Vancouver Island Cooperative
Preschool Association
www.vicpa.org vicpa@vicpa.org
50 Marler Drive, Victoria, BC V9B 6B8
Tel (250) 598-2667 (coop) Fax (250) 704-0415
Registered charity # 0865584-20 Member of Parent Cooperative Preschools International
ECE Hiring Kit
TABLE OF CONTENTS
1 Purpose 1
2 Excerpt from Standard's Manual 1
Qualifications of Early Childhood Educators 1
Hiring Procedures 1
3 Early Childhood Educator Job Description 4
4 Issues to Consider for Schools that Employ Two Educators 7
5 Guidelines for the “Early Childhood Educator Hiring Committee” 8
1. When a vacancy occurs inform… 8
2. Strike an ECE Hiring Committee 8
3. Distribute Hiring Materials and Plan the first Committee Meeting 9
4. Advertise 9
5. Establish your school's priorities 11
6. Decide what interview questions to ask 12
7. Decide how you are going to evaluate your applicants 13
8. Decide who to interview and potential salary 13
9. Plan for the Interviews 14
10. Conducting Interviews 15
11. Evaluation of Applicants 16
12. The final decision 17
13. Follow-up 17
14. Probationary period 18
Sample E.C.E. Application Form 20
Sample E.C.E. Job Posting (Flyer) 22
E.C.E. Probationary Contract 31
Appendix A – Sample ECE Job Application Form
Appendix B – Sample ECE Job Posting (Flyer)
Appendix C – Sample Interview Questions
Appendix D – Resume Checklist
Appendix E – Merit System and Worksheet for New Hires
Appendix F – Standard Probationary Contract & Guidelines
1 Purpose
Our preschools are valued for their high standards and, as no school can be absolutely sure that they will not need to hire an ECE in any given year, the VICPA provides each school with guidelines to hire the best ECE possible. While most of us have been interviewed before, few parents have ever interviewed someone. This kit will help you be prepared and informed to make the entire process manageable and professional. Hopefully at the end of reading this kit, you will have a better understanding of the hiring process and how will have accessed the information you need. At any point during the process you may request information or assistance from the VICPA Consultant, the VICPA 1st Vice President or President. PLEASE contact us if you need help!
2 Excerpt from Standard's Manual
Qualifications of Early Childhood Educators
Early Childhood Educators (E.C.E.s) employed by co-operative preschools are registered with and meet the educational requirements established by Provincial Child Care Facilities Licensing (P.C.C.F.L.). Their training in Early Childhood education has been achieved through courses offered at community colleges (such as Camosun and Malaspina College), Adult (or Continuing) Education Departments of School Districts, or provincial universities. Training received outside of B.C., or qualifications in related fields are assessed by the E.C.E. Registry. Please note that it can take months for this assessment to be completed. It is therefore recommended that the hiring committee only interview applicants with a current E.C.E. license (B.C.).
As well as this educational background, co-operative preschool E.C.E.'s bring important personal qualifications to their chosen profession. They enjoy good physical and emotional health, and display an enthusiasm for working with both children and parents. They maintain a warm and open relationship with the children and parents in their groups, are sensitive to their needs and able to communicate readily with them.
Co-operative preschool E.C.E.'s continue to upgrade their training by attending workshops or conferences, or by enrolling in additional courses made available to them.
Hiring Procedures
(a) Vacancy
When a vacancy occurs in a co-operative preschool, the executive notifies the preschool membership, the VICPA 1st Vice President and ECE Consultant. In a two (or more)-E.C.E. preschool, if it is considered to be in the best interests of the school, the executive may approach the other ECE's regarding their interest in assuming the position.
Ratification by the membership is required before a contract is signed and the Association and Child Care Facilities Licensing (Vancouver Island Health Authority) are then notified of the change. They in turn notify the Educational Consultant, P.C.C.F.L.B.
(b) Hiring Committee
When a supervisory vacancy is not filled by another E.C.E. already employed within the school, the president and her executive inform the parents and the V.I.C.P.A. executive. A Hiring Committee is appointed, including a parent from each class within the school. The Hiring Committee advertises the position available in local newspapers, at centres where E.C.E.'s are trained and at other appropriate locations in the community.
Applicants usually contact the Committee by telephone, are given additional information and are asked to submit their resume. If any applicant is currently employed by a local preschool, the Hiring Committee may arrange, with the applicant's permission, to observe him/her in the classroom prior to an interview.
(c) Interviewing
When the Hiring Committee has received a number of suitable applications, interviews are arranged. A representative of the V.I.C.P.A. executive and the E.C.E. Consultant may be present in an advisory capacity. These interviews may be conducted in a member's home, or preferably, in the preschool giving the applicants an opportunity to view the facilities. Four people make up a workable interview team and procedures are carefully planned in advance to ensure open communications and a pleasant atmosphere. It is advisable that an outline of pertinent questions be prepared and followed consistently throughout the interviews.
The Hiring Committee discusses with each applicant his/her philosophy regarding the children's program, and the responsibil?ities of both E.C.E. and parents in the co-operative preschool. Special concerns of the preschool are clarified and practical details such as salary and working conditions are discussed.
(d) Conclusion
After the interviews are concluded, the hiring com?mittee evaluates the applicants. Since the Committee has the full responsibility in this matter it is empowered to make the final selection of the E.C.E. who best meets the needs of the preschool. The decision of the Hiring Committee is presented to the executive who then informs the general membership. Unsuccessful applicants are promptly notified by the Hiring Committee that the position has been filled. The Committee also informs the Child Care Facilities Licensing Branch (C.R.D.), or the local representative of the P.C.C.F.L.B. in up-island Health Units (who in turn will inform the Educational Consultant, P.C.C.F.L.B.) of their choice.
Using the Association's E.C.E. Probationary Contract, and adding any clauses that may be necessary because of the particular nature of the individual preschool, a six-month to 10-month probationary contract is drawn up and signed by the E.C.E. and the executive. It is recommended that if the E.C.E. begins employment in September, that a 10-month probationary contract be used to avoid having to negotiate both a standard contract to complete the present preschool year, as well as the following year’s contract, at the same time. Arrangements are then made for any E.C.E. new to co-operative preschools to participate in the E.C.E.'s Orientation Program provided by the Association.
During the ten-month probationary period the executive gives the E.C.E. its support, helping him/her and the membership to realize the over-all goals of the group.
As the end of the probationary period approaches, a decision is made regarding a permanent contract. The executive is to make its recommendation on the permanent contract, which is to be ratified by the whole membership with a 2/3-majority vote at the next general meeting.
If a permanent contract is offered after a probationary term, the same contract will be in effect from the end of probation to the end of the current school year. Make changes under Contract of Employment, Probationary to Permanent and then fill out the appropriate dates in I TERM A and have required parties initial changes.
The Standard Basic Contract is for use between the E.C.E.'s and the V.I.C.P.A. Preschools. It is standard and basic to all E.C.E.'s as agreed upon by the Association and the E.C.E.'s Committee. Nothing shall be deleted; however, additional negotiated clauses may be added.
3 Early Childhood Educator Job Description
The job description works on the assumption that the parents in each preschool provide the necessary supplies and equipment to meet the standards of the V.I.C.P.A. If this is not the case, it is the E.C.E.'s responsibility to:
1. Advise the preschool executive.
2. If concerns remain unresolved, advise the V.I.C.P.A.
FUNCTION
The E.C.E. is responsible for providing a preschool program that uses developmentally appropriate practices in a safe physical environment. The E.C.E. works to develop partnerships with parents. The E.C.E., in an advisory capacity, supports the administration of the preschool and also serves as liaison in support of the V.I.C.P.A.
ORGANIZATION RELATIONSHIPS
1. Reports directly to the duly elected parent executive. Responsible to the entire membership.
2. Directs and supervises participating parent assistants.
3. Supervises and directs volunteers and practicum students when their participation is mutually agreeable to the preschool and the E.C.E.
4. Holds membership in the V.I.C.P.A. Acts as an advisor to relevant workshops and committees of the V.I.C.P.A. Is an active participant in the V.I.C.P.A. E.C.E. Committee.
TYPICAL DUTIES
1. Implement Children's Program.
a) Implements a children's program that provides experiences that promote social, emotional, physical and cognitive development. Program will be based on a “learning through play” philosophy.
Satisfactory performance is achieved when a variety of play centres promoting the above areas are available (e.g. dramatic play, creative art, music, language, construction, outdoor climbers) and the children have the opportunity to be involved in these centres to the level of their ability.
b) Evaluates children's program.
Satisfactory performance is achieved when the E.C.E. can provide examples of how the program facilitates age appropriate development of the children i.e. social, emotional, physical, and cognitive.
2. a) Provides orientation for parent participants.
Satisfactory performance is achieved when:
i. E.C.E. provides orientation covering:
- Children's program activities based on the philosophy of learning through play
- Growth and development of young children
- Acceptable guidance and discipline practices.
b) Provides education and on-goring support for parent participants.
Satisfactory performance has been achieved when at least four of the following procedures have been implemented:
i. E.C.E. speaks at general meetings to educate and inform parents on matters relating to the program.
ii. E.C.E. - written communication at least twice a year for parent education, e.g. Bulletin Board, Newsletter.
iii. Makes recommendations to the Parent Education Chairperson in the selection of speakers for the general meetings.
iv. Makes recommendations to Parent Education Chairperson in the selection of books for the Parent Education Library.
v. Is available for Parent/Teacher conferences (at least 30 minutes per year per family). May be formal or informal.
3. Provides education and support to E.C.E. substitutes. Satisfactory performance is achieved when:
a) Guidelines and discipline procedures are posted.
b) Philosophy, health, safety and program routines have been covered.
c) E.C.E. is available for informal communication with the E.C.E. substitute.
4. Advises the executive on matters of program development and facility maintenance. Satisfactory performance is achieved when:
a) E.C.E. attends and reports to 80% of school executive and general meetings. Meeting minutes may be reviewed for confirmation.
5. Maintains health and safety regulations in order to meet licensing requirements. Satisfactory performance is achieved when:
a) V.I.H.A. Health and Safety Guidelines are being met.
b) V.I.C.P.A. Health and Safety Standards are being met.
6. Maintains professional development in order to meet licensing requirements. Satisfactory performance is achieved when:
a) E.C.E. attends professional development programs relating to early childhood education for the equivalent of two hours per month during the school year.
b) Holds current first aid qualifications.
MINIMUM QUALIFICATIONS
1. Meets the qualification required by Provincial Child Care Facilities Licensing.
2. Has a minimum of two years experience in daycare or preschool work, and/or experience in parent participation preschools.
