2018 flpl59 Course Outline

3/5/2018 Course details list
Course Outline
Course Title: Early Learning Practicum III
Course Number: FLPL59 Approval Date: 2018/2/5
Course Hours: 262 hours Academic Year: 2017
Academic School: School of Justice and Community Development
Faculty: Mary Lou Lummiss - mary_lou.lummiss@flemingcollege.ca

Cheryl Herder - cheryl.herder@flemingcollege.ca
Tanya Pye - Tanya.Pye@flemingcollege.ca
Program Co-ordinator or Cheryl Herder - cheryl.herder@flemingcollege.ca
Equivalent:
Dean (or Chair): Martha Jansenberger - Martha.Jansenberger@flemingcollege.ca

Course Description
To develop advanced competencies in skill and knowledge for a career in the early childhood field
students will spend a 7-week period in an early learning facility. This culminating field experience
allows the student to apply his/her understanding of developmentally appropriate practice in early
learning settings. Students will show professional understanding, comprehensive curriculum and
environmental planning and insight into the complexities of the role of an Early Childhood Educator.
Prerequisites: EDUC 88 - Child Dev. (6-12), FDK, EDUC 89 - Creating Early Lrng Sust. Env., EDUC
90 - Interactive Learning w Child, EDUC 91 - Partnering with Families ECE, EDUC 116 -
Building Inclusive Environment Corequisites: None.
Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Students will practice observation skills and documentation techniques for the purpose of
interpretation, pedagogical documentation study, and curriculum planning. Observations and
interpretations will reflect an understanding of child development, children's working theories
and scaffolding children's learning.
2. Students will facilitate children's play and inquiry through the implementation of play based
experiences that are "child centered", developmentally appropriate and fully support the
child/children's interests, driving questions, learning and skill development.
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3. Students will demonstrate an understanding of the Ontario Kindergarten Program and the
pedagogical approaches that support a play based, child centered, developmentally appropriate
and integrated program based on the Four Frames of Kindergarten.
4. Students will demonstrate an ability to maintain positive, responsive relationships in their
interactions with individual children, groups of children, families, coworkers and the wider child
care community.
5. Students will create and maintain safe and healthy environments which best meet the
requirements of current legislation, regulatory bodies, and program policies.
6. Students will demonstrate professional communication skills (written, oral and nonverbal) that
will be reflected in all correspondence with children, families, coworkers, and College
Evaluators/Host Educators. This includes active listening skills, with regard to constructive
feedback and using it to initiate change and growth in student learning.
7. Students will be able to explain the interconnections between the broad principles of
sustainability which include human health and well- being, ecological health, social issues, and
secure livelihoods in order to support a better world for all generations.
8. Students will act in a manner consistent with ethical principles of fairness, equality, and
diversity.
9. Students will demonstrate physical, mental and emotional health.
1. Students will consistently demonstrate professional conduct within the workplace, according to
the Ontario CECE Code of Ethics and Standards of Practice, and as outlined in the
Professional Review evaluation process.
2. In order to pass this placement, students are required to attend the 2 day orientation workshop,
successfully meet all learning outcomes, "meet" or "exceed" expectations on the final
evaluation, and pass the professional review at mid-term and final.NOTE: Students who are
unsuccessful in this placement must complete a re-entry interview process, the 2 day
orientation workshop, as well as FLPL58 and FLPL59 consecutively upon their return to the
ECE program.
Learning Resources
1. Curtis, D., & Carter, M. (2017). Learning Together with Young Children: A Curriculum
Framework for Reflective Teachers (2017). Red Leaf Press.
2. Ontario Ministry of Education. (2014). How Does Learning Happen? Ontario's Pedagogy for the
Early Years, A Resource about learning through relationships for those who work with young
children and their families, Queens Printer Press, ON
3. Ontario Ministry of Education. (2014) Excerpts from "ELECT" Foundational Knowledge from the
2007 publication of Early Learning for Every Child Today: a framework for Early Childhood
Settings, Queens Printer Press, ON
4. Ontario Ministry of Education (2016) The Kindergarten Program, Queen's Printer Press, ON
5. Code of Ethics and Standards of Practice, For registered Early Childhood Educators in Ontario,
July 2017
Assessment Summary
Assessment Task Percentage
Applied Learning P/F
Student Success: Policies and Procedures
Mutually, faculty and learners will support and adhere to college Academic Regulations, and Student
Rights and Responsibilities. The following policies and guidelines have been developed to support the
learning process.
Please click on the link for information about:
Student Rights and Responsibilities

(flemingcollege.ca/PDF/Student-Rights-And-Responsibilities.pdf)
Grading and Academic Standing
(https://department.flemingcollege.ca/hr/attachment/7752/download)
Academic Integrity
(http://department.flemingcollege.ca/hr/attachment/7750/download)
Guidelines for Professional Practice: Students and Faculty
(flemingcollege.ca/PDF/guidelines-for-professional-practice-students-faculty.pdf)
Alternate accessible formats of learning resources and materials will be provided, on request.
Program Standards
The Ministry of Advanced Education and Skills Development oversees the development and the review
of standards for programs of instruction. Each college is required to ensure that its programs and
program delivery are consistent with these standards, and must assist students to achieve these
essential outcomes.
This course contributes to Program Standards as defined by the Ministry of Advanced Education and
Skills Development (MAESD). Program standards apply to all similar programs of instruction offered by
colleges across the province. Each program standard for a postsecondary program includes the
following elements:
Vocational standards (the vocationally specific learning outcomes which apply to the program
of instruction in question);
Essential employability skills (the essential employability skills learning outcomes which apply
to all programs of instruction); and
General education requirement (the requirement for general education in postsecondary

programs of instruction that contribute to the development of citizens who are conscious of
the diversity, complexity and richness of the human experience; and, the society in which they
live and work).
Collectively, these elements outline the essential skills and knowledge that a student must reliably
demonstrate in order to graduate from the program. For further information on the standards for your
program, follow the MAESD link (www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/)
Detail Plan
Term: 2018 Winter
Faculty: Cheryl Herder - cheryl.herder@flemingcollege.ca

Mary Lou Lummiss - mary_lou.lummiss@flemingcollege.ca
Tanya Pye - Tanya.Pye@flemingcollege.ca
Program Co-ordinator or
Equivalent: Cheryl Herder - cheryl.herder@flemingcollege.ca
Dean (or Chair): Martha Jansenberger - Martha.Jansenberger@flemingcollege.ca

Learning Plan
Wks/Hrs Learning
Units Topics, Resources, Learning, Activities Outcomes Assessment
Students will complete all required tasks, forms and

D2L submissions as outlined on the Student Task
Checklist posted on the Course Page for Week 1.
Orientation visits will have taken place prior to the -Orientation visit is
WK. 1 first day of placement. Students are required to 1-9 completed PRIOR to Field
update on their Personal Introduction document for Placement start day.
the FLPL59 placement.

Checklist posted on the Course Page for Week 2. -Student Feedback Form
WK. 2 This includes all expectations and tasks for the 1-9 submitted to D2L drop
Host Educator and the Feedback Form to the drop box.
box folder for the College Evaluator
Wks/Hrs Learning
* Mandatory Component
FORM B completed "to
date" (ongoing progress in
Students will complete all required tasks, forms and placement and textbook
D2L submissions as outlined on the Student Task references shared with
Checklist posted on the Course Page for Week 3. Host Educator
WK. 3 1-9
This includes all expectations and tasks for the documented on Form B)
Host Educator and the submission of Form B to the
submitted to D2L drop
drop box folder for the College Evaluator. Teacher
as Researcher: Pedagogical Documentation Study box.
Teacher as Researcher:
Pedagogical
Documentation Study
-Student Feedback Form
This includes all expectations and tasks for the submitted to D2L drop box
Host Educator and the submission of the Feedback -Mid Term evaluation
WK. 4 Form to the drop box folder for the College 1-9 feedback from College
Evaluator * Mandator
Evaluator. NOTE: The College Evaluator will attach yComponent -Mid-Term
the results of the student's Professional Review and Professional Review
feedback from the Mid-Term evaluation in the Week
4 drop box.

WK. 5 Students will begin to think about preparing the 1-9

Teacher as Researcher: A Pedagogical
Documentation Study and the "Remember Me"
experience.
Wks/Hrs Learning
* Mandatory Component
FORM B completed
(ongoing progress in
Students will complete all required tasks, forms and placement and textbook
D2L submissions as outlined on the Student Task references shared with
Checklist posted on the Course Page for Week 6. Host Educator
This includes all expectations and tasks for the documented on Form B)
Host Educator and the submission of the Form B, Teacher as Researcher:
WK. 6 1-9
the Teacher as Researcher: A Pedagogical Pedagogical
Documentation Study (completed interpretive tool Documentation Study
questions) an image of the completed (completed interpretive
tool questions) an image
Documentation Panel to the drop box folder for the
of the completed
College Evaluator.
Documentation Panel
submitted to drop box

D2L submissions as outlined on the Student Task -Completed FINAL
Checklist posted on the Course Page for Week 7. EVALUATION submitted
This includes all FINAL expectations and tasks for to drop box and all FINAL
WK. 7 the Host Educator at the completion of this 1-9 required documents for
placement. NOTE: The College Evaluator will
attach the results of the student's Professional Field Placement. *
Review in the Week 4 drop box. Mandatory Component
Final Professional Review
Course
Assessment Task Date/Weeks Learning Percentage

