Partner with Us
Both students and mentors (field educators) benefit from the field placement component of our program. Students gain confidence and build important work skills. Field educators gain a rewarding mentorship experience, are invited to attend school events to network, and have a chance to give back to the profession.
Our goal is to continually build solid community partnerships in order to ensure meaningful learning opportunities for all.
Interested in offering field placements to Toronto Metropolitan University ECS students at your organization?
Did you know that mentoring an ECS placement student may count toward the continuous learning program (CLP) of the College of Early Childhood Educators of Ontario?
Our Partners Say
"Not only do the placement students provide extra support in the Parent-Child Centre, but they also bring fresh ideas and a great willingness to learn and participate in the innovative program we have at Jessie’s."
— Yolanda Ceasar, RECE, Jessie’s, The June Callwood Centre For Young Women
“Recognizing that each student brings something new and rewarding to the placement, the most important role of a field educator is to guide and facilitate the students’ practical learning through mentorship, reflection and feedback.”
— Christa Leeder, RECE, RSSW, Durham Region Infant & Child Development
“For me, collaborating with TMU students has led to both personal and professional growth. I love to see students engaging with the children and expanding their views on what is possible.”
— Sophie Loszmann, Principal and Co-Founder at CE Academy
“Having TMU ECS students as part of our team brings fresh energy and innovation. ... It is great to see how they jump right into the workday with the attitude that no task is too daunting or difficult for them.”
— Shober Moon, RECE, Silver Creek Centre for Early Learning & Development
“Being a field educator was inspiring for the entire centre as it led us to refresh our policies and procedures to be able to guide and mentor the placement students.”
— Melissa Seecharran, RECE, High Park Jr. YMCA Child Care Centre
“I like that students bring in new ideas and enthusiasm to learn and expand their own knowledge. I also learn from the students, they challenge me and push me to stay current, as well as motivate me to reflect on my own practice.”
— Ana Tejada, RECE, Every Child Belongs, Child and Family Programs, Toronto Metropolitan University
Field Education Overview
The School of Early Childhood Studies looks for field educators to do the following:
- Orient the student to the agency, community and philosophy of the program including equity, diversity and inclusion policies
- Introduce student to any useful and/or required resources (for example, guidelines, manuals, policy documents, books, organizations)
- Ensure onboarding process includes safety guidelines, individual educational plans in place, incident reporting and behaviour management policies
- Discuss the student’s responsibilities and support them in setting reasonable expectations for participation goals
- Establish who the student will report to daily and which staff member will be responsible for completing the mid-term and final evaluation forms.
- Provide shadowing opportunities for the student
- Encourage ongoing (scheduled and ad-hoc) support, debriefing and feedback to the student
- Maintain ongoing communication with TMU faculty advisor
- The school generally partners with non-profit agencies that work with young children and families
- The agency is willing to provide a learning environment for the student where they are orienting and accepting them as a member of the team
- The field educator is an accredited professional who can commit to supervising the student and completing the midpoint and final evaluation
- The agency can offer students a suitable workspace. The school recognizes that students may have to share space in some instances
- An active legal agreement is developed and signed between TMU and the agency
We offer placements in a variety of settings that support young children and families, including:
- Childcare centers
- Resource consultants
- Speech and language pathologists
- EarlyON Child and Family Centres
- Schools and school boards
- Hospitals
- Newcomer centers
- Community centres
- Health and family support organizations
- Research and policy institutions focused on early childhood development
Fall and Winter placement courses take place two or three days a week over a 12-week period. Spring and summer placements are three to five days a week over six weeks.
Field educators are supported by the university-based faculty/contract lecturer (the faculty advisor) and the Field Education office.