Grade 10-12 Role Of The Educator, Learner, Parent

Grade 10 – 12

Educator / Learning Consultant (LC) Role

Each learner enrolled in SelfDesign Grades 10-12 will be matched with one of SelfDesign’s Learning Consultants (LC) to work with throughout the learning year. As a BC Certified teacher, the LC’s main role is to provide educational leadership and work in cooperation and collaboration with the learner and parents to plan, support, and account for the child’s learning. The LC will:

  • (LC) Support the learner to develop a learning plan  outlining their strengths, stretches, interests, passions, 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 meets the Ministry of Education and Child Care curriculum requirements, in collaboration with each enrolled learner (and their parent).
  • will monitor learning each week, respond to weekly Observing for Learning communications and connect the learning to the BC curriculum through SelfDesign’s collaborative assessment process. 
  • Promote learner success through clear expectations, prompt responses, and weekly communication and feedback.
  • Officially communicate learning and assessment with families seasonally.
  • Assess and evaluate learning in relation to goals, objectives and the Learning Standards in the BC Curriculum.
  • Create a supportive completion plan in collaboration with other educators, the learner and parent/guardian and follow procedure to assign an “incomplete” in support of a learner’s participation, where applicable 
  • Where applicable, create and monitor an Individual Education Plan (IEP) as well as a supporting budget for the use of supplemental SupportEd funding to meet IEP goals, in consideration of the family’s priorities, the documented recommendations, and the guidelines from the Ministry of Education and Child Care.
  • Where applicable, find appropriate support services providers in the community, in accordance with  the learner’s IEP, and in consultation with the family and with the community professionals involved; guides and monitors 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 special education and educational expertise, to develop and implement the learner’s educational program and provide additional special education services.

Learning Specialist (LS) Role

Each learner enrolled in SelfDesign Grades 10-12 will also work with Learning Specialists (LS) in their chosen theme or add-on courses. As a BC Certified teacher, the LS’s main role is to provide educational leadership and work in cooperation and collaboration with the learner, to facilitate weekly workshops, support activities and processes that foster personal learner growth and connect to the BC curriculum, and assess weekly challenges and collaboratively assess personal challenges together with the LC & learner.

The Learning Specialist will:

  • Advise learners on suitable learning resources to meet the learner’s needs and that fulfill the provincial learning standards.
  • 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 BC Curriculum.
  • Collaborate on a completion plan and assigning of an “incomplete” in support of a learner’s participation, where applicable model, guide, and encourage legal, ethical, and safe behaviour related to technology use.

Learner Role

The following guidelines are in place for learners who take responsibility for their own Observing for Learning communications.

  • Collaborate with the LC (and their parents, as needed) to help develop the learning plan by providing the LC with insight into their passions, interests, learning styles and work habits, and their goals for the educational process so that the learning plans can be personalized.
  • Inform the LC of resources and services successfully used in the past and/or preferred for the present.
  • Reflect on their learning and communicate weekly with the LC to discuss progress and needs.
  • Request changes to the learning plan and Path to Completion, including indicating cross-enrolment with other schools
  • Participate in their weekly theme work, together with their theme group and LS
  • Collaborate with educators on a completion plan and assigning of an “incomplete” in support of ongoing participation, where applicable.

Parent/Guardian Role

Parents/guardians are vital members of the learning team at SelfDesign. They usually know their child’s needs better than anyone, and they often have clear ideas as to the types of learning activities that would best facilitate their child’s optimal development. In Grade 10-12, the LCs work directly with learners, while also seeking input and working closely with the family in some cases to develop a learning plan that meets the learning needs of their child.  The parent/guardian’s role in Grade 10-12 is important and supportive to the learner taking more responsibility for their learning. The parent/guardian of a Grade 10-12 learner:

  • Has responsibility for the child’s well-being, growth, and development.
  • Supports the LC’s and LS’s professional training and expertise regarding the learner.
  • Supports the LC & learner, as necessary, to help develop the learning plan and Path to Completion by providing the LC with insight into the child’s passions, interests, learning styles and work habits, and the family values and educational philosophy so that the learning plans can be personalized.
  • Informs the LC of resources and services successfully used in the past and/or preferred for the present.
  • Approves the learning plan and IEP, where applicable.
  • Reviews and approves the completion plan and the assigning of an “incomplete” in support of a learner’s participation, where applicable
  • Facilitates, where needed, the activities and goals noted in the learning plan and IEP, where applicable.
  • Shares information with the LC about the learner’s individual learning path (strengths, stretches, highlights) on an ongoing basis.
  • Together with the learner, where appropriate, requests changes to the Learning plan and IEP, where applicable. 

Support Providers Role

Implement, in collaboration with the LC and parents, the goals stated in the IEP to:

  • Promote learner success through clear expectations, prompt responses, and weekly communication and feedback with the LC, parents and learner
  • Support the LC by providing feedback on learning in relation to goals, objectives and provincial learning outcomes as required
  • Model, guide, and encourage legal, ethical, and safe behaviour related to technology use
  • Recognise that LCs have professional training and expertise
  • Maintain records of learning achievement and make available to the LC on an ongoing basis.
  • Suggest changes to the LP including the use of field trips and events.

Change Log

  • Policy page updated August 23, 2022
  • Last reviewed/updated August 23, 2022