Employer Newsletter – Spring 2026

Fostering a culture of continuous learning, improvement and professional development for educators

Keeping our knowledge and skills current and relevant plays a crucial role in excelling at any profession and brings benefits to the individual, the organization, and the people they serve. The early years sector is no different.

When RECEs are engaged in proactive continuous learning, knowledge sharing and mentorship, everyone, especially the children and families, benefits. As a self-regulated profession in Ontario, RECEs are required to engage in ongoing, self-directed learning to meet ethical and professional responsibilities, ensuring they can provide safe, high-quality, and inclusive environments for children and families.

We spoke with Council Chair Kristine Parsons RECE, Director of Operations at RisingOaks Early Learning in Kitchener, about how employers can support RECEs in their ongoing learning and professional development. Here are her tips:

• Make time for continuous learning: Use staff meeting time for professional learning. This could be something the centre director (or supervisor) leads, or they can seek out guest speakers. Move centre business like policy reviews, reminders, etc. to a memo, so that you can make space for learning at staff meetings.
• Provide time at staff meetings for knowledge transfer: If an educator has attended a recent workshop, provide them space for sharing their knowledge and new information with their colleagues.
• Promote impactful articles: Provide a designated place for posting articles that educators might enjoy reading.
• Encourage teams to attend professional learning together: It is always much more rewarding and impactful to go with a friend.
• Register for online professional learning events even if the timing is inconvenient: In today’s world of online events, if a professional learning takes place at a time when it isn’t convenient to have educators attend, register anyway because you can often receive a recording of the training afterward.(Check if that is an option, before you register!)
• Openly share your own knowledge and professional learning experience: As a leader, talk about your own professional learning. For instance, share a good podcast you’ve listened to lately, or a good article you’ve read recently, etc.

Read more from Kristine:

• Council Chair Kristine Parsons on fostering workplace environments where all belong
• Council Chair Kristine Parsons on supporting well-being – for RECEs and for the profession
• Council Chair Kristine Parsons on leading and thriving – together – in turbulent times
• Re-elected Council Chair Kristine Parsons on building bridges toward a strong, sustainable workforce
• In conversation with Kristine Parsons
• On leadership: In conversation with new Council Chair Kristine Parsons

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New updates to the Public Register

The College recently updated the Public Register to better meet the needs of audiences seeking more information about RECEs, including employers, the Ministry of Education and members of the public. Updates were informed by consultation with those who use the Public Register, including employers (large / multi-site, small, public and private sector), Ministry staff and parents.

The purpose of the Public Register is to help employers and the public identify whether a person practising early childhood education in Ontario is a member of the College, check a member’s registration status, and verify whether there are any restrictions on their practice.

While the Public Register will look and feel familiar to those who have used it before, the updates will enhance public protection by ensuring that essential information about members of the College is easily found.

Changes include:

• Adding a prominent “View Details” button to more clearly indicate to users that they must click through to access the details of a member’s registration status;
• Adding indicator icons called “alerts” to the search results page, which draw attention to any Terms, Conditions or Limitations (TCL) and/or Special Notices on a member’s public record;
• The addition of a “Renew Date” field so that members of the public, including employers, can see not just that a member is in good standing, but when they will be due to renew their registration; and
• Reorganizing the Details page of a member’s profile, with accordion-style for Registration History, TCL and Special Notices sections, allowing all critical information to fit on a single page without scrolling.

Remember, only members listed in the Public Register as being in “good standing” with the College of Early Childhood Educators can legally use the protected titles Early Childhood Educator (ECE), Registered Early Childhood Educator (RECE), or their French equivalents (EPE/EPEI) in Ontario.

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Success and growth through mentorship of Black early learning professionals                 

In our first article highlighting the Toronto Children’s Services Mentorship Program for Black Educators, RECEs Meghan Ardies and Shanice Denton, Coordinators, Training and Development, Children’s Services, City of Toronto, and Sabrin Saraj RECE, OCT, Education Consultant, Curriculum Developer and Facilitator at Culture Check discussed mentorship for Black early learning professionals and the importance of creating space for guidance and growth.

The program supports the career growth of RECEs by:

• supporting Black educators in exploring leadership roles where representation is often limited;
• building confidence in navigating sector pathways;
• strengthening self-advocacy and communication skills for career advancement;.
• connecting participants with Black mentors who understand lived experiences, barriers, and strengths;
• helping educators set individualized career goals aligned with their strengths and interests; and
• encouraging recognition of existing strengths, leadership qualities, and professional contributions.

Now in its third cohort, the program continues to be impactful and well-received. Based on participant feedback, the program has evolved to create more space for conversation and peer connection. In the second part of this conversation series, Meghan, Shanice and Sabrin discuss the impact of the program and share feedback from program participants.

What are the features or approaches participants have found to be helpful for this mentorship program? What are the aspects they appreciated most?

Shanice: Educators really appreciate having a space to learn that is safe, inclusive, and culturally responsive. The program is built around their lived experiences, which has been critical in fostering meaningful connections among participants. Resources are shared throughout the program, and the content is tailored to address the needs and interests of the participants. Participants also appreciate the virtual format and flexible structure. It provides opportunities for mentors and mentees to set their own goals and meeting times, which supports accessibility for those who want to participate.

What [other] feedback have you received?

Shanice: Different participants spoke of looking into other career paths as a result of the program, including supervisory roles. One participant shared that her mentor supported her to apply to return to school to become a resource consultant.

Meghan: Some feedback from the previous cohort focused on improvements to the program, including having more consistency across the workshops so learning could build over the six months. This is where Sabrin and Culture Check came in. They developed a structured workshop schedule and having that same facilitator throughout allows participants to deepen conversations and continue learning from one session to the next. Based on its success, Toronto Children’s Services will continue to offer a mentorship program for Black educators on an annual basis.

For those who do not have access to a structured mentorship program, do you have any advice as to how RECEs can support their own mentorship? 

Sabrin: I always encourage educators to seek out community wherever they can, even one trusted colleague can become a mentor. Join online spaces, networks, or affinity groups for Black educators, and be intentional about reflection, whether that’s journaling or connecting with peers. Set goals and revisit them often, because mentorship is also about accountability. Don’t be afraid to reach out to people whose work inspires you, most of us are more willing to connect than people think. And read. Read about other educators’ experiences from around the world, the challenges they faced, and how they persevered. Get yourself a crew. Every mentorship program and community space started because one person decided it needed to exist. You can be that person too.

If other regions expressed interest in a similar program, what guidance or recommendations would you share with them?   

Sabrin:  I’d say start with relationships, everything else flows from there. Make the program explicitly anti-oppressive and don’t shy away from naming anti-Black racism. Centre Black educators’ voices in every part of the design, because people want to see themselves reflected in the person who’s facilitating. They don’t want to be spoken at; they want to be part of the conversation. And honestly, a lot of folks are feeling DEI burnout because the content in this sector can feel repetitive, so make sure it isn’t. Ask participants what they actually need from the space and tailor the program to those needs. Partner with trusted community organizations and think about long-term sustainability from the start. And of course, don’t water it down. Black educators deserve intentional, affirming, real community spaces that feel alive, relevant, and grounded.

What other supports or resources may be helpful for Black RECEs? 

Shanice:  Mental health resources. The intersection of being a Black professional, particularly in a sector experiencing high burnout rates, can be very taxing on educators’ mental health. It is imperative that Black educators have access to, and are equipped with, the resources needed to support their mental well-being.

Will you continue to offer this program exclusively virtually or are there plans to incorporate in-person sessions or meetings? 

Shanice:  Based on feedback from current and past participants, we plan to continue offering the program virtually to support accessibility. We are also exploring the option of an in-person meet and greet at the start of the program, depending on participant availability and preferences.

Is there anything else that you would like to share with the College, RECEs or employers about the importance of mentorship or programs such as yours? 

Sabrin: When mentorship is done well and grounded in equity, it changes everything. It improves retention, strengthens program quality, and builds leaders. Employers and the College need to understand that mentorship isn’t “extra”, it’s essential. And culturally responsive mentorship is especially important for Black educators who face barriers that are often invisible to others. When we invest in Black RECEs, we strengthen the entire profession.

At the same time, I want to be honest: workshops and programs can only do so much. We’re supporting early years professionals inside a system that often doesn’t value children, or the people who care for them. Many of us are burning out from being overextended and under-recognized, and despite that, we still give our absolute best to the children, families, and communities we serve. Sometimes what we offer each other in these spaces is simply survival.

That’s why mentorship matters so deeply. It gives us community. It gives us room to breathe. It helps us say, “Okay, we’re all feeling this, we all see what’s happening… now what?” We focus on caring for ourselves, being kinder to ourselves, and remembering that we’re doing the best we can with what we have. And even that can be transformative.

