PROTOCOLE- ES. ARGENTINA by Flotó comunicación

INDEX PROCESSES AND SYSTEMS

2.2 Communication with schools

2.3 Technical support

2.3.a. When a problem arises with an equipment in the institute 2.3.b. When a problem arises with a school VC equipment 2.3.c. When a problem arises with access to CREA or training courses

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2.4 Meetings and events

2.5 Probationary period for RTS

2.6 QM Observation process

2.7 RT Portfolio follow-up

2.8 RT-CT Initial communications

3. Cancellations, Substitutions and Rescheduling 3.1 Rescheduling capacity

3.2 Strategies

3.2.a. When a school cancels a class 3.2.b When an RT knows in advance that certain day/s HE/SHE cannot make it to class, 3.2.c. When an RT needs to be replaced a day in advance or wakes up not feeling well,

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3.3 Communicating changes to schools

3.4 Information for substitute RTS

3.5 Updating the cei system

4. Issue Management 4.1. When there is a problem with a schoolÂ´s VC equipment

4.2. When there is a problem with access to crea or training courses,

4.3 RT Performance issues

4.4 Supporting RTS

5. Guidance and Support for RTs 5.1 In-house training

5.2 CEI Mandatory courses

5.3 Classroom management guidance

5.4 In-house induction lesson cycle and materials

5.5 In-house induction CREA

5.6 Guidance on coordination

6. Continuous Professional Development 6.1 In-house observations

6.2 In-house training

6.3 Attendance to CEI events

6.4 Provision of teaching resources

6.5 Peer observation

6.6 Sharing

6.7 Materials

8. Teaching Quality Review Action Plans

2.2 COMMUNICATION WITH SCHOOLS ES Argentina communicates via telephone with schools during Allocation to introduce themselves as an English Institute so as contact information can be exchanged and date, time and Remote Teacher (from now on RT) of the English class are confirmed. After the phone call, an e-mail is written and sent to the Director/school as a record of the conversation previously held. The Complete Report given by the CEI System (see 3.3.8.1 Complete Report in the Ceibal en InglĂŠs Handbook 2019) is used in these instances as well as the chart Phonebook-Schools, kept in their Primary Drive, to save the summary of the information.

2.3 TECHNICAL SUPPORT ES Argentina ensures that someone is always available for technical support during all allocated remote lessons. Connectivity and other technological requirements have been particularly designed and installed for CEI tasks. The Institute has computers for the delivery of their classes from the Institute itself, from CEI and from the British Council (from now on BC). In charge of the maintenance of the computers from the latter, is the company from Buenos Aires Clipix, authorized by the Country Director (from now on CD) from British Council Uruguay on ES specific request via e-mail. Once the authorization is made, the communication continues between Clipix and the Institute. For particular cases related to local matters or in need of short-term technical solutions, the institute also counts with a local technician Mariano Tondi. He was the designer of the connectivity net for the institute and, therefore, is in charge of the network connection, maintenance of the VC equipments and also the internet issues. In this way, the proper functioning of the general equipment network, connectivity conditions, as well as, platform and videoconferencing technical requirements are permanently guaranteed. Daily communication between ES Argentina and both its local technician and the CEI technicians during allocated hours, is held. Issues pertaining to video conference equipment are reported promptly and followed-up.

REGULAR PROCEDURES: 2.3.A. WHEN A PROBLEM ARISES WITH AN EQUIPMENT IN THE INSTITUTE, THESE STEPS ARE FOLLOWED:

The Management Assistant (from now on MA) communicates with the Ceibal en Inglés (from now on CEI) technicians via Hangout, since this is the quickest way.

In case nobody answers, an e-mail with the problem described is sent to the following address: soporte de servicios@ceibal.edu.uy.

In case the school does not respond to the videoconference (from now on VC) call, the RT sends a Whatsapp message to the Classroom Teacher (from now on CT).

In case the CT does not respond, MA calls the school.

If the school ensures that everything on their end is ON or OFF, MA contacts the CEI technicians via Hangout or e-mail for them to contact the school and see why the connection with them cannot be made.

2.3.B. WHEN THERE IS A PROBLEM WITH A SCHOOL´S VC EQUIPMENT, THESE STEPS ARE FOLLOWED:

MA contacts the CEI technicians for them to identify the problem remotely and provide a solution.

In case the problem cannot be fixed remotely, they require the CT’s phone number for further details about the matter.

If they still cannot fix it, a technician is sent to the school to see the VC equipment in person. When that happens, classes with that school are cancelled for connectivity problems and a ticket number is asked from the CEI technicians to keep a record of the issue to follow up later on. All this information is kept in the Technical tab inside the chart Issues 2019 in the SECRETARÍA 2019 Drive.

2.3.C. WHEN THERE IS A PROBLEM WITH ACCESS TO CREA OR TRAINING COURSES, THESE STEPS ARE FO LLOWED:

Coordination or MA report them promptly to CEI via e-mail.

Coordination and MA follow them up with the institute’s internal system in the SECRETARÍA 2019 Drive.

Coordination and MA share this document and if these issues are not solved in a week, they are resent to CEI.

2.4 MEETINGS AND EVENTS ES Argentina attends CEI and BC meetings to share experiences and/or receive information about the project. Besides, ES Argentina attends the Institute Coordinators’ Meetings once a month. RTs, new and senior, are asked to complete the CEI compulsory in-house training modules and all the RTs’ online mandatory courses in the platform Crea at the beginning of each year, before the allocation takes place. During the academic year, RTs are also invited via e-mail and Whatsapp to every webinar, meeting, training and event held by ES Argentina, CEI and the BC in order for them to continue improving on their teaching skills. For example: Deep Learning webinars, Pre-TQR meetings, Good Practice Sharing Meetings, etc.

2.5 PROBATIONARY PER IOD FOR RTS ES Argentina has a probationary period in place of 3 months to assess Remote Teachers’ suitability for working as RTs and for working with children and/or teenagers. To start with, new Rts are asked to observe at least three classes from senior RTs. A tracker is used for this purpose in their SECRETARÍA 2019-COORDINATION Drive. Besides of making sure that all RTs follow the standards asked by Ceibal on what an RT should have (see 1.2.4 The Primary Remote Teacher (RT) in the CEI Handbook 2019), new RTs are asked for their personal information (mobile number, address, personal email, etc), references, health care certificate and certificate of criminal records.

2.6 QM OBSERVATION PROCESS Quality management pre-observation meetings, observation schedule and processes are communicated to RTs by the institute, in advance via e-mail and in staff meetings.

2.7 RT PORTFOLIO FOLLOW-UP ES Argentina ensures RTs complete and upload all the required documents to their portfolios (see 1.2.6 Primary Remote Teacher’s Portfolio in the CEI Handbook 2019) A tracker is used for this purpose saved in their SECRETARÍA 2019-COORDINATION Drive.

2.8 RT-CT INITIAL COMMUNICATIONS ES Argentina ensures RTs conduct the first and second meeting with CT using the corresponding meeting guides and questionnaires from the Primary programme (see 1.2.5.1 How the RT & the CT coordinate in the CEI Handbook 2019). These files are uploaded into the Institute’s Primary Drive inside the folder COORDINATION RT-CT and a tracker of this is kept in the SECRETARÍA 2019-COORDINATION Drive.

3. CANCELLATIONS, SUBSTITUTIONS AND RESCHEDULING 3.1 RESCHEDULING CAPACITY ES Argentina has free slots in teachers’ timetables and teaching point availability for rescheduling classes.

3.2 STRATEGIES The strategies and processes implemented by ES Argentina show effective results on rescheduling and substitutions. 3.2.A. WHEN A SCHOOL CANCELS A CLASS, THESE STEPS ARE FOLL OWED :

-The RT and CT coordinate on when to reschedule according to the RT’s availability, TP availability, CT’s availability and the VC room of the school’s availability. - When they reach to an agreement, RT books a TP FREE by placing their name in the corresponding date and time. - If the RT’s availability does not coincide with the CT’s, RT sends an e-mail to MA asking for substitution for that class. - When MA finds a substitute RT, he/she sends an e-mail to the substitute and original RTs confirming date and time of the make-up class. - Original RT is in charge of communicating that to the CT and of registering the makeup with the name of the school, group, week to deliver, etc in the MAKE-UPs tab inside the RECORD HOURS chart of the corresponding month in the Institute’s Primary Drive.

