ELCC Practicum Mentor

Suitable placements are solicited by the Education Practicum Office (CEED Centre) and Practicum Facilitator. When determining whether or not to use a program as a practicum placement, the following considerations are factored in:

• Type of program and the range of roles and responsibilities a student would have

• Minimum training and experience of the potential Mentor should include the following:  

  1. In order to supervise first year students Practicum Mentors will typically have a qualification level of child development worker ( Day Care Staff Qualifications Certificate from the Government of Alberta) and an ELCC Certificate from a one-year college program, or the equivalency from an approved post-secondary institution. 

  2. In order to supervise second year students, Practicum Mentors will typically have a child development supervisor Qualifications Certificate, and ELCC Diploma from a two-year college program, or the equivalency from an approved post-secondary institution. Exceptions are made based on long-term experience and special program opportunities.

• If this is in a school environment, the potential Mentor would most likely have an Bachelor of Education designation and be an ATA member. 

• Age level of children and group size 

• Adult/child ratio and workload

• Recommendations of agency/program/school supervisors of potential Mentors in terms of their personal and professional strengths

• Desire on the part of the potential Mentor to share his/her knowledge and experience both for the sake of the student and the strength of the program.

Practicum Mentors are directly responsible for monitoring the day-to-day performance of the students in their programs. Mentors are asked to provide both written and verbal descriptive feedback about the performance of the student in all areas addressed by the course objectives. This feedback helps students in setting goals for further development and in addressing any areas of need as early as possible in the term.

In the first practicum (ELCC 210), the overall role of the Practicum Mentor is to orient students to the responsibilities of an early learning and childcare professional and to encourage students to become actively involved in the play of young children. In the second practicum (ELCC 220), the Practicum Mentor should encourage students to take more initiative in planning and implementing play and small group experiences, as well as to participate fully in carrying out routines and regular program activities. In the third and fourth practicums levels (ELCC 310 and ELCC 32), the Practicum Mentor continues to encourage an increased level of planning and participation in the program. 

Certificate Overview

ELCC 210

Student Focus

• Being comfortable playing with children, providing basic play experiences, and exploring professional responsibilities.

Role of Mentor

• Being supportive by providing positive learning experiences, ongoing feedback, both oral and written.

ELCC 220

Student Focus

• Becoming increasingly involved in the provision of play experiences; experimenting with developmentally appropriate methods of interacting with children and guiding their behavior.

Role of Mentor

• Guiding students by providing learning experiences in which they feel safe ‘risking;’ individualizing learning experiences to challenge students at their level of performance by providing ongoing feedback, both oral and written.

Diploma Overview

ELCC 310

Student Focus

• Planning appropriate and integrated learning experiences and being a contributing team member.

Role of Mentor

• Facilitating student learning by empowering the person to take initiative; providing ongoing feedback, both oral and written.

ELCC 320

Student Focus

• Pulling it all together; becoming more aware of ongoing professional experiences; doing in-depth self-evaluation and personal goal setting.

Role of Mentor

• Encouraging independence by allowing students to assume shared leadership roles and to accept greater responsibilities; providing ongoing feedback, both oral and written.

Use this checklist as a quick self-evaluation tool:

1. Created an atmosphere for the development of trust.

   • smiled at student

   • asked student to help with tasks

2. Encourage students to think for her/himself.

   • asked student to identify her/his areas of interest and exploration

   • asked student to be self-evaluative. “What are your thoughts about how that went

3. Scheduled a weekly time to meet with student to:

   • share observations

   • provide feedback

   • ask and answer questions

4. Provided descriptive feedback.

   • shared strengths you observed of student’s efforts to interact with children

   • provided examples of areas in which student might improve

5. Encouraged student to take risks:

   • asked student to try something different

6. Shared “yourself” with student:

   • talked about your interests/areas of exploration

   • talked about your experience in the field

7. Offered ideas and shared resources.

8. Let student know your expectations for behavior

   • seeing learning experience plans in advance

   • voicing concerns to student and/or PPA if needed

   • reinforcing positive efforts/behaviors

9. Encouraged flexibility

   • assisted student to change plans/actions to go with children’s ideas/directions.

Practicum experiences have lasting effects not only on the student you are mentoring, but also on the quality of care children receive in years to come.

Debra Mayor

Adapted from CCDCF/INTERACTION – Fall 1990

The following suggestions address ways in which the Mentor can help the students to feel comfortable in their program.

A student orientation visit prior to the first day at the practicum could include: 

• introduction to staff members

• tour of the program

• copy of philosophy, program, routine

• an opportunity to observe the program

• information on dress code, where to park, time of arrival, etc.

• provide a space for student belongings

• invite the student to observe you and other staff to become aware of your style and approach to working with children

• let the student know how you would like to assist her/him with her learning but that you are also looking forward to learning from them. Invite them early on to share their ideas.

• identify and discuss what you need from students to feel comfortable with them.

The student has also been provided with a suggested list of ideas to obtain information on and will also bring introductory information (varies with practicum level), Criminal Record Check, and Intervention Record Check.

Effective Communications:  Although you have established effective communication with colleagues and families, it has been found that the ideas on this list may support and enhance your communication with students, for example:

• Set the tone – be approachable, personable but professional (ensure clear professional boundaries).

• Be aware of the expectations for this particular practicum and for this student by reading through your Mentor materials in advance.

• Arrange to meet on a regular basis and let the student know what times work best. Check to ensure these times also work for the student.

• Be a good listener.

• When providing feedback for students, be descriptive, give examples and work towards building self-esteem.

• Use the evaluation tool as a catalyst for communication.

• Have a running dialogue to let student in on your thinking process as you work. For example, explain what you are doing and what alternatives you are considering as this helps the student see there is no one right way.

• Set limits as to when you are available and the type of conversation that can be discussed (i.e. discussing a child’s needs confidentially)

• Set the ground rules/expectations and communicate the program philosophy.

• Provide observation opportunities which allow the student to see the “whole” picture and encourage the student to share their perceptions.

• Encourage the student to see for her/himself rather than giving the answer.

• Have student bring observations/questions to the discussions. (“If things don’t make sense, then ask.”)

  • Use open-ended questions to ascertain the student’s thinking.

  • Solicit student’s thoughts re: her/his learning experiences.

• Encourage student’s expression and development of a personal philosophy of Early Childhood Education.

Be specific . . .

Sometimes Mentors become frustrated at what their students fail to observe or do. If this happens consider whether there was anything more you could have done to clarify your expectations. Don’t hesitate to repeat directions to a student who may be overwhelmed by nervousness or information overload at the beginning of practicum. For example:

• Once you have shown a student a routine do you expect them to automatically participate in the same way henceforth?

• If children begin to behave inappropriately and the emotional level is high, do you want the student to feel free to solicit your help?

• If you have limits/rules consider how have these been laid out?

• Are there times when you would rather not be interrupted with a question or do you encourage this at any time?

• If students are to add to class activities, what is the procedure/timelines you would like them to follow to ensure their plans can be incorporated into yours?

Examine what you need from students and clearly communicate this to them.  This may include:

• An awareness of demands on Mentor’s time. Need for flexibility.

• Timely communication about what projects they are required to do.

• Open and honest communication and good listening skills.

From students:

• Knowledge of student’s previous experiences (type and size of centre)

• Clear personal goals.

• Making arrangements to meet in advance.

• Coming to meetings with observations, questions and concerns to discuss.

Supporting the Student’s Professional Growth

• Introduce them to other staff. Make the student feel part of the program.

• Listen to what they share about their experience and the expectations they have of themselves.

  • Find out student’s goals and assignments

  • Listen to student’s new ideas – dialogue

  • Support throughout the day; verbal & nonverbal (smiles, eye contact).  Students may be apprehensive about entering into someone else's program space

 Create Opportunities:

• To participate and demonstrate

• To observe

• To form relationships with children and parents

• To become part of the team

• By providing time (unrushed at the beginning)

Lead and Teach:

• Balance student’s enthusiasm to try new things with their current skill level and ability to succeed (enthusiasm may be greater than skills at first – create appropriate learning situation for levels of skills)

• Encourage individual best and risk-taking; a philosophy of learning from mistakes!

• Share your own personal growth and ongoing learning (modeling); share the difficult experiences.

• Model professionalism and confidentiality

• Share resources – be enthusiastic about favorite books, activities

• Be a resource yourself – encourage the student to ask questions; give insights into children’s unique learning styles

• Ensure that student has required materials; encourage them to keep receipts for refund if they have expended their own money with your permission.

Practicum experiences have lasting effects not only on the student you are mentoring, but also on the quality of care children receive in years to come.

Debra Mayor

Adapted from CCDCF/INTERACTION – Fall 1990

Evaluation Forms

• ELCC 210 Evaluation Form- Check back soon!

• ELCC 220 Evaluation Form- Check back soon!

• ELCC 310 Evaluation Form- Check back soon!

• ELCC 320 Evaluation Form- Check back soon!

General Comments on the evaluation process:

• The most important role of the Mentor is to support and guide the student’s professional development. Another key role is assessing the student’s suitability for the field. It is essential to find lots of evidence of the student being able to accept and be with children in appropriate ways.

• Students tend to get caught up in the task; their focus is on their assignments and in so doing they miss the experience of all the job entails.

• They are sometimes overly focused on product rather than process of learning. Formal and informal evaluations can help them to see the “whole” picture more clearly.

• Students may be anxious about this process; fear of evaluation causes them to become closed to the child and miss the moment; they have trouble sitting back to relax into the setting and be comfortable with the children. Evaluation can help them to feel some confidence in the skills they have mastered.

Comments on Mid-Term Evaluation:

• Students need to know where they stand and they need it stated in a clear and unequivocal way. Their need for this is reflective of their lack of understanding on the spot, spontaneous, daily verbal feedback. Although you may feel they should be able to “read between the lines” and realize what their standing is, their own perception may cloud what they have heard.

• Mentors can use this time for positive encouragement, prompting students to try new skills, set goals and determine what they need to work on.

• The PPA's input can be useful if the Mentor has concerns about student standing or questions about the process of evaluation

If you have questions at any time about the evaluation form, please connect with the RDC PPA who is responsible for your practicum student. We expect that ELCC students will be able to provide you with competent assistance in your learning environment and that you will be willing to offer helpful advice to them as they seek to improve their professional practice.

• Daily feedback is recommended throughout the practicum so the student may demonstrate a willingness to accept and carry out constructive suggestions for improvement.

• A meeting involving all individuals within practicum may be called at any time that one or more of those involved feels it is necessary. The purpose of such a meeting would be to resolve concerns and clarify any expectations that may have been misunderstood. 

Professional practice evaluations are extremely important, and an ELCC student must receive a copy to support a determination of a practicum grade.  These types of documents also become useful for students to place within a professional portfolio and for the purpose of seeking employment.  

What happens if things are not going well?

Communication between all partners of practicum (including the Seminar Instructor) should be on-going throughout the practicum. If a concern is raised or a No Credit is given at midterm, a process will begin to create short term goals that the ELCC student will need to meet. If the concern continues and the ELCC student is at risk of receiving a No Credit or not meeting expectations, the Practicum Mentor and PPA will inform the ELCC student as well as the Seminar Instructor and a plan will be put in place.

To avoid this, ELCC students are expected to:

1. 1. Always consider professionalism

   2. Strive for proficiency in all of the evaluation categories

   3. Remember that communication is vital between the ELCC student, Practicum Mentor, PPA, and Seminar Instructor about expectations.

   4. The Practicum Mentor will communicate with the PPA as soon as possible if a concern is evident.

When a student plans and shares an experience in your program, when providing feedback, it may be useful to provide feedback on any of the following factors.  Students may not remember all these factors – let alone achieve them. But it is something they can work towards – a growing awareness of what makes their practice effective.

1. The learning experience plan was discussed and approved prior to implementing. Student should identify the nature of the experience as well as its objectives.

2. The student was prepared (i.e. materials, set up, etc.)

3. The learning experience, including time, space, and materials, were appropriate for the needs and interests of the children.

4. The student demonstrated sensitivity to the children’s needs during the experience.

5. The student was able to facilitate the experience by using appropriate comments and open-ended questions.

6. The student responded to unexpected events and/or conflict situations.

7. The student introduced and concluded the learning experience in a creative manner.

8. The student implemented and engaged in the learning experience in an enthusiastic manner consider the dispositions of being a co-learner, co-researcher, and co-imaginer.

9. The student permitted individual interpretation/response.

10. The student was successful in meeting their intentional outcomes.

11. The student considered the safety of children at all times.

Those of you who have had to deal with a student whose performance is so weak that you are considering issuing a Notice of Concern (NOC) or a No Credit will understand why this topic is worth exploring.

• Give informal feedback regularly and often about what you see. Initially, it is important to couple your suggestions for improvement with comments about the areas in which the student is succeeding (even when these are hard to find!). Over time, though, if students who are performing poorly don’t receive a clear and unequivocal message about what they are doing wrong, or what they are failing to do, they may miss the seriousness of the situation.

• If you maintain a somewhat formal and professional relationship with the student during the time in which they are in your program, it will help you to give serious feedback. Your relationship may evolve into a friendship after the placement is over, but in the meantime, guard against becoming ‘buddies.’ It really will make it easier to say what sometimes needs to be said.

• You can hear about the problems which a student is having in their personal life or their college life, without letting that influence how you grade the student. Life is stressful for most of us, and the student needs to learn early to seek and find balance with their personal issues and what is expected of them on the job. A future employer may sympathize with the hard times an employee is going through, but cannot continue to make exceptions and dismiss poor performance.

• Document (date and write about) what you see, or fail to see, that has influenced your decision. You may feel that you would never want to hire somebody who is like that student, but what exactly did you see that convinced you of that? Some students may challenge you, and ask why you didn’t clearly let them know how poor their performance was. It helps if you can actually cite the dates on which you pointed out some of the more serious problems to them.

• Let students know early if their performance is less than adequate. It should not come as a surprise at mid term. When you do fill in the Performance Evaluation, ensure that you have clearly indicated not only which areas are problematic, but also what it is, exactly, that the student can do to improve. Sometimes this can come in the form of a contract that states that the student will fail if they do not fulfill the stated expectations. 

• Someone else in the program could be asked to provide you with objective feedback on how they perceive the student’s performance. The PPA can also be asked to come in and complete an observation in exceptional circumstances.

• Feedback from the Mentor is seen by students as authentic, as you are the ones who have shared your expectations and sense of how they are doing throughout their placement. It seldom makes sense for faculty to be ‘parachuted’ into an evaluation meeting, as there is little input that they can give related to the student’s performance. They may not be needed if the student is well aware of their weaknesses and acceptant of what needs to be done. In any case, it is important that you have kept in close contact with the PPA so they can support you through a challenging process if needed.

• More good news: Given a clear message about the possibility of failure, along with ideas about what can be done to improve, students will generally work to improve. However, if they don’t improve, we have an obligation to delay their entry into the workforce or to help them realize that their true potential may lay in another field.

A NOC is completed within the first few weeks of the practicum placement and if needed a No Credit is documented on the midterm evaluation.

1. This process is completed if a practicum student is at risk of failing or receiving a poor Midterm and possible Final Evaluation Assessment, not meeting expectations resulting in a No Credit

2. Common reasons for receiving a NOC and a No Credit:

   1. Lack of or poor daily professional practice

   2. Lack of professionalism

   3. Lack of proficiency in any of the evaluation categories

3. To avoid the process of enacting a NOC or No Credit, communication is vital between the practicum student, practicum mentor and professional practice advisor (PPA) about expectations.  If an official No Credit is going to be documented on the midterm evaluation, then the seminar instruction must also be contacted; it is the PPA who will contact the seminar instructor

4. Communicate with the PPA as soon as possible if a NOC or No Credit is being considered.

Still developing.  Please check back soon.