Learn more about the experiences of participants of the mentorship program here.

For Toronto-based early learning professionals interested in mentorship:

• Professional Learning Mailing List: subscribe and stay informed about mentorship and professional learning opportunities offered by Toronto Children’s Services.

• City Wide Training: Register for future mentorship programs and other professional learning opportunities offered by Toronto Children’s Services.

Biographies

Meghan Ardies is a Registered Early Childhood Educator with 14 years of experience in the early learning and child care sector. She has worked as an Educator and Supervisor in licensed child care centres and as a Bilingual Quality Assurance Analyst with Toronto Children’s Services, supporting the French language sector.

Meghan continues her work with Toronto Children’s Services in the role of Training and Development Coordinator, where she designs and delivers professional learning, leads sector wide training initiatives, and supports early learning professionals in their ongoing learning. She is passionate about working with educators to create high quality, inclusive environments where children and families of diverse identities and lived experiences are welcomed and respected and feel a strong sense of belonging.

 Sabrin Saraj is a Registered Early Childhood Educator and Ontario Certified Teacher with over 10 years of experience working with children from diverse backgrounds across infant, toddler, preschool, kindergarten and school-age settings. Her practice is informed by her lived experience as a Black Muslim woman and an immigrant to Canada, which shapes how she approaches relationships, learning, and community.

Sabrin has worked across multiple sectors in education, including school boards, early years programs, EarlyON centres, ministries of education and other professional groups. She is a former board director with Parents for Diversity and currently works as a consultant and facilitator with Culture Check Inc., supporting organizations in reflecting on and strengthening their educational spaces in ways that are thoughtful, responsive and grounded in real practice.

Shanice Denton is a Registered Early Childhood Educator with over a decade of experience in licensed early learning and child care programs. She brings extensive frontline experience supporting children, families, and educators, which continues to inform her systems-level work.

Shanice also holds a Bachelor’s degree in Sociology and City Studies and currently works as a Coordinator for Training and Development with the City of Toronto’s Children’s Services, where she focuses on capacity building and professional development across the sector. Her work is informed by an understanding of social systems and how they shape experiences within Toronto’s early learning and child care spaces. She is passionate about supporting educator well-being and advancing equity practices that strengthen outcomes for children and families across diverse communities. 

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Celebrating excellence in Niagara

Each year the Early Childhood Community Development Centre (ECCDC) in Niagara region holds its annual Niagara Early Learning and Child Care Appreciation and Recognition Gala (formerly the Awards of Excellence) to honour and celebrate the “exemplary achievements and outstanding contributions made by early childhood educators, administrators, volunteers and other valuable staff working within Niagara’s early learning and child care programs.” Recognition presentations are offered in a wide variety of categories, celebrating individuals and teams for achievements in leadership, volunteerism, professionalism, inclusion and commitment to ongoing learning, among other things.

The 2025 edition of the awards, held in December, marked the 28^th instalment of the event. More than simply an awards ceremony, the event provides RECEs and sector partners in the region an opportunity to connect with each other and foster stronger connections. It also engages local businesses and community organizations who help support the children and families of Niagara. This year, attendees included RECEs and employers, and representatives of local colleges and universities, community agencies and politicians from all levels of government – all there to celebrate outstanding contributions to early learning and care in the region.

We spoke to Lorrey Arial Bonilla, OCT, B.A (Hons), B.Ed., Executive Director of the ECCDC, and Kelly Bol, B.A (Hons), Training and Events Consultant at ECCDC, to learn more about the awards event, the importance of recognition and the spirit of collaboration within the sector.

How did the event come about, and what led you to create it?

This event was developed to increase the profile of the early learning sector while recognizing the commitment and passion of educators in Niagara. By highlighting the knowledge, skills and professionalism of early learning and childcare professionals, this gala acknowledges the critically important work taking place in the sector to support Niagara families and children.

Why do you think events like this are important for the community and educators?

For RECEs and others in early learning and child care, the gala offers a means to reduce isolation and foster relationships through professional networking. It provides an opportunity to recognize the accomplishments of colleagues, while celebrating the dedication of the sector as a whole. The celebration highlights the importance of fostering community-wide partnerships, and it inspires and motivates our community to strengthen our collaboration towards the shared goal of offering high quality early learning experiences for Niagara’s children.

