DEBORAH GORES

• Led the development and authored multiple regulatory practice resources for Registered Early Childhood Educators (RECEs), collaborating with stakeholders for feedback, ensuring adherence to timelines, and supporting design, publication, and promotion. Topics included Duty to Report, Professional Boundaries, Communication and Collaboration, Practices That Harm Children (in development), Supervision Practices and Ongoing Professional Learning.
• Supported the creation of a mandatory Sexual Abuse Prevention Program for RECEs by providing expertise on childhood sexual abuse prevention and developing case study-like resources.
• Collaborates with internal and external partners on projects, policies and initiatives related to the field of early childhood education and care.
• Led the development and authored a mandatory online learning module for new RECEs, managing the review process, ensuring adherence to strict timelines and collaborating with the e-learning vendor, delivering the program to RECEs within a year.
• Manages Strategic Priority projects from initiation to completion, under strict deadlines by creating project plans, conducting research, collaborating with stakeholders for feedback, and executing deliverables.
• Directly supports RECEs over the phone and through email with practice questions and concerns by providing guidance grounded in professional standards and ethics.
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Analyzed qualitative data from a child-led project on their biggest fears and questions since loosing a loved one and developed relevant internal reports and presentations.

Researched and evaluated strategies and practices for speaking to young children about grief and collaborating with grief counselors on best practices.

Cleaned and managed patient database ensuring information is up to date.

• Project title: Naturalized vs. Traditional Playgrounds: Understanding the impact of playground types on young children’s behaviours and activity levels
• Independently prepared literature review and REB ethics application for study
• Involved in initial design of research project (e.g., measures, methods, research questions, feasibility)
• Communicates and corresponds with co-principle investigators
• Co-Principal Investigators: Dr. Tricia van Rhijn & Kimberly Squires

• Project title: When one partner goes to school: A dyadic, mixed-methods investigation of the connections between intimate partner relationships and post-secondary study
• Manages team of undergraduate students to complete data analysis
• Independently prepare literature review, conference proposals, and conference presentations
• Conduct qualitative analysis (including transcribing, coding, and thematic analysis)
• Collaborate with interdisciplinary research team (co-investigators and students) on a weekly basis to ensure project management and completion, and communicates with participants throughout recruitment and survey completion
• Principal Investigator: Dr. Tricia van Rhijn; Funded by SSHRC Insight Development Grant

• Courses: Senior Seminar in Early Education and Care, Program Design for Children, Observation and Assessment Lab, Infant Development, and Administration of Programs for Children
• Conducted weekly seminars with 50 students – teaching observational research techniques and report writing skills
• Responsible for the assessment of students’ academic work (on-line) by providing effective, timely, and constructive feedback to support their learning
• Corresponded with students via email in a timely manner, regarding questions, feedback of assignments and/or any issues with course work/material

• As a practicum student, worked with children ages 1.5 – 3 years, planning and implementing small group activities and area set ups on a weekly basis