Learner's Orientation (1) (6) (2)

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Humber College *

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230

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Health Science

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Dec 6, 2023

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LEARNER'S ORIENTATION ECE 230 Fall 2023
KEY PLAYERS MD Field Advisor – the liaison between Humber College, you and your placement – Field Advisors are there to support you in your placement and any concerns you have. They are not to teach you plans/CC please review your notes/assignments you completed in ECE 120 course Mentoring Educator – is your mentor / teacher in your assigned classroom. They will also be evaluating your performance and completing the Evaluation Checklist. Contact Person - at the agency: Supervisor/Director Field Placement Coordinator – Mary DiVito – academic advising as it pertains to field mary.divito@humber.ca Field Placement Resource Manager - Marcie Miranda-Gallo – Responsible for the Field Advisors and assigns Field Advisors to the students marcie.miranda-gallo@humber.ca Work Integrated Learning Officer – Joanne Osmond - secures placements, runs site selection and assists with password resets for HSPnet joanne.osmond@humber.ca ** We can best be contacted via email **
WHAT IS FIELD PRACTICUM? MD This course will provide opportunities to demonstrate professional responsibilities and apply theory to practice. The following will be fostered and practiced: Effective communication Inclusive relationships Teamwork is expected designing and modifying environments and curriculum through play experiences based on observations and assessments. family-centered practice reflective practice working with families and children birth to twelve year
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CAROL REID RESOURCE CENTRE MD • REGISTERATION: • Tutr 732 OZA • CRN 6482 • Contact person: pina.leo@humber.ca • Hours of Operations: Centre will be open from Mondays –Fridays from 7:30 am - 4:30 pm. Please check the site weekly, times may change.
Practicum Course ECE 230 Placement Start Week of Sept/ 18 Number of Days 25 Number of Meetings 4 Reading Week Week of Oct. 23 - 27 Mid-term day Week of Oct. 16 with Mentoring Educator Week of Oct. 30 with Field Advisor Block week Nov. 13 - 17 Responsive Inclusive Experiences with Extensions 1 Child/Children Experience with Extension 1 Outdoor Experience with Extension 1 Family Experience with Extension Curriculum Contributions 10 Experiences due at mid-term 1 Child/Children Experience with Extension Experiences due at final 1 Family Experience with Extension 1 Outdoor Experience with Extension
BLOCK WEEK JO • Semester 2: November 6-10 • Semester 3: November 13-17 • Semester 4: November 20-24 • During Block Week you will attend placement every day for 1 week, Monday- Friday. • ECE classes are cancelled that week • If you have a GNED or WRIT course, please email your prof to notify them of the dates *Joanne Osmond will contact you via email if your Block Week is different than the Semester 3 block week**
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DPCDSB & TDSB PA Days If you are placed with the Dufferin Peel Catholic District School Board or the Toronto District School Board, your placement will be impacted by the following Professional Activity days – these are days when the teachers engage in planned activities and the students do not come to school. DPCDSB : September 18th & November 25th TDSB : October 6th & November 17th These days can be completed during your Reading week to allow you to stay on track and avoid needing to complete multiple days at the end of your placement
How will I know which agency I have been matched to? JO Log into your HSPnet account and go to your "Student Profile". Your placement location and address will be listed under "Current Placement". Contact information will be provided for you here. Information will be released Sept. 13th by 4:00pm to Learners who are cleared and eligible to participate in placement. Please check your Humbermail and preferred email for additional forms that your placement site may require. (only some sites require this, it was indicated on HSPnet) How will I know who my Mentoring Educator is? Your agency will assign your Mentoring Educator once you connect with them. Please make sure that you inform your Field Advisor who your Mentoring Educator is and provide them with their contact information. How will I know who my Field Advisor is? Your Field Advisor will be contacting you, via your Humbermail, to introduce themselves **please note that they do not have access to your preferred mail so you MUST check your Humbermail daily or you might miss their communication • Placements are non-negotiable. We make every effort to ensure you have a rich placement experience with a reasonable commute. Once you have received your information there is no possibility of changing the site.
CONTACTING YOUR PLACEMENT: What to ask JO Once you have your placement information, please call your placement site and introduce yourself as soon as possible. Below are a few suggestions of what you can ask the site when you call to introduce yourself: ´ State what college you are from ´ State the days you will be attending placement ´ What will my shift/start time be? ´ Who should I check-in with when I arrive? ´ What is the best way to contact you in future communications (email, phone?) ´ What is the dress code? ´ Is PPE (personal protective equipment) required? If so, will you provide PPE or do I have to supply my own?
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FIELD PLACEMENT RESPONSIBILITIES MD Field Advisor responsibilities: Support you throughout placement with questions and concerns in addition to supporting you with your detailed plans and your Curriculum Contributions (they will not teach you how to complete plans as you already were taught this in you ECE 120 course 2 in-person Field Visits and a virtual mid-term and final meeting Provide your F.A your Humber Student Schedule from your Timetable found in MyHumber *Please note if you are outside of the Humber catchment area, your Field Advisor may do a phone call rather than an in-person visit.
FIELD PLACEMENT RESPONSIBILITES MD Learner's Responsibilities: Email your biography to your Field Advisor prior to the start of your placement, they will provide you with feedback. Once you get the feedback you must print a copy and bring it in to placement your first day. Ask how your Mentoring Educator wants to handle the attendance ´ You MUST email your Mentoring Educator the ECE Field Practicum Manual and the Mentoring Educator Evaluation Checklist Provide your Field Advisor with your Humber Student timetable and correct email in order to arrange meetings YOU MUST HAVE ALL YOUR MEDICAL AND NON-MEDICAL DOCUMENTS WITH YOU WHEN YOU ARE AT PLACEMENT Follow the Content list for Binder in BB site. Have a binder with all of your original Documents i.e., your medical and non-medical documentation that was viewed by the Clearance Department, your attendance sheet, your critical path, your curriculum contributions form and detailed plans that you might be working on. You may want to have lined paper for any observations you want to jot down on your break.
Continue.. Responsibilities, Professionalism and Expectations MD Treat your placement as if it were a job you were hired to do Arrive 15 minutes before your start time NO CELL PHONES ON YOU when you are in the classroom, your usage must be used only when you are on breaks and lunch. (I suggest you put your phone in your purse or another room where you store your coat etc… Must be professional .... having good work ethic traites: appearance, attendance, attitude. Communication, cooperation, organization skills, productivity, respect and teamwork You are committed to the program You are representing Humber College and your reputation and future students You MUST come prepared everyday with all your resources and plans If you are placed in the infant/toddler room, you are required to do diapering And not sleeping during program time or when you are sitting in the sleep room, you are responsible for the children’s wellbeing. You can be sent home/terminated ´ You are representing Humber College and your reputation and future students
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Final...Responsibilities, Professionalism and expectations….. MD If at any time, your Mentoring Educator determines you are not meeting the expectations and competencies for any reasons listed above or beyond this list, you will be terminated and you will receive a grade of 0. You will not be placed in another site for this term . You will then have to pay additional fees to take placement in future semester Face to Face placement will NOT have extensions for any assignments. Your Mentoring Educator depend on your experience (Responsive Inclusive Experiences and Curriculum Contributions) on the days they are due. As mentioned in the previous slide, you will treat this as if you were hired to do a job and you will be evaluated as such Learners that have accommodations, you must request for an extension at least 1 week before the assignment is due. Asking for an extension the night before will not be accepted "Without advance notice from the student, the student is expected to complete their assessment as designed for the course without accommodations included in this letter". ***This statement was taken from the Accommodation Letter. Do not compare your placement with your peers. We have a large number of diverse agencies that have different policies, hours and expectations for our learners. You will likely follow your Mentoring Educator's shift on a weekly schedule and it may change.
DOCUMENTS FOR YOUR CONTENT BINDER MD These are found on your Blackboard Site Content Binder List Critical Path Field Practicum Site Information Centre Policy Review Checklist Record of Attendance S.M.A.R.T. Goals Responsive Inclusive Experience and Curriculum Contributions Learner Evaluation Checklist
CONTENT BINDER LIST JO Contains a list of items that you must and should include in your binder to bring to placement every day. e.g., medical documents, critical path, attendance form, Centre Policy Checklist, S.M.A.R.T. Goals, Learner evaluation checklist, templates of plans.
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CRITICAL PATH JO • This is a weekly breakdown of the course expectations. • The document can be found on your Blackboard site under "Critical Path". • Please print a copy for yourself and one for your Mentoring Educator so they know what you will be working on during your placement
FIELD PRACTICUM SITE INFORMATION JO Fill out the information and print the form and place inside your binder
CENTRE POLICY REVIEW CHECKLIST JO ´Print document and complete the checklist as you review each item with your Mentoring Educator. Both you and your Mentoring Educator sign, date, scan and send copy to your Field Advisor.
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RECORD OF ATTENDANCE JO • You must fill in this document daily by including the date, your shift (example: 8-4) and ask your Mentoring Educator to sign it • You will submit a copy of your attendance to your Field Advisor at mid-term and final
S.M.A.R.T. REFLECTIVE GOAL SETTING GUIDELINES MD . Reflective Goal Setting Guidelines • You are required to engage in reflective goal setting at 3 distinct times: 1. INITIAL - prior to their first day of placement 2. at MID TERM 3. at FINAL • INITIAL AND MID TERM goals must be written in the S.M.A.R.T goal format. **Refer back to your ECE 120 course** AS WELL AS YOUR PREVIOUS PLACEMENTS • Your reflective goal setting entries will be evaluated according to the criteria outlined in the rubric.
S.M.A.R.T. GOALS MD Specific : Describe a particular area for improvement Initiate and completes routines (e.g. , bathroom, meals/snacks/dressing, rest); Facilitating a large group experience once a day ; Greet one family member once a day; To know all of the children’s names by the end of the second day of placement); Meets deadlines (all that is applicable to your field placement to be successful); Utilizes a variety of communication strategies to connect with families (e.g., greetings, sharing news of the day, recipes/resources of any experiences Tardiness - late/absences; Getting to know the children's food restrictions/in the infant room, know all of the meal routine e.g., who is still on the bottle/solids etc.. Measurable: Quantifies the action as an indicator of progress Attainable : The task identified in the goal statement and the timelines proposed are realistic Relevant: Each goal reflects key placement-related responsibilities Time-bound : Each goal should have a completion target date.
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What aspects of the work excite you most? Why? What aspects of the work are you most concerned about? Why? What initial goal will you set to address 1 or more aspects of your practice? (These goals should relate to your work with children and families that you are most challenged by). Initial Goal: Write you goal in S.M.A.R.T. Format: • Specific: Clearly state your goal. Describe a particular area for improvement. • • Example: I will learn the children's names. • Measurable: Quantifies the action as an indicator of progress. • • Example: I will decorate and make name tags out of card stock and every placement day as the children come in the centre, they will pick their name and put it in a basket. I will welcome each one as they come in (If they can't recognize their name, this is another great opportunity for me to help the child find and learn their name) • Attainable: • state how you believe reaching goal is within your power. • • Example: I will do this every morning on my placement days. • Relevant: • Is it realistic and reasonable? Each goal reflects key placement-related responsibilities. • • Example: This goal shows the educators/family and children I care, I am interested and develop a trust between us. • Time-bound: • You set a time by which you will complete your goal to keep yourself accountable. • • Example: By the end of 2 weeks, I will know all the children's names. Use the above information and write your goal: I will learn the children's name by making decorative name tags
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RESPONSIVE INCLUSIVE EXPERIENCE MD
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RESPONSIVE INCLUSIVE EXPERIENCE MD • You are required to complete Responsive Inclusive Experiences and Extensions during your practicum • The intent is to use observation strategies to identify children’s strengths and challenges and to understand the responsive inclusive planning process • Before the plans are implemented, they must be approved and signed by the Mentoring Educator (planned response section) • You will implement the initial Responsive Inclusive Experience is the first day of the week the plan is due (this is based on the previous week's observation) • The following day you must implement the Extension - bring in additional materials/resources to add to the initial experience to further connect the children with the experience • After the plans are implemented, the Mentoring Educator must comment and sign the last page of the plans • Refer to the Critical Path for due dates and times • Templates for the plans can be found on your Blackboard site under the "Responsive Inclusive Experience"
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CURRICULUM CONTRIBUTION MD Formerly Resource Tool Kit You are required to complete 10 Curriculum Contributions. These resources should be in addition to those used in your Responsive Inclusive Experience and Extensions (you will receive a grade of 0 if you use the same resource). The intent is to provide you with the opportunity to gather and extract data from your experiences in placement in order to prepare, implement and evaluate responsive, inclusive play-based experiences and resources. Curriculum Contribution and Responsive Inclusive Experience/Extensions can overlap in the same week. You can use the same observation information from the previous week to complete 2 difference plans. Example of a Curriculum Contribution: homemade materials to add to the environment , loose parts, puppets/dolls, puzzles etc... Questions to guide your observations : What types of experiences did the children engage in this week? • What were the interests, strengths and opportunities for growth? • What materials were available? How did the children use them? • Any other relevant information to support upcoming student planning? You can use last week's observation or do the observation on the first day of the week the Curriculum Contribution is due, you will implement the experience the
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CURRICULUM CONTRIBUTION MD
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LEARNER AND MENTORING EDUCATOR'S EVALUATION CHECKLISTS MD To be completed at mid-term and final by Mentoring Educator and Learner It is the Learner's responsibility to provide the Mentoring Educator with the Evaluation and request a time to meet with them to review it The Field Advisor must use the Checklist Evaluation Scoring Sheet to tally all the marks to determine a score The total score for mid-term is only for feedback purposes and will not be entered into MyHumber The total score for final in addition to the Field Advisor Rubric grade will determine whether you are successful or unsuccessful in Field Practicum You must receive SAT in both the Mentoring Educator Evaluation and the F.A Rubric to pass
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LEARNER AND MENTORING EDUCATOR'S EVALUATION CHECKLISTS MG
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ONLINE WEEKLY DISCUSSIONS MG There will be 11 weekly discussions that can be found on the Blackboard site under “Discussions" in the top ribbon and "Weekly Discussions" under the Course Content in the center of the main page. You are required to participate in the discussion group by posting your answers to the prompts/questions every week on the discussion board. In addition, you must respond to one (1) of your peers' posts. The intent is to use reflective practice and develop an awareness of self as a professional to understand the role of the Early Childhood Educator within the early learning and care community. • Answers must be in your own words • Your original response to prompt/questions should be completed by Wednesday to give your peers an opportunity to respond • Avoid responding to the same person each week • Discussions will open every Monday at 12am and close every Sunday at 11:59pm
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VISIT REPORT MG • The Field Visit Report is completed by the Field Advisor at 2 points in the semester • Your Field Advisor will share the feedback with you so that you can work on strengthening your skills for the remainder of the placement • The Field Visit Report does not bear any weight on your final grade, but it is a good way to monitor your own progress and offers a point for discussion in your Field Advisor meetings
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DUTY TO REPORT SIGN OFF JO The Duty to Report and the policy and procedure for reporting suspicions of child maltreatment was reviewed with students in the ECE 120-Introduction to the Early Childhood Profession Course. Learners will print the document, sign to acknowledge that they have read and understood the College of ECE Duty to Report and the ECE Department policy/procedure for reporting and have a witness sign the document to verify that it was signed by the learner. It will then be submitted to the Field Advisor. This form will be posted in the Field Practicum course on Blackboard.
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PROTECTION OF PRIVACY AND CONFIDENTIALITY OF PERSONAL INFORMATION JO Learner will complete the document to confirm they have read and understood the information Clearance Officer, Tenzin Nanglo will be the witness signing on your behalf Download the document and submit to your Field Advisor via email before the start of your placement
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MISSED DAYS JO • Attendance must be 100%. The schedule of field days is outlined at the beginning of each semester. Learners who do not complete a field day for any reason (i.e., inclement weather, illness, personal reasons or religious holidays etc.) are still expected to complete 25 days. • If the College or Field Site is closed for any reason, Learners are required to complete the days that they did not attend. • If the Field Site is open and the College is closed, learners may attend at their discretion or if the learner chooses not to attend, they must complete the day(s) at the end of the placement. • All placement days must be completed as a full shift • All outstanding days are arranged directly by you with your site and should not conflict with any of your classes. You must notify your Field Advisor once you book your outstanding days.
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Missed/late Evaluation form Missed/Late Evaluation – Student Guide Copy and paste link below or Ctrl+click on hyperlink to get to webpage: https://healthsciences.humber.ca/current-students/resources/fhsw-student-handbook .html?page=Missed%20%2F%20Late%20Evaluation%20%E2%80%93%20Student%20Guide&tab=fhs wpolicyCategory1 Step 1: Refer to the Missed / Late Evaluation Policy and how it applies to a missed evaluation in your course. Note: Your faculty / instructor will communicate this at the beginning of the course. Step 2: Email your faculty / instructor within the timeframe indicated in the policy: As soon as possible or no less than 24 hours before the due date or date of the evaluation. Step 3: Check your email for a response from your faculty / instructor which will include a link to an online form. Step 4:When you receive the email from your faculty / instructor, fill out the form and send a PDF version of the completed form back to your faculty / instructor within 24 hours of receiving the email. Please note that clicking ‘submit’ on the form is not sufficient – you must click submit and then download a PDF copy and email it to your faculty / instructor. Step 5: Check your email for a response from your faculty / instructor which will include details about your options for the missed evaluation and next steps. The Field Advisor will provide you with the form when asking for an extension. Please fill out the required information on the form. Course code ECE 130 Field Placement, "save as PDF" and put your Field Advisor name (_________ @humber.ca ) as your Professor.
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REPORTING ANY ABSENCES JO Treat Field Practicum as if you are employed by the agency ALL absences MUST be reported to the agency Inform your site (via telephone) and your Field Advisor (via email) by 7 am if you are going to be absent from your placement day When reporting your absences: Leave your FULL name What college you are from State the room you are placed in Name of mentoring educator Reason for your absence
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HOW YOU EARN YOUR FINAL GRADE MG Mentoring Educator Evaluation Checklist SAT/UNSAT Field Advisor Rubric SAT/UNSAT You must achieve a SAT in both components to receive a SAT overall and pass Field Practicum FINAL GRADE
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FIELD ADVISOR MEETINGS & VISITS MG Field Advisor will visit you at your placement 2x this semester Meetings will be held virtually via Microsoft Teams or another virtual platform that your Field Advisor arranges Minimum of 2 virtual meetings with your Field Advisor at Mid-term and Final (more depending on the need of each student) The Midterm and Final meetings will be individual You and your Field Advisor will need to arrange the dates and times to meet Meetings do NOT need to occur on your placement day as you will be in the classroom Meetings can be scheduled outside of placement days, however you CANNOT miss a class , arrive late to a class or leave a class early to attend a Field Advisor meeting It is recommended to provide your learner's schedule in order to help with meeting planning Meetings can be scheduled between 8am-6pm
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ACCOMMODATIONS MD This slide is only for learners that have accommodations. It is your responsibility to disclose whether you have accommodations to your Field Advisor and your Mentoring Educator. When you met with your Accessibility Consultant you were asked how you wanted to have your accommodation letter submitted. If you asked them to send it to you by email , then you will need to forward the letter to your Field Advisor and your Mentoring Educator yourself If you asked them to send it to the ECE department , then you need to email your Field Advisor to advise them to email me at: mary.divito@humber.ca to give authorization for me to release the letter.
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SCANNING DOCUMENTS MD Photos of your documents will not be accepted for submissions We recommend that you use an app to scan your documents One example of an app you can download: Microsoft Office Lens LRC 3rd floor photocopier has scanning capacity and it's free This is a free scanning App to scan your documents Compatible to both Android and Apple devices
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SUBMISSION DEADLINES….. MG Biography (beginning of the semester) Record of Attendance (at mid-term and final) Duty Report Sign-off sheet (beginning of the semester) Academic Integrity Pledge (beginning of the semester) Protection of Privacy and confidentiality of personal information (beginning of the semester) Centre Policy Checklist (beginning of the semester) S.M.A.R.T. Goals (beginning of the semester is the initial , mid, final ) Curriculum Contributions (Hand in as you complete them) Responsive Inclusive Experiences (hand in as you complete them) Evaluation Checklist (Mentoring Educator's copy at mid and end of semester) Evaluation Checklist (Learner's copy at mid and end of semester)
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DOCUMENT SUBMISSION MG Please follow the format in submitting documents to your Field Advisor: Use the following subject on your email : Last name, first name, student # and name of document Smith_Alex_N01234567_ Record of Attendance Smith_Alex_N01234567_Biography Smith_Alex_N01234567_Duty to Report Smith_Alex_N01234567_Academic Integrity Smith_Alex_N01234567_Protection of Privacy and confidentiality Smith_Alex_N01234567_Centre Policy Checklist Smith_Alex_N01234567_S.M.A.R.T. goals Smith_Alex_N01234567_Curriculum Contribution Smith_Alex_N01234567_Detailed Responsive Inclusive Plans Smith_Alex_N01234567_Evaluation Checklist submit the Learner and the Mentoring Educator Evaluation Checklists separately
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Clearance Website Getting Started - Humber College Medical & Non-Medical Documents Clearance Deadline Frequently asked questions Email address for Clearance Office Link to book an appointment with the Clearance Office First Aid & CPR courses offered by Humber & a list of approved providers
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Thank you.
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