This course explores the roles and responsibilities of practitioners working in school communities. Students will have opportunities to reflect on philosophical, organizational and daily aspects of schools. The course will focus on collaborative approaches for enhancing the school experience for all learners.
The following global ideas guide the design and delivery of this course:
- Schools are communities with history, culture and climate. Knowledge of the history and current trends in education enhances practitioners' effectiveness.
- Clarity about roles and responsibilities is a key to effective practice; roles, however, are often situation specific. Practitioners work under a variety of titles including classroom aides, child and youth care workers, teacher's assistants, special education assistants, integration aides and alternate program workers.
- The primary responsibility of practitioners is to support students in the learning and social aspects of school life. Roles may also include being a resource to the class, providing individual care, facilitating social interactions and supporting student behaviour.
- Collaboration, teamwork and clear communication are critical to practitioners in the school.
- Practitioners are actively involved in planning, implementing and monitoring students' activities. Effective practice includes supporting students emotionally and socially, understanding teaching and learning principles, and ways to adapt materials, settings, etc.
- Practitioners use their observation and recording skill to enhance the experiences of the learners they support. Reflection on their own school experience and awareness of their personal values can influence their perceptions, observations, interpretations and actions.
Methods of Instruction
Means of Assessment
Typical means of evaluation will include a combination of written research assignments, case evaluation, exams, and group presentations. This is a graded course.
Upon successful completion of this course, the student will be able to:
- Discuss school organization
- Outline the organizational structure of a school
- Outline the service delivery process of a school system with specific reference to services to children and youth with specific needs (behavioural, emotional and/or family issues)
- Examine current trends in education
- Discuss historical changes in school policy on the provision of services to children and youth with specific needs, behavioural, emotional and/or family issues
- Discuss current trends in the services to meet specific student needs
- Describe roles and responsibilities
- Outline the roles and responsibilities of the professions in the school setting including: principal, teachers, special education teaching assistants, etc.
- Discuss the roles and responsibilities of the child and youth care counsellor in the school setting
- Outline specific service roles in school settings including: resource teacher, learning assistance teacher, school psychologist, etc.
- Discuss the school-based child and youth care skill set
- Outline CYCC with individual children/youth in the school setting
- Describe the CYCC leadership role in small group work in the school setting
- Discuss the CYCC role in family contact
- Discuss the child and youth care mediation role between the needs of children/youth and family and teachers/school
- Collaborate and work effectively in teams
- Demonstrate effective communication skills in multidisciplinary situations
- Discuss effective collaboration strategies in multidisciplinary situations
- Demonstrate effective team work skills
- Plan and implement individual student plans
- Design a draft Individual Education Plan from a CYC perspective
- Discuss the process of working with a multidisciplinary team to develop an Individual Education Plan
- Discuss strategies for the implementation of the IEP
- Discuss outcome measures
- Record and report
- Discuss observation strategies for school settings
- Demonstrate effective observation and recording skills in simulated classroom situations
- Demonstrate empathy
- Discuss the school environment from the perspective of the child/youth and family
- Describe a “troubling” event from the perspective of the child/youth with a hypothetical internal monologue
- Describe a “troubling” event from the perspective of a teacher with a hypothetical internal monologue
- Reflect on the personal experience of school, discussing high and low points of the school experience
- Discuss the significance of peers in student life at school and the influence of these relationships on life.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.