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. This handbook is a supplement to, but not a replacement for, the Conestoga Student Guide.

We are here to help you achieve success.  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 goals.  

All the very best to you in your studies.

Sincerely,

Brea Medeiros, Chair, Professional Learning and Continuing Education, School of Community Services

Goranka Vukelich, Executive Dean, School of Community Services

​Communication and Contact Information

Contact Information

Program Description

The Child Development Practitioner (ECE Apprenticeship) program is designed to provide individuals working in a child care setting with the opportunity to pursue formal education on a part-time basis while continuing to work in the sector. 
 
To receive an offer of classroom training from the Ministry of Labour, Immigration, Training and Skills Development (MLITSD), you must have an employer sponsor and be signed on as an apprentice with the government. An apprentice in Ontario must also be a member in good standing throughout their entire apprenticeship with  Skilled Trades Ontario. 
 
You may choose to complete your classroom training at one of our three campuses. We offer a Fall (September) intake at our Doon (Kitchener) campus, a Winter (January) intake at our Brantford campus and a Spring (April) intake at our Guelph campus. All our campuses offer a mix of online and in-person learning through our hybrid delivery model. Approximately 75% of the program will be delivered through online evening classes, and 25% in-person evening classes at your respective campus. 
 
The Child Development Practitioner program focuses on facilitating a child’s development of positive self-concept through creativity, play and diversity. Apprentices will explore child development and use knowledge to plan, implement and evaluate quality programming for young children in licensed child care settings. 
 
Upon successful completion of both the classroom training, and on-the-job training hours, you will receive a Child Development Practitioner Certificate of Apprenticeship from the Ministry of Labour, Immigration, Training and Skills Development (MLITSD), and a Child Development Practitioner Certificate from Conestoga College. 
 
Apprentices are encouraged to bridge into the Diploma in Early Childhood Education (ECE) program by enrolling in four (4) additional General Education credits. Graduates of the ECE Diploma meet the academic and field work requirements for registration with the Ontario College of Early Childhood Educators (CECE) to become Registered Early Childhood Educators (RECE)s. 

Program Outcomes

• Design, implement and evaluate inclusive and play-based early learning curriculum and programs that support children's holistic development and are responsive to individual children's and groups of children's observed abilities, interests, and ideas.
• Establish and maintain inclusive early learning 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 early learning environments which meet the requirements of current legislation, agency policies and evidence-based practices in early learning.
• Prepare and use professional written, verbal, nonverbal and electronic communications when working with children, families, colleagues, employers, and community partners.
• Identify, select, and apply relevant legislation, regulations, college of early childhood educators' standards of practice and code of ethics, policies, and evidence-based practice guidelines, and interpret their impact on a variety of early learning environments.
• Apply a developing personal philosophy of early learning in accordance with ethical and professional standards of early childhood education practice.
• Advocate for quality early learning environments and collaborate with members of the early learning team, families, and community partners to establish and promote such settings.

Engage in reflective practice, develop learning goals, and maintain an ongoing professional development plan in accordance with evidence-based practices in early learning and related fields.

Program 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.
  

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. 
  

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
  

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.

Test and Evaluation Procedures

Test 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 documented disabilities through the Accessibility Services Office.

Assignment Policies

Submitting Assignments

It is expected that students will submit all assignments on time, on the date they are due 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%

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 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. 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);
  
• Submitted 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 improperly uploaded or not submitted directly to the relevant course assignment drop box. Students should avoiding handing in assignments outside the assigned due date and should make every effort to hand assignments in as instructed by your professor. 

Registering for Courses

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

Academic Standing 

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

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

Achievement

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

Academic Probation

Students who have been unsuccessful in their field experience, have failed two or more academic courses, and/or have required considerable testing/assignment variances may be recommended for Academic Probation. Academic probation allows students to be promoted to the next level with a special timetable or with academic conditions. Special timetables and academic conditions are designed as part of written learning contract that the student and Program Coordinator create together. The goal of these measures is to allow students to continue in the program accompanied by a supportive plan for success

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.

Procedure

1. Eligible student will be contacted by the program and will be provided details of the supplemental process.
   
2. Student will receive a supplemental form and will be required to pay the fee on their student portal.
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.  

Discontinuance

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

Withdrawal

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

Program Transfer

Prior to transferring to another program, it is recommended that the student meet with the program Coordinator or academic advisor. Students who decide to change programs may do so by completing and submitting a program application form to the Registrar's Office. If considering transferring to a program outside the school in which they are currently enrolled in, students may want to discuss options with a career advisor. When a student moves from one Conestoga program to another and where courses numbers/codes are identical or equivalent, automatic credit is given if passing grades are met

Re-admission to a Program

If the Part-Time student is re-applying to a different version of a program, they must submit a completed Conestoga College program application form to the Registrar's Office and pay the application fee.
 
Re-admission to a program is not automatic. In all cases, re-admission to programs in the School of Community Services – Continuing Education will be at the discretion of the Chair.

Appeal

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

Graduation

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

​

​​Learning Environment

Work-Integrated Learning/Field Placement Experiences

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 for Vulnerable Sector Screening (VSS), completed within 4 months of program start. 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.   

As a student, it is your responsibilities to:

1. Refer to your pre-WIL health requirements package that was e-mailed to you. 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.

Concerns regarding Student Safety or the Safety and Care/Service for Clients 

A. Communication of General Concerns Regarding Your Safety or the Safety and Care/Service for Clients 

1. Students will be provided with an orientation to their 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. 
2. 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 their learning environment placement advisor.
   • The learning environment placement advisor 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 learning environment placement advisor 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 learning environment placement advisor 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 learning environment placement advisor. The WIL Placement Employer will provide first-aid that may be necessary, including arranging for transportation to emergency medical services if required. The learning environment placement advisor 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 learning environment placement advisor. 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 learning environment placement advisor. 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 learning environment placement advisor to complete an incident report with the Chair accountable to ensure all documentation is obtained and to inform College officials accordingly.