Tell us about the networking and community-building that happens at this event.

The gala offers valuable opportunities for early learning professionals to strengthen relationships within their own teams, as well as within the wider early learning community in Niagara. The gathering helps to facilitate cross-sector networking between the licensed child care sector, kindergarten programs, home child care professionals and EarlyON teams. It enables our Francophone and Indigenous partners to come together alongside our educational institutions, developmental services and mental health programs. We greatly appreciate the involvement of the Niagara Catholic District School Board and the District School Board of Niagara to help foster continued partnerships between early childhood educators and kindergarten teachers working within both school boards.

The gala provides one evening where the larger early learning community of agencies who work with children between the ages 0-12 come together in one place. The spirit of joy, appreciation and celebration within the room is powerful and inspiring. Throughout the planning of this event, we ensure that community collaboration is woven throughout all aspects of the evening.

For example, the event brings awareness to new programs and initiatives, such as the Niagara Professional Advancement of Careers in Early Childhood Education (PACE) Program offered through Niagara College and the Indigenous ECE Program offered through Six Nations Polytechnic, both designed to support recruitment and retention of early learning professionals in Niagara. This event is also a great opportunity to highlight other programs and partnerships, such Brock University, our Special Needs Resourcing sector, and our local home child care licensed agencies and providers who play an important role in offering families child care choices. We also incorporate special elements throughout the evening to honour diverse traditions and practices.

Give us a picture of the many people and partners who contribute to making this event happen.

The ECCDC is grateful to the many community partners, who support the planning and financial expenses in coordinating the event and the many businesses who sponsor the event and contribute silent auction items. A planning committee comprised of individuals from several licensed childcare programs, local school boards and other community agencies meets regularly to support the event planning.

Community partners also provide inspiration for recognition categories. For example, the Kelly Albanese Child Care Program Inclusion Recognition was inspired by a local early learning professional who passed away, as a way for her colleagues to honour her impact on inclusion practices in our community.

The gala is an opportunity to support the development of strong relationships with our community partners through their presence at the event, which highlights the connections between these agencies and our early learning and child care programs and exemplifies how our community is strongest when we work together in partnership.

We also spoke to others involved in the event – employers, volunteers, attendees and award recipients. Read about the event from their perspective here.

Learn more:

• See images from the 2025 event here.
• See the full list of 2025 honorees here.

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Visions and voices: Highlighting the Ontario Mentorship Collaborative and the success of its first symposium

In the fall of 2025, the Ontario Mentorship Collaborative for Early Years Professionals (OMC), a group dedicated to supporting mentorship initiatives across the sector, organized its first hybrid symposium. Establishing a platform for professionals and communities to engage in knowledge sharing and discussions, the symposium examined the significance of mentorship, addressed its importance at every career stage and promoted growth within the profession.

We spoke with Barb Brown RECE, Executive Director of Connections Early Years Family Centre and OMC Past Chair, and Alicia Graovac RECE, Mentorship Program Coordinator, Connections Early Years Family Centre and OMC Representative, about the formation and vision of the OMC and the success of the Visions and Voices on Mentoring in Early Childhood Education and Care Symposium.

Why is mentorship important in Early Childhood Education?

Alicia: Mentorship provides opportunities for purposeful reflection and for challenging and extending one’s own experience, thoughts and ideas. It aligns with our pedagogy: when done correctly, mentorship provides relationship-based, scaffolded learning that is centred in belonging, engagement, expression and wellbeing. It’s a responsive and engaging way of approaching professional learning and mirrors the relational nature of early childhood education and care (ECEC).

Mentorship goes beyond knowledge transfer. It sets the stage for meaningful learning and builds community, ensuring educators feel authentically seen and heard.

What is the Ontario Mentorship Collaborative (OMC)?

Barb: The Ontario Mentorship Collaborative is a group of ECEC professionals from service system managers, professional resource centres, post-secondary institutions and individual programs, each with their own proven track record of delivering positive initiatives to the early years. The OMC believes that mentorship is essential and our focus is on how mentorship can support the growth and knowledge of early years professionals at every stage of their careers. Our intent is to foster professional growth, enhance quality, facilitate the successful induction of new educators, and improve staff retention. We share best practices, resources, and research to advance mentoring initiatives in ECEC across the province.

Why was the OMC formed?

Barb: The OMC began as a grassroots discussion/sharing group, starting as people in two regions (Windsor and York) who were piloting mentorship initiatives in their communities, discussing approaches and observations, recognizing the impact their programs were having on individual RECEs and their local workforces. Over time, we became aware of other communities across Ontario considering or starting mentoring initiatives and we extended invitations to join the conversation, becoming, essentially, a community of practice. When discussions began around hosting a symposium, we felt it was time to formalize ourselves and created the Ontario Mentorship Collaborative for Early Years Professionals.

What was the vision for doing the Symposium?

Barb: The goals of the symposium were to explore the role of mentorship in the ECE profession, facilitate the cross-pollination of ideas among professionals and across communities and explore current research on mentoring and how that can inform ECE professional practice. The goal was not to define mentorship or direct what it must look like in practice, but to inspire new ways of viewing mentorship and to gain recognition for mentorship as a viable workforce strategy to address quality and retention.

What topics were covered in the Symposium?

Alicia: Some of the topics included:

• Emergent themes in mentoring in Ontario;
• The relational nature of mentorship;
• How mentorship can support a sustainable workforce, and the frameworks needed to support it;
• Hearing personal stories on the impacts of mentorship across the seasons of the profession; and
• How community partnerships can support mentoring initiatives.

Who attended the Symposium? What feedback or response did you receive from those who attended?

Alicia: The symposium was attended by 360 people (240 in person and 120 virtually), including service system managers, centre-based and home child care supervisors and directors, postsecondary educators, policy experts, and RECEs in various sector positions.  Based on survey feedback collected after the symposium, participants strongly indicated that the information they gathered would be useful within the scope of their professional practice, and that they gained new perspectives on mentorship and the positive impact of mentoring relationships on professional practice.

Is there a plan or vision for more symposiums in the future?

 Barb: Post-event feedback indicated strong support for a future symposium. The OMC is building on the momentum created by the symposium and other initiatives it has undertaken, and we anticipate another symposium in 2027 to continue the conversation with hopes to also explore some of the themes that we did not get a chance to touch on yet.

Are there resources available online from the Symposium or information that RECEs may use for further information on mentorship?

Alicia: The OMC is building its online presence and hoping to be able to have resources available once launched. One resource available is the Rethinking Mentorship in Early Childhood Education and Care: Diverse Perspectives for Transforming Practice and Policy edited by Barbara Pytka and Terry Kelly, professors in ECEC at Seneca Polytechnic, which contains contributions from some members of the OMC and symposium presenters. The book mirrors the Symposium’s goal of sparking inspiration and new thinking on mentorship. If anyone is interested in hearing from some of the authors of the book, the OMC is hosting a Virtual Author Speaker Series on Thursday, May 14, 2026 from 7 to 9 p.m. To register, click here.

If anyone is interested in participating in the Ontario Mentorship Collaborative, they can e-mail omc@connectwithus.ca.

Biographies

Barb Brown RECE is the Executive Director of Connections Early Years Family Centre and responsible for the Windsor-Essex Registered Early Childhood Educator (WERECE) mentorship program and mentorship hub for the Windsor-Essex Service System Manager. Barb is also a former College Council member and past Chair of the Standards of Practice Committee.

Alicia Graovac RECE from Windsor, Ontario, has a strong commitment to serving children and families through EarlyON initiatives. She currently works as the Mentorship Program Coordinator at Connections Early Years Family Centre and is a part-time instructor in the Early Childhood Education program at St. Clair College. Her passion for community engagement and professional development in early childhood education drives her work.

Additional resources

• Mentorship for Black early learning professionals: Creating spaces for guidance and growth
• Success and growth through mentorship of Black early learning professionals
• Consultation on Mentorship Programs Summary – 2025

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Now available! Reflection Guide: Practices that harm children 

As employers and sector partners who work with and support RECEs, you can review this reflection guide with RECEs to share knowledge, experiences and reflections.

This reflection guide can help you, ECE program students and RECEs to:

• think critically about scenarios involving practices that do or could potentially harm children;
• reflect on factors that can influence responses to children’s behaviour; and
• critically reflect on duty to report concerns about the safety, health or well-being of a child.

Along with RECEs:

• Read Professional Advisory: Practices that harm children for reference.
• Have other related resources (i.e., workplace policies, Practice Guideline: Supporting Positive Interactions with Children, Code and Standards) available when working through this reflection guide.

For questions or more information, please contact the Professional Practice department at practice@college-ece.ca.

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