S urvey of Mentoring Programs In Canada
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PARTNERS IN PRACTICE
S urvey of Mentoring Programs In Canada |
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As Partners In Practice was examining what was happening at the three pilot sites the partners wanted to compare the model which was emerging with other mentoring models operating in Canada. Research was conducted within the early childhood field in the spring of 1998 to survey current mentoring initiatives in Canada to find out how they defined mentoring; what supports, partnerships and training were in place; and to begin developing a network of early childhood colleagues with an interest in mentoring.
A mail survey was distributed in April and May of 1998 to two hundred and thirty-four organizations, including provincial and territorial professional early childhood associations and early childhood studies training institutions across Canada. Forty-seven surveys were returned. Of these forty-seven, seventeen reported that mentoring was being implementing within their program or organization. Follow-up phone calls were conducted to obtain more information or to clarify information in the survey from the fifteen respondents who were implementing mentoring. The phone interviews were completed during the summer and fall of 1998. During the phone interviews questions were asked to gather information on existing infrastructure, the mentoring relationship, and strategies used to implement their mentoring activities.
The majority of the respondents indicated that mentoring activities were implemented as part of an existing infrastructure with partnerships with training institutions, early childhood care programs providing field practice to early childhood studies students and their staff, and participating mentors and protégés. Some identified funding partners. Respondents said that all partners involved derived many and varied benefits from the mentoring relationships.
Four of the seventeen respondents who were implementing mentoring had received some funding. In all other cases no funding was specifically assigned to their mentoring initiative. Funds had to be utilized from other projects and sources, or they simply had to implement their mentoring activities without any funds making it very difficult to do all that they felt necessary to support the participants.
In terms of the mentoring relationship, the responses to the surveys indicated that there were very few that used any specific selection criteria for mentors. Self-selection seemed to be the most prevalent means used to gather mentors. Often, those who had been mentored themselves were enthusiastic participants in the programs. In the majority of programs responding, the participants voluntarily agreed to engage in a mentoring relationship, with the exception of students involved in field practice as protégés. For most students their participation was a course requirement.
Information was gathered to find out what common strategies were being employed when implementing mentoring. Many gaps were found. Respondents revealed that training for mentors in the majority of the responding programs was virtually none existent, with the exception of those few programs that offered an orientation to the expectations for participants. Support for the participating mentors and protégés was minimal, only a few of the programs provided networking opportunities for the mentors. Four of the seventeen mentoring initiatives identified that they provided some form of recognition to participants through such things as ceremonies, celebrations and training opportunities. Only one reported that they provided financial compensation and this was limited to participating programs and mentors.
Very few of the programs that responded used evaluation as an integral piece of the program to determine its effectiveness. Programs that included students in training did have an evaluation component for the development of students skills, but didn't have any formal means to evaluate the experience for the mentors.
In summary, the results of the survey indicate that there are minimal intentional, mentoring programs in existence in Canada. Those that do occur have limited and inadequate financial support and very few offer recognition, compensation or support for those participating in the mentoring experience.
Future considerations
There is much work to be done to make mentoring a viable option in terms of support for the field of early childhood. Recent Canadian research studies such as the Partners In Practice described in this publication , Innovative Program Delivery Models for Early Childhood Care and Education Training , and numerous presentations at early childhood provincial and local conferences indicate that there is considerable interest in mentoring. The Partners In Practice Mentoring Model addresses the vehicles and structures which are needed to incorporate mentoring into the initiatives of early childhood practice, and the application of a community based development approach in implementing those initiatives. With this it is believed that mentoring will become a viable, efficient and effective option and an integral part of early childhood practice.
Results of the Partners In Practice Survey of Mentoring Programs in Canada ~1998:
Following are the survey results for seventeen of the responding programs. They are:
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Program Name: Child Care Substitute Youth Internship Program - Child Care Connections
Length of time in operation: 1 year
Contact Person: E. Elaine Ferguson, Executive Director
Address: 100-1200 Tower Rd., Halifax, NS B3H 4K6
Telephone: (902) 423-8199 Fax: (902) 492-8106 Email : ccns@istar.ca
Program Description: A pilot program to train youth 19-24 years of age as child care substitutes. As part of the training the interns were matched with mentors and did their practice component in their mentors classrooms. An employment apprenticeship was included in the program.
Program Objectives: To provide youth with access to the early childhood sector; to give interns a taste of child care work so they could make an informed decision about continue/not continuing in child care; to provide youth with a skill to earn money while they peruse further study.
Describe mentoring participants: Mentors volunteered to participate, they were matched with an intern using the MBTI; Mentors were at different stages in their career and life; The coordinator of the youth internship program was key to the mentoring process for the interns and for the mentors.
Describe the mentor relationship: Mentors developed learning plans with the intern; kept journals relative to the interns performance on identified criteria; evaluated the intern; supported the intern.
List any partners or collaborating agencies: Child Care Connections; Mentors centres; Nova Scotia Community College; child care organizations, Canada Employment.
Funding: Youth Secretariat, Canada Employment
Staff: 2 Site Coordinators and Administrator
Formal or Informal Training: Training for both mentors and proteges -Myers Briggs Type Indicator, Problem Solving, Journal Writing and Teamwork. Protégés received formal training in managing children and child development.
Evaluation Component : Focus groups and questionnaires to evaluate the tools and processes were used throughout the project.
Volunteers: Mentors were volunteers, some casual trainers.
Additional Information: One year after completion 2/3 of the interns kept in contact with the coordinators, are working in childcare. The others through they have moved on 80% of them keep in contact.
The mentors and youth internship coordinators were key to the success of the interns integration into child care.
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Program Name: Child Care Resource & Information Services at Westcoast Child Care Resource Centre
Length of time in operation:
Contact Person: Nicky Byres, Resource and Information Advisor
Address: 3 rd Floor, 210 West Broadway, Vancouver, BC, V5Y 3W2 Telephone: (604) 709-5661 Fax: (604) 709-5662 Email:CCRIS@wstcoast.org
Program Description:
Program Objectives: To discover the successes and strategies of some Vancouver Centres so that others may learn from them by observing the centres.
Describe mentoring participants: Child care centers of various kinds in Vancouver.
Describe the mentor relationship: To welcome, observe, reflect together.
List any partners or collaborating agencies:
Funding: Once funded by Province and City through Information Services Funding
Selection Process: Programs self identify as being willing to accept visitors
Additional Information: Mentoring Data Base-available for future which indicates specific focus of individual programs ie. Special needs, infants etc. Responds to a need from people wanting to visit centers in Vancouver.
Program Name:
Child Day Care (CDC) Competency Based Assessment Program (CBA) - Advisor Mentor Component
Length of time in Operation: Established in 1986
Contact Person: Ruth Gregory, Qualifications Coordinator, CDC Representative for CBA, Child Day Care
Address:
Department of Family Services and Housing - Child Day Care Branch 102-114 Garry Street Winnipeg MB R3C 1G1
Telephone: (204) 945-2197
Toll Free: 1-888-213-4754
Fax: (204) 948-2143
Email: rgregory@fs.gov.mb.ca
This section relates to the mentoring component.
Program Description:
The CBA Program is designed for individuals who are working in licensed child care facilities and would like to become eligible for the ECE II certificate (trained level).
The CBA Program is offered to eligible candidates on a part-time self-study basis to further skills, knowledge and abilities while the candidate continues to work. The place of employment is integral to the program of study since all practical learning objectives are carried while the candidate is working in the child care facility.
Designed for maximum flexibility, the candidate studies at their own pace in the comfort their own home. Guided choices of research designed to further both general and specific knowledge, combined with the practical application oft hat knowledge in the workplace provide a clear measure of progress throughout the CBA process. Individually scheduled periods of on-site observation, research and written academic requirements allow the adult learner to address deficits and build on strengths with the objective of ensuring a positive outcome upon completion of the program.
The basis of assessment are the Child Care Competencies. These competencies have adopted as the necessary minimum qualifications to be acquired and demonstrated by early childhood professionals working with children in licensed programs in Manitoba.
Program Objectives: The mentoring component:
The Competency Based Assessment (CBA) Program uses a team approach to guide candidates in the advancement of skills, knowledge and abilities related to the care of young children. The team endeavours to affirm the candidate's natural gifts, experiences and education and to build on those aspects through observation, mentorship and directed study.
The primary mentor relationship is between the candidate and the Advisor (the ECE Consultant).
Describe mentoring participants:
The participant in the CBA Program is one who:
Describe the mentoring relationship:
There are four team members with the candidate taking the role of team leader. The process focuses on providing feedback to the candidate in order to expand their skills and knowledge. The team approach is critical as it allows various types of information to be gathered from several perspectives.
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Program Name: College of the North Atlantic Field Practice Program
Length of time in operation: ECCE Program-11 years; mentoring-4 years.
Contact Person: Carmella Singleton, Manager Early Childhood Education Programs
Address: PO Box 1693, St. Johns NFL Telephone: (709) 758-7378
Fax: (709)758-7400 Email: csingleton@admin.northatlantic.nf.ca
Program Description: The College of the North Atlantic has an ECE Laboratory School for the ECE training programs. The mentoring component is part of the field practicum for the students in the ECCE Program and is implemented in community child care centers and the ECE laboratory school. Training is provided for the mentors by the ECCE faculty in recognition for their support of students.
Program Objectives: A case study on the Development and Implementation of a Reflective Mentoring Program for Early childhood Educators. September 96 to January 97; Partners In Practice pilot site 97-98; Partners In Practice Mentoring group 98 +.
Describe mentoring participants:
Describe the mentor relationship: Mentor-Early Childhood Educator; Mentee (protégé)-Early Childhood Pre-Service Student.
List any partners or collaborating agencies: College of the North Atlantic and host early childhood care centre sites
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Program Name : Diplome education en services de garde
Length of time in operation: 20 months
Contact Person: Charlotte Walkty
Address: College universitaire de Saint-Boniface, Ecole technique et professionnelle, 200 avenue de la Cathedrale, Winnipeg, MB, R2H 0H7
Telephone: (204) 233-0210 Fax: (204) 235-4489
Email: cwalkty@ustboniface.mb.ca
Program Description:
Program Objectives:
Describe mentoring participants:
Describe the mentor relationship:
List any partners or collaborating agencies:
Funding: Funded through college training began in 1989
Staff: Practicum Co-ordinator (faculty), supervision shared by all faculty with each supervising 6 students
Support For Program Participants: Onsite support for new centers taking students
Selection Criteria: Want host sites to be functioning well. Students must be with children 80% of the time
Participant Recognition or Compensation: Certificate of recognition
Formal or Informal Training: Utilize both English and French speaking centers leaving orientation difficult and often when orientation is completed it is not detailed or in-depth.
Faculty is available for consultation
Evaluation Component: Evaluation of students completed informally with students during seminars
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Program Name:
Douglas College Early Childhood Education
Length of time in operation: 3 months
Contact Person: Elva Reid, Facility Instructor
Address: Douglas College, Department Child, Family and Community Studies, 3042 OHara, Surrey, B.C. V4A 3E6
Telephone: ( 604) 535-3025 Fax: (604) 535-5626 Email: elvareid@netcom.ca
Program Description: We are in the very early stages of developing our mentor project. We are planning a meeting with former Douglas College Graduates and current Douglas College students. Our first meeting will be to explore the concept of mentoring and to determine the interest in establishing an on-going mentoring project. We would very much like to discuss becoming involved in your "Partners in Practice" as a Westcoast partner.
Program Objectives: To provide students with mature mentors who can provide leadership and support for students new to the field. To develop & maintain a network within our field of Douglas College graduates. To encourage leadership and mentoring skills in both our students and graduates.
Describe mentoring participants: Douglas College graduates, ECE faculty, 1st & 3rd semester students.
Describe the mentor relationship: We are in the process of developing this relationship and will be able to describe it more fully in 3 months.
List any partners or collaborating agencies:
Additional Information: We have met with a good deal of enthusiasm and are confident we will be successful. At this point (1998) we are having an open invitational meeting to our students and graduates and will consider selection after that meeting. Will be able to provide further information as program is further developed.
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Program Name: Early Childhood Education, Keewatin Community College
Length of time in operation: delivered once, 3 years in length
Contact Person: Janet Sulik , Coordinator
Address: Keewatin Community College, Box 3000, The Pas, MB, R9A 1M7
Telephone: (204) 607-8655 Fax: (204) 623-6091 Email: janetsulik@hotmail.com
Program Description:
Program Objectives:
Describe mentoring participants:
Describe the mentor relationship:
List any partners or collaborating agencies:
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Program Name: Mount Royal College Early Childhood Care and Education Program
Length of time in operation: 30 years.
Contact Person: Cathy Smey Carston, Practicum Coordinator, ECCE Instructor
Address: 4825 Richard Rd. SW., Calgary, AB, T3E 618 Telephone : (403) 240-6447 Fax: ( 403) 240-6461 Email: ccarston@mt.royal
Program Description: Each student is placed in a practicum setting with a mentor for a period of 4 months (either 2 or 3 days/wk). The mentor is a qualified, experienced ECE professional who serves as a model and supervisor of their practicum experience. Prac. I & II with a 2nd year diploma program.
Program Objectives: To enable the student to gain experience in caring for children in ECE settings as well as learn and understand about the skills and abilities of an ECE professional.
Describe mentoring participants: Two year diploma college students; predominately female; ages 18-30.
Describe the mentor relationship: A strong emphasis is placed on relationship development. It should include communication and contributions from both parties. A feedback component is required at the 4 month end - about the practices of the student.
List any partners or collaborating agencies: Agencies (Child Care Programs) who allow us to draw from their staff by giving us permission to approach them.
Mentoring Components
Funding: Program operation dollars
Staff: Hire mentors within program rather than faculty visiting
Support for Program Participants: Mentors have the opportunity to meet 4 times per semester at the college with each evening having a different focus i.e. Conflict resolution, feedback techniques etc. Mentors must attend an introductory session to clarify expectations and one other meeting of their choice.
Selection Criteria: Commit to attend 2 meetings, 2yr college diploma or 1yr certificate, permission from director, 2 years experience, must have been employed by host site for 6mths to 1 year
Participant Recognition or Compensation: Mentors receive an honorarium of $250.00 per student
Formal or Informal Training: Opportunity for mentors to attend four training sessions that have various focus i.e., conflict resolution, feedback techniques, etc.
Evaluation Component: Have completed one informal evaluation to date and are in the process of examining a process.
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Program Name: Niagara College Early Childhood Education and Early Childhood Community Development Centre ~ Post Diploma Administrative Practicum
Length of time in operation: September 1998
Contact Person: Allison Soave, Coordinator ~ Niagara College or Tammy McCormick Ferguson, Executive Director ~ Early Childhood Community Development Centre
Address:
Niagara College PO Box 1005, 300 Woodlawn Road, Welland, Ontario, L3B 5S2
ECCDC 395 Ontario St., St. Catharines, Ontario, L2N 7N6
Allison Soave: Telephone: (905) 735-2211 (7679) Fax: (905) 735-5904 Email:asoave@warplink.com
Tammy McCormick Ferguson Telephone: (905) 646-7311 Fax: (905) 646-2692 Email: tammyf@vaxxine.com
Program Description:
Niagara College Early Childhood Education Program and the ECCDC together deliver a Post Diploma Administrative Practicum Placement Course. Niagara College teaches the theory and provides certification and the ECCDC administers and evaluates the practice of students. The college and the ECCDC each receive a portion of the students tuition fee to administer the course. A solid display of shared authority between theory and practice and an excellent innovation in bridging theory and practice. The ECCDC needed to develop an accessible and skilled resource pool to address the demand for local childcare centers that required assistance with stabilizing their organizations infrastructure and administrative systems.
The ECCDC acts as a broker to match administrative students, who in most cases are practicing supervisors in a child care center with developed areas of expertise committed to learning, with a childcare center who can support her development. While at the same time the childcare centers identify required areas of support and are matched with a student who has expertise and knowledge in that particular area. This partnership has created a mentoring relationship that is a natural extension of traditional education without any new monies required to be added to the child care system.
Program Objectives: Provide administrative students with field practicum to employ theory and to build pool of qualified administrators to strengthen ECE practice and support programs which require support with administrative systems and operations leadership.
Describe mentoring participants: Post Diploma Administrative Student and or Owners/Operators/Supervisors of Child Care Programs.
Describe the mentor relationship: Colleague Mentoring Pair were pairs. Relationship is to facilitate the transfer of skills. Role of mentor and proteges switch back and forth depending on the skills each possesses and requires.
List any partners or collaborating agencies: Niagara College Early Childhood Program, Early Childhood Community Development Centre and Community Child Care Programs.
Funding: Part of program dollars. Course fees are shared between Niagara College and ECCDC.
Staff: ECCDC staff matched students with placement site, conduct visits and completes evaluations.
Support for Program Participants: Introductory meeting to explain program and expectations and continued support through meeting and visits as required. Debriefing time regularly scheduled between placement site and student to review performance and/or identify priorities and plan objectives to be achieved.
Selection Criteria: Mentors were graduates of ECE Program from college and enrolled and completed course requirement prior to placement. Assessment of skills and needs of programs and students was completed to match as described above.
Recognition or Compensation: Students skills are recognized through the identification of their strengths and assets and giving them the opportunity to share these skills with colleagues.
Formal or Informal Training: Formal college courses and identified informal training sessions are recommended as identified.
Evaluation Component: Student performance, Student completes evaluation to evaluate program components and to assess strengths and weaknesses of program and relationships.
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Program Name: Partners In Practice Halifax Pilot ~Certification Council of Early Childhood Educators of Nova Scotia, Facilitator Component of Certification process.
Length of time in operation: Established in 1988, Partners In Practice pilot site 97-98
Contact Person: Pat Hogan, Registrar, Certification Council of Early Childhood Educators of NS
Address: Box 76, Lake Charlotte, NS, B0S 1Y0 Telephone: (902) 845-2733
Fax: (902) 889-3377
Program Description: The certification process is a voluntary process
Program Objectives : To provide a mentor to facilitate a candidates progress through the certification process ; To develop reflective thinking in a certification candidates practice.
Describe mentoring participants: Each facilitator is a mentor to three certification candidates (protégés).
Describe the mentor relationship: As part of the certification process, each candidate is assigned a facilitator who acts as a mentor to three certification candidates.
List any partners or collaborating agencies: Certification Council of Early Childhood Educators of Nova Scotia, child care connections and candidates employers. As the Partners In Practice pilot site, funding was received to develop reflective thinking tools and training modules.
Formal or Informal Training: Both candidates and facilitators receive training in journal writing, dialogues, conferencing, communication, problem solving, appreciating differences, reflective thinking, application of ethics.
Evaluation Component: Written evaluation by both facilitators and candidates
Volunteers: Voluntary participation by all participants.
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Program Name: Partners In Practice ~ Niagara Pilot Niagara Region, Ontario
Length of time in operation : March 1997 to March 1999
Contact Person: Allison Soave, Coordinator ~ Niagara College or
Tammy McCormick Ferguson, Executive Director ~ Early Childhood Community Development Centre
Address:
Niagara College PO Box 1005, 300 Woodlawn Road, Welland, Ontario, L3B 5S2
ECCDC 395 Ontario St., St. Catharines, Ontario, L2N 7N6
Allison Soave:
Telephone:
(905) 735-2211 (7679)
Fax: (905) 735-5904
Email:asoave@warplink.com
and
Tammy McCormick Ferguson
Telephone: (905) 646-7311
Fax: (905) 646-2692
Email:tammyf@vaxxine.com
Program Description: Partners In Practice, Niagara Pilot Site was created and implemented to field test the novice mentor/protégé relationship and in the end build a model for mentoring in Canada that is inclusive, portable, affordable, accessible, sustainable and adaptable to the various communities and regions that make up early childhood practice in Canada.
Program Objectives: To develop a reflective, caring early childhood practitioner who uses reflective thinking to evaluate her practice, to continuously grow, and to integrate her insights into practice.
Describe mentoring participants: The novice protégé has early childhood studies training and is in the initial stages of her career development. She is paired with a mentor who is an experienced practitioner with post secondary early childhood studies credential and has the necessary mentoring skills required to support novice practitioners.
Describe the mentor relationship: The mentor is able to give support and recognition to the novice practitioner to increase her self-confidence and openness to risk change encouraging the novice practitioner in her willingness to change and grow through reflection.
List any partners or collaborating agencies: Niagara College Early Childhood Program, Early Childhood Community Development Centre, Community Child Care Programs, Human Resources Development Canada, Ministry of Community and Social Services.
Funding: Human Resources Development Canada and Ministry of Community and Social Services.
Staff: Mentoring Coordinator responsible to administer program and support the mentor/protégé throughout the development of their relationship.
Support for Program Participants: Introductory meeting to explain program and expectations and continued support through informal training opportunities, meetings and visits are frequently scheduled. Conference time regularly scheduled between mentor and protégé to objectives to be achieved and to review and reflect on practice.
Selection Criteria : Assessment of applicants professional effectiveness was: number of years in the field, amount of professional involvement in committee and volunteer work, level of engagement in professional development and personal reasons and expectations for wanting to participate in project.
Participant Recognition/Compensation: Mentors received $1,000.00 stipend, proteges received $250.00 stipend plus tuition fee for college mentoring course and host sites received $250.00 to purchase resource materials for program. Ceremonies, training opportunities and networking events were provided to provide further recognition to mentors, proteges and host sites.
Formal or Informal Training: Formal college courses for both mentors and proteges and informal training opportunities to address additional training needs as identified. Areas such as, Journal writing, dialogues, conferencing, communication, problem solving, appreciating differences, reflective thinking, application of ethics, adult development, evaluation tools and other.
Evaluation Component: Field testing
Volunteers: Advisory committee comprised of key stakeholders in Niagara Early Childhood Community.
Additional Information: Mentors and proteges were matched primarily according to communication preferences using the Myers Briggs Type Indicator.
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Program Name: Quebec Association for Preschool Professional Development
Length of time in operation: 11 yrs.
Contact Person: Lorraine Montpetit, President
Address: 2890 Notre Dame St., Lachine, Quebec, H8s 2H1 Telephone : (514) 673-4323 Fax: (514) 637-1441
Program Description: Setting up a more formal matching of new directors and more experienced directors, in September 1998. Once this is done, we will look at mentoring within our own child care settings.
Program Objectives: Since directors tend to be isolated and the demands of the position require a wide range of expertise we hope to break the isolation and share our knowledge with each other. There are members with specific areas of expertise to share with each other and we will do so in a organized way.
Describe mentoring participants: New directors who will declare their interest in learning about an area of their work matched with an experienced director who will declare areas of competence to share.
Describe the mentor relationship: The mentor will be on call and able to visit the other from time to time in order to assist professional growth to help the other to identify training needs and resources.
List any partners or collaborating agencies: None yet. We hope to work with a francophone directors group with this they had about a 10% turnover rate this year.
Support For Program Participants: Networking meetings once a month for information sharing
Selection Criteria: Small group 55 members any new members 2 years or less and mentors seasoned and confident
Formal or Informal Training: Introduction session to explain program expectations
Evaluation Component: Evaluation every 6 months
Volunteers: No financial support for participants
Additional Information:
We have long been mentoring on an informal basis. However some members do not reach out to others. We felt that if we formalized the structure it might encourage those who need a mentor to come forward it will be added to the mandate of our association.
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Program Name: Red River College - Early Childhood Education
Length of time in operation: over 25 years
Contact Person: Debbie Parish, Chair
Address: A109-2055 Notre Dame Ave., Winnipeg, MB
Telephone: (204) 632-2505 Fax: (204) 632-4859 Email: jkunderman@rrcc.mb.ca
Program Description:
Program Objectives:
Describe mentoring participants:
Describe the mentor relationship:
List any partners or collaborating agencies:
Funding: Part of program dollars
Staff: Faculty conduct weekly visits
Support for Program Participants: Introductory meeting to explain program and expectations. Open house with an option for mentors to attend
Selection Criteria: Mentors must be a graduate of ECE Program from college. Mentors probably have been mentored themselves
Evaluation Component: Student performance
Back to List of Programs.
Program Name: School-Age Care Association of Ontario
Length of time in operation : 3 years
Contact Person: Rita Cruickshank, President
Address: SACAO, Box 31087, 1300 King St. E., Oshawa, ON, L1H 8H9
Telephone: (905) 571-7946
Program Description: A non-profit association organized to promote the development and implementation of high quality care, play, nutrition and education enrichment services for kindergarten and school-age children during out of school hours. To foster a professional identity amongst staff of out-of-school care programs.
Program Objectives: as above.
Describe mentoring participants: Usually college students on placement.
Describe the mentor relationship:
List any partners or collaborating agencies: Centennial College, West Scarborough Boys & Girls Club, Rainbow Village Apres School Program.
Funding: Summer employment grant for student placement
Staff: Staff in each host centre designated for supervision of students
Support for Program Participants : Not aware of what supports the college sets up for students
Selection Criteria: Different for each centre i.e., centre may only want 2nd year student
One evening designated to interview students. Each host site sends a staff to interview students and use own selection criteria.
Evaluation Component:
Host site staff and college faculty complete evaluation of students based on the learning contract, which is created at the onset of the placement.
Some host sites have student evaluate host site staff and program.
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Program Name: SpeciaLink: The National Centre for Inclusion in Child Care
Length of time in operation : 9 yrs., ongoing
Contact Person: Dr. Sharon Hope Irwin
Title : Executive Director
Address: SpeciaLink, PO Box 775, Sydney, NS B1P 6G9
Telephone: (902) 562-1662 Fax: (902) 539-9117 Email: speclink@atcon.com
Program Description: Provides research, resource, networking, consultation, workshops, mentoring and support to individuals, training institutions, early care and education services, government officials, parents, students, related professionals on issues related to inclusion of children with special needs in community programs.
Program Objectives:
To increase the quality and quantity of inclusive community services for young children in Canada.
Describe mentoring participants: Students in co-op university programs spend a full year with SpeciaLink; students from non co-op programs spend summers at SpeciaLink.
Describe the mentor relationship: SpeciaLink serves as an on-going resource and support base for these students as they work directly in community programs (such as child care, family resource, early intervention).. SpeciaLink designs and individualizes the students s job description to reflect interests and emerging career directions. SpeciaLink also sees that the student is encouraged and funded to attend relevant workshops/conferences in the local area and in Halifax/Dartmouth. The student - through monthly logs and by-weekly meetings - brings back his/her understanding of how theory and practice blended (or didnt blend).. Dr. Irwin serves as the mentor in these relationships. Other staff train students in use of resource database and searches for materials, both for practicum experiences and for research papers.
List any partners or collaborating agencies: Sydney Daycare Centre; All kids Early Intervention; Town Daycare Centre; Family Place
Additional Information: Mentoring, perhaps by a different name, has been a rich, often informal source of learning in Early Childhood Education forever. It is my understanding that many (if not most) ECE services systematically devote time and resources to nurturing new staff and visiting students. Were a long way from providing internships or articling positions (such as medicine and law do), but we do it. And many (if not most) services make a real effort to fund and resource these positions, often under provincial and/or federal student employment programs, with a top-up from the service itself.
SpeciaLink has an additional reasoning for mentoring students and recent graduates. We want to promote the principles and practice of " inclusionary services" in and to a world that does not yet teach or practice it. By working with students, recent graduates, and community programs, we think we can advance the level and amount of "inclusion" one individual at a time - at the beginnings of their careers or career choices - when they are most open to this vision. In addition, we feel that mentoring is an appropriate professional practice for established ECE programs and practitioners.
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Program Name: Techniques deducation en services de garde a lenfance
Length of time in operation:
Contact Person: Francoise Julien or Denise Garon
Address: College de Sainte-Foy, 2410 chemin Saint-Foy, Sainte-Foy, QU, G1V 1T3
Telephone : (418) 659-6600 :
Program Description:
Program Objectives:
Describe mentoring participants:
Describe the mentor relationship:
List any partners or collaborating agencies:
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Program Name: Vancouver Supported Child Care Training Committee
Length of time in operation:
Contact Person: Sue Wastie, Committee Co-chair (Vancouver Health Board - Speech and Language Pathologist)
Address: 2nd Floor, 1770 West 7th Av., Vancouver, BC, V6J 4Y6
Telephone: (604) 714-3470 Fax: (604) 734-5818
Program Description:
Program Objectives:
Describe mentoring participants: Host centres that are currently practicing "inclusion" in their child care programs. Visitors from other child care programs who want to learn more about successful inclusion.
Describe the mentor relationship: Relationship "matched" visitors and hosts, and facilitated visits over several months.
List any partners or collaborating agencies: Vancouver Supported Child Care Training Committee is comprised of representatives from a member of colleges, programs and organizations.
Funding: One time Provincial Enhancement Grant of $5,000.00
Staff: Coordinator/Administrator
Support for Program Participants: Back fill dollars for supply staff to cover when staff meets with visitors. Observation guidelines for visitors to help direct visits
Selection Criteria: Volunteer basis for centers who hosted visitors from other centers
Participant Recognition or Compensation: Letter of recognition to participating centres
Formal or Informal Training: Information evening at beginning of project and periodical meetings throughout project to share experiences and problem solve difficulties.
Evaluation Component: Evaluation forms for participants.
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Program Name: St. Joseph's College of Early Childhood Education ~ Halifax, Nova Scotia.
Length of time in operation: The college has been in operation since 1971.
Contact Person: Janet, Boutilier, Registrar
Address: 300-5663 Cornwallis Street, Halifax, Nova Scotia, B3K 1B6
Telephone: (902) 423-7114 Fax: (902) 492-1048;
E-Mail: ecestjoe@istar.ca
Program Description: Practicum placement for early childhood education students.
Program Objectives: To provide early childhood education students with the opportunity to implement theory into practice
Describe mentoring participants:
Describe the mentor relationship: Early childhood education students are paired with experienced practitioners who support students in their praticum placement.
Support for Program Participants: Praticum advisor visits placement students every second week while they are in their field praticum. During this visit, praticum advisor supports host site staff and student through modeling and coaching.
Selection Criteria: Advisors are interviewed and selected based on training and experience in early childhood practice.
Participant Recognition or Compensation: Currently nothing is in place.
Formal or Informal Training: We currently do not have a formal training process in place for practicum advisors or placements. However, co-operating teachers on placement receive contact from the college every other week during the first semester and every third week during the second semester. The college advisors make themselves available to discuss any concerns / questions and will model skills for the co-operating teacher to support the student. This is done by invitation and in a manner that rrespects the environment in which the student is practicing.
Evaluation Component: We are constantly reflecting on the content of praticum and eveluating our process in co-operation with the field. We have an annual formal evaluation process.
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