Stakeholder Roles and Responsibilities During Distance/Hybrid (D/H) Learning

All stakeholders will be required to contribute to the effective implementation of this ACP and to monitor their own physical and emotional well-being. The roles and responsibilities of school personnel, students, and parents are delineated below.

Faculty and Staff Roles and Responsibilities

Administrative Team • Create, revise, monitor, and distribute CB’s ACP.

• Establish clear channels of communication among faculty, staff, families, and students in the event of this ACP being activated.

• Support faculty and students/families shifting to a Distance/Hybrid environment.

• Help teachers implement D/H and ensure high-quality learning experiences for all students.

• Provide additional resources when/where needed.
Director of Learning, Principals, Educational Coordinators and Coaches • Support all teachers and teams in the implementation of CB’s ACP.

• Provide models and examples of outstanding D/H units and lessons.

• Recommend new methods/techniques for providing feedback to students.

• Support teachers/teams as they design methods to assess student learning.

• Support teachers/teams in developing strategies to differentiate instruction.
Instructional Coaches • Collaborate with teachers in planning D/H lessons.
• Support teachers with resources for effective and purposeful D/H.

• Be available to co teach when requested/appropriate.

• Plan/participate in virtual meetings with administrators, individual teachers, grade-level and/or subject area teams.
Teachers • Collaborate with other members of your team (grade level/ department) to design high-quality D/H experiences, in achievable amounts, for your students.

• Monitor student participation, keep records, and inform inactivity.

• Communicate frequently with your students and, as needed, with their parents.

• Provide timely feedback to support your students’ learning.

• Be mindful of the resources and tools families may not have at their disposal.

• Reflect on the 10 Guidelines for CB’s Teachers shared in this ACP and how you can implement them.

• Check in with respective Counseling Team member with information about students/parents in need of additional support.

• Provide regular emotional support for your students, monitoring student wellbeing.
Learning Support Services Personnel     • Host office hours to deliver online interventions related to students’ individual learning goals.

• Identify and use online learning tools that can support students’ growth towards their individual goals.

• Communicate regularly with teachers and other faculty who work with and teach the students in the Learning Support Services (LSS) Programs, focusing on students on your caseload.

• Monitor, document, and communicate student progress and provide timely feedback.

• Collaborate with co-teachers and other faculty to co-design and co-implement learning experiences.

• Support teachers in differentiating lessons and activities which may include scaffolding, accommodating, and/or modifying assignments/ assessments as well as providing additional challenge, enrichment, and extension learning for students in LSS.

• Provide supplementary learning activities for students on your caseload who may benefit from additional practice to close academic and curricular gaps.

• Communicate regularly with students on your caseload and/or their parents to ensure they have success with this ACP.

• Provide parents with resources and tools to support student engagement.

• Maintain Communication with other professionals working to support your students’ needs: Coordinator, counselors, etc.  
Counseling Team                     • Serve as liaison for communication with students/families in crisis.

• Connect with faculty of your section ensuring they have the support they need for the students in their groups.

• Plan and tailor recommendations to the specific crises considering:
Do the events of the crisis require special handling?
What are talking points for teachers/students/parents?

• Host office hours at set times for students to access counseling sessions virtually.

• Monitor concerns by individuals; follow up on these concerns and support meetings for restoration and wellbeing.

• Encourage students and parents to schedule support meetings as needed.  

College Placement Counselors

• Evaluate timeline for graduation requirements, class credit, and AP testing deadlines.

• Serve as liaison for communication between students and university representatives when appropriate.

• If needed, help students locate testing centers near them for ACT, SAT, TOFEL, and/or AP.

• Host office hours at set times for students to call in and access support virtually.

• Encourage students and parents to schedule meetings as needed.
Librarians • Collaborate with colleagues to find resources for high-quality D/H experiences and research.

• Regularly check in with teachers to identify ways to support their design of D/H experiences.

• Maintain and update the online library site for curating resources.

• Be available for teachers and students as needed for support.
Teaching Assistants • Communicate regularly with classroom teachers to identify ways you can support students and contribute to this ACP.

• Monitor student learning and provide feedback to students, as requested by the teachers and teams you support.

• Reach out to provide support for teachers.
ICT Support Team • Review and develop how-to tutorials ensuring teachers, students, and parents have the necessary manuals to excel in a D/H environment.

• Continually monitor the needs of teachers, students, and parents and troubleshoot their challenges, as needed.

• Be available in person or remotely, during school hours, to provide on-demand tech support/help.

• Audit technology usage to identify students or parents who may be unavailable or out of reach.

Student Roles and Responsibilities

• Establish daily routines for engaging in the learning experiences.

• Identify a comfortable, quiet space in your home where you can work effectively and successfully as well as making the most of face-to-face time in Hybrid Learning.

• Regularly monitor online platforms to check for announcements and feedback from your teachers.

• Complete assignments with integrity and academic honesty, doing your best work.

• Meet timelines, commitments, and due dates.

●  Communicate proactively with teachers if deadlines cannot be met or additional support is required.

• Collaborate and support your CB peers in their learning.

• Comply with CB’s Acceptable Use Policy, including expectations for online etiquette.

• Proactively seek out and communicate with other adults at CB as different needs arise.
For queries about … Contact, during school hours
a course, assignment, or resource The relevant teacher
a technology-related problem or issue The ICT Coordinator at
a personal, or social-emotional concern Your respective counselor
other issues related to D/H Learning Your section principal

Parent/Guardian Roles and Responsibilities

Provide support for your child(children) by adhering to the 10 Guidelines for CB’s Parents:

• Establish routines and expectations.

•  Define the physical space for your child (children)’s D/H.

•  Monitor communications from your child (children)’s teachers.

•  Begin and end each day with a check-in.

• Take an active role in helping your child (children) with their learning process.

•  Establish times for quiet and reflection.

•  Encourage physical activity and/or exercise.

•  Remain mindful of your child (children)’s stress or worry.

•  Monitor how much time your child (children) is (are) spending online.

•  Keep your child (children) social but set rules around social media interactions.
For queries about … Contact, during school hours
a course, assignment, or resource The relevant teacher
a technology-related problem or issue The ICT Coordinator at
a personal, or social-emotional concern Your respective counselor
other issues related to D/H LearningYour section principal