Dear Early Learning Program Development Student:

Welcome to the Bachelor of Early Learning Program Development (BELPD). You have worked hard to be accepted into the Early Learning Program Development Program at Conestoga College and we commend you on your success.

This handbook has been prepared to provide further information about academic standards, guidelines and processes specific to the Bachelor of Early Learning Program Development. Reading, understanding and following the information in this handbook is an important first step in your continued success in this program. The handbook has been compiled with careful consideration for your personal and professional growth during your four 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 Early Learning Program Development program Learning Team will refer to the handbook often, but the responsibility for knowing the program standards is ultimately yours.

In addition to the BELPD Program Handbook, the Conestoga Student Guide outlines important policies and procedures for you to follow. The BELPD Program Handbook is a supplement to, but not a replacement for, the Conestoga Student Guide.

We are here to help you have a successful experience. Should you experience difficulty or need assistance in any area of your studies, please come and speak with us, and we will work with you to help you reach your career goals.

All the very best to you in your studies.

Sincerely,

Communication and Contact Information

Faculty Contact Information​

Administration​

Faculty Availability

The BELPD program learning team welcomes students to discuss course work, assignments, or just to say hello. During the first several days at the start of the semester faculty will explain how you can contact them outside of class time. As faculty have diverse teaching schedules, it is best to make an appointment to ensure they are available.

Contacting Program Staff

When contacting program staff outside of class time it is advisable to use a College 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 E-mail

All students are supplied with a College e-mail address. Please use this method or the eConestoga email method when communicating with College faculty only as non-College email addresses (e.g. Hotmail) are problematic. Students are expected to check their College email daily as most official communication will be via this method. 

Program Description

The Bachelor of Early Learning Program Development is a four-year co-op degree program that will provide students with an applied understanding of developing early learning programs at the classroom and community levels. The program will prepare graduates for a number of progressive careers that support children, youth and families in the areas of curriculum implementation and co-ordination, program development and co-ordination, and social policy work.

With a focus on preparing reflective professionals, the program will offer students opportunities to develop strong critical thinking and professional communication skills that will enable them to work successfully in an inter-professional team. Program design, implementation and evaluation will be considered within a framework of research informed practice, population focus, and social inclusion.

Throughout the program, students will experience authentic, situational learning opportunities that highlight the links between theory and practice in engaging and meaningful ways. They will be challenged to consider multiple theoretical perspectives as a lens to understanding social policy and determining promising professional practices that shape social and educational programs.

Program Outcomes

Successful completion of this program will enable the graduate to:

• Design population-based practices that are conducive to the creation and sustainability of healthy communities, at the individual and group level.
• Use evidence to inform and propose changes to early learning programs in classrooms and communities.
• Select and use current, appropriate technologies and resources to facilitate early learning classroom and community program development.
• Assess and document (human) development, growth, and change from multiple perspectives.
• Display professional commitments to ethical practice in working with children, families and community populations, based on critical evaluation of issues related to human and children's rights, inclusion, diversity, equity, and social justice and their interrelationship.
• Incorporate relevant research and theory in the formation and implementation of programs, policies and practices.
• Evaluate effective engagement and information sharing techniques through collaborative, inter-professional population-focused practice.
• Use effective critical thinking and problem-solving skills to support professional decisions.
• Demonstrate self-awareness and interpersonal communication skills by evaluating personal attitudes, knowledge, and performance.
• Interpret roles and responsibilities of government (e.g. social policy, funding, and legislation) in early learning classroom and community programs.
• Analyze theories and historical trends in population-focused developmental health.
• Create approaches and programs that are culturally sensitive, and developmentally responsive.
• Critically assess the contributions of the arts, humanities, social sciences and mathematics to the development of professional and personal conditions. 
  

Co-operative Education

The academic requirements to be eligible for a co-op work term in a degree program are as follows (starting with the 1701 cohort and subsequent cohorts unless otherwise noted):

• Minimum 65% session weighted average in the eligibility term two academic semesters prior to any co-op work term.
• Maximum two failures or withdrawals during the academic semester that occurs in the eligibility term two academic semesters prior to any co-op work term.
• Must have successfully completed all but two core courses, according to the program design, by the eligibility term prior to any given work term (regardless of the level the student was placed in advanced standing).
• Students (even those on special timetables) will not be permitted to complete a co-op work term until conditions above are met and all but two core course deficiencies, according to the program design, are cleared.
• Co-op work terms may need to be re-sequenced to allow academic deficiencies to be cleared or in the event a student changes cohorts (i.e. graduation is delayed by one year or more). Students may not repeat a passed work term.
• Should a student's academic performance decline considerably (including cumulative missed courses) during the term just prior to any work term, the college reserves the right to withdraw the student from the upcoming work term.
• In the case of back to back work terms eligibility to participate in consecutive work terms will be granted upon approval to participate in the initial work term.
• Where two or more work terms occur back to back, should a student fail to achieve academic eligibility for the first work term, their eligibility for the second work term will be based on the term that occurs two terms prior to the second work term.

• Students in degree programs may only fail/defer each work term in their program design once. 
  

To participate in a co-op work term, students must (starting with the 1701 cohort and subsequent cohorts unless otherwise noted):

• Successfully complete the Co-op and Career Preparation modules (CEPR/CDEV71050).  Students who fail Co-op and Career Preparation will not be permitted to search for co-op employment nor will they be able to participate in a co-op work term.  Students who fail Co-op and Career Preparation more than twice will not be permitted to continue in their co-op program (exceptions may be granted for degrees).
• Be enrolled full-time (full-time = 70% of the hours, or 66 2/3 % of the courses in the current session/level of the Program Design).  Exceptions will apply to those students who have been granted special timetabling based on formal identification of barriers or challenges for which accommodation is required. Academic eligibility requirements must still be met prior to being granted access to seek a co-op work term.
• Must have successfully completed all but two core courses, according to the program design, by the eligibility term prior to any given work term (regardless of the level the student was placed in advanced standing).
• Students (even those on special timetables) will not be permitted to complete a co-op work term until conditions above are met and all but two core course deficiencies, according to the program design, are cleared.
• Co-op work terms may need to be re-sequenced to allow academic deficiencies to be cleared or in the event a student changes cohorts (i.e. graduation is delayed by one year or more). Students may not repeat a passed work term.
• Should a student's academic performance decline considerably (including cumulative missed courses) during the term just prior to any work term, the college reserves the right to withdraw the student from the upcoming work term.
• Meet program specific co-op work term eligibility requirements.

For additional information please refer to the Co-operative Education Regulations & Guidelines: Student Regulations, Procedures and Supports found by:

• Login to MyCareer
• Select Co-op
• Select Co-op Resources
• Select Co-op Policies
• Select Co-operative Education Regulations, Procedures and Supports for Students

Please Note:

• Co-op programs add value to your education. Earn money while you apply what you've learned in a real workplace environment.  Visit Co-operative Education for more information​. 
• The College cannot guarantee co-op employment.  All co-op students are required to conduct an independent co-op job search in addition to the supports and services provided by the Department of Co-op Education.
• Students are responsible for their own transportation and associated costs in order to complete work term requirements. Work locations may not always be readily accessible by public transportation.
  
• In order to participate in a WIL experience/Co-op work term, students must be legally eligible to work in Canada.
  

Program Standards for Professional Practice

The Bachelor of Early Learning Program Development program provides both academic study and practical training to prepare students for careers that support children, youth, and families.

Throughout the program, students are expected to conduct themselves in a professional manner and to apply themselves to academic achievement. Professionals function in an independent and interdependent environment. The fundamental responsibility of a student is to gain the necessary knowledge and skills to be a competent professional upon graduation.

As students preparing to become professionals, it is imperative that behaviours and attitudes reflect standards that are endorsed by Conestoga College. As a Conestoga College Early Learning Program Development program 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, BELPD students have the following obligations:

• Respect the College of Early Childhood Educators Code of Ethics and Standards of Practice
• Complete the learning objectives, tests, assignments and all other forms of student work, with honesty and professional integrity
• Attend class, and Professional Engagement field placements as scheduled
• Actively engage in classroom learning processes
  
• Demonstrate ethical and professional behaviour while attending class, and placement
• Protect the integrity of the Program and the College
• Maintain the confidentiality of all classroom and placement experiences, including use of any form of social media, and seek clarification from faculty/administration when unsure of any of these standards.
  
