Virtual Learning Network

Focus

Confirm shared timetables, calendars, and protocols for sharing with staff and students.

Explanation

An open framework should be developed that contains the information required to ensure the proper procedures are carried out and adhered to in the undertakings of the cluster. All members of the cluster and wider community are aware of their roles and are able to access this information and ensure their part is complete. The development of shared protocols between schools in an LCO, and between LCOs
in the wider network, is important to ensure that there are clear understandings from all involved about how to work effectively together. Many LCOs have, in consultation with other similar groups, developed an elearning handbook that sets out clearly what are agreed ways of operating. Some also, in addition to this, develop a Memorandum of Agreement (as separate from the MOA described at the end of the Scoping stage) that outlines the key protocols for participation, which Boards of Trustees and Principals sign to ensure that these shared protocols are understood and agreed to by all. Some key areas that are addressed in shared protocols are the development of shared timetables, shared staffing, resourcing, and student support. These key areas are addressed at various levels throughout the LCO handbook. The focus in this section will be the logistical protocols of planning for online learning which covers shared timetable and staffing.

A shared timetable is necessary to enable students and teachers from different schools to meet at the same time (synchronous learning). This can be problematic in secondary schools where timetables can be quite rigid, and vary greatly between schools. It has become common protocol in these schools that synchronous learning takes place atan agreed time on the hour at least once a week (the time is usually determined by the eteacher’s availability). Other time for learning takes place asynchronously through online learning environments and other communications between students and teachers. One person from the LCO should be in charge of creating the shared timetable - this is usually done by the person who is enrolling students.

The timetabling gets more challenging with increasing numbers of classes being accessed and increasing numbers of schools involved in those classes. It is essential that the VLN site is constantly updated with correct information about online classes as the national timetable on the VLN site is an invaluable tool for preparing LCO shared timetables. Consideration should be given when encountering timetable clashes to vary the type of technology that is being used for synchronous learning. For example, instead of video conferencing (VC), Adobe Connect, audio conferencing or desktop VC can be used. Timetabling protocol within primary schools is less complex as they are often able to work more flexibly together. Assistance is available from the VLN community in learning how to use the VLN website effectively for enrolments and shared timetables.

Action

• Access elearning handbooks from other LCO.
• Develop an elearning handbook (policies and protocols) that will be adopted within your LCO.
• Develop a MOA for the provision of shared classes, staffing, students and resources between LCO member schools.
• Decide on a staffing protocol that is fair and acceptable to all schools and potential eteachers (These points should be taken back to the previous stage).
• Train person in charge of enrolments and timetabling in the use of the VLN website.
• The following logistical systems need to be in place and adhered to so as to enable the following to occur in time for implementing in the coming school year:
  -    external and internal provision of learning is finalised within a timeframe that allows for participation across the clusters
  -    programme information is posted on cluster and national websites; ( e.g. deadlines late November for www.virtuallearning.school.nz)
  -    the students and wider community are advised
  -    staffing for delivery and support is negotiated prior to commencement of the school year
  -    the timetable along with key calendar and resources confