CONTENTS1. Ako e FarNet /HarbourNet contacts2. Job Description for e-Teachers3. Getting Started3.1 Course outlines3.2 Learning Management System set up3.3 Data collection3.4 Getting organised4. Effective online delivery5. Administrative Responsibilities5.1 Students attendance5.2 Standards being assessed6. Assessments and results6.1 Undertaking Internal assessments6.2 Further Assessment Opportunities/ Resubmissions6.3 External Moderation6.4 Practice external assessments (mock exams)6.5 Recording results7. Reporting to Parents8. Communication9. Professional Development10.Performance Management
2. Guidelines for e-TeachersVideo Conference Technical KnowledgeVideo Conference Technical KnowledgeThe teacher is able to:Ensure all VC equipment is functioning correctlyUse all the major functions of the VC equipment including; camera views, document camera (ifapplicable),laptop to document cameraCarry out minor trouble-shooting on VC equipment and contact ASNET if additional supportisneededApplies sound teaching practice in a video conference environmentApplies sound teaching practice in a video conference environmentThe teacher:Is thoroughly prepared for each VC lessonUses a range of technology to engage students and facilitate effective learningIs able to build a positive rapport with students during a lesson. (e.g. the teacher takes time to getto know the students during VC lessons)Expected lesson outcomes and expectations are clearly stated at the beginning of the lessonUses a variety of teaching techniquesUses a variety of learning activities within a lessonMakes links to prior learningProvides opportunities for student collaboration / interactionDevelops lessons and activities that are student centredUses effective questioning techniquesApplies sound distance learning teaching practiceApplies sound distance learning teaching practiceThe teacher:Marks student work and returns it in a timely fashionUses assessment for learning to guide students in improving skills and knowledgeIndividualises learning to meet the varied needs of studentsEnsures students have opportunities to collaborate with other students in the courseDevelops resources that are clear and effectively support self-directed learningProvides students with work for at least four periods a weekUses technology to engage students and facilitate effective learning- Uses Microsoft Office / Open Office / Google docs to develop clear and effective resourceto aid student learning- Provides students opportunities to use the internet for self-directed learning- Uses online technologies (Moodle, blogs, wikis) to engage and facilitate learningCommunicationCommunicationThe teacher:Reads and responds to student questions on a daily basisCommunicates 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,workcompletion, attitude, and submission of assessmentsCompletes reports that effectively communicate student progressTo input all internal results and preliminary results on the Information for e-Deans doc and emailthereceiving schools principals nominees by the date determined – usually a few days before theinformation is required by NZQACommunicates student NCEA internal assessment grades to the e-Deans for recording on the NZQAwebsiteVisits students to provide face to face feedbackEffective Organisational SkillsEffective organisation skillsThe teacher:Ensures course outlines, standards to be tested and assessment policies are updated regularlyandsent to students or posted on the intranet.Ensures students follow their own schools NCEA guidelinesEnsures all internal assessments are moderated by another teacherKeeps an accurate attendance record and posts this on the Information for e-Deans docEnsures students and e-Deans receive work in a timely fashionStudents receive a lesson outline before each timetabled VCProfessional KnowledgeProfessional KnowledgeThe teacher:Demonstrates knowledge of their subjectEngages in professional development that will improve their teaching in a distance environmentEvaluates and reflects on the effectiveness of teaching strategiesEngages in professional discussiondemonstrate a significant depth of knowledge in the theory and practical application,whereappropriate, of:- curricula relevant to their teaching speciality(ies)- learning and assessment theory and developments- the current issues and initiatives in education, including Maori educationSupport for and co-operation with colleaguesSupport for and co-operation with colleaguesThe teacher:Endeavours to attend Ako e Farnet/HarbourNete-teacher meetings, the Orientation eDay andopportunities forprofessional development whenever it is possibleWatches other e-teachers and provides constructive feedbackContributes to the marketing of Ako e Farnet/HarbourNet to schools, staff and parents
3. Getting Started3.1 Setting up my courseCourse OutlineIn order for other schools to see what you course entails for prospective students, we ask thatyou complete a course outline so it can be advertised on the Virtual Learning Network (VLN)site. See example of Course outline inAppendix 1. You will be asked for this at the end of eachyear.