  As a BELPD student, please note that all expectations referred to above and found in the Conestoga Student Guide apply equally to Professional Engagement field placement experiences and to all work/activities related to placement experiences as they relate to children, families, and staff, their person and/or property.
  

Guidelines for 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. When using the ECE space (for example to enter the washrooms) wear your ONE Card to assure families and childcare staff that you are a student. Specific COVID-19 pandemic protocols for entry and use of the ECE building and safety practices will be communicated. This may include but is not limited to; entry and exiting the building and designated classrooms, required PPE, safety practices, and approved use of common spaces. 

As an emerging professional, when you are in this space, please consider the following:

• Be mindful of your language, both choice of words and tone.
• Be considerate when walking through the halls and make every effort to minimize noise. This is especially important during rest time.
  
• Unless you are directed by Faculty or Staff, do not enter any of the children's classrooms.
  
• Unless you are directed by Faculty or Staff, do not enter the kitchen area.
  
• Do not "hang out" in the children's playground area or in the hallways outside the children's playrooms.
  
• When you see children in the hallway, be friendly, but please do not engage or distract children from their activities.
  
• Refrain from talking about the children in a voyeuristic kind of way i.e., "Oh aren't they cute?".
• Do not bring any peanut products into the building as this is a peanut-safe facility.
  
• No picutures of children are to be taken through personal cell phones or cameras.
  

Guidelines for Student Use of ECE Classroom (ECE300 and ECE430)

1. Students must enter and exit classroom through designated ECE Classroom entrances.
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. Students may be in the room only when a BELPD faculty is present in the room, or when authorization has been given.
5. Students are expected to show respect for the environment and equipment. The lab is intended for educational, not recreational, use.
6. The room is 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.
8. Be respectful of children, families and staff who are in the building.
9. Please enter the classroom after the previous class has exited.

ECE Building Response to Lockdown

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

• Students are encouraged to arrive early for in person tests. Late arrivals must enter quietly. Late arrivals must abide by the test end time assigned by faculty and will not receive any extra test writing time.
• Once a test begins, students may not leave the test room for 30 minutes. If they finish a test before that time, they may review their answers but are expected to sit QUIETLY and not disturb others. Once students leave the room they may only re-enter when invited back by faculty.
• Any student found cheating during the course of an examination/test will be addressed according to procedures found in Conestoga Student Guide​.
• Faculty is responsible for advising students of any materials permitted for access during the test period.  For in person tests/exams, personal items and learning materials will be left in an area identified by the faculty.
• Faculty will advise of seating arrangements for students during the test/exam period.
• During open book tests/exams, students must bring their own approved course materials (books, notes, Learning Packages etc.) for individual use only. Students may not share any of these materials. Electronic devices, such as, but not limited to; iPod, text messaging, cell phones, translators, etc. will not be permitted. Faculty will advise of specific expectations for iin person, remote online tests/exams including access to approved course materials and resources and approved use of electronic devices during the test period.  
• All tests/examinations are to be completed independently. Collaboration during remote online and in person testing/exams is not permitted unless otherwise advised by faculty.
• You are expected to behave as a professional during the writing of tests. Please refrain from talking and ensure that you are not late for the test. If these behaviours occur, students may be asked to leave the test situation.

Importance of Test and Presentation Dates

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

• Evaluation and presentation dates are scheduled and communicated at the beginning of each semester.
• Unplanned extenuating circumstances involving the College, the program or the Faculty that may require changes to the course schedule will be communicated to students.
  
  In support of the development of professionalism, students are required to take all evaluations at the scheduled times. Students who make personal commitments that conflict with the evaluation dates or assignment deadlines do so at their own risk. There will be no special arrangements made for students with personal conflicts (e.g. work, family commitments or vacation plans). Students who wish to reschedule an evaluation or a presentation due to a religious holiday are required to discuss the situation with faculty within the first three weeks 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.

Students with extenuating circumstances that may prevent them from submitting assignments on time must discuss their circumstance prior to the due date. They must discuss with the course faculty a mutually agreed upon new due date that is no more than one week past the original due date. Students who initiate this process will not experience the loss of late marks. Students who engage in this practice more than two times during the course of a semester will be required to meet the Coordinator to discuss academic and personal supports.

