September 18th, 2014

What inherent barriers exist that strain the relationship?

The effectiveness of the FDK program depends on the

educator teams ability to come together and draw upon skills
from both professionals to deliver a quality program; yet the
reality, however, is that not every team is able to collectively
come together to use each others expertise in order to coconstruct a learning environment. The education system is
composed of many parts and encompasses many areas and
individuals, but when the classroom door closes it becomes the
responsibility of the two kindergarten educators to work
together to create positive learning experiences for the children.
Principals, teachers and the education system
traditionally have valued early learners in Kindergarten who
have followed instruction, displayed socially acceptable
behaviours and who have shown they are ready for the
academic curricula of grade 1. The new FDK curriculum, in
contrast, asks its learners to solve problems independently, to
think outside of the box and to test, challenge and debate ideas
in order to create new understandings. Instead of preparing children for grade 1, we are now asked to prepare grade 1 for
the children. This revised way of thinking is not easy, and in combination with adding another professional from a
profession that has been traditionally foreign to the school system into the mix of all the changes, we are beginning to see
a tug of war between the philosophical stance, practice, role and understanding between the two educators in the FDK
program.
There are many barriers such as the inequity of pay,
planning time, status, and responsibilities between OCTs and
ECEs, in addition to knowledge surrounding the inner workings
of being an educator with the school board that create hierarchy
between the two professionals, creating a relationship that
reassembles an assistant and manager or apprentice and expert
between the OCT and ECE in some cases.
When the teaching practice and philosophical stance of
the ECE and OCT are in contrast with one another, it becomes easier for the relationship to become further divided by the
structures that already place the role of each professional on a different level. These imbalances foster negative
relationships to form, as it becomes the duty of each professional to see past these barriers to form a positive, conducive
working relationship. When the scales are tipped in the favour of one team member it becomes easy to fall into practices
that suppress the ideas or suggestions of the other individual. Change is not easy and both parties must be willing to
compromise in order to grow together. Moreover, both parties must see the value in play-based learning and understand
the importance of their new role as an educator who co-constructs knowledge with the children rather than an educator
who is the giver of knowledge.

September 24th, 2014

Who affects the relationship and how?

ECEs and OCTs working together in the FDK program, work closely
together for long hours, their partnership in the classroom is intended to be
that of equals, as their differing skills complement each other and should
provide additional learning opportunities for the children and educators alike.
Although both adults want what is best for the children within their care, the
differences in how they are perceived by others, their education and their
level of responsibility have created an un-level power dynamic to occur.
While the formation and growth of the relationship is a direct result of the
team members themselves, they are many other influences that may
positively or negatively affect how the relationship evolves.
Principals are a key factor in positive school culture and teaching,
they have the ability to impact the success of team relationships. Through
inclusion and support principals can foster a collaborative environment. By ensuring that both members of the team are
included in informal and formal discussions, emails, meetings and school events. In addition, to making certain internal
and external communications (newsletters, announcements, name plates, attendance etc.), are in both staff members
names, principals show both positions are of equal importance for the kindergarten and school community.
Perceptions in the greater school community and the views families hold also, play a role in how FDK members
are able to successfully come together as a team. Historically perceptions held by peers and parents may devalue the
contributions of the ECE, as OCTs are traditional seen as the educational leaders within a classroom. In ensuring the
greater school community understandings that Kindergarten is now comprised of two educators who guide and support
childrens learning together, it becomes increasing important that administrators create a school culture that supports and
values the contributions of both team members. This allows the relationship of the ECE and OCT to function in a
productive and cohesive manner.
Although there are people outside of the relationship who
affect the capability of the team to succeed the main factor that
determines the result of the relationship is the team members
themselves. The OCT and ECE need to work through all the barriers
and human influences that will enviably create instability in the
relationship if left unaddressed. Additionally, the team needs to
reinforce the theoretical underpinnings that formed the vision for the
FDK program to ensure they are able to build upon the ideas that
have brought them together. The attitudes and manner in which team
members approach each other is one of the main factors that
determines how successful the relationship will become.

October 9th, 2014

Possible considerations E.C.Es & OCTs should be aware of when entering a team

Making sense of your role in a relationship involves the process of analysis, an

examination of yourself, your partner and the context in which your relationship has
been brought together. It can be surmised that people tend to scrutinize the actions of
other when they differ from and or challenge the way in which we would perform in the
same circumstance. As we begin to form notions about how we think our relationship
should be formed, we need to decide how to act. Deciding requires us to consider what
we should do as a result of what we have learned when entering our new
relationship.
There are many considerations we must take into account as we begin to
formulate notions of what we think our working relationship should be with our
partners. A persons truth does not necessarily reflect the truth of another and
therefore we must bear in mind the multiple perspectives that influence our actions,
as well as the actions of our partner.
When entering a partnership with an OCT, an ECE should take into account the traditional past of the school
board. Teachers have until recently worked in a learning environment by themselves, being the sole deciders of how
learning opportunities are created for their students. Working alongside another educator, sharing the learning
environment is not something teachers are traditionally accustom too. With changes in how and who they teach with, in
addition to rethinking their practice so it aligns with a radically different way of viewing the child then most teachers are
used to, we must understand that our partnership will elicit an array of emotions and teachers may have a hard time
adjusting to the new program. Hierarchy has been intertwined through the structure of the school system and even though
recent times have called for a change, moving from linear learning to holistic learning approaches. Shifting ones way of
thinking, in addition to changing practices that may be ingrained in a way of doing things will need time and small steps
in altering practice. As ECEs we must be aware that we are one of many changes that OCTs are becoming acquitted with
within a short period of time. It is essential for the success of the relationship that we tread lightly when we are immersing
ourselves within an environment that has not been traditional ours to work within. I do not say this, meaning that ECEs
should not take an active role in the classroom or in the relationship, instead I say this so we are actively aware that
change is hard and takes time. Everyone must be conscious of how we are acting when entering a relationship, so that we
do not create additional hurdles that will have to be overcome in this journey of change. The way in which we carry
ourselves, share our ideas and engage in the relationship can either ease the difficulties our partners are experiencing in
their process of modifying their practice or it can draw out additional negative feelings which hinder the formation of a
positive relationship.
Just as ECEs need to consider the past and present of their partner, so too does an OCT need to consider the
perspective of their partner. ECEs are entering a world were ministry mandates, expectations and ways of doing are
completely different then what they have been accustom to. Things that may be considered common knowledge may be
unknown to an ECE, and an OCT should assist their partner through the formalities and assessment procedures within the
school board, understanding that they differ greatly from the traditional ways within early childhood education. Change is
needed to foster growth, and although the processes of change can be difficult, there are challenges for both professionals
and team members must communicate with each other, incorporating what is important to both team members.
Partnership is not about control or whose ways are better, it is about give and take and realizing the strengths each
member has to offer to the team.

October 12th, 2014

How have Sharon and I handled and or overcome barriers?

Irrespective of your education, experience, title or beliefs

if you are unable to work well with others, you will never
achieve the results you want within your working environment.
The behaviours you exhibit and the actions you take determine
how successful you will be in forming a positive relationship.
When entering a partnership together just over two years
ago, Sharon and I came together and talked about our past
experiences, our beliefs and what we both thought was important
going forward in our partnership. As we began to jointly work
together we quickly learned that we both felt it was incredibly important to base all our decisions and actions on what was
best for the children within our care, regardless of our traditions in past teaching. Recognizing that the full-day program
was new for the school we were working in, as well as for Sharon we realized that there were many kinks that would need
to be worked through but instead of wrapping our minds around the barriers that surrounded us and the differences in our
experiences, we decided to move forward recognizing our similarities. Embracing change and challenge together we both
sought to understand each others perspective, finding parallels in how we viewed the child, our hopes for what the
program would offer and in how we sought to continually challenge our understandings in order to expand and improve in
our own practice.
Not to say that we have always agreed on what should take place in the classroom, but we have always
understood that we each have a differing perspective and in respecting our differences, as well as our similarities we have
always honored each others view points by trying things even if they were outside our realm of comfort. In guiding our
actions and decisions around child centered practice we have allowed each other to learn from one another and grow
together as we constantly seek to provide the best learning experiences possible for the children within our care.
In addition, to ensuring we respect we each other in
the classroom, we have also taken steps to lessen the cracks
within the program that create inequities between us. We
have found create ways to plan together, we make certain
we are both present when we formally and informally meet
with parents, and lastly, we support each other in and out of
the classroom environment guaranteeing our relationship is
seen as a team partnership throughout the school
community.
The small steps we both have taken to ensure we
show consideration for one other, as we collaborate and
converse through our day, has enabled us to create a
positive environment for not only ourselves but for the
children we learn with every day.

October 15th, 2014

How do Sharon and I Co-construct a Learning Environment Together?

A core feature within the learning environment Sharon and
I have fostered within our classroom is co-construction, the
building of learning opportunities is created with each other, as
well as with the children. We both draw upon a viewpoint or
philosophical position which recognizes the assets of both the
students and educators. The learning environment is not ours
alone, it belongs to the children and as such it should represent
their thoughts, interests and ideas.
In basing our decisions around the child, Sharon and I
have created a fluid learning environment that constantly changes
based on the need of the class. We often set out in the day with a
plan in mind and find that, in giving children agency in their
learning our ideas often take a turn in a different direction, and
more often than not the greatest learning opportunities happen in the spire of the moment. Through are flexibility in
allowing the children to take an active part in how our the day unfolds, we have discovered our roles are not only to
expand childrens understandings but is also to support their current knowledge by enabling opportunities where children
feel their thoughts, skills and interests have value in the classroom setting.
One of the most common statements Sharon says, is keep calm and pretend it was in the lesson plan, this
proclamation resembles how we honor the childrens contributions to the learning environment, as we understand a child
does not develop based on our time line, they progress and acquire learning with our guidance as we foster opportunities
that allow them to make connections based on the relationship they are able to develop between the materials, the
environment, with their peers and with us as educators.
With these notions of co-construction driving our actions Sharon and I plan, provide, create and nurture learning
opportunities together and with the children by incorporating the varying perspectives of all those involved.
In respecting the children as partners, Sharon and I have strengthen our own relationship as we have learned to
work together planning moments that open up opportunity, as well as trusting each others instincts in the spire of the
moment to extend learning in ways that could not have possibly be planned for. Our ability to openly trust in one another,
relinquishing control in order to come together using each others skills to create an environment that resembles the best
of us both, has truly allowed our relationship to grow into one that resembles we, and in turn has afforded opportunities
which have permitted us to expand our professional practice together.
Coming together is a beginning. Keeping together is progress. Working together is success. ~ Henry Ford