the beginning of the relevant course. Students should avoid handing in assignments outside the regularly scheduled class time and should make every effort to hand assignments in to the professor in person.

Academic Progress Through the Program

Registering for Courses

At the beginning of each semester students will receive a Course Notification Letter with instructions to register for courses.

Academic Standing and Promotion

The Conestoga Student Guide is your first source for information concerning academic regulations, policies and procedures. The Conestoga Student Guide is available on the college website and by visiting the "Student Guide" tab in your Student Portal.

In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the Child Development Practitioner Apprenticeship Program:


  • Students must attain a minimum "C" or 60% passing grade in all ECE apprenticeship courses.
  • General Education courses are under the Academic Support Division. Consult with that division for its grading system.

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.

Supplemental Work

A student that is unsuccessful in a course may be granted the opportunity to complete supplemental requirements.

Criteria for Eligibility to Write Supplemental Examinations

  1. No more than two supplementals throughout the program and no more than one supplemental per course will be offered.
  2. For the purposes of determining supplemental eligibility repeating a failed course counts as a supplemental in that course.
  3. The student must have passed at least one test/exam in the course.
  4. The student must have achieved a final course grade of 50% or within 10% of the required pass mark, whichever is the higher standard. Therefore, for courses with 65% pass, the student must have achieved 55%.
  5. There must be no academic misconduct on record for the semester (e.g. plagiarism.
  6. A student who attains a course grade of less than 55% for a vocational course will not be offered a supplemental in that course.

In addition, the following will also be considered by the committee:

  • Previous academic history.
  • Current clinical practice performance.
  • Demonstration of professional behaviour
  • Attendance in class, lab, and practice experiences


  • A fee is to be paid to the Registrar's Office for supplemental work.
  • If the student is successful in completing the supplemental work for the course, the failing course grade will be upgraded to the minimal passing grade of 65% for the Program.

Promotion and Supplemental Procedure

Promotion Committee

Grants or denies permission for supplemental work.

Program Coordinator/Instructor


Meets with the student.

Completes the supplemental form with criteria.

Reviews the recommendation of the Promotion Committee.



Takes completed Supplemental Form and payment to Registrar's Office.

Brings pink copy of Supplemental Form for admission to supplemental as well as photo ID

Program Chair/Program Coordinator/Instructor

Sets date for supplemental examination.

Notifies student and Registrar's Office of result of supplemental work.

Failure to successfully complete requirements of the promotion committee will result in discontinuance from the program.

Reason for Student Progress Being Reviewed by Promotion Committee

Students who fail to meet program standards will be reviewed by the Promotion Committee.

Reasons for presentation at Promotion Committee Meetings include:

  • Failure of a theory course and/or practice course.
  • Patterns of absence from class or practice, which may affect achieving program standards.
  • Excessive accumulated absences from class, lab or practice.
  • Failure to follow through on previous Promotion Committee recommendations.

A student who has not met the standards will not be promoted to the next level of the Program. The Promotions Committee may decide such a student should be discontinued or may require the student to complete one or more of the following, or an alternative as deemed appropriate:

  • Complete supplemental requirements for course failures (see criteria for writing of supplemental examinations). Following successful completion of supplemental work, the highest course grade that can be achieved is 65%.
  • Follow through with counselling (academic and/or personal).
  • Follow through with health measures as recommended.
  • Complete makeup work for missed learning experiences. Total time lost will be assessed on an individual basis. Additional time may be required to complete program objectives.
  • Complete the requirements of Probationary Status.
  • Complete compulsory practice remedial assignments.


Students who have failed to meet all program standards or who have failed to meet the standards set out in the Conestoga Student Guide and/or the Child Development Practitioner Apprenticeship Program Handbook involving academic dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct may be discontinued from the Respiratory Therapy Program.


Students not planning to return to the Child Development Practitioner Apprenticeship Program the following semester are expected to complete a Withdrawal Form available from the program coordinators, the registrar's office, or on the college website.

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 he/she is 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.


Students have the right to appeal any academic decisions as set out in the Conestoga Student Guide. It is recommended that students begin this appeal process by first meeting with the faculty and/or program coordinator and/or program chair.

Clearance of Academic Deficiency

Please refer to Conestoga Student Guide for the procedure and criteria regarding Academic Deficiency. Please note that following the end of semester, contact with any student eligible to write a supplemental will be made either by phone or email. A specific date, time and room number will be given to each student. If a student cannot be reached or is unavailable at the specified date and time, the student forfeits the opportunity to write a supplemental. The maximum number of supplementals during the program is two per student.


Students are expected to respond to their invitation through their Student Portal. Convocation ceremonies are held in the spring and fall of each academic year. Students, who take longer than the advertised program length, are responsible for completing any new or additional courses due to a program design change. Students who complete their program after the scheduled completion date are required to fill out an Application to Graduate form and submit it with payment to the registrar's office. Students who are discontinued or have withdrawn and then return to the college will be placed in the current program design and must meet all requirements to graduate.

Process for 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 (i.e. faculty, program coordinator) prior to proceeding to a formal appeal.

If attempts have been made, and a successful resolution has not been reached, students are encouraged to refer to their Conestoga Student Guide, and to follow the procedures outlined under the "Academic Dispute Resolution and Appeal Procedure" section. 

General Education / Breadth Electives

School of Liberal Studies

The purpose of General Education and Degree Breadth electives is to provide graduates with the skills and knowledge to succeed both professionally and in their own personal lives. Working collaboratively with your program, General Education and Degree Breadth courses help develop the critical and creative thinking skills, civic engagement and knowledge of the broader world of arts, culture and science that helps make you more reflective, creative, and effective in your own life.

All Ontario College Diploma, Ontario College Advanced Diploma, and Degree programs at Conestoga require students to complete general education electives / interdisciplinary breadth.

More information on these courses can be found at

Maintaining Student Files

  1. Official records of each student's education are maintained electronically by the Registrar.
  2. Administrative records related to your experience in the Program are maintained to demonstrate compliance with external and college requirements. This information is as follows:
Student Information File Location and Student Access Retention

Pre Practicum Health Requirements (if applicable)

  • per copies of information received from students

In H.S Trax, by individual student access

**accessed through My Conestoga

  • Each student has his/her own information on the Passport for provision to practicum agencies as required.
  • For the duration of a student's time in the Program

Acknowledgement of WSIB Understanding (if applicable)

  • signed electronically by each student prior to the first practicum placements
  • By the Program, online
  • For the duration of a student's time in the Program

Student Consents Signed on Admission electronically (varies per program)

  • Student Consent for Release of Information
  • Student Understanding of Professional Standards
  • Student Understanding of Safety Requirements
  • Filed electronically
  • For the duration of a student's time in the Program.
  1. 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.
Student Information File Location and Student Access Retention

A.  Documents related to academic progress

  • Correspondence regarding course equivalencies
  • Correspondence re supplementary examinations
  • Learning Contracts
  • Disabilities Information & plans
  • 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
For 1 year following graduation or as required by accrediting body

B.  Records of Competency Attainment

As above As above

C.  Documents related to areas of Concern

  • Interview Records, with supporting email documentation as appropriate
  • Student Code of Conduct
  • Incident Reports
  • Letters/emails of significant concern and replies
  • Appeals
As above As above
  1. Students may review the contents of their academic file by:
    • Requesting this in writing to the Program Coordinator
    • Reviewing the file in the presence of the Coordinator

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.

Additional Information for Students

Below is information to supplement the information found in the Conestoga Student Guide.

  • Your Student Guide provides detailed information about dropping courses. If you are planning to drop a course, you must do so within the time period. If you have missed that time period, please see the Program Coordinator and she will advise you as to your options. Not attending does not constitute an official dropping of a course and will result in a grade of "F".
  • If you have completed courses from a college or university that you think may be very similar in content to courses in the Child Development Practitioner Apprenticeship program you may be eligible for a course exemption. (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 the Credit Transfer Officer or your Program Coordinator. Please note that exemptions will not be processed until a student is registered in the Program. The exemption process will take some time (two-three weeks), and students should attend all scheduled courses until he/she receives the exemption as he/she will be responsible for all material covered in class should the exemption be denied.

Field Placement Experiences

Learning Environment

  1. It is the apprentice's responsibility to be familiar with all aspects of the learning environment placement process, including course outlines, policies, learning environment placement requirements, and particularly the evaluation package.
  1. Apprentices are expected to work their full shifts and to complete the placement attendance log. Apprentices who will be absent from placement are required to notify both the centre where they are placed and their learning environment placement advisor at the college prior to the start of their shift that day. Apprentices have the opportunity to negotiate their shifts prior to the beginning of placement. All apprentices are required to complete the Learning Environment Request Package prior to beginning a placement.
  1. There are six Learning Environment Placements in the CDP Apprenticeship program that range between 40 and 96 hours in length. Two of the six placements must occur outside the apprentice's usual placement of employment. Apprentices are required to submit a Learning Environment Request Package and confirmation form prior to the beginning of placement. Two weeks advanced notice is required. Apprentices are required to submit the details of their placement including the specific dates and hours of placement with the signature of your work place employer to Shannon Lipskie prior to beginning your placement. Completion of field placement hours may start at the beginning of week three provided all paperwork is in order and all placement arrangements are complete and approved.
  1. Apprentices will work over the duration of the program at creating a Learning Environment Placement Portfolio to document their professional development. The Learning Environment Placement Portfolio is due one week after the completion of the apprentice's final day of each of the six learning environment placements. For those completing their placements late in the semester, all placements and portfolios must be complete by week 13th unless other arrangements have been mutually agreed upon with the field placement officer and learning environment placement advisor.
  1. Apprentices will be required at times to confidentially conduct observations and/or gather information at their learning environment placement sites as part of various class assignments. Apprentices are asked to communicate with the centre supervisor about this as soon as possible and to be sensitive to the program needs when deciding when and how to conduct the observations or gather information. Please be aware that there may be cases when the apprentice will have to return on an alternate day or be at placement beyond their assigned shift time in order to complete their class obligations.
  1. Apprentices are required to make up any time missed from field placement in full or half day blocks. Apprentices may be required to produce written documentation such as a doctor's note to validate the reasons for their absences.
  1. Apprentices who complete all required hours and curriculum experiences by the end of their placement but do not successfully meet the criteria to pass the learning environment placement course may be eligible for a Supplemental. Apprentices may explore this possibility with their learning environment placement advisor in conjunction with a program coordinator. Typically if the number of items below competency on the evaluation does not exceed 10 % of the course requirements the apprentice's request for a supplemental will be considered.  Other factors such as the student's professional conduct and completion of their Learning Environment Placement Portfolio will be factors in the decision to grant a supplemental. The Supplemental will involve the apprentice returning to their placement for additional time to work on the competencies that need to be brought up to a passing level. Specifics about the terms of the Supplemental will be outlined in a written learning contract that the apprentice and learning environment placement advisor will create together. The apprentice will also follow the Supplemental process described in this handbook and pay the required fee as per information in the Student Procedures Guide.