It is expected that students will submit all assignments on time, on the date they are due, as per instructions of the course 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%

Steps to Follow to Submit Assignment Outside of Class Time

 Assignments are to be submitted electronically to the appropriate eConestoga course drop box on the day they are due. If circumstances require that an assignment be submitted outside a scheduled due date, please alert your faculty member by e-mail and follow through on the submission of your assignment as per faculty instructions.

Working Together on Group Assignments

Students will often work with their fellow peers on various assignments/projects throughout the program. Assignments can include any number of things:  Small group work, debates, class discussions, experiential exercises, presentations, field trips.  Some assignments will count for marks; others are intended to enhance learning or to make a concept clearer and more applicable.  Students are encouraged to participate and take advantage of the learning, because working in groups is a reality in the workplace.

Assignments are often done in a collaborative capacity, that is, students will likely be working as part of a small group.  This can be fun and interesting and sometimes frustrating for some. Tensions can arise if any one member does not perform adequately.  Students are therefore encouraged to develop a clear group contract for use in their group work.

Each group member is responsible for ensuring that they have an equal role in the group.  All students in the group should review the completed work before it is submitted/presented.  When issues/concerns arise during the group process, it is the responsibility of group members to contact the course professor for assistance prior to due date.

Faculty Returning Tests and 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 7 days, write a note to the faculty, indicating the area(s) of clarification required,
• initiate a meeting with the faculty to discuss,
• have pertinent information (assignment, mark sheet, etc.)
  
  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 BELPD program, both in courses and Professional Engagement 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.
Students who are having difficulty in this area should approach faculty to discuss their need for improvement. Students may self-initiate contact with, or 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. Students are required to use spell-check and grammar-check to assist with the editing of written work. The Learning Commons will be a valuable resource to students who require assistance in organizing and writing an assignment with correct spelling and grammar.

Unless otherwise indicated by professors, assignments should be:

• Word processed; Double spaced;
  
• Submitted using size 12 font;
• Written in a grammatically correct manner (use spell and grammar check);
  
• Handed in with a cover page (see the Virtual Library Services for resources);
  
•  Electronically uploaded to the appropriate eConestoga course drop box on the designated due date, unless otherwise indicated by professor;
• Handed in using formatting APA@Conestoga, citing, and referencing (see Virtual Library Services).

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 assignments in as instructed by their professor.

Academic Standing and Promotion

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 Professional Engagement placement performance is required.

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

The following performance expectations must be achieved for advancement in the program. Each student: 

• is expected to successfully complete all course requirements 
  
• must demonstrate a minimum level of theoretical and practical competency in meeting course and program requirements by achieving a minimum of 60% on all final course grades 
  
• is expected to maintain a minimum 60% average throughout each semester of the program
• is expected to apply theory and skills in practice in a safe, professional and competent manner in accordance with the level identified in the learning outcomes
  

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.

Program Transfer

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

Clearance of Academic Deficiency/Supplemental Opportunities

Students who have failed a course and who are eligible may receive an opportunity for a supplemental evaluation. Following the end of semester, eligible students will be invited for a supplemental opportunity. If a student does not respond to this invitation or is unavailable at the specified date and time, the student forfeits the supplemental opportunity for the course. For more information please visit the College Policies, Procedures, Practices and Guidelines webpage then click on the Academic Administration side tab and search for the document entitled Clearance of Academic Deficiency. 

To be eligible for a supplemental opportunity, a student must meet the following criteria:

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 invited by the program to complete a supplemental evaluation, and will be provided details of the supplemental process.
2. Students that have been invited to complete a supplemental must request the supplemental through their Student Portal. In order to request a supplemental, students must navigate to the 'Services' tab in their Student Portal, log in with their Conestoga email and password, and then select 'Supplemental Request'. Initiating this step will send the Supplemental Request to faculty to approve.
   
3. If a supplemental request is approved, the student will receive an email with instructions for completing the supplemental evaulation. In addition, an invoice for the supplemental fee will be added to your account. In order to pay the fee, students must navigate to the 'Financial' tab in their Student Portal and select the 'Program Fees Payment' sub-tab. 
   
