Curriculum Validation – Program Renewalair.rrc.ca/PCD/program-renewal-reports/2008-09 Para...Introduction The Para Educator Program prepares students for a career working as a team

Para Educator Program Curriculum Validation – Program Renewal

Final Report

June 2009 Submitted to: Ron Knudsen, Director of Regional Services

Acknowledgements The Para Educator Program at Red River College wishes to express its appreciation for the support and commitment shown throughout this Curriculum Validation Process by

the following:

Representatives from the community: Crystelle Steeves Pam Van Kemenade Maria Cullum Elaine Koltalo Rosemarie Beckett Colleen Zelenitsky Audrey Roberts Gisele Evecsyn Carla Paul

The Para Educator Program Advisory Committee: Tammy Mitchell Gail Button Heather Demetrioff Wayne mason Geri Robson Edie Wilde Barb Ivans Lisa Hepworth Paul Magnan Tim Thorne Pat Lloyd Clayton Tompkins Lauren Waples

The [Program Name] Faculty: Ron Knudsen Gail Mireau Paul Bourget Rosemary Vogt Ken Storie Gary Einarson Clayton Tompkins Mary-Ann Shukla Lori-Ann Grenkow Isabel Bright

Curriculum Validation – Program Renewal Project Team Gene Semchych Curriculum Consultant Sandra Sukhan Curriculum Consultant Rosemary Vogt Curriculum Validation Facilitator

Table of Contents

Introduction ................................................................................................. 1 Curriculum Validation Deliverables: ........................................................... 1

Outcomes from the Deliverables: ............................................................... 2

1. Environmental Scan and Key Findings (Appendix A)...................................... 2 2. Industry Occupational Analysis (DACUM) Chart (Appendix B) ....................... 5 3. Graduate Skills and Abilities Chart (Appendix C) ............................................ 6 4. Graduate Profile (Appendix D) ........................................................................ 6 5. Program Renewal Plan (Appendix E) ............................................................. 7 6. 5-Year Program Renewal Program in Gantt Chart Format (Appendix F) ....... 8

Appendix A - Environmental Scan and Key Findings ................................ 9 Appendix B – Industry Occupational Analysis (DACUM) Chart .............. 37 Appendix C – Graduate Skills and Abilities Chart ................................... 47 Appendix D – Graduate Profile ................................................................ 69 Appendix E – Program Renewal Plan ..................................................... 71 Appendix F – 5 –Year Program Renewal Plan in Gantt format ............... 77 Appendix G – Program Outcomes Summary .......................................... 80

Para Educator Program Curriculum Validation Final Report

Introduction The Para Educator Program prepares students for a career working as a team member in a school setting. In this program, students develop skills to prepare and organize materials to support teaching and learning. They use effective strategies for the management of behaviours, and make and document observations appropriate to the individual with learning needs. They also gain awareness as to what constitutes a learning disability and become aware of the learning styles of individuals.

The Para Educator Program is a six-month certificate program that is offered at the Notre Dame, Gimli, Portage, Steinbach, and Winkler campuses. The program is also offered by distance education.

Curriculum Validation Deliverables: The Para Educator Program Curriculum Validation process involved 7 interrelated deliverables:

1. Environmental Scan and Analysis of the key findings of similar programs across Canada.

2. Industry Occupational Analysis (DACUM) 3. Graduate Skills and Abilities Chart 4. Graduate Profile 5. Program Renewal Plan 6. A 5-year Program Renewal Plan in Gantt Chart format 7. Final Report

Value Added Deliverable: The project team was given access to draft guidelines that are being developed for Educational Assistants in Manitoba schools by the Department of Education, Citizenship and Youth. This document recommends desired competencies of Educational Assistants and outlines their scope of practice. The Manitoba Education, Citizenship and Youth guidelines have not been released as of the date this report was written, however, competencies listed in the draft document were compared with the DACUM Occupational Analysis Chart, Graduate Skills and Abilities Chart, and the Graduate Profile. This comparison resulted in the preparation of a Program Outcomes summary as a value-added deliverable for this renewal project. This program summary is attached to this report as Appendix G.

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Outcomes from the Deliverables:

1. Environmental Scan and Key Findings (Appendix A) The Environmental Scan provides the faculty and Director with information about similar programs that are offered in Colleges and Universities locally and nationally. The Curriculum Validation facilitator gathered information on similar programs and trends influencing their development and direction. The information was gathered by the Curriculum Validation Facilitator through web sites, email and telephone contact. The scan gathered information under the following categories:

• Name of institution, location, contact person • Size of program • Credential offered • Program features • Curriculum Model • Curriculum Content • Student Assessment • Current and Coming Challenges • Curriculum Renewal • Partnerships • Additional Information (Other and comments)

For the Para Educator Program Curriculum Validation – Program Renewal, nine (9) programs were scanned. They included:

• Red River College (RRC), Winnipeg, Manitoba – Para-Educator Program

• Assiniboine Community College (ACC) Brandon, Manitoba – Education Assistant Certificate

• Confederation College, Thunder Bay, Ontario - Ontario College Diploma (Educational Assistant)

• Grant MacEwan College, Edmonton, Alberta – Certificate – Special Needs Educational Assistant

• Holland College, Prince Edward Island – Diploma Community Living Worker II

• New Brunswick Community College (NBCC) , Miramichi, Saint John, and Woodstock - Human Services Certificate Program

• College of the Rockies, Cranbrook, British Columbia – Certificate in Child, Youth and Family Studies (CYFS)

• Lakeland College, Vermillion & Lloydminster campuses, Alberta – Certificate Educational Assistant

• University of Winnipeg (U of W), Winnipeg, Manitoba – Educational Assistant Diploma

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Key findings from the Environmental Scan Size of program: The size of the Para Educator program varies from one yearly intake of twelve students (ACC) to two yearly intakes each of thirty students at the RRC Notre Dame Campus Credential offered:

• RRC offers a certificate – Para-Educator Certificate Program.

• ACC and Lakeland College offer an Educational Assistant certificate.

• Confederation College offers an Ontario College Diploma (Educational Assistant).

• Grant McEwan offers a Certificate-Special Needs Educational Assistant.

• Holland College offers a Diploma Community Living Worker II.

• NBCC offers a Human Services Certificate.

• College of the Rockies offers a Certificate in Child, Youth and Family Studies with an Educational Assistant specialty.

• U of W offers an Educational Assistant diploma. Program features: All programs require a minimum Grade 12 completion or equivalent. RRC and NBCC require a criminal record and a child abuse registry check. Holland College also requires three references as well as at least fifty hours of volunteer or paid work with individuals who are labelled mentally handicapped. All programs except College of the Rockies identified a RPL process. Curriculum model: All colleges except Holland College offer their programs in a combination of full-time, part-time, online or distance delivery formats. RRC offers all options. All programs have a practicum component ranging from two weeks the four month program at ACC to twenty-five weeks for the two year program at NBCC. RRC offers two practicums totalling six weeks. ACC recognizes that a two week practicum is not sufficient. Curriculum content: RCC and U of W have core courses and electives. Courses at the other colleges are all compulsory. Curriculum content includes courses on social, emotional and cognitive development, roles and responsibilities of the educational assistant/para-educator, communication and cultural awareness skills, classroom management techniques and practica. All ACC courses have a RPL option. Student assessment:

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Assessment in programs includes tests, quizzes, group work, projects, presentations and exams. The practicum component is graded on a pass/fail basis and may include self-reflection. Current and coming challenges: Some challenges identified were:

• Lack of prerequisite skills (ACC)

• Keeping up with industry requirements for special needs training (RRC, Grant McEwan, Lakeland, U of W)

• Inadequate and part-time staffing (RRC, ACC Lakeland)

• Challenges of online learning (Confederation)

• Meeting the medical needs of students (Lakeland, Grant McEwan). Curriculum Renewal: ACC, Grant McEwan, Lakeland and Holland College have advisory committees which meet twice a year as part of the curriculum review process. RRC’s advisory committee is new but intends to do the same. RRC, Holland College and Lakeland have comprehensive curriculum renewals every five years. Partnerships: RRC, ACC and Grant McEwan have partnerships with several school divisions. Confederation College, Grant McEwan, Holland College, NBCC, Lakeland and U of W also have partnership or articulation agreements with other post-secondary institutions.

Analysis In analyzing the Para-educator programs from the nine colleges, there appear to be inconsistencies in three main areas.

1. Program name: Although some of the programs have similar names, there was no standard name for programs. Educational Assistant (EA) or a slight variation of that was most often used by five colleges. RRC’s program is called Para-educator.

2. Length of programs: Length varied significantly from four months to two years which affected the courses being taught, the length of the work practicum and the credential offered. Certificates are offered for programs which are one year or less and diplomas for programs that are two years.

3. Availability of part-time instructors: The third area of inconsistency was the number or availability of part-time or sessional instructors. Because of the part-time delivery of courses, it is difficult to attract and retain staff.

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2. Industry Occupational Analysis (DACUM) Chart (Appendix B) The Industry Occupational Analysis using the DACUM process is a familiar component of the curriculum development process at Red River College and provides the program with a description of regional occupational needs. Included in the process is the identification of emerging and retiring industry trends. The Industry Occupational Analysis workshop was held on December 1st and 2nd, 2008 with 12 practicing Educational Assistants participating. Participation was equally balanced between rural and urban Educational Assistants. The resulting Para Educator DACUM identified the following emerging and retiring trends:

Emerging Industry Trends: • More cultural diversity • Traumatized kids • Nutrition issues • Bullying • Autism • Mental illness • Students leaving the classroom • Doing more parenting • More medical issues – less educational • Sign language training • More need to now curriculum • Adapting curriculum to meet student needs • Non-verbal students • Grooming, medications, blood checks (diabetes) • Toileting issues • More teamwork • Reading student files – more access to information • Counselling, behavioural, violence • More responsibility for preparing curriculum – no prep time • Kids from war torn countries – child soldiers • Restraining, weapons • Actively managing behavioural issues • More classroom management • Drug deals, violence • Mini teachers, nurses, no authority, no respect • Technology

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Retiring industry trends: • Less peer interaction • Clerical – less paperwork, photocopying • Time to speak with students • One-on-one time • EA as a confidant • Supervise classrooms • Meeting time • Fewer borderline kids • “Mom” role

One concern raised at the DACUM workshop was the lack of standards for hiring educational assistants. Presently in Manitoba, there are no requirements by school divisions for educational assistants to be certified. Thus, potential students do not see the value in spending money for a program of studies that is not required for employment. The availability of full-time work is limited and part-time income does not pay a living wage.

3. Graduate Skills and Abilities Chart (Appendix C) The Graduate skills and Abilities Workshop was held with faculty from the Notre Dame and Regional campuses as well as program managers on February 25, 2009. The outcome of this workshop was a single, composite chart that outlines the graduate skills and abilities. The chart is the cross-referencing of: 1) the competencies identified in the Industry Occupational Analysis (DACUM) Chart and the College Wide Learning Outcomes (CWLOs), and 2) the teaching faculty’s assessment of what would constitute realistic learning expectations of the program. This chart serves as the focus for curriculum renewal and the basis for the development of program learning outcomes.

4. Graduate Profile (Appendix D) Through the use of the Graduate Skills and Abilities Chart, the Graduate Profile Outcome statements were developed by the Curriculum Consultant with faculty at a workshop on March 9, 2009. Para Educator Graduate Profile Upon completion of the Para Educator Program the graduate should be able to:

A. Provide assistance to resource and/or classroom teachers in the preparation of course materials.

B. Establish rapport with students and differentiate support according to individual behavior.

C. Manage student behavior while providing supervision according to the classroom management style practiced by the classroom teacher.

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D. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills appropriate to the level of the audience.

E. Use a variety of technology appropriate to the school and classroom environment.

F. Provide medical support to students as required and permitted by regulations and school policy.

G. Demonstrate safe work practices and respond to emergencies as they arise. H. Demonstrate organizational skills, ethical behavior, and accountability as a

professional working in a school environment. I. Facilitate instructional activities under supervision of a teacher. J. Comply with laws and regulations that pertain to a school environment and

related activities.

5. Program Renewal Plan (Appendix E) The program renewal plan is the result translating the preceding four deliverables into a coherent plan for the renewal of the program. The plan, complete with a vision, goals and actions began with a visioning session with faculty from all campuses and program managers included. This session was held on March 9, 2009 and resulted in the following vision and goals with related strategies for achieving the goals.

Vision Red River College Education Assistant graduates are sought after and valued by employers because their education at the college was supported by a robust, relevant, and well resourced curriculum facilitated by well qualified, exemplary, instructors.

Goals and Strategies A. To promote student success through improvement in the recruitment and

admissions process

• Strategy: Develop a self assessment tool to promote success for students entering the program

B. To address Regional Campus and Distance Education issues using a proactive approach

• Strategy: Meet the challenges of delivery in a variety of settings remote from Notre Dame campus

C. To renew the program curriculum and implement continuous curriculum improvement practices

• Strategy: Adapt to rapidly changing technology and integrate technology across the curriculum

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• Strategy: Review the curriculum to ensure that it reflects present and emerging practices and legislation

D. To review and enhance curriculum materials and resources

• Strategy: Identify appropriate course materials on an ongoing basis with a focus on Manitoba and Canadian (print and non-print) materials specific to the EA role.

E. To promote the program through improved accreditation and articulation agreements, value added offerings, marketing activities, and program branding

• Strategy: Rename the program to be consistent with the name used by stakeholders and programs in other jurisdictions

• Strategy: Explore the development of an advanced certificate

• Strategy: Expand formal relationships with school divisions and other stakeholders

• Strategy: Explore options for articulation agreements

• Strategy: Create a local, provincial, national marketing plan for Educational Assistant Program

F. To support instructors in their professional development and foster continuous improvement to instructional practices

• Strategy: Adopt a program policy for new instructor hiring

• Strategy: Encourage in-service professional development The final step in creation of the renewal plan was completed on May 1, 2009 when program managers met with the Curriculum Consultant to assign and schedule actions to the Goals and Strategies. The resulting Para Educator Program Renewal plan projects a series of renewal activities planned for implementation between now and the year 2014. The complete renewal plan is provided in map and table forms in Appendix E, and as a Gantt chart in Appendix F.

6. 5-Year Program Renewal Program in Gantt Chart Format (Appendix F)

The Para Educator Program Renewal plan including planned activities and related schedules is attached to this report as Appendix F.

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Appendix A - Environmental Scan and Key Findings

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Environmental Scan RRC ASSINIBOINE CONFEDERATION GRANT MacEWAN

College Red River College 2055 Notre Dame Ave Winnipeg Manitoba Canada R3H 0J9 204-632-3960 http://www.rrc.mb.ca/

Assiniboine Community College 1430 Victoria Ave E Brandon Manitoba R7A 2A9 1-800-862-6307 (204-725-8740 Fax) info@annini boine.net *[email protected]

Confederation College P.O. Box 398 Thunder Bay, Ontario, P7C 4W1 Phone: (807) 475-6110

Grant MacEwan College Alberta 7-168, 10700 – 104 Avenue Edmonton Alberta T5J 4S2 Fax: (780) 497-5599 www.macewan.ca

Contact Paul Bourget, Instructor 632-2056 [email protected]

Margaret McAulay mcaulaym@Assini boine.net

liaison@confeder ationc.on.ca or Centre for Continuing Education 274-5395 Teresa Johnson 807-274-5395 (Rainy River) Ext. 4808

Jan Sunmark, EdD, Program Chair (780) 497-5567 Secretary: Kathleen Murphy (780) 497 5156

Size of Program Number of students:

• 30 x 2 Intakes

• Currently 12

enrollment – 10 will be graduating

• 25 o Classes run

through CENTRA (like our eTV)

o Students are required to have a computer.

o Classes are in real time. Instructor sometimes has 2 students in the actual classroom

• Take in 50 – 52

o Graduate 43 – 45.

o Base funded for 45 spaces.

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HOLLAND NBCC ROCKIES LAKELAND U of W

Holland College Prince Edward Island 1-800-446-5265 www.hollandc.pe.ca

New Brunswick Community College Miramichi, Saint John Woodstock NBCC Miramichi P.O. Box 1053 80 University Avenue Miramichi E1N 3W4 Tel: (506) 778-6000 Fax: (506) 778-6001 Email studentservices [email protected] Web: http://www.nbcc. ca/miramichi

College of the Rockies 2700 College Way Box 8500, Cranbrook B.C VIC 5L7 Website: www.cotr.bc.ca Telephone: 250 489 2751 Fax: 250 489 1790 email address: [email protected]

Lakeland College Vermillion Campus 5707 47 Ave. West Vermillion Alberta T9X 1K5 Lloydminster Campus 2602 59 Avenue Bag 6600 Lloydminster Sk S9V 1Z3 http://www.lakeland college.ca/

University of Winnipeg Winnipeg, MB www.uwinnipeg.ca

Jill Wakelin Twilah Stone Health and Community Studies Office 902-566-9564

Pat Wasylik Telephone/Fax numbers 1-800-661-6490

N. Stokes n.stokes@ uwinnipeg.ca Or [email protected] Telephone/Fax numbers 298-1811

• 2 cohorts of 25 o Intake of 25

students in fall (September). The program is not over subscribed. However, is meeting its target. Survey indicates that 70 % are employed in the field. Supply and demand is about right.

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• Intakes – Full time

on campus (fall) in Vermillion approximately 15 students. There are evening credit programs in different locations ranging in student numbers from 12 – 30. School boards are starting to see the light and advantage to hiring trained EA’s. Lakeland has an agreement with 1 school division which requires all EA’s to complete certification within 5 years of employment. Lakeland brokers to a number of colleges in Sask. who take/use Lakeland College course material and hire their own instructors as well as charge their own tuition. Graduates receive a Lakeland Cert. Lakeland College approves the credentials of instructors who must use Lakeland

• Number of students

varies – space always available to accommodate part time students.

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RRC ASSINIBOINE CONFEDERATION GRANT MacEWAN

Size of Program Number of Faculty:

• 1.5 + part time as required @ Notre Dame Campus. Other instructors as required at Satellite locations

• 1.5

• 1 FTE various part time instructors in numerous location as needed

• 1 FTE Instructor, the others part-time

Credential Issued

Certificate - Para-Educator Certificate Program

Education Assistant Certificate

Ontario College Diploma (Educational Assistant)

Certificate - Special Needs Educational Assistant

Program Features

Length: • 6 month program Division of Academic year: • September and

January intake

Length: • 4 Month Program Division of Academic year: • Fall Intake from late

August to end of Dec.

Length: • 2 years o Full-time

Length: • 10 months of full time on campus study

Division of Academic year: • September to June

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HOLLAND NBCC ROCKIES LAKELAND UofW

• Not enough@ 2.6 FTE

• 1 FTE, Have access to 2 other instructors in different faculties, for example, Early Childhood program. The full time instructor has 18 contact hours week 18 hours prep time.

• A teacher Assistant focus is also offered through private colleges such as Academy of Learning.

College curriculum and evaluation. Instructors must all have a B. Ed degree .

• Varies. Some core faculty may be teaching human development related courses in several programs. There are currently 5 Full Time instructors and three sessional instructors.

• Varies 10 – 12 part time o All contract

employees o All have a

Masters Degree (or in the process)

Diploma Community Living Worker II o Graduates have

a broad knowledge base and skills in human services in general and in the field of mental handicap/intellectual disability in particular. They will have developed program planning skills for individuals and groups as well as possess appropriate philosophical insights and ethical practices.

Human Services Certificate Program

Certificate in Child, Youth and Family Studies (CYFS) with a specialty in Education Assistant

Certificate Educational Assistant

Educational Assistant Diploma

Length: • 2 years Location: • Charlottown Division of Academic year • September intake

Length: • I year full time

study

Length: • 1 year Location: • Cranbrook – 2

campuses including the main campus – five regional campuses, Creston, Fernie, Golden, Invermere, Kimberly

Length: • 1 year o ) 43 credits - 33

of those are classroom instruction - 2 five credit practicums (5 week blocks)

o Students are in the Lakeland college classroom setting for 11 weeks and complete two 5 week practicums. All courses are 3 credits.

Length: • Up to 5 years to

complete (part time) o Available Full

time/part time o Extensions

granted based on circumstances

Division of Academic year • Sessions begin in

Sept. Jan. and April Transfer Credits:

o Some university courses that relate may be

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Program Features (cont’d)

Entrance Requirements: 1. Manitoba Grade 12

and 2 Adult Criminal

Record/Vulnerable Sector (ACRVS) Check and Provincial Child Abuse Registry (PCAR) Check conducted within six months of attending the practicum. See CO-OP/Practicum Information for details.

Special Admission Requirements • Applicants who will be

19 years of age on or before September 30 in their year of registration, and who have been out of high school for a minimum of one year who do not meet the regular admission requirements may apply under the special admission requirements. Individuals applying as a special admission applicant must also meet admission requirement 2 as outlined above. Individuals must include an official transcript, resume, and a one-page handwritten letter explaining why

Entrance Requirements • A complete Manitoba

Senior 4 or equivalent in an adult education program. SPECIAL ADMISSIONS include a thorough review of previous education and relevant experience, as well as an academic skills assessment. Academic up-grading may be required prior to admission.

Special Admission Requirements • Special Selection

process through student services which has proven to be a bit troublesome. Students have arrived in class with limited skills. As a school resource and special needs teacher/consultant, EA candidates arrive with Grade 3, 4, writing, comprehension and Math skills. In the coming year there will be a CAT test done (Canadian Aptitude Test)

Entrance Requirements: 1 Ontario Secondary

School Diploma (or equivalent) with courses from the college ©, university (u) or university/ college u/c), or open (o) preparation levels. or

2 Successful completion of Mature Student Test (19 or older who do not have a high school diploma) or

3 Appropriate credits from Academic and Career entrance. AND Courses required:

o Grade 12 © or (u) level English.

Program Continuation Criteria: • Students are required

to achieve a minimum of a “c” in all communication, computer and core courses in order to proceed to the next semester. Many of the courses have co-requisites and pre-requisites. Students must complete all requirements for the first three semesters to be eligible for final placement.

Entrance Requirements: • Applicants must

have an Alberta high school diploma (or equivalent).

Mature Admission • To be evaluated

through the Office of the Registrar

• Applicants must be 20 years of age or older and have been out of full-time high school at least one year by the beginning of the intake term. ADDITIONAL ADMISSION CRITERIA

• All applicants must meet the following:

1. Skills Appraisal To be evaluated through the Office of the Registrar Applicable to all admission categories Unless

otherwise specified, identified Skills Appraisal requirements must be completed by the beginning of the intake term.

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Entrance Requirements 1. Grade 12

equivalent with credits at or above the general level

2 Grade 12 academic English (min of 65 %)

3 Written verification of a minimum of 50 hours of paid or volunteer work experience, preferably within the last three years, with individuals who are labeled mentally handicapped. Sites may include adult group homes/ residences, vocational training centers, special education classes, recreation summer programs for individuals who have intellectual disability or daycare centers working with children who have special needs.

4 Three reference forms, including:

1 Someone in the field of intellectual disability with whom the applicant has worked

Entrance Requirements • High School

Diploma or

• Adult High School Diploma or

• GED Diploma of High School Equivalency.

• Criminal Record and

• Child Abuse Registry check.

Entrance Requirements • Secondary school

graduation, minimum C+ in English 12, or

• Technical and Professional Communications 12* or

• Adult Basic Education Advanced Level certificate with a minimum of C+ in English, or

• GED with a minimum of C+ in English, or

• Assessment to acceptable level to determine eligibility

Note:

For employment with school districts an assessment is not sufficient, you must have a minimum of GED plus Grade 12 English (Grade 12 diploma preferred) oCanadian

citizenship or landed immigrant requirement

Entrance Requirements • Alberta high school

diploma with at least 50% in ELA, 50 % in Math.

• Out of province students or students not meeting the admission requirements should refer to “Special Admissions” (links to 1 1/2 pages exceptions)

• Due to limited enrollment, admission may be based on academic standing in prerequisite courses.

• Completion of skills appraisal at the orientation session.

• A criminal record check

used to transfer credit. Courses & workshops through school divisions or first aid electives may be given transfer credit.

o Students may be eligible to receive credit for course work completed within the past 5 years at another accredited educational institution. Eligibility for transfer credit is conditional to program acceptance.

Entrance Requirements: Applicants must meet one of the following requirements:

• Grade 12 or equivalent including GED OR

• 19 or older and have completed at least one of the following:

a) 2 years of related work experience verified by the Employer

b) Two 40S or 300 level high school courses within the last 3 years

c) 90 hours of course work at a post secondary institution with final grade of C+ or better

• Proficiency in basic computing skills.

