Unit # 4: Roles and Responsibilities of the LBS College Practitioner

Objective:

  • to provide examples of practitioners’ roles and responsibilities related to different program components

Guide new faculty through the entire process, expanding on each step – right from initial assessment and placement to exit; use the learner’s ‘journey’ as the framework for explaining policies and procedures, curriculum – everything!
— Experienced Practitioners

The roles and responsibilities of the LBS college practitioner will vary depending on a number of external and internal factors. These factors can include the size and location of the program, the program’s relationship with the larger college structure, the style of management, the focus and structure of the program, and very importantly, the employment status of the practitioner – whether unionized or contracted. The roles and responsibilities are also subject to constant change as they respond to the changing needs of the learner and various community/provincial initiatives. It is essential, therefore, to get a clear understanding of your program’s priorities. These might include:

  • increased delivery through technology
  • addressing the needs of hard-to-serve clients
  • strategies for improved retention and/or attendance
  • increased emphasis on workforce preparation

While no “one size fits all,” it is possible to identify common roles and responsibilities of the LBS college practitioner. These will be organized in two ways:

  1. by briefly describing each program component
  2. by providing examples of the practitioner’s roles and responsibilities related to each component

Tasks associated with each component are suggested, and where applicable, resources suggested by experienced practitioners are listed.