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/FarnetMoodle 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 whosets this up for your students the names of your online students so they can get logons foryour system. Then you are to let your students know how to access and use the LMS.If you decide to use the Ako eFarnet/HarbourNetMoodle site then we will set the students upfor you and give them their login details.Refer to Moodle 2.0 Guide to Successful learning using Moodle. DocIf you have never used Moodle before please contact either Clarrie, Carolyn or Sue. We aremore 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 belike 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 toaccess should be straight forward. There is no ‘best way’ to organise work online but do youwant to set it up on a week by week basis, by topics/objective? You don’t want content that isfragmented and disjointed.If you are designing instructions/tasks ensure that students are familiar as to how to go aboutundertaking them using the e-learning tools. You should be comfortable with them as well.Knowing your students – Data CollectionInformation regarding your students National Student Number (NSN), contact details, nameof schools, eDean information will be in the Information for e-Deans doc (your Virtual MarkBook).It would be worth accessing your students previous years NCEA grades. Use the NSN numberfrom the Information for e-Deans doc and login to the NZQA School provider page then searchfor the candidate outside of your school.Getting organisedSet up an email ‘Group’ for your students and email them welcoming them to your coursegive them links to your course. Set up a similar group for your e-Deans. Send an email to yourstudents e-Deans outlining key information including PIN, VC time, a course outline with NCEAstandards, textbook and workbook requirements.4. Delivering lessons onlineAnyone who teaches online needs to have somefirst-hand experienceas an online learner tounderstand what it means to learn this way. The importance of clear directions, well-organized materials, timely feedback, deadlines, and good technical support becomesapparent as an online learner.You must also have a high comfort level with the particular online tools/system used todeliver the course, so you can anticipate likely student problems and provide help when theyhave trouble. Students are going to model your use of the tools/system, so you want to showhow they can be used effectively.First lessonYou first lesson online sets the tone for your classes. It is an opportunity to set expectationsand routines, to get to know students, show them how to access work and submit work. Alsoto go over the course and assessment outline.Spend the first week giving the students an orientation on your Moodle course. This couldinclude some questionnaires for them to fill out, some diagnostic assessment, and someicebreaker discussions on the forum.
Strive to make the class as interactive as possiblee-Teachers need to understand that interactivity is the key to a successful online course. Themore interaction students have with the content, the teacher and each other (especially thelatter), the better. This is partly a function of providing ample feedback to students on theirassignments, but is also a function of the design of the course. Assignments must requirestudents to interact with each and the teacher in terms of sharing ideas, providing criticalanalysis, comparing results, suggesting improvements, and so on.Providing timely and meaningful feedbackIf there is one fundamental rule for online teachers it is that timely feedback should beprovided to students on their assignments, questions or forum postings. Ideally such feedbackshould be provided in less than 24 hours. Even if a full response can’t be provided, at least anacknowledgement 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 toidentify the strengths/weaknesses of a response, questions about assumptions made, orsuggestions for further thought/investigation.The lack of timely and meaningful feedback from e-teachers is the number one complaintfrom online learners. The main cause of the problem is that instructors are not onlinefrequently or long enough to provide such feedback.Encourage learners to learn from each otherThe real power of an online course is what students learn from each other. A primary task ofthe e-teacher is to facilitate as much student interaction as possible. This can be done byhaving students do their assignments in pairs or small groups. Asking students to evaluateeach other’s work and to make class presentations are also good ideas. Students should beencouraged to address their questions to the class, rather than just the e-teacher.Introduce an exploratory spiritBecause online teaching/learning involves so many new things, it is important to establish anexploratory spirit among all participants that emphasizes experimentation and problem-solving. Information and ideas can be obtained quickly from searching the web. Studentsshould encouraged to think about alternative options and multiple perspectives in theirassignments. The online world is a multicultural, multidimensional society and participantsshould get used to it.Synchronous v Asynchronous activitiesSynchronous activities: are similar for all learners, mainly teacher led.Asynchronous activities: mainly student centred, wide range of interactions, individual and orcollaborative work, threaded discussions
4. Administrative ResponsibilitiesAs an e-Teacher your responsibilities are the same as being a teacher in your school.You will have anInformation 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 withinformation needed for administrative requirements.4.1 AttendanceYou are required to record the attendance of students in your class in VC sessions on theInformation to e-Deans doc. If you have any concerns regarding any student’s lack ofattendance or behaviour online then do not hesitate to contact the respective student’s e-Dean for them to follow up.4.2 NCEA standardsPlease 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 theirStudent Management System SMS. It is the receiving schools responsibility to enter theirownstudents. You can add a comment (eg. Version and standard descriptor) by clicking on thetriangle in the corner of each cell.
5. Assessments and Results5.1 Undertaking Internal AssessmentsIt is good practice to send the e-Deans a copy of your assessment schedule for their records atthe beginning of the year. You may send the e-Deans internal assessments in either hardcopyor electronic but make sure instructions are explicit as you need to be assured that everystudents 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 mayneed to be aware of the assessment conditions:Some internal assessments are done online eg. Speeches, listening and may requiresomeone from the receiving school to be present.Some assessment require the assessments to be done in formal conditions ie. mayhave 4 hours to complete but the work cannot be taken home. The e-Dean needs toconfirm this with you.Other assessments may be on-going in which case an authenticity statement needs tobe completed by student and e-Dean. See example of Authenticity DeclarationAppendix 35.2 Further Assessment Opportunities and ResubmissionsThis operates in the same way it would be done in your own classes at school. Pleaseremember that you cannot give any verbal or written guidance to students who need toresubmit a section of work. Indicate on the returned work and inform the e-Dean that astudent is required to resubmit or undergo a further assessment opportunity.
5.3 External moderationAs you are the provider for this course, students’ work can be requested for moderation byNZQA. It is therefore imperative that you keep a copy or original of students’work formoderation purposes.5.4 Practice/ Mock external assessmentsIn order to keep things straightforward for the students, e-Deans will notify you as to whentheir school has their mock exams. This means that they can be scheduled into the respectiveschool’s exam week. You will need to send the exams either in hard copy or electronically tothe e-Deans so they can ensure the exams are administered. They will then return thecompleted exams for you to mark. The grades resulting from these practice externalassessments are recorded for the purposes of a derived grade should it be needed at a laterdate.5.5 Recording ResultsAs you complete any internal assessments/ external practice assessments you need to recordthe results for the respective standard in the Information for e-Deans doc. It is recommendedthat you also send the e-Deans an email to let them know that the standard has beencompleted. They will then notify their Principal’s Nominee or enter the grades themselves fortheir students on their SMS.6. Reporting to parentsStudents will receive three reports during the year as follows:An interim report - mid Term 1A mid-year report - end of Term 2An end of year report – end of Term 3e-Deans will let you know when their school reports are issued. Write the reports so they canbe sent out with the individual school reports. Using the templates provided you are tocomplete 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 andwhere to next for feed-forward.Examples of interim and mid/end of year reports are in Appendix 4 and 57. CommunicationCommunicationRegular contact with individual students is important. They will feel a little lost and perhapsalienated as you are not there for them to run to. Encourage them to contact you if they arehaving difficulty. It is important to establish their trust.
Keeping in contact with your e-Deans if you have any concerns is imperative. We cannotstress the importance of such communication.Check you emails regularly! This is the main form of communication. Get a filing system foryour emails so they do not get ‘lost’ in your school ‘stuff’.8. Professional Developmente-Teachers’ meetingsEvery month we have an online e-Teachers’ meeting. You will be notified when these will bescheduled. They are a good forum for seeking advice and discussing any issues as well assharing positive experiences. E-Deans will have similar meetings. Your Principal will also meetonline with other Principals every term.e-DaysThere will be two e-Days where e-Teachers/e-Deans are expected to attend. One at thebeginning of the year where e-Students have the opportunity to get together with their onlineclasses 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 yourschools to discuss any issues you might have and also share any celebrations with you face toface. Do not hesitate to contact us. ‘A problem shared is a problem halved’. You will also haveanother e-Teacher buddy to work with as your sounding board.Other existing e-Teachers have a wealth of knowledge and experience. Do not hesitate tocontact Clarrie if you are stuck or in desperate need of inspiration.Ako e Community Ning and NewsletterThe Ako e Community Ningis a great forum for airing your views, seeking advice from othersand reading about other people experiences or professional links. Our monthly newsletter tokeep you up to date with events and professional learning / research up in the global onlinelearning community.11.Performance ManagementAs your school has invested financially in online learning.e-Deans will report to the BOT or tothe 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 goodreflective practice as part of Teaching as Inquiry. It is also useful information for your schoolappraisal/ performance management.