WHEN AN HOUR IS CANCELLED WITHOUT ANTICIPATION (PAID), THESE STEPS ARE FOLLOWED: -THE RT IS ASKED BY COORDINATION TO DO A CHANGE OF ACTIVITY. - The Rt has these possibilities as a change of activity:

A.TO EDIT A POWER POINT PRESENTATION (PPT) FOR A SPECIFIC CLASS, B.TO DO A PEER OBSERVATION C.TO DELIVER ANOTHER CLASS IF NECESSARY D. TO DO ANOTHER ACTIVITY SENT BY COORDINATION VIA E-MAIL

-THE RT HAS A CHOICE: TO DO THAT CHANGE OF ACTIVITY AND GET PAID DOUBLE (FOR THE CLASS CANCELLED WITHOUT ANTICIPATION AND FOR THE CLASS DELIVERED INSTEAD) OR TO NOT DO THE CHANGE OF ACTIVITY AND ONLY GET PAID FOR THE CLASS DELIVERED. -WHEN AN HOUR IS CANCELLED WITH ANTICIPATION (NOT PAID), DEPENDING ON THE SLOT, THE RT CAN ARRIVE LATE OR LEAVE EARLY. EITHER WAY, MA WILL TRY TO RESCHEDULE CLASSES DURING THOSE SLOTS FOR THE RT WITH THE CANCEL TO MAKE UP.

3.2.B. WHEN AN RT KNOWS IN ADVANCE THAT CERTAIN DAY/S THEY CANNOT MAKE IT TO CLASS, THESE STEPS ARE FOLLOWED:

They send an e-mail to Coordination informing about their absence and their reasons. Coordination later informs that to MA for her/him to find a substitute RT.

3.2.C. WHEN AN RT NEEDS TO BE RE PLACED A DAY IN ADVA NCE OR WAKES UP NOT FEELING WELL, THESE STEPS ARE FOLLOWED:

They send a Whatsapp message to MA and/or Coordination informing about their situation. A substitute RT is later found for them. Substitute RT is in charge of registering the class in the SUBSTITUTIONS tab inside the RECORD HOURS chart of the corresponding month in the Institute’s Primary Drive. The substitute RT makes comments about what happened in the class, in orange letters in the original RT’s RT-REPORT also found in the Institute’s Primary Drive.

3.3 COMMUNICATING CHANGES TO SCHOOLS

ES Argentina has a clear system to communicate changes to classes with schools effectively. All the necessary information on their allocated schools is saved in the previously mentioned chart Phonebook-Schools inside their Primary Drive. That information is used to contact schools via telephone and/or e-mail. Either Coordination or MA contact the schools.

3.4 INFORMATION FOR SUBSTITUTE RTS ES Argentina has a clear system in place to inform substitute teachers about the class and the last lesson taught. As stated in 3.2, when a substitution is asked in advance to Coordination, MA is in charge of finding the substitute RT. He/she later sends an e-mail to substitute and original RTs confirming date and time of the class/es. Original RT is asked to inform their CTs about their absence and substitution. It is also their responsibility to have their RT REPORT complete and updated, so that the substitute RT can check the lesson to be taught.

3.5 UPDATING THE CEI SYSTEM ES Argentina updates changes to teaching timetable on the Ceibal class system on a daily basis. The institute follows the 3.3.3 Managing lesson changes of the CEI Handbook 2019.

4. ISSUE MANAGEMENT Issues pertaining to video conference equipment are reported promptly and followedup. As stated in 2.3 Technical support, ES Argentina communicates on a daily basis with its local technician and the CEI technicians during allocated hours.

4.1. WHEN THERE IS A PROBLEM WITH A SCHOOL´S VC EQUIPMENT, THESE STEPS ARE FOLLOWED: -

MA contacts the CEI technicians for them to identify the problem remotely and provide a solution.

In case the problem cannot be fixed remotely, they require the CT’s phone number for further details about the matter.

4.2. WHEN THERE IS A PROBLEM WITH ACCESS TO CREA OR TRAINING COURSES, THESE STEPS ARE FO LLOWED: -

Coordination or MA report them promptly to CEI via e-mail.

Coordination and MA follow them up with the institute’s internal system in the SECRETARÍA 2019 Drive.

Coordination and MA share this document and if these issues are not solved in a week, they are resent to CEI.

