Child Development Practitioner (Apprenticeship)

2021/22 | Conestoga College

Program Code: 1184
Community Services

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 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 Student Guide for more information.
  • Academic Policies & Procedures: May be found under Policies and Procedures. Please read and understand the Rights and Responsibilities website.

Letter to 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.


Goranka Vukelich, Executive Dean, School of Community Services, 
Lorri Sauvé M. A, Manager, Continuing Education, School of Community Services

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 fieldwork requirements for registration with the college of Early Childhood Educators of Ontario.

Program Outcomes

  • 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 be best 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

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 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 into the moment they leave, contribute equally to the 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 those 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 the 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 a 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 NameHours
COMM1630Interpersonal Communication42
ECE1410Foundations of Early Learning Environment42
ECE1420Child Protection30
ECE1430Legislation and Social Policy in Early Learning Administration42
ECE1505Child Development I42
ECE1515Creative Expression42
ECE1525Inclusive Practice and Advocacy42
ECE1535Preschool Learning Environment I42
ECE1555Child Development II42
ECE1565Preschool Learning Environment 242
ECE1585School Age Learning Environment42
ECE1605Health, Safety and Nutrition42
ECE1625Infant and Toddler Learning Environment42
ECE1645Philosophies and Education Models for Early Childhood Development42
ECE1675Child, Family and Community42
ECE1695Child Development 3: Inclusion of Children with Exceptionalities42
ECE1705Professional Practice42
FPLT1050Field Placement Early Learning (Child Development Practitioner)42
FPLT1060Field Placement Preschool 1(Child Development Practitioner)72
FPLT1070Field Placement School Age (Child Development Practitioner)39
FPLT1080Field Placement Infant and Toddler (Child Development Practitioner)54
FPLT1090Field Placement Preschool 2(Child Development Practitioner)78
FPLT1100Field Placement Advanced (Child Development Practitioner)

Program Design for Your Cohort

Students can find their program design on the student Portal by following the steps below:

  1. Log in to Student Portal
  2. Click on 'My Courses' tab
  3. Select 'View Progress Report' button

Courses are listed by level/semester. Students can also view courses for the most current program design for this academic year on the Conestoga College website. To find these courses, students need to scroll down the page to the 'Program Courses'.

​​Pathways and Further Post-secondary Education Opportunities

Conestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions.

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 Interdisciplinary 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



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

Contact Information

Goranka Vukelich
Executive Dean, Community Services                                               
ext. 3242

Niki Lang
Student Records, Registration and Enrolment Reporting                
ext. 3376      

Lorri Sauvé
Manager, Continuing Education                 
ext. 2497

Violet Nemic
Field Placement Officer                         
ext. 2329  

Katharine Hennige
Program Assistant
ext. 2410

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 the 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 Engagement

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

​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

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.

To subscribe:

  • Log in to the Student Portal
  • Select Notifications under the Profile tab
  • Select the method by which you would like to be notified
  • Click Update

Note: To change the email address to which these notifications will be sent, select My Addresses under the Profile Tab, and change the default email address.

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 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.

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, they attend class-regularly. Moreover, they are on time. If they miss a session, they feel obligated to let the instructor know why and their excuses seem legitimate and reasonable. They make sure they get all assignments they missed and understand specifically what was covered in class.
  2. Successful students speak in class, even if their attempts are a bit clumsy and difficult. They ask the questions that many in the class are bound to have, provided they is listening.
  3. They see the instructor before or after class about grades, comments made on their papers and upcoming tests. Sometimes they 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. They take the time to produce a final product that looks good, a reflection of a caring attitude and pride in their work.
  5. They are attentive in class. They don't chat, read or stare out windows. In other words, they are polite and graceful, even if they get 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. They will go out of their way to find the instructor and engage them 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 information and expectations. Please follow the link http:/

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

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
  • Full Textbooks
  • 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.

​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
  • 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.​​ 

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.

  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 other students, colleagues, professors or field placements.
  5. Avoid impulsive, inappropriate or heated comments.
  6. Pictures should not be taken, posted to social media sites or shared without the express permission of all individuals involved.
  7. Remember that online sites you visit are not anonymous.
  8. Make sure your 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, nor will they accept any invitations to your personal sites 

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.

