Dear Educational Support Student,

Welcome to the Educational Support Diploma Program at Conestoga College.  We know that your decision to study to become an Educational Assistant is a serious one and that you have worked hard to be accepted into the program.

This handbook has been prepared to provide further information about academic standards, guidelines, and processes specific to the Educational Support Program.   In addition to this handbook, the Conestoga Student Guide outlines important college policies and services.  Reading, understanding and following the information in this handbook and in the Student Guide is an important first step in your continued success in this program and in your chosen profession. If you do not understand any information in this handbook, please ask the faculty, Program Coordinator or Chair for explanation.

Use the index in this handbook as your guide and the contents as your continuous reference as you proceed through the program. The Educational Support Program Learning team will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours.

In addition to this 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 have a successful experience.  Should you experience difficulty or need assistance in any area of your studies, please come and speak with us, and we will work with you to help you reach your career goal of becoming an Educational Assistant.

Sincerely,

Carolyn Finlayson, Chair, Child Development and Education Studies

Goranka Vukelich, Executive Dean, School of Community Services

Educational Support Program Team 

Communication and Contact Information

Faculty

Administration

Contacting Program Staff

When contacting program staff outside of class time it is advisable to use e-mail. Your message should include the following information:

• first and last name
• student number
  
• course and level
  
• brief description of the reason for contact
  

Student Email

Program Description

This diploma program will prepare graduates to work effectively as contributing team members of a school community in supporting the development and learning of children and youth. Throughout the program, students will experience real-life opportunities that connect theory and practice through in-class projects, and community connections, making learning engaging and meaningful.

Program Outcomes

1. Provide educational support in compliance with pertinent education-related legislation, standards, regulations and policies; health and safety legislation and regulations; as well as organizational policies, practices and procedures.
2. Develop and implement strategies that promote and support positive school climates that contribute to a safe, caring, and secure educational setting.
3. Collaborate with members of the Individual Education Plan (IEP) team* by assisting in the development and revision of the IEPs* of learners with exceptionalities.
4. Implement components of educational support programs of instruction under the direction and support of the IEP team* and/or relevant members of the school community.
5. Lead by example to promote empathetic, positive and prosocial behaviour in all learners to facilitate the development of social competence in learners with exceptionalities* in accordance with their IEPs
6. Promote the development of independence in, and provide assistance to, learners with exceptionalities* in performing routine activities of daily living (ADLs) and instrumental activities of daily living (IADLs) in accordance with their IEPs.
7. Develop and implement strategies to support learners with exceptionalities* in the appropriate use of assistive technologies* and daily living aids* in accordance with their IEPs.
8. Monitor, document and report on the behaviour, performance and progress of learners with exceptionalities* in accordance with their IEPs.
9. Prepare and present a plan for engaging in ongoing personal and professional development to promote competence in the educational support field.
   
10. Compare various behavioural strategies to support the holistic development of a learner within an educational environment.
    

As established by the Ministry of Colleges and Universities Educational Support Program Standards

In addition, all graduates of the Educational Support program must have reliably demonstrated the essential employability skills learning outcomes (communication, numeracy, critical thinking & problem solving, information management, interpersonal and personal) and met the general education requirement by taking three courses designed discretely and separately from the vocational learning outcomes.

Test and Evaluation Procedures

Importance of Test and Presentation Dates

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

Students are required to write all tests during the scheduled in-class test times. 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.

Test Procedures

Any student found cheating during the course of an examination/test will be addressed according to procedures found in Conestoga Student Guide. 

Faculty is responsible for advising students of any materials permitted for access during the test period.  For in-person tests/exams, personal items and learning materials will be left in an area identified by the faculty.

Faculty will advise of seating arrangements for students during the test/exam period. 

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

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 shared. Please note that some tests will be returned to students and some may be retained by faculty. Under no circumstances are students to enter the offices of faculty or look through papers on a desk without a faculty present. Students who have questions about tests/assignments/grades should follow the process outlined below:

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

Note: Students are encouraged to keep all assignments, texts and course-related resources and materials throughout the duration of the program.

General Guidelines for Quality of Written Work

In the Educational Support program, both in courses and field placement, there are continuous requirements for written work in a variety of formats (papers, assignments, forms and plans, handouts, etc.). It is expected that all students will meet the standard of English required within our profession. Faculty and Field Placement Associates will identify students who are having difficulty in this area and will approach students to discuss the need for improvement. Students may be referred to the Library Services 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. Unless otherwise specified, all tests, exams and assignments are to be completed independently. Students are required to use spell-check and grammar-check to assist with the editing of written work. Library Services 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, if word-processed and proper margins
• Written in a grammatically correct manner (use spell and grammar check)
• Handed in with a cover page indicating the course name, Faculty's name, student's name, section, and date submitted
• Electronically uploaded to the appropriate eConestoga course on the designated due date, unless otherwise indicated by professor;

• Handed in using the APA@Conestoga (https://apa.conestogac.on.ca/) formatting, citing, and referencing.
  

  NOTE: Faculty does not assume responsibility for assignments improperly uploaded or not submitted directly to the relevant course assignment drop box. Students should avoid handing in assignments outside the assigned due date and should make every effort to hand in assignments as instructed by your professor or Field Placement Associate.
  

​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.

Post-secondary education (especially at the College level) is oriented toward two general goals.  One is to give students the knowledge, skills and attitudes required to achieve success in the workplace.  The other is to stimulate a work ethic that promotes responsibility, respect, and routine.  Both of these purposes are directed at helping students to become competent professionals in their respective fields.  In this regard, students are required to meet many expectations.

Although each professor will have guidelines for tests, assignments and papers, the following provides some general guidelines. Students are strongly encouraged to consult with individual professors for any variation from these overall guidelines.

In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the Educational Assistant Program:

Achievement

Students must attain a minimum "C" or 60% passing grade in all core courses.

General Education courses are under the Academic Support Division. Consult with that division for its grading system.

Course Add/Drop

You can add, change and drop courses from your portal depending on the dates and which program you are in:

1. Log in to the Student Portal
   
2. Click on the "My Courses" tab
   
3. Scroll over the icons to the right of individual course listings. It is strongly recommended that students consult their program coordinator/academic advisor prior to dropping a course.​
   

Special Timetables/Adding Dropped or Failed Courses

Please note that when students are not taking the program in the prescribed sequence, they will be on "special timetables". Prior to the beginning of the semester, students should attempt to add missed courses from a previous semester by logging in to the Student Portal and following the instructions to register for courses. If students are not able to add courses on their own (because of a timetable conflict or full course section) they must seek assistance from their Program Coordinator during the "Special Timetable Registration" initiated by the college. Dates, times, and locations of Special Timetable Registration periods are posted in the student portal in advance of the beginning of each semester. Students must attend this meeting where they will receive further guidance regarding this academic status from their Program Coordinator.

Students who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.

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 a written learning contract that the student and Program Coordinator create together. The goal of these measures is to allow students to continue in the program accompanied by a supportive plan for success.

Discontinuance​

Students who have not successfully participated in the requirements of their academic probation, who have failed to meet the standards set out in the Conestoga Student Guide and/or the Educational Support Program Standards and Procedures Handbook involving academic dishonesty, student responsibilities, or unacceptable behaviour, attitude, or conduct, or have failed 60% or more of their academic courses and/or have failed field experience twice may be discontinued from the Program. Students who have been discontinued from the Program will not be considered for re-entry to the program for a minimum of 1 semester and/or until they have worked with the Program Coordinator to develop a written learning contract to support their academic and non-academic success.

Withdrawal​

Students not planning to return to the Educational Support Program the following semester are expected to complete a Withdrawal Form available from the program coordinators, the Registrar's Office, or on the college website.

