Module Series: Early Childhood Systems Renewal
Ryerson University’s G. Raymond Chang School of Continuing Education in partnership with the School of Early Childhood Studies is pleased to offer the Module Series on Early Childhood Systems Renewal in Fall 2014. Students will engage in participatory learning experiences that build on their understanding of the change process provides them with tools and resources to manage the early childhood systems integration. Students will be able to participate in a series of modules and will be provided with opportunities for application of knowledge through resources, case studies, and live-actor simulations. This Module Series focuses on Multisystems Change which leads to Synergistic Change. An award of completion will be provided for the completion of each module.
Who should enrol?
This series of modules aims to attract CEOs, Executive Directors, and senior and mid-level managers and leaders in organizations who serve children and families including child care programs, family support programs (FRPs, OEYCs, Parenting and Literacy Centres), health services, Aboriginal and Francophone services, etc. As well, these modules will be relevant to senior policy professionals, both provincial and municipal policy analysts, who oversee child and family services.
These modules will support the students in understanding the change processes in relation to multi-system transformation. Students will learn about:
- Principles and theories of system change and collaboration
- Leadership and communication strategies needed for system-wide transformation
- Creating a common vision that supports an integrated service system
Mode of Delivery:
Each module will consist of a one-day, on-campus workshop along with selected pre-readings which will be available to students online prior to the workshop. Students will have the opportunity to participate in online discussions after each workshop.
Date: November 7, 2014
Multi-system change is a complex process requiring participants to share knowledge of change processes, as well as the change vision. This interactive module explores theoretical perspectives of systems change. Learners will build upon their experience with early childhood systems integration as they move towards successful implementation. Topics for discussion include change theory, components of the change process, the role of emotion, professional purpose and leadership in individual change, and using communication as a strategy for multi-system transformation.
Date: November 21, 2014
Leading and mentoring educators, early interventionists, healthcare professionals, family support professionals, and parents through the process of change can be a challenge to policymakers, administrators, and front-line personnel. This module critically explores theories of leadership, including feminist, adaptive, and transformative perspectives. The learner will apply these models to effectively build a team that can manage change and work productively in an environment that is in a constant state of flux.
Date: December 5, 2014
This module will support participants in building a vision for multi-system transformation applicable to their organizational and community contexts. How do we promote resiliency in organizations so that they have the capacity to re-envision their work with families and children without losing their core principles and effective practices? Case studies based on the current early childhood systems integration and renewal initiative will provide learners with strategies for vision building, strategic planning, and goal setting.
For More Information
For more information, please contact Rachel Langford, Director, School of Early Childhood Studies.
Phone: 416.979.5000, ext. 7635
Dr. Elaine Frankel is a professor in the School of Early Childhood Studies and the School of Graduate Studies. Her primary teaching and research interests are in the fields of early intervention and inclusion for children with disabilities, educational systems change, and interpersonal communications. She has published and presented at numerous conferences on topics including early intervention, international perspectives of inclusion, resource teachers/consultants as agents of change, the Structured Simulation Training Method (SSTM), and family narratives. Dr. Frankel was appointed in August 2010 to a three-year term as the Teaching Chair for the Faculty of Community Services to support excellence in teaching at Ryerson.
Dr. Frankel was a co-researcher with the research team led by Dr. Patricia Minnes (PI), Queen’s University, in the 2009–2012 project HELPS Inc: Health Education and Learning Partnerships Promoting Social Inclusion of Children with Developmental Delays and Disabilities, funded by the Canadian Institutes of Health Research (CIHR). She is a co-author, with Dr. Mehrunnisa Ali and Dr. Patricia Corson, on the recently published book and DVD Listening to Families: Reframing Services (2009), funded by Human Resources and Skills Development Canada’s Social Development Partnerships Program (SDPP).
Valerie Kenny has 27 years of experience in the family support field, which began as a participant in one of the first family resource programs established in Toronto. She changed careers based on her positive experience as a parent participant, and worked on the front line in an urban community family resource program for 15 years as a program coordinator. Valerie’s work has included community development, community economic development, and management of the “Healthy Babies, Healthy Children” program for a multi-service agency in Toronto. Her research interests include parent engagement and empowerment of marginalized families. She completed her undergraduate studies at the University of Toronto, and her MA in Early Childhood Studies at Ryerson University. Valerie currently manages the Parenting and Family Literacy Centres for the Dufferin-Peel Catholic District School Board.
Catherine Moher has been the Manager of the Gerrard Resource Centre since its inception in 1982. Her current activities include the management of the drop-in centre, emergency child care program, child care information and referral, toy lending library, and consultation program. Catherine also holds the position of Academic Coordinator for the Certificate in Family Supports for The G. Raymond Chang School of Continuing Education.
She is a former board member of the Family Supports Institute Ontario and the Canadian Association of Family Resource Programs (FRP Canada). Catherine also provides workshops and seminars to professionals working in both child care and family support programs. Her professional interests involve the inclusion of children with special needs, and further growth and expansion of provincial and national family support programs. She holds a BAA in Early Childhood Education (Ryerson), Diploma in Human Services Management (George Brown College), Child Care Certificate (Seneca College), and MA in Early Childhood Studies (Ryerson).
Marilyn Struthers is the John C. Eaton Chair in Social Innovation and Entrepreneurship in the Faculty of Community Services at Ryerson University. She has worked in and around non-profit community services for more than 40 years, in organizations that provide services to women and children, in child and adult mental health, in the arts, and with First Nations. Her work has spanned community organizing, organizational management, and independent consulting in participatory approaches to governance, learning, program development, and women’s leadership. For the last 14 years, Marilyn has worked with the Ontario Trillium Foundation, responsible for major investments supporting new concepts, approaches, networks, and collaborations – making and managing grants that provide the Ontario service sector with the capacity to innovate.
Dr. Kathryn Underwood, Associate Professor, School of Early Childhood Studies, is an Associate Professor at the School of Early Childhood Studies, Ryerson University. Kathryn’s research interests include human rights and education practice particularly with regard to disability rights and inclusive education. Kathryn’s research experience includes work in family-school relationships, special education policy, and effective teaching. Recent research has focused on parent engagement and early years services in early intervention, Ontario Early Years Centres and Parenting and Family Literacy Centres, and full day kindergarten in Ontario schools. Kathryn is also working on a project to better integrate children who are getting early intervention supports into narrative research studies. Kathryn is a 2012 recipient of the Faculty of Community Service SRC activity award.