We will further analyse students’ results against their other face to face classes to see howstudents’ experience with online learning compares. This makes up our report to thePrincipals / BOT to whom we are responsible as members of the Ako eFarNet/HarbourNetcluster.
APPENDIX1. Example of Course Outline2. Checklist for Beginning e-Teachers3. Example of VC Lesson Plan – Week 14. Authenticity declaration5. Term 1 Interim Report6. Mid-year and end of year report.
Appendix 1.FARNET & HARBOURNET COURSES FOR 2013My name and contact details: Teacher’s NameEmail addressMobile numberName of Course: French – Level 2 - 2013Description:Level 2 French will cover topics such as French-speaking countries, Young people, Future plans and Health andfitness. Level 2 has 5 achievement standards (2 externals with a total of 10 credits and 3 internals with a total of14 credits).Level 2 French covers new vocabulary and grammatical structures and will include listening, speaking, readingand writing activities.LEARNING AREAS:Learning LanguagesCourse Content:Level 2 French covers the following topics through 5 achievement standards:AS 91118Version 1Demonstrate understanding of a variety of spokenFrench texts on familiar matters5 credits ExternalAS91120Version 1Give a spoken presentation in French thatcommunicates information, ideas and opinions4 credits InternalAS91121Version 1Demonstrate understanding of a variety of writtenand/or visual French text(s) on familiar matters5 credits ExternalAS91122Version 1Write a variety of text types in French to conveyinformation, ideas, and opinions in genuine contexts5 credits InternalAS91119Version 1Interact using spoken French to share information andjustify ideas and opinions in different situations5 credits InternalPrerequisitesNCEA Level 1 French with a minimum of 14 credits, preferably with at least Achieved in one of the two externalachievement standardsPractical 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 internalswith 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 inTerm 4Curriculum Levels:NCEA Level 2Curriculum Level 7Year 11Standards:French - AS 91118 AS91120 AS91121 AS91122 AS91119Resources:There is a $10 standard charge for such things as photocopying, postage to cover sending assessments, examsduring the year.I expect students to enrol in either Go Vocab or Language Perfect for vocabulary study. It costs approx. $30 forthe 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 - email@example.com. 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 otherPlease email this template back asap to Carolyn Bennett, firstname.lastname@example.org
Appendix 2Beginning e-Teacher ChecklistAccess your students’previous year’s NCEA grades using NSN information inInformation for e-Deans DocSet up Moodle or LMS for delivery of course online … or Google AppsSend an email to your student’s e-Deans outlining key information, including PIN, VCtime, 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 outlineof what to do next. This should include instructions for how to get into the course inMoodle / LMS, the VC time and PINSpend the first week giving the students an orientation on your Moodle course. Thiscould include some questionnaires for them to fill out, some diagnostic assessment,and some icebreaker discussions on the forumAttend e-Day 15 February to meet your students face to face.Enjoy yourself
Appendix 3VC LESSON PLAN – WEEK 1Learning Intention: Success CriteriaGet to know each otherHow to use VC in sessionsHow to access work and post work onlineWhat is involved this year in this course?StudentscanKnow other class membersKnow what is expected of them in VC sessions,as a class member.Understand what is required of them in thiscourseUse the VC gear with confidenceCommunicate with teacher and other studentsout of class.Teacher :Has an idea of students’ background / ability inthis subject.Becomes familiar with students1. 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 tolistening 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 knowcommunication is working.- Complete set tasks.
Appendix 4Example Authenticity DeclarationAUTHENTICITY DECLARATIONName: ___________________________________Achievement Standard: _____________________ Level: __________Due Date: _________________________________ Teacher: ______________________Assessment title: _____________________________________________________________DECLARATIONExcept where otherwise indicated and acknowledged, this assessment is entirely my ownwork.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 5Term 1 Interim ReportFARNET Level 3 AccountingPROGRESS REPORTMarch 2012Student: XXXXXX School: Orewa College Delivery School: NorthlandCollegeWork completed to dateHas completed all set activitiesand tasksHas completed most setactivities and tasksCompletion of set workRequires AttentionXAttendance in video/audio conference classHas attended all available VCclassesHas attended most VC classes Attendance in VC classesRequires AttentionXEngagement in online Moodle classIs engaged in the onlineclassroomHas had initial difficulties inengaging in the onlineclassroomEngagement in onlineclassroom Requires AttentionXComment by e-Teacher: Carolyn Bennett – Carolyn.email@example.comXXX has the workbook and it would be advisable for him to get a copy of the Study Guide, which isalso an excellent resource. Now the class has settled in, XXX should be working at least 4 – 5 hours aweek 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 setactivities, 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 AttentionXComment by e-Dean: Sue McCarthnyXXX is a well-organised, diligent student and has attended classes regularly.He now has access to theStudy Guide so he can utilise this whenever necessary.
Appendix 6 End of Term/ End of Year ReportEND OF YEAR REPORT – September 2012Name: XXX School: Dargaville High SchoolSubject: Level 3 Geography e-Teacher: Mrs Sue McCarthny – Orewa College - AucklandGeography is the study of the environment as the home of people. It seeks to interpret the world and how itchanges over time – past, present, and future. It explores the relationships and connections between peopleand both natural and cultural environments. Geography investigates the ways in which features are arrangedon 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 geographicalinformation systems (GIS), to obtain, present and analyse information.There are currently five achievement standards, three internals and three externals. Students in this onlineclass are expected to attend a weekly video conference class. Regular communications between students andtheir teacher are vital in an online environment and students are encouraged to engage with their teacher andother students through a range of web tools.Students are required to participate regularly in online activities, which include working independently in theironline Moodle class in preparation for their weekly videoconference meetings.Attendance in video conference class in Term 3Has attended all available VCclassesHas attended most VC classes Attendance in VC classesRequires AttentionXEngagement in online Moodle class and online environment in Term 3Is engaged in the online classroomand environmentHas had initial difficulties inengaging in the online classroomand environmentEngagement in online classroomRequires AttentionXSet Tasks & Activities completed in Term 3Has completed all set activities andtasksHas completed most set activitiesand tasksCompletion of set workRequires AttentionXCommunication in Term 3Keeps regular communication withteacher and other studentsCommunicates with teacher andother studentsCommunication RequiresAttention
XStandards Achieved or Currently Working OnStandard Title Level Credits GradeAS 90701 (3.1)Analyse natural processes in the context of a geographic environment -EXT3 4 AAS 90702 (3.2) Analyse a cultural process – EXT 3 4 AAS 90704 (3.4) Select and apply skills and ideas in a geographic context – EXT 3 4 AAS 90706 (3.6)Analyse a contemporary geographic issue and evaluate courses ofaction – INT3 3 MAS 90707 (3.7) Analyse a geographic topic at a global scale – INT 3 3 MAS= Achievement Standard US= Unit Standard Int= Internally Assessed Ext= Externally AssessedW = Working on NYA= Not yet Assessed N= Not Achieved A= Achieved M= Merit E= ExcellenceAny external standards assessed are only summative and as a result of practice exams.E-Teacher CommentXXX is a very capable student as is evident from her work submitted for internal assessments. I wasdisappointed that she did not attempt two of the external papers in the practice assessments. She is a pleasureto work with both online and face to face.XXX needs to spent time reading through the information online and ensure that she understands what eachfocus area involves and how they relate to possible questions. I would like her to refer to the past questionsthat 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 CommentComment on where the student is at:What improvements can be made:Contact Details: Sue McCarthny – firstname.lastname@example.org