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they are interested in the program

Applicants must complete the Skills Appraisal only if they do not present ELA 30-1 with a minimum grade Of 65 percent OR ELA 30-2 with a minimum grade of 75percent.

Writing: • Applicants must

successfully complete the writing portion AND be eligible to enter ENGL 111 OR must complete any developmental course work with a minimum grade of C.

Reading • Applicants must

successfully complete the reading portion OR must complete any developmental course work with a minimum grade of C.

2 English Language Proficiency • To be evaluated

through the Office of the Registrar

Applicable to all admission categories • The College expects all

applicants to meet an acceptable level of English language proficiency. We will require official documents such as high school or post-secondary transcripts or proof of successful completion of standardized language evaluation. Full details are available in MacEwan's full-time calendar or online at http://www.macewan.ca/.

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HOLLDAND NBCC ROCKIES LAKELAND UofW

2 Someone in the field of human services r

3) An employer with whom the applicant has worked.

5 Submission of a current Police Records Check

6 Current CPR – Basic Rescuer Level C and a standard First Aid certificate from a recognized First Aid/CPR trainer PRIOR to June 30th.

7 Resume including work and volunteer experience with applicable dates, membership in groups, associations or athletics, awards and distinctions, and any other information relevant to the program.

as outlined under Admissions/ Registration

o Good command of oral and and written English

o Current immunization record and TB skin test

o A signed COTR self-disclosure form

o Criminal record search

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PLAR • Yes Special Selection process: • No Graduation requirements • Successfully

completing course requirements

PLAR • Yes Special Selection process: • Tthrough student

services which has proven to be a bit troublesome. Students have arrived in class with limited skills. As a school resource and special needs teacher/consultant, EA candidates arrive with Grade 3, 4, writing, comprehension and Math skills. In the coming year there will be a CAT test done (Canadian Aptitude Test)

Graduation requirements • Students must

complete 30 academic

PLAR Yes Special Selection process: • Candidates must

have strong interpersonal skills as well as excellent communication skills. Strong Math skills are required.

Physical demands: • Must have the

energy and stamina to respond to the physical and emotional demands associated with the role of the assistant.

Other requirements: 1.Personal

computer and internet access

2.Student medical form

Prior to field placement the following is required:

1 Up to date immunization including two-step TB skin test.

2 Standard First Aid and CPR (Level C)

3 Current Criminal Record Check (CRC) completed by Ontario Education screening corporation.

Graduation requirements

Successful completion of 96 credits

PLAR • Yes

Advanced standing for post-secondary study or work experience in a related field will be considered on an individual basis

Special Selection process: • No – English bench

marks 65% Graduation requirements

Successful completion 35 credits (15 courses)

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HOLLAND NBCC ROCKIES LAKELAND UofM

PLAR; • Early Childhood

Education students can transfer some credits.

• Processes evolving – currently on an individual basis

Special Selection : • No Graduation requirements: • Successfully

complete the program &

PLAR; Yes getting into it. Graduation Requirements: • Successful

completion of 30 credit hours.

Graduation Requirements: • Successful

completion of 50 credit hours.

PLAR; No official PLAR process. However, students may transfer credits. For example, someone who has been working in the field may be granted credit for one practicum although must still complete one evaluated practicum. Evaluation occurs in collaboration with a mentoring supervisor, 1 college staff and self reflection of performance.

Special Selection : • No Graduation requirements: • A minimum GPA of

2.00 will be awarded an Educational

PLAR: Yes – Call: 204-982-1811 Special Selection: • No - Just meeting

admin. Requirements

Graduation requirements: • Successful

completion of 348

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credits and two practical credits

Curriculum Model Experiential Component: • 2 Practicum’s

o Total of 6 weeks of practicum

o Minimum of 100 hours pass/fail

Experiential Component: • Two week practicum

in late November after most of the coursework is done. Students need to have a C average before going to practicum. They also need the Non-Violent Crisis Intervention 2 day program (before practicum). CPR and First Aid must be finished and passed as well. Students. are placed in Brandon schools so instructors can supervise and evaluate. Students have 2 visits from the ACC instructor- 1 each week where a meeting as well as observation takes place with classroom teacher/resource teacher or principal involved. Students receive a pass or fail.

Experiential Component: • Yes in second

semester (Provides time for students who are not suitable to drop the program – “to weed them out”)

Second Semester o Field Placement

# 1 - 1/day/week (7 credits)

o Field Placement Seminar #1 (1credit)

Fourth Semester o Field Placement

Seminar #2 (3 credits)

o Field Placement 4/days/week (28 credits)

• 16 full weeks of practicum. Cooperating teacher on site supervises as schools are spread out over a vast geographical area. Faculty advisor maintains contact through phone calls and email,

Experiential Component: • Yes, two supervised

practicum’s for a total of 16 weeks.

• In the process of developing a Post Certificate

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practicum requirements.

hours of study. • Core courses:

o Completion of 8 courses (210 hours total)

• Elective courses: o Completion of

90m credit hours • Workshops

o Completion of 48 hours of one-day (6 hour) and/or two-day (12 hour) workshops

Minimum Grade Minimum of “C” in all courses within program requirements Program Residency • Students must

complete two thirds of the program requirements through Division of Con. Ed. to be eligible for graduation.

Experiential Component: • Practicum (they

call it On the Job Training) 25 weeks over 2 years

Experiential Component: • Yes

o On the job training/ practicum component has a 6 week minimum – may be up to 12 weeks. The number of practicum weeks is uncertain as the contact person indicated there had been strikes last year which interfered with practicum time. Generally they get 12 weeks of practicum.

o During the first term students “job shadow” for three hours a week. They can go into various different settings, such as schools,

Experiential Component: • 2 Practicums @

120 hours & 180 hours each worth 4 credits

Experiential Component : • Practicum \

Experiential Component: • Yes - Practicum

requirement

21


Curriculum Model (cont’d)

Program Majors/ Streams: • No Delivery Options: • Full-time and/or part-

time evenings and distance education

Delivery Options: • Distance, Cluster

programs are being set up, however not offered yet.

Delivery Options: • Online

Delivery Options: • Part- time course

offerings evenings, day-time summer classes, off campus courses offered in communities outside the Edmonton area, distance delivery (self study), distance delivery through WEBCT (2 courses).

Distance Education, • Distance Delivery for:

• Role & Responsibilities of the Educational Assistant

• Child & Adolescent Development

• Effectively Managing Student Behavior in Educational Settings

• Language Learning & Math Across the Curriculum

• Effective Interpersonal Communication

• Working with Students with Exceptionalities

• Technology Applications in Education

• Computers in Education & Adaptive Technology

• Specialized Skills & Practice: Anger Management

22


Delivery Options: • All training on sight

– no distance or on-line delivery

seniors’ homes or youth care facilities (just to mention a few). Students are encouraged to try out different areas/ interests. Some continue in a second year of studies in the area of youth care. Delivery Options: • Part-Time through

St. John & Moncton campus.

• No evening classes.

Delivery Options: • Completely Online

(all courses are offered on-line)

• Partially online (EA designated courses are online while the remaining courses are offered in the classroom.

Program Majors/Streams • No Delivery Options: • Full-time, part-time

& Distance Education.

Program Majors/Streams • No Delivery Options: • Students may take

part-time courses anytime during the year.

Program Residency • Students must complete two thirds of the program requirements through Division of Con. Ed. to be eligible for graduation.

• Practicum in Fall program. However, not in Spring because of timing. October Intake has a 4 week practicum

• Core & elective courses • Delivery Full and Part time

23


Curriculum Content (cont’)

Core courses: • Special

Education in Canadian Schools

• Orientation to the School System

• Characteristics of Learners

• Observation, • Record Keeping

and Reporting • Instructional

Content and Practice

• Supporting the Teaching and Learning Environment

• Managing Student Behaviour and Social Interaction

• Communication and Collaborative Partnerships

• Professionalism and • Ethical Practices

Introduction to Learning Disabilities

• Instructional Technology

• Practicum - Para- Educator

Electives o Intermediate

Writing Skills o Professional

Portfolio Development

o CPR Level B o Nonviolent Crisis

Intervention (r) Training Program

o Study Skills Workshop

o Intermediate Writing Skills

Required Courses: • Child Development

(3) [PLAR] [Distance]

• Children’s Special Needs (6) [PLAR] [Distance]

• Computer Skills (3) [PLAR] [Distance]

• Cross-Cultural Education (3) [PLAR] [Distance]

• Guiding Children’s Behavior (3) [PLAR] [Distance]

• Interpersonal Communication (3)

• [PLAR] [Distance] • Observation & Report

Writing (3) [PLAR] [Distance]

• Practicum (2) [Distance]

• Professionalism (3) [Distance] [PLAR]

Credits First Semester • Communication

Strategies 3 • Windows for Service

Professionals 3 • Fundamentals of

Educational Assisting 3

• Educational Programming 1: Introduction 3

• Child Development The Early Years 3

• General Education Elective 3 Total 18

Second Semester • Business

Communications 3 • Field Placement (1

day/week) 7 • Child Development II:

The School Years 3 • Exceptionalities:

Special Education 3 • Educational

Programming II: Instructional Methods 3

• Observation and Recordkeeping 3

• Educational Technology and Research 3

• Field Placement Seminar 1 1

Total 26 Third Semester • Basic Pharmacology

& Personal Care 3 • Behaviour and

Cognitive Interventions 3

• Exceptionalities II 3 • Educational

Programming III: Math and Language 3

• Child Abuse and Crisis Intervention 3

• General Education Elective 3

Total 18 Fourth Semester

• General Education Elective 3

• Field Placement Seminar II 3

• Field Placement II (4 days a week) 28 Total 34

Program of Study 2008 – 09 Term 1 • Communications (3) • Child and Adolescent

Development (3) • Language Learning &

Math across the Curriculum (3)

• Working with Students with Exceptionalities – Level I (3)

• Technology Applications in Education (3)

Term II • Role &

Responsibilities of the Educational Assistant (2)

• Effectively Managing Student Behavior in Educational

• Settings 3Effective Interpersonal Communication 2

• Working with Students with Exceptionalities – Level II 3

• Computers in Education and Assistive Technology 3

• Practicum I 1 • Integration

Seminar I 1 Term III • Specialized Skills &

Practice (Adapting learning activities 2

• Practicum II 2 • Integration

Seminar II 1

24


• Interpersonal Communications

• Technology and Res.

• Ea0. • -+rch in Human

Services • On the job

Training I • Human Services • On the job

training II • Personal Support

Work • Valued Roles • Inclusion & the

principle of Normalization

• Intellectual Disabilities

• Abnormal Psychology

• Normal Growth and Development Theory 1 & 2

• Basic Counseling Skills

• Physical Disabilities • Case Management • Workplace

Communication • Behavior

Management • Disability & Rights

Issues • Pharmacology • Current Social

Issues • Ethical Practice • Developing and

Implementing Individual Teaching Plans

• Working with Families

• Developing and Implementing Group Teaching Plans

Graduate opportunities: • Employment and

private agencies including residential settings, educational settings, preschool programs, employment programs and community support programs

(Courses are generally 90 hours) Credit hours pending - under review Area of study include • Interpersonal

Behaviour • Delivering Human

Services • Family Support • Growth and

Development • Health for Human

Service Workers • Orientation to

Human Services • Program Planning

and Support • Fieldwork Seminar • Psychology • First Aid/CPR • Active Parenting

Today • Suicide

Intervention • Observation and

Assessment • Non-Violent Crisis

Intervention • Lift and Transfer • Job Search

Techniques • Practicums

Credit Hours Semester 1 (Fall) • Interpersonal

Communication 3 • Observing and

Recoding Across the Lifespan 3

• Professional Communications 3

• Child & Adolescent Development 3

• Families 3 • Educational

Assistant Foundations 4

• Educational Systems and Structures 2

Total credits 22 Semester 2 (Winter) • Guiding Behaviors 3 • Studies in

Diversity 3 • Disability Studies 3 • Practicum #1 (120

hours) 4 • Autism 3 Total credits 16 Semester 3 (Spring) • Health Care in the

School System 3 • Adapting and

Modifying Curriculum 4

• Practicum#2 (180 hours ) 4

• Capstone 1 Total Credits 12

Students study: • Social, emotional

and cognitive development

• Health and wellness promotion

• Roles and responsibilities of being an EA

• The K-12 school system in B.C.

• The roles and responsibilities of classroom partners

• Communication Skills

• Classroom management techniques and crisis prevention

• Awareness of cultures

Credit Hours Required Courses • Communication

Skills 3 • Introduction to

Microcomputer Software 3

• Human Development 1 3

• Exploring Exceptionalities 1 3

• Positive Behavior Supports 3

• Human Development 2 3

• Exploring Exceptionalities 2

• 3 • Interpersonal

Relationships 3 • Supporting

Instruction in Language Arts 3

• Supporting Math Instruction 3

• Educational Assistant professionalism 3)Educational Assistant Practicum1- (5 week block) 5

• Educational Assistant Practicum 2 – (5 week block) 5

***Students may substitute other course work from Disability Studies or Early Learning and Childcare programs with prior approval from department chair.

***Part time regional students should also check with the department chair regarding course alternatives.

***Practicum placement requirements - Practicum agencies may require another criminal record check. A Child Intervention Record System (CIRS) check may also be required.

Core courses: • Cultural awareness

30 hrs • Developing

Capable People: Educators and Parents 30 hrs

• Introduction to the Educational Assistant Diploma Program 15 hrs

• Helping Children Learn in a School Setting 30 hrs

• Language and Learning 30 hrs

• Keeping 15 hrs

• Observation Skills and Record

• Working with Exceptional Children 30 hrs

• Working with Challenging Behaviors 30 hrs

Elective courses: • Children’s

Literature: Strategies for Sharing 15 hrs

• Developing Reading Skills 15 h

• Helping the EAL child in the Classroom 30 hrs

• Human Development 30 hrs

• Learning Disabilities I

15 hrs • Learning

Disabilities II 5 hrs • Remedial Math 15 hrs • Supporting the

ADHD Child 15 hrs • The Writing

Process: How you can Help 15 hrs

• WEVAS: Working Effectively with Violent and Aggressive Students 15 hrs

• Work and or volunteer experience (500 hours) Work must be as an educational

25


Curriculum Content (cont’)

Student assessment

• Assignments, projects, group work, self directed learning, tests & quizzes, practicum evaluation

• Practicum - Pass / fail, formative and summative includes student self reflection

• Depending on instructor, students are assessed through testing, assignments, projects and classroom participation.

• Practicum is a GRADE! There are many assignments.

• A lot of case studies, scenarios, presenting, group work but individual marks, testing.

• Assignments, tests, projects, group work, self directed learning.

• Practicum is graded.

26


• Family Dynamics Exceptionalities

(Causes, characteristics and accommo-dations) Link to syllabus

and /or course outlines if they are available: http://cotrweb.cotr. bc.ca/Docushare/ dscgi/ds.py/View/ Collection-42

assistant or classroom volunteer and completed within 8 calendar years of applying for admission to EADP program or applying for credit. Documentation confirming work/and/or volunteer experience must be provided (500 volunteer/work hours is equivalent to 30 elective course hours).

Workshops: • Completion of 48

hours of one-day (6 hour) and/or two-day (12 hour) workshops.

• Students complete projects, group work, presentations, exams, assignments, quizzes.

• Practicum (On the Job Training) Checklists based on a pass / fail basis.

• Passing mark for courses is 60%.

• Students complete a variety of assignments, projects, group work, quizzes and testing. Practicum is based on pass/fail.

• Tests, assignments (most) some exams, demonstrations, group work, projects.

• No male students in program.

• Content theory assessment and skills assessment varies

• Projects, papers, presentations, tests, workshops and group participation assessment.

• Skills assessment o Practicum

• Assessment practices for any experiential components are completed in collaboration with the practicum supervisor, cooperating (on-sight/school) supervisor and self reflection.

27


Current and coming challenges

• Keeping up with industry requirements – for example increase in training in issues related to special needs, managing behavior, autism

• Adequate staffing especially for practicum

• Challenges begin with the entrance of students who may have little understanding of course requirements and Educational Assistant roles and responsibilities in the school system. If a student does not have basic Math and reading skills, or is not competent enough to follow instructions, they will not be successful in many of the positions that are offered in the schools. Sometimes student sponsors also have limited understanding of the job requirements and because it is a four month program it is less expensive than some other programs – students are inappropriately placed with us for re-training. The fact that schools do not require EA training/certificates for hiring is a challenge – why take the course if you get a job in the schools without it? Some schools are paying a tiny bit more for the program/ and/or/ training. Job security/part time employment and the basic short length of day for schools also presents a challenge. Students who complete the course need and want a job that will pay their rent and bills. A part- time EA position does not do that. Having instructors in the day program for more than 1 year is useful. Because it is a four month term position, most instructors go off to other jobs and may or may not return.

• Delivery of program: Distance – 2 academic years (periods of 8 months)

• EA’s need to know so much - teaching them how to learn - ask for more training when they need it, seek answers to their own questions.

• More training to work with children in the whole area of exceptionalities - autism spectrum, FAS, speech/ language, medical issues.

• Alberta EA’s do not do tube feedings and catheterization.

28


• Teaching of course content has been distributed among other Human Service programs/courses such as early childhood. Would like to see more focus on school age development and exceptionalities as opposed to a substantial focus on early years due to sharing of instructors, low student numbers.

• Challenges/ethics in meeting the medical needs of students who work with EA’s.

• Seeing more violence and bullying in schools.

• Challenges: Meeting the needs of what EA’s currently need to know to do their job.

• Staying current within the parameters of what EA’s are allowed to actually do within an educational setting where everything is becoming very specialized.

29


Current and coming challenges

It would be good to have continuity in the position.

Curriculum Renewal

• Newly formed Advisory Board has met twice – plans to meet twice a year - includes principals, superintendents, teachers, consultants, MTS member, Educational Assistants, union president

• Program renewal 1 every five years

• An Advisory Committee includes community leaders, the Dean of Health and Human Services, program faculty, a former student and a current student. The committee meets 2 – 3 times a year to review program curriculum and discuss possible revisions. The committee informs the college of industry trends and developments that are relevant to the program and guides program innovations and changes. A student representative provides feedback regarding issues related to program content.

• Advisory Committee meets 2 x year includes teacher(s), principals, Human Resources Manager, Assistant Principal, Associate Superintendent, Assistant Professor, Program Chair and Educational Assistant.

Partnerships

• Partnerships with different school divisions, particularly Wpg #1

• Brandon School Division is definitely a team member. There is an advisory committee which includes surrounding school divisions and stakeholders

• Confederation College has Articulation agreements with Athabasca University. *Good to set up Articulation agreements at time of program renewal.

Careers & Transfer • Graduates who have

successfully completed the Special Needs Educational Assistant Program with a minimum GPA of 2.0 are eligible to transfer to the second year of the following diploma programs at MacEwan. o Speech

Language Pathologist Assistant Major

o Bachelor of Child and Youth Care (Diploma exit option)

o Disability Studies: Leadership and Community

Program Transfer Options Chart

Acceptance is contingent on the successful completion

30

HOLLAN D NBCC ROCKIES LAKELAND UofW

• Advisory board meets once a year to review the program. Two students prepare a brief report from their perspective. There are members on the advisory board from industry who report on any changes within the industry that the college should be aware of. The program review looks to see if objectives have been met and what changes may be required. Total program review every 5 years.

• Contact person (instructor) not certain as she is not involved in that part of the program.

• There is an annual program review as well as a comprehensive program review every 5 years.

• The contact person was not certain: 2002 program was revamped - requirements changed.

• No partnerships • Partnerships with Athabasca University where students can go into the second year of the Applied Arts Degree Program. There are also partnerships with the University of Cape Breton and Thomas University (Gerontology Program).

Opportunities for further study: o The EA

Certificate program ladders directly into the Disability Studies Diploma program. Suspended Disabilities students program.

o Athabasca University if you want to transfer to another institution you must meet the admin requirements of that institution.

• EADP graduates may be eligible for up to 12 unallocated hours and 3 allocated hours credit in the University of Winnipeg Bachelor of Education degree program. • Courses offered at Louis Riel School Division, Seven Oaks & Pembina Trails. • Louis Riel S.D. takes Registrations on behalf of U of W Con. Ed.

31


Partnerships Cont’d

of bridging courses or other criteria and space availability.

• MacEwan has numerous partnerships with school boards to facilitate professional development days for assistants. Help assistants to develop professional portfolios. That way if they choose to come into the program they can already get credit for some training – it serves as an incentive to further their education/ training. This helps school boards to recognize the value of trained people. Keeps that conversation going to attract new students and they don’t have to start right at the very beginning.

• MacEwan also facilitates PD for teachers, for example, helping teachers understand how to effectively work with an EA.

• Teachers have a great resource in EA’s yet very often do not know how to work with them.

Other • Other issues often discussed: The practicum could be longer. Teachers in the schools, students and instructors recognize that two weeks is not enough to do many things we would like to have students see and learn in the school setting.

32

HOLLAND NBCC ROCKIES LAKEHEAD UofW

Articulation Agreement: • Graduates of

Holland College Human Services Program who meet Cape Breton University’s entrance requirements may receive two years of credit toward the

33


Comments

34


Bachelor of Community Sciences Degree.

• Grads go into the school system as EA’s, find employment in organizations with Day Programs for people with disabilities. May be hired by individual families who require someone to work one on one with a loved one. Group home settings.

35

36

Appendix B – Industry Occupational Analysis (DACUM) Chart

37

38

39

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Maintain NVCI (Non-Violent Crisis Intervention) qualification

B18

DIFFERENTIATE SUPPORT

ACCORDING TO INDIVIDUAL BEHAVIOUR

B (cont'd)

Assess family dynamics

B13

Use humour

B14

Identify triggers

B15

Apply consequences

B16

Provide counselling

B17

Develop trust

B19

Assess transition options

B20

Maintain WEVAS (Working Effectively with the Violent & Aggressive Students) B21

Implement B.I.P.

B22

Assess how diagnosis effects behaviour

B23

Identify learning styles

B24

MANAGE STUDENTS" BEHAVIOUR

C

Identify classroom dynamics

C1

Interpret the teaching style of the classroom teacherC2

Demonstrate motivational skills

C3

Assist student with organization strategies

C4

Serve as a supervisor of students

C5

Identify social/ economic/cultural backgroundC6

Identify bullying

C7

Foster independence in students

C8

40

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4

Speak at level of audience

D7

Record behaviour and progress

D8

Contribute in team meetings

D9

Use Special Ed equipment and software

E7

DEMONSTRATE COMMUNICATION

SKILLSD

Demonstrate written skills

D1

Demonstrate oral communication skills

D2

Demonstrate active listening skills

D3

Analyse non-verbal cues

D4

Use non-verbal cues

D5

Adapt to other languages

D6

Provide constructive criticism

D12

Use multi-media

E6

Use appropriate grammar and spelling

D14

Record notes for certain students D15

Use video equipment

E12

Respect professional boundaries

D10

Provide information in an objective way

D11

USE TECHNOLOGYE

Use photocopier

E1

Use Smart Board

E2

Use Word processing software

E3

Use spread sheets

E4

Use presentation software

E5

Provide positive feedback

D13

Use e-mail

E8

Use World Wide Web

E9

Use projectors

E10

Create overheads

E11

Use laminator machine

E13

Use shop equipment / tools

E14

Use telephone

E15

Use graphic arts software

E16

Use intercom

E17

Use 2-way radios

E18

Use digital cameras

E19

Use shredders

E20

Construct documents

E21

41

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4

PROVDE MEDICAL SUPPORT

F

Use Hoyer lifts

F1

Use medical equipment

F2

Assist student with mental illness

F3

Administer medications

F4

Administer Physio therapy

F5

Administer occupational therapy

F6

Administer speech therapy

F7

Perform medical / physical transfers

F8

Perform catheterization

F9

Respond to seizures

F10

Monitor blood sugar levels

F11

Practice universal precautions

F12

Maintain First Aid and C.P.R. qualification

F13

Change dressings

F14

Attend to colostomy needs

F15

Perform life support functions

F16

Attend to tube feeding needs

F17

ADHERE TO EMERGENCY RESPONSE

PROCEDURESG

Follow emergency plan

G1

Respond to student needs in crisis situation

G2

Alert administration of emergency

G3

Initiate emergency response

G4

React to an emergency situation

G5

Identify threat(s) (gangs, weapons, etc.)

G13

Respond to threat(s) (gangs, weapons, etc.)

G14

Complete accident reports

G15

Follow WHIMIS

G7

Practice personal safety

G8

Administer EpiPen

G9

Administer inhalers

G10

Restrain student

G11

Defend self and others

G12

Report unusual occurrences

G6

42

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Maintain a commitment to life long learning

H6

DEMONSTRATE PROFESSIONAL

SKILLSH

Demonstrate accountability

H1

Demonstrate punctuality

H2

Model appropriate dress and demeanor

H3

Respect confidentiality

H4

Respect personal space

H5

Manage time

H7

Follow the Division / school policy and procedures

H8

Demonstrate ethical behaviour

H9

Discriminate between personal and professional issuesH10

Mitigate conflict of interest

H11

Adhere to code of conduct

H12

Demonstrate organizational skills

H13

Respect diversity

H14

Demonstrate flexibility

H15

Advocate for students

H16

Accept direction

H17

Work independently

H18

Demonstrate emotional detachment

H19

Perform physical requirements of the position

H20

Act within the culture of the organization

H21

Act as a team member

H22

43

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4

Use adaptive technologies

I10

Teach healthy living

I11

Differentiate work experience tasks

I12

Teach social skills

I7

Teach according to student's personal needsI8

Supervise work experience

I9

TEACH SUBJECT MATTER

I

Identify required teaching style

I1

Record marks

I2

Lead small groups

I3

Support students' physical activity

I4

Teach Life Skills

I5

Administer ABA (Applied Behaviour Analysis)I6

Implement J.E.P.

I13

Change clothing

J6

ATTEND TO STUDENT'S

PERSONAL NEEDSJ

Attend to toileting

J1

Attend to diapering

J2

Attend to feeding

J3

Perform tube feeding

J4

Attend to female hygiene

J5

Attend to laundry

J7

Attend to shower / bathing

J8

Attend to communicable diseases

J9

Attend to sexual related issues

J10

Attend to reproductive issues

J11

Attend to personal hygiene

J12

Assist with dressing / undressing students

J13

44

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4 1 2 3 4

COMPLY WITH LAWS AND REGULATIONS

K

Comply with rules relating to transportation of studentsK1

Adhere to Health and Safety regulations

K2

Adhere to P.H.I.A.

K3

Adhere to F.I.P.P.A.

K4

Adhere to Public Schools Act

K5

Comply with employment standards

K6

Report substance abuse

K7

Report abuse

K8

Comply with Collective Agreement

K9

45

46

Appendix C – Graduate Skills and Abilities Chart

47

48

49

J1 • understand and work within the dynamics of a group J2 • ensure that a team's purpose and objectives are clear J3 • be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group J4 • recognize and

1 2 3 4 1 2 3 4K2 • develop a plan, seek feedback, test, revise and implement K4 • select and use appropriate tools and technology for a task or project

1 2 3 4 1 2 3 4B1 • locate, gather and organize information using appropriate technology and information systems

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4D8 • implement solutions

1 2 3 4 1 2 3 4A1 • read and understand information presented in a variety of forms (e.g. words, graphs, charts, diagrams)

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Compile materials

A6

Collaborate with team members

Assist in collecting, collating, organizing materials, creating displays and other supportive activities

Adapt course materials within parameters established by the teacher

Research information or materials

A7

Assist in researching information and materials (sifting & sorting)

Collaborate with team members

A5

Modify course material

A9

(Faculty deem this to be beyond the scope of practice as per MECY guidlines)

Adapt course materials

A8

(Cannot be taught within the program with existing resources)

Interpret materials

A11

Interpret instructional materials and content

Translate materials

A12

Implement modified learning plan

A10

Implement learning plan as prescribed with the IEP

50

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4B1 • locate, gather and organize information using appropriate technology and information systems

1 2 3 4 1 2 3 4

G6 • cope with uncertainty

1 2 3 4 1 2 3 4E2 • deal with people, problems and situations with honesty, integrity and personal ethics E3 • recognize your own and other people's good efforts

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4D1 • assess situations and identify problems D4 • identify the root cause of a problem

1 2 3 4 1 2 3 4E3 • recognize your own and other people's good efforts E5 • show interest, initiative and effort

1 2 3 4 1 2 3 4

Demonstrate empathy

Demonstrate patience

DIFFERENTIATE SUPPORT ACCORDING

TO INDIVIDUAL BEHAVIOUR

B

DIFFERENTIATE SUPPORT ACCORDING

TO INDIVIDUAL BEHAVIOUR

Design documents

A14

Design documents as directed by the teacher

Implement adapted learning plan

A13

(Similar to A10)

Demonstrate compassionDemonstrate compassion

B2

Demonstrate patience

B1

Establish rapport

Identify source of conflict

B4

Identify source of conflict

Establish rapport

B3

Demonstrate empathy

B5

Obtain book blocks from the library

Organize files

51

E5 • show interest, initiative and effort

1 2 3 4 1 2 3 4J8 • understand the role of conflict in a group to reach solutions

1 2 3 4 1 2 3 4D5 • be creative and innovative in exploring possible solutions D7 • evaluate solutions to make recommendations or decisions

1 2 3 4 1 2 3 4F4 • be accountable for your actions and the actions of your group

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4J9 • manage and resolve conflict when appropriate

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4D1 • assess situations and identify problems D4 • identify the root cause of a problem

1 2 3 4 1 2 3 4

Manage conflict

Record and report behaviour and progress objectively

Identify triggers

B15

Identify triggers

Model accountable behaviour

Identify emotional/ behavioural history

B10

Propose strategies

B8

Propose strategies

Identify stressors

B7

Demonstrate pro-activity

B6

Demonstrate initiative

Model accountable behaviour

B9

Participate in identification of emotional/behavioral history as requested

Identify stressors affecting learners

Analyse behaviour and progress

B11

Use humour

B14

Use respectful humour

(Beyond scope of practice as per MECY guidelines)

Manage conflict

B12

Assess family dynamics

B13

52

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4E2 • deal with people, problems and situations with honesty, integrity and personal ethics

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4G3 • be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done

1 2 3 4 1 2 3 4

Identify learning styles

B24

Associate interaction with student learning style

Maintain WEVAS (Working Effectively with the Violent & Aggressive Students)B21

Acquire WEVAS qualification (depending on employer requirements)

Implement B.I.P.

B22

Implement B.I.P.

Assess how diagnosis effects behaviour

B23

Associate diagnosis with behaviour

Acquire NVCI qualification

Provide counselling

B17

(Beyond scope of practice as per MECY guidelines)

Develop trust

B19

Develop trust

Assess transition options

B20

Participate in implementation of transition plan

Apply consequences

B16

Apply consequences within parameters of school discipline policy or teacher direction

Maintain NVCI (Non-Violent Crisis Intervention) qualificationB18

53

D1 • assess situations and identify problems D3 • recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem

1 2 3 4 1 2 3 4J1 • understand and work within the dynamics of a group

1 2 3 4 1 2 3 4E3 • recognize your own and other people's good efforts

1 2 3 4 1 2 3 4J7 • lead or support when appropriate, motivating a group for high performance

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4J4 • recognize and respect people's diversity, individual differences and perspectives

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Identify social/ economic/cultural backgroundC6

Identify social/ economic/cultural background

Identify bullying

C7

Identify bullying


C8



C3



C4


Serve as a supervisor of students

C5

Provide supervision to students

MANAGE STUDENT BEHAVIOUR

C

MANAGE STUDENT BEHAVIOUR


C1


Interpret the teaching style of the classroom teacherC2

Adapt to the classroom management style of the classroom teacher

54

A2 • write and speak so others pay attention and understand

1 2 3 4 1 2 3 4A1 • read and understand information presented in a variety of forms (e.g. words, graphs, charts, diagrams)

1 2 3 4 1 2 3 4A3 • listen and ask questions to understand and appreciate the points of view of others

1 2 3 4 1 2 3 4A1 • read and understand information presented in a variety of forms (e.g. words, graphs, charts, diagrams) A4 • share information using a range of information and communications technologies (e.g. voice, e-mail, computers)

1 2 3 4 1 2 3 4A1 • read and understand information presented in a variety of forms (e.g. words, graphs, charts, diagrams) A4 • share information using a range of information and communications technologies (e.g. voice, e-mail, computers)

1 2 3 4 1 2 3 4G4 • be open and respond constructively to change

1 2 3 4 1 2 3 4A2 • write and speak so others pay attention and understand

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4J6 • contribute to a team by sharing information and expertise

1 2 3 4 1 2 3 4

Contribute in team meetings

D9

Contribute to team meetings by consulting with teacher prior to meeting and participating at an appropriate level at the meeting


D7


Record behaviour and progress

D8

Duplicate of B11


D6


Use non-verbal cues

D5

Use non-verbal cues


D3



D4


DEMONSTRATE COMMUNICATION SKILLS

D

DEMONSTRATE COMMUNICATION SKILLS


D1



D2


55

J1 • understand and work within the dynamics of a group

1 2 3 4 1 2 3 4J5 • accept and provide feedback in a constructive and considerate manner

1 2 3 4 1 2 3 4J5 • accept and provide feedback in a constructive and considerate manner

1 2 3 4 1 2 3 4E3 • recognize your own and other people's good efforts

1 2 3 4 1 2 3 4A5 • use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Use photocopier

E1

Use photocopier

Use Smart Board

E2

Use Smart Board


E3


Record notes for certain students

D15

Record notes for certain students

USE TECHNOLOGYE USE TECHNOLOGY

Provide constructive criticism

D12

Accept and provide feedback in a constructive and considerate manner

Provide positive feedback

D13

Provide praise in an appropriate and effective manner

Use appropriate grammar and spelling

D14

Use correct grammer and spelling


D10



D11


56

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


E13


Use projectors

E10

Use projectors

Create overheads

E11

Create overheads

Use video equipment

E12

Use video equipment


E7


Use e-mail

E8

Use e-mail

Use World Wide Web

E9

Use World Wide Web

Use spread sheets

E4

Use spread sheets


E5


Use multi-media

E6

Use multi-media

57

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4A4 • share information using a range of information and communications technologies (e.g. voice, e-mail, computers)

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

PROVIDE MEDICAL SUPPORT

F

This whole section will be taught to an awareness or knowledge level only

Use Hoyer lifts

F1

(Cannot be included in program with existing resources)

Use digital cameras

E19

Use digital cameras

Use shredders

E20

Use shredders

Construct documents

E21

Format documents


E16


Use intercom

E17

Use intercom

Use 2-way radios

E18

Use 2-way radios


E14


Use telephone

E15

Use telephone

58

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Perform catheterization

F9


Respond to seizures

F10


Monitor blood sugar levels

F11


Administer occupational therapy

F6


Administer speech therapy

F7


Perform medical / physical transfers

F8


Assist student with mental illness

F3


Administer medications

F4


Administer Physio therapy

F5


Use medical equipment

F2


59

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4



1 2 3 4 1 2 3 4

I1 • be aware of personal and group health and safety practices and procedures, and act in accordance with these

1 2 3 4 1 2 3 4

F18

Explain how assistive devices can be used to support students

F19

Explain potential medical procedures that may be necessary to enhance quality of life for some students


PROCEDURESG


PROCEDURES


G1


Attend to colostomy needs

F15


Perform life support functions

F16


Attend to tube feeding needs

F17


Practice universal precautions

F12


Maintain First Aid and C.P.R. qualification

F13

Acquire First Aid and C.P.R qualification

Change dressings

F14


60


1 2 3 4 1 2 3 4I1 • be aware of personal and group health and safety practices and procedures, and act in accordance with these






1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Restrain student

G11



G8


Administer EpiPen

G9


Administer inhalers

G10


React to an emergency situation

G5

Judge an emergency situation


G6


Follow WHIMIS

G7

Follow WHIMIS


G2



G3



G4


61

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


1 2 3 4 1 2 3 4

F4 • be accountable for your actions and the actions of your group

1 2 3 4 1 2 3 4F2 • plan and manage time, money and other resources to achieve goals




1 2 3 4 1 2 3 4


H3



H4



H5


DEMONSTRATE PROFESSIONAL SKILLS

H

DEMONSTRATE PROFESSIONAL SKILLS


H1



H2


Respond to threat(s) (gangs, weapons, etc.)

G14



G15


Defend self and others

G12


Identify threat(s) (gangs, weapons, etc.)

G13


62

H1 • be willing to continuously learn and grow H2 • assess personal strengths and areas for development H3 • set your own learning goals H4 • identify and access learning sources and opportunities H5 • plan for and achieve your learning goals


1 2 3 4 1 2 3 4


1 2 3 4 1 2 3 4F1 • Set goals and priorities balancing work and personal life



1 2 3 4 1 2 3 4K1 • plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes

1 2 3 4 1 2 3 4J4 • recognize and respect people's diversity, individual differences and perspectives

1 2 3 4 1 2 3 4G4 • be open and respond constructively to change G6 • cope with uncertainty

1 2 3 4 1 2 3 4


H15



H12



H13


Respect diversity

H14

Respect diversity


H9


Discriminate between personal and professional issuesH10

Discriminate between personal and professional issues

Mitigate conflict of interest

H11

Avoid conflict of interest


H6


Manage time

H7

Manage time

Follow the Division / school policy and proceduresH8

Follow the Division / school policy and procedures

63

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4G1 • work independently or as a part of a team

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4J1 • understand and work within the dynamics of a group

1 2 3 4 1 2 3 4J3 • be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

TEACH SUBJECT MATTERI

FACILITATE INSTRUCTIONAL

ACTIVITIES UNDER SUPERVISION OF A

TEACHER

Identify required teaching style

I1

(Redundant)

Record marks

I2

Record marks

Act within the culture of the organization

H21

Relate within the culture of the organization

Act as a team member

H22

Relate as a team member

Work independently

H18

Work independently


H19


Perform physical requirements of the positionH20

Execute physical requirements of the position


H16


Accept direction

H17

Accept direction

64

J7 • lead or support when appropriate, motivating a group for high performance

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4


I12


Supervise work experience

I9

(Outside of scope of practice as per METY guidelines)


I10



I11


Administer ABA (Applied Behaviour Analysis)

I6

Administer ABA (Applied Behaviour Analysis)

Teach social skills

I7

Teach social skills

Teach according to student's personal needs

I8

Teach according to student's personal needs

Lead small groups

I3

Lead small groups


I4


Teach Life Skills

I5

Teach Life Skills

65

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

Change clothing

J6

Attend to feeding

J3

Perform tube feeding

J4

Attend to female hygiene

J5

ATTEND TO STUDENT'S PERSONAL NEEDS

J

This General Area of Competency is covered under F18 and F19. The category is taught to an awareness level only. Graduates will develop competency as needed once they are employed

Attend to toileting

J1

Attend to diapering

J2

Implement J.E.P.

I13

(Outside of scope of practice as per MECY guidelines)

I14

Monitor student portfolio

66

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4

1 2 3 4 1 2 3 4



1 2 3 4 1 2 3 4

COMPLY WITH LAWS AND REGULATIONS

KCOMPLY WITH LAWS AND

REGULATIONS

Comply with rules relating to transportation of studentsK1

Comply with rules relating to transportation of students


K2


Attend to personal hygiene

J12

Assist with dressing / undressing students

J13

Attend to communicable diseases

J9

Attend to sexual related issues

J10

Attend to reproductive issues

J11

Attend to laundry

J7

Attend to shower / bathing

J8

67

F3 • assess, weigh and manage risk F4 • be accountable for your actions and the actions of your group

1 2 3 4 1 2 3 4F3 • assess, weigh and manage risk F4 • be accountable for your actions and the actions of your group



1 2 3 4 1 2 3 4F5 • be socially responsible and contribute to your community


1 2 3 4 1 2 3 4• assess, weigh and manage risk



1 2 3 4 1 2 3 4


K9



K6



K7


Report abuse

K8

Report abuse

Adhere to P.H.I.A.

K3

Adhere to P.H.I.A.


K4



K5


K10

Obtain Child Abuse Registry and Criminal Record check

K11

Adhere to signed pledge of confidence

68

Appendix D – Graduate Profile Para Educator Graduate Profile Upon completion of the Para Educator Program the graduate should be able to:

A. Provide assistance to resource and/or classroom teachers in the preparation of course materials.

B. Establish rapport with students and differentiate support according to individual behavior.

C. Manage student behavior while providing supervision according to the classroom management style practiced by the classroom teacher.

D. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills appropriate to the level of the audience.

E. Use a variety of technology appropriate to the school and classroom environment.

F. Provide medical support to students as required and permitted by regulations and school policy.

G. Demonstrate safe work practices and respond to emergencies as they arise.

H. Demonstrate organizational skills, ethical behavior, and accountability as a professional working in a school environment.

I. Facilitate instructional activities under supervision of a teacher.

J. Comply with laws and regulations that pertain to a school environment and related activities.

69

70

Appendix E – Program Renewal Plan

71

72

73

Para Educator (Education Assistant) Renewal Plan

Objectives and Activities Start date Due date To promote student success through improvement in the recruitment and admissions process

Develop a self assessment tool to promote success for students entering the program

Develop language benchmarks for acceptable levels

4/1/09 10/30/09

Develop a self assessment tool 9/1/09 8/31/10

Identify resources that will support students who do not meet minimum benchmark and self-assessment criteria

9/1/09 8/31/10

Review entrance requirements for the program (e,g., require students to use technology)

12/1/09 4/30/10

To address Regional Campus and Distance Education issues using a proactive approach

Meet the challenges of delivery in a variety of settings remote from Notre Dame campus

Educate internal departments by using a proactive approach in informing internal stakeholders of our program

7/2/09 6/30/14

Facilitate communication among instructors by scheduling regular meetings of instructors using face to face and technology mediated meetings

11/16/09 6/30/14

Implement SharePoint as a digital repository and communication tool to share digital, print, and audio-visual resources

5/30/09 6/30/14

Develop and/or acquire shared resources 5/30/09 6/30/14

To renew the program curriculum and implement continuous curriculum improvement practices

Adapt to rapidly changing technology and integrate technology across the curriculum

Provide access to adequate equipment for instruction

9/30/09 6/30/14

Explore the potential for providing laptops for instructional purposes

9/1/09 9/30/09

Incorporate email assignments for Distance Ed. 9/1/09 9/1/09

74

Incorporate awareness of (child) technology supports (e.g. augmented communication devices) into the curriculum

5/3/10 8/27/10

Review the curriculum to ensure that it reflects present and emerging practices and legislation

Establish a curriculum review committee composed of faculty and stakeholders to review curriculum and advise on curriculum changes annually

9/30/09 6/30/14

Hire a developer to revise the program including program and course descriptions

6/8/09 10/30/09

Develop master course outlines 11/2/09 4/30/10

Revise the RPL process for the program and courses

11/2/09 6/30/10

To review and enhance curriculum materials and resources:

Identify appropriate course materials on an ongoing basis with a focus on Manitoba and Canadian (print and non-print) materials specific to the EA role .

Establish a materials acquisition process 9/1/10 6/30/11 Implement SharePoint as a digital repository

and communication tool to share digital, print, and AV resources

5/30/09 6/30/14

Research the feasibility of producing materials locally.

7/1/11 6/30/13

To promote the program through improved accreditation and articulation agreements, value added offerings, marketing activities, and program branding

Rename the program to be consistent with the name used by stakeholders and programs in other jurisdictions

Change the program name to Education Assistant Program

10/1/09 9/1/10

Explore the development of an advanced certificate

Conduct a market and needs analysis 10/1/10 11/30/10

Perform an environmental scan 10/1/10 11/30/10 Develop a proposal for program approval 12/1/10 3/31/11

Expand formal relationships with school divisions and other stakeholders

75

Maintain relationship with EA Association 4/1/09 6/30/14

Request policy updates from school divisions 8/3/09 6/30/14

Explore options for articulation agreements Explore options for dual credit & transfer credit 10/1/10 6/30/12

Explore options for laddering 10/1/10 6/30/12

Create a local, provincial, national marketing plan for Educational Assistant Program

Develop and distribute promotional materials 10/31/09 3/31/10 Determine target audience. 10/31/09 12/31/09

To support instructors in their professional development and foster continuous improvement to instructional practices

Adopt a program policy for new instructor hiring

Policy developed, approved, and implemented 9/1/09 7/1/10

Encourage in-service professional development

Encourage completion of CAE certificate 9/1/09 6/30/14

Implement an annual plan for professional development

9/30/09 6/30/14

76

Appendix F – 5 –Year Program Renewal Plan in Gantt format

77

78

79

Appendix G – Program Outcomes Summary Para Educator (Educational Assistant) Program Summary (Program Renewal) Exit Learning Outcomes College-Wide Learning Outcomes A. Communicate 1. read and understand information presented in a variety of forms (e.g., words, graphs, charts,

diagrams) 2. write and speak so others pay attention and understand 3. listen and ask questions to understand and appreciate the points of view of others 4. share information using a range of information and communications technologies (e.g., voice,

e-mail, computers) 5. use relevant scientific, technological and mathematical knowledge and skills to explain or

clarify ideas B. Manage Information 1. locate, gather and organize information using appropriate technology and information systems 2. access, analyze and apply knowledge and skills from various disciplines (e.g., the arts,

languages, science, technology, mathematics, social sciences, and the humanities) C. Use Numbers 1. decide what needs to be measured or calculated 2. observe and record data using appropriate methods, tools and technology 3. make estimates and verify calculations D. Think & Solve Problems 1. assess situations and identify problems 2. seek different points of view and evaluate them based on facts 3. recognize the human, interpersonal, technical, scientific and mathematical dimensions of a

problem 4. identify the root cause of a problem 5. be creative and innovative in exploring possible solutions 6. readily use science, technology and mathematics as ways to think, gain and share knowledge,

solve problems and make decisions 7. evaluate solutions to make recommendations or decisions 8. implement solutions 9. check to see if a solution works, and act on opportunities for improvement E. Demonstrate Positive Attitudes & Behaviours 1. feel good about yourself and be confident 2. deal with people, problems and situations with honesty, integrity and personal ethics

80

3. recognize your own and other people’s good efforts 4. take care of your personal health 5. show interest, initiative and effort F. Be Responsible 1. set goals and priorities balancing work and personal life 2. plan and manage time, money and other resources to achieve goals 3. assess, weigh and manage risk 4. be accountable for your actions and the actions of your group 5. be socially responsible and contribute to your community G. Be Adaptable 1. work independently or as a part of a team 2. carry out multiple tasks or projects 3. be innovative and resourceful: identify and suggest alternative ways to achieve goals and get

the job done 4. be open and respond constructively to change 5. learn from your mistakes and accept feedback 6. cope with uncertainty H. Learn Continuously 1. be willing to continuously learn and grow 2. assess personal strengths and areas for development 3. set your own learning goals 4. identify and access learning sources and opportunities 5. plan for and achieve your learning goals I. Work Safely 1. be aware of personal and group health and safety practices and procedures, and act in

accordance with these J. Work with Others 1. understand and work within the dynamics of a group 2. ensure that a team’s purpose and objectives are clear 3. be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of

others in a group 4. recognize and respect people’s diversity, individual differences and perspectives 5. accept and provide feedback in a constructive and considerate manner 6. contribute to a team by sharing information and expertise 7. lead or support when appropriate, motivating a group for high performance 8. understand the role of conflict in a group to reach solutions 9. manage and resolve conflict when appropriate K. Participate in Projects & Tasks 1. plan, design or carry out a project or task from start to finish with well-defined objectives and

outcomes 2. develop a plan, seek feedback, test, revise and implement 3. work to agreed quality standards and specifications

81

4. select and use appropriate tools and technology for a task or project 5. adapt to changing requirements and information 6. continuously monitor the success of a project or task and identify ways to improve Graduate Profile Graduates of the program should be able to: A. Provide assistance to resource and/or classroom teachers in the preparation of course materials. A.1. Contribute to the identification of student short and long term needs as assigned A.2. Provide feedback in support of selection of content based on student need A.3. Provide input to resource teacher and/or classroom teacher in assessing student capabilities A.4. Explain desired outcomes for the student including educational, behavioral, social, and

emotional goals A.5. Collaborate with team members A.6. Assist in collecting, collating, organizing materials, creating displays and other supportive

activities A.7. Assist in researching information and materials (sifting & sorting) A.8. Adapt course materials within parameters established by the teacher A.9. Implement learning plan as prescribed with the IEP A.10. Interpret instructional materials and content A.11. Design documents as directed by the teacher A.12. Obtain book blocks from the library A.13. Organize files B. Establish rapport with students and differentiate support according to individual

behavior B.1. Demonstrate patience B.2. Demonstrate compassion B.3. Establish rapport B.4. Identify source of conflict B.5. Demonstrate empathy B.6. Demonstrate initiative B.7. Identify stressors affecting learners B.8. Propose strategies B.9. Model accountable behaviour B.10. Participate in identification of emotional/behavioral history as requested B.11. Record and report behaviour and progress objectively B.12. Manage conflict B.13. Use respectful humour B.14. Identify triggers B.15. Apply consequences within parameters of school discipline policy or teacher direction B.16. Acquire NVCI qualification B.17. Develop trust