4.3 RT PERFORMANCE ISSUES RT performance issues reported to the Institute are investigated and followed-up by the Institute Coordinator promptly and according to 5.5.1 Performance Improvement Protocol in the CEI Handbook 2019. A record on these issues are kept in

the institute’s SECRETARÍA 2019-COORDINATION-QUALITY MANAGER-ES ISSUES 2019 Drive.

4.4 SUPPORTING RTS ES Argentina supports RTs and provides guidance for dealing with common challenges they may face by organizing group/individual meetings, training sessions, and asking for external pedagogical assistance if necessary. The institute Support Policy 2019 has been the permanent face to face guidance through observations in the form of walkthroughs, visit to classes, open classes to peers, peer observation and self-observation with zoom recording. Each RT has been visited in their classes an average of five times this year apart from IC and QM observations. After each visit, IC and/ or AC suggests changes to PPT presentations, order of activities, guided questions, timing, pace, etc within a meeting or through email. All suggestions are written down in a document called RT name- Individual Support shared with each RT. Later, IC/AC and RT think together actions for improvement and agree on a date for the IC/AC to visit the class again to check progress. If progress is not achieved, cycle starts again, and RT and IC/AC think together other ways to go about obstacles and try improvement in a different format. All action points are shared wit RTs in a document called RT name- Action Plan Draft which is later uploaded to the portfolio as an index of the evidence required in Professional Development. As to In-house Training, the institute has two main workshops named Good Practice Sharing Meetings a year, one takes place after TQR1 and the other after TQR2. Both meetings are divided into two moments: One staff meeting and a specific training workshop instance. Topics from these workshop meetings are taken from TQR reviews and IC and AC observations and walkthroughs and are carefully prepared by IC and AC with the collaboration of senior RTs. Good Practice Sharing Meeting Part 1 dealt with Teaching Philosophy and Deeper Learning in CEI classes. Good Practice Sharing Meeting Part 2 dealt with Metacognitive strategies and Guided Discovery in vocabulary and grammar in CEI classes. In between, both IC and AC have group/individual meetings with RTs about difficulties with classes, share academic suggestions and propose changes to lesson plans if necessary. As to team organization, CT-RT relationship, the institute’s Organizational Psychologist ( OP) holds interviews with RTs and discusses and guides them for a possible solution when there are problems. The institute holds a tracker on the different meetings and trainings held in their SECRETARÍA 2019 – COORDINATION Drive. Both IC and AC are in permanent contact and interaction in order to follow RTs development, identify their weaknesses and monitor progress when observations on their practice are made.

Institutional Coordinator (IC) designs the plan to achieve these aims on the basis of her knowledge of the team and individual capacities. The plan is shared with the Assistant Coordinator (AC) to be implemented. Both discussed and modify it if it is necessary. Once the plan is agreed, RTs are listed in two groups to be put in charge of each coordinator. RTs development is followed by different assessment instances, such as walks throughs, oriented peer observation, individual guidance, level group advise, literature recommendation. AC reports RTs performance to IC and both discuss the way to deal with RTs performance when it stays below the required standards. She also elaborates, checks and communicates every action plan to the RT involved in a process of observation or follow-up. AC answers every question from RTs by mail or Wapp in order to guide their planning or lesson plan revision. AC suggests different changes as regards pictures, order of activities or ways to achieve the corresponding learning goals. IC checks every action taken by reading AC reports and in weekly meetings. IC and AC also exchange some activities to have the chance of following every RT in action. IC guides AC as regards ways of feedback and identification of weaknesses. For this, an internal evaluation/observation tool is used.

5. GUIDANCE AND SUPPORT FOR RTS 5.1 IN-HOUSE TRAINING ES Argentinaâ&#x20AC;&#x2122;s RTs complete the 10-module CEI in-house training at the beginning of the year, before allocation takes place. In case of new RTs joining the project later in the year, modules are divided so they can complete them all with guidance from Coordination and Senior RTs. ES Argentina has organised and delivered CEI in-house training in three days. Institute Coordinator was in charge of modules : Ceibal 101, Purposeful talk and grading language, Lesson Planning, Reducing TTT and maximising LTT training,Assistant Coordinator was in charge of modules : Use of Spanish, Giving Instructions, Differentiated Instructions, and Organizational Advisor was in charge of modules: Reflecting on the interaction RT â&#x20AC;&#x201C; CT, Cultural Inclusion. OP was included in one instance of the training because of her competence related to relational aspects in coordination and communication in the network .Some senior RTs were invited to participate and collaborate with some activities with new RTs and all of them were requested to complete only the new module on Lesson Plan Adaptations and Purposeful talk and Grading Language. Trainers worked in different modalities, such as,

