Policy Statement
SelfDesign Learning Foundation (SDLF) is committed to supporting learners in their role during grades 10-12.
Definitions
Learning Consultant (LC) – is a B.C. certified teacher. The main role of the LC is to provide educational leadership and work in cooperation and collaboration with the grade 10-12 learner, with support from parent/guardian, support provider(s) and/or other learning team member(s) to plan, support, and account for the learner’s learning progress.
Learning Specialist (LS) – is a B.C. certified teacher. The main role of the LS is to a) provide educational leadership and work in cooperation and collaboration with the learner to facilitate weekly workshops, support activities, and support processes that foster personal learner growth and b) connect theme and add-on course materials and learner-created artifacts to the B.C. curriculum by assessing weekly challenges, portfolios, and personal projects, together with the learning consultant and learner where applicable.
Support Provider – is a 3rd party service provider contracted by SDLF to provide specific services in support of progress on goals outlined by the LC on a learner’s Individual Education Plan, if applicable.
Observing for Learning process – acts as the base for communications and interactions between grade 10-12 learner and LC, with support from parent/guardian, support provider(s) and/or other learning team member(s), to dialogue and reflect upon the development and progress of the learner as well as building relationships among the learning team. It is fundamental to the conversations that live at the heart of our program.
Path to Completion – is a personalized learning plan for learners in grades 10-12 that outlines the courses, themes, and add-ons an individual learner has and will take to chart a course to high school completion. It includes courses taken through cross-enrolment.
Individual Education Plan (IEP) – designed for a learner that includes one or more of the following: personalized goals or learning outcomes that are different from, or in addition to expected learning outcomes, a list of support services, a list of adapted materials, instruction or assessment methods.
Policy
SelfDesign Learning Foundation will put guidelines in place for learners to take responsibility for their own Observing for Learning communications.
Protocol
Learners will:
- Collaborate with their learning consultant, with support from parent(s)/guardian(s), support provider(s) and/or other learning team member(s) to plan, self-assess and dialogue about their learning progress, including participating in self-assessment and goal setting of core competencies.
- Provide the educators, LC and LS(s), with insight into their passions, interests, learning styles, work habits, motivations and goals for the educational process.
- Inform the LC or LS of resources and services successfully used in the past and/or preferred for the present.
- Reflect on their learning and communicate weekly with both the LC and LS to discuss progress and needs.
- Request changes to the Path to Completion, including indicating cross-enrolment with other schools for approval.
- Complete creation of learning artifacts in timely ways according to guidelines, including weekly challenges, portfolios and personal projects, engaging in further conversation with their LC and LS(s) when appropriate.
- Engage in legal, ethical, and safe behaviour related to technology use.
Related Documents
- Grades 10-12 Role of the Learning Consultant Policy.
- Grades 10-12 Role of the Parent/Guardian Policy.
- Grades 10-12 Role of the Learning Specialist Policy.
- Grades 10-12 Role of the Support Provider Policy.