See Appendix H for a sample of the Three Week Planning Sheet used at Cambrian College with new learners attending their first training plan session.
See Appendix I for a description of the Student Advisory System at Durham College. Samples of training plans used to gather and record information are also included. Different versions are provided so that learners can respond to a variety of issues related to progress.
See Appendix J for a sample of the Blueprints Learning Outcomes Progress Report used at Fanshawe College. It features a simple way to document learners’ progress and includes an action plan for learners.
See Appendix K for a form used at Cambrian College that encourages learners to reflect on the importance of meeting their target dates.
How
well does your process for reviewing learners’ goals, progress,
attendance and barriers work? Use the checklist below to see what’s
working and what could be working better.
ChecklistCharacteristics of an effective review process: |
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Review is systematic, i.e., meetings with the learner are scheduled on a regular basis. |
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Learners are active participants. |
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Several factors are explored, e.g., the learners’ goals (short and long-term), program progress, attendance and conduct. |
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Learner reflection is encouraged, e.g., helping the learner explore the root causes of poor attendance or lack of progress. |
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Effective use of monitoring forms and training plans is made. |
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Sessions are streamlined so the process does not consume too much time. |
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Creative approaches are used to avoid a repetitive process. |
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An action plan for the learner is developed based on the outcome of the interview, e.g., information gathering, career research. |
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Good records are kept and distributed to appropriate persons. |
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