presentations, workshop instances and relevant practical exercises. A conversational style was always kept offering RTs the opportunity of permanent enquiry. Previous experiences and exchange were also promoted. Project Manager Ian Williams and QM Mariela Masuyama were present via Zoom, General Ceibal en Inglés Coordinator Gabriela Kaplan and QM Alicia Artusi were present during the delivery of our last module on Lesson Plan Adaptation. Module on CREA 2 was later delivered by Management assistant Julieta Moreno as a Hands-on practical experience for new RTs once they had access to the platform.

5.2 CEI MANDATORY COURSES ES Argentina’s RTs complete their corresponding mandatory courses in CREA in time and in due form before starting classes with their groups. An institutional tracker is used to check whether the RTs have taken the course. If someone has not done it, the corresponding reading or the webinar is suggested as a change of activity.

5.3 CLASSROOM MANAGEMENT GUIDANCE ES Argentina’s RTs are given practical classroom management guidance with reference to the observation standards. RTs are monitored and observed by Coordination and peer observed by colleagues. Coordination gives RTs feedback and suggested activities and strategies to improve classroom management according to the new observation form standards and institute particular and specific aims. Counselling on how to discover, develop and use personal resources for the teaching practices is usually given at staff meetings.

5.4 IN-HOUSE INDUCTION LESSON CYCLE AND MATERIALS New Primary Remote Teachers receive information about the syllabus, weekly cycle, evaluations. Coordination provides guidance, shows and explains syllabuses, lesson plan cycles, evaluation processes, where to find the materials in Crea and the essential protocols within the project in a special meeting held at the institute after new RTs interviews and peer observations. A Power Point Presentation was made for this special meeting combining all those things.

5.5 IN-HOUSE INDUCTION CREA New Remote Teachers receive training on how to use the following basic functions in CREA: Groups, Resources, Courses and Messages. As part of compulsory training, new RTs are asked to do the CREA course online, the module of Induction about CREA and a practical hands on workshop conducted by our management assistant Julieta Moreno who guides new RTs into CREA access, Profile Photo, Updates, Access to Groups ,Courses and Resources and how to use internal messages. As part of our internal procedure of change of activity due to cancellations, Senior RTs are invited to join new RTs to share good practices in the platform.

5.6 GUIDANCE ON COORDINATION New RTs are given clear and detailed guidance on how to deal with coordination meetings. They are shown different real and effective coordination models using different means of communication. New RTs are invited to see a coordination session happening through VC whenever possible. Otherwise, they are shown recordings and samples from whatsapp interactions or e-mail, and are explained about the sequences the coordination meetings have and their aim. Some role-playing exercises have also been held in order to model critical situations. ES Argentina works on RT-CT relationship with organizational psychologist (from now on OP), Estela HumĂŠrez, and is always analyzing new ways to approach the CTs and form adequate bonds. The institute recommends to the RTs to coordinate via VC, since it is the most personal and quickest way to communicate. If this is not possible, other ways can be implemented: Whatsapp messages, Skype, e-mail, Zoom meetings, etc. (see ES sampleinviting to coordinate here and ES sample-introducing yourself here. Both are in the Primary Drive-COORDINATION RT-CT folder). Either format of meeting used, RTs are later suggested to write an e-mail to the CT summarizing the points discussed and the agreements reached.

6. CONTINUOUS PROFESSIONAL DEVELOPMENT 6.1 IN-HOUSE OBSERVATIONS At least two formal observations are carried out by the Institute for each Remote Teacher (one before and one after the QM's visit) per year using CEI observation instrument to focus on different areas. Additionally, at least three walk-through observations per RT are carried out. All in-house observations are recorded on a spreadsheet updated by Coordination throughout the year. This record is kept inside the COORDINATION folder in the SECRETARÍA 2019 Drive and It’s called 6.1 Record of InHouse Observations.