3. Has a proven ability to develop positive relationships with children.
4. Has a proven ability to provide leadership and to educate and work co-operatively with adults.
5. Effective communication skills and conflict resolution abilities.
6. Has a commitment to ongoing professional development and education.
4 Issues to Consider for Schools that Employ Two Educators
When hiring, it is extremely important that the Committee puts compatibility on the list of priorities when considering what they are looking for in a new E.C.E. When hiring only one E.C.E. it is highly recommended that the incumbent E.C.E. attend the interviews.
Regarding Contracts
Equal consideration should be given to the unique qualities and contributions that each E.E.C. brings to their program and the school. However, how you recognize these qualities doesn’t have to be the same. Each contract is tailor-made to suit each E.C.E.
Important Issues
1. Equalization of paid holidays
It is important for their school adjustment that the children of one age group not miss too many sessions of school, particularly the threes in the early part of their school year.
It is important to give each educator an equal share of the paid holidays throughout the year. Exact days and dates to be written into each contract. Financial arrangements must also be clear and recorded in the contracts.
2. Equalization of set-up and take-down days
To give each educator equal responsibilities as well as equal holidays, these days should be chosen carefully (e.g. September set-up will be on a 3’s day; December take-down will be on a 4’s, etc.)
3. Clarification that:
Both educators are expected to attend all VICPS ECE Committee meetings (see policies and procedures, VICPA E.C.E. Common Practices IV 1). N.B. It is not acceptable to expect the two E.C.E.’s to alternate their attendance at these meetings.
4. Both educators are responsible for sharing equal time and responsibility with regard to:
Planning new parent orientation
Reporting and contributing to monthly meetings (both executive and general meetings)
Newsletter
Purchasing of equipments
Attendance at small committee meetings
5 Guidelines for the “Early Childhood Educator Hiring Committee”
A Hiring Kit is available for loan from the VICPA Office or can be sent to you electronically. Contact the VICPA 1st Vice President and the VICPA Consultant before beginning the process and use their expertise in hiring the right E.C.E. for your unique situation.
All vacancies must be advertised and an interview process completed. The following is a step-by-step outline for hiring an E.C.E.
1. When a vacancy occurs inform…
Members of the preschool
Other ECE's employed by your preschool
VICPA Consultant
Chair of the ECE Committee
VICPA Office
2. Strike an ECE Hiring Committee
The President and the executive may appoint the Committee
Usually 3 to 5 members are appointed. To avoid overwhelming the interviewees, it is recommended that the interview panel consist of 3 preschool members, plus an E.C.E. or VICPA Consultant. Additional hiring committee members can be assigned other tasks such as advertising, short-listing, etc. Choose a chair who is a member of the executive and will delegate the various tasks to the members.
It is highly recommended that you include an ECE or other experienced early childhood teacher on the committee. This individual may come from outside your preschool.
It is most satisfactory if the committee includes a representative from each class and a parent who is continuing next year.
The VICPA Consultant OR an ECE must be included as a member.
Role of the VICPA in hiring an E.C.E.
The VICPA Consultant should discuss the following points with the Hiring Committee prior to the interviews and with the Applicants during the interview:
Orientation program for new ECE's
E.C.E. committee and its responsibilities
In-service training workshops
Observing opportunities
Professional support
Parent orientation program
Resource materials
Role of the VICPA in relationship to the individual groups
Interpretation of E.C.E. job description
The 1st Vice President is available for ongoing consultation during the hiring process.
The Committee will:
Conduct one (or more) pre-hiring meetings with committee members to decide priorities, interview format and salary
Advertise
Review applications
Schedule interviews
Conduct interviews
Recommend an ECE to the executive
Negotiate Contract
Report back to the executive and membership
3. Distribute Hiring Materials and Plan the first Committee Meeting
Each member of the ECE Hiring Committee requires a copy of the Hiring Kit and may require reference sections from: the President's, Vice-President's, Treasurer's, ECE's Appendix Section and Standard's Portfolios available in the Hiring Kit and Orientation procedures pertinent to your preschool.
4. Advertise
Decide whether you want to simply receive resumes or if you would like to have candidates submit an application form with their resumes (to help structure their responses). If you would like to use an application form (sample Appendix A) then please work through the VICPA office to have the form posted on the VICPA web site (www.vicpa.org) and to have the VICPA administrative coordinator take calls for fax requests.
With the help of the ECE Consultant, use established VICPA e-mailing lists to advertise the position within all VICPA preschools (via the presidents and the ECE Committee).
This is a sample newspaper advertisement copy, which should be inserted under the "Teaching Opportunities" or “Child Care Wanted” column of the Times Colonist (phone 386-2121). This advertisement cost Lansdowne Preschool $132.35 for one week and it was also on the Times Colonist Web site for 2 weeks (Spring 2007) :
ECE p/t for Lansdowne Coop Preschool (member VICPA). Apply in writing w/ the form at: www.vicpa.org.
As an alternative or in conjunction to this, consider placing an ad in the Child Care Advantage website (www.childcareadvantage.ca). It costs significantly less than the Times Colonist and allows you to post the job with the community with which you want to target. In addition to posting your position, you can also peruse postings of those looking for employment in the field. One VICPA preschool received all of their eligible candidates through this website.
A similar flyer (sample Appendix B) should be typed with POST on top right hand corner and mailed to:
Early Childhood Education Program
Camosun College
3100 Foul Bay Road
VICTORIA BC V8P 5J2
School of Youth and Child Care
University of Victoria
Box 1700
VICTORIA BC V8W 2Y2
Your local Canada EI office
Other VICPA preschools (via the VICPA Consultant)
Elementary schools
Other community locations
5. Establish your school's priorities
Establish your school's priorities of what you want from your new ECE. Each applicant will bring a different combination of experience, skills, and personal qualities. BEFORE you start interviewing, you need to decide what you think are the most important qualities of a co-op ECE, what you might be willing to compromise on and what areas you aren't willing to compromise.
Ideal Qualities of a VICPA ECE:
Qualifications as per VICPA guidelines.
Focus on “Learning through play”.
Must have willingness to understand and adhere to cooperative philosophy.
Must understand the importance of development of good social skills.
Confidence in dealing with all types of child behaviour. Strong child behaviour management skills.
Need to be able to express your agenda concerning the program and the child. Ability to support families. Good verbal skills.
Maturity and experience to be flexible around:
Transition time between parent and child remaining on his/her own;
Enrolment
Would ECE set a limit for young birthdays?
Meeting the needs of parents in a flexible way
Inclusiveness and tolerance:
Having information available for parent of child being “excluded”
Guiding the parent group to that tolerance level as well – needs to be able to confidently lead the parents.
Ability to adhere to safety standards at all times and to give direction, where necessary, to “duty” parents to do the same.
Must be sensitive to the needs of all children.
Ability to work with existing educator, consulting and supporting each other and allowing growth and development for both.
Must have imaginative program ideas. Music and drama capabilities are an asset.
Special needs qualifications.
Non-competition.
Physically fit.
6. Decide what interview questions to ask
Ensure a fair process. Ask the same questions of all applicants and cover these areas:
Philosophy
Learning through play
Parent involvement
Program
*social *emotional *cognitive *language *physical *creative
Relationship with Children
Guidance (Discipline)
Interactive style
Communication style
High needs children
Relationship with Parents
Involvement in program
Handling criticism of the E.C.E. and of the program
Inter-personal relationships
V.I.C.P.A.
Required involvement under an umbrella organization
Mandatory involvement on E.C.E. Committee
Personal information
Ask questions only relevant to their performance
Look for answers that support the philosophy of parent participation preschools i.e. "learning through play" and working with parents as assistants in the classroom. Remember, personal suitability may be a significant part of the hiring decision.
Discussion focused on several areas mentioned above will enable the committee members to make some assumptions and conclusions about the applicant's philosophy and its application and their ability to work effectively both with children and parents.
This kit includes sample questions to ask (Appendix C). Pick two to five questions from each category so that all relevant areas are covered. When deciding what questions to ask, you need to think about what information you want from their answer and how you will use that information. This relates back to establishing your school's priorities.
For example, since it is important to your school that the ECE has a strong belief in "learning through play", you may want to ask a question like "What do you think is the most important thing for a preschooler to learn and how would you help them to learn?" This is an open-ended question that would make the applicant provide a comprehensive answer rather than a "Yes/No" answer that a question such as "Do you believe in learning through play?" might elicit.
Ask open-ended questions, ones that can’t be answered with a yes or no only. Don't ask leading questions, like, "Do you believe in learning through play?" With this type of question, the applicant may give you the answer they think you want rather than what they really believe.
7. Decide how you are going to evaluate your applicants
As a committee, establish a means of evaluating each applicant.
What’s Important
Decide which questions or areas are of greatest importance to you before the interview process begins. Look for answers that support the philosophy of parent participation preschools i.e. "learning through play" and working with parents as assistants in the classroom.
Remember, personal suitability may be a significant part of the hiring decision.
Discussion focused on several areas mentioned above (under #6) will enable the committee members to make some assumptions and conclusions about the applicant's philosophy and its application and their ability to work effectively both with children and parents.
Document Your Results
Each person on the interview panel needs a listing of all questions at each interview with room for written comments. You may want to give a numerical value to each of the areas, or you may want to have a non-numerical rating scale of "great, okay, and no way!"
The evaluation method should be agreed to before the interviews begin. Each candidate should be rated by each panelist and then as a group right after each interview. It is best if the group can come to consensus on each candidate.
8. Decide who to interview and potential salary
The resume checklist included in this kit in Appendix D will help you assess if all the relevant information is included. Consider fully qualified applicants but also look for additional qualifications: valid first aid certificate; experience working with young children and/or groups of children; experience dealing with parents; experience in a co-op setting; ongoing education; involvement in their community. You can also look at how professional looking the resume is and the type of information they have given you. This gives some indication of organizational abilities, what they consider as important information, and what they see as their strengths.
Confirm their license - do not waste time interviewing any applicants who are not fully licensed and registered with the Community Care Facilities Branch (C.C.F.B.).
Only in exceptional circumstances (usually remote geographic areas) is a letter of special permission granted and only if there are no fully qualified applicants
Determine the salary you are prepared to offer the applicant by referring to the applicant's resume and the VICPA Merit Level System (Appendix E) and the current VICPA Salary Information (available from the VICPA office). The ECE Consultant is available to help you figure out this information and determine an appropriate salary. Do this before the interview to be prepared for questions from the applicant.
You may check references before interviewing, especially if there are several candidates.
9. Plan for the Interviews
Members of the committee should conduct the interview in a professional manner. It is important that the procedure for the interview is clearly understood by all interviewers. At the time of the interview, outline the format for the applicant.
The VICPA Consultant is available to attend the interview, to clarify the responsibilities of working in a cooperative preschool and to explain the resources available to ECEs within the VICPA.
Interview process
1.Check references on short list to be sure you wish to pursue interview (optional).
2.Determine the length of the interview (usually not more than 1 hour in length) and a good time of the day to begin the interview. Schedule at least 14 minutes between applicants to allow a debrief time for the committee, as well as to ensure the previous interviewee has time to depart before the next interviewee arrives.
3.Establish a protocol for opening and closing the interview. (Ensure someone is available to greet applicants when they arrive, particularly if the next candidate arrives when an interview is still in progress).
4.The interview will go much better for everyone if a few minutes are taken to put the applicant at ease.
5.Prior to the first interview, divide the questions equally between the interviewers. Then after scripted questions, each member of the committee should feel free to ask questions that will help in their assessment of the applicant.
6.Remember to thank the applicant for his/her time.
Physical arrangements
Make sure the atmosphere is made comfortable and inviting: chairs (adult size), room temperature, coffee/tea/water available if desired and the location is appropriate (preschool or rented room).
ECE Contract
As a committee, be sure to discuss the salary based on merit and the general contract terms before the interview begins. The candidate may ask about these before leaving the interview. Items to cover:
Interim contract, probationary period
Salary (decide this before the interview according to VICPA Merit Level System)
Insurance, workers compensation
Duties, hours: attendance at monthly and executive meetings; sick leave, statutory and/or religious holidays
Input on all preschool committees relating to the preschool program
School opening and closing
Number of children and parent assistants
Orientation of new parents
Landlord responsibilities
Workshops, conferences, meetings
VICPA E.C.E. Committee meetings; job within E.C.E. Committee, professional affiliation
Executive responsibilities
Consultant's support/evaluation
Performance appraisal
10. Conducting Interviews
The most important thing is to be well prepared and to make the applicant as comfortable and relaxed as possible.
The applicant must have every opportunity to ask for clarification of any point, and be free to ask questions that will enable them to decide whether they can accept the position if it is offered to them.
Communication Techniques
During the interview there are several communication techniques you can use to solicit more information from an applicant other than just asking questions.
One way of doing this is to repeat back some of the words the applicant has used. For example: the applicant says "I think children learn best when they are accepted for who they are". You then repeat "when they are accepted for who they are" and pause indicating that you want them to expand on their thought.
Another way to encourage the applicant is to show understanding such as "You think that acceptance is important to children". They will likely go on to explain why they think that.
Sometimes just pausing and having a short silence is an appropriate way to get someone to continue talking. It also gives the applicant time to collect their thoughts to enable them to expand on their comment. Be careful though that you don't allow the pause to become an uncomfortable silence!
Summarizing what a person has said also shows that you understand what they think. You could say something like "You think that children learn best when they feel accepted, have clear expectations, and have choices". This allows the person to feel understood or to clarify anything that you may have misunderstood. It would likely be helpful to role play some of these techniques before you go into the interview situation.
Write down your impressions
During and at the end of each interview, take time to each write down your impression of the applicant. Putting this off will make it hard to remember important points.
11. Evaluation of Applicants
When each interview is completed the committee members take a few minutes individually to make a brief written assessment of the applicant.
Remember the priorities that you established at the very beginning when evaluating candidates.
After each interview, compare notes about your impression and try to reach consensus about whether the candidate is suitable or not. If you are conducting more than one set of interviews, you need only reach consensus on whether the candidate should be given a second interview.
You may choose to go further and try to reach consensus about the candidate’s ranking after each interview (while the impression is still fresh). However, it isn’t critical to reach consensus on who you think would be best and why until all the interviews are complete.
When all the interviews are complete the committee will meet to make a decision. It may be necessary to re-interview one or more top candidates with more specific questions if there is any uncertainty.
If there is division within the committee, try to find out what is underlying each committee member’s concerns. If the concerns stem from a weak set of candidates, consider re-advertising the position. You are better off to wait until you have someone you are happy with rather than hiring out of desperation. The VICPA is available to help you in your decision.
The VICPA Consultant's role is to assist the committee to interpret to the applicant the many responsibilities of an E.C.E. working in a cooperative preschool; the orientation program, contract details, the parents' and E.C.E.'s committee structure and to help with the mechanics of the interview. While the VICPA Consultant has no vote, the Hiring Committee is well advised to consider seriously the opinions of the VICPA Consultant
If you have not done so already, conduct a thorough reference check on any applicant you are seriously considering hiring. Ask for the reference’s relationship and questions about the candidate's interactions with children and with parents, about work habits, and if they had any concerns that would caution you in employing this person. Here are some sample reference questions:
1.How long have you known __________ and in what capacity?
2.Can you tell me about her reliability? Her commitment to the E.C.E. field?
3.As an E.C.E. in a cooperative preschool the applicant may be required to present and discuss difficult issues with parents, co-workers, and others who may hold differing values and opinions. How would you describe the applicant’s communication skills in challenging situations?
4.Diplomacy and respect are of paramount importance in the role of an E.C.E. Have you seen the applicant display these qualities?
5.What strengths does the applicant bring to her role as an E.C.E.?
6.Are there areas she might need to further develop?
7.What level of responsibility did the E.C.E. have when she worked for you?
