Purpose and Mandate
The College of Early Childhood Educators (College) regulates and governs Ontario’s Registered Early Childhood Educators (RECEs) in the public interest.
The College was established under the Early Childhood Educators Act, 2007 (ECE Act), and came into existence in February 2009.
With more than 57,000 members in good standing, the College is one of the largest professional self-regulatory bodies in Ontario and is the only professional self-regulatory body for early childhood education in Canada.
The College regulates the profession of early childhood education by establishing and enforcing:
- Registration requirements;
- Ethical and professional standards for RECEs;
- Requirements for continuous professional learning; and
- Complaints and discipline process for professional misconduct, incompetence and incapacity.
Vision
Leadership in early learning and care by trusted, accountable professionals
Mission
Serve and protect the public interest by regulating the profession of early childhood education
Values
| Transparency and Accountability | |
| Processes are open, information is clear and accessible to members and the public. |
The hallmark of self-regulation: we accept responsibility for our actions. |
| Integrity and Fairness | |
| Firm adherence to moral and ethical principles; making the right decisions. |
Processes give equal opportunity to all; decisions meet predetermined, defensible criteria. |
| Professionalism and Leadership | |
| Use of specialized knowledge, skills and judgment for the benefit of the community served. |
A process of social influence which empowers and magnifies the efforts of others toward shared goals. |
| Inclusion and Respect | |
| Creating an environment of belonging, in which diversity and differences are welcomed and valued. |
We recognize the dignity and value of our work, our members and the public we serve. |
Strategic Priorities for 2018-2022
| Entry to Practice | ||
| Process Efficiency Processes for member registration and renewal are both rigorous and efficient. |
Practice Readiness Criteria for entry to the profession support new members in practicing competently, safely and ethically. |
Membership Structure The College’s membership structure reflects the realities of practice in the sector. |
| Continuing Competence | ||
| Resource Development Develop resources to support members in understanding and applying the Code of Ethics and Standards of Practice. |
CPL Compliance Ensure compliance with the CPL program, balancing remedial and enforcement approaches. |
Leadership & Professionalism Contribute to the development of leadership capacity and professional identity. |
| Professional Regulation | ||
| Process Efficiency College processes support timely and efficient processing of reports and complaints. |
Fitness to Practice Effectively address issues related to members’ fitness to practice the profession. |
Tracking of Trends Identify trends to support proactive regulation. |
| Operations | ||
| IT Infrastructure Develop an IT infrastructure that proactively supports and facilitates protection of the public interest. |
Financial Sustainability Ensure the College’s operations support its ongoing sustainability. |
Human Resources HR programs ensure a workforce that is competent, engaged and motivated. |
| Communications & Stakeholder Relations | |
| Government / Stakeholder Relations Strategy Develop and execute a clear strategy to build and leverage relationships with government and stakeholders in support of the strategic plan. |
Increased / Enhanced Member Engagement Communication and engagement with members is purposeful, effective and supports the strategic plan. |
| Governance | |
| Enhance Reporting and Communication Demonstrate accountability by ensuring that Council Materials, meetings and communications facilitate effective oversight by Council and understanding by members. |
Optimized Governance Structure and Practices Support effective governance through the structure, composition and functioning of Council and Committees. |
Initiatives
- Use data to enhance our understanding of the profession and inform our approach to regulation
- Explore the interrelationship between RECEs and the sector