Outcome
*Mandatory Component Professional Review: Attention to

professionalism (required soft skills for the workplace), including
but not limited to placement attendance, weekly reflections for
the college evaluator, D2L, and/or e mail communication are all Week 4 and
important elements that make up the Professional Review. Week 7 *
NOTE: As part of the Professional Review, and in preparation 1-9 P/F
Mandatory
for Kindergarten placements, students must support their Component
understanding of the Ontario Kindergarten Program and Four
Frames of learning -Students must receive a MANDATORY
PASS AT MID TERM AND FINAL
Assessment Requirements
Course
Assessment Task Date/Weeks Learning Percentage

Outcome
Form B is an ongoing reflective summary of what the student

has done at their placement site. Students need to prepare
weekly anecdotal comments for each of the sections on this
form and update the tasks and experiences as they are
completed, and as they apply to each of the sections. Students
will need to use their textbook, (Curtis, D., & Carter, M. (2017). Week 3 and
Learning Together with Young Children: A Curriculum Week 6

1-9 P/F
Framework for Reflective Teachers) as a guide in this process. *Mandatory
Practical application in the field with regard to these concepts Component
must be reflected and shared with Host Educator and
documented on Form B. Poor descriptive work will be seen as
lack of commitment to the learning process and part of the
student's overall placement evaluation.
MID TERM Evaluation (College Evaluator checks in with Host

Educator): The Mid term evaluation is emailed to the Host
Educator from the College Evaluator in Week 3. The Host
Educator and College Evaluator will collaborate on student
progress "to date" in Field Placement up to the end of Week 4.
Once completed, the Host Educator and College Evaluator will
follow up and share the results with the student. Students Week 4 1-9 P/F
whose progress is considered "at risk" and or "emerging" at
Midterm will receive a learning contract with timelines to meet
successful learning outcomes, if possible.
FINAL EVALUATION (Student Self Evaluation and Host

Educator Final) : Criteria and elements of the Final Evaluation
can be found in the Field Placement Handbook and on the
Course page. The Student Final Self Evaluation Form must be
completed and presented to the Host Educator and submitted in
D2L drop box for the College Evaluator in Week 6. Students are
required to download the Final Evaluation Form (e mail or print Week 7 1-9 P/F
off) for their Host Educator in Week 6 for final completion in
Week 7. Scan and submit it to the drop box for your College
Evaluator, not later than the deadline in Week 7.
1. NAMETAGS: Students are required to purchase an ECE name tag at the Fleming College
bookstore, if they do not have one. A Fleming College ECE student template will be provided
for you to insert into the nametag. Identifying yourself as a Fleming College ECE student with a
name tag is mandatory. Failure to do so, may put your placement at risk.
2. WEEKLY MEETINGS/PROFESSIONAL REVIEW: Weekly meetings with the Host Educator are
required to ensure students receive adequate support. Failure to submit required
documentation as outlined in the Field Handbook, within the weekly deadline set by each
College Evaluator will put students at risk of a failing grade on the Professional Review. NOTE:
As part of the Professional Review, and in preparation for Kindergarten placements, must
support their understanding of the Ontario Kindergarten Program and Four Frames of Learning.
3. Mandatory PASS Components: . The Professional Review is a mandatory pass in Week 4 and
7. Form B is a mandatory pass due in Week 3 and 6 .
4. Students must successfully fulfill all learning outcomes by "meeting" or "exceeding"
expectations on the final evaluation.
5. SITE VISITS AND FINAL GRADE: Site visits throughout the duration of the placement will not
occur, unless it is deemed necessary by the Host Educator, Host Site Supervisor or College
Evaluator. The final grade for the FLPL59 Placement is assigned by the College Evaluator in
consultation with the Host Educator. A MANDATORY PASS (AT MID TERM AND FINAL) on
the Professional Review is required for successful completion of the FLPL59 placement.
Exemption Contact
Cheryl Herder Program

Coordinator,
cheryl.herder@flemingcollege.c
a
705-749-5520 ext 1871
Prior Learning and Assessment and Recognition (PLAR)
PLAR uses tools to help learners reflect on, identify, articulate, and demonstrate past learning which
has been acquired through study, work and other life experiences and which is not recognized through
formal transfer of credit mechanisms. PLAR options include authentic assessment activities designed
by faculty that may include challenge exams, portfolio presentations, interviews, and written
assignments. Learners may also be encouraged and supported to design an individual documentation
package that would meet the learning requirements of the course. Any student who wishes to have
any prior learning acquired through life and work experience assessed, so as to translate it into a
college credit, may initiate the process by applying through the Registrar's office. For more information
please click on the following link: http://flemingcollege.ca/admissions/prior-learning-assessment-
andrecognition
Course Specific Policies and Procedures
It is the responsibility of the student to retain this course outline for future reference. Course outlines
may be required to support applications for advanced standing and credit transfer to other educational
institutions, portfolio development, PLAR and accreditation with professional associations.
1. Modifications may be required for Field Placement tasks and requirements depending on the
Host Site Placement model. All modifications must be reviewed with the College Evaluator
prior to implementation.
2. ATTENDANCE: Students are expected to attend placement for 5 full days each week for the
duration of the 7 week placement. Attendance at the placement site must be taken very
seriously. All absences must be recorded on the attendance tracking form with the reason for
the absence. "Make up days"should be scheduled to support student success in meeting the
learning outcomes of this course. In the event of Host Site closure (weather, stat holidays etc.)
"make up days" may be required at the discretion of the College Evaluator and/or Host Site to
ensure learning objectives are met by the student.
3. TRAVEL: Students will be required to travel to their placements. It is the responsibility of each
student to make his/her own travel arrangements and cover any additional transportation costs
as a result.
4. All assessments are due on their stated due date and time unless the student has made
specific arrangements with their College Evaluator and/or Host Educator. Make up
arrangements for missed assessments are normally not allowed. However, in the event of
documented illness or personal circumstances, which prohibit the student from completing the
assessment, make up provisions may be provided as per the Class Absence Operating
Procedure (2 205). The procedure can be found at
https://mycampus.flemingcollege.ca/group/portal/resources .
5. Final grades in this course are assigned based on the level of academic achievement which
corresponds to all of the assessment components as cited in this course outline.
6. This course has Mandatory Pass assessment pieces: Form B is a Mandatory Pass (Week 3
and 6). The Professional Review is a Mandatory Pass (Week 4 and 7)
7. All evaluations will be reviewed and feedback will be provided for the student on a weekly
basis by the College Evaluator/Host Educator. The purpose of this is to offer timely support
and mentoring for student growth and learning. If a student's progress is identified as
"emerging" it will be addressed early in the placement experience. At that time, a learning
contract will be developed by the College Evaluator to support the student's efforts in readily
initiating change in order to meet the learning outcomes.
8. Students have the responsibility to support academic honesty and integrity. Please see
Section 6 of the Academic Regulations (2 201) for policy surrounding Academic Integrity. This
document can be found on the student portal in the resources section
https://mycampus.flemingcollege.ca/group/portal/resources/academicregulationspolicy
9. Electronic communication and data devices may be utilized for the purposes of placement
based work such as note t aking and research only. This will be up to the discretion of
individual Host Site locations and discussed at the Orientation visit .
10. FLPL58/FLPL59 TAKEN CONSECUTIVELY: To ensure all students are knowledgeable in
current practice, and policy procedures for Field Placement, the FLPL58 Placement and the
FLPL59 placement must be taken consecutively, within the same semester.
11. Students are encouraged to keep the course outline and marked materials until a final course
grade is received at the end of the semester, or for the purposes of portfolio building and
transfer credits.
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3/5/2018 Course details list

Faculty: Mary Lou Lummiss - mary_lou.lummiss@flemingcollege.ca

Dean (or Chair): Martha Jansenberger - Martha.Jansenberger@flemingcollege.ca

Building Inclusive Environment Corequisites: None.

Upon successful completion of this course, students will be able to:

Applied Learning P/F

Student Success: Policies and Procedures

Please click on the link for information about:

Student Rights and Responsibilities

General education requirement (the requirement for general education in postsecondary

Faculty: Cheryl Herder - cheryl.herder@flemingcollege.ca

Dean (or Chair): Martha Jansenberger - Martha.Jansenberger@flemingcollege.ca

Students will complete all required tasks, forms and

Students will complete all required tasks, forms and

Students will complete all required tasks, forms and

WK. 5 Students will begin to think about preparing the 1-9

Students will complete all required tasks, forms and

Assessment Task Date/Weeks Learning Percentage

*Mandatory Component Professional Review: Attention to

Assessment Task Date/Weeks Learning Percentage

Form B is an ongoing reflective summary of what the student

Learning Together with Young Children: A Curriculum Week 6

MID TERM Evaluation (College Evaluator checks in with Host

FINAL EVALUATION (Student Self Evaluation and Host

Cheryl Herder Program

Prior Learning and Assessment and Recognition (PLAR)

Course Specific Policies and Procedures

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