8.A coop E.C.E. must have a strong sense of confidence in her own skills and abilities, and strong emotional stability. How do you view the E.C.E. qualities in these areas?
9.Is there any other information you feel that I should have? Any reservations you would have in recommending the applicant for this position?
Before making a final selection, it is highly recommended that you invite your top applicant, or top two applicants to do an observation at your preschool. This will give you an opportunity to see how each applicant interacts with children. The outgoing E.C.E. can provide you with her impressions. It is also helpful to have a member of the hiring committee present to jot down his/her impressions as well.
12. The final decision
The committee is empowered to make a decision, preferably a unanimous one. If the committee is unable to arrive at a decision they may bring their findings to the executive for their consideration.
The contract must not be signed until the E.C.E. is fully aware of all the details contained in it and not before they have seen the playroom and equipment. Observation of your preschool or another co-op should be arranged immediately. The contract must be signed before the new E.C.E. can begin their Orientation program.
When the committee arrives at a decision they should present a report to the executive and general membership.
Note: Rather than bring to the total membership a number of applicants for consideration, it is desirable that the appointed committee has the full responsibility and confidence of the total membership in this matter.
Note: Do not feel pressured to hire any applicant who has been interviewed. If no applicant is suitable, re-advertise and start the process again.
13. Follow-up
After the person is hired:
Confirm when the orientation will occur with the VICPA Consultant;
Notify:
The same people listed in 1 with the E.C.E.'s phone number and complete address;
The unsuccessful candidates, and
Contact your local Community Care Facilities Licensing office of the Vancouver Island Health Authority (VIHA) requesting a “Change of Manager” package. This should be given to the ECE as she will need to follow through by completing forms and making arrangements with the licensing officer.
Plan for the new E.C.E. to meet the parents. Some preschools have organized a “meet and greet” session where parents and children attend together to meet the new E.C.E.
If possible, try to arrange for the new E.C.E. to work with the currently employed E.C.E. to become familiar with the physical set-up, equipment and perhaps some of the children.
Involve the new E.C.E. in any plans related to the next year's enrolment procedure, equipment purchases, etc. and schedule observation at another member group.
14. Probationary period
During the six to ten month probationary period the executive gives the E.C.E. its support, helping him/her and the membership to realize the over-all goals of the group.
One month before the probationary period expires, the Hiring Committee, in conjunction with the VICPA Consultant and the ECE will determine:
a) Conversion to permanent status for balance of school year;
This occurs when a preschool is confident that the ECE will be offered continuing long term employment with the preschool.
Note: If the employee is being offered a permanent contract you will need to complete and sign the Standard E.C.E. Contract. The most significant difference between the Probationary Contract and the Standard Contract is the amount of notice either party is required to give prior to terminating the contract (with the probationary contract this is two weeks, with the standard contract this is one month)
b) The extension of probationary status;
A probationary contract is extended in order to give the school time to decide whether or not an ECE is fulfilling the ECE job description (ie: is the ECE using a learning through play philosophy?). This is a recommended step before Termination. Also informing the ECE that this step may lead to termination is recommended.
c) Termination of ECE
If, after an extension of the probationary contract, the preschool decides the ECE is not fulfilling the ECE job description, then termination will be required. Please refer to section 5. Termination in the VICPA Standards manual.
The Hiring Committee is to make its recommendation on the permanent contract which is to be ratified by the whole membership with a 2/3 majority vote at the next monthly meeting.
If a permanent contract is offered after a probationary term, the same contract will be in effect from the end of probation to the end of the current school year. Make changes under Contract of Employment, Probationary to Permanent and then fill out the appropriate dates in I TERM A and have required parties initial changes.
The Standard Basic Contract is for use between the E.C.E.'s and the V.I.C.P.A. Preschools. It is standard and basic to all E.C.E.'s as agreed upon by the Association and the E.C.E.'s Committee. Nothing shall be deleted, however, additional negotiated clauses may be added.
Sample E.C.E. Application Form
Cordova Bay Preschool - E.C.E. APPLICATION FORM
Application Closing Date: March 12, 2004
Please submit this form with a cover letter and resume to: Cordova Bay Preschool Hiring Committee
123 Main Street
Victoria BC V1A 1A1
NAME:
ADDRESS:
Phone, Cell, Fax:
e-mail:
Provincial Child Care Facilities Licensing No.:
Post-Secondary Education:
Please describe how you meet the following criteria:
A.Minimum 2 years of related experience in the field of early childhood education.
B.Experience with or that would prepare you for working closely with parents.
C.Ability to work in a cooperative atmosphere at multiple levels (with children, parents, executive board, church/landlord, other E.C.E.’s, V.I.C.P.A.)
Sample E.C.E. Job Posting (Flyer)
See next page. It is suggested that you print the flyer on bright paper (e.g. yellow or orange).
Cordova Bay Preschool has an opening in September 2004 for an early childhood educator (E.C.E.) for a parent participation preschool morning program that runs 5 days per week with 3 and 4 year olds.
We welcome applications from E.C.E.’s who are licensed in B.C. and meet the following criteria:
E.C.E. post-secondary credential plus minimum two years of related experience working with children.
Ability to work closely with parents to guide them both as assistants in the classroom and in their co-operative positions.
Ability to work diplomatically with people at multiple levels (i.e., with children, parents, executive board, church/landlord, other E.C.E.’s, V.I.C.P.A.).
We are looking for a dedicated person who can nurture our children, inspire our families, and become part of our community. Experience in a co-operative or non-profit environment is an asset.
For an application form and requirements, please visit www.vicpa.org or phone 598-COOP (598-2667).
Closing date for applications: March 12, 2004
Sample Interview Questions
Getting to know you questions:
1.Describe your experience working with young children?
2.Describe your experience working in an inclusive setting? (special needs, culturally diverse, different economic means, different family make-up).
Philosophy: Should provide you with information that indicates the candidate’s understanding of the philosophy of learning through play, and of their role in facilitating the child’s learning of social skills.
1.What do you think are the needs of a 3 & 4 year old in his/her preschool setting? Describe some differences.
2. “Learning through play” is the basic program philosophy for all VICPA preschools. Please define “learning through play”.
3.What do you think is your role in a cooperative classroom?
Program: Should provide you with answers that indicate an understanding of how to implement a program that focuses on children’s social skills rather than academic skills and that encourage exploration. Look for answers that show creativity and thought.
1.What kind of special activities would you bring to the program?
2.What are the goals of childhood art?
3.What are your favorite children’s stories suitable for circle time, and why would you read them?
Parent/Teacher Interaction: Look for someone who seems self confident, is a good communicator, shows leadership, and is diplomatic. This interaction requires an understanding of role clarity and is both that of parent – teacher and administration – teacher.
1.How would you encourage parent involvement in the classroom?
2.What role would you want parent helpers to play in the classroom?
3.How would you deal with a child and her family who has not been diagnosed with special needs but whom you have identified as possibly supported child care (special needs)?
4.Parents are very involved in cooperative preschools and may try to challenge program or discipline issues. Given that conflict may arise, how would you handle:
a)Parents criticizing the program?
b) Parents using inappropriate methods of discipline, for instance:
You observe Drew accidentally hurt Michael during outside playtime. The parent of Drew, who happens to be on duty gets angry, grabs Drew by the hand and marches over to Michael, insisting he apologize.
c)A situation where the child has difficulty with the parent leaving?
d)How would you deal with a parent helper who is continuously over-stimulating the children and is not responding to your direction?
Discipline/Guidance: Look for answers that indicate thought, calmness, and experience.
1.What would you do if you had a quiet child in the classroom that didn’t participate?
2.What is your definition of discipline and how would you implement it in the following scenario:
Two girls are playing together – Abby is Caucasian and Bailey is African-Canadian. Another girl, Callie, approaches the girls playing and says, “I don’t like the colour black, Abby, do you?” Abby says, “No, I don’t like the colour black.” Callie turns to Bailey and says, “You’re black, so we don’t want to play with you.”
3.How would you deal with a child who is noisy and disruptive at circle time? Please give an example from your own personal experience.
VICPA and Cooperative Preschool: Look for an understanding of the issues involved in being a member of the VICPA and the uniqueness of working in a co-op.
1.What would you see as the benefits of belonging to a parent organization such as the Vancouver Island Coop Preschool Association (VICPA)?
2.What does cooperative preschool mean to you?
3.What strengths would you bring to this position?
4.What challenges would you have being a co-op ECE?
Closing:
1.Is there anything else you’d like us to know?
2.Are there any questions you have for us?
RESUME CHECKLIST
Note: The Human Rights Act provides that you cannot discriminate on the following bases except where they are directly related to job duties: age; place of origin; gender; marital status; mental or physical disability; religious or political beliefs.
NAME:
ADDRESS:
Phone, Cell, Fax:
e-mail:
Current Employment status:
Current C.R.C. status:
Education (Degree, Diploma, Certificate)
Employment History:
Co-op participation (parent/E.C.E . )
Health (i.e. physical-lifting children, etc.)
Skills Experience (program development; inter-personal; volunteer organizations, etc.)
ADDITIONAL information:
MERIT LEVEL SYSTEM
Level 1 ? 4?10 merits
Level 2 ? 11?20 merits
Level 3 ? 21?30 merits
The Merit Level System is used to determine the salary level for ECEs hired by VICPA member preschools. Merits are credited for education and experience, both prior to hiring and during the period of employment. This system is used in three circumstances:
1. Prior to hiring to determine an approximate salary level to offer an applicant;
2. When negotiating an initial contract and calculating a starting salary;
3. On an ongoing basis to assess any additional merits to be awarded for experience academic upgrading.
Please keep a record of merits given when the ECE is hired and for any additional merits accumulated so that new executives do not need to recalculate previous merits. An appropriate place to keep this specific information is with each copy of the ECE contract and in the ECE Rep Handbook.
1. PRIOR TO HIRING
Prior to hiring, the Merit Level System is used to estimate the salary that a preschool should be prepared to offer to the applicant. It is acceptable for this to be an approximate amount as it can sometimes be unclear from a resume what merits should be awarded. Advise the applicant that this is an approximate amount or range and a more accurate assessment will be made as part of the initial contract negotiations.
2. INITIAL ASSESSMENT
The following outlines the number of merits to be awarded for education and experience at the time of hiring. Make sure that merits are awarded only once for the same experience or education credit. Have at least two executive members work out the merit level with input from the newly hired ECE, to clarify her previous experience and education. A worksheet is provided to ensure that both the preschool and the ECE are clear how many merits are being credited in each category. The written record of this information is kept with each copy of the contract and with the ECE Rep Handbook. After the merit level has been established, an appropriate salary can be determined using the current salary scale as provided by the VICPA. The salary can be calculated independently, without the ECE present, and then presented to the ECE for acceptance. Remember that benefits can be given in addition to any salary being offered. If an ECE is transferring from another VICPA preschool, it is important to recognize her previous salary and benefit package.
