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Policies and Procedures | CantaNet
EMANUAL Policies and Procedures 2012
January 1, 2012
POLICIES AND PROCEDURES 2012
2
Contents .................................................................................................................................................................................................................................. 1
School Contact Details ............................................................................................................................................................................... 3
eTeachers and Courses ............................................................................................................................................................................. 5
Cluster Leadership ...................................................................................................................................................................................... 5
Resourcing ...................................................................................................................................................................................................... 6
Enrolment ....................................................................................................................................................................................................... 6
The Online Courses ..................................................................................................................................................................................... 7
Timetable and VC Lessons ....................................................................................................................................................................... 7
Attendance ..................................................................................................................................................................................................... 8
Withdrawal .................................................................................................................................................................................................... 8
NZQA ................................................................................................................................................................................................................. 9
Pastoral Care ................................................................................................................................................................................................. 9
Exams and Reports .................................................................................................................................................................................. 10
Textbooks and Workbooks ................................................................................................................................................................... 11
Fieldtrips ...................................................................................................................................................................................................... 11
Orientation Day ........................................................................................................................................................................................... 11
Evaluation of the Programme ................................................................................................................................................................ 12
eTeacher Appraisal .................................................................................................................................................................................. 13
eTeacher Expectations ................................................................................................................................................................................ 13
eDean Expectations ...................................................................................................................................................................................... 14
Appendices ....................................................................................................................................................................................................... 15
Co-Director Job Descriptions ............................................................................................................................................................... 15
Co-Director of eLearning (Darren Sudlow) .............................................................................................................................. 15
Co-Director of eLearning (Trevor Storr).................................................................................................................................... 16
Appraisal Documents .............................................................................................................................................................................. 21
January 1, 2012
POLICIES AND PROCEDURES 2012
3
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 Jen Rodgers 319-8787
319-8789
jrodgers@cheviot.school.nz
rknight@cheviot.school.nz Hall St, Cheviot
Rhonda
Knight
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
j.hayes@geraldinehs.school.nz
d.harris@geraldine.school.nz
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
Kaikoura High
School
Vern van
Aswegen
319 5138
319 5409
principal@kaikourahigh.school.nz
shurndell@kaikourahigh.school.n
z
Rorrisons Road,
Kaikoura 7340
Stacey
Hurndell
Mackenzie College Mark Jones 685 8603
685 8296
markj@mackcollege.school.nz
rosiea@mackcollege.school.nz
Kirke St
Fairlie Rosie Adams
Marian College Anna
Heffernan
385 8449
385 1022
exec@mariancollege.school.nz
frankm@mariancollege.school.nz
122 Barbadoes
St, Christchurch
Central 8011
Frank Moran
Mount Hutt John 302-8437 schreursj@mthutt.school.nz Box 58 Mary McKay
January 1, 2012
POLICIES AND PROCEDURES 2012
4
College Schreurs 302-8328 mckaym@mthutt.school.nz Methven
Opihi College Mike Wright 615-7442
615-9987
principal@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
Brian
Seatter
313-6332
313-6237
bseatter@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
thorpda@timaruboys.school.nz
211 North Street
Timaru Dave Thorpe
Timaru Girls’ HS Sarah Davis 688-1122
688-4254
sdavis@timarugirls.school.nz
dhales@timarugirls.school.nz
Cain Street
Timaru Debra Hales
Twizel AS Bill Feasey 435-0650
435-0795
bf@twizel.school.nz
mo@twizel.school.nz
Mt Cook St
Twizel
Michele
O’Carroll
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.nz
PotterGl@waitakigirlshigh.school.
nz
Trent Street
Oamaru
Glen Potter
January 1, 2012
POLICIES AND PROCEDURES 2012
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eTeachers and Courses
L3 Classical Studies Darren Sudlow darren.sudlow@gmail.com
L1 History Garry Brittenden gbrittenden@akaroa.school.nz
L3 Chemistry Christian Alino Shelly Heald
christian@amuri.school.nz mheald@kaikourahigh.school.nz
L2 Media Studies Andrea McErlane me@darfield.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 Media Studies Deborah Caswell caswelld@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
L1 Economics Paul Threadgill pthreadgill@akaroa.school.nz
L2 Physics Trish Dollan tdollan@waimate-high.school.nz
L3 Calculus L3 Tourism
Mike Ferguson Frank Moran
mferguson@waitakigirlshigh.school.nz frankm@mariancollege.school.nz
L2 Art History Niki Lewis lw@ashcoll.school.nz
L1 Geography Justin Thompson jthompson@waimate-high.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: Bob Norrish (Oxford), James Morris (Darfield), Anne Williams (Ashburton),
Trevor Storr (Co-Director of eLearning), Darren Sudlow (Co-Director of eLearning), to be confirmed
January 1, 2012
POLICIES AND PROCEDURES 2012
6
Resourcing
Each school will contribute an annual fee of $5000 (excluding GST) to the operational costs of CantaNet Each cluster school will provide a minimum of one online course. Schools who regularly (over a three year
period) enrol more than twenty students would be asked to offer a total of two online courses. Schools who regularly enrol more than 30 students will be asked to offer a total of three 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 at least 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. Schools who regularly enrol 12 or more students should consider resourcing the eDean position with two or more hours to adequately support student learning.
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
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 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 eteacher by June in order for a cluster Course Booklet to be published.
Enrolments are limited to 14 students (12 for new teachers) per VC class and/or 6 sites, whichever comes first. If a school has five or more on site students in their own course then enrolments will be pushed beyond the usual maximum to provide equal opportunity to all schools.
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.
January 1, 2012
POLICIES AND PROCEDURES 2012
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The Online Courses
All courses are expected to have a strong online aspect with a course space that enables the teacher to
structure learning opportunities for students that can be easily adapted to the needs of learners.
For most courses there will still be paper based resources that are mailed to schools. 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 regularly 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, but needs to be done manually 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.
Timetable and VC Lessons
VC Contact time is once or twice (for languages) a week for 50/60 minute 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.
The partnership between the eDean and eTeacher is vital to the success of most students. The eDean provides valuable on site support for students and follows up on late work and struggling students. Ongoing communication between the two is extremely important.
January 1, 2012
POLICIES AND PROCEDURES 2012
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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, text 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 student attendance online using the CantaNet Virtual Markbook. 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.
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.
No student should withdraw without first discussing the reasons with their eTeacher. It is very important that three way communication between student, teacher and eDean is maintained throughout this process
If a student is having difficulty it is important that the first option isn’t withdrawal. The eDean, eTeacher and
students should work through the issues first and examine possible solutions.
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 the exit survey
January 1, 2012
POLICIES AND PROCEDURES 2012
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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 that is 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
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.
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.
The CantaNet Virtual Markbook is an important online space where all course NZQA details are recorded. 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.
January 1, 2012
POLICIES AND PROCEDURES 2012
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Exams and Reports
The cluster calendar outlines the exam and reporting weeks. For reports these timelines must be adhered to and not the timelines of individual schools. Exams can be given to match the exam weeks of individual schools.
eTeachers are responsible for reporting on a student’s progress. Reports will then be forwarded to the eDean 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.
January 1, 2012
POLICIES AND PROCEDURES 2012
11
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.
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
All cluster students are expected to attend. Schools need to prioritise this opportunity for their students
above other school events
January 1, 2012
POLICIES AND PROCEDURES 2012
12
Out of cluster students will generally not be attending this day face to face
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
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
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
January 1, 2012
POLICIES AND PROCEDURES 2012
13
eTeacher Expectations
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
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.