Readmission to a Program

Students are required to apply for readmission when they have been absent from their program for one semester or longer; or when the student has withdrawn or been discontinued. Upon readmission, students are placed into the current program of study which determines graduation requirements. Students are subject to the college and program policies and procedures in place at the time of readmission.

Students applying for readmission to Level/Semester 1 must do so through ontariocolleges.ca. Students applying for readmission to a level beyond Level/Semester 1 must do so using a Conestoga College Program Application Form. Applicable fees will be charged.

The application for readmission will be reviewed based on the student's academic eligibility, program readmission requirements, and space availability. The student will be informed in writing of the decision.

For additional information, refer to the Academic Administration page for more information on the readmission procedure.

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 course numbers/codes are identical or equivalent, automatic credit is given if passing grades are met.

Appeal

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

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 the 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 having passed at least one evaluation in the course. 
   

Procedure:

Promotion through the Program

Promotion is the advancement from one portion of the program to another (i.e. semester to semester or year to year) after a process of evaluation has been completed to assure that minimum standards have been met or surpassed.  Promotion is based on academic achievement as well as meeting personal and professional performance standards.  In addition, a passing grade for field placement performance is required.

Promotion reviews occur at the end of each of semester; 1, 2, 3 and 4 and decisions are made by the full program team including Faculty members, Program Coordinator, and Department Chair. 

​​

​Field Placement

Field placement experiences provide the opportunity to demonstrate and enhance your learning in the practice environment.  These experiences have been organized by your Program in partnership with the organization where you have been placed and will be scheduled by the College.

The following procedures have been developed to support your success and to make it easier to identify and address any concerns or issues regarding your safety or the safety and care of and the people you will be working with at placement that may come up during the practicum in a way that supports both a solid learning experience and a constructive partnership with the practicum site.

WIL Health Requirements

Mandatory 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:       

• TB Testing: Evidence of current 1-step test.
• Standard First Aid and CPR – Level C
• A Police Check for Vulnerable Sector Screening (VSS).  Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to participate in field placement/clinical which will jeopardize progress in the program.
• Acceptance for placement is at the discretion of the field employer; some employers may request students to provide a VSS completed within six months of the placement start date. Students with criminal records are advised to meet with the program chair for academic counselling to determine program suitability.
• Covid-19 immunization is recommended and may be required by some WIL sites.
  
• Seasonal ful vaccination is recommended during flu season (October- March).
  

​​​Safety in the Workplace Course (OHS1320)

All students who participate in unpaid education placements during the course of their program will be required to successfully complete the mandatory Safety in the Workplace course prior to going out on placement.  The course will provide students with an introduction to workplace hazards and general safety awareness. Students will receive a Record of Completion to provide evidence of this training to placement sites and will consent to their workplace insurance coverage.

WSIB

Prior to your first placement, you must sign an electronic 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 placements. This Declaration will be completed within the Safety in the Workplace course and saved on file at the College. It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage is signed electronically or you will not be allowed to attend your field experience.

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

A.     Communication of General Concerns regarding Your Safety or The Safety and Care/Service for Clients

1. Students can expect to be provided with an Orientation to their placement site on or before the first day of their placement. The Orientation may include details of the placement site's policies and procedures related to communication about the safety of the work environment and /or the safety and care of patients/residents/clients.
   
2. If a student has any concerns about the safety of the work environment and/or the safe/appropriate care/service for clients:
   
   1. The student must immediately report these concerns to the College individual associated with the practicum (Clinical Instructor, Faculty responsible for your practicum, Field Placement Advisor).
      
   2. The Clinical Instructor /Responsible Faculty/Field Placement Advisor will discuss this concern with Site Management.
      
   3. For concerns of a serious nature (e.g. concerns impacting a total student group; a serious care/service situation), the Clinical Instructor/Responsible Faculty/Field Placement Advisor will discuss the situation with the Program Coordinator and, potentially, the Department Chair. The Coordinator or Chair will immediately contact practicum site management to determine next steps.
      