The VICPA 1st Vice and the VICPA Consultant will review the assessment for inconsistencies or errors, and are available to assist at any point in this process.
MERIT CREDITS AT HIRING
License ? Maximum 8
4 merits Basic Early Childhood Educator Certificate issued by the Community Care Facilities Licensing Branch (at Camosun College this is 75 hours of course time plus 500 hours practicum. This amount varies between institutions.)
4 merits 2nd year Early Childhood Education Training for specializing in Special Needs or Under 3's. Should an ECE have both Special Needs and Under 3's training, the additional 4 merits can be credited under the Academic Qualifications category.
2 merits Letter of permission issued by the Community Care Facilities Licensing.
Equivalencies for out-of-province education can be clarified through Licensing.
A letter of permission should only be accepted in exceptional circumstances such as when a fully qualified ECE is unavailable. The expectation when the Licensing Branch grants a letter of permission is that the candidate will pursue a basic license. Once that license is granted, the ECE will be awarded 2 more merits making a total of 4 merits.
Academic Qualifications ? Maximum 4
These qualifications are in addition to those courses covered to obtain either the basic license or the 2nd year ECE training. Partial credits may be given for relevant specialized training or intensive workshops, such as communications or human development. Documentation is required.
1 merit Per full time year at university or college (400-500 hours), any subject. These credits are to be awarded only during the initial assessment, prior to hiring.
Experience Qualifications ? Maximum 10
Make sure that each work experience is counted only once! Partial credits may be given.
Professional
2 merits Each year as an ECE in a cooperative preschool or daycare, minimum 3 sessions per week, maximum 10 merits.
1 merit Each year the ECE has been an ECE Consultant, maximum 2 merits.
1 merit Each year the ECE is in a non-cooperative preschool or daycare ? minimum 4 half days per week maximum 5 merits.
1 merit Each year a primary teacher (K?3), maximum 5 merits.
0.5 merit Each year working with families, not included above, maximum 5 merits.
0.5 merit Each year programs for preschoolers, not included above, minimum 4 sessions, 2 hours each, per week maximum 2 merits.
1 merit Each year teaching ECE courses, maximum 5 merits.
Personal
0.5 merit Each year, parent in cooperative preschool or daycare, maximum 2 merits.
0.5 merit Each year, executive member in cooperative preschool or daycare, maximum 2 merits.
0.5 merit Each year, executive member of the VICPA, maximum 2 merits.
EXAMPLES of sample resumes and merit level placements.
JANE MERIT:
Basic Certificate from CCFLB 4 merits
Two years Arts course from U. Victoria 0
Three year's as an E.C.E. in a VICPA preschool 6
Two years on preschool executive (as parent) 1
TOTAL: 11 Merits - Level 2
_____________________________________________________________
MARY LEVEL:
Letter of Special Permission issued by CCFLB 2 merits
Four years U.B.C. 0
Teacher's Certificate, Primary 1
150 hours credit preschool courses 1
300 hours non-credit preschool courses 2
Six years in C.P.P.P. in B.C. Preschool 10
Four years teaching in primary grades 4
TOTAL: 20 Merits - Level 2
_______________________________________________________________
SUSAN ELSEWHERE:
Basic Certificate from CCFLB 4 merits
Second year Ontario preschool training 4
100 hours preschool non-credit courses 0
One year in day-care centre full-time 1
One year as an E.C.E. in a Co-op Preschool 2
TOTAL: 11 Merits - Level 2
*1/2 merits falling between levels may be upgraded into next level.
February, 1991
MERIT LEVEL WORKSHEET ? INITIAL ASSESSMENT (at time of Hiring)
Category / Merit
Value
Max
Candidate Specifics
Credit
Licence (maximum 8)
8
Early Childhood Educator Certificate (Community Care Facilities Licensing)
4
2nd year Early Childhood Education Training for specializing in Special Needs or Under 3's. (If both, credit 4 under the Academic Qualifications.)
4
Letter of permission issued by the Community Care Facilities Licensing.
2
Education (maximum 4)
4
1 per full time year at university or college (400-500 hours), any subject. Only count study in addition to those courses covered to obtain either the basic license or the 2nd year ECE training. Partial credits may be given for relevant specialized training or intensive workshops, such as communications or human development.
1 per full time year
4
Experience (maximum 10) ensure each work experience is counted only once. Partial credits may be given.
10
Professional
ECE in co-op preschool or daycare minimum 3 sessions per week
2 per yr
10
ECE Consultant
1 per yr
2
ECE in non-co-op preschool or daycare minimum 4 half days per week
1 per yr
5
Full-time primary teacher (K?3)
1 per yr
5
Work with families (not incl. above)
? per yr
5
Running programs for preschoolers, not included above, minimum 4 sessions, 2 hours each per week
? per yr
2
Teaching ECE Courses
1 per yr
5
Personal
Parent in cooperative preschool or daycare
1 per yr
2
Executive member in cooperative preschool or daycare
1 per yr
2
Executive member of VICPA
1 per yr
2
TOTAL CREDITS
MERIT LEVEL
E.C.E. Probationary Contract
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