CantaNet policies and procedures

EMANUAL

Full cluster membership is currently held by the following schools: Cheviot Area School, Hurunui College, Amuri Area School, Rangiora New Life School, Akaroa Area School, Oxford Area School, Darfield High School, Mt Hutt College, Mackenzie College, Twizle Area School, Ashburton College, Waimate High School, Waitaki Girls’ High School, Timaru Girls’ High School, Timaru Boys’ High School, Roncalli College, Opihi College, Craighead Diocesan School, Geraldine High School

Policies and Procedures | CantaNet

January 1, 2011

POLICIES AND PROCEDURES

Contents .................................................................................................................................................................................................................................. 1 School Contact Details ............................................................................................................................................................................... 3 eTeachers and Courses ............................................................................................................................................................................. 4 Cluster Leadership ...................................................................................................................................................................................... 4 Resourcing ...................................................................................................................................................................................................... 5 Enrolment ....................................................................................................................................................................................................... 5 Timetable and VC Lessons ....................................................................................................................................................................... 6 Attendance ..................................................................................................................................................................................................... 6 Withdrawal .................................................................................................................................................................................................... 7 NZQA ................................................................................................................................................................................................................. 7 Pastoral Care ................................................................................................................................................................................................. 8 Exams and Reports ..................................................................................................................................................................................... 8 Delivery of Course Material..................................................................................................................................................................... 9 Textbooks and Workbooks...................................................................................................................................................................... 9 Fieldtrips ...................................................................................................................................................................................................... 10 Orientation Day........................................................................................................................................................................................... 10 Evaluation of the Programme ................................................................................................................................................................ 10 eTeacher Expectations ................................................................................................................................................................................ 11 eTeacher Appraisal .................................................................................................................................................................................. 11 eDean Expectations ...................................................................................................................................................................................... 12 Appendices ....................................................................................................................................................................................................... 13 Co-Director Job Descriptions ............................................................................................................................................................... 13 Co-Director of eLearning (Darren Sudlow) .............................................................................................................................. 13 Co-Director of eLearning (Trevor Storr).................................................................................................................................... 14 Cluster Timetable: 2011 ........................................................................................................................................................................ 16 Example Documents ................................................................................................................................................................................ 17 Appraisal Documents .............................................................................................................................................................................. 20

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January 1, 2011

POLICIES AND PROCEDURES

School Contact Details School

Principal

Phone Fax

School Email

Address

eDean

Akaroa AS

Ray Bygate

304-7108 304-8781

rbygate@akaroa.school.nz dtainui@akaroa.school.nz

141 Rue Jolie Akaroa

Donna Tainui

Amuri AS

Neil Wilkinson

315-8233 315-8476

neil@amuri.school.nz penny@amuri.school.nz

Box 62 Culverden

Penny Mossman

Ashburton College

Grant McMillan

308-4193 308-2104

grant.mcmillan@ashcoll.school.nz wa@ashcoll.school.nz

27 Walnut Avenue Ashburton

Anne Williams

Cheviot AS

Iain Murray

319-8787 319-8789

imurray@cheviot.school.nz mburgess@cheviot.school.nz

Hall St, Cheviot

Marilyn Burgess

Craighead Diocesan

Francesca Black

688-6074 684-2250

 francesca.black@craighead.school. nz  m.kane@craighead.school.nz

Wrights Avenue Timaru

Martin Kane

Darfield HS

James Morris

318-8411 318-8543

jm@darfield.school.nz pc@darfield.school.nz

Box 5 Darfield

Peter Cattell

Geraldine HS

Juliette Hayes

693-0017 6930020

McKenzie Street Geraldine

Daryl Harris

Hurunui College

Ron Ballantyne

314-4430 314-2320

rb@hurunuicollege.school.nz ae@hurunuicollege.school.nz

Box 12 Hawarden

Allan Easte

Mackenzie College

Mark Jones

685 8603 685 8296

markj@mackcollege.school.nz rosiea@mackcollege.school.nz

Kirke St Fairlie

Rosie Adams

Mt Hutt College

John Schreurs

302-8437 302-8328

schreursj@mthutt.school.nz mckaym@mthutt.school.nz

Box 58 Methven

Mary McKay

Opihi College

John Cruden

615-7442 615-9987

crudenj@opihicollege.school.nz osbornk@opihicollege.school.nz

Richard Pearse Drive Temuka

Keith Osborn

Oxford AS

Bob Norrish

312-4197 312-4824

bob@oxford.school.nz trevor@oxford.school.nz

52 Bay Rd Oxford

Trevor Scott

Rangiora New Life School

Gregg Weaver

313-6332 313-6237

gweaver@rnls.school.nz abell@rnls.school.nz

Denchs Rd Rangiora

Adrian Bell

Roncalli College

Chris Comeau

688-6003 688-6002

c.comeau@roncalli.school.nz c.perkins@roncalli.school.nz

 

Wellington Street Timaru

Craig Perkins

Timaru Boys’ HS

Kevin O’Sullivan

687-7560 688-8219

osullivanke@tbhs.schoolzone.net.nz martinkr@tbhs.schoolzone.net.nz

 

211 North Street Timaru

Kris Martin

Timaru Girls’ HS

Helen Vear

688-1122 688-4254

principal@timarugirls.school.nz dhales@timarugirls.school.nz

 

Cain Street Timaru

Debra Hales

Twizel AS

Bill Feasey

435-0650 435-0795

bf@twizel.school.nz hm@twizel.school.nz

Mt Cook St Twizel

Heather McOnie

Waimate HS

Janette Packman

689-8920 689-8925

jpackman@waimate high.school.nz tdollan@waimate-high.school.nz 

Paul St Waimate

Trish Dollan

Waitaki Girls’ HS

Lynlee Smith

434-8429 434-6783

smithly@waitakigirlshigh.school.n  z  PotterGl@waitakigirlshigh.school.n z

Trent Street Oamaru

Glen Potter

j.hayes@geraldinehs.school.nz d.harris@geraldine.school.nz

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January 1, 2011

POLICIES AND PROCEDURES

eTeachers and Courses

L3 History L3 Classical Studies

Darren Sudlow

darren.sudlow@gmail.com

L1 History

Garry Brittenden

gbrittenden@akaroa.school.nz

L3 Chemistry

Christian Alino

christian@amuri.school.nz

L2 Media Studies

Andrea McErlane

me@ashcoll.school.nz

L1 Spanish

Rhonda Knight

rknight@cheviot.school.nz

L1 French

Marjorie Juhel

mj@darfield.school.nz

L3 Physics

Peter Catell

pc@darfield.school.nz

L3 French

Jane Donald

jane.donald@geraldinehs.school.nz

L3 Biology

Denise Arkless

da@twizel.school.nz

L2 Biology

Allan Easte

ae@hurunuicollege.school.nz

L3 Art History

Maryann Darmody

maryannd@mackcollege.school.nz

L3 Accounting

Mike Prouting

proutingm@mthutt.school.nz

L1 Te Reo Maori

Kim Clarkson

clarksonk@opihicollege.school.nz

L2 Graphics

Trevor Scott

trevor@oxford.school.nz

L2 History

Adrian Bell

abell@rnls.school.nz

L2 Chemistry

Conrad O’Connor

c.oconnor@roncalli.school.nz

L3 German

Val Cameron

vcameron@timarugirls.school.nz

L3 Geography

Kris Martin

martinkr@tbhs.schoolzone.net.nz

L2 Physics

Trish Dollan

tdollan@waimate-high.school.nz

L3 Physical Education

Paul Selbie

p.selbie@waitakigirlshigh.school.nz

Cluster Leadership Leadership of the cluster is through the Co-Directors of eLearning and the management committee in consultation with the principals Membership of Management Committee: John Cruden (Opihi), Bob Norrish (Oxford), James Morris (Darfield), Anne Williams (Ashburton), Trevor Storr (Co-Director of eLearning), Darren Sudlow (Co-Director of eLearning)

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January 1, 2011

POLICIES AND PROCEDURES

Resourcing  

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Each cluster school will provide a minimum of one online course. Schools who regularly enrol more than thirty students would be expected to offer a total of two online courses.

Online course models to meet this commitment can include: Adding remote students to a marginal local class to ensure its viability; remote students only; staffing EFTS are transferred to another institution able to provide an on-line course. eTeachers will be provided with four hours per course or equivalent release time.

Each school will provide staffing to fulfil the role of eDean. eDeans will be provided with sufficient time to do an effective job for the number of CantaNet students enrolled from the school. It is recommended that eDeans with 5 to 10 students have a minimum of one hour release time.

It is recommended that first year eTeachers are provided with an additional hour over and above the normal teaching time.

Each school will provide sufficient photocopy budget to enable the eTeacher and eDean to run their course and support students.

Students who have largely web based courses have adequate printing money available to them.

Students have ready access to computers with the internet available and up to date browsers. Access to webcams and mics/headsets would also be helpful. This will enable teacher and student conferencing through skype or other web conferencing tools.

Students have an adequate study area (preferably centralised) where they can work effectively. Placing students at the back of classrooms is now a difficult option where so much is done online. Regular computer and internet access is a must.

Enrolment

 The process for enrolment begins with a needs analysis in September or October of the previous

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year. Schools indicate early numbers for identified courses in the online spreadsheet. This enables the Director of eLearning to establish what courses are in most need and will also indicate how many out of cluster enrolments their might need to be.

Administration of student enrolments for VC courses should be handled at each school by the eDean or an administrator / senior manager responsible for curriculum.

Schools enrol their students directly into the required courses via the VLN (www.vln.school.nz). The VLN is a brokerage site and has details of all online courses being offered country wide.

Ideally, enrolments for VC courses should occur at the end of the year, in the year prior to the course being taken. As this may not always be possible, late enrolments will be allowed in the first two weeks of term one.

Schools will be required to identify the availability of their e-teacher by June in order for a cluster Course Booklet to be published.

Enrolments are limited to 12 students (15 for experienced teachers) per VC class and/or 6 sites, whichever comes first.

Preference is first given to cluster students. Classes are then open to enrolments from outside the cluster in negotiation with the relevant cluster co-ordinator / e-principal.

All students are required to attend the orientation day at the beginning of the year.

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January 1, 2011

POLICIES AND PROCEDURES

Timetable and VC Lessons

 VC Contact time is once or twice (for languages) a week for 50/60minute lessons. Lessons will normally begin on the hour. Teachers and students are free to organise other contact times during the week as long as it does not clash with other VC lessons and does not adversely affect the student’s learning in other subjects.

 The Director of eLearning will facilitate the establishment of a cluster timetable by liaising with teachers and schools about preferred times. This timetable needs to be established early so all schools (including out of cluster) get all the relevant information they need to make course decisions

 VC lessons have priority over normal lessons. This may mean that students have to leave a currently running lesson to attend a VC lesson, or may arrive late for a lesson.

 VC lessons need to form part of the students/school timetable. Where an assessment spans more than one period, and therefore crosses over a VC lesson period, the student must make up the time lost either during interval/lunchtimes, or during one of their VC non-contact periods. It should be noted at this point that students will need the support of the other subject teachers at their school to enable them to do subjects via VC while at the same time successfully working on their other school subjects.

 It is very important that VC is considered part of the lesson delivery system within the school and is therefore afforded the support it needs to run effectively

Attendance

 VC lessons are like normal lessons and must therefore form part of the school and students’ timetables. If a student is present at school, they should be present at their VC lesson. At the beginning of a year/term, students may forget to attend a lesson, especially if a VC lesson crosses over one of their normal periods.

 Non-attendance at a VC lesson while present at school and/or without a formal excuse is considered wagging (see pastoral care below). It is important to mention that lesson attendance is crucial to the success of VC classes given that there is normally only 50 to 60 minutes contact time per week.

 If a group of students from a school is going to be unable to make a VC lesson for one reason or another, this needs to be communicated to the e-teacher at least a day in advance of the lesson. This can be done via email or telephone. Student absences on the day obviously cannot be communicated in advance. In this instance, where possible, the school’s eDean should be present at the beginning of the VC lesson to advise the teacher that the student/s is absent. (This is only necessary where no other students from the school will be attending the lesson).

 eTeachers need to track students attendance. Student absences should be recorded and forwarded to the eDean at the relevant school as soon as the VC is finished. The responsibility of lesson attendance lies firstly with the student and then the students’ school. The student’s school is responsible for following up on unexplained lesson absences.

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January 1, 2011

POLICIES AND PROCEDURES

Withdrawal

 Students themselves cannot decide to discontinue a course being delivered via VC. They need to go through the school procedures which would normally be followed when discontinuing a face to face class/subject.

 The eteacher should be advised in writing (email) by the eDean that the student will no longer be taking the course. A student must continue to attend their VC lessons until such time as they are authorised to stop and the eTeacher has been formally notified.

 The Director of eLearning must be notified of student withdrawal immediately and the student fill out an exit survey

NZQA

 The registration of students for unit standards and achievement standards is the responsibility of the student’s home school. The delivery school needs to be registered as the provider (not the student’s home school). This is the same process as used for registering students who are doing courses by correspondence.

For example, students taking Level 1 History being delivered by a teacher from School A, will be registered for the Level 1 History achievement standards through their home school with school A being noted as the provider.

 The principal’s nominee at each school needs the details of the standards estudents are to be registered for.

It is the responsibility of the eTeacher to forward this information, in writing, to the relevant principal’s nominee

 An online spreadsheet will centralise NCEA information. This will act as a very simple online SMS for the courses. Teachers will be expected to provide accurate NCEA data, including grades for internals and formative externals. eDeans and Principal’s Nominees will be given access to this document.

 A Memorandum of Understanding will be prepared by the Director of eLearning that will cover all cluster courses. A MOU template will be provided for Principal nominees to arrange an agreement with out of cluster courses. It is the school’s responsibility to action these MOUs.

 All NCEA activities will be consistent with the policies and procedures set down in the NZQA / NCEA Policies and Procedures Manual of the eTeacher’s school. These requirements will be communicated to the eStudents and school management in the form of course outlines or other documents.

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January 1, 2011

POLICIES AND PROCEDURES

Pastoral Care

 eStudents come under the pastoral care systems of their home school.  Each school must have an eDean who acts as a liaison between the e-Teacher and the students, and the students and the e-Teacher. If students are absent from class, the eTeacher should communicate this to the coordinator for follow up. In the event of behavioural problems in a VC class, the same applies. It is the responsibility of the home school to deal with these situations.

 Where an eteacher has concerns regarding a student’s progress, the eDean must be notified. In addition, it is recommended that the eTeacher also make contact with the student’s year dean. The eTeacher should feel free to contact the student’s parents/caregivers either in writing or by phone, should the need arise, but it is suggested that this be done only after consultation with the home school.

 If students have concerns about their course or about their e-Teacher, they should feel free to talk about this with the eDean at their school, who can then contact the eTeacher.

Exams and Reports

 The cluster calendar outlines the exam and reporting weeks. Teachers and eDeans must follow this calendar and not any one school’s calendar. This is to provide fairness to all students and provide clarity for all schools and students.

 eTeachers are responsible for reporting on a student’s progress. Reports will then be forwarded to the site supervisor at the student’s home school for delivery to the student’s parents/caregivers.

 If the eTeacher requires eStudents to sit exams/assessments, then these students will need supervision. The provision of such supervision is the responsibility of the home school.

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January 1, 2011

POLICIES AND PROCEDURES

Delivery of Course Material Note: Student work is increasingly delivered through an online environment (commonly Educo) so there is less for the eDean to do than in past years.

 Often the delivery of course material will be through an online learning environment, or sometimes email. It is therefore paramount that eStudents are given school email accounts which they can access from school or from home.

 Course material will sometimes be sent via fax or “snail mail”. It is important that students have a location where such material can be left and then picked up by them.

 It is the students’ responsibility to check their course online, emails and pigeon holes for course material.  It is suggested that eTeachers note the date and time when work is sent to students. This automatically occurs with an online environment and emails, but needs to be manually done for faxes and work sent by mail.

 It is recommended that the eTeacher informs the site supervisor about work set for students so that follow up can be done should work be late or not submitted.

Textbooks and Workbooks

 Students will need to pay for workbooks, unless school policy means that the home school will pay. In consultation with students and/or the eDean, the eTeacher will order the workbooks on the students’ behalf and have them delivered to the home school. The order will be placed by the eTeacher in the name of the home school. The home school is then responsible for payment of the invoice.

 Where the eTeacher photocopies workbooks for students, these costs will be invoiced by the delivery school for payment by the home school.

 The delivery school may lend students textbooks on the basis that they are returned at the end of the year.  Where no extra textbooks are available, the home school must buy the textbooks in for their students.

Ideally, the idea is to establish a database of textbooks so that resources can be shared among cluster schools so as to reduce costs.

 Where a student loses or fails to return a loaned textbook, the home school is responsible for reimbursing the cost to the lending school. It is then the home school’s responsibility to recover that money from the student.

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January 1, 2011

POLICIES AND PROCEDURES

Fieldtrips

 When organising a fieldtrip the eTeacher should use their school’s templates for RAMs, SAPs, letters and permission forms. These are filled out as usual and then emailed to the relevant eDeans who follow up with students.

 The cost of field trips is to be borne by the students’ home school. Depending on the home school’s policies, these costs may be passed on to the students. The delivery school will invoice the home school for all relevant costs.

 Where field trips are attended by home school and delivery school students, then costs should be split on a pro-rata basis.

Orientation Day 

The Student Orientation day is an opportunity for all teachers and students to meet each other face to face, while the courses are in their early stage. Research in online learning highlights the importance of any opportunity for students and teachers to meet face to face. The building of relationships early in a course can make a huge difference to student success

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All cluster students are expected to attend. Schools need to prioritise this opportunity for their students above other school events

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Out of cluster students will generally not be attending this day face to face

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Students are encouraged to attend the corresponding day with OtagoNet or WestNet if they are enrolled in their courses

Evaluation of the Programme 

Online surveys of all courses will be conducted end of term one and beginning of term four. It is imperative that all students complete these surveys

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An NCEA analysis that compares all CantaNet student’s ROL for their VC couse(s) with ehere face to face courses will be conducted in term one

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The Director of eLearning will select a group of 2011 students to examine as a case study in the success and challenges of the online programme. These students will be interviewed in an ongoing basis and the findings presented to the cluster

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January 1, 2011

POLICIES AND PROCEDURES

eTeacher Appraisal Each teacher should have a PD goal relevant to online learning as part of their school appraisal. Schools and the Director of eLearning will liaise in how to best make judgements on teacher progress towards this goal. For example lesson observations are far less relevant in an online course. Schools will need to know how learning is effectively facilitated online.