Should facility policies require that practicum students report safety or care/service concerns immediately to practicum site management, the student should report to the Clinical Instructor/Responsible Faculty/Field Placement Advisor immediately afterward.

B.      Reporting of Incidents of Student Injury During a Practicum Experience

1. Should students experience personal injury of any kind, this must be reported immediately to the Placement Employer and Clinical Instructor/Responsible Faculty/Field Placement Advisor, and the WIL placement Officer. The Placement Employer will provide first-aid that may be necessary, including arranging for transportation to emergency medical services if required. The Clinical Instructor/Responsible Faculty/Field Placement Advisor will notify the Program Coordinator, the Chair. The WIL Placement Officer will 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, an MTCU Letter of Authorization to Represent Placement Employer and an MTCU Work/Education Placement Agreement Form. Where a student requires consultation or treatment by a medical professional, the student may be required to provide written documentation to support/initiate a 'Return to Work' process.

C.      Reporting of Student Involvement in Situations of Possible Injury to Clients During A Practicum Experience or Student Damage to Facility Property

1. Should students be involved in care/service situations where the care/service results in a potential concern/injury to patients/residents/clients of the placement site, this concern must be immediately reported to the Practicum Site in order that care can be given.  This situation must also be reported immediately to the Clinical Instructor/Responsible Faculty/Field Placement Advisor. The faculty member will discuss this immediately with the placement site and ensure that an incident report is completed. The Faculty member must also inform the Program Coordinator and the Department Chair for a discussion of program expectations and implications. It is the responsibility of the Chair to ensure that all documentation is obtained regarding the incident and to inform College officials accordingly.
2. Should students be involved in situations where there is alleged damage to resources/physical property at the Practicum site, this concern must be reported immediately to the Practicum Site and to the Responsible Faculty/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 Responsible Faculty/Placement Advisor to complete an incident report with the Chair accountable to ensure all documentation is obtained and to inform College officials accordingly.
   

Field Placement Policies

In the Educational Support Program, we believe that learning is based on an intricate balance of theory and practice. The field practicum experiences provide learning opportunities that can be expanded and clarified with the theoretical knowledge gleaned from classes. Therefore, we recommend that students enroll in a field placement course in conjunction with their other classes. It is considered in the students' best interest that there is no separation of theory and practice.

Field Placement courses must be taken sequentially:

EDUC1630: Introduction to Practice

FPLT1610: Field Placement I

FPLT2280: Field Placement II

FPLT2291: Field Placement III

WIL Requirements

• It is the student's responsibility to be familiar with all aspects of the WIL process, including course outlines, policies, WIL requirements, and the evaluation package. Students may not begin WIL until they have completed all their pre-WIL requirements and have obtained clearance from Conestoga College's WIL Document Services Department.
• It is expected that all students meet Pre-practicum deadlines on time. Failure to meet the Pre-practicum deadlines may result in not being able to participate in field placement as scheduled and may delay program completion.
• Only the placements scheduled in each semester are offered. Please discuss a program completion plan with your program coordinator if you choose not to complete the required field placement experience in the semester you are enrolled.
  
• Any perceived conflict of interest (employment, relative e.g. child in attendance at placement site, or friend/family directly supervising etc.), the placement must be discussed with the WIL Field Placement Advisor, in advance of starting.
• Meetings with the WIL Field Placement Advisor are to take place outside of other college scheduled classes.

• Students are expected to work their full shifts as assigned by their WIL Placement Supervisor  to complete the placement attendance log. The length of shifts can vary from placement to placement. Students who will be absent from placement are required to notify both the agency where they are placed and their WIL Associate at the college prior to the start of their shift that day. Students should arrange with the WIL Placement host the preferred method for reporting an absence from placement.
• Altered shift arrangements, must be approved by the Field Placement Advisor.