K-9 Role Of The LC, Parent, and Learner

Policy: Learning Consultant (K-9) Role

Each learner enrolled in SelfDesign 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. LCs will:

Recognise that the parent/guardian knows the child 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 parent/guardians and/or each enrolled learner
Advise parent/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 BC Curriculum
Officially communicate learning and assessment with families seasonally, through a process of working with families to review and report on a child’s learning plan four times each year; and where applicable, review the Individual Education Plan (IEP) at least twice during the year.
Model, guide, and encourage legal, ethical, and safe behaviour related to technology use.
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.
Visit learners and families in person once during the year, if geographically possible.
Where applicable, provide both special education and educational expertise, to develop and implement the learner’s educational program and provide additional special education services.

Policy: 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. The LC takes this input and works closely with the family to develop a learning plan that meets the learning needs of their child. The parent/guardian’s role is central, since they:

Have primary responsibility for the child’s well-being, growth, and development.
Recognize that LCs have professional training and expertise.
Collaborate with the LC to help develop the learning plan 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.
Inform the LC of resources and services successfully used in the past and/or preferred for the present.
Approve the learning plan.
Facilitate the activities and goals noted in the learning plan. Communicate weekly with the LC to discuss progress and needs of the learner
Maintain information about the learner’s individual learning path (strengths, challenges, highlights) on an ongoing basis.
Ensure Grades 4 and 7 learners have time and opportunity to complete FSAs.
Request changes to the learning plan including the addition of activities and events (e.g. workshops, classes, field trips).

Policy: 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 parent/guardian 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, including the addition of activities and events (e.g. workshops, classes, field trips).

Support Providers Role

Implement, in collaboration with the LC and parent/guardians, 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