Ako e

FarNet /HarbourNet

e-Teacher’s Manual

CONTENTS

1. Ako e FarNet /HarbourNet contacts

2. Job Description for e-Teachers

3. Getting Started3.1 Course outlines3.2 Learning Management System set up3.3 Data collection3.4 Getting organised

4. Effective online delivery

5. Administrative Responsibilities5.1 Students attendance 5.2 Standards being assessed

6. Assessments and results6.1 Undertaking Internal assessments6.2 Further Assessment Opportunities/ Resubmissions6.3 External Moderation6.4 Practice external assessments (mock exams)6.5 Recording results

7. Reporting to Parents

8. Communication

9. Professional Development

10. Performance Management

1. Welcome to Ako e Farnet HarbourNet 2013

Contacts:

Carolyn Bennett – ePrincipalCarolyn.bennett@farnet.schoolzone.net.nz

021 474 889

Sue McCarthny – Assistant ePrincipals.mccarthny@gmail.com

021 246 9113

Clarrie Yates – Assistant ePrincipalcyates@kaitaiacollege.school.nz

027 808 1569

VIRTUAL LEARNING NETWORK

2. Guidelines for e-Teachers

Video Conference Technical Knowledge 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 (if

applicable), laptop to document camera Carry out minor trouble-shooting on VC equipment and contact ASNET if additional support is

neededApplies sound teaching practice in a video conference environment 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 techniquesApplies sound distance learning teaching practice

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 / Google docs to develop clear and effective resource to aid student learning

- Provides students opportunities to use the internet for self-directed learning - Uses online technologies (Moodle, blogs, wikis) to engage and facilitate learningCommunication

Communication

The teacher: Reads and responds to student questions on a daily basis Communicates with students regularly Communicates what the correct course materials are for the year (e-Deans 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 input all internal results and preliminary results on the Information for e-Deans doc and email the

receiving schools principals nominees by the date determined – usually a few days before the information is required by NZQA

Communicates student NCEA internal assessment grades to the e-Deans for recording on the NZQA website

Visits students to provide face to face feedback

Effective Organisational SkillsEffective organisation 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 and posts this on the Information for e-Deans doc Ensures students and e-Deans receive work in a timely fashion Students receive a lesson outline before each timetabled VCProfessional Knowledge

Professional KnowledgeThe teacher: Demonstrates knowledge of their subjectEngages 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 colleaguesSupport for and co-operation with colleagues

The teacher: Endeavours to attend Ako e Farnet/HarbourNet e-teacher meetings, the Orientation eDay and

opportunities for professional development whenever it is possible Watches other e-teachers and provides constructive feedback Contributes to the marketing of Ako e Farnet/HarbourNet to schools, staff and parents

3. Getting Started

3.1 Setting up my course

Course Outline

In order for other schools to see what you course entails for prospective students, we ask that you complete a course outline so it can be advertised on the Virtual Learning Network (VLN) site. See example of Course outline in Appendix 1. You will be asked for this at the end of each year.

Setting up Moodle (or other Learning Management System - LMS)

You may set students’ work either by using your own schools LMS (Ultranet, KnowledgeNet) or use our Ako e HarbourNet/Farnet Moodle site. Some teachers prefer to use Google Docs. If you choose to use your own LMS then you will need to give the person in your school who sets this up for your students the names of your online students so they can get logons for your system. Then you are to let your students know how to access and use the LMS.

If you decide to use the Ako e Farnet/HarbourNet Moodle site then we will set the students up for you and give them their login details.

Refer to Moodle 2.0 Guide to Successful learning using Moodle. Doc

If you have never used Moodle before please contact either Clarrie, Carolyn or Sue. We are more than happy to talk you through the process of setting your page up.

When designing your work online put yourself in the learner’s shoes. What is it going to be like for them using the information you put online? They may have never learned in this

manner before. How are you going to organise your course? Everything the students need to access should be straight forward. There is no ‘best way’ to organise work online but do you want to set it up on a week by week basis, by topics/objective? You don’t want content that is fragmented and disjointed.

If you are designing instructions/tasks ensure that students are familiar as to how to go about undertaking them using the e-learning tools. You should be comfortable with them as well.

Knowing your students – Data Collection

Information regarding your students National Student Number (NSN), contact details, name of schools, eDean information will be in the Information for e-Deans doc (your Virtual Mark Book).

It would be worth accessing your students previous years NCEA grades. Use the NSN number from the Information for e-Deans doc and login to the NZQA School provider page then search for the candidate outside of your school.

Getting organised

Set up an email ‘Group’ for your students and email them welcoming them to your course give them links to your course. Set up a similar group for your e-Deans. Send an email to your students e-Deans outlining key information including PIN, VC time, a course outline with NCEA standards, textbook and workbook requirements.

4. Delivering lessons online

Anyone who teaches online needs to have some first-hand experience as an online learner to understand what it means to learn this way. The importance of clear directions, well-organized materials, timely feedback, deadlines, and good technical support becomes apparent as an online learner.

You must also have a high comfort level with the particular online tools/system used to deliver the course, so you can anticipate likely student problems and provide help when they have trouble. Students are going to model your use of the tools/system, so you want to show how they can be used effectively.

First lesson

You first lesson online sets the tone for your classes. It is an opportunity to set expectations and routines, to get to know students, show them how to access work and submit work. Also to go over the course and assessment outline.

Spend the first week giving the students an orientation on your Moodle course. This could include some questionnaires for them to fill out, some diagnostic assessment, and some icebreaker discussions on the forum.

Strive to make the class as interactive as possible

e-Teachers need to understand that interactivity is the key to a successful online course. The more interaction students have with the content, the teacher and each other (especially the latter), the better. This is partly a function of providing ample feedback to students on their assignments, but is also a function of the design of the course. Assignments must require students to interact with each and the teacher in terms of sharing ideas, providing critical analysis, comparing results, suggesting improvements, and so on.

Providing timely and meaningful feedback

If there is one fundamental rule for online teachers it is that timely feedback should be provided to students on their assignments, questions or forum postings. Ideally such feedback should be provided in less than 24 hours. Even if a full response can’t be provided, at least an acknowledgement should be sent.

Meaningful feedback means more than just a sentence saying the student is doing well. Students want substantive comments on their work. This means the feedback needs to identify the strengths/weaknesses of a response, questions about assumptions made, or suggestions for further thought/investigation.

The lack of timely and meaningful feedback from e-teachers is the number one complaint from online learners. The main cause of the problem is that instructors are not online frequently or long enough to provide such feedback.

Encourage learners to learn from each other

The real power of an online course is what students learn from each other. A primary task of the e-teacher is to facilitate as much student interaction as possible. This can be done by having students do their assignments in pairs or small groups. Asking students to evaluate each other’s work and to make class presentations are also good ideas. Students should be encouraged to address their questions to the class, rather than just the e-teacher.

Introduce an exploratory spirit

Because online teaching/learning involves so many new things, it is important to establish an exploratory spirit among all participants that emphasizes experimentation and problem-solving. Information and ideas can be obtained quickly from searching the web. Students should encouraged to think about alternative options and multiple perspectives in their assignments. The online world is a multicultural, multidimensional society and participants should get used to it.

Synchronous v Asynchronous activities

Synchronous activities: are similar for all learners, mainly teacher led.

Asynchronous activities: mainly student centred, wide range of interactions, individual and or collaborative work, threaded discussions

4. Administrative Responsibilities

As an e-Teacher your responsibilities are the same as being a teacher in your school.

You will have an Information for e-Dean doc (Virtual Mark book) shared with you and the e-Deans of your receiving schools. This document is vital to provide the e-Deans with information needed for administrative requirements.

4.1 Attendance

You are required to record the attendance of students in your class in VC sessions on the Information to e-Deans doc. If you have any concerns regarding any student’s lack of attendance or behaviour online then do not hesitate to contact the respective student’s e-Dean for them to follow up.

4.2 NCEA standards

Please record the standard numbers being delivered (and version) on the Information for e-Deans doc so the e-Deans can access these to ensure that students are entered on their Student Management System SMS. It is the receiving schools responsibility to enter their own students. You can add a comment (eg. Version and standard descriptor) by clicking on the triangle in the corner of each cell.

5. Assessments and Results

5.1 Undertaking Internal Assessments

It is good practice to send the e-Deans a copy of your assessment schedule for their records at the beginning of the year. You may send the e-Deans internal assessments in either hardcopy or electronic but make sure instructions are explicit as you need to be assured that every students has the same assessment conditions and that authenticity has not been breached.

When you are assessing students keep in close communication with the e-Deans as they may need to be aware of the assessment conditions:

Some internal assessments are done online eg. Speeches, listening and may require someone from the receiving school to be present.

Some assessment require the assessments to be done in formal conditions ie. may have 4 hours to complete but the work cannot be taken home. The e-Dean needs to confirm this with you.

Other assessments may be on-going in which case an authenticity statement needs to be completed by student and e-Dean. See example of Authenticity Declaration Appendix 3

5.2 Further Assessment Opportunities and Resubmissions

This operates in the same way it would be done in your own classes at school. Please remember that you cannot give any verbal or written guidance to students who need to resubmit a section of work. Indicate on the returned work and inform the e-Dean that a student is required to resubmit or undergo a further assessment opportunity.

