Early Childhood Education Fast Track (ECE) (International)
2021/22 | Conestoga College
Program Code: 00032
Conestoga College Institute of Technology and Advanced Learning
This is a companion document to the current Conestoga College Student Guide
COVID-19 and 2021-22 Program Delivery
In response to the COVID-19 pandemic, Conestoga academic plans and decisions will continue to evolve to reflect the advice of public health authorities. Please consult the COVID-19 Information page for the most up-to-date information on college protocols.
Expectations regarding course delivery, participation, and assessments will be communicated by your faculty member at the start of the semester and included in the instructional plan.
Program technology requirements are posted on the program web page. Students in remote and hybrid delivery courses will require a device, webcam functionality, and reliable Internet access.
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 Community Services
The pursuit of post-secondary education is an important decision, and we are honoured that you have chosen a program at Conestoga in the School of Community Services.
Here at Conestoga, you will learn from program teams who are dedicated to your success. These teams have extensive community services, academic and research experience. They will work with you as you develop the practical knowledge and theoretical skills required to launch your future career.
As part of your learning experience, we are proud to provide you with state-of-the-art learning facilities that include college-operated child and youth development centres, an on-campus EMS station and a high fidelity live fire training site. Through these facilities, you will have multiple opportunities to engage in active learning experiences that will build your skills and develop the critical thinking required to solve problems and help shape your successful future.
I invite you to plan for success from day one - know what is expected of you and what resources are available for you. Today marks the first day of becoming the professional you aspire to be.
I wish you all the best,Goranka Vukelich, PhD
Executive Dean, School of Community Services
Steps to Your Success
1. Use MyConestoga to Connect To:
- Your Conestoga Email: Your official vehicle for all college communication.
- eConestoga: Your resource for all course-based information.
- Student Portal: Where you will find your final grade information, college tuition invoices, class schedules and absence reporting.
- Practicum Health Requirements: Keep track of your requirements on an ongoing basis; check that they are complete to allow you to go on your practicum (if applicable).
2. Know Your Academic Schedule And Plan Around It
- Course Schedule: This is a timetable of all your classes for each semester.
- The Academic Year Critical Dates: Program start and end dates, holidays and deadlines for course add/drop and withdrawal, are located on the college website. 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.
3. Be the Professional You Wish To Become
Civility, respect and professional behaviours will be key in the quality of your learning experience—and a future employer's first and lasting impression. Pay special attention to the following:
Professional Dress & Conduct: See Professional Conduct section for professionalism expectations for your program. The college's Student Guide sets out expectations of student conduct for our community at Conestoga
- Pre-practicum Health Requirements: Pay attention to the deadlines listed on your documents.
- Social Media: Use responsibly. See Standards of Conduct section of the Handbook.
4. Attend To Enhance Success
Attendance for class, labs and field placement supports student learning and your experience as a future professional.
- Absence from Evaluations: Must be reported in the Student Portal before your scheduled evaluation time. See attendance for evaluation section in the handbook.
5. Take Responsibility for Your Academic Status
Make yourself familiar with what is expected of you, and if you have questions, ask.
- 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. Refer to the Credit Transfer & PLAR website.
Academic Policies & Procedures: May be found under Policies and Procedures. Please read and understand the Rights and Responsibilities website.
Letter to Students
Dear 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 Programs. 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 time 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 Handbook, the Conestoga Student Guide outlines important policies and procedures for you to follow. The ECE Program 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.
Cathy O'Toole, Chair, Human Services
Goranka Vukelich, Executive Dean, School of Community Services
ECE Program Learning Team
Program Description Early Childhood Education-Fast Track (International)The Early Childhood Education Fast Track (International) program is designed for international students whose first language is not English. Students with international credentials in education or related fields will build on their existing knowledge and experience in order to develop skills and knowledge necessary to work as early childhood educators. Graduates of the Early Childhood Education Fast Track program will be eligible for registration with the provincial College of Early Childhood Educators (RECEs) which will provide employment opportunities in child development centres, kindergarten classrooms, licensed early years programs, and community agencies.
This program is enhanced with specific language courses that focus on professional and practice skills for the Canadian workplace. Through interactive classroom learning and integrative field placement experiences, students will develop skills that will enable them to work in collaboration with families, colleagues and communities for the purpose of designing, implementing and evaluating inclusive play-based early learning programs. Building on a thorough understanding of child development and principles of responsive practice, students will work in partnership with college-operated child development centres, kindergarten classrooms, licensed early learning and care programs and community agencies in order to integrate classroom theory and practice in meaningful and engaging ways.
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 they are born Children develop and learn best in a supportive environment that 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 until 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 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 & Standards of Practice described by the College of Early Childhood Educators
- 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
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 they develop their professional philosophy of education Mentoring students as they proceed 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
Early Childhood Education (Ontario College Diploma)
The graduate has reliably demonstrated the ability to:
- Create learning contexts to enable, build and maintain caring, responsive relationships in partnerships with children, families and communities that value and respect social, cultural and linguistic diversity including Indigenous peoples' worldviews and Francophone identity.