82

B.18. Participate in implementation of transition plan B.19. Acquire WEVAS qualification (depending on employer requirements) B.20. Implement B.I.P. B.21. Associate interaction with student learning style C. Manage student behavior while providing supervision according to the classroom management style

practiced by the classroom teacher. C.1. Identify classroom dynamics C.2. Adapt to the classroom management style of the classroom teacher C.3. Demonstrate motivational skills C.4. Assist student with organization strategies C.5. Provide supervision to students C.6. Identify social/ economic/cultural background C.7. Identify bullying C.8. Foster independence in students D. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills

appropriate to the level of the audience. D.1. Demonstrate written skills D.2. Demonstrate oral communication skills D.3. Demonstrate active listening skills D.4. Analyse non-verbal cues D.5. Use non-verbal cues D.6. Adapt to other languages D.7. Speak at level of the audience D.8. Contribute to team meetings by consulting with teacher prior to meeting and participating at an

appropriate level at the meeting D.9. Respect professional boundaries D.10. Provide information in an objective way D.11. Use correct grammar and spelling D.12. Record notes for certain students E. Use a variety of technology appropriate to the school and classroom environment. E.1. Use photocopier E.2. Use Smart Board E.3. Use Word processing software E.4. Use spread sheets E.5. Use presentation software E.6. Use multi-media E.7. Use Special Ed equipment and software E.8. Use e-mail E.9. Use World Wide Web E.10. Use projectors E.11. Create overheads E.12. Use video equipment

83

E.13. Use laminator machine E.14. Use shop equipment / tools E.15. Use telephone E.16. Use graphic arts software E.17. Use intercom E.18. Use 2-way radios E.19. Use digital cameras E.20. Format documents F. Provide medical support to students as required and permitted by regulations and school policy. F.1. Acquire First Aid and C.P.R qualification F.2. Explain how assistive devices can be used to support students F.3. Explain potential medical procedures that may be necessary to enhance quality of life for

some students G. Demonstrate safe work practices and respond to emergencies as they arise. G.1. Follow emergency plan G.2. Respond to student needs in crisis situation G.3. Alert administration of emergency G.4. Initiate emergency response G.5. Judge an emergency situation G.6. Report unusual occurrences G.7. Follow WHIMIS G.8. Practice personal safety G.9. Complete accident reports H. Demonstrate organizational skills, ethical behavior, and accountability as a professional working in a

school environment. H.1. Demonstrate accountability H.2. Demonstrate punctuality H.3. Model appropriate dress and demeanor H.4. Respect confidentiality H.5. Respect personal space H.6. Maintain a commitment to lifelong learning H.7. Manage time H.8. Follow the Division / school policy and procedures H.9. Demonstrate ethical behaviour H.10. Avoid conflict of interest H.11. Adhere to code of conduct H.12. Demonstrate organizational skills H.13. Respect diversity H.14. Demonstrate flexibility H.15. Advocate for students H.16. Accept direction

84

H.17. Work independently H.18. Demonstrate emotional detachment H.19. Execute physical requirements of the position H.20. Relate within the culture of the organization H.21. Relate as a team member I. Facilitate instructional activities under supervision of the teacher. I.1. Record marks I.2. Lead small groups I.3. Support students' physical activity I.4. Teach Life Skills I.5. Administer ABA (Applied Behaviour Analysis) I.6. Teach social skills I.7. Teach according to student's personal needs I.8. Use adaptive technologies I.9. Teach healthy living I.10. Differentiate work experience tasks I.11. Monitor student portfolio J. Comply with laws and regulations that pertain to a school environment and related activities. J.1. Comply with rules relating to transportation of students J.2. Adhere to Health and Safety regulations J.3. Adhere to P.H.I.A. J.4. Adhere to F.I.P.P.A. J.5. Adhere to Public Schools Act J.6. Comply with employment standards J.7. Report substance abuse J.8. Report abuse J.9. Comply with Collective Agreement J.10. Obtain Child Abuse Registry and Criminal Record check J.11. Adhere to signed pledge of confidence Learning Outcomes 1. Demonstrate communication skills relevant to an Educational Assistant's work

environment Properties Domain: Cognitive Level: Application Linked College-Wide Learning Outcomes Work with Others Communicate Demonstrate Positive Attitudes & Behaviours Be Adaptable

85

Linked Graduate Profile Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills

appropriate to the level of the audience. Use a variety of technology appropriate to the school and classroom environment. Education Assistants will demonstrate their competence when they: _____ accurately record correct/incorrect student speech sound productions in an

appropriate format _____ accurately record correct/incorrect student language productions in an appropriate

format _____ adjust spoken language to accommodate student ability and need _____ use strategies to develop and strengthen student production and comprehension of

language _____ accurately record fluent/non-fluent productions by students receiving stuttering therapy

in an appropriate format _____ use fluency enhancing strategies appropriately with students receiving stuttering

therapy _____ accurately record correct/incorrect student vocal productions in an appropriate format _____ use voice improvement strategies appropriately with students receiving voice therapy _____ facilitate and support student use of AAC devices (low-tech and high-tech) _____ program and perform basic troubleshooting on AAC devices (e.g., Dynavox, TechTalk,

etc.) _____ assemble/organize/construct communication materials such as articulation books,

tactile schedules, social stories, etc. Learning Objectives 1.a. Describe how speech sounds are learned and made 1.b. Explain how language is learned 1.c. Articulate specific communication disorders (e.g., stuttering, speech sound production,

voice, and language) and how they affect a student 1.d. Demonstrate effective strategies and practices for working with students with

communication disorders 1.e. Explain how augmentative/alternative communication (AAC) devices (low- and high-tech)

support communication and language development 1.f. Demonstrate basic language-facilitation techniques 1.g. Compute strategies/approaches to reduce stuttering 1.h. Contrast strategies/approaches to improve voice production and quality 1.i. Demonstrate how to provide appropriate cues and prompts 2. Administer to students' health/medical needs Properties Domain: Cognitive Level: Analysis Linked College-Wide Learning Outcomes Communicate

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Think & Solve Problems Be Responsible Work Safely Use Numbers Linked Graduate Profile Establish rapport with students and differentiate support according to individual behavior. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills

appropriate to the level of the audience. Provide medical support to students as required and permitted by regulations and school

policy. Provide assistance to resource and/or classroom teachers in the preparation of course

materials. Comply with laws and regulations that pertain to a school environment and related activities. Education Assistants will demonstrate their competence when they: _____ carry out health care related duties as outlined in a student’s ERP/IHCP _____ identify signs of medical distress and respond according to a student’s IHCP and/or

ERP _____ communicate to appropriate staff any concerns regarding student health care status

using the appropriate heath-care terminology _____ document the required care given, duties performed, and observations made specific

to the student using appropriate health-care terminology _____ ensure the security of all documentation according to the PHIA Learning Objectives 2.a. Clarify the specific medical/health condition(s) in a student’s IHCP and/or ERP and the

requirements for specific procedures and/or interventions 2.b. List the requirements of the Personal Health Information Act (PHIA) 2.c. Identify requirements to support the successful completion of competency-based skills

assessment (annual) 3. Administer to students' mental health needs Properties Domain: Cognitive Level: Analysis Linked College-Wide learning Outcomes Think & Solve Problems Demonstrate Positive Attitudes & Behaviours Learn Continuously Work with Others Linked Graduate Profile Provide assistance to resource or Classroom teachers in preparation of course materials Establish rapport with students and differentiate support according to individual behavior.

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Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills appropriate to the level of the audience.

Demonstrate organizational skills, ethical behavior, and accountability as a professional working in a school environment.

Comply with laws and regulations that pertain to a school environment and related activities. Education Assistants will demonstrate their competence when they: _____ observe student and monitor and document verbal and non-verbal cues and

behaviours for signs of change in mental status _____ respond appropriately to changes in mental status using pre-determined student-

specific strategies to prevent further deterioration, encourage appropriate behaviours, and facilitate safe transitions between changing states

_____ administer medication and complete all documentation using appropriate format and terminology, as directed by a health professional and as agreed upon in the student-specific plan

_____ implement specific strategies to encourage and reinforce appropriate behaviour _ develop and maintain a positive working relationship with students who exhibit emotional outbursts and/or challenging behaviours

Learning Objectives 3.a. Articulate the common characteristics and behaviours associated with a student’s

specific condition or diagnosis (e.g., bipolar disorder, schizophrenia, anxiety disorder, etc.)

3.b. Describe effective strategies and practices for working with students with mental health issues

3.c. Explain how a student’s ability to function in school is affected by stressors/triggers in his or her environment

4. Relate appropriately to students with cognitive/neurological disabilities Properties Domain: Cognitive Level: Application Linked College-Wide learning Outcomes Communicate Demonstrate Positive Attitudes & Behaviours Be Adaptable Linked Graduate Profile Establish rapport with students and differentiate support according to individual behavior. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills

appropriate to the level of the audience. Demonstrate organizational skills, ethical behavior, and accountability as a professional

working in a school environment. Facilitate instructional activities under supervision of the teacher.

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Education Assistants will demonstrate their competence when they: _____ implement strategies as described in the individual Educational Plan (IEP) _____ encourage student independence _____ motivate students to maintain focus and attention when learning new skills _____ use student strengths to compensate for learning deficits/weaknesses _____ use strategies to generalize learning (i.e., help student use existing skills in new

situations and settings) _____ recognize signs of potential challenging behaviour and respond accordingly _____ clearly and accurately demonstrate new skills _____ effectively reinforce target behaviours/new skills Learning Objectives 4.a. Discuss conditions that affect the brain and how it works 4.b. Explain the effect of cognitive/neurological disability on a student’s ability to learn,

communicate, and/or manage his or her behaviour 4.c. Describe how a student’s unique profile of strengths and needs influences his or her

programming _ effective strategies and practices for working with students with cognitive/neurological disability

4.d. Use basic terminology associated with cognitive/neurological function 4.e. Describe prompting and prompt hierarchies _ the differences between cognitive disability

and learning disability 4.f. Explain how a task analysis is performed 5. Provide physical assistance/self-help/personal care to students as required Properties Domain: Cognitive Level: Application Linked College-Wide Learning Outcomes Think & Solve Problems Demonstrate Positive Attitudes & Behaviours Work Safely Work with Others Linked Graduate Profile Provide assistance to resource and/or classroom teachers in preparation of course materials Establish rapport with students and differentiate support according to individual behavior. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills

appropriate to the level of the audience. Use a variety of technology appropriate to the school and classroom environment. Demonstrate organizational skills, ethical behavior, and accountability as a professional

working in a school environment. Comply with laws and regulations that pertain to a school environment and related activities. Education Assistants will demonstrate their competence when they: _____ position and secure a student in equipment safely and appropriately

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_____ operate a mechanical lift to move student from a wheelchair or standing frame to a toilet, commode, or change table equipment safely and appropriately

_____ transfer or lift student in and out of equipment using safe and appropriate techniques _____ demonstrate to student how to use special equipment (e.g., a walker, standing frame,

braces, bicycle, stroller, stander, or adapted/motorized wheelchair, adapted class chair) safely and appropriately

_____ assist student in the safe and appropriate use of equipment, such as a wheelchair, a wheelchair standing frame, or other special equipment such as a walker, braces, adapted bicycle, stroller, or adapted class chair

_____ support student use of computer or other special learning devices _____ position and assist student (as required) with toileting, feeding, or dressing routines

using appropriate safety guidelines _____ change diaper (or other personal hygiene product) using safe and appropriate

positioning/relaxation techniques _____ use appropriate techniques for students with chronic lung conditions such as cystic

fibrosis or students with potential for pneumonia due to immobility (e.g., posturizing and pummeling or other forms of chest physiotherapy)

_____ use strategies/techniques to facilitate independent movement/walking _____ implement strengthening/balance development programming _____ use strategies/techniques for specific muscle stretches, strengthening activities, and

programming to enhance physical development _____ use appropriate strategies/techniques to assist/ train student to sit on the floor or at a

desk Learning Objectives 5.a. Describe essential characteristics of physical assistance/self-management/personal care

needs (e.g., transferring from a wheelchair, dressing, feeding, toileting) 5.b. Explain essential characteristics of physical assistance/self-management/personal care

needs (e.g., transferring from a wheelchair, dressing, feeding, toileting) 5.c. Describe basic body mechanics and safe and appropriate techniques to use for

transferring or lifting students in and out of equipment 5.d. Articulate the potential impact of a degenerative condition on a student’s ability to

function 5.e. Explain how the student’s disability may affect his or her respiratory system 5.f. Elaborate on how the student’s disability may affect his or her respiratory system 5.g. Elaborate on how specific equipment will allow a student to participate to the best of her

or his ability in school and community settings 5.h. Describe what is required for the safe, appropriate, and effective implementation of

strategies/ techniques/equipment for supporting students with physical assistance/self-help/personal care needs (e.g., this might include, but is not limited to, procedures for lifting, transferring, and transporting students; procedures for feeding, toileting, and dressing students; and so on)

