Collaborative Early Learning and Care Programs for Young Children and Families in the Toronto Catholic District School Board Kevin Kobus, Director of Education Catherine LeBlanc-Miller, Chair of the Board February 2008
CollaborativeEarly Learning and Care
Programs for YoungChildren and Families
in the Toronto CatholicDistrict School Board
Kevin Kobus, Director of Education Catherine LeBlanc-Miller, Chair of the Board
February 2008
Pieces of the Puzzle School communities are like jigsaw puzzles. Each edge piece of a puzzle interlocks with the two others to form the puzzle’s framework and give structure and support to the puzzle as a whole. Each piece has a unique design and cut that ensure just the right place to fit within the puzzle. Each day, early years staff teams form the edge pieces that interlock to create happy, safe learning environments for young children and to give support to each other and the whole. Each day, they provide just the “right place” for each child to fit safely and securely. Members of the early years staff team are the strengths and stability, and like the edge pieces, they do not stand alone in this responsibility. There are always others to support and assist, ensuring that each and every child has a place. Adapted from Karen Hegeman
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Collaborative Early Learning and Care Programs for
Young Children and Families in the Toronto Catholic District School Board
Acknowledgements
Kevin Kobus, Director of Education
Les Nemes, Deputy Director, Academic Affairs
Catherine LeBlanc-Miller, Chair of the Board
Mark Fenwick, Superintendent, Curriculum and Accountability Team
Dr. Jim Saraco, Superintendent, Special Services
© The Toronto Catholic District School Board, 2008
80 Sheppard Avenue East, Toronto, Ontario M2N 6E8
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The Early Years Steering Committee 2007-2008
Bernice Brand, Superintendent of Education, TCDSB
Lea Cardinali, Program Coordinator, Special Services, TCDSB
Dolores Cascone, Early Years Lead, TCDSB
Adelino Da Silva, Coordinator, Community Relations, TCDSB
Ana Goncalves, Professional Early Learning Network Teacher, TCDSB
Neena Bandali-Locke, Director, Red Apple Day Care
Djurina Maiato, Executive Director, Perth Academy for Early Learning
Eva Smerdon, Consultant, City of Toronto
Emmy Szekeres Milne, Supervisor, Communications, TCDSB
Susan Menary, Chief of Speech Language and Autism, TCDSB
Kelly Nunez, Early Childhood Educator, St. Jude Early Learning and Care Centre
Bruno Pileggi, Second Vice-President, Toronto English Catholic Teachers Federation
Toni Pucci, Professional Early Learning Network Teacher, TCDSB
Vilma Raymundo, Early Years Supervisor, Don Valley East Ontario Early Years Centre
Marilyn Rodrigues-Wright, Senior Manager of Child Care Services, TCDSB
Pat Tari, Principal, Blessed John XXIII Catholic School
Barry White, Principal, St. Paul Catholic School
Sandy Whyte, Kindergarten Teacher, St. Timothy Catholic School
Jane Wilson, Kindergarten Teacher, Blessed John XXIII Catholic School
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Table of Contents
Introduction
6
An Early Years Statement of Beliefs
8
An Early Years Governance Model
11
General Roles and Responsibilities
12
Working Towards Collaborative Early Learning and Care Programs
16
Guiding Steps for the Early Years Site Management Team
18
Guiding Steps for the Early Years Staff Team
20
Strategies for Off-site Collaboration
22
Glossary
23
Resources
25
Many thanks are extended to the early learning and care programs from across the Toronto Catholic District School Board who shared examples of existing collaborative practices from our school communities. These are interwoven throughout this resource.
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INTRODUCTION
People were bringing little children to him… and the disciplesspoke sternly to them. But when Jesus saw this, he wasindignant and said to them, “Let the little children come to me;do not stop them; for it is to such as these, that the Kingdomof God belongs. Truly I tell you, the one who does not receivethe Kingdom of God as a little child will never enter it. And hetook them up in his arms… and blessed them.”
(Mark 10:13-16)
The gospel of St. Mark paints a powerful image of the place of priority and privilege that Jesus
gives to little children. The qualities of childhood are identified as the key to the Kingdom of
God. Our Catholic school environments, which provide a service of care to young children,
must resound with the same sense of welcome, acceptance and love that Jesus showered on
the children who were brought to him. Such environments are meant to affirm the child in all
aspects of growth (Joan Daly-Martin, Child Care and Family Support Programs Manual,
TCDSB 2005).
As a Catholic school community, we are called as global citizens to collaborate with community
members in providing exemplary early learning and care environments for the children
entrusted in our care. In doing so, we are building a professional early learning community in
our schools, working towards the fulfilment of a shared vision for children and their families. A
vision designed to give children the best start in life and to help them achieve success in
school by promoting and expanding collaboration between various services to meet the
diverse needs of children and families.
The importance of quality early learning and care programs in providing a best start for
children is irrefutable. The landmark Early Years Study (Margaret McCain and Fraser Mustard,
1999) provides scientific evidence to support the profound impact of children’s early learning
experiences on their development and ultimate success in school and society. In the recently
released publication, Early Years Study 2: Putting Science into Action (McCain, Mustard,
Shanker, 2007) the same critical message is reaffirmed. “The evidence is compelling and
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overwhelming; well-funded, integrated child development and parenting programs improve the
cognitive and social functioning of all children” (p. 135).
Current early learning research shows that combining the professional knowledge and best
practices of kindergarten teachers, early childhood educators and family support staff
contributes significantly to successful early learning experiences. The Toronto Catholic District
School Board is currently developing policies and procedures regarding early year programs in
a conscious effort to move from a patchwork delivery of services towards a more coordinated,
seamless model that supports young children and their parents/caregivers within a
professional early learning community model.
The purpose of this resource is to describe the early years governance model for the Toronto
Catholic District Board and suggest practical ways in which staff can work with community
partners to create collaborative, quality early learning and care programs for young children
and their families in a focused effort to:
Improve readiness for school and success for all children
Deliver quality early learning programs that meet the developmental needs of all children
Create collaborative early years staff teams responsive to the needs of the local community
Increase system-wide leadership and expertise regarding the early years
Increase parental engagement in their child’s learning and education
Increase enrolment and participation in early years programs offered in TCDSB schools
Schools: A Pivotal Part of “the Village” Hargreaves and Fullan have long been advocates of the importanceof the village in raising of a child… a solid system of early childhoodeducation is one of the most consistent preventors of late schoolfailure… Early childhood education is a powerful antidote to theseinequities. We are the first to agree that healthy societies makehealthy schools.
~ A. Hargreaves and M. FullanWhat’s Worth Fighting for Out There? (1998)
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AN EARLY YEARS STATEMENT OF BELIEFS
The Toronto Catholic District School Board has established an early years statement of beliefs,
outlined below, to guide effective decision-making regarding policies, procedures and
programming for young children across the system.
TORONTO CATHOLIC DISTRICT SCHOOL BOARD EARLY YEARS STATEMENT OF BELIEFS
In a school community formed by Catholic beliefs and traditions, the Mission of the Toronto Catholic District School Board is to educate students to their full potential. In regards to early years programs, serving ages 0-6, The Toronto Catholic District School Board believes in: the importance of the early years in laying the foundation for the Board mission statement
quality, early learning and care programs that support the developmental needs of the
whole child in collaboration with community partners inclusive, developmentally appropriate practices that meet the needs of all children
the importance of learning-based play that promotes spiritual, physical, cognitive, social
and emotional growth healthy, safe, caring, child-centred learning environments
collaborative, positive transition to school practices that foster a love of learning
parents, family members and caregivers as supportive partners in a child’s education and
in building strong links among home, school, parish and community evidence-informed practices when reviewing, monitoring and developing effective early
years programs ongoing professional development and collaborative networking opportunities to broaden
the range of skills, best practices and attitudes required in the development of exemplary early years programs
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These fundamental beliefs are based on current research findings, diverse perspectives and
recommended best practices in the early years. They support the following six principles of
effective early childhood settings and programs as described in Early Learning for Every Child
Today: a Framework for Ontario Early Childhood Settings (Best Start Expert Panel on Early
Learning, December 2006).
Early child development sets the foundation for lifelong learning, behaviour and health. “Early development takes place in the context of families and communities and is shaped by
the day-to-day experiences and environments of early life. The steady drip of life establishes
pathways for lifelong learning, behaviour and health that are inextricably linked to the
development of the whole child.” (p. 8)
Partnerships with families and communities strengthen the ability of early childhood settings to meet the needs of young children. “Family involvement in early childhood settings benefits children and multiplies children’s
opportunities for learning. Parents and other caregivers who are involved in early childhood
settings tend to be more supportive of children’s learning and their children tend to have
positive outcomes in primary grades. Early childhood settings can reinforce the
interrelationship of care and learning and the benefits of direct family participation in children’s
early learning and development.” (p. 10)
Demonstration of respect for diversity, equity and inclusion are prerequisites for optimal development and learning. “Young children with different abilities, challenges, resources and cultural backgrounds and
their families come together in early childhood settings. They bring unique life experiences.