- Co-create, facilitate and reflect upon inquiry and play-based early years and child care programs and pedagogical approaches to support children's learning, holistic development and well-being following children's capabilities, interests, ideas and experiences.
- Co-design and maintain inclusive early learning environments to value and support equitable, accessible and meaningful learning opportunities for all children, their families and communities in a range of early years and child care settings.
- Collaborate with children, families, colleagues, agencies and community partners to create, maintain, evaluate and promote safe and healthy early learning environments to support independence, reasonable risk-taking and healthy development and well-being.
- Use observation strategies to identify children's strengths and challenges and to ascertain when children and families might benefit from additional support or community services.
- Use professional communication in interactions with children, families, colleagues, employers, the regulatory body, government authorities and children's service agencies to meet legal and ethical standards of the early years sector.
- Act in accordance with relevant legislation, regulations, College of Early Childhood Educators Code of Ethics and Standards of Practice, agency policies and procedures and principles of evidence-informed practice and reflect upon their impact on one's own role in early years and child care settings.
- Identify, report and document when a child is in a situation of perceived risk for, or actual neglect or abuse, in accordance with legislation, the College of Early Childhood Educators Code of Ethics ad Standards of Practice, policies and procedures.
- Create and engage in partnerships with families, communities, colleagues, interdisciplinary professionals, authorities and child service agencies to advocate for quality early years and child care programs and services.
- Engage in reflective practices and continuous professional learning in accordance with principles of lifelong learning, evidence-informed practices in the early years sector and requirements of the College of Early Childhood Educators.
As established by the Ministry of Colleges and Universities Early Childhood Education Program Standards.
In addition, all graduates of the Early Childhood Education program must have reliably demonstrated the essential employability skills learning outcomes (communication, numeracy, critical thinking & problem solving, information management, interpersonal and personal) and met the general education requirement by taking three courses designed discretely and separately from the vocational learning outcomes.
Early Childhood Education Fast Track (International) Program Map
Program Map describes your learning journey with three important components:
- All courses focus on you demonstrating development towards the program outcomes and capabilities through your program journey.
- There are themes for your learning that will inform you on the courses you will take to develop program capabilities.
- 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 Fundamentals of Practice||Level 2 Expansion and Consolidation of Practice|
|Child Development and Learning|
Developmentally Responsive Practice
|Issues in Quality in Early Learning and Care|
|Curriculum||Introduction to Curriculum||Advanced Curriculum|
Philosophy in Practice
|Relationship Building and Sustainability||Teamwork in Professional Practice||The ECE Professional|
|Families||Supporting Children through Families and Community|
||Field Placement II|
Safety in the Workplace
Integrated Language Skills for Early Childhood Education
|Field Placement III|
Field Placement IV
Health Safety and Nutrition
Enhanced Language Skills for Early Childhood Education
Consolidation of Language Skills for the Early Childhood Educator
- 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-informed practices
- Prepare and use professional written, verbal, nonverbal and electronic communications, 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.
Program Design for Your Cohort
Students can find their program design on the student Portal by following the steps below:
- Log in to Student Portal
- Click on 'My Courses' tab
- 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'.
Your Program Team
Your program team includes faculty, staff and administrators who are committed to your success. If you have questions about your progress in the program, course work or field placement, please take the time to connect with them.
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 faculty are committed to doing their best in supporting you throughout your studies.
Coordinator, Year 1 (Doon Campus)
|Daisy Talob Harvey|
Coordinator, Year 2 (Doon Campus)
and Fast Track International (Waterloo Campus)
Coordinator (Brantford Campus)
ECE and ECE Fast Track
|Tricia Dumais||Ext. firstname.lastname@example.org|
|Andrea Stirling||Ext. email@example.com|
|Jill Soyka||Ext. firstname.lastname@example.org|
Field Placement Officers
|Violet Nemec||Ext. email@example.com|
Lab Schools & Special Programs
|Aisha Khatib, |
|Doon Child Care Centre||Infant through Preschool Care||(519) 748-5220 ext. 2202|
|Driftwood Child Care Centre||Toddler through Preschool Care & Youth Development Program||(519) 570-2520|
|Silverheights Child Care Centre||Nursery School Program and Youth Development Program||(519) 654-2227|
|Waterloo Campus Child Minding Centre (LINC)||Infant through Preschool||(519) 885-0300|
|Kelly Reiber, Program Assistant||Ext. firstname.lastname@example.org|
Chair, Human Services
Executive Dean, School of Community Services
Students and Faculty are not to meet at a time when their timetable indicates that they should be in class or at placement. It is the responsibility of the student to be aware of their schedule and not to request or schedule meetings with Faculty or instructors or field associates or counselors during scheduled class or placement times.
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
- student number
- brief description of the reason for contact
- telephone number where you can be reached
All students are supplied with a college e-mail address. Please use this method when communicating with college faculty and staff ONLY as non-college e-mail addresses (e.g. hotmail) are problematic. Students are expected to check their college e-mail regularly as most official communication will be via this method.
PAC (Program Advisory Committee)
Each program at Conestoga has a Program Advisory Committee (PAC) made up of industry and academic representatives, as well as current students. The Committee meets several times a year to discuss the direction in which that industry is heading and any improvements to keep the program current. At the beginning of each year, the program will ask for student volunteers to participate. The students are important members of the committee and are expected to be present at the meetings. Students must prepare and submit a report based on guidelines provided by the Program Chair/Coordinator which will be presented at the meeting. Students are expected to be professional, dress in business attire and engage in discussions.
WIHSC (Waterloo Interprofessional Health & Community Student Collaborative)
WIHSC (Waterloo Interprofessional Health & Community Student Collaborative) is a 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. 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 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 Colleges and Universities (MCU). This Student Experience 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 (SAT)
The Student Appraisal of Teaching (SAT) allows direct feedback from students on teaching for a particular course. Completion of the SAT forms give teachers and academic managers valuable information to use for the improvement of teaching at Conestoga.
The SAT process has two components: the Early Course Check-in and Full-SAT. The Early Course Check-in is 5 questions, occurs during week 5 of classes and provides early feedback to faculty about the student experience within their classroom. The Full-SAT is 44 questions and occurs late in the semester; a summary of the results goes to the faculty menber and their academic manager. Typically about one-quarter of the faculty is appraised per term. All full-time faculty have a SAT review at least once every two years. Part-time faculty may be reviewed more frequently. Continuing Education students may have an opportunity to complete a SAT form during their Continuing Education course.
Class Cancellations Due to Faculty Absence
All class cancellations due to Faculty absences will be posted in the Student Portal. These notices in the Student Portal will be the only general notifications of class cancellations due to Faculty absences.
Although the formal notification comes through the portal, faculty may also elect to post an absences on 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 staff and students to listen for campus closures. If the college is closed a notice will 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.
- 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
change the email address to which these notifications will be sent, select My
Addresses under the Profile Tab, and change the default email address.
Standards of Conduct and Professional Practice
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.
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 and Student Responsibilities. 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 design ation (College of Early Childhood Educators) with a Code of Ethics and Standards of Practice and 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:
- Aspire to abide by the College of Early Childhood Educators, Code of Ethics and Standards of Practice;
- 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.
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 information and expectations. Please follow the link http:/lib.conestogac.on.ca/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:
- 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
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
- Business cases
- Full Textbooks
- Any of the items on the Access Copyright Exclusions list
Safe practice is a hallmark 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 has 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.
following basic procedures are outlined for your attention and follow-through:
- Your personal safety begins with the use of professional attire and foot wear and with your attention to the health and safety expectations that may be identified throughout the college.
- Help us have a safe and pleasant environment by wiping up spills, by ensuring laptop cords do not snake across walking areas, and by reporting equipment or facility problems when you see them.
- 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.
- Safe work practices are to be followed during all training; follow the direction of your instructors. If you have a field placement, your Instructor/Responsible Faculty/Preceptor 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.
- All safety-related accidents, incidents, and near misses must be reported to the Instructor-in-Charge immediately. This is an opportunity to problem-solve how to avoid these areas of concern for the future.
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 Offences Policy & Procedure
- Clearance of Academic Deficiency Policy & Procedure
- Convocation Procedure
- Co-operative Education Policy
- Discontinuance Procedure
- Evaluation of Student Learning Policy & Procedure
- Grading Procedure
- Program and Course Withdrawal and Refund Procedure/International Student Withdrawal and Refund Procedure
- Readmission Procedure
- Religious Holiday Policy & Procedure
- Student Rights and Responsibilities Policy & Procedure
- Student Feedback Policy
- Student Fees Policy & Student Fee Invoicing and Payment Procedure
Students must follow all of the policies and procedures for Conestoga College and it is expected that faculty will accept, fulfil and enforce these standards.
The Student Engagement Department is here to help you transition to the Conestoga College experience, connect with your community, and build your skills.
Start your college experience by completing Conestoga 101 (CON0101) on eConestoga, a mandatory course for all new full-time students that will take you approximately one hour to complete. CON0101 provides an overview of the supports, services, and opportunities available to you throughout your time at Conestoga. Make sure you complete it early on in the term, as it contains valuable information that will help you transition to Conestoga.
Professional Conduct - Use of Social Media and Cell Phones
To support 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 should only occur during break times, before/after class, outside of children's play areas (indoors/outdoors) and during formal break time in field placement.
As a student and future professional, it is essential to maintain professional boundaries in all communication, including Social Media.
Ensure that your posts reflect you as the professional you are and wish to become – if a potential employer were to see your posts.
- Many types of social media encourage instantaneous, casual dialogue. It is important to remember that even an innocent comment may be easily misunderstood.
- Assume that information you post or send can be accessed or altered by anyone.
- Consider whether any posting may reflect poorly on you, your school, or your profession.
- Avoid online criticism of other students, colleagues, professors or field placements.
- Avoid impulsive, inappropriate or heated comments.
- Pictures should not be taken, posted to social media sites or shared without the express permission of all individuals involved.
- Remember that online sites you visit are not anonymous.
- Make sure your on-line name and email reflect professionalism.
- Ensure that your postings will not be considered harassment or defamation of a peer, colleague, faculty or others.
- Do not take or post any pictures while on placement or involved in lab activities
- 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, nor will they accept any invitations to your personal sites
Guidelines for Engaging with the Child Minding Program
When you are in the Child Minding Program, 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. When you are invited to enter this space, wear your OneCard to assure families and staff that you are a student. As an emerging early childhood professional, when you are in this space, please consider the following:
- 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 child minding space as this is a PEANUT-SAFE facility.
Attendance and Student Success Strategies
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 they will be seeking accommodation to observe a recognized religious holiday and make a request in writing 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.
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 and Evaluation Procedures
Importance of Test and Presentation Dates
Test and assignment dates are scheduled at the beginning of each semester. Unplanned extenuating circumstances involving the college, the program, or the faculty may require changes to the course schedule. If this occurs, students will be notified.
Students are required to write all tests during the scheduled in-class test times. 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 documentation through the Accessibility Services Office.
- Students are encouraged to arrive early for in person tests. Late arrivals must enter quietly. Late arrivals must abide by the test end time assigned by faculty and will not receive any extra test writing time.
- 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 is responsible for advising students of any materials permitted for access during the test period. For in person tests/exams, personal items and learning materials will be left in an area identified by the faculty.
- Faculty will advise of seating arrangements for students during the test/exam period.
- During open book tests/exams, students must bring their own approved course materials (books, notes, Learning Packages etc.) for individual use only. Students may not share any of these materials. Electronic devices, such as, but not limited to; iPod, text messaging, cell phones, translators, etc. will not be permitted.
- Faculty will advise of specific expectations for in person, remote online tests/exams including access to approved course materials and resources and approved use of electronic devices during the test period.
- All tests/examinations are to be completed independently. Collaboration during remote online and in person testing/exams is not permitted unless otherwise advised by faculty.
- You are expected to behave as a professional during the writing of tests. Please refrain from talking and ensure that you are not late for the test. If these behaviours occur, students may be asked to leave the test situation.
Assignments and Group Work
It is expected that students will submit all assignments on time, on the date they are due at the beginning of class. 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. Students must request, in writing, a Request for Variance from Course Schedule and Evaluation Methods. A record of this request will be kept on file. Please allow for time to process the request for an extension as well as for a reply from your faculty to negotiate the variance. Students who initiate this process will not experience the loss of late marks. Students who engage in this practice more than two times during a semester will be required to meet the Coordinator to discuss academic and personal supports.
- 1 to 3 days late - 10%
- 4 to 6 days late - 20%
- 7 to 10 days late - 30%
- 11 to 15 days late - 40%
- 16 to 20 days late - 50%
- They discuss their circumstance with the course faculty at least 3 business days prior to the due date
- They negotiate a new due date that is mutually agreed upon
Steps to Follow to Submit Assignment Outside of Class TimeAssignments are to be submitted electronically to the appropriate eConestoga course drop box on the day they are due. If circumstances require that an assignment be submitted outside a scheduled due date, please alert your faculty member by e-mail and follow through on the submission of your assignment as per faculty instructions.
Working Together on Group AssignmentsStudents will often work with their fellow peers on various assignments/projects throughout the program. Assignments can include any number of things: Small group work, debates, class discussions, experiential exercises, presentations, field trips. Some assignments will count for marks; others are intended to enhance learning or to make a concept clearer and more applicable. Students are encouraged to participate and take advantage of the learning, because working in groups is a reality in the workplace.
Assignments are often done in a collaborative capacity, that is, students will likely be working as part of a small group. This can be fun and interesting and sometimes frustrating for some. Tensions can arise if any one member does not perform adequately. Students are therefore encouraged to develop a clear group contract for use in their group work.
Each group member is responsible for ensuring that they have 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.
Faculty Returning Tests and AssignmentsIn 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 shared. 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,
- Have pertinent information (assignment, mark sheet, etc.) available for 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 WorkIn 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 and Field Placement Associates 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 Student Success Services to help them improve the quality of their written work.
General Guidelines for Submitting Written Work
- Word processed;
- Double spaced;
- Submitted using font size of 12, if word processed and proper margins; Written in a grammatically correct manner (use spell and grammar check);
- Handed in with a cover page indicating the course name, faculty's name, student's name, student number, section and date submitted;
- Handed in at the beginning of class or electronically uploaded in MS Word or PDF format to the course site drop box on the designated due date in class, unless otherwise indicated by faculty;
Handed in using the APA@Conestoga formatting, citing, and referencing.
Academic Progress Through the Program
Each program has very clear guidelines about how students successfully progress through their course of study. These guidelines are found in this program handbook. They include information about what may happen should you fail courses or field placement, how you could recover these courses, and what your options may be if recovery is not possible. We encourage you to review these guidelines in order to understand them. If you have any questions about them, please connect with a member of your program team. Remember, we are all here to help.
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."
Academic Progress Through the Program
Academic Standing and Promotion
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:
- 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.
You can add, change and drop courses from your portal depending on the dates and which program you are in:
- Log in to the Student Portal,
- Click on the "My Courses" tab,
- 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.
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.
Prior to transferring to another program, it is recommended that the student meet with the program coordinator. 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.
Clearance of Academic Deficiency/Supplemental Opportunities
Students who have failed a course and who are eligible may receive an opportunity for a supplemental evaluation. Following the end of semester, eligible students will be invited for a supplemental opportunity. If a student does not respond to this invitation or is unavailable at the specified date and time, the student forfeits the supplemental opportunity for the course. For more information please visit the
College Policies, Procedures, Practices and Guidelines webpage then click on the Academic Administration side tab and search for the document entitled Clearance of Academic Deficiency.
To be eligible for a supplemental opportunity, a student must meet the following criteria:
- A final course grade within 10% of the passing mark of the course and no lower than 50%.
- No academic offences in the course.
- Evidence of passing at least one evaluation in the course.
- An eligible student will be contacted by the program and will be provided details of the supplemental process.
- Student may submit a supplemental request through their Student Portal. Payment will be required prior to the final submission of the request.
- Student completes supplemental work (test or assignment) in accordance with the times and dates communicated.
- Supplemental work is assessed, and the final grade is posted.
- If successful in completing the supplemental work for the course, the failing course grade will be upgraded to the minimal passing grade for the course.
Community Service Students in one-year certificate, one-year graduate certificate and two-year diploma programs may receive up to a maximum of two (2) supplemental evaluations while in the program.
Students who have been unsuccessful in their field experience, or have failed to participate in the field (for example not meeting pre-placement requirements), 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.
Promotion through the Program
Promotion is the advancement from one portion of the program to another (i.e., semester to semester or year to year) after a process of evaluation has been completed to assure that minimum standards have been met or surpassed. Promotion is based on academic achievement as well as meeting personal and professional performance standards. In addition, a passing grade for field placement performance is required.
Promotion reviews occur at the end of each semester and decisions are made by the full program team including Faculty members, Program Coordinator, and Department Chair.
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 until they have worked with the program coordinator to develop a written learning contract to support their academic and non-academic success.
Students not planning to return to the ECE Program the following semester are expected to complete a
withdrawal form available from the Student Portal.
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.
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. 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.
Students must pass all program courses and be a student in good standing with the college in order to be eligible to graduate. If you do not make up failed courses, you will not be able to graduate. Please seek the support of your program coordinator if you are concerned about your eligibility to graduate.
General Education / Interdisciplinary Electives
School of Interdisciplinary Studies
The purpose of diploma General Education electives and Interdisciplinary electives is to provide graduates with the skills and knowledge to succeed not just in their chosen career fields, but in all life paths. Working collaboratively with your program, diploma General Education and degree Interdisciplinary elective courses cultivate 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 www.conestogac.on.ca/electives.
Work-Integrated Learning Experiences
Student Consent Forms
Students are required to complete program specific consent forms. To access the forms, students need to visit the WIL Document Services Community in myConestoga and click on the Consent Forms tab.
Work Integrated Learning/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 placement in a way that supports both a solid learning experience and a constructive partnership with the placement site.
Pre-WIL Health Requirements
Mandatory work-integrated learning (WIL) health and safety requirements must be completed by students prior to student WIL experiences. Successful WIL completion is required for students to progress to program completion. To qualify for WIL 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. Covid-19 immunizations are highly recommended as this may be a requirement of your WIL site. Seasonal flu vaccination is recommended during flu season (October – March).
- TB Testing: Evidence of current 1-step completed within one year of program start date.
- Standard First Aid and CPR – Level C
- A Police Check including 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 WIL experiences which will jeopardize progress in the program. Acceptance for WIL is at the discretion of the agency; some agencies may request students to provide a VSS completed within six months of WIL start date and thus an additional VSS may be required throughout your program. Students with criminal records are advised to meet with the program chair for academic counselling to determine program suitability.
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 placement experiences provide learning opportunities that can be expanded and clarified with the theoretical knowledge gleaned from classes. Therefore, we recommend that, whenever possible, students enroll in a field placement course in conjunction with their other classes. It is considered in the students' best interest that there is no separation of theory and practice.
Field Placement courses are designed to be taken sequentially for ECE International F.T. - Waterloo:
FPLT1470 Field Placement I
FPLT1480 Field Placement II
FPLT1490 Field Placement III
- It is the student's responsibility to be familiar with all aspects of the field placement process, including course outlines, field placement course schedule, policies, field placement requirements, and particularly the evaluation package.
- Placement will only begin once students have completed all their pre-placement requirements including OHS 1320 Safety in the Workplace and have submitted all documents to Conestoga College's WIL Document Services Department (Placement Services). A work permit is required to participate in field placement experiences.
- Students surpassing the due date set by WIL Document Services Department (Placement Services) may not be able to begin placement for the semester.
- 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.