January 1, 2012
POLICIES AND PROCEDURES 2012
14
eDean Expectations
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
Appendices
Co-Director Job Descriptions
Co-Director of eLearning (Darren Sudlow)
KEY TASKS UNREVISED PERFORMANCE
OUTCOMES*
Internal Cluster development overview / management
● 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
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-------------------
BLP Project
● 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
● provide information/ reports on activities and
developments to the cluster Principals / Cluster
Management
● Other tasks as requested and negotiated with the
Principals/ Management Group
● 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
● All interested parties receive timely
information on the project
● All teachers in the BLP have had the
opportunity to improve their practice
● Cluster Principals / Cluster
Management Group are well
informed
● Other tasks are performed
External Cluster relationship development and
management
● collaborate and negotiate with external programme
providers to provide adequate curriculum provision for
the cluster (tertiary, vocational, other cluster
ePrincipals/coordinators)
● coordinate participation of cluster personnel in national
events and activities (forums, Virtual Field Trips,
challenges etc)
● 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
Virtual Learning Network / Cluster relationship
management
● 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
● 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
● 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
● 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
● Ensure the cluster technical services take
advantage of developments in available
● Requests for services are considered in a timely
fashion
● Cluster technical policies, procedures and
practices are developed and published in an
accessible format
● Services are available for teachers and learners
to use
● Services are upgraded as appropriate
technology
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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
● liaise with technical support providers and
agencies
● Liaise with appropriate organisations regarding
the Ultra-Fast Broadband and Rural Broadband
initiatives
● timely communication with technical support
reduces faults and minimises interruption to
classes
● Cluster has the opportunity to benefit from the
UFB
Virtual Learning Network / Cluster relationship
management
● collaborate and work with Virtual Learning
Network staff on VLNIS policy development to
support the successful ongoing operation of the
VLNIS
● the VLN has the information, data, feedback, to
support the ongoing sustainability of VLNIS
● a positive collaborative relationship exists with the
VLN team
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) (date)
Appeal
I have checked the assessment activity and wish to appeal my grade.
Student Signature___________________________________________
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 ()
ENGAGEMENT IN ONLINE CLASS ()
COMMENT
CantaNet Online Teacher: Mr Darren Sudlow – darren.sudlow@gmail.com - 0272171121
Has attended all available vc classes
Has attended most vc classes
Attendance in vc classes has been inconsistent
Not applicable
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
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
Credits Title Grade
90514 6 Complete independent research on an area of the classical world
Externally Assessed Achievement Standards – Practice Grade
Level and
Standard Credits Title Achievement to
Date
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
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:
Level 3 Classical Studies
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: TIME:
OBSERVER: SUBJECT:
UNIT:
LESSON FOCUS / OBJECTIVE:
The following should be used by the observer and teacher and agreed upon after discussion
Observation Scale
Teacher directed Tutorial
Type of lesson
Is the lesson traditional teacher directed lesson
based or is it a tutorial
_________________________________
Teacher Student
Teacher talk vs student interaction
Is the talk in the lesson largely dominated by the
teacher or by student discussion?
_________________________________
Very Effective Requires Attention
Communication skills
The teacher clearly communicates, objectives clear,
effective questioning technique
_________________________________
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
This memorandum of understanding sets out the responsibilities of the provider school (the school
at which the eTeacher is based) and the home school (the school at which the eStudent is based)
with regard to courses delivered, and assessed, via video conferencing and other distance learning
methods. It is hereby agreed between Darfield High School, Oxford Area School, Amuri Area School,
Cheviot Area School, Rangiora New Life School, Mackenzie College, Akaroa Area School,
Waitaki Girls' high School, Waimate High School, Mountainview High School, Timaru Girls'
High School, Roncalli College, Opihi College, Geraldine High School, Ashburton College,
Hurunui College, Kaikoura High School, Marian College acting as the provider schools (herein
referred to as the ‘provider’) and Darfield High School, Oxford Area School, Amuri Area School, Cheviot Area School,
Rangiora New Life School, Mackenzie College, Akaroa Area School, Hurunui College, Twizel
Area School, Mt Hutt College, Waitaki Girls' high School, Waimate High School, Timaru
Girls' High School, Timaru Boys' High School, Opihi College, Geraldine High School,
Ashburton College, Kaikoura High School, Marian College, Roncalli College, as home school
(herein referred to as the ‘recipient’) _________________________________ (other) as home school (herein referred to as the ‘recipient’) That as provider they will be responsible for the following:
providing qualified staff competent with NQF procedures to deliver courses and assess
students for the standards relating to the courses delivered and to ensure that the teacher is
fully aware of their responsibilities
delivering course content and material, for the subject which the student has enrolled, in an
educationally effective manner based on sound teaching practices and principles
having quality management systems to oversee and deliver courses or programs of learning
that lead to the assessment of the standards indicated in course outlines
having responsibility for all summative NZQA assessment
providing assessment material to students and the marking of the summative assessments
they have completed.
