10.4 Professional Learning

POLICY

The Ministry of Education provides funds to support professional learning initiatives that enhance the recruitment, retention, and capacity of the Registered Childhood Educator (RECE) workforce and other program staff.

These initiatives align with How Does Learning Happen? Ontario’s Pedagogy for the Early Years and aim to improve the quality of early years and child care programs. By offering continuous professional learning opportunities, the Manitoulin Sudbury DSB (DSB) fosters staff engagement, professional efficacy, and well-being, which ultimately benefits children, educators and families.

PROCEDURE

The Manitoulin Sudbury DSB may allocate funding to child care licensees and EarlyON Child and Family Centres to provide professional learning.

Priority will be given to the following staff for participation in at least one professional learning day:

• Program staff and supervisors in licensed child care, home visitors and providers, and program staff and supervisors in EarlyON Child and Family centres.
• Additional staff such as non=program staff (e.g., cooks), management, and resource consultants may be included based on local professional learning priorities within the approved funding allocation.

The DSB will cover the following professional learning expenses:

• Release time/supply staff costs to allow staff participation.
• Wages and benefits for additional hours worked (e.g., evening or weekend sessions).
• Costs associated with waiving parent fees on professional learning days.
• Development and implementation of professional learning resources and mentorship programs.
• Travel expenses in accordance with the Ontario Public Service Travel Directive (municipal policies may apply if CMSMs/DSSABs exceed these thresholds).
• Fees for non-profit organizations or post-secondary institutions that develop and deliver professional learning sessions.

The DSB prioritizes funding for professional learning initiatives that complement existing capacity building efforts and address local needs.

Professional learning initiatives should integrate some or all the following priority areas:

• Mental health and resilience training for staff.
• Pedagogical practices aligned with How Does Learning Happen?.
• Anti-racism, diversity, equity, and inclusion practices.
• Indigenous perspectives and pedagogies.
• Inclusive practices for children with special needs.
• Equity-based Communities of Practice (e.g., Francophone and Indigenous communities).
• Strengthening management/administration skills for supervisors and future leaders.

The DSB may allocate funding for mentorship programs targeting:

• ECE diploma students.
• New program staff and supervisors.
• Existing mentoring programs or pilot initiatives that support professional growth.

Professional learning will be delivered in an integrated manner, embedding mental health, anti-racism, and inclusive practices within pedagogical training to create a well-rounded professional learning experience.