TABLE OF CONTENTS
Foundations for Learning .................................................................................................................... 3
Reflective Educators - Well-Being ........................................................................................................ 4
Well-Being Table A: .................................................................................................................................................................................... 4
Well-Being Table B: .................................................................................................................................................................................... 5
Collaborative Inquiry – Family Engagement ......................................................................................... 7
Family Engagement Table A: .................................................................................................................................................................. 7
Collaborative Inquiry – educator Engagement ................................................................................... 10
Educator Engagement Table A: .......................................................................................................................................................... 10
Reflective educators – Environmental Assessment ............................................................................ 12
Environmental Assessment Table A: ............................................................................................................................................... 12
Leadership - Engagement .................................................................................................................. 13
Engagement Chart A: .............................................................................................................................................................................. 13
Leadership – Policies and Procedures ................................................................................................ 15
Policies and Procedures Outcome 1:................................................................................................................................................ 15
Reflective Practitioners - Belonging ................................................................................................... 17
Belonging Table A: ................................................................................................................................................................................... 17
Mentoring and Leadership ................................................................................................................ 18
Mentoring and Leadership Table A: ................................................................................................................................................. 18
Collaborative Inquiry – Staff/Team Meetings..................................................................................... 20
Staff/Team Meetings: ............................................................................................................................................................................. 20
Staff Meetings Table A: .......................................................................................................................................................................... 20
Mentorship – Community Engagement.............................................................................................. 22
Educators Meetings Table A: ............................................................................................................................................................... 22
Lifelong Learning ............................................................................................................................... 23
Lifelong Learning Outcome: ................................................................................................................................................................ 23
Professional Education Options ......................................................................................................................................................... 23
Professional Education Session Reflection Form ....................................................................................................................... 24
Learning Portfolio ............................................................................................................................. 25
Lifelong Learning Record ................................................................................................................... 26
Glossary ............................................................................................................................................ 27
A Professional Education Session Reflection Form needs to be completed for the following options. ............... 28
Participation Period Profile 2015
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FOUNDATIONS FOR LEARNING
How Does Learning Happen? Ontario’s Pedagogy for the Early Years includes
goals for children and expectations for programs. The goals and expectations
help educators to strive to provide the best experiences and outcomes for children
and families and for educators. These expectations are reflected by the Raising
the Bar indicators.
Throughout this profile, the word educator refers to all individuals working in an
early years and child care setting.
FOUNDATIONS
GOALS FOR CHILDREN
EXPECTATIONS FOR PROGRAMS
Belonging
Every Child has a sense of
belonging when he or she is
connected to others and
contributes to their world.
Early childhood programs cultivate authentic,
caring relationships and connections to create
a sense of belonging among and between
children, adults, and the world around them.
Well-Being
Every child is developing a
sense of self, health, and
well-being.
Early childhood programs nurture children's
healthy development and support their
growing sense of self.
Engagement
Every child is an active and
engaged learner who
explores the world with body,
mind, and senses.
Early childhood programs provide
environments and experiences to engage
children in active, creative, and meaningful
exploration, play, and inquiry.
Expression
Every child is a capable
communicator who
expresses himself or herself
in many ways.
Early childhood programs foster
communication and expression in all forms.
How Does Learning Happen? Ontario's Pedagogy for the Early Years, 2014
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REFLECTIVE EDUCATORS - WELL-BEING
Well Being Outcome 1:
Educators engage in the observation to promote the well-being of children.
Well-Being Table A:
 Reflect on the following:
How do observations of children impact your
program planning and the environment?
Participation Period Profile 2015
What strategies do you use to share your
observations with families?
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Well-Being Table B:
 Reflect on the following:
How does your program demonstrate that
menus reflect best practice guidelines with
respect to nutrition and healthy eating within
your centre?
Participation Period Profile 2015
Identify how your program provides daily
opportunities for children to be physically
active and explore the world that are
responsive to individual capabilities and
ensure children’s safety.
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Well-Being Table C:
 What strategies have educators implemented that assist children to
develop their self-regulation capacities. This table is to be completed
by educators from each classroom/group. Give at least one example
from the review year.
Classroom/Group
Participation Period Profile 2015
Reflection
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COLLABORATIVE INQUIRY – FAMILY ENGAGEMENT
Family Engagement Outcome 1:
Program participates in collaborative inquiry to gather and reflect on feedback
from families to promote engagement and a sense of belonging.
Family Engagement Table A:
 The program engages in collaborative inquiry through one of the following:
Family Survey
Focus Groups
Interviews
Other (please indicate):
 Reflect on the results. Provide an example of action taken in the past year to
address an area where results indicate a need for change or opportunity for
enhancement.
Enhancement Opportunity
Participation Period Profile 2015
Action Taken
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Family Engagement Table B:
What strategies does the program use to
establish and maintain relationships with
families?
Participation Period Profile 2015
Describe strategies educators use to
engage families day-to-day?
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Family Engagement Outcome 2:
The program hosts two events that provide families and staff the opportunity for
engagement and a sense of belonging.
 Event One

Event Two
Family Engagement Table C:
What contributed to the success of the
event? How do you know?
Participation Period Profile 2015
What would you do differently next time and
why?
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COLLABORATIVE INQUIRY – EDUCATOR ENGAGEMENT
Educator Engagement Outcome 1:
Program participates in collaborative inquiry to gather and reflect on feedback
from educators to promote engagement and a sense of belonging.
Educator Engagement Table A:
 Program conducts an annual Educator Survey/Feedback opportunity
 Reflect on the results from this survey. Provide examples of action taken in the
past year to address areas where results indicate enhancement opportunities.
Enhancement Opportunities
Participation Period Profile 2015
Action Taken
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Educator Engagement Outcome 2:
Program participates in collaborative inquiry and reflection from educators who are
exiting the program.
 The program conducts an Exit Survey/Interview
Educator Engagement Table B:
 Reflect on feedback from the Educator Exit Survey/Interview.
Describe the impact on the program and your practice
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REFLECTIVE EDUCATORS – ENVIRONMENTAL ASSESSMENT
Environmental Assessment Outcome 1:
By implementing a validated *environmental assessment tool, educators gain
insight into best practices and reflect on opportunities for enhancement.
Environmental Assessment Table A:
 Supervisor and educators each use an environmental assessment tool a
minimum of two times per year.
 Reflect on the results from using a validated environmental assessment tool.
Provide two examples of action taken in the past year to address an area where
results indicate an enhancement opportunity.
Enhancement Opportunity
Action Taken
 A site visit is conducted by a Region of Peel Early Years Specialist (EYS).
 Submit the site visit letter that is received from the EYS
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LEADERSHIP - ENGAGEMENT
Engagement Outcome 1:
There is clear and ongoing communication that fosters engagement of
Management (Owners/Operators) and Board of Directors.
Engagement Chart A:
Describe the
relationship between
one of the following:



with


Supervisor
Board of Directors
Owner/Operator
Management
Supervisor
Educators
How does this
relationship foster
communication and
engagement in the
program?
Participation Period Profile 2015
Educators
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Engagement Outcome 2:
Membership to a professional organization provides the opportunity to obtain
information and resources which can be used in daily practices.
 The supervisor has a membership to a professional organization. Include a
copy of the membership in the Learning Portfolio.
 Name of professional organization:
Note: College of ECE will not be accepted for this requirement.
Engagement Table B:
Please reflect on the question below:
How did a membership to a professional
organization enhance your daily practice?
Participation Period Profile 2015
How was this information shared with the
staff to enhance their practice?
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LEADERSHIP – POLICIES AND PROCEDURES
Policies and Procedures Outcome 1:
Clear guidelines are in place to enable best practices.
Provide a Copy of the following:
 College of ECE
The policy outlines the expectations for educators with regards to the Code of Ethics,
Standards of Practice and Continuous Professional Learning.
 Professional Education:
This policy outlines the expectations of the owner/operator for educators to maintain
credentials and undertake regular training to remain current in the field of child
development and care.
 Inclusion:
Research indicates a definitive link between high quality and inclusive early learning and
care programs. The policy outlines the ways to include all children and removes any
barriers that prevent children from actively participating.
* Diverse needs include the following – age, culture, race, beliefs, gender, ability,
appearance, class, lifestyle life status, sexuality, family composition, and language
(CDRCP, 2013).
Inclusion Policy Review:

Inclusion policy will be reviewed by a Region of Peel Resource Specialist.

Include a copy of the Inclusion Policy Review Letter
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Application for Inclusion Policy Review
Submit your completed application and policy to CDRCP within the
initial 6 months.
Date of application submission to CDRCP
Name of Program:
Address:
City:
Postal Code:
Phone Number:
Fax:
Supervisor:
Email address:
Diverse needs include the following – age, culture, race, beliefs, gender, ability,
appearance, class, lifestyle life status, sexuality, family composition, and language
(CDRCP, 2013).
How to Submit your Application
 Email:
[email protected]
 In Person
By appointment (to schedule an appointment please call 905-507-9360)
 Fax
905-890-8325
 Mail
#103 – 75 Watline Avenue, Mississauga, ON, L4Z 3N6
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REFLECTIVE PRACTITIONERS - BELONGING
Belonging Outcome 1:
All children, families and staff have a sense of belonging.
Belonging Table A:
Reflect on the questions below:
What strategies do staff use to ensure that the
inclusion policy is reflected in the program?
Participation Period Profile 2015
How would an observer know your
environment is inclusive?
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MENTORING AND LEADERSHIP
Mentoring and Leadership Outcome 1:
Opportunities are available for educators and students to co-learn and be
mentored for professional growth.
 Provide dates of Annual Reviews conducted for all educators within the year
on the Learning Portfolio.
 Share a copy of the acknowledgement letter of participation from schools or
colleges.
Mentoring and Leadership Table A:
Please reflect on the question below:
How does the annual review process reflect the individual needs of the educators?
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Mentoring and Leadership Chart B:
Please reflect on the question below:
What mentoring opportunities are available for:
What outcomes occurred as a result of
mentoring / co-learning?
 Educator/student/Volunteer
 Educators
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COLLABORATIVE INQUIRY – STAFF/TEAM MEETINGS
Staff/Team Meetings Outcome:
Staff are engaged in collaborative inquiry for knowledge sharing.
Staff/Team Meetings:
 Staff meetings are conducted a minimum of six times per year (minimum 45
minutes).
 Team meeting a minimum of six times per year (minimum 30 minutes) or
four times per year (minimum 60 minutes)
Staff Meetings Table A:
Reflect on the questions below:
How are educators and supervisors engaged at meetings as co-learners?
How do staff meetings contribute to relationship building with:

Educators

Families

Community Agencies
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Team Meetings Table B:
 Educators will reflect on how team meetings contribute to their daily
practice.
Group
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Reflection
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MENTORSHIP – COMMUNITY ENGAGEMENT
Community Engagement Outcome:
Program demonstrates ongoing partnerships and engagement at relevant
community of practice networks.
Educators Meetings Table A:
Reflect on the question below:
Provide a minimum of three examples of how mentoring / networking meetings contribute to
your practice (one of which must be hosted by the Quality Initiatives program).
1
2
3
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LIFELONG LEARNING
Lifelong Learning Outcome:
Educators demonstrate a commitment to continued professional learning to enhance
their practice.
Lifelong Learning:
 All educators (including cook) are required to participate in a minimum of eight
hours of professional education and learning.
 All educators (including cook) are required to complete a Professional
Educational Session Reflection Form on one session attended.
Include proof of the following in the *Learning Portfolio for each educators:
 Eight hours of professional education and/or professional education
options.
 Current certification in First Aid/CPR.
 One educator other than the food preparation staff have current Food
Handler Certificate.
 Educators are trained in the use of a validated environmental assessment
tool.
Exemptions: Educators with the program six months or less.
Lifelong Learning Recognition
 Complete form and include in educator profile.
 Include all educators who have attended 24 hours of professional education
and learning within the participation year.
Professional Education Options

Educators can take part in professional education options as part of their
lifelong learning journey and these can be counted for up to 50% of the
requirements. An additional self-reflection form must be completed for
educators who utilize this option.
Maximum sessions (50% of the requirement) to be used for these options:
Participation Period - 4 hours
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Professional Education Session Reflection Form
Name:
Professional Education session / option completed:
Date of session / option:
Reflect on three key things learned:
If I could make one change as a result of participating, I would…
I will seek out the following supports:
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LEARNING PORTFOLIO
Name:
Position:
Date of Hire:
First Aid and CPR
Date of Expiration:
Food Handler Course Training (if applicable)
Date Completed:
Environmental Assessment Tool Training
Date Completed:
Annual Review Date:
Date Completed:
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LIFELONG LEARNING RECORD
Name:
Lifelong Learning Hours:
Indicate the names, dates and hours of professional education sessions.
Professional Education
Date
Number
of Hours
Initials
Total
Include this form with your Staff Learning Portfolio.
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GLOSSARY
Collaborative Inquiry - Working with another person or group,
reflecting, requesting information.
Community Networking Meetings – Supervisor’s Networking
Meetings, SPRING, Owner Operator Meetings
Environmental Assessment Tool - Operating Criteria, Early
Childhood Environment Rating Scale (ECERS), Infant Toddler
Environment Rating Scale (ITERS), School Age Care Rating Scale
(SACRS), Preschool Quality Assessment (PQA), Play to Learn
Diversity - Acceptance and respect. Understanding each individual
as unique, and recognizing our differences.
Group Transition Form - used to document a child's transition from
one group to another i.e. from an infant room to a toddler room
Reflection - can include: Feelings, theory, knowledge, needed
information, asking more questions.
Self-Regulation - Refers to how effectively and efficiently a child
deals with a stressor and then recovers.
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Professional Education and Learning Options
A Professional Education Session Reflection Form needs to be completed for the
following options.
Lifelong Learning Options
Options must be relevant to current job position
Visit another early learning and care program
Self- study kits (i.e. CDRCP Resource Connection)
Internet research
Volunteer experience (i.e. early literacy, unpaid professional education presenter with
professionals and / or parents with focus on early learning and care)
Resource book, video, DVD, magazine article (focus on early learning and care)
Work exchange / job shadow
Reflective practice journal
Self-study or study groups
Mentorship involvement (internally or externally)
Professional social networking include minimum of 4 posts on any of the following:
 Twitter
 Pinterest
 eBook Club
 LinkedIn
4 posts equal to 1 hour of Professional Education.
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Lifelong Learning Recognition
Complete this Table with names of educators who have completed 24 hours or more of professional
education and learning.
Program Name:
Names of Educators
Hours (including PE options)
TOTAL:
Signature of Supervisor:
Participation Period Profile 2015
Date:
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