4. Student completes supplemental work (test or assignment) in accordance with the times and dates communicated.
   
5. Supplemental work is assessed, and the final grade is posted.
6. 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 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.  

Academic Probation

The Conestoga Student Guide is your first source for information concerning academic regulations, policies and procedures. Students are directed to this annual publication early in the semester. The Conestoga Student Guide is available on the college web site.

In addition to the Academic Regulations found in the Conestoga Student Guide, the following apply to the Bachelor of Early Learning Program Development:

Students who have been unsuccessful in their Professional Engagement courses, have failed two or more academic courses, and/or have a GPA below 60% in a semester, and/or have required considerable testing/assignment variances may be recommended for Academic Probation. Academic probation allows students to be promoted to the next level with a special timetable or with academic conditions. Special timetables and academic conditions are designed as part of written learning contract that the student and program coordinator create together. The goal of these measures is to allow students to continue in the program accompanied by a supportive plan for success. 

Promotion through the Program

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

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

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 BELPD Program Handbook involving academic dishonesty, student responsibilities, or unacceptable behaviour, attitude or conduct or have failed 60% or more of their academic courses and/or Professional Engagement field placement experiences may be discontinued from the Program.

Students who have been discontinued from the Program may not be considered for re-entry to the program for a minimum of one 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 BELPD program the following semester are expected to complete a Withdrawal Form available from the program coordinators, the registrar's office, or on the college website.

Program Transfer

Prior to transferring to another program, it is recommended that the student meets 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, 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.

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.

Readmission to the Program

A student who has withdrawn or been discontinued from the program must apply to be readmitted. Readmission to the program is not guaranteed. Students who have been discontinued from semester one must reapply through Ontario Colleges for readmission to semester one. Admission/readmission to all other semesters is based on seat availability and academic status. Students should communicate with Program Coordinator for guidance.

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

Graduation

Students must pass all program courses and be a student in good standing with the college in order to be eligible to graduate. If you do not make up failed courses, you will not be able to graduate. Please seek support of your program coordinator if you are concerned about your eligibility to graduate.

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 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.

​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.

WSIB

Prior to your first WIL experience, you must electronically sign a Declaration of Understanding of WSIB Coverage related to Unpaid Clinical placements indicating you understand that WSIB coverage will be provided through the Ministry of Colleges and Universities (MCU) while you are on training WIL experiences. This Declaration will be placed in your student file. 

It is your responsibility to ensure that the Declaration of Understanding for WSIB Coverage has been electronically signed, in the Safety in the Workplace Course - OHS1320, and visible on your H.S. Trax home page to be eligible to attend your WIL experience.

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

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

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 the College individual associated with the WIL placement (Clinical Instructor, Faculty responsible for your WIL placement, WIL placement Supervisor).
• The Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss this concern with Site Management.
• For concerns of a serious nature (e.g. concerns impacting a total student group; a serious care/service situation), the Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will discuss the situation with the Program Coordinator and, potentially, the Chair. The Coordinator or Chair will immediately contact WIL site management to determine next steps.

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

B. Reporting of Incidents of Student Injury during a WIL Experience

1. Should students experience personal injury of any kind, this must be reported immediately to the WIL Placement Employer and Clinical Instructor/Responsible Faculty/WIL Placement Supervisor. The WIL Placement Employer will provide first-aid that may be necessary, including arranging for transportation to emergency medical services if required. The Clinical Instructor/Responsible Faculty/WIL Placement Supervisor will notify the Program Coordinator and Chair and complete an Unpaid Work/Education Placement-Accident Report (UWEP-04) and will send this to the College's Occupational Health & Safety Office. Where necessary, the Occupational Health & Safety Office will complete a WSIB 7 form, a Letter of Authorization to Represent Placement Employer and a Work/Education Placement Agreement Form.

C. Reporting of Student Involvement

In Situations of Possible Injury to Clients during a WIL Experience or Student Damage to Facility Property

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

WIL/Professional Engagement Placement Policies

In the Early Learning Program Development program, we believe that learning is based on an intricate balance of theory and practice. The Professional Engagement WIL experiences provide learning opportunities that can be expanded and clarified with the theoretical knowledge gleaned from classes. Each Professional Engagement field placement course has a classroom tutorial and WIL component.

Field Placement courses are designed to be taken sequentially and many have a co-requisite course requirement indicated in parenthesis:

FPLT71025         Field Placement I

FPLT71045         Field Placement II

FPLT72065         Field Placement III (EDUC7200 Curriculum Studies)

FPLT72085         Field Placement IV (ECE72070 Integrative Learning)

FPLT73005         Field Placement V (SOCS71020 Child, Family, & Community Literacy)

FPLT73025         Field Placement VI (ECE73010 Designing & Evaluating Responsive Programs)

FPLT74005         Field Placement VII (SOCS74010 Social Policy & Engaged Citizenship)

FPLT74015         Field Placement VIII (RSCH74000 Professional Research Internship)

WIL Requirements

• It is the student's responsibility to be familiar with all aspects of the  Professional Engagement field placement process, including course outlines, field placement class schedule, policies, field placement pre-placement requirements, and the requirements in both the evaluation package and associated tutorial.
• 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 in.
• Any perceived conflict of interest ( employment, relative, e.g child in attendance at the placement site, or friend/family directly supervising etc., the placement must be discussed with the Field Placement program team, in advance of starting.
• Meetings with the WIL Field Placement Officer/Associate/Practice Engagement Supervisor are to take place outside of other college scheduled classes.

• Students are expected to work their full shifts as assigned and to complete the placement attendance log/journal.  The shift requirements 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 College Field Placement representative 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.
  
• The Professional Engagement faculty or Professional Engagement Practice Supervisor must also approve any altered shift arrangements or atypical hours.
  

• Students are required to make up any time missed from WIL in full or half-day blocks. Students incurring two or more absences (full or partial days) may be required to meet with their WIL Field Placement Officer/Associate and/or Program Coordinator to review the situation and develop a plan for completion of the placement.
  
• Students may request in writing, to the Professional Engagement placement faculty to have up two make up days waived provided that the circumstances surrounding the absence are extenuating and verifiable (i.e. injury, surgery, family health, bereavement) and the placement is progressing satisfactorily. A request to be submitted as soon as possible after the absence has occurred. The decision to waive make up days is made by the placement faculty (after consultation with the supervisor of the placement setting). These days are monitored and recorded in the student's placement file.
• Absenteeism from placement due to personal conflict vacations and/or work may result in having to withdraw from the placement course as per the Attendance and Student success section of the BELPD program standards handbook.

Confidentiality

• Students may be required to conduct observations and/or gather information at their WIL sites. Confidentiality must be respected. Students are asked to communicate with their Cooperating WIL Practitioner and the agency supervisor well in advance of observation. Students are required to ensure appropriate permission forms for observation/photos/videotaping etc. have been completed.

Course Incomplete

• In accordance with the "Submitting Assignments" information in the BELPD Program Handbook, no placement documents will be accepted after the last day of the semester unless the student has made prior arrangements with their placement faculty. Please refer to the Instructional Plan for each placement course for tutorial related requirements.
• Students who have not completed all required hours or WIL requirements by the end of the semester may be eligible for an Incomplete. This would be negotiated with the Professional Engagement faculty in consultation with the Program Coordinator as well as the placement site before the end of the semester. If the Incomplete is approved, the student may be granted an extension to return to the placement and complete the outstanding items, if supported by the field placement agency. Specifics about the terms of the incomplete will be outlined in a placement completion plan. 
  

Clearance of Academic Deficiency: Field Placement Supplemental

• Students who complete all required hours and WIL requirements by the end of the semester and do not successfully pass the field placement course may be eligible for a supplemental. All criteria must be met including a final course grade within 10% of the passing mark of the course and no lower than 50%. The student will follow the clearance of academic deficiency policy and the supplemental process described in this handbook and pay the required fee as established by the Registrar's Office.

Placement Discontinuation

• If a student's placement is discontinued at the request of the agency during the semester, the Professional Engagement field placement faculty will review the events leading to the discontinuation. A consultation with the Program Coordinator will occur. The student will be required to meet with the Program Coordinator and faculty. Based on the evidence gathered the outcome may result in a withdrawal from the course, a fail for the course, or a possible relocation to a new placement. The time of the semester in which the discontinuation occurs and the factors leading to the discontinuation will be contributing factors in determining the next steps.
  

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