5.i. Explain safe and appropriate methods of performing stretches for a student 5.j. Describe safe and appropriate techniques for posturizing and pummeling or other forms of

chest physiotherapy 6. Relate to students with social, emotional, or behavioural issues Properties

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Domain: Cognitive Level: Application Linked College-Wide Learning Outcomes Demonstrate Positive Attitudes & Behaviours Be Responsible Be Adaptable Linked Graduate Profile Provide assistance to resource or/or classroom teachers in preparation of course materials Establish rapport with students and differentiate support according to individual behavior. Manage student behavior while providing supervision according to the classroom

management style practiced by the classroom teacher. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills

appropriate to the level of the audience. Demonstrate safe work practices and respond to emergencies as they arise. Demonstrate organizational skills, ethical behavior, and accountability as a professional

working in a school environment. Comply with laws and regulations that pertain to a school environment and related activities. Education Assistants will demonstrate their competence when they: _____ follow a student-specific behaviour management/support program _____ use strategies to facilitate smooth transitions for students during the day _____ implement crisis response and de-escalation strategies and techniques following

school/division policies and procedures, as provided through WEVAS, NVCI, and other related training

_____ communicate to students clear limits and expectations for behaviour and reinforce positive behaviours using appropriate strategies

Learning Objectives 6.a. List the characteristics of students with social/emotional/behavioural issues 6.b. Describe effective strategies and practices for working with students with

social/emotional/behavioural needs 6.c. Detail appropriate boundaries when working with students with

social/emotional/behavioural challenges 6.d. Explain how traumatic life experiences affect student behaviour 6.e. Identify factors and events that influence the frequency and/or severity of a student’s

challenging behaviours 6.f. Articulate appropriate crisis response and intervention strategies and techniques (e.g.,

Working Effectively with Violent and Aggressive Students [WEVAS] or Non-Violent Crisis Intervention [NVCI], etc.)

7. Cultivate students' sensory development Properties Domain: Cognitive Level: Synthesis

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Linked College-Wide Learning Outcomes Think & Solve Problems Demonstrate Positive Attitudes & Behaviours Learn Continuously Linked Graduate Profile Provide assistance to resource and/or classroom teachers in preparation of course materials Establish rapport with students and differentiate support according to individual behavior. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills

appropriate to the level of the audience. Demonstrate organizational skills, ethical behavior, and accountability as a professional

working in a school environment. Facilitate instructional activities under supervision of a teacher. Education Assistants will demonstrate their competence when they: _____ use appropriate techniques to calm student or increase his or her alertness _____ use strategies to improve student concentration such as alternative seating that allows

for movement, the use of environmental modifications, etc. _____ anticipate and respond to situations when student needs movement and/or other

accommodations to maintain and extend participation time in activities requiring focus _____ monitor/assist student in using a variety of sensory activities (e.g., sensory room with

visual, auditory, and tactile activities) _____ use appropriate strategies to support development of visual skills Learning Objectives 7.a. Describe the impact of sensory issues on a student’s ability to learn 7.b. Demonstrate effective strategies and practices for working with students with sensory

needs 7.c. Demonstrate brushing and joint compression techniques and an understanding of when

and why they are used 7.d. Explain how to use alternative seating for students (move and sit cushion, therapy ball,

theradapt chair) 8. Facilitate learning for visually challenged students Properties Domain: Cognitive Level: Synthesis Linked College-Wide Learning Outcomes Communicate Demonstrate Positive Attitudes & Behaviours Be Adaptable Learn Continuously Work Safely Linked Graduate Profile

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Provide assistance to resource and/or classroom teachers in preparation of course materials Establish rapport with students and differentiate support according to individual behavior. Demonstrate communication skills Use a variety of technology appropriate to the school and classroom environment. Demonstrate safe work practices and respond to emergencies as they arise. Demonstrate organizational skills, ethical behavior, and accountability as a professional

working in a school environment. Facilitate instructional activities under supervision of the teacher. Education Assistants will demonstrate their competence when they: _____ transcribe materials into Braille interpret environmental information into the appropriate

format for student use _____ facilitate student use of devices such as Brailler, computer Braille Note Taker, Braille

printer, Braille software, white cane, talking calculator, CCVT, etc. _____ assemble, organize, and construct special materials such as Braille/audio/large-print

books, tactile graphics, etc. Learning Objectives 8.a. Explain how persons who are blind/visually impaired function in the world 8.b. Differentiate effective strategies and practices for working with students who are blind or

visually impaired _ the Braille code (literacy and math) 8.c. Differentiate strategies to support student orientation and mobility 8.d. Differentiate strategies to accommodate and adapt visual conditions 8.e. Describe how to support concept development for blind and visually impaired students 8.f. Explain how communication systems work for students who are blind or visually impaired 9. Facilitate learning for students with hearing loss Properties Domain: Cognitive Level: Synthesis Linked College-Wide Learning Outcomes Communicate Think & Solve Problems Demonstrate Positive Attitudes & Behaviours Learn Continuously Work with Others Linked Graduate Profile Provide assistance to resource and/or classroom teachers in preparation of course materials Establish rapport with students and differentiate support according to individual behavior. Demonstrate effective verbal, non-verbal, written, and inter-personal communication skills

appropriate to the level of the audience. Use a variety of technology appropriate to the school and classroom environment. Demonstrate safe work practices and respond to emergencies as they arise.

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Demonstrate organizational skills, ethical behavior, and accountability as a professional working in a school environment.

Facilitate instructional activities under supervision of the teacher. Education Assistants will demonstrate their competence when they: _____ use ASL and/or speak English/French fluently while interpreting an ongoing message

from one language to another _____ assist in the implementation of the auditory skills programming as outlined in the IEP _____ assist in the implementation of the speech programming as outlined in the IEP _____ assist in the implementation of the specialized literacy program as outlined in the IEP _

reinforce auditory skills and speech targets at appropriate times during the school day _____ maintain amplification equipment (such as hearing aids and FM systems),

troubleshooting minor equipment difficulties when necessary _____ use a Graphic Interpreter and assist the student in taking computerized notes _

expand and model language structures _ contribute to appropriate auditory and visual environments that support communication and learning

_____ follow the direction of academic lessons and maintain student’s participation and understanding of key points

_____ monitor student understanding of lessons and clarify as required _____ prepare student for upcoming lesson(s) by reviewing key content ahead of time Learning Objectives 9.a. Describe effective strategies and practices for working with students who are Deaf or

hard of hearing deaf culture 9.b. Characterize American Sign Language (ASL) as a unique language 9.c. Discuss the code of ethics that governs the ASL interpreter/tutor 9.d. Explain how auditory skills develop for students who are Deaf or hard of hearing 9.e. Describe how amplification systems (such as hearing aids or FM systems) work 9.f. Explain how hearing loss or deafness affects language acquisition 9.g. Contrast the characteristics of appropriate/inappropriate auditory and visual

environments 9.h. Explain how speech develops for students who are Deaf or hard of hearing 9.i. Describe technology and specialized resources designed to support students who are

Deaf or hard of hearing 9.j. Explain how hearing loss or deafness affects literacy development 10. Demonstrate professionalism as an Education Assistant Properties Domain: Cognitive Level: Application Linked College-Wide Learning Outcomes Communicate Manage Information Think & Solve Problems Demonstrate Positive Attitudes & Behaviours

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Be Responsible Be Adaptable Learn Continuously Work Safely Work with Others Participate in Projects & Tasks Linked Graduate Profile Provide assistance to resource and/or classroom teachers in preparation of course materials Establish rapport with students and differentiate support according to individual behavior. Manage student behavior while providing supervision according to the classroom


appropriate to the level of the audience. Use a variety of technology appropriate to the school and classroom environment. Provide medical support to students as required and permitted by regulations and school

policy. Demonstrate safe work practices and respond to emergencies as they arise. Demonstrate organizational skills, ethical behavior, and accountability as a professional

working in a school environment. Facilitate instructional activities under supervision of a teacher. Comply with laws and regulations that pertain to a school environment and related activities. Education Assistants will demonstrate their competence when they: _____ engage students in activities that promote learning _____ motivate and encourage student participation _____ support students to prepare for and successfully complete transitions throughout the

school day _____ assist students with gathering and organizing information and materials, meeting

deadlines and assignment requirements, reviewing materials, and preparing for tests, as assigned

_____ support student learning by providing explanations and skill demonstrations, and by modelling appropriate classroom behaviour to reinforce lessons taught by the teacher

_____ assist students in resolving interpersonal conflicts _____ establish relationships with students that are positive and respectful, and foster an

effective learning environment _____ build and maintain positive working relationships with students _____ facilitate student independence by reinforcing strategies to help students develop and

use a process for problem solving _____ apply strategies to build student self-confidence and promote student independence _____ reinforce an atmosphere of safety and respect _____ communicate effectively with students orally _____ respond appropriately to verbal and non-verbal communication _____ communicate with students in a respectful manner, using language and tone

appropriate to the student and situation _____ interact with staff in a manner that contributes to positive relationships

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Learning Objectives 10.a. Articulate the responsibilities of professional and non-professional staff in the Manitoba

school system 10.b. Interpret school/division policy and procedures as they apply to the current job

assignment 10.c. Use appropriate format for recording and documenting information 10.d. Apply the protocols for communication within schools 10.e. Describe ndicators of child abuse and requirements/protocols for reporting 10.f. Employ effective interpersonal communication practices 10.g. Differentiate Aboriginal perspectives and cultural diversity 10.h. Demonstrate conduct appropriate to a school environment 10.i. Observe safety requirements for equipment use 10.j. Employ effective practices for supervising students 10.k. Ascertain supervision requirements for student use of equipment 10.l. Demonstrate strategies for positive problem solving of interpersonal issues and

disagreements 10.m. Demonstrate strategies for building student self-confidence and promoting student

independence 10.n. Demonstrate effective practices for working with students with behavioural difficulties 11. Practice as a member of an educational team in the school environment Properties Domain: Cognitive Level: Application Linked College-Wide Learning Outcomes Communicate Manage Information Use Numbers Think & Solve Problems Be Responsible Be Adaptable Learn Continuously Work Safely Work with Others Participate in Projects & Tasks Linked Graduate Profile Provide assistance to resource and/or classroom teachers in preparation of course materials Establish rapport with students and differentiate support according to individual behavior. Manage student behavior while providing supervision according to the classroom


appropriate to the level of the audience.

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Use a variety of technology appropriate to the school and classroom environment. Provide medical support to students as required and permitted by regulations and school

policy. Demonstrate safe work practices and respond to emergencies as they arise. Demonstrate organizational skills, ethical behavior, and accountability as a professional

working in a school environment. Facilitate instructional activities under supervision of a teacher. Comply with laws and regulations that pertain to a school environment and related activities. Education Assistants will demonstrate their competence when they: _____ work collaboratively and cooperatively to support student programming _____ organize and coordinate daily work activities to complete specific tasks _____ identify work requirements and timelines from written and verbal instructions, asking

for clarification as required _____ approach the teacher to access information and resources in order to carry out job

assignments _____ assemble, organize, collate, and construct materials according to teacher direction _____ assist with supervision in school and community settings _____ anticipate and respond appropriately to situations that may require accommodations

on field trips, community outings, and out-of-school life skills activities _____ respond to emergencies/unsafe situations by following division/school policy and

procedures _____ provide feedback on student performance to the teacher, ensuring the information

provided is relevant, accurate, objective, and complete _____ observe and record student performance/behaviour objectively providing feedback to

the teacher _____ operate and maintain specialized devices, equipment, and technologies, and

supervise student use, following safety requirements _____ use equipment to the proficiency level required for the current job assignment Learning Objectives 11.a. Identify strategies for reinforcing appropriate behaviours (learner and social) 11.b. Identify strategies for facilitating student involvement 11.c. Contrast behaviour management strategies

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Documents

Curriculum Validation – Program Renewalair.rrc.ca/PCD/program-renewal-reports/2008-09 Para...Introduction The Para Educator Program prepares students for a career working as a team