2.2 The Agency Mentor Role
Individuals who supervise and/or mentor students must be RECEs in good standing with the College. There is an important link between theory and practice. RECEs are best positioned to mentor, guide, and give constructive feedback to students about their practice and the development of their knowledge, skills, and, judgment for becoming an RECE. Importantly, RECEs provide an early childhood education lens to their assessment of the student and the feedback that they give.
Video: “Marcy Atchinson Testimonial” by Fanshawe College [1:16] is licensed under the Standard YouTube License. Closed captions on video. Transcript available on YouTube.
Agency Mentors play an essential role in guiding and mentoring students through their field experiences. Our hope for our students is that they feel welcomed into the program and integrated into the team. Initial introductions to educators, staff, children, and families are a crucial starting point for students to develop a sense of belonging. Our students, like you, have varied lived experiences. Some students will arrive with little knowledge of the workings of an Early Years agency and others may have many years of experiences to share.
This OER has a chapter for each ECL practicum, which can be used as a resource and guide for your roles and responsibilities.
- Chapter 4: FLDP-7015: Field Practicum 0-3 Years
- Chapter 5: FLDP-7017: Field Practicum 3-6 Years
- Chapter 6: COOP-ECL1: Internship
- Chapter 7 FLDP-7007 Solutions for Early Childhood Leaders
Agency Mentors are asked to provide informal, written or verbal feedback daily and complete the formal evaluations of learning found in the field manual component of this OER. The student, in consultations with their Agency Mentor, will organize 20-30-minute meetings with their Agency Mentor and Faculty Advisor at least twice during the practicum for formal evaluations. It is important for Agency Mentors to engage in open and honest communication with students to provide encouragement and critical feedback as they learn to navigate the complexities and demands that come with being an Early Childhood Leader.
Students will engage in ongoing observation of their Agency Mentor’s professional interactions with children, families, and staff. It is crucial for the Agency Mentor to demonstrate supporting positive interactions (Practice Guideline: Supporting Positive Interactions with Children [PDF]) with children and ways to support the four foundations of learning, How Does Learning Happen? Ontario’s Pedagogy for the Early Years [PDF].
Should questions or concerns arise that cannot be directly resolved with the student, the Agency Mentor should contact the student’s assigned Fanshawe Faculty Advisor. The Faculty Advisor should also be contacted when a student misses more than 2 days of placement.
“In order to be ready for safe, competent and professional practice as a RECE upon successful completion of their program and registration with the College, students must have progressive responsibilities in their practicum placements building up to the full scope of practice for the profession of early childhood education” (College of Early Childhood Educators, 2021, p.9).
Agency Mentors working with their Supervisors should ensure the student reviews agency specific policies and procedures. Students on field practicum (placement) are not to be included in ratios as determined by the Child Care and Early Years Act (CCEYA), nor are they to be left alone to supervise children. Responsibilities for students may vary in programs not governed by the CCEYA (for example: Kindergarten in elementary schools).
The Early Years Agency supports the student and Agency Mentor by providing training and orientation to the practicum site. Should a student become injured while on practicum, the Early Years agency and Agency Mentor will complete the appropriate workplace injury forms (WSIB information can be found in each of the Field Practicum Chapters).
Students in Difficulty
A student may be identified as being in difficulty for a number of reasons: absenteeism, lateness, failure to carry out assigned responsibilities, failure to develop appropriate independence, etc. Identification of such a student may be made by an Agency Mentor, Faculty Advisor, or by a student’s Field Seminar Professor.
We encourage the following process for supporting students who are in difficulty:
Discussion
- A discussion should take place between the student, Faculty Advisor, and the Agency Mentor.
- Written strategies for assisting the student to meet with success should be decided upon.
Monitoring
- The student’s progress will be monitored and recorded by the Fanshawe Faculty Advisor and Agency Mentor.
- Field Coordinator should be contacted by the Faculty Advisor regarding the plan for success and monitoring.
Conclusion of Practicum
- At the conclusion of the field practicum, the Field Coordinator will meet with the student to review their progress and make a decision about future action as needed.
Removal from Practicum
- Fanshawe College reserves the right to remove a student from field practicum if it is considered to be in the best interest of the student and/or children.
- The Early Years Agency has the right to request the removal of students whose performance is detrimental to their program. It would be hoped that a conversation between the Agency Mentor, the Faculty Advisor, and the student would occur prior to this. This may result in a failing grade.
Tips for Agency Mentors
- Encourage opportunities to get to know each other and share your passions regarding the early years.
- Review your roles and responsibilities as outlined in this OER.
- Stay curious—I wonder? What would you do? How can we approach this?
- Create opportunities for ‘Observation and Reflection’ with you and for the student alone.
- Facilitate positive interactions for the student with children in the early days of practicum to gain familiarity and develop relationships before students plan curriculum.
- Provide both positive and constructive feedback to the student in the formal evaluations to support growth and learning. Offer next steps and celebrate student strengths.
- Name and notice your practices (connections to evidence-based practices, your pedagogy, resources/curriculum).
- Set goals together and/or offer weekly challenges (curriculum or pedagogical practices).