- In the event there is a perceived conflict of interest (relative e.g. child in attendance at placement site, or friend/family directly supervising), the placement should be discussed with the Field Placement Officer in advance of starting.
- Students are expected to work their full shifts as assigned by their Cooperating Educator. The placement attendance log is to be completed daily. Length of shifts and start and end times can vary from placement to placement. It is expected that students are available to start as early as 6:45 a.m. or to end as late as 6:15 p.m. The maximum length of a placement day is 8 hours, breaks and lunch included.
- Absences from placement must be reported to the placement site and the FPA prior to the scheduled start time. Phoning Childcare centres is typically the preferred method to indicate an absence from placement. In the FDK environment the typical preferred method is to email your Cooperating Educator. It is the responsibility of the student to confirm the preferred method of contact with the Cooperating Educator.
Absences from Placement
- All time missed from field placement is required to be made up. A full day absence is to be made up as a full day. A half-day absence is to be made up as a half day. Students incurring 2 or more absences (full or partial days) will be required to meet with their Field Placement Associate or Introduction to Practice faculty. Students may be required to submit documentation acceptable to the program, for each day absent.
- Students may not complete make-up days or any other regularly scheduled days of placement when the student has other scheduled classes. In the event this occurs, the day of placement completed will not count. The student would then be required to still make-up the original day of placement that was missed. Make-up days are to be completed on days allotted to placement on a student's timetable, unless given permission by their Field Placement Associate to attend on an alternate day. Refer to the document on eConestoga titled, Make-up Days for further information.
- Absences incurred due to exceptional circumstances (i.e. admittance to hospital, injury, passing of a family member) must be reported to the Field Placement Associate. In turn, the Field Placement Associate will contact a Field Placement Officer to review the situation and create a plan for placement completion that may involve waiving up to 2 days of placement if a student's placement is progressing well. Students will be required to provide documentation verifying the absence(s). Decisions on waiving days will be made after the mid-term evaluation has been received.
- A field placement course is to be completed in full within the given semester. Be mindful that incurring absences could put course completion in jeopardy, resulting in needing to withdraw from the placement course with or without penalty.
- Absenteeism from placement due to personal conflicts (e.g. work, family commitments or vacations plans) may result in having to withdraw from the placement course as per the Attendance and Student success section of the ECE program handbook.
- Students may be required to conduct observations and/or gather information at their field placement sites . Confidentiality must be respected. Students are asked to communicate with their Cooperating Educator and the agency supervisor well in advance of observation.
Children's Learning and Development Experiences
- Placement requires students to plan, facilitate, and document in writing Children's Learning and Development experiences. Inability to complete all experiences in each placement may inhibit a student's ability to progress to the next placement course.
- In placement 2 or 3, students may request that their placement be carried out in one of our atypical settings. Students must follow the required process for applying for an atypical placement. Details pertaining to this process are covered in the field placement seminar class and can be located on eConestoga.
Submission of Course Work
- Scheduling of Mid-term and Final Interview meetings must occur outside of other scheduled classes. Students may not skip classes to attend a meeting with the Field Placement Associate.
- Submission of the field placement documents/evaluations due as per due dates set for Mid-term and Final. The FPA will determine the location for submission. If students do not negotiate a variance, they risk having late marks deducted from the final grade according to program policies.
- In accordance with the "Submitting Assignments" information in the ECE Program 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. . Failure to meet all placement requirements including completing and submitting all required documents may result in having to repeat the field placement course.
- If a placement site ends a student's placement during the semester, the Field Placement Officer will review the events leading to the discontinuation of placement. A consultation with a Program Coordinator will occur. The student will be required to meet with the Field Placement Officer, Program Coordinator and or Chair. Based on the evidence gathered the outcome may result in a withdrawal from the course, a fail for the course, or a possible relocation to a new placement site. The time of the semester in which the placement was discontinued, and the factors involving the discontinuation will be contributing factors in determining next steps.
- Students who have not completed all required hours or children's learning and development experience requirements by the end of the semester may 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. Specifics about the terms of the incomplete will be outlined and communicated in writing.
- 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 opportunity. 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 Program Handbook.
Safety in the Workplace Course (OHS1320)
All students who participate in unpaid work-integrated learning (WIL) experiences during the course of their program will be required to successfully complete the mandatory Safety in the Workplace course prior to going out on WIL. 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 WIL experience sites and will consent to their workplace insurance coverage.
Prior to your first WIL experience, 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 Colleges and Universities (MCU) while you are on training WIL experiences. 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 WIL experience.
Concerns regarding Student Safety or the Safety and Care/Service for Clients
A. Communication of General Concerns Regarding Your Safety or the Safety and Care/Service for Clients
- Students will be provided with an Orientation to their WIL site on the first day of their WIL placement. The Orientation may include details of the WIL 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.
- If a student has any concerns about the safety of the work environment and/or the safe/appropriate care/service for clients:
- The student must immediately report these concerns to the College individual associated with the WIL placement (Clinical Instructor, Faculty responsible for your WIL placement, WIL placement Supervisor).
- The Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss this concern with Site Management.
- For concerns of a serious nature (e.g. concerns impacting a total student group; a serious care/service situation), the Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss the situation with the Program Coordinator and, potentially, the Chair. The Coordinator or Chair will immediately contact WIL site management to determine next steps.
- Should facility policies require that WIL students report safety or care/service concerns immediately to WIL site management, the student should report to the Clinical Instructor/Responsible Faculty/WIL Placement Officer immediately afterward.
B. Reporting of Incidents of Student Injury during a WIL Experience
1. Should students experience personal injury of any kind, this must be reported immediately to the WIL Placement Employer and Clinical Instructor/Responsible Faculty/WIL Placement Supervisor. The WIL 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/WIL Placement Supervisor will notify the Program Coordinator and Chair and complete an Unpaid Work/Education Placement-Accident Report (UWEP-04) and will send this to the College's Occupational Health & Safety Office. Where necessary, the Occupational Health & Safety Office will complete a WSIB 7 form, a Letter of Authorization to Represent Placement Employer and a Work/Education Placement Agreement Form.
C. Reporting of Student Involvement
In Situations of Possible Injury to Clients during a WIL Experience or Student Damage to Facility Property
- 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 WIL placement site, this concern must be immediately reported to the WIL Site in order that care can be given. This situation must also be reported immediately to the Clinical Instructor/Responsible Faculty/WIL Placement Supervisor. The faculty member will discuss this immediately with the WIL 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.
- Should students be involved in situations where there is alleged damage to resources/physical property at the WIL site, this concern must be reported immediately to the WIL Site and to the Clinical Instructor/Responsible Faculty/WIL 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/WIL Placement Officer to complete an incident report with the Chair accountable to ensure all documentation is obtained and to inform College officials accordingly.
Awards Available for Early Childhood Education 2021-2022
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.
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
|# of Awards||Criteria||Selection Process||Presented At|
|Al Gmelin Memorial Award||$300||Level 4 or fast track||1 or 2||Demonstrated interest in working with/and supporting children with diverse needs.||Apply||End of Year Celebration|
|Donna McKenna Award||Up to$250|
Level 4 or fast track
|2||"A" in one field placement experience, "B" average in other courses, working at academic potential, have characteristics and qualities needed of an ECE||Apply||End of Year Celebration|
|Titia Taylor Award||up to $250||Full-time||1||Students who have a demonstrated enthusiasm for ECE, lifelong learning, financial need.||Apply||End of Year Celebration|
|Wendy Kudsia Endowed Bursary||$2000||Full-time||1||Students who are doing well in program, but are experiencing financial difficulty.||Apply||End of Year Celebration|
|Wendy Kudsia Endowed ECE Bursary for New Students||$2000||registered||2||70% average from high school. Award will be given out in Fall and in Winter||Apply||End of Year Celebration|
|Award Name||Estimated Amount||Year or Level||# of awards||Criteria||Selection Process||Presented At:|
|Canadian Federation of University Women||$500||Year 2||4||75% +, female registered in Year 2, demonstrate financial need, intellectual achievement and promise||Financial Aid||End of Year Celebration|
|Student Appreciation Award||Certificate of Appreciation|
|Students who have contributed to a positive and meaningful learning culture||Nominated by Peers||End of Year Celebration|
|Transchem Community Contribution Award||500||Year 2||1||To recognize students who give back to the community and make positive contributions to their program||Nominated||School Award Celebration|
Academic Delivery Plan and College Hours
Academic Delivery Plan Fall 2021
In response to the COVID-19 pandemic, Conestoga has developed an academic delivery plan for the Fall 2021 semester. The safety and well-being of our college community remains our highest priority. Our academic plans and decisions continue to be based on the advice of public health authorities.
Some programs will be delivered in a hybrid format (a combination of remote and on-campus learning). Other programs will be delivered in a remote format only. Courses in which remote delivery is not possible will be offered entirely through on-campus delivery.
For the Fall, only students who have classes scheduled on campus will be pre-approved to be on-campus. Students need to complete a mandatory pre-approval process before they can attend their class. Students who do not have scheduled activity are not permitted on-campus. Support services for students will continue to be available remotely.
For the Fall 2021 semester, to support physical distancing on campus, full-time courses at Conestoga are delivered Monday to Sunday, 8 a.m. to 10 p.m.
Program courses may use web-based services with data centres outside of Canada. Students may be expected to complete assessments where information is transmitted outside of Canada. Students who do not wish to submit their information to other countries have the right to opt-out. It is the responsibility of the student to notify the instructor if they, in the first week of term or at the time assignment details are provided, wish to submit an alternate assignment.
Course examinations may be administered through a remote proctoring service to assure academic integrity. Ensure that you meet the system requirements that will allow the recording of your computer screen, webcam, and microphone.
Attendance at Evaluations
Working Together to Plan Your Success
Your success matters! As an emerging professional, it is important that you demonstrate the same professional attitude to your program that you will be required to demonstrate to your future workplace. Regular, punctual attendance, and active participation in scheduled classes, field and clinical placements, labs and any on-campus and off-campus activities scheduled by your program will help you to understand and master the learning complexities of your program.
If extenuating, unplanned circumstances require you to miss a class, please note that it is your responsibility to follow up with individual faculty members and to acquire any missed information.
Attendance for Evaluations
Evaluations are critical components of each course and your overall success in your program. An evaluation is defined as a test, exam, presentation or any other formal assessment that contributes to your course mark that requires your presence, in class or on-line. Please note that in many programs across the College, every field placement, clinical day, and lab/shop day is considered crucial to your overall learning and success and the expectation is that you attend. If you are in a program that includes field or clinical placements, labs/shops, or any other on or off campus activities, it is essential that you discuss attendance requirements with your program faculty in order to understand expectations and consequences.
Your attendance for all evaluations is a requirement. If there is a concerning pattern of absence from evaluations across your program, you may be asked to meet with the Program Coordinator and/or Student Advisor to discuss strategies for success.
While circumstances such as religious holidays and academic accommodations may necessitate rescheduling of evaluations and will be accommodated, please note that there will be no special arrangements made for rescheduling evaluations due to personal conflicts such as work or vacation plans.
In order to facilitate a smooth implementation for all scheduled evaluations, both you and your program faculty have responsibilities which are listed below:
- To communicate all course obligations to you at the beginning of each semester through the Instructional Plan, including evaluation and presentation dates.
- To communicate, in writing, any unplanned extenuating circumstances involving the college, the program or the faculty members that may require changes to the course schedule.
- To provide alternative evaluation arrangements for missed evaluations/work due to recognized religious holidays as defined by the College Employer Council and documented accommodations through the Accessibility Office.
- To accept alternative evaluation requests in good faith and examine based on the unique circumstances and students' individual needs.
- To facilitate alternative evaluation arrangements as described below.
- To be informed about all course obligations and due dates.
- To inform your faculty member in writing of the need to reschedule evaluations due to a religious holiday as defined by the College Employer Council.
- If you have to be absent from any scheduled evaluation, report your absence on the Student Portal using the procedure below. You must do this prior to the start of the evaluation or risk receiving a mark of zero.
How to Report Absences on the Student Portal
- Log into the Student Portal and click on the 'Absence tab'.
- Indicate whether or not there is an assessment scheduled on that day by clicking 'Yes or No', as well as the reason for the absence (illness or other).
- Click 'Continue' to report the absence.
- Click 'I agree' to confirm the absence.
- You will receive a confirmation email that your absence has been recorded.
Important! Please note the following:
- The earliest you can record an absence for a particular day, is after 8:00 p.m. the day before. You must report each day you are absent.
- The Absence Recording System will show you as being absent for the day, starting from the time that you recorded the absence. For example, if you record your absence on a specific 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 going to be present for any other classes on the day for which you recorded an absence, please let the faculty member know by attending or following up by eConestoga or college email.
- When you return to campus, make eConestoga or email contact immediately with the faculty member associated with the evaluation you missed in order to arrange appropriate follow up.
Valid Absence from Scheduled Evaluations Less than 20%
Conestoga recognizes that unexpected circumstances such as brief illness do arise during the semester and that a visit to a health practitioner may not be necessary. A valid absence from a scheduled evaluation worth less than 20% of the final grade which is not documented through the Accessibility Office or previously arranged due to religious holidays, will be accommodated once per course during the semester, subject to proper communication as described in the Student Responsibilities section above. If the evaluation cannot be rescheduled, (for example an experiential activity, lab or participation in a group presentation) reallocation of marks to another evaluation item will be determined by faculty and communicated to student via email to their eConestoga or college email address, or documented on an interview record and signed off by both faculty member and student.
Absence from additional scheduled evaluations worth less than 20% in the same course may require documentation for verification.
Valid Absence from Scheduled Evaluations 20% or More
Absence from scheduled evaluations worth 20% or more of the final grade that are not documented through the Accessibility Office or arranged due to religious holidays, will require appropriate documentation for verification, subject to proper communication as described in the Student Responsibilities section above.
Alternative Evaluation Arrangements
- Faculty members will determine alternative evaluation arrangements as appropriate. During the pandemic, on-campus Test Centres will be closed.
- Students will complete any necessary forms.
- Students are required to complete the alternative evaluation as scheduled. 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 and communicated to student via eConestoga or college email or documented on an interview record and signed off by both faculty member and student.
Program Handbook Revision Log
|August 21, 2020||Ashitha Jacob|
|July 14, 2021||Liz Oliveira|
Conestoga's Accessible Learning services provide support for students with permanent and temporary disabilities who feel they are encountering barriers to learning. They work with students to understand the impact of a disability in the college environment and will help develop a success plan that considers student goals and required academic accommodations. Accessible Learning will also communicate necessary accommodations to professors on behalf of the student.
To consult with an Accessibility Advisor about accommodations please make an appointment by emailing email@example.com or calling 519-748-5220 ext. 3232.
Exceptions for non-accessibility focused issues need to be consulted on with your professor. Final approval for exceptions unrelated to academic accommodations rests with the program chair.