providing feedback to students on their assessments
ensuring that the standards are assessed according to NZQA requirements
managing any assessment appeals (in accordance with the provider’s own internal
procedures)
providing a single reassessment opportunity (as required)
recording the results of such assessments in CantaNet ‘virtual markbooks’
providing recipient schools with ‘viewing’ access to the class’s ‘virtual markbook’ which
provide the list of the standards, students from recipient schools should be entered for with
NZQA, and for regular, timely reporting of all summative assessment results
having quality management systems in place for assessment and moderation procedures.
Ensuring that eTeachers employed by the provider, checks that all their students NZQA
entries are correct (i.e. check each student is entered has the correct internal and externally
assessed standards & are using the providers NZQA number. Checks done prior to 1 Sept
externally assessment deadline, and the 1 October deadline for altering the entry
of internally assessed standards)
having responsibility for reporting the attendance using the CantaNet Virtual Markbook and
progress of students enrolled in the online class to the recipient on a regular basis
having the responsibility for reporting on achievement as required by the recipient in line
with their reporting to parents
ensuring eTeachers and School Coordinators are released to attend CantaNet and
professional development opportunities such as the Orientation
meeting the legal and industrial responsibilities & conditions as the employer of their
eTeachers (including responsibility for appraisal)
ensuring intellectual property rights of resources produced by their eTeacher, in the course
of their employment, are jointly shared by the school, the eTeacher and CantaNet (wherever
possible ‘Creative Commons’ Shared Attribution protocols will be encouraged)
That as recipient they will be responsible for the following:
the enrolment of students into the CantaNet course or withdrawal of students from the
CantaNet course (including notifying the eTeacher and CantaNet of withdrawals)
ensuring that support is provided for the student where required and that the student is aware
of who the eDean is at their school
notifying the provider of special conditions which may be required by individual students in
the delivery and assessment of the course
ensuring that students have sufficient access to the internet and computer times as set out in
the course
provide &/or pays for any material or textbooks required by the student in the
CantaNet class (as per the e-manual)
registering the student(s) for various unit and/or achievement standards as advised by the
provider, under the provider’s NZQA school number
providing a supervised environment for students when sitting assessments.
assisting in the monitoring the authenticity of summatively assessed work (- this may
include helping investigate any situation where authenticity of student work is brought into
question)
recording results of summative assessments, as advised by the provider (via ‘virtual
markbooks), and lodging these results with NZQA.
having procedures to collect fees from students and enter them for NQF qualifications
having procedures for the entry of candidates to NQF qualifications
providing information, to the provider for confirmation, regarding registered standards and
assessment information lodged with NZQA for a student enrolled with the provider
will pay any agreed costs or staffing transfers
Termination and Amendment of this Agreement
1. This agreement will be in place for the 2012 school year
2. Any amendments to the provision of this agreement must be in writing and signed by both
parties.
Dispute Resolution
1. In the event of any dispute or controversy arising out of, or relating to this Memorandum of
Understanding, 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 Memorandum of Understanding that is not affected by the dispute.
2. In the event of any dispute or controversy arising out of, or relating to this Memorandum of
Understanding, the protection of students will not be compromised in any way.
Signed for and on behalf of the External Provider, Darfield High School, Oxford Area
School, Amuri Area School, Cheviot Area School, Rangiora New Life School, Mackenzie
College, Akaroa Area School, Waitaki Girls' high School, Waimate High School, Mountainview
High School, Timaru Girls' High School, Roncalli College, Opihi College, Geraldine High
School, Ashburton College, Hurunui College, Kaikoura High School, Marian College
- by its authorized agent:
Darren Sudlow, Director of eLearning, CantaNet
Date: 13/3/2012 Signed:
Signed for and on behalf of the Recipient School _____________________
- by its authorized agent:
Date: Signed:
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