Policy Statement
SelfDesign Learning Foundation (SDLF) is committed to supporting educators in their role during K-9.
Definitions
Learning Consultant (LC) – is a B.C. certified teacher. The LC provides educational leadership and is responsible for planning, directing, assessing, and reporting on the learner’s educational program. This is done in cooperation and collaboration with the grade K-9 learner, and with input, where appropriate, from the parent/guardian, support provider(s) and/or other learning team member(s).
Observing for Learning process – acts as the base for communications and interactions between K-9 learner and LC, with support from parent/guardian, support provider(s) and/or other learning team member(s) as appropriate, 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.
Policy
SelfDesign Learning Foundation will put guidelines in place for educators as they provide educational leadership and are responsible for planning, directing, assessing, and reporting on the learner’s educational program. This is done in cooperation and collaboration with the grade K-9 learner, and with input, where appropriate, from the parent(s)/guardian(s), support provider(s) and/or other learning team member(s).
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 regularly, through a process of working with families to review and report on learning with three written reports, and at least two informal updates per 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 documented recommendations, the family’s priorities for the learner, 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).