Nicole Ponte Email and Phone Number

- Exhibited Leadership Through the Centre Project: Using the ECERS and How Does Learning Happen documents as a guide to evaluate classroom environments and working with educators/children/ families to create spaces that align with our pedagogies; resulting in reorganization of all materials and easier method for how to find materials for classroom quality enhancement. - Leading and supporting new family tours and new placement student tours as well as answering questions resulting in a feeling of a welcoming and safe environment. - Office Administrative Duties: Collect/file new families' enrollment papers, set up meetings with educators to discuss goals for their classrooms, file away children’s paperwork accordingly, and complete the audit for 2021. - Story Park: Utilizing the centre’s communication tool of Story Park as a platform to connect with guardians, upload summer staff profiles, respond to guardians messages on posts and uploading a survey to get parents involvement within the centre project.

- Set up/takedown of developmentally appropriate activities both indoor/outdoor based on children’s interest and applied How Does Learning Happen and Excerpts from “ELECT” pedagogical documentation.- Demonstrated leadership when children needed to have a smooth transition back into the classroom from an active activity regarding safety and calming their bodies; in a room of 11 children ages 18 months to 2 years.- Check the safety of the playground and set up the outdoor setting, maintaining safety both indoors/ outdoors supervision. - Support children’s needs, expressions, and feelings by redirection to quiet areas of supporting their needs, as well as daily routines.

- Set up/takedown of developmentally appropriate activities both indoor/outdoor based on children’s interest and applied How Does Learning Happen pedagogical documentation.- Supported mealtimes, nap time, and acted as an active participant in play, supporting educators.- Supported children’s needs, expressions, feelings by redirecting them to a quiet place to calm their bodies or if they are overstimulated; in a room of 5 children, ages 2 to 4.

- Worked one-on-one and in group settings with a child of special needs resulting in bridging the interaction between the child with special needs and the rest of the class. - Supported educators’ transitions and led by example; actively engaged with children and supported children’s needs, expressions, and feelings within a kindergarten room of 20 children.