5.3 External moderation

As you are the provider for this course, students’ work can be requested for moderation by NZQA. It is therefore imperative that you keep a copy or original of students’ work for moderation purposes.

5.4 Practice/ Mock external assessments

In order to keep things straightforward for the students, e-Deans will notify you as to when their school has their mock exams. This means that they can be scheduled into the respective school’s exam week. You will need to send the exams either in hard copy or electronically to the e-Deans so they can ensure the exams are administered. They will then return the completed exams for you to mark. The grades resulting from these practice external assessments are recorded for the purposes of a derived grade should it be needed at a later date.

5.5 Recording Results

As you complete any internal assessments/ external practice assessments you need to record the results for the respective standard in the Information for e-Deans doc. It is recommended that you also send the e-Deans an email to let them know that the standard has been completed. They will then notify their Principal’s Nominee or enter the grades themselves for their students on their SMS.

6. Reporting to parents

Students will receive three reports during the year as follows:

An interim report - mid Term 1 A mid-year report - end of Term 2 An end of year report – end of Term 3

e-Deans will let you know when their school reports are issued. Write the reports so they can be sent out with the individual school reports. Using the templates provided you are to complete the reports and send to the e-Dean who will also complete their applicable section. The mid-year and end of year report comments focus on where the student is currently at and where to next for feed-forward.

Examples of interim and mid/end of year reports are in Appendix 4 and 5

7. Communication

CommunicationRegular contact with individual students is important. They will feel a little lost and perhaps alienated as you are not there for them to run to. Encourage them to contact you if they are having difficulty. It is important to establish their trust.

Keeping in contact with your e-Deans if you have any concerns is imperative. We cannot stress the importance of such communication.

Check you emails regularly! This is the main form of communication. Get a filing system for your emails so they do not get ‘lost’ in your school ‘stuff’.

8. Professional Development

e-Teachers’ meetingsEvery month we have an online e-Teachers’ meeting. You will be notified when these will be scheduled. They are a good forum for seeking advice and discussing any issues as well as sharing positive experiences. E-Deans will have similar meetings. Your Principal will also meet online with other Principals every term.

e-DaysThere will be two e-Days where e-Teachers/e-Deans are expected to attend. One at the beginning of the year where e-Students have the opportunity to get together with their online classes and e-Teachers and another at the end of the year for reflection and to meet new e-Deans and e-Teachers. You will be notified as to when these are scheduled.

We will keep in regular contact with you (Carolyn, Sue and Clarrie) and will come to your schools to discuss any issues you might have and also share any celebrations with you face to face. Do not hesitate to contact us. ‘A problem shared is a problem halved’. You will also have another e-Teacher buddy to work with as your sounding board.

Other existing e-Teachers have a wealth of knowledge and experience. Do not hesitate to contact Clarrie if you are stuck or in desperate need of inspiration.

Ako e Community Ning and Newsletter

The Ako e Community Ning is a great forum for airing your views, seeking advice from others and reading about other people experiences or professional links. Our monthly newsletter to keep you up to date with events and professional learning / research up in the global online learning community.

11. Performance Management

As your school has invested financially in online learning. e-Deans will report to the BOT or to the Principal at the start of each year (or more regularly as requested) to show how the e-students at your school have fared.

We like to encourage e-Teachers to analyse their online results annually. This is good reflective practice as part of Teaching as Inquiry. It is also useful information for your school appraisal/ performance management.

We will further analyse students’ results against their other face to face classes to see how students’ experience with online learning compares. This makes up our report to the Principals / BOT to whom we are responsible as members of the Ako e FarNet/HarbourNet cluster.

APPENDIX

1. Example of Course Outline

2. Checklist for Beginning e-Teachers

3. Example of VC Lesson Plan – Week 1

4. Authenticity declaration

5. Term 1 Interim Report

6. Mid-year and end of year report.

Appendix 1.

FARNET & HARBOURNET COURSES FOR 2013

My name and contact details: Teacher’s NameEmail addressMobile number

Name of Course: French – Level 2 - 2013

Description:

Level 2 French will cover topics such as French-speaking countries, Young people, Future plans and Health and fitness. Level 2 has 5 achievement standards (2 externals with a total of 10 credits and 3 internals with a total of 14 credits).

Level 2 French covers new vocabulary and grammatical structures and will include listening, speaking, reading and writing activities.

LEARNING AREAS:Learning Languages

Course Content:

Level 2 French covers the following topics through 5 achievement standards:

AS 91118 Version 1

Demonstrate understanding of a variety of spoken French texts on familiar matters 5 credits External

AS91120Version 1

Give a spoken presentation in French that communicates information, ideas and opinions 4 credits Internal

AS91121Version 1

Demonstrate understanding of a variety of written and/or visual French text(s) on familiar matters

5 credits External

AS91122Version 1

Write a variety of text types in French to convey information, ideas, and opinions in genuine contexts 5 credits Internal

AS91119Version 1

Interact using spoken French to share information and justify ideas and opinions in different situations

5 credits Internal

PrerequisitesNCEA Level 1 French with a minimum of 14 credits, preferably with at least Achieved in one of the two external achievement standards

Practical ComponentThere is no practical component in this course.

Assessment Details

Level 2 French will be assessed 5 achievement standards (2 externals with a total of 10 credits and 3 internals with a total of 14 credits).

AS91120 will be assessed early in Term 2AS91119 will include the recording of interactions at the end of Terms 1, 2 and 3 and will be assessed in Term 4AS91122 will include the handing in of a piece of writing at the end of Terms 1, 2 and 3 and will be assessed in Term 4

Curriculum Levels:

NCEA Level 2Curriculum Level 7Year 11

Standards:French - AS 91118 AS91120 AS91121 AS91122 AS91119

Resources:There is a $10 standard charge for such things as photocopying, postage to cover sending assessments, exams during the year.

I expect students to enrol in either Go Vocab or Language Perfect for vocabulary study. It costs approx. $30 for the year.

Day and Time of Course:

You will be expected to have an online class hosted on either Moodle, or a LMS that you have in your school, but please indicate whether you can support the students with the following support:

1. Skype tutorials (this is not compulsory at all, but you can add your skype name here)2. Email - clanrae@gmail.com3. Phone – 021 20817284. Twitter (optional) - no5. Facebook – I will set up a class page later6. Blog (you may have set up a class one)7. Wiki (you may have set up a class one)8. Google site (you may have set up a class one) – not yet9. Twitter - no10. Ning - no11. Any other

Please email this template back asap to Carolyn Bennett, carolyn.bennett@farnet.schoolzone.net.nz

Appendix 2 Beginning e-Teacher Checklist

Access your students’ previous year’s NCEA grades using NSN information in Information for e-Deans Doc

Set up Moodle or LMS for delivery of course online … or Google Apps

Send an email to your student’s e-Deans outlining key information, including PIN, VC time, a course outline with NCEA standards, textbook and workbook requirements.

Send an email to your students with a warm welcome to the course and an outline of what to do next. This should include instructions for how to get into the course in Moodle / LMS, the VC time and PIN

Spend the first week giving the students an orientation on your Moodle course. This could include some questionnaires for them to fill out, some diagnostic assessment, and some icebreaker discussions on the forum

Attend e-Day 15 February to meet your students face to face.

Enjoy yourself

Appendix 3

VC LESSON PLAN – WEEK 1

Learning Intention: Success Criteria

Get to know each otherHow to use VC in sessionsHow to access work and post work onlineWhat is involved this year in this course?

Students canKnow other class membersKnow what is expected of them in VC sessions, as a class member.Understand what is required of them in this courseUse the VC gear with confidenceCommunicate with teacher and other students out of class.Teacher :Has an idea of students’ background / ability in this subject.Becomes familiar with students

1. Welcome to course. Teacher introduction – introduce yourself, what do you want to be referred to as.

3. Students introductions: (ice breaker) - Name, school - Geographic location, name one thing area famous for. - Subjects they are taking this year - Did they take your subject last year (if so what did they like /dislike?) - What are their interests? - What would they like to do when they leave school?

4. EITHER - Each student has to ask a question to another in the class. Gets them used to listening using and using mute/microphone, camera – zoom, presets etc.OR - Quiz students on what they know about each other = listening skills.

5. Set your expectations/routines:Communication – email, text, skype, phone. Attendance at VC lessons – what to do if they cannot make VC session.Meeting deadlines, feedback etc.

6. Admin - your relationship with their e-Deans … attendance at VC session, NCEA , reports, exams etc.What to do if they are having problems?

7. Go over course and assessment outline – where is it?

8. Work set – where? when? how do they access it? Submitted work – how? scanning, email, Dropbox?

9. Where to from here? What they can do over the next week?- Students to email you (and send messages to others in the class) so you know communication is working.- Complete set tasks.

Appendix 4 Example Authenticity Declaration

AUTHENTICITY DECLARATIONName: ___________________________________

Achievement Standard: _____________________ Level: __________

Due Date: _________________________________ Teacher: ______________________

Assessment title: _____________________________________________________________

DECLARATION

Except where otherwise indicated and acknowledged, this assessment is entirely my own work.

All work was undertaken this year.

Student signature: _______________________ Date: ___________________________

This student’s work has been completed under the teacher’s stipulated conditions.

Signature: ______________________________ e-Dean

Appendix 5

Term 1 Interim Report

FARNET Level 3 Accounting

PROGRESS REPORT

March 2012

Student: XXXXXX School: Orewa College Delivery School: Northland College

Work completed to date

Has completed all set activities and tasks

Has completed most set activities and tasks

Completion of set work Requires Attention

X

Comment by e-Teacher: Carolyn Bennett – Carolyn.bennett@farnet.schoolzone.net.nz

XXX has the workbook and it would be advisable for him to get a copy of the Study Guide, which is also an excellent resource. Now the class has settled in, XXX should be working at least 4 – 5 hours a week on accounting. XXX has told me that he wants to gain a course endorsement this year, and I will support him in achieving this. You will note that I have indicated that hasn’t completed all the set activities, so it is important for him to get on top of this right from the beginning.

Please feel free to make contact with me during the year.

Self-Management during non VC periods (in their own school)

Very pleasing Acceptable Requires Attention

Attendance in video/audio conference class

Has attended all available VC classes

Has attended most VC classes Attendance in VC classes Requires Attention

X

Engagement in online Moodle class

Is engaged in the online classroom

Has had initial difficulties in engaging in the online classroom

Engagement in online classroom Requires Attention

X

X

Comment by e-Dean: Sue McCarthny

XXX is a well-organised, diligent student and has attended classes regularly. He now has access to the Study Guide so he can utilise this whenever necessary.

Appendix 6 End of Term/ End of Year Report

END OF YEAR REPORT – September 2012

Name: XXX School: Dargaville High School

Subject: Level 3 Geography e-Teacher: Mrs Sue McCarthny – Orewa College - Auckland

Geography is the study of the environment as the home of people. It seeks to interpret the world and how it changes over time – past, present, and future. It explores the relationships and connections between people and both natural and cultural environments. Geography investigates the ways in which features are arranged on the earth’s surface. It describes and explains the patterns and processes that create them.

Students learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information.

There are currently five achievement standards, three internals and three externals. Students in this online class are expected to attend a weekly video conference class. Regular communications between students and their teacher are vital in an online environment and students are encouraged to engage with their teacher and other students through a range of web tools.

Students are required to participate regularly in online activities, which include working independently in their online Moodle class in preparation for their weekly videoconference meetings.

Attendance in video conference class in Term 3

Has attended all available VC classes

Has attended most VC classes Attendance in VC classes

Requires Attention

X

Engagement in online Moodle class and online environment in Term 3

Is engaged in the online classroom and environment

Has had initial difficulties in engaging in the online classroom and environment

Engagement in online classroom Requires Attention

X

Set Tasks & Activities completed in Term 3

Has completed all set activities and tasks

Has completed most set activities and tasks

Completion of set work

Requires Attention

X

Communication in Term 3

Keeps regular communication with teacher and other students

Communicates with teacher and other students

Communication Requires Attention

X

Standards Achieved or Currently Working On

Standard Title Level Credits Grade

AS 90701 (3.1)Analyse natural processes in the context of a geographic environment - EXT

3 4 A

AS 90702 (3.2) Analyse a cultural process – EXT 3 4 A

AS 90704 (3.4) Select and apply skills and ideas in a geographic context – EXT 3 4 A

AS 90706 (3.6)Analyse a contemporary geographic issue and evaluate courses of action – INT

3 3 M

AS 90707 (3.7) Analyse a geographic topic at a global scale – INT 3 3 M

AS= Achievement Standard US= Unit Standard Int= Internally Assessed Ext= Externally Assessed

W = Working on NYA= Not yet Assessed N= Not Achieved A= Achieved M= Merit E= Excellence

Any external standards assessed are only summative and as a result of practice exams.

E-Teacher Comment

XXX is a very capable student as is evident from her work submitted for internal assessments. I was disappointed that she did not attempt two of the external papers in the practice assessments. She is a pleasure to work with both online and face to face.

XXX needs to spent time reading through the information online and ensure that she understands what each focus area involves and how they relate to possible questions. I would like her to refer to the past questions that have been provided and plan outlines as to how she would respond and submit these to me for feedback. With continued practice she will get more confident and her grades should reflect this.

E-Dean Comment

Comment on where the student is at:

What improvements can be made:

Contact Details: Sue McCarthny – s.mcarthny@gmail.com