eTeacher Expectations               

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To be thoroughly prepared and planned for the course and VC lessons To develop an online component for the course that goes beyond the VC (i.e. Moodle or some other web based environment) To be prepared to accept a range of students, helping them to develop their learning skills as well as content knowledge To give regular feedback and feed forward to students To give positive responses! Build positive relationships To attend the orientation day and any PD days arranged for eteachers To be mindful of professional standards for classroom teachers, and perform over and above these Communication skills – to read and respond to email and messages daily, deal with problems immediately To mark work quickly and return to eDean (no more than 3 weeks after material sent to them) To indicate content for the vc lesson at the commencement of each lesson and / or email it prior to the lesson To ensure that NCEA material is included in usual moderation processes To provide all students with a written assessment guide and general course information at the orientation or as soon as possible thereafter. The value and timing of all assessments must be included.

To have any required change to the course approved by the Director of eLearning so that the correct information is sent to Principal’s Nominees and that the reports have the correct information on them To publish all relevant course information on the Virtual Learning Network site by the end of November To send exams and reports to schools according to the cluster calendar published on Educo. These are to be sent to the Site supervisor, who in the case of reports should photocopy them then give the original to the Dean or form teacher to send home with their own school reports.

To send all relevant NCEA results to eDeans regularly and to enter all results into the online Cluster Spreadsheet as they come Synchronous lessons have priority over other school activities or teaching and learning programmes.

To notify their own schools if an absence is unavoidable and the delivery school must notify the receiving schools immediately.

Online teachers will be expected to provide work for 4 hours – one of which may be through VC. To liaise with receiving schools if there is a behaviour problem or a concern over student performance.

To keep an attendance log and a technical issue log – or write in the school one in the vc room if it exists.

To send course notes from the online session to students who were absent or post the material on Educo for them to access.

To keep in regular contact with eDeans of receiving schools by email To check their email ever day and maintain regular contact with students To participate in ongoing professional dialogue with other eTeachers To develop their professional knowledge in online/eLearning by engaging in discussion and reading through the eTeacher lounge (in Educo). Teachers need to be online learners as well as the students.

To endeavour to attend all VC meetings and to send apologies in advance if absence is unavoidable

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January 1, 2011

POLICIES AND PROCEDURES

eDean Expectations    

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To create accounts and enrol students in relevant courses on the Virtual Learning Network site (www.vln.school.nz) To bring to the attention of students the cluster calendar, timetable and course outlines for all received courses To provide ongoing support for students and maintain lines of communication between them and their students To ensure that all students have internet access and school email addresses that work (they must be tested) and encourage students to use this email to keep in regular contact with their teacher – ie at least once a week.

To follow up on requests from course teachers To follow up on requests from the Director of eLearning To train students in the use of the video conferencing equipment prior to the start of on-line sessions To set up a technical log book in the vc room in which problems can be recorded.

To place all relevant information on the walls of the VC room, including VC times, course pins, quick contacts, etc.

Follow up student absenteeism for VC lessons and make sure students do not forget their VC lessons To pass on any grades for assessments to the Principal’s Nominee To arrange supervision for any assessments that VC students may have to do during the year To notify delivery teacher about concerns and to deal with any concerns delivery teacher might have Where behavioural or work issues arise, ensure that these are processed through the school’s pastoral care system and ensure that there is follow through. Liaise with the eStudents’ year deans where necessary.

To ensure students understand the systems for handing in work and its return.

To organise students getting to the orientation day in February To liaise with teachers making a visit to schools to provide them with room equipment etc as required.

To gather the resources required for the courses local students are involved with as soon as possible in the new year To notify the Director of eLearning of any withdrawals, seek approval for enrolments once the year is under way Reporting to parents - ensure all eTeachers have sent reports. Pass on reports to parents via usual school systems Attend cluster PD days and conferences, group meetings and/or other eLearning opportunities as required/able

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Appendices Co-Director Job Descriptions Co-Director of eLearning (Darren Sudlow)

KEY TASKS

UNREVISED PERFORMANCE OUTCOMES*

Internal Cluster development overview / management

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develop, coordinate and manage the implementation of programmes and initiatives for their cluster manage the enrolment procedures for cluster and external providers devolve under the direction of DS coordinate the needs assessment of students to best meet the curriculum provision requirements of the cluster schools coordinate the cluster virtual learning timetable ensure that cluster policies, procedures and practices are developed and published in an accessible format Whole cluster plan and manage training for students and teachers in using cluster learning technologies, distance education pedagogy, roles and responsibilities

------------------------------------------------------------------------------------------------------BLP Project

