Planning for Online Learning

As the interruptions for instruction and interaction continue to impact the 2020-21 school year for the foreseeable future, the summer has been a time of reflection and planned improvement.  One of the greatest challenges faces by University Advisors (UA) has been the reluctancy of students to schedule meetings on their own and instead, depending upon UA’s to outreach, ensure timelines are being followed.  This is an extra challenge for the current school year given there has been a reshuffling of caseloads, from 5 comprehensive counsellors to 3 UA’s; each Advisor is now working with a considerable volume of seniors that they have not worked with before.  James Wicks (2020) published a great article outlining the importance of set structure to virtual meetings as well as the emerging theme of “meet students where they are”. For me, this is a vital concept in planning and preparing for the current school year.  Determining each student’s comfort level with technology, how they envision meetings and taking into account, the most effective means to advise and work collaboratively.  One of the biggest takeaways from last semester was the value of check-ins’ and allowing for the informal time to engage in conversation; the more the student talks the more information on their progress, wellbeing, general concerns and general social-emotional status can be determined.

The area of growth or concentration for the start of the school year is to establish and maintain structures to the virtual meetings, starting all with check-ins’ and time for group conversations, peer on peer interactions and not ‘press’ the content.  The prepared lessons shall include links, access to documents that can easily be referenced on students on time, then engage in follow up to questions, points of clarity via email.  My hope is not to ADD to the tasks already expected my the academic day-to-day expectations but rather, meet the students where they are at, assist them in managing what needs to be done related to university admissions without becoming daunting or overwhelming.  To avoid the situation of being another task instead promote calmness to the university admission process, instill the hope concept of designing their own future pathway.  To achieve this, I shall depend on the other members of the university advising team as well as the support and collaboration with the high school counsellors as we work together to implement, evaluate and revise approach in the best interest of serving the student community.


Welcome to your Professional Learning Blog! This is a place for you to post your goals, and reflect on them throughout the year.

  • Decide on your goal, perhaps in consultation with your colleagues or principal, and create a post to share with this online professional learning community that you are now a part of! Categorise this post in Goal Setting. Set your goal by considering:
    • Self-assessment and reflection based on new teacher standards  (Tripod 7Cs)
    • Previous or new observation data from peers and principals
    • Student surveys (online surveys developed and aligned with 7C’s)
  • Identify colleagues, coaches, principals etc. that will play a supporting role in achieving your goal, and invite them to view and comment on your post. Encourage them to bookmark your blog and visit regularly.
  • Throughout the year, collect and share evidence to support your progress. Categorise these posts in Reflection.
  • Encourage your colleagues to share your learning journey by engaging with your blog. In return, engage with their blog (and others across the School)
  • You may also like to share work that your students have created or your own professional achievements that may not be directly related to your goal setting. This is encouraged! Categorise these posts as Showcase.

If you need support using this platform, please don’t hesitate to contact Ed Tech, we are always happy to be of assistance!

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