Employer Newsletter: Spring 2019

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​1. New Resource: Practice Note - Professional Supervision of Children

2. A Recap of #StandardsMatter​

4​. ​​Mandatory Employer Repo​rts​

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New Resource: Practice Note on Professional Supervision​

​Our new Practice Note: Professional Supervision​​ of Children​​ looks at five factors that inform professional supervision strategies and techniques.
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​​​​CommunicationTransitionsPhysical EnvironmentStaffProfessional Knowledge
​Communicate openly and consistently with children, families and colleagues to acquire information and learn from past challenges with supervision of children.​​Move in small groups that take into account children’s ages and capabilities, and conduct regular environment scans, attendance checks and head counts.​Foster engaging environments that minimize potential hazards, such as small hideaways, damaged gates or furniture, or locked and unlocked doors. ​Work with new staff to ensure they are familiar with routines, responsibilities and relevant information about children’s dispositions, medical needs, capabilities or interests. ​RECEs are expected to provide appropriate professional supervision, and know and understand the current practices, legislation, workplace policies and procedures that are relevant to the care of children. (Standard III: C.5 and Standard IV)


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A Recap of #StandardsMatter​

This month, we wrapped up our #StandardsMatter series. Over the last year, #StandardsMatter provided RECEs with resources, webinars and reflection questions on each of the six standards in the College’s Code of Ethics and Standards of Practice.

Throughout the campaign, we had valuable engagement with our members who attended our online webinars, accessed and shared our resources, watched our snapshot videos and integrated their learning into their Continuous Professional Learning portfolios. 

​Although the campaign is wrapping up, these resources are still useful for members’ daily practice and CPL activities. Here is a recap of some of the resources developed for #StandardsMatter. All of the videos created for #StandardsMatter can be viewed on our YouTube channel. Click on each standard to view all resources on each of the standards. 

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Stan​dard I: Caring and Responsive Relationships​​​

  • ​This Practice Guide​line​ on Supporting Positive Interactions with Children​ elaborates on building responsive relationships with children and families, supporting children’s self-regulation and useful strategies for creating positive interactions.
  • Our Try it at Work resource, developed to accompany our webinar on The Learning Environment, invites RECEs to consider their work behavior as well as how children and families function in their work space. In our webinar, Helene Randle RECE provides a definition of an Intentional Learning Environment (ILE) and a four-step guide on how to create this type of learning environment.

Standard II: Curriculum and Pedagogy​

  • ​​Our Practice Note on Play-Based Learning provides an overview of the theory and research behind how children learn through play. It describes the two types of play that support children’s learning—free play and guided play—and explains how RECEs facilitate play-based learning.
  • An Indigenous perspective on curriculum and pedagogy is shared by Amber Holmes RECE in a webinar created for Standard II.
  • webinar ​by Diane Kashin RECE on different types of pedagogical documentation outlines the importance of listening, recording, and sharing children’s learning experiences.

Standard III: Safety, Health and Well-Being​​​​

  • ​​​Our resource on Supporting Children’s Safety through Professional Supervision​​ addresses some of the risks and challenges associated with supervising children that RECEs need to be aware of in order to provide a safe environment.
  • Supporting children’s mental health is an important part of RECEs’ professional practice. We developed a Try it at Work​ resource to guide RECEs in reflecting on this responsibility.

Standard IV: Professionalism and Leadership​

  • ​Our webinar ​on Professionalism and Leadership, provided by Beth Deazeley, College Registrar and CEO, and Lyndsay Macdonald RECE, faculty member at Humber College, explains what it means to be a professional and provides some stories of professionalism and leadership in action.
  • The Practice Guideline on Professionalism and Leadership​ explains the concepts of demonstrating professionalism and being a leader.

​Standard V: Professional Boundaries, Dual Relationships and Conflicts of Interest

  • The new Practice Note on Using Social Media​ invites RECEs to discover the benefits of using social media as well as manage and evaluate the risks. To further clarify these concepts, we published scenarios with reflection questions on posting on social media​ and privacy on social media​ that can be used with your colleagues to answer questions about social media use.
  • This Try it at Work​ resource provides reflection questions that help RECEs to discover whether they are currently managing a dual relationship, and how they can use their professional judgement to monitor the situation. 

Standard VI: Confidentiality, Release of Information and Duty to Report​

  • In this webinar, Christina Ramanauskas RECE discusses policy and her own practical experiences related to confidentiality and release of information regarding children and families.
  • This Professional Advisory on the Duty to Report​ outlines RECEs’ ethical and legislative requirements to report child abuse, and suspicions of harm or risk of harm to children.
  • This Case Study on Valuing Inclusivity and Privacy​ presents a scenario and reflection questions an RECE can use to apply professional judgement to a situation that may arise with children and families under their care.


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Registered Early Childhood Educators, Lifelong Learners​​​

The College's Continuous Professional Learning​ (CPL) program complements and formalizes the ongoing professional learning RECEs do every day, and helps them stay current in their practice. It also communicates to employers, families and the public that RECEs are members of a distinct profession that values ongoing professional learning.​

Continuous Professional Learning for RECEs involves two steps: 

  1. New members, or RECEs who rejoined the College after September 1, 2016, need to complete the online Expectations for Practice Module​​ before their first renewal. 
  2. After completing the module, all members are required to begin their CPL Portfolio Cycle in their next membership year. The CPL Portfolio Cycle​ runs over the course of two years, and RECEs repeat this cycle throughout their careers.

The CPL Portfolio Cycle includes a self-assessment, a professional learning plan and a record of professional learning. Together, these components require RECEs to think about where they currently are in their practice, set professional goals, and identify activities or resources to help meet them.  

One way that employers can support RECEs in their CPL is by connecting their employees' identified goals to professional development opportunities that are already taking place. Workshops, planned discussions with colleagues, sharing articles or books, mentoring, and professional development day activities may be relevant and can be documented in their CPL portfolio. You can learn more about the CPL program​ online or by reading the CPL Handbook​.

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Mandatory Employer Reports​​​

​Under the Early Childhood Educators Act, 2007, employers are legally obligated to report to the College when a registered early childhood educator is terminated, suspended or restrictions have been placed on their duties for reasons of professional misconduct or if the RECE resigns under these circumstances.

In turn, the College must notify employers about any actions taken in response to their report and any decisions of the Complaints, Discipline or Fitness to Practise Committees. Should the member change jobs while an investigation or disciplinary process is underway, the College is required to report its findings to both former and current employers.

Learn more about when an​d how to submit a mandatory employer report.​

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