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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