In our first article highlighting the Toronto Children’s Services Mentorship Program for Black Educators, RECEs Meghan Ardies and Shanice Denton, Coordinators, Training and Development, Children’s Services, City of Toronto, and Sabrin Saraj RECE, OCT, Education Consultant, Curriculum Developer and Facilitator at Culture Check discussed mentorship for Black early learning professionals and the importance of creating space for guidance and growth.
The program supports the career growth of RECEs by:
- supporting Black educators in exploring leadership roles where representation is often limited;
- building confidence in navigating sector pathways;
- strengthening self-advocacy and communication skills for career advancement;
- connecting participants with Black mentors who understand lived experiences, barriers, and strengths;
- helping educators set individualized career goals aligned with their strengths and interests; and
- encouraging recognition of existing strengths, leadership qualities, and professional contributions.
Now in its third cohort, the program continues to be impactful and well-received. Based on participant feedback, the program has evolved to create more space for conversation and peer connection. In the second part of this conversation series, Meghan, Shanice and Sabrin discuss the impact of the program and share feedback from program participants.
What are the features or approaches participants have found to be helpful for this mentorship program? What are the aspects they appreciated most?
Shanice: Educators really appreciate having a space to learn that is safe, inclusive, and culturally responsive. The program is built around their lived experiences, which has been critical in fostering meaningful connections among participants. Resources are shared throughout the program, and the content is tailored to address the needs and interests of the participants. Participants also appreciate the virtual format and flexible structure. It provides opportunities for mentors and mentees to set their own goals and meeting times, which supports accessibility for those who want to participate.
What [other] feedback have you received?
Shanice: Different participants spoke of looking into other career paths as a result of the program, including supervisory roles. One participant shared that her mentor supported her to apply to return to school to become a resource consultant.
Meghan: Some feedback from the previous cohort focused on improvements to the program, including having more consistency across the workshops so learning could build over the six months. This is where Sabrin and Culture Check came in. They developed a structured workshop schedule and having that same facilitator throughout allows participants to deepen conversations and continue learning from one session to the next. Based on its success, Toronto Children’s Services will continue to offer a mentorship program for Black educators on an annual basis.
For those who do not have access to a structured mentorship program, do you have any advice as to how RECEs can support their own mentorship?
Sabrin: I always encourage educators to seek out community wherever they can, even one trusted colleague can become a mentor. Join online spaces, networks, or affinity groups for Black educators, and be intentional about reflection, whether that’s journaling or connecting with peers. Set goals and revisit them often, because mentorship is also about accountability. Don’t be afraid to reach out to people whose work inspires you, most of us are more willing to connect than people think. And read. Read about other educators’ experiences from around the world, the challenges they faced, and how they persevered. Get yourself a crew. Every mentorship program and community space started because one person decided it needed to exist. You can be that person too.
If other regions expressed interest in a similar program, what guidance or recommendations would you share with them?
Sabrin: I’d say start with relationships, everything else flows from there. Make the program explicitly anti-oppressive and don’t shy away from naming anti-Black racism. Centre Black educators’ voices in every part of the design, because people want to see themselves reflected in the person who’s facilitating. They don’t want to be spoken at; they want to be part of the conversation. And honestly, a lot of folks are feeling DEI burnout because the content in this sector can feel repetitive, so make sure it isn’t. Ask participants what they actually need from the space and tailor the program to those needs. Partner with trusted community organizations and think about long-term sustainability from the start. And of course, don’t water it down. Black educators deserve intentional, affirming, real community spaces that feel alive, relevant, and grounded.
What other supports or resources may be helpful for Black RECEs?
Shanice: Mental health resources. The intersection of being a Black professional, particularly in a sector experiencing high burnout rates, can be very taxing on educators’ mental health. It is imperative that Black educators have access to, and are equipped with, the resources needed to support their mental well-being.
Will you continue to offer this program exclusively virtually or are there plans to incorporate in-person sessions or meetings?
Shanice: Based on feedback from current and past participants, we plan to continue offering the program virtually to support accessibility. We are also exploring the option of an in-person meet and greet at the start of the program, depending on participant availability and preferences.
Is there anything else that you would like to share with the College, RECEs or employers about the importance of mentorship or programs such as yours?
Sabrin: When mentorship is done well and grounded in equity, it changes everything. It improves retention, strengthens program quality, and builds leaders. Employers and the College need to understand that mentorship isn’t “extra”, it’s essential. And culturally responsive mentorship is especially important for Black educators who face barriers that are often invisible to others. When we invest in Black RECEs, we strengthen the entire profession.
At the same time, I want to be honest: workshops and programs can only do so much. We’re supporting early years professionals inside a system that often doesn’t value children, or the people who care for them. Many of us are burning out from being overextended and under-recognized, and despite that, we still give our absolute best to the children, families, and communities we serve. Sometimes what we offer each other in these spaces is simply survival.
That’s why mentorship matters so deeply. It gives us community. It gives us room to breathe. It helps us say, “Okay, we’re all feeling this, we all see what’s happening… now what?” We focus on caring for ourselves, being kinder to ourselves, and remembering that we’re doing the best we can with what we have. And even that can be transformative.
Learn more about the experiences of participants of the mentorship program here.
For Toronto-based early learning professionals interested in mentorship:
- Professional Learning Mailing List: subscribe and stay informed about mentorship and professional learning opportunities offered by Toronto Children’s Services.
- City Wide Training: Register for future mentorship programs and other professional learning opportunities offered by Toronto Children’s Services.
Biographies
Meghan Ardies is a Registered Early Childhood Educator with 14 years of experience in the early learning and child care sector. She has worked as an Educator and Supervisor in licensed child care centres and as a Bilingual Quality Assurance Analyst with Toronto Children’s Services, supporting the French language sector.
Meghan continues her work with Toronto Children’s Services in the role of Training and Development Coordinator, where she designs and delivers professional learning, leads sector wide training initiatives, and supports early learning professionals in their ongoing learning. She is passionate about working with educators to create high quality, inclusive environments where children and families of diverse identities and lived experiences are welcomed and respected and feel a strong sense of belonging.
Sabrin Saraj is a Registered Early Childhood Educator and Ontario Certified Teacher with over 10 years of experience working with children from diverse backgrounds across infant, toddler, preschool, kindergarten and school-age settings. Her practice is informed by her lived experience as a Black Muslim woman and an immigrant to Canada, which shapes how she approaches relationships, learning, and community.
Sabrin has worked across multiple sectors in education, including school boards, early years programs, EarlyON centres, ministries of education and other professional groups. She is a former board director with Parents for Diversity and currently works as a consultant and facilitator with Culture Check Inc., supporting organizations in reflecting on and strengthening their educational spaces in ways that are thoughtful, responsive and grounded in real practice.
Shanice Denton is a Registered Early Childhood Educator with over a decade of experience in licensed early learning and child care programs. She brings extensive frontline experience supporting children, families, and educators, which continues to inform her systems-level work.
Shanice also holds a Bachelor’s degree in Sociology and City Studies and currently works as a Coordinator for Training and Development with the City of Toronto’s Children’s Services, where she focuses on capacity building and professional development across the sector. Her work is informed by an understanding of social systems and how they shape experiences within Toronto’s early learning and child care spaces. She is passionate about supporting educator well-being and advancing equity practices that strengthen outcomes for children and families across diverse communities.