They and their families benefit most when they are fully included and when they feel they
belong. Children grow up with a strong sense of self in environments that promote attitudes,
beliefs and values of equity and democracy and support their full participation.” (p. 12)
A planned curriculum supports early learning. “A planned curriculum with goals for children’s learning and development impacts on the
quality of early childhood settings. It begins with an informed understanding of what children
are capable of learning and how they learn effectively. It has specific goals for children that
support self-regulation, identity, social inclusion, health and well-being, language and thinking
skills, physical skills as well as the foundation knowledge and concepts needed for literacy and
numeracy.” (p. 14)
Play is a means to early learning that capitalizes on children’s natural curiosity and exuberance. “Effective settings take advantage of play and embed opportunities for learning in the physical
environment and play activities…Children who thrive in primary school and whose pathways
are set for later academic success are those who enter Grade One with strong oral
communication skills, are confident, able to make friends, are persistent and creative in
completing tasks and solving problems, and excited to learn. These are some qualities that
children strengthen through high quality play during their early years.” (p. 15)
Knowledgeable and responsive early childhood practitioners are essential to early childhood settings. “Early childhood practitioners who are responsive to children, their families and their
communities, establish social and physical environments where children thrive…Early
childhood settings that are offered within an infrastructure of support, with working conditions
that facilitate an early learning environment and reasonable levels of compensation are judged
to be of better quality and are associated with better outcomes for children.” (p.18-19)
The Kindergarten Teachers at St. Francis de Sales Catholic Schoolcommunicate daily with other early years staff in the school regardingthe academic and social-emotional well being of their children. ChildCare and Parenting staff is the home-school connection giving insightinto the child’s life at home. Child Care, Parenting and Family LiteracyCentre staff along with Kindergarten Teachers works together to makesmooth transitions for children. This collaboration has been a verypositive experience for all sides. Their joint activities have providedconsistency for the children and their families.
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AN EARLY YEARS GOVERNANCE MODEL
The Toronto Catholic District School Board is committed to an early years governance model
that honours the young child with parents and family at the center. This model surrounds the
child and the parent/caregiver with varying levels of support beginning with frontline staff at the
school. Continued support is provided by the early years management team (at the school)
and the central early years team in collaboration with community partners. This model is
represented below with roles and responsibilities of all members outlined in the following
pages.
Toronto Catholic District School Board Early Years Governance Model
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The Child (with parent/family/caregiver)
Early Years Staff Team Kindergarten Teachers (and school staff) Child Care Staff (onsite and offsite) Parenting & Family Support Staff (e.g., OEYC, Parenting and Family Literacy Centre Staff)
Early Years Management Team Principal and Vice-Principal Child Care Site Supervisor Family Support Supervisor or Manager
TCDSB Central Early Years Steering Committee
Superintendent Principals Early Years Lead Senior Manager of Child Care Kindergarten Teacher Early Childhood Educators and Supervisor City of Toronto Children’s Services Consultant Family Support Supervisor Community Relations Coordinator Special Services Representative Communications Representative Federation Representative Professional Early Learning Network Teachers
External Early Years Partners & Advocates
Local Parish Ministry of Education Ministry of Child and Youth Services City of Toronto Toronto Children Services Child Care Board of Directors/Operator The Learning Partnership Ontario Early Years Centres Best Start Network Federations/Unions Settlement Workers of Canada Other
Internal Early Years Partners & Advocates
Board of Trustees Senior Staff Curriculum & Accountability Team Special Services Departments Communication Department Community Relations Department Facilities, Leasing & Permits CSAC Other
TCDSB Central Early Years Team Senior Manager of Child Care, Early Years Lead
and Professional Early Learning Network Teachers
Kindergarten Advisory Team Child Care Working
Group
Professional Early Learning Network Best Start Early Years
Leader Sites
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General Roles and responsibilities The Early Years Staff Team works directly with young children and their families in early
learning and care environments. This team includes the kindergarten teacher(s), child care
staff (on-site or off-site) and parenting and family support facilitators or program staff. Other
staff members that may be part of this core group include educational assistants, special
education teachers, teacher librarians, and child and youth workers.
Membership in the Early Years Staff Team Roles and responsibilities of the Early Years Staff Team in establishing quality, collaborative early learning and care programs
Kindergarten Teachers Child Care Staff Parenting & Family Support Staff (as applicable) Educational Assistants (if applicable)
Become familiar with respective programs (e.g. The
Kindergarten Program, Parenting and Family Resource
Guidelines, City of Toronto Operating Criteria, Day Nurseries
Act and specific Child Care curriculum approaches)
Identify and share pedagogical approaches Develop a shared philosophy using common language Share general information of interest to all partners Exchange program plans and schedules Share children’s information as appropriate (once consent forms are signed) Plan and implement integrated programs and activities for children and families Review relevant school and community data (e.g. EDI) Work towards a consistent behaviour guidance approach Participate in joint professional development opportunities Jointly plan and participate in Kindergarten registration and orientation activities
The Early Years Site Management Team guides and supports the work of Early Years Staff
Team at the local level. This management team includes the school principal and/or vice-
principal, the child care supervisor/manager and the parenting or family support
supervisor/manager. This team meets throughout the year to establish site-specific goals and
protocols that support the establishment of quality, collaborative early learning and care
programs within the school.
Membership in the Early Years Site Management Team
Roles and responsibilities of the Early Years Site Management Team in establishing quality, collaborative early learning and care programs
Principal, Vice-Principal Child Care Supervisor/Manager Parenting or Family Support Supervisor/ Manager
Develop site goals and program direction based on TCDSB Early Years Statement of Beliefs as well as the Toronto Best Start Vision
http://www.toronto.ca/children/bs/bsn_vision.pdf Establish a mutual work plan for the year Establish site protocols for working together Plan, review and assess ongoing collaborative activities Foster a sense of community through shared leadership Provide opportunities for joint planning Support professional development for the Early Years Staff team Inform school support staff (e.g., secretarial and custodial staff) of collaborative polices and procedures
There is a great collaborative working relationship among early yearsstaff at St. Mark Catholic School. They communicate openly andshare ideas about child development and group dynamics. Inaddition, outdoor space and equipment is shared. The Principalinvites all early years staff to participate in assemblies, plays in thegymnasium and special events (e.g., Open House).
The Kindergarten Teachers at St. Jude Catholic School begin their dayby entering the school through the Child Care entrance welcoming thechildren each day. The Early Childhood educators have beeninstrumental in working towards a collaborative model in the school byvisiting the Kindergarten class to learn about their programming and toextend these learning opportunities in the Child Care.
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The TCDSB Early Years Central Team acts in an advisory and resource role that supports
local early years staff and management teams in establishing quality, collaborative early
learning programs for children and families. This team includes the TCDSB’s Senior Manager
of Child Care Services and staff, the Early Years Lead and the staff of the Professional Early
Learning Networks. This central team consults with the Child Care Working Group and the
Kindergarten Advisory Team in supporting and developing quality resources and materials
for kindergarten teachers and child care staff working in TCDSB schools. They also guide and
support the early years staff and management teams of the Best Start Early Leader Sites in
TCDSB.
Membership in the TCDSB Early Years Central Team
Roles and responsibilities of the Early Years Central Team in establishing quality, collaborative early learning and care programs
Early Years Lead Senior Manager of Child Care Services and Staff Professional Early Learning Network Staff
Support the Early Years Site Management Team and the Early Years Staff Team in building quality, collaborative early learning programs through professional dialogue, ongoing communication (e.g. Kinder Connections newsletter) and collaborative problem solving Organize and deliver joint professional development opportunities Distribute supporting resources and materials Liaise with community partners from various sectors and ministerial departments Coordinate early years programs (e.g. kindergarten, child care and parenting and family literacy centres) across the TCDSB Advocate for quality early years programs Coordinate and chair TCDSB Early Years Steering Committee meetings Assist in the development of Best Start Early Leaders demonstration sites
The TCDSB Early Years Steering Committee guides the direction for policies and
procedures regarding programs, initiatives and activities for the early years in the Toronto
Catholic District School Board. This committee is a fluid group with representation from
education, child care and family support services. It includes internal and external partners and
advocates. Committee membership is reviewed on a yearly basis.
Membership in the TCDSB Early Years Steering Committee
Roles and responsibilities of the TCDSB Early Years Steering Committee in establishing quality, collaborative early learning and care programs
Superintendent(s) Principal(s) Kindergarten Teachers Early Years Lead Senior Manager of Child Care Services Professional Early Learning Network Staff TCDSB Special Services Department Representatives TCDSB Communications Representative TCDSB Community Relations Coordinator Ontario Early Years Representative Child Care Representatives Toronto Children Services Representative Teacher Federation Representative Others
Develop and communicate an Early Years Statement of Beliefs for TCDSB Review and approve documents and resources to support the early years Provide feedback about proposed early years policies and practices Develop guidelines regarding quality early learning and care programs within the TCDSB Advocate for and report back to internal/external partner groups on TCDSB early years initiatives
School spirit days, assemblies and special events (e.g., dance-a-thon) aresome of the ways the early years staff team at St. Paul Catholic School worktogether. Child care, family resource (onsite Ontario Early Years Centre) andschool events are all noted in the school calendar. This promotescommunication and collaborative planning among programs.
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WORKING TOWARDS COLLABORATIVE EARLY LEARNING AND CARE programs
Ontario’s Best Start initiative is a 10-year plan designed to give
children the best start in life and to help them achieve success in
school by promoting and expanding collaboration between various
services to meet the diverse needs of children and families. The
Toronto’s Best Start strategy is being implemented in two phases.
Phase one focuses on promoting collaborative behaviours between
professionals working with young children on two key elements:
High quality early learning and care environments through consistent learning expectations,
activities and routines throughout kindergarten, child care and family support programs.
Early years staff teams that include teachers, early childhood educators, family support
practitioners and teaching assistants (where applicable) working together toward common
goals.
Phase two of the Toronto Best Start Strategy will see the
development of clusters of services, providing a broader range of
options for families. Service clusters will reflect the unique needs
of their neighbourhood or community and may provide links to
other services such as: nutrition, public health, mental health
services, parks and recreation, speech and language resources,
primary health care, supports for children with special needs,
public libraries and more. The Toronto Catholic District School
Board is a committed partner in implementing the Toronto’s vision
for children.
The Early Years Staff Team, with guidance and support from the Early Years Site Management Team, can assess their progress in developing quality, collaborative early
learning programs for children and families using the continuum below (adapted from Toronto
First Duty: Indicators of Change). This continuum describes the path from programs that co-
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exist in the same building or neighborhood (with minimal connection or communication), to
programs that are integrated or “in communion” with one another. These integrated programs
share common policies, procedures, space and resources in providing a seamless transition
for children.
Coexistence Co-location
Coordination
Collaboration
Communion or Integration
Programs share plans and general information Staff begin to plan together to reduce transitions for children Specific child information is shared Coordination of some school activities or community events
Joint curriculum and pedagogical approach Common policies and procedures Seamless participation Shared identity of core staff team Shared space and resources
Children and families are brought together for joint activities Joint curriculum planning Programs work together to reduce transitions for children Programs develop common approaches Joint roles and responsibilities emerge
Programs are located in the same building or neighbourhood Programs are planned and carried out independently of each other Programs have separate philosophies, goals and objectives There is minimal connection or communication between programs
The path from coexistence towards communion or integration is neither linear nor sequential
since program components can change from year to year due to various factors (e.g., change
in staff, school capacity etc.).
The following pages provide guiding steps for both the Early Years Site Management Team and the Early Years Staff Team in working towards providing collaborative early learning and
care programs for young children.
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Guiding steps for the early years site management team
Program Area Goals of the Early Years Site Management Team
First Steps in Working Together Further Steps in Working Together
Curriculum & Pedagogical Approach
Shared understanding of partners’ program goals, pedagogical approaches and curriculum Overall consistency in programs where possible
Invite partners to visit each others’ programs Provide partners with copies of program information packages to share with staff Exchange and discuss curriculum documents, professional articles and legislation with partners Identify commonalities in curriculum and pedagogy
Attend partners’ staff meetings to present goals and pedagogical approaches Develop shared goals for children and families using common language
Program Planning & Activities (e.g., daily schedules, routines, Kindergarten registration)
Collaborative planning (e.g. weekly activities, special events, Kindergarten registration) and sharing (e.g. program schedules, resources) among early years staff team
Ensure the exchange of program schedules to facilitate planning and discussion opportunities Provide an open invitation to attend each others’ staff meetings Extend invitation for partners to attend special events (e.g., Mass, Curriculum Night, open houses, presentations) Use the Steps to School Guide: A Planning Guide for Effective Entry to School in the Toronto Catholic District School Board (2006) to plan for Kindergarten registration Review and develop one package for Kindergarten registration that includes information from all partners Ask early years staff team to post program schedules side-by-side to reinforce collaboration
Expect early years staff team to begin to plan activities with partners Establish consistent routines and reduce the number of transitions for children and families Evaluate Kindergarten registration process and discuss strategies for improvement the following year
Communication Ongoing and timely communication among partners Use of TCDSB Exchange of Information Form
Share partner contact information Contribute information to partner newsletters Facilitate early years staff team discussions and meetings Ensure the use of TCDSB Exchange of Information Form Arrange for shared use of partner staff rooms to encourage communication Ensure availability of program information for parents and community
Develop joint communication plans (e.g., newsletters, bulletin board displays, brochures, websites) Keep partners aware of upcoming events and invite participation Monitor communication strategies to ensure ongoing sharing of information with staff and families Invite early years staff team to participate in joint parent/guardian meetings and interviews (as applicable)
Behavior Guidance Shared understanding of partners’
behavior guidance policies and protocols Consistent behavior guidance strategies
Provide partners with copies of behavioral guidance policies and related protocols Meet to discuss commonalities and differences in approaches Begin to use common language regarding behavior guidance Become familiar with social/emotional programs used by partners (e.g. The Incredible Years)
Develop and implement a common behavior guidance approach based on best practices for young children Collaborate in the delivery of a common social/emotional program (as required) Plan collaborative workshops for parents on guiding positive behaviours at school and home
Early Identification & Intervention
Shared understanding of partners’ policies and procedures regarding early identification and intervention The needs of all children are addressed
Identify personnel, departments and agencies that provide early intervention services Identify and review needs and requirements of children transitioning into the school Initiate intake referral process for students with special needs transitioning into the school Use the TCDSB Exchange of Information Form as necessary
Identify effective ways to coordinate resources to support children with special needs
Family & Community Involvement
Increased parents’ awareness of programs and services Increased parent engagement and
involvement Shared understanding of CSAC
and Board of Directors Increased community involvement
in school
Participate in CSAC/Board of Directors meetings Invite community partners to share information and/or deliver programs Compile and share contact lists of community partners and services Discuss and implement outreach strategies to increase community awareness of early years programs (e.g., distribution of flyers)
Offer joint family events (e.g., Curriculum Nights, Welcome to Kindergarten, open houses, concerts, health fairs, health screens) Garner parent input regarding program enhancements
Learning Environment (e.g., space, resources, health and safety)
Shared understanding of partners’ needs in relation to school, health and safety protocols and policies Consistent security procedures
Provide opportunities for shared use of space and resources Establish and share joint health, safety and
security protocols with all staff Ensure policies and procedures are posted
Evaluate use of space on a yearly basis Offer to share toys and equipment (indoors
and outdoors)
Professional Development Shared professional development opportunities and dialogue
Identify common professional development needs among partners Share information regarding professional
development opportunities
Support staff in organizing joint professional development opportunities Support the creation of a shared
professional development library
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Guiding steps for the early years staff team Program Area Goals of the Early Years Staff
Team First Steps in Working Together Further Steps in Working Together
Curriculum & Pedagogical Approach
Shared understanding of partners’ program goals, pedagogical approaches and curriculum Overall consistency in programs
where possible
Visit partners’ space to see implementation of curriculum Share, review and discuss partners’ program
goals, pedagogy, polices and guidelines Identify commonalities & differences Begin to look at ways to use a common
language across all programs
Identify ways that the programs can support rather than duplicate each other Develop shared goals for children and
families using common language
Program Planning & Activities (e.g., daily schedules, routines, Kindergarten registration)
Collaborative planning ( e.g., weekly activities, special events, Kindergarten registration) and sharing (e.g., program schedules, resources, space) Shared understanding of partners’
policies and protocols
Share weekly timetables/program plans to identify collaborative planning and programming opportunities Schedule regular meetings to plan together,
share ideas and discuss concerns Use Steps to School…A Planning Guide for
Effective Entry to School in the Toronto Catholic District School Board (2006) in planning Kindergarten Registration activities Attend each others’ staff meetings (as
appropriate)
Plan joint activities (e.g., story time, gym, local trip) Identify ways to facilitate smooth transitions
between programs Consider sharing student teachers/volunteers
across all programs
Communication
Ongoing and timely communication among partners Use of TCDSB Exchange of
Information Form
Share contact information with partners including school support staff Share programming information through
newsletters, bulletin boards, flyers etc. Establish effective ways to communicate with
partners (e.g., e-mail, journal/notebook, etc.) Highlight partners’ programs offered within the
school to parents and visitors Review the TCDSB Exchange of Information
Form and use as necessary
Develop joint parent information packages, newsletters and forms Share ‘stories’ of collaboration with
colleagues and management teams Connect with off-site partners and find out
how to mutually and easily refer families to one another’s programs Prepare joint presentations for parents
Behaviour Guidance
Shared understanding of partners’ behavior guidance policies and protocols Consistent behavior guidance
Review commonalities and differences in partners’ behaviour guidance approaches Support one another when dealing with difficult
behaviours
Assimilate practices and find practical solutions to behavioural concerns Discuss ways to approach parents about
concerns that may be happening across 20
strategies
Share successful strategies programs Suggest activities or points of discussion for
a joint parent workshop (engage parents in presentations)
Early Identification & Intervention
Shared understanding of partners’ policies and procedures regarding early identification and intervention The needs of all children are addressed
Use the TCDSB Exchange of Information Form as necessary Share policies and procedures for early
identification and intervention Share internal and external contact and
resource information Meet to discuss transportation schedules as
required
Share strategies and resources in assisting children with special needs Attend meetings to discuss the progress and
strategies for these children (as appropriate) Identify ways to ease transitions between
programs Identify ways to change the environment to
become more consistent across programs
Family & Community Involvement
Increased parent/family awareness of programs and services Increased parent/family
engagement and involvement Shared understanding of the role a
of CSAC and Child Care Board of Directors Increased community involvement in
schools
Ensure consistency in communication to parents/families Discuss strategies to engage parents/families
and community Meet with partners to talk about ways to jointly
host special events, workshops etc. Inform parents/families about partners’
programs Post information about community resources
on a shared bulletin board
Develop joint surveys of family and community needs/interests and plan accordingly
Learning Environment (e.g., space, resources, health and safety)
Shared understanding of partners’ needs in relation to school, security, health/ safety protocols and policies Consistency in early learning
environments
Visit partners’ space (indoor & outdoor) Identify ways of sharing space to facilitate
collaborative activities (e.g., playground) Determine which equipment and resources can
be shared
Discuss facility-related concerns as an early years team
Professional Development
Shared professional development opportunities and dialogue
Find common needs among partners and brainstorm ways to address those needs Share professional journals/articles and make
them readily available to all partners Discuss topics among partners and use one
another as resources (e.g. one staff may have expertise in art) Attend joint professional development
opportunities
Work together to plan/host professional development sessions and contribute to newsletters (e.g., Kinder Connections) Create a shared professional development
library of resources for early years staff team Participate in partners’ networks, workshops
and community events as a school team
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STRATEGIES FOR OFF-SITE COLLABORATION Working towards collaborative early learning and care programs for young children and families
between the school and off-site agencies and services present unique challenges. The list
below provides suggestions on how to begin to establish collaborative relationships:
Contact partners at the onset of the school year and exchange information
Share program information packages and schedules (e.g., transportation schedules, school
calendar)
Invite partners to visit each others’ programs (e.g. Invite early childhood educator from off-site
child care to spend some time in the Kindergarten class when dropping off or picking up
children; Invite Kindergarten staff to come to a parent meeting in the child care to talk about
Kindergarten and upcoming registration)
Extend an invitation to attend partners’ special events (e.g., presentations, open houses, guest
speakers)
Invite partners’ to parent meetings (e.g., CSAC, Child Care Board of Directors)
Ensure availability of information about each other’s programs for parents and community
Meet to discuss programming, communication strategies, and Kindergarten registration
procedures
Use the strategies outlined in Steps to School…A Planning Guide for Effective Entry to School
in the Toronto Catholic District School Board (2007) to facilitate transition to school
The early years staff team at Blessed John XXIII Catholic School held ameeting prior to the Child Care’s opening. Programs were compared andmany similarities were found. As a result of joint participation in TheIncredible Years Social Skills Training, early years staff now deliver theprogram to the children together. They take time each day to talk to eachother and share information about the children. The early years staff teambelieves in the importance of working together and doing everything theycan to make their programs a success for children and families.
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GLOSSARY
Best Start Early Leader Sites- are identified school communities (e.g., St. Paul and Blessed
John XXIII Catholic Schools) within the Toronto Catholic District School Board that are working
towards full implementation of the Best Start Vision for children with a focus on developing,
demonstrating and sharing best practices.
Coexistence- describes practices in early childhood and family programs that are located in the
same building or neighbourhood, but operate as separate and distinct services.
Coordination- describes individual programs that share information with each other and
perhaps coordinate specific activities.
Collaboration- indicates some specific activities that merge human resources, space, and/or
materials to offer new program opportunities.
Integration- describes full integration of existing and expanded programs into integrated early
learning and care program delivery system within a defined neighbourhood or community.
Early Childhood Education- is professional practice which includes the assessment and
promotion of the well-being and holistic development of children through the planning and
delivery of inclusive play-based learning and care programs within the context of diverse family,
school and community groups.
Early Childhood Educator- is an early childhood practitioner who has an ECE credential from a
postsecondary institution.
Early learning and care programs- include child care, kindergarten and family support
programs working collaboratively.
Early learning environment- is focused on relationships between children, parents and early
childhood professionals, which provide care, nurturing and education as a complex and coherent
whole, with the goals of holistic development and overall well-being of the child.
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Ontario Early Years Centres- are a series of centres across the province that provides support
for families with children from birth to age 6. The centres provide parenting programs and
resources, play programs, screening and assessment services, and referrals to other early years
services.
Pedagogy- is the understanding of how learning takes place and the philosophy and practice
that supports the understanding of learning.
Professional Early Learning Networks- are based on a collaborative approach to professional
learning that facilitate networking and reflective inquiry among early years educators in building
staff capacity to lead and learn together. There are two PELN sites in the Toronto Catholic
District School Board: St. Timothy and St. Paul Catholic Schools.
Quality- components of early learning and care programs whose success has been
demonstrated by research to contribute to optimal learning environments and equitable
outcomes, including human resources staff qualifications, group size, ratio, supports,
methodology, environments, materials, activities and children and family supports. Quality must
always consider the perspective and experience of the child.
Seamless day- describes a system of organizing and integrating services for young children so
that they can move easily from one service (e.g. child care) to another (e.g. kindergarten) and
the services are complementary and harmonized with one another, and contribute to healthy
child development.
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RESOURCES
Best Start Plan: Toronto Vision for Children. (2006, January). Toronto. Toronto Best Start Network. http://www.toronto.ca/children/bs/bsn_vision.pdf Best Start Plan: Toronto Vision for Children- Getting Started: Year 1. (2006, September). Toronto. Toronto Best Start Network. http://www.toronto.ca/children/bs/getting_started.pedf Best Start Community Plan: Building on the Foundation- Moving Forward. (2007, June). Toronto. Toronto Best Start Network. Child Care and Family Support Programs Manual. (2005). Toronto. Toronto Catholic District School Board. www.tcdsb.org Early Learning for Every Child Today: a Framework for Ontario Early Childhood Settings. (2006, December). Ontario Best Start Expert Panel on Early Learning. www.children.gov.on.ca/NR/CS/publications/en_elf.pdf Early Years Study. McCain and Mustard. (1999, April). Toronto. The Founders’ Network. Early Years Study 2: Putting Science Into Action. McCain, Mustard and Shanker. (2007, March). Toronto. Council for Early Child Development. www.councilecd.ca Indicators of Change. (2005, October). Toronto. Toronto First Duty, Atkinson Centre, OISE/UT. http://www.toronto.ca/firstduty/indicators_oct2005.pdf Introducing Best Start in Toronto: Brochure. (2006, November). Toronto. Toronto Best Start Network. http://www.toronto.ca/children/bs/bs_brochure.pdf Steps to School… A Planning Guide for Effective Entry to School in the Toronto Catholic District School Board. (2007, January). Toronto. Toronto Catholic District School Board. The Kindergarten Program Revised (2006). Ministry of Education. Queen’s Printer for Ontario. www.edu.gov.on.ca Working Together for Children’s Success- An Early Years Integration Strategy. (2007), Toronto. Toronto District School Board. www.tcdsb.on.ca
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