Registered Early Childhood Educator (RECE) Handbook 2019...The classroom teacher/RECE should handle day-to-day discipline by developing and implementing effective classroom management

Registered Early Childhood Educator (RECE) Handbook

2019

R e g i s t e r e d E a r l y C h i l d h o o d E d u c a t o r s ’ H a n d b o o k P a g e 2 | 17

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Registered Early Childhood Educator ...................................................................................................

Table of Contents ................................................................................................................................. 2

Introduction .......................................................................................................................................... 3

The Role of a Registered Early Childhood Edcucator (RECE) ......................................................... 4

Creating a Positive and Safe School Climate ……………………………………………………………………6

Responsibilities of the RECE Educator…………….….………………………………………………………..….7

Teacher Child Care Partnership………………………………………………………………………………………8

RECE Hours of Work……………………………………………………………………………………………………..9

College of ECE………………………………………………………………………………………………………….….10

Values………………………………………………………………………………………………………………………..11

Code of Ethics……………………………………………………………………………………………………………..12

Roots of Empathy………………………………………………………………………………………………………..13

What is the Kindergarten Program………………………………………………………………………………..14 If there are variations between the information in this handbook and what is provided for in Board policy, APGs, or current legislation, the Board policy, APG, or current legislation will prevail.


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Our Vision: Leaders in learning and faith. Our Mission: To realize each student’s potential within our inclusive Catholic learning Community by nurturing and developing their mind, body, and spirit. Our Values: Modeling Jesus in the world through faith, respect, community, innovation and learning.


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Building on complementary strengths and perspectives

Both teachers and early childhood educators (ECEs) are certified/ registered within their respective regulatory bodies, namely the Ontario College of Teachers and the College of Early Childhood Educators, who set the minimum training and education requirements for their professions. As stated in the Full-Day Early Learning— Kindergarten Program, knowledgeable and responsive educators are essential. Both professional groups concur that their role in supporting children and families remains paramount. Like any two or more individuals coming together to work in a team, each brings individual strengths and perspectives, as well as a set of professional competencies, demonstrating a breadth of professional knowledge, skills and abilities. Both individuals therefore come prepared to work together, building on their strengths and expertise, to create a dynamic professional team to support children and families in full-day early learning settings. (Full Day Early Learning Kindergarten Program for 4-5-year-olds a reference guide for educators p.10)

The early learning professional team

Professional educators recognize and value that every child is a unique individual. So too must we recognize and value that each team of early childhood educator and a teacher will be unique. Both teachers and early childhood educators will have the benefit of a collaborative and complementary partnership to support children and families in a high-quality, intentional,


play-based learning environment. (Full Day Early Learning Kindergarten Program for 4-5-year-olds a reference guide for educators p.10)

Cooperation between RECE and Teachers

Based on their broad knowledge of, and experience within the school environment, teachers are responsible for the long-term planning and organization of the Full-Day Early Learning—Kindergarten Program.

This sets the framework within which early childhood educators and teachers will work together through a holistic and integrated approach with particular emphasis on:

• jointly developing and delivering the daily activities in the classroom, including an emphasis on spontaneity to respond to the children’s needs and interests

• organizing the indoor and outdoor learning environments • using a repertoire of pedagogical strategies to challenge and extend children’s learning • monitoring and assessing children’s progress using observation and pedagogical

documentation • liaising with families and the broader community • assisting children during daily routines.

(Full Day Early Learning Kindergarten Program for 4-5-year-olds a reference guide for educators p.11)


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All staff who work directly with students must respond to incidents that can have a negative impact on the school climate. This includes principals and vice-principals, teachers, educational assistants, early childhood educators and other school staff employed by the board.

It is the responsibility of the staff member who witnesses the incident firsthand (or who is the first point of contact if the incident has been reported) to intervene immediately and ensure that the matter has been addressed and resolved. It is not acceptable to simply refer the matter to another staff member in the hopes that it will be addressed by someone else.

The classroom teacher/RECE should handle day-to-day discipline by developing and implementing effective classroom management strategies. The classroom teacher/RECE, in consultation with students, will develop classroom rules and expectations. Consider the type of atmosphere and environment that you want to experience for the next ten months. It is the responsibility of the classroom teacher/RECE to ensure that the classroom rules and expectations be successfully implemented and followed. You are encouraged to review your school’s code of conduct to ensure alignment with your practices and procedures.

• Refer to the following APGs § SS10 Code of Conduct § SS12 Progressive Discipline and Promoting Positive Student Behaviour § SS36 Student Safety Plans


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As stated in the Education Act

Duty of teachers and registered early childhood educators to co-operate, etc.

Education Act

264.1 (1) It is the duty of the following persons to co-ordinate the matters listed in subsection (2) and to co-operate with each other with respect to those matters:

1. Teachers 2. Temporary teachers 3. Designated early childhood educators 4. Persons who, under the authority of a letter of permission, are appointed by a board to

positions designated by the board as requiring an early childhood educator 2010,c 10,s. 16

(3) The matters referred to in subsection (1) are:

1. Planning for and providing education to pupils in junior kindergarten and kindergarten.

2. Observing, monitoring and assessing the development of pupils in junior kindergarten and kindergarten.

3. Maintaining a healthy physical, emotional and social learning environment.

4. Communicating with families.

5. Performing all duties assigned to them by the principal with respect to junior kindergarten and kindergarten. 2010, c. 10, s. 16.


TTTeeeaaaccchhheeerrr CCChhhiiilllddd CCCaaarrreee PPPaaarrrtttnnneeerrrssshhhiiippp The Full-Day Early Learning–Kindergarten program for four- and five-year-old children consists of a core day program and an extended-day program. The extended-day program is complementary to the core program and aligned with it in order to provide a seamless and consistent experience for the children.

The core day program is delivered by Early Learning–Kindergarten teams consisting of teachers and registered early childhood educators. The extended-day program is an integral part of the Full-Day Early Learning–Kindergarten program; it is offered before the core day program begins and continues at the end of the day and is delivered by teams of registered early childhood educators from licensed child care providers. The extended-day program offers an approach to pedagogy and planning that is consistent with the approach taken in the core day program and makes use of shared resources and shared common spaces to create a seamless system of care and education for children and families. (Full Day Early Learning Kindergarten Program The Extended Day Program Draft Version p.1)

The Ministry of Education supports an integrated early years and child care system in which school board and child care professionals work in partnership to provide seamless, high quality programs for children throughout the day. With the legislated requirement for schools to provide before-and after-school programs for students in Kindergarten to Grade 6 where there is sufficient demand, there is an increased emphasis on the need for school principals, child care supervisors, recreation providers and staff to work together to ensure that shared space is available on an ongoing basis to provide consistent and seamless learning and care environments for children. The following resource is meant to support collaboration in creating a welcoming environment for children and families.

If we hold this view of children, then we respect their right to have access to the same materials and experiences to extend their thinking, learning and meaning-making throughout their day.

• Children are invited to share their thoughts about important considerations for shared space.

• Decisions about room/space selections and existing resources meets the needs of the children attending the before/after program. Whenever possible, the room chosen for before and after school programs should be used by the same age group during the school day. The purpose of this principle is to encourage a seamless day where children stay in the same classroom throughout their day. Therefore, programs for 4 & 5-year old’s, in particular, should be located in kindergarten classrooms.

Strategies are developed collaboratively to share, prepare and care for the environment/materials so children can work on projects over an extended period of time. (Child Care and Schools – Working Together in Shared Spaces p.1)


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• RECEs will work Monday to Friday with 7 paid hours/day • 30 minutes unpaid lunch (no later than 5 hours after start time) • During Instructional hours the RECE is to be with students at all times including when

the prep teacher is in the classroom • 150 minutes of planning time/week • 300 minutes/week of supervision (as often as possible RECE will supervise

Kindergarten students.) • Break time – 15-minute paid morning break and 15-minute paid afternoon break,

circumstances permitting

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CCCooolllllleeegggeee ooofff EEEaaarrrlllyyy CCChhhiiillldddhhhooooooddd EEEddduuucccaaatttooorrrsss 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

PPPuuurrrpppooossseee aaannnddd MMMaaannndddaaattteee 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 52,000 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.


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The College's Continuous Professional Learning (CPL) program complements and formalizes the ongoing professional learning many RECEs do every day. Engaging in ongoing professional learning is important to early childhood educators. It is part of the culture of the profession and an integral component of both professionalism and leadership. The CPL program is a framework and formal process to help RECEs increase their knowledge and skills and ensure quality professional practice throughout their careers. It also communicates to employers, families and the public that RECEs are members of a distinct profession that values ongoing professional learning.


CCCooodddeee ooofff EEEttthhhiiicccsss Registered early childhood educators (RECEs) are dedicated to upholding the Code of Ethics. The Code reflects the profession’s core set of beliefs and values of care, respect, trust and integrity. These beliefs and values are fundamental to RECEs and guide their practice and conduct.

1. Responsibilities to Children

RECEs make the well-being, learning and care of children their foremost responsibility. They value the rights of children and create learning environments where all children can experience a sense of belonging and inclusion. RECEs foster children’s joy of learning through child-centred and play-based pedagogy.

RECEs respect and nurture children’s first language and/or traditional language and culture. They demonstrate a commitment to address the unique rights and needs of Indigenous children and their families. They respect each child’s uniqueness, dignity and potential.

2. Responsibilities to Families

RECEs build and maintain responsive and collaborative relationships with families. These relationships are based on mutual trust, openness and respect for confidentiality. RECEs work in partnership with families, sharing knowledge and resources to support the well-being and learning of children.

RECEs recognize and respect the uniqueness and diversity of families. They provide meaningful opportunities for families to engage in and contribute to the learning environment and their child’s experiences.

3. Responsibilities to Colleagues and to the Profession

RECEs build positive relationships with colleagues by demonstrating respect, trust and integrity. They support, mentor and collaborate with colleagues, including students aspiring to the profession.

RECEs value lifelong learning and reflective practice and engage in the Continuous Professional Learning program. Through their practice and leadership, RECEs support the advancement of the profession in their workplaces and in the wider community. They recognize that their conduct as professionals contributes to the public’s trust in the profession.


4. Responsibilities to the Community and to the Public

RECEs provide and promote high quality early years programs and services to support children and families. They build connections and collaborate with community partners to enhance programs and promote the integration of services. RECEs communicate the value and importance of early childhood education in their communities and to the broader public. They advocate for the well-being of children and families. (College of Early Childhood Educators https://www.college-ece.ca/en

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Registered Early Childhood Educators are responsible for delivering the Roots of Empathy

Program in the kindergarten classroom each school year.

What is Roots of Empathy?

Roots of Empathy is an international, evidence-based classroom program that has shown

significant effect in reducing levels of aggression among school children by raising

social/emotional competence and increasing empathy. The program is designed for children

ages 5 to 13. In Canada, the program is delivered in English and French and reaches rural,

urban, and remote communities including Indigenous communities. The program is also in New

Zealand, the United States, the Republic of Ireland, England, Wales, Northern Ireland and

Scotland, Germany, Switzerland and Costa Rica.


Emotional Literacy

At the heart of the program are a neighbourhood infant and parent who visit the classroom every three weeks over the school year. A trained Roots of Empathy Instructor coaches students to observe the baby’s development and to label the baby’s feelings. In this experiential learning, the baby is the “Teacher” and a lever, which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. This “emotional literacy” taught in the program lays the foundation for safer and more caring classrooms, where children are the “Changers”. They are more competent in understanding their own feelings and the feelings of others (empathy) and are therefore less likely to physically, psychologically and emotionally hurt each other through bullying and other cruelties. In the Roots of Empathy program children learn how to challenge cruelty and injustice. Messages of social inclusion and activities that are consensus building contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each family visit to prepare and reinforce teachings using a specialized lesson plan for each visit. Research results from national and international evaluations of Roots of Empathy indicate significant reductions in aggression and increases in pro-social behaviour.

Please see Summary of “Roots of Empathy” research 2001-2017 www.rootsofempathy.org\roots-of-empathy\


WWWhhhaaattt iiisss ttthhheee KKKiiinnndddeeerrrgggaaarrrttteeennn PPPrrrooogggrrraaammm??? The Kindergarten Program 2016 The Kindergarten Program 2016 is our current Ministry of Education Ontario curriculum used as the basis of our program. There are a wide variety of supporting documents such as: Early Learning for Every Child Today: A framework for Ontario early childhood settings (ELECT), How Does Learning Happen? As outlined in The Kindergarten Program 2016, The primary goals of the Kindergarten program are:

• to establish a strong foundation for learning in the early years; • to help children make a smooth transition from home, child care, or preschool settings

to school settings; • to allow children to reap the many proven benefits of learning through relationships,

and through play and inquiry; • to set children on a path of lifelong learning and nurture competencies that they will

need to thrive in the world of today and tomorrow.

The Preface of this document includes well thought out, clear, researched information about the basis of our program and the main features to co-create in our classrooms. Information on the importance of the learning environment, play based learning, inquiry, and the research behind the four frames are included in this section.


The curriculum expectations are divided in the four frameworks:

1. Belonging and contributing 2. Problem solving and innovating 3. Demonstrating literacy and numeracy behaviours 4. Self-Regulation and Well-Being

The child’s learning and development is based on the child’s relationships with other peers, educators, family and environment. Assessment and Pedagogical Documentation Teachers are responsible for the writing of communication of learning, but teams collaborate in observing and assessing the progress and development of the child. Collected documentation is reflected on and analysed together to determine the growth and next steps for the child. Capacity Building Series Pedagogical Documentation http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_pedagogical.pdf Capacity Building Series Primary Assessment http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_primaryassessment.pdf The term "pedagogical documentation" is currently used to refer to the process of gathering and analysing a wide range of evidence of a child's thinking and learning over time and using the insights gained to make the child's thinking and learning visible to the child and the child's family. The process enables educators to support further learning for each child in the most effective way possible (the Kindergarten Program, p. 36) Pedagogical documentation should notice and name the learning happening. The evidence of learning collected includes the thinking of the child and educator. Examples may include photos, videos, notes, observations, interviews, sample work. There is a variety of methods to organize the documentation that is collected. Educators should find a method that works best for them and their team.


Pedagogical documentation and assessment should include a balance of all four frames:

1. Belonging and Contributing 2. Demonstrating literacy and numeracy behaviours 3. Problem solving and innovating 4. Self -regulation and Well being

In each of the four frames, teams must document the key learning, growth in learning and next steps. Key Learning refers to the most important or significant skills and/or understandings (knowledge) that the child has demonstrated during the reporting period, in relation to the overall expectations. It is appropriate for educators to include their perceptions about the child's interests and learning preferences in their descriptions of key learning. Growth in Learning refers to positive developments in learning that the child has demonstrated over the reporting period, in relation to the overall expectations. Developmental stage, learning trajectory, and/or other individual processes of learning should be taken into account when evaluating and describing growth in learning. Next Steps in Learning refers to ways in which the child can move forward in developing knowledge and skills, in relation to the overall expectations, both at school and at home. Developmental stage, learning trajectory, and/or other individual processes of learning should be taken into account when determining next steps in learning. (Growing Success-The Kindergarten addendum, p14) Pedagogical documentation can be used to communicate with the parents, family and community partners. It can be used in the learning environment as a tool with the children to encourage reflection and goal setting. It can influence what direction next steps or inquiries will take. http://www.sudburycatholicschools.ca/early-learning/kindergarten-program/

Documents

Registered Early Childhood Educator (RECE) Handbook 2019...The classroom teacher/RECE should handle day-to-day discipline by developing and implementing effective classroom management