Field Placement Polices

Practicum Health Requirements

Students must complete health and/or safety requirements to be eligible for practicum placements. These prerequisites are required by legislation and placement agencies for all persons working in this sector. Health and/or safety requirements may include the following:

  • "Clear" Police Check for Vulnerable Sector Screening (VSS) (Form A)*
  • Immunizations: MMR, Tdap, Varicella, Hep B (Form B)
  • Tuberculin Skin Test (Form C)
  • CPR/First Aid (Form D)

As a student, your responsibilities will include:

1. Refer to your practicum health requirements package that was either mailed to you (new students) or distributed during class (returning students). This package outlines your specific program deadline; contact your Program Assistant if you did not receive this package or log onto the Practicum Services community within myConestoga to obtain the practicum forms.

2. Complete the requirements based on Forms A, B, C, D.

3. Submit forms as completed.

Practicum health and/or safety requirements must be completed in order for you to attend your practicum experience. This placement is mandatory for the completion of your program. If you do not attend field/clinical placement, you will not be promoted to the next semester and it will ultimately result in non-completion of the program.

*Criminal Screening: To be eligible for practicum, you must not have been convicted of any criminal offence for which you have not been pardoned. An unpardoned criminal record may result in the inability to participate in field/clinical placement and will jeopardize your progress in the program.

Your acceptance for placement is at the discretion of the agency; some agencies may request you to provide a VSS completed within six months of placement start date.

Students with criminal records are advised to meet with the Program Chair for academic counselling to determine program suitability.

Offences under the Criminal Code and the Controlled Drugs and Substances Act of Canada.


Prior to your first placement, you must electronically 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 has been electronically signed, in the Safety in the Workplace Course - OHS1320, and visible on your H.S. Trax home page to be eligible to attend your field experience .

Concerns Regarding the Safety of the Work Environment

And/or Concerns Regarding the Safety or Quality of Care of the Residents/Clients

Students will be provided with an Orientation to their placement site on the first day of their placement. This Orientation may include details of the placement agency's policies and procedures with respect to concerns by students about the safety of the work environment and/or the safety of the residents/clients.

If a student has any concerns about the safety of the work environment or the safety or care of the residents/clients, the student must raise these concerns firstly with their Conestoga Clinical supervisor or Conestoga resource instructor, unless the policies and procedures of the placement site as explained in the Orientation require the student to report such concerns to a designated person at the placement site first, in which case the placement sites policies and procedures are to be followed.

Concerns should be raised immediately if they are judged by the student to be of an urgent nature (e.g. immediate risk to the students or residents/clients, suspected elder abuse) or at the end of the students shift if they are judged to be of a less urgent nature. Concerns brought first to the placement agency, if required by the policies and procedures of the placement agency, should also be communicated to the clinical instructor or resource instructor at the first opportunity.

Students who feel their concerns have not been adequately addressed through the processes outlined above should bring their concerns to their program coordinator.

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.

Program Handbook Revision Log

Last Revised By Whom
July 7, 2015 Nicole Dorscht
June 28, 2016 Jillian Grant
June 2017 Jillian Grant

Accommodation Disclaimer

Conestoga College is dedicated to promoting an equitable environment where students have the opportunity to participate in all aspects of College life. In accordance with the Accessibility for Ontarians with Disabilities Act (AODA) and the Ontario Human Rights Code, Conestoga College recognizes its responsibility and legal obligation to provide education, information and services in an accessible manner.

The Program Handbook is intended to provide general information with respect to program expectations. There may be individual accommodations and/or medical circumstances that require exceptions. For example, students may need to be accommodated for a missed assignment or evaluation. Students who are registered with Accessibility Services are not required to provide an additional doctor's note for a missed or late evaluation. For more information about Accessibility Services please drop in or visit our website.

We recognize that other extenuating circumstances may apply. Consult with your Professor. All exceptions based on extenuating circumstances must be approved by the Chair.