Lockdown Procedure for ECE Building

A lockdown may only be authorized by the Incident Manager (Director of Safety and Security), their designate (Security, Safety and Parking Manager), Emergency Services or by Campus Security.
 In the event that any of the Lockdown situations are communicated over the Public Address System, Hold and Secure, Shelter in Place or Violent Threat (Lockdown) all occupants of the ECE building will immediately:

  • Go to the nearest room or office
  • Close the door and lock if possible
  • Only barricade the door with tables and chairs in a Violent Threat Lockdown situation
  • Close the blinds if the threat is outside the building but keep the blinds open if the threat is within the building
  • Turn off lights and, if possible, cover the door windows and side panels
  • Silence communications devices (cell phones)
  • Stay out of sight and keep quiet, as if no one is in the room
  • DO NOT answer the door
  • Listen for announcements from via the Public Address system

For further information please refer to the Emergency Management Guide available at Security Services or on-line at the Security Services webpage.

Attendance and Student Success Strategies


Religious Holidays

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

It is the responsibility of the student to:

a. Plan ahead and be aware of the dates of all examinations and other course obligations;

b. Advise the Faculty member that 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.

Test Procedures

  • Once a test begins, students may not leave the test room for 30 minutes. If they finish a test before that time, they may review their answers but are expected to sit QUIETLY and not disturb others. Once students leave the room, they may only re-enter when invited back by Faculty.
  • Any student found cheating during the course of an examination/test will be addressed according to procedures found in Conestoga Student Guide.
  • Faculty 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.
  • No Food permitted during tests and exams
  • 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

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

Assignments that are received past the due date will be subject to the following deductions:

  • 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%
Assignments that are received more than 20 days late will receive a mark of 0, will be reviewed, and offered feedback.

Students experiencing extenuating circumstances that may prevent them from meeting assigned due dates may have the opportunity to negotiate a different due date providing they meet the following conditions:
  • They discuss their circumstance with the course faculty at least 3 business days prior to the due date
  • They negotiate a new date that is mutually agreed upon.

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 they are 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. The 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;
  • Submitted using a 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

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​."​

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.      

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

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:

  1. A final course grade within 10% of the passing mark of the course and no lower than 50%.
  2. No academic offences in the course.
  3. Evidence of passing at least one evaluation in the course.


  1. Eligible student will be contacted by the program and will be provided details of the supplemental process.
  2. Student will receive a Supplemental Authorization and Terms Form (RO479) which they will bring to and pay an additional fee at the Registrar's office. Receipt of this payment will be brought to the supplemental process.
  3. Student completes supplemental work (test or assignment) in accordance with the times and dates communicated.
  4. Supplemental work is assessed, and the final grade is posted.
  5. 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.

Community Service Students in Degree programs may complete a maximum of four (4) supplemental evaluations throughout the program.  A maximum of two (2) supplemental evaluations in years 1 and 2 of the program and a maximum of two (2) supplemental evaluations in years 3 and 4 of the program.  


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 the registrar's office, or on the college website.


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.


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.

​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

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 they 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 they receive the exemption as they will be responsible for all material covered in class should the exemption be denied. 

Work-Integrated Learning 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.

Work-Integrated Learning Policies

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:           

  • Immunizations: MMR, Tdap, Varicella, Hep B (Form B)
  • Tuberculin Skin Test (Form C)
  • CPR/First Aid (Form D)
  • An annual Police Check for Vulnerable Sector Screening (VSS).  Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to participate in 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. Students with criminal records are advised to meet with the program chair for academic counselling to determine program suitability.

As a student, your responsibilities will include:

1. Refer to your pre-WIL 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 WIL Services community within myConestoga to obtain the WIL forms.

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

3. Submit forms as completed.

WIL health and/or safety requirements must be completed in order for you to attend your WIL experience. Orientation is mandatory to attend the placement and will not be repeated for individual students. 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 WIL/placement, 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 counseling to determine program suitability.

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

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 WIL Document Forms tab. 

​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 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 WIL 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 WIL 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.

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.

College Hours

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.

Effective January 2022: Full-time courses at Conestoga are typically delivered Monday to Saturday, 8:00 a.m. to 10:00 p.m. *

*In some instances, classes will be scheduled outside of this time frame and may include Sunday, to accommodate course, program and college requirements.*​​

Web-based Tools

​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:

Faculty Responsibilities

  • 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.

Student Responsibilities

  • 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

  1. Log into the Student Portal and click on the 'Absence tab'.
  2. 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).
  3. Click 'Continue' to report the absence.
  4. Click 'I agree' to confirm the absence.
  5. 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

​​Last RevisedBy Whom
​July 7, 2015Nicole Dorscht
June 28, 2016Jillian Grant
​June 2017​Jillian Grant
​June 5, 2018​Jaymie Wilson-Neil
​July 9, 2019
​Julia Rodricks
​June 30, 2020
​Ashitha Jacob
​July 15, 2021
​​Liz Oliveira

Accommodation Disclaimer

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

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 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.

Child Development Practitioner (Apprenticeship)