6.2 IN-HOUSE TRAINING Apart from the ten mandatory modules, the Institute provides in-house training to promote the development of RTs’ teaching practice. Annually speaking, ES training scheme is composed by a first training session done after the start of classes to evaluate and discuss diagnosis period. Second training is after QMs first visit to set up an agreement on an institutional action plan. Third training session is around QMs second feedback to evaluate how action plan 1 has been working and discuss what aspects worked effectively and what needs to be revised to postulate action plan 2 that is evaluated in our final meeting by the end of the year. Within this macro framework, the institute has organized different workshops surrounding topics such as E Teaching Philosophy, Mindfulness in MIH CEI classes, Deep Learning , Metacognition, Guided Discovery, among others. A record of the RTs attendance to these and other internal trainings is kept inside the COORDINATION folder in the SECRETARÍA 2019 Drive, tab Training events, and It’s called ES Argentina Trackers 2019. / ES Training Events. Refer back to 4.4 for more details.

6.3 ATTENDANCE TO CEI EVENTS

ES Argentina informs RTs and encourages them through e-mail and WhatsApp to attend Ceibal en Inglés face-to-face and online training events. Permanent training is always encouraged as a way of professional and integral development. An attendance tracker is kept inside SECRETARÍA 2019 Drive-COORDINATION folder-Training events tab.

6.4 PROVISION OF TEACHING RESOURCES ES Argentina provides RTs with relevant teaching resources to improve subject and methodology knowledge. The staff counts on permanent counselling in charge of Coordination and organizational psychologist. Apart from that, knowledgeable RTs provide on-site workshops for the rest to benefit from, for example an ActivInspire workshop. There is also an online resource for useful sites and a library available, where the RTs can read on site and/or borrow books to take home. Besides, two containers full of realia materials are also available, for example, flashcards, mini whiteboards, emojis, etc.

6.5 PEER OBSERVATION A culture of peer observations is in place at ES Argentina. A peer observation scheme is developed which includes all RTs at the Institute. This record is kept inside SECRETARÍA 2019 Drive-COORDINATION folder-Peer observations tab. All RTs use the corresponding Peer Observation Form. During the Make It Happen (from now on MIH) visits in July, ES RTs have been visiting the BC UY Remote Teaching Center (from now on RTC). There, they have used the Peer Observation Form to observe some classes. These have been uploaded into their Portfolios. Apart from that, the institute and BC Uy have initiated peer observations amongst institutions through Multipoint. The 27th of August, BC Uy observed one of ES Argentina’s classes.

6.6 SHARING A culture of sharing good practice amongst RTs is in place at ES Argentina. The institute has two Good Practice Sharing Meetings throughout the year (after TQR1 and 2) to reflect on ways of improvement and innovation related to the different areas.

This has become one of the institute’s ways to not only support RTs when in need but also to open their minds to new visions on the teaching-learning process and the postmodern profile of a teacher. At these meetings, RTs are given certain issues to prepare and present to the team and everyone is supposed to analyze, observe and/or add relevant elements. The collaborative style allows assessment in these situations, without judging but enriching each other from personal experiences framed by theories and put to team observation. Sharing meetings are held three times a year by ES Argentina staff to discuss TQR relevant issues. In these meetings, RTs reflect on the observations and feedback received to get ready and frame the modifications coordinators will indicate. Workshops are also included in these meetings as part of training calendar scheme that become an actual exchange time in which RTs are encouraged to share their best practice not as a model but as an alternative that may have worked in certain group or groups. Coordinators also lead the meeting to elicit what may be hindering the practice. Coordinators attend BC coordinators meetings monthly in order to share practices and unify criteria in the provision of the service. It is also an opportunity to measure the level of the service considering the differences in context and local factors but with a BC perspective. When a cancellation happens without notice, there are several activities suggested by Coordination. For example, the creation of some specific internal protocol, revision of PPTs or lesson plans, Problem-Solution charts, etc. All documents produced are shared in the institute’s Primary Drive and adds to the collaborative production of the team.

6.7 MATERIALS ES Argentina ensures that RT’s presentations, flipcharts and additional materials are interactive, engaging, and suitable. The institute’s group of graphic designers has created new templates following the guidelines proposed by Ceibal. These are shared in the Primary Drive-TEMPLATES for PPTs and CREA folder. Different colours were given for the different levels and new cover pictures as well.

8. TEACHING QUALITY REVIEW ACTION PLANS