Policy Statement
SelfDesign Learning Foundation (SDLF) is committed to supporting learning consultants in their role working with learners in grades 10-12.
Definitions
Learning Consultant (LC) – 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) – the 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 educators as they provide educational leadership and work in cooperation and collaboration with the learner and their parent(s)/guardian(s) to plan, support, and account for the learner’s learning progress.
Protocol
Learning consultants will:
- Support the learner to develop self-awareness of their strengths, stretches, interests, passions, and activities.
- Create a path to completion that outlines courses, themes, add-ons (that chart a course to completion for the learner, including cross-enrolment), and that meet the Ministry of Education curriculum requirements, in collaboration with each enrolled learner and their parent(s)/guardian(s).
- Will monitor learning each week, respond to weekly Observing for Learning communications, and assess and evaluate learning in relation to goals, objectives, and the Learning Standards in the B.C. curriculum.
- Promote learner success through clear expectations, prompt responses, and weekly communication and feedback.
- Connect Career Education course materials and learner-created artifacts to the B.C. curriculum by assessing challenges, portfolios, and personal projects, together with the learning specialist and learner where applicable.
- Advise learners on suitable learning resources to meet the learner’s needs and that fulfill the provincial learning standards.
- Model, guide, and encourage legal, ethical, and safe behaviour related to technology use.
- Officially communicate learning and assessment with families seasonally.
- Where applicable, create and monitor an Individual Education Plan (IEP) as well as a supporting budget for the use of supplemental funding to meet IEP goals, in consideration of the family’s priorities, the documented recommendations, and the guidelines from the Ministry of Education.
- Where applicable, find appropriate support providers in the community, in accordance with the learner’s IEP, and in consultation with the family and with the community professionals involved. Supervise, guide, and monitor the work of all support providers.
- Use information shared by the learner, the family, and support providers through weekly contact, to monitor growth towards learning plan/IEP goals.
- Manage the learner’s program, keeping all reports, correspondence, and documentation current.
- Where applicable, provide both inclusive education and educational expertise, to develop and implement the learner’s education program and provide additional inclusive education services.
Related Documents
- Grades 10-12 Role of the Parent/Guardian Policy.
- Grades 10-12 Role of the Learner Policy.
- Grades 10-12 Role of the Learning Specialist Policy.
- Grades 10-12 Role of the Support Provider Policy.
- Learning Standards (B.C. Curriculum).