Policy Statement
SelfDesign Learning Foundation (SDLF) is committed to supporting educators in their role during K-9.
Definitions
Learning Consultant (LC) – another name for the educator. The LC/educator is a B.C. certified teacher. The main role of the LC/educator is to 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.
Observing for Learning process – acts as the base for communications and interactions between parent/guardian, K-9 learner, and learning consultant, with support from support provider(s) and/or other learning team member(s), to grow abilities to notice and reflect upon the development and progress of the learner as well as building relationships among the learning team. This process is fundamental to the conversations that live at the heart of our program.
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.
Protocol
LCs/Educators will:
- Recognize that the parent/guardian of the learner knows the learner best.
- Develop and maintain a strong relationship of mutual trust and understanding with the learner and family through weekly communication, providing ideas, resources, extensions, and support, as appropriate.
- Develop a learning plan that meets the Ministry of Education and Child Care curriculum requirements, in consultation with parents/guardians and/or each enrolled learner.
- Advise parents/guardians and learners on suitable learning resources to meet the learner’s needs and that fulfill the provincial learning outcomes.
- Approve budgets for learning resources and services to support the learning plan.
- Promote learner success through clear expectations, prompt responses, and weekly communication and feedback.
- Assess and evaluate learning in relation to goals, objectives, and the Learning Standards in the B.C. curriculum.
- Officially communicate learning and assessment with families seasonally, through a process of working with families to review and report a learner’s learning plan four times a year; and where applicable, review the Individual Education Plan (IEP) at least twice during a year.
- Model, guide, and encourage legal, ethical, and safe behaviour related to technology use.
- Where applicable, create and monitor an IEP as well as a supporting budget for the use of supplemental Inclusive Education funding to meet the IEP goals, in consideration of the family’s priorities, the documented recommendations, and the guidelines for the Ministry of Education and Child Care.
- 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. 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.
- Visit learners and families in person once during the year, if geographically possible.
- Where applicable, provide both inclusive education and educational expertise to develop and implement the learner’s educational program and provide additional inclusive education services.
Related Documents
- K-9 Role of the Learner Policy.
- K-9 Role of the Parent/Guardian Policy.
- K-9 Role of the Support Provider Policy.
- Learning Standards (B.C. Curriculum).