This past year marked the launch of a highly successful offering of the Specialized Educator Certificate in Long-Term Care (SECL) Level One program, a foundational learning experience designed to enhance the skills, knowledge and confidence of all LTC team members in Ontario who plan, coordinate, and/or deliver education in long-term care. From a highly interested pool of 115 applicants, 50 participants were selected to join this year’s cohort, bringing together a diverse and passionate group of individuals dedicated to supporting team members’ learning in LTC homes across Ontario.
Throughout the program, participants consistently engaged in the weekly synchronous sessions and serious educational game. Learning activities encouraged active participation, reflection, and dialogue, and many participants noted how meaningful it was to connect with peers. These connections helped participants share real-world experiences, exchange strategies, and build a supportive learning environment focused on LTC experiences.
A standout component of Level One was the Six Step Framework, an evidence-based framework developed by the Ontario CLRI at Baycrest, specifically designed to meet the needs of educators through the process of planning, delivering and evaluating education in LTC. More than a set of practical steps, the framework is grounded in principles of relational education that recognize that meaningful learning happens through connection, reflection, and shared experience. For some participants, the framework provided language to describe practices they were already using; for others, it introduced fresh approaches that expanded their knowledge. One participant shared that learning the first three steps — analyze, co-develop, and adapt — reshaped their mindset from directing learning to collaborating with team members, emphasizing a deeper understanding of routines, challenges, and lived experiences within LTC homes. They shared: “This kind of deeper analysis helps me ask better questions, like ‘What’s making change hard?’ Instead of just giving answers, I can provide learning that speaks to what staff truly need and aligns with the realities they face every day.”
Participants also appreciated the relational approaches woven throughout the program. These approaches emphasize trust, psychological safety, and collaboration, core elements of effective LTC education. Another participant shared, “Education in long-term care is not just about teaching clinical skills, it is also about creating safe spaces, fostering trust, and empowering staff to think critically.”
This year also marked the launch of our new Learning Management System (LMS), which provided a centralized, organized, and easy-to-navigate home for course materials, resources, and activities. The LMS contributed to an enhanced learning experience and supported participants in staying connected between sessions.
Ontario CLRI facilitators from Baycrest played an essential role by modelling effective teaching and relational practices. Through content delivery, facilitation, and personalized feedback on participants’ mid-program and final reflections, participants were introduced to new competencies related to their educator practice in LTC.
Feedback from participants highlights the program’s impact, with many sharing increased confidence, new perspectives, and creating connections to others who have varied roles related to education. SECL Level 1 continues to empower educators and strengthen learning cultures within long-term care homes across Ontario.