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manage the BLP (Blended Learning Project) budget liaise with external BLP contributors plan and schedule events in the BLP programme manage relationships and communications for the BLP support BLP teachers in their professional learning and in bringing about change in their schools

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programmes and initiatives for the cluster are available for enrolment enrolment procedures for cluster and external providers are completed students are enrolled and completing programmes needs assessment of students is completed / curriculum provision broadened to all cluster schools cluster virtual learning timetable is available to all schools & personnel cluster policies, procedures and practices are developed and published in an accessible format students and teachers are confident participants in elearning environments information/ reports on activities and developments to the cluster Principals / Cluster Management Group are provided regularly Project spending stays within budget External project contributors are well informed Project events take place and are effectively managed

provide information/ reports on activities and developments to the cluster Principals / Cluster Management

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Other tasks as requested and negotiated with the Principals/ Management Group

All interested parties receive timely information on the project

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All teachers in the BLP have had the opportunity to improve their practice

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Cluster Principals / Cluster Management Group are well informed

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Other tasks are performed

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strong working relationships with external programme providers provide greater curriculum provision opportunities for the cluster participation of cluster personnel in national events and activities is a normal part of classroom programmes professional development needs for cluster personnel/ teachers are made available

External Cluster relationship development and management

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collaborate and negotiate with external programme providers to provide adequate curriculum provision for the cluster (tertiary, vocational, other cluster ePrincipals/coordinators)

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coordinate participation of cluster personnel in national events and activities (forums, Virtual Field Trips, challenges etc)

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Virtual Learning Network / Cluster relationship management

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coordinate and manage the implementation of the virtual learning network requirements for their cluster DS & Admin attend and contribute to regular Virtual Learning Network meetings

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collaborate and work with Virtual Learning Network staff on policy development to support the successful ongoing operation of the cluster network nationally ie. sustainability, quality programmes, resourcing, staffing, & communications

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The VLN has the information, data, feedback, and user participation to support the ongoing sustainability, quality programmes, resourcing and communication of the national education network a positive collaborative relationship exists between the VLN team,ePrincipals and cluster management groups. quality reports and research support the ongoing sustainability, quality programmes, resourcing and communication of the national education network

Co-Director of eLearning (Trevor Storr)

KEY TASKS

UNREVISED PERFORMANCE OUTCOMES*

Internal Cluster development overview / management

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Requests for services are considered in a timely fashion

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Cluster technical policies, procedures and practices are developed and published in an accessible format Services are available for teachers and learners to use

Ensure the technical services offered by the cluster meet the needs of learners and teachers Develop and distribute protocols for use of cluster technical services Ensure the cluster technical services and protocols are available, well-managed and efficient

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Ensure the cluster technical services take advantage of developments in available

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Services are upgraded as appropriate

technology ------------------------------------------------------------------------------------BLP project: activity is allocated no more than 15 working days in 2011 consisting of 5 days planning and 10 days teacher facilitation.

Tasks shared with DS and PG include: planning, communications, facilitation.

External Cluster relationship development and management

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liaise with technical support providers and agencies

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timely communication with technical support reduces faults and minimises interruption to classes Cluster has the opportunity to benefit from the UFB

Liaise with appropriate organisations regarding the Ultra-Fast Broadband and Rural Broadband initiatives

Virtual Learning Network / Cluster relationship management

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collaborate and work with Virtual Learning Network staff on VLNIS policy development to support the successful ongoing operation of the VLNIS

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the VLN has the information, data, feedback, to support the ongoing sustainability of VLNIS a positive collaborative relationship exists with the VLN team

Cluster Timetable: 2011

9.00 10.00

Monday

Tuesday

Wednesday

L2 Graphics

L3 Biology

L3 French

L2 Biology

L3 Art History

L3 Accounting

L1 French

L2 Media Studies

L3 History

L3 French

L2 Chemistry

L1 Spanish L1 Te Reo Maori

L3 Classics

10.00 11.00 11.00 12.00

L1 Spanish

L2 History

L3 Physics / L3 Geography

12.00 1.00

L3 German

L3 PE

L1 History

1.00 - 2.00 L2 Physics L1 Te Reo 2.00 - 3.00 Maori

L3 Chemistry

Thursday

L1 French

Friday

Example Documents

CantaNet Internal Assessment Cover Sheet - Achievement Standards Subject name here - Internal Assessment Activity Student Name: ______________ Class:

Teacher:

Achievement Standard Title: Achievement Standard No:

LEVEL:

CREDITS:

Assessment Conditions/Information:

e.g. You will have three weeks of class and homework time for research and compilation of your assignment.

Assessment Criteria The evidence provided shows that the student cannot/can: Achieved

Merit

Excellence

●

●

●

●

●

●

●

●

●

Verification of Grade Decisions GRADE AWARDED

Not achieved

Achieved

Merit

Excellence

I declare that the work that I have submitted for this assessment is all my own work. I accept that these results are correct _________________________________________________________________________ (Print name here)

(signature)

Appeal I have checked the assessment activity and wish to appeal my grade.

Student Signature___________________________________________

(date)

TERM ONE PROGRESS REPORT Name:

School:

Subject:

Teacher:

Level 1 Accounting has a one-hour video conferencing class on Mondays, between 1.00 – 2.00pm and students are expected to work in their online classroom for a minimum of 3 hours per week. (Change to suit) ENGAGEMENT IN LEARNING ATTENDANCE IN VIDEO CONFERENCING CLASSES



()

Has attended all available vc classes Has attended most vc classes Attendance in vc classes has been inconsistent Not applicable

ENGAGEMENT IN ONLINE CLASS



()

Is fully engaged in the work and completed all tasks provided in the online classroom Is engaged in the work and completed most tasks provided in the online classroom Has completed some tasks provided in the online classroom – Requires Attention

Has not engaged in the work or completed tasks provided in the online classroom – Requires Attention Not applicable

CantaNet Online Teacher: Mr Darren Sudlow –

COMMENT

darren.sudlow@gmail.com - 0272171121

Level 3 Classical Studies

Name: Student name here

School: Receiving school here

Grades: N = Not Achieved A = Achieved M = Merit E = Excellence NYA = Not Yet Assessed X = Not entering this standard

Internally Assessed Achievement Standards – Provisional Grade AS Standard 90514

Credits 6

Title

Grade

Complete independent research on an area of the classical world

Externally Assessed Achievement Standards – Practice Grade Level and Standard

Credits

90511

6

Explain a passage or passages from a work of classical literature in translation

90512

6

Explain a work or works of classical art

90513

6

Explain in essay format an aspect of the classical world

Title

Achievement to Date

Personal Qualities and Skills Critieria: 1 = Always, 2 = Most of the time, 3 = Sometimes, 4 = Requires attention Self Management: Effectively manages their time and is able to direct their own learning, completes work and meets deadlines Participating and contributing: Participates in all aspects of the course and actively contributes to the online community Relates to others: Works well with others – interacts effectively, shares ideas, and negotiates with a range of people

COMMENT:

Appraisal Documents

GUIDELINES FOR ETEACHERS Video Conference Technical Knowledge The teacher is able to:

● ● ●

Ensure all VC equipment is functioning correctly Use all the major functions of the VC equipment including; camera views, document camera, laptop to document camera Carry out minor trouble-shooting on VC equipment and contact ASNET if additional support is needed Applies sound teaching practice in a video conference environment

The teacher: ● ● ● ● ● ● ● ● ● ●

Is thoroughly prepared for each VC lesson Uses a range of technology to engage students and facilitate effective learning Is able to build a positive rapport with students during a lesson. (e.g. The teacher takes time to get to know the students during VC lessons) Expected lesson outcomes and expectations are clearly stated at the beginning of the lesson Uses a variety of teaching techniques Uses a variety of learning activities within a lesson Makes links to prior learning Provides opportunities for student collaboration / interaction Develops lessons and activities that are student centred Uses effective questioning techniques Applies sound distance learning teaching practice

The teacher: ● ● ● ● ● ● ●

Marks student work and returns it in a timely fashion Uses assessment for learning to guide students in improving skills and knowledge Individualises learning to meet the varied needs of students Ensures students have opportunities to collaborate with other students in the course Develops resources that are clear and effectively support self directed learning Provides students with work for at least four periods a week Uses technology to engage students and facilitate effective learning ■ Uses Microsoft Office / Open Office to develop clear and effective resources to aid student learning ■ Provides students opportunities to use the internet for self-directed learning ■ Uses online technologies (Moodle, blogs, wikis) to engage and faciliate learning Communication

The teacher: ● ● ● ●

Reads and responds to emails on a daily basis Communicates with students regularly Communicates what the correct course materials are for the year (Site Supervisor to follow up) Communicates regularly with the site supervisor(s) on student behaviour, attendance, work completion, attitude, and submission of assessments

● ●

● ●

Completes reports that effectively communicate student progress To send all internal results to the Cantatech elearning leader and the receiving schools principals nominees by the date determined by the elearning leader – usually a few days before the information is required by NZQA Communicates student NCEA internal assessment grades to the site supervisor for recording on the NZQA website Visits students to provide face to face feedback Effective Organisational Skills

The teacher: ● ● ● ● ● ●

Ensures course outlines, standards to be tested and assessment policies are updated regularly and sent to students or posted on the intranet.

Ensures students follow their own school's NCEA guidelines Ensures all internal assessments are moderated by another teacher Keeps an accurate attendance record Ensures students and site supervisors receive work in a timely fashion Students receive a lesson outline before each timetabled VC

Professional Knowledge The teacher: ● ● ● ● ●

Demonstrates knowledge of their subject Engages in professional development that will improve their teaching in a distance environment Evaluates and reflects on the effectiveness of teaching strategies Engages in professional discussion demonstrate a significant depth of knowledge in the theory and practical application, where appropriate, of: • curricula relevant to their teaching speciality(ies) • learning and assessment theory and developments • the current issues and initiatives in education, including Maori education Support for and co-operation with colleagues

The teacher:

● ● ●

Endeavours to attend Cantatech eteacher meetings, the Orientation day and opportunities for professional development whenever it is possible Watches other eteachers and provides constructive feedback Contributes to the marketing of Cantatech to schools, staff and parents

VIDEO CONFERENCE OBSERVATION SHEET NAME:

DATE:

OBSERVER:

SUBJECT:

TIME:

UNIT: LESSON FOCUS / OBJECTIVE:

The following should be used by the observer and teacher and agreed upon after discussion

Observation Scale Teacher directed

Type of lesson Is the lesson traditional teacher directed lesson based or is it a tutorial

_________________________________ Teacher

Teacher talk vs student interaction Is the talk in the lesson largely dominated by the teacher or by student discussion?

The teacher clearly communicates, objectives clear, effective questioning technique

Student

_________________________________ Very Effective

Communication skills

Tutorial

Requires Attention

_________________________________

Teacher / Student rapport Students and teacher have a positive rapport / relationship

Organisation / Structure of lesson The lesson follows a logical sequence, there is effective use of time, students aren’t lost

Links to prior learning The lesson clearly links to ongoing learning outside of the video conference lesson(s)

_________________________________

_________________________________

_________________________________

Lesson effectiveness Did the students learn from the lesson? Was the approach(es )to learning effective?

_________________________________

Summary of Lesson: Describe the lesson, with reference to techniques used, style of lesson, learning involved

Strengths: What went well in the lesson, what strengths did the teacher display

Suggestions:

Signed teacher: _________________________________________

Signed observer: ________________________________________

CANTANET Memorandum of Understanding 1.

This Memorandum is between (the school and its provider code) and (the external provider and its provider code). The following arrangements have been agreed between (the school) and (the external provider) to enable the students of (the school) to be taught and assessed against standards in the domains listed below for which (the external provider) has NZQA accreditation.

The domains (or standards) to be assessed are as follows: (Insert domains and/or standards here.)

2.

(The external provider) as provider of professional services to (the school), ensures that the required standards of teaching, assessment and moderation are maintained by agreeing to: a. provide qualified staff competent with NQF procedures to deliver courses and assess students for the standards relating to the courses delivered b. have quality management systems to oversee and deliver courses or programmes of learning that lead to the assessment of the standards c. ensure that the standards are assessed according to NZQA requirements d. have quality management systems in place for assessment and moderation procedures e. have procedures for regular, accurate and timely reporting of results to the school and ensure that final results will be reported to the school by 18 September 2009 f.

have administrative responsibility for the enrolment of students in their courses

g. have responsibility for the welfare of students while on its site h. have responsibility for reporting the attendance and progress of students while attending courses on site i.

3.

have the responsibility for managing student appeals.

(The school), as the receiver of academic services from (the external provider), ensures that:

a. It has verified the accreditation status of any providing schools to assess the standards specified above b. It has procedures to collect fees from students and enter them for NQF qualifications c. It has procedures for the entry of candidates to NQF qualifications d. It has the responsibility for the enrolment of students into the online course or withdrawal of students from the online course e. It has the responsibility of ensuring that support is provided for the student where required f.

It has the responsibility for managing student appeals

g. It pays for any material or textbooks required by the student in the online class h. It will oversee the functions of this Memorandum of Understanding and have it filed for NZQA monitoring purposes i.

It will ensure that providing schools provider code will be loaded into the Student Management System when sending results to NZQA.

j.

It will pay any agreed sums or staffing transfers (where appropriate as shown in a separate document if required).

4.

Termination and Amendment of this Agreement

a. This agreement will be in place from February 2009 until December 2009 b. This agreement will be reviewed for effectiveness by December 2009 c. Any amendments to the provision of this agreement must be in writing and signed by both parties.

5.

Dispute Resolution a. In the event of any dispute or controversy arising out of, or relating to this Agreement, the two parties agree to exercise their best efforts to resolve the dispute as soon as possible. The parties shall, without delay, continue to perform their respective obligations under this Agreement that are not affected by the dispute. b. In the event of any dispute or controversy arising out of, or relating to this Agreement, the protection of students will not be compromised in any way.

Signed for and on behalf of (the school) by its authorised agent:

Date:

Signed for and on behalf of (the external provider) by its authorised agent:

Date: