While both teams were lauded for providing exemplary inquiry play based programs and for working together as outstanding examples of the synergistic teamwork that is possible in the FDEL model, one of these teams focused on encouraging children’s inquiry and exploration through their investigation of personal theories and interaction with each other. They effectively implemented new technology into the FDEL program in a way that honoured the inquiry approach to learning. Further they recognized the importance of smoothing the transitions from early childhood settings into the school program, honouring the ecological model of children as part of a larger community. Equally impressive, but different, the other team focused on the arts, particularly visual arts in which they see children’s representations as evidence of their capability and competence. They used pedagogical documentation to both celebrate and further children’s learning, and as a springboard to further investigations. When they share this documentation with colleagues at a neighbouring school and with parents in the community they, too, are recognizing that both educators and children are part of a dynamic whole whose boundaries go well beyond the walls of their classroom.
These two teams also differ in their models of leadership. One team has been recognized as exemplary at the school, system and provincial level and give willingly of their time and energy to share their approaches and learnings with colleagues through opening their classroom, and doing presentations at the system and provincial levels. The other team is equally generous with their time in responding to the many requests to open their classroom and share their learnings with their colleagues at the school and system level, emphasizing that their leadership style is as co-learners, both with the children and their colleagues.
We are very happy that we don’t have to make an either/or choice between these two teams; rather, we can say with confidence that the strengths and differences between them, reflect the richness and complexity of early primary education in Ontario today.”
The Frances Poleschuk Award Committee – April 2016
Please visit the link below to view all our past Frances Poleschuk Award winners!
The Frances Poleschuk Award recognizes educators or educator teams in Ontario who have made an exemplary contribution to the education of young children.
We have many Primary (Junior Kindergarten to Grade 3) educators who perform an outstanding service for the young children in this province. CAPE wishes to know about such people in your board or organization. Over the years successful candidates have come from a variety of boards of education across the province. Please note that on occasion, several awards have been presented in the same year to deserving candidates. The successful nominee(s) will receive the Award at CAPE’s Annual General Meeting in the spring.
In order to nominate someone, you need not be a member of CAPE. And, similarly, nominees do not need to hold a membership in the organization.
A letter that can be distributed calling for nominations can be found here: Frances Poleschuk Award Letter
Details about how to nominate someone, and the nomination form can be found here: