Staff Roles and Responsibilities During this Time of Distance Learning

Leadership

Director of Education, Superintendents and Senior Managers Roles and Responsibilities

  • Share all relevant Ministry of Education updates and communications in relation to distance learning and eventual school re-opening
  • Liaise with all internal and external stakeholders and partners to ensure staff, students and families are supported during the school closure
  • Provide updates to staff, parents and students on system level decisions and /or matters of implementation related to distance learning and re-opening
  • Maintain the website, other social media communication tools, and news media contacts so that most current information is being shared
  • Conduct environmental scans to help assess if there are schools, staff or students in need of further support
  • Make well-informed strategic decisions that support and aid the stakeholders of the system during distance learning
  • Ensure the provision of resources and professional development for educators, so that they are able to engage in providing effective distance learning
  • Ensure continuity of all necessary business processes and contractual obligations

School Administrator Roles and Responsibilities

  • Lead, engage and collaborate with school staff to implement and maintain effective distance learning
  • Survey school communities for needs and supports during the school closure
  • Oversee the distribution of technology resources needed to support distance learning
  • Liaise with Board staff and external partners to ensure supports are in place for staff, students and families
  • Maintain regular contact with staff and support effective delivery of learning
  • Collaboratively troubleshoot and problem-solve issues as they arise
  • Assist in distribution of all relevant communications from Ministry or Board intended to be shared with parents and/or broader school community.

Program Managers (Continuing Education)

  • Lead, engage and collaborate with school staff to implement and maintain effective distance learning related to the St. Louis program they manage
  • Liaise with St.Louis, Board staff and external partners to ensure supports are in place for staff, students and families
  • Facilitate resource allocation for students in need of technology or other supports
  • Liaise with external funders and partners to ensure alignment with required processes and reporting
  • Maintain the website and other social media communication tools so that most current information is being shared with their students
  • Facilitate applicable professional development and access to technology for staff
  • Collaboratively troubleshoot and problem-solve issues with leadership team as they arise

Educator Roles and Responsibilities

Classroom Teachers and Registered Early Childhood Educators (RECEs)

  • Consider age and learner profiles when selecting delivery mode, tasks, workload and type of work/week and differentiate when necessary
  • Consider that students’ home/caregiver support varies
  • Focus on key concepts and competencies
  • Design and use a variety of instructional strategies, tasks, and experiences
  • Work with students and parents/guardians on the delivery of these materials through regular communication
  • Consider and assess practical home activities as part of the curriculum and learning
  • Collaborate with colleagues and administrators to ensure on-going adequate support for students
  • Use formative assessment to gather evidence of student progress and provide feedback to students/parents on their progress.
  • Final report cards will be required for all students; grades will be determined using the marks from September to March in elementary (February through March in secondary) but can apply their professional judgement in assessing further growth from April to June.

Planning and Itinerant Planning Teachers

  • Support Classroom Teachers and RECEs by supplementing and/or integrating cross-curricular expectations
  • Provide optional learning for students and feedback on all work submitted
  • Collaborate with Classroom Teachers and RECEs on how to integrate dance, drama, music, visual arts, health and physical education into lessons

Core French Teachers

  • Support Classroom Teachers by providing additional optional lessons of approximately 10 minutes per week
  • Focus on reinforcing previously learned concepts and provide feedback to students on all work submitted

Special Education Teachers

  • Consider learner profiles and IEP goals/accommodations when collaborating with Classroom Teachers regarding the selection of delivery mode, tasks, workload and type of work/week and differentiate when necessary
  • Consider that students’ home/caregiver support varies
  • Design alternative programs with emphasis first on practising skills already taught (e.g.maintaining skills and generalizing skills to home environment), then on new skills for growth that align with the IEP and incorporate parent/caregiver/student voice
  • Update IEP’s to ensure students can attend to virtual learning
  • Conduct IPRC annual reviews
  • Facilitate transitions for all students, particularly the students moving from Grade 8 to Grade 9

Special Education Liaisons

  • Develop and update special education resources on Educator-Lead Learning@Home
  • Facilitate weekly collaborative team meetings with the family of schools support staff
  • Provide professional learning for all staff with respect to meeting the needs of learners on Individual education plans
  • Facilitate the pre-school transition meetings with SBRS and community partners
  • Manage the communication with respect to non tech SEA equipment
  • Attend case conferences at both the elementary and secondary schools
  • Check in regularly with special education teachers and principals to provide support with respect to programming in virtual learning and ensuring modifications are meeting the needs of students with special education needs
  • Leading IPRC’s where deemed appropriate
  • Meeting with the Student Services manager to ensure all students are appropriately coded in the HNV process
  • Attend transition meetings for students coming from other boards and require Special Education supports, attend transition meetings for students moving from Grade 8 to Grade 9 and transition of students with Safety Plans moving from Grade 8 to Grade 9

Consultants, Coaches and Central Teachers

  • Support staff learning, preparation and delivery of materials through a variety of methods
  • Develop and update Educator Lead Learning@Home
  • Co-ordinate the program delivery model and act as a resource and support to colleagues and administrators
  • Co-create, teach and assess lessons for distance learning
  • Provide professional development opportunities for colleagues and administrators

Itinerant English as a Second Language Teachers

  • Support Classroom Teachers and RECEs in the modification of virtual lessons for English Language Learners (ELL)
  • Assist with contact and engagement of ELL students and families.
  • Promote the use of and contribute to Educator-Led Learning@Home portal and resources

Guidance and Student Success Teachers

  • Continue with course selection, option sheets and timetabling for 2020-21 school year
  • Monitor progress of graduating students and students at-risk
  • Assist students completing Credit Recovery and unique credits already assigned
  • Collaborate with teachers to provide additional support to their students who are struggling
  • Support scholarship and bursary applications
  • Support student access to academic, and identification of mental health and community supports

International Language Secondary Credit Teachers, Site Supervisors and Elementary Instructors (Continuing Education)

  • Regular communication with parents and students in non-credit International Language program to provide optional meaningful, engaging, developmental stage appropriate task-based activities
  • Supporting students’ literacy and STEAM learning using cross-curriculum approach
  • Teacher led distance learning for International Language credit students using online platform to provide differentiated learning opportunities with individual feedback
  • Ongoing collaboration with colleagues for professional development, technology troubleshooting, sharing best practice and program development

Language Instructors for Newcomers to Canada and English as a Second Language Instructors (Continuing Education)

  • Design and deliver a broad range of LINC and ESL instructional materials (audio, visual, images, recorded lessons) using a number of software tools to accommodate remote learning for Adult English Language Learners to support continued student learning and achievement in Portfolio-Based Language Assessment program
  • Daily work available for students to bridge language/knowledge gaps in accessing and completing remote learning materials
  • Consistent efforts to keep these adult learners engaged in their learnings, in addition to being connected as a critical community support
  • Ongoing collaboration with colleagues for professional development, technology troubleshooting, sharing best practice and program with development

Literacy Basic Skills Instructors (Continuing Education)

  • Work with students to define weekly individual learning-from-home and self-care goals
  • Creation of feedback loops to support student wellness
  • Refer students to relevant online learning, mental health, employment and Government assistance resources

Correspondence Markers and Tutors (Continuing Education)

  • Implementation of flexible and responsive on-line tutoring process to support student requests
  • Extension of student access to correspondence programming
  • Expedited pace and support available based on individual student programming and pathway needs

 Student Services and Support Staff Roles and Responsibilities

Chaplains

  • Offer spiritual care to students/families remotely as need arises
  • Offer prayers/remote prayer services as needed
  • In collaboration with school administration provide support to school staff including check-ins and sharing of strategies for spiritual well-being
  • Provide updates from the Diocese and/or local parishes about prayers and other methods of being in communion in a time when the Eucharist is not available

Education Assistants and Child and Youth Care Workers

  • Collaborate with administrators, classroom teachers, special education teachers to support student learning in a meaningful and individualized way
  • Under the direction of the classroom teacher, develop tools, resources and accommodations for individual students
  • Child and Youth Care Workers will continue to support the development of self-regulation and social skills
  • Keep track of any family/student connections and immediately relay concerns to school administration

Social Workers

  • Triage caseload and contact students and families that had received service within school and/or in the community
  • Liaise with community services to ensure seamless service for students and families
  • Maintain contact with families and students in need
  • Provide support and resources to administrators and educators
  • Support student engagement and attendance in educator-led distance learning
  • Provide professional development opportunities

Speech and Language Pathologists

  • Review current students and modify goals (with parental consent)
  • Provide feedbacks for completed assessments
  • Provide support to administrators, educators, and special education teachers
  • Support staff learning, preparation and delivery of materials through a variety of methods
  • Prepare materials for non-verbal students; convert communication tip sheets and resources to digital tools
  • Provide clinical supervision of communicative disorder assistants

Communicative Disorder Assistants

  • Develop resources for resources for students, families and teachers
  • Support staff learning, preparation and delivery of materials through a variety of methods

Behaviour Analysts

  • Collaborate in development of supplementary resources to support administrators, classroom teachers and special education teachers
  • Develop resources for parents/guardians
  • Participate in transition planning
  • Continue support for secondary students participating in PEERS Social Skills groups
  • Provide professional development opportunities

Psychoeducational Consultants

  • Provide feedback for completed assessments
  • Support and consult with administrators, educators, special education teachers and guardians in programming for students
  • Support staff learning, preparation and delivery of materials through a variety of methods

Mental Health Lead

  • Collaborate and provide resources to administrators and educators in supporting student mental health and well-being
  • Develop and update Educator-Led Learning@Home
  • Provide professional development opportunities

Librarians and Library Technicians

  • Collaborate with administrators and educators to support student learning including provision of resources and copyright information
  • Support use of virtual/digital resources including use of appropriate applications, how-to resources, development of activities, sign out of Chromebooks, reports, and log ins

Childcare Workers (Continuing Education)

  • Create age appropriate daily program plans for families to share ideas of what parents can do at home with their child(ren) based on applicable developmental domains
  • Correspond daily with families through email to provide ongoing support in caring for their child(ren) and sharing community resources to address their social/emotional well-being
  • Collaborate with colleagues to create positive parenting tip sheets to share with families on a weekly basis -focusing on behaviour guidance strategies and nutritious snacks
  • Engage in professional development

Lunch Hour Supervisors, Early Childhood Educator Assistants and Classroom Support Education Assistants

  • Continue to engage and stay up to date with respect to learning activities and school correspondence
  • Participate in staff meetings
  • Engage in professional development and other duties as assigned by administration

Administrative, Clerical, Facilities and Central Staff

School Administrative Assistants

  • Maintain school communications including Newswire, School Messenger and voicemail
  • Perform monthly reporting
  • Process registrations and maintain the student information system (Trillium)
  • Manage school budgets including monthly bank reconciliations, payments and purchase orders
  • Manage School Cash On-line accounts, including refunds cancellations and inquiries
  • Organize and submit transportation requests for 2020/2021
  • Engage in professional development opportunities

Secondary School Data Administrators

  • Monthly reporting
  • Submissions in support of university and college applications (OCAS/OUAC)
  • Student data system support (Trillium)
  • Scheduling
  • Administration of report cards
  • Implementation of new student data program

Computer Technicians

  • Prepare and support technology for use by students and staff in distance learning, including Helpdesk assistance and Chromebook repairs
  • Respond to school based emergencies with network/wifi outages where required
  • Projects and implementations including upgrade of infrastructure in schools related to life safety systems, data projector refresh and network switch and backbone upgrade

Custodians

  • Cleaning and maintenance of facilities in use (e.g. child care centers)
  • Regular building checks and garbage disposal
  • Maintenance of gardens and grounds
  • Engage in training

Maintenance

  • Respond to emergencies
  • Inspections and preventative maintenance
  • Various projects per submitted work orders – signage, relocation of equipment

Central Staff

  • Support school staff in provision of distance learning
  • Ensure all business processes continue uninterrupted – Finance, Information Technology, Human Resources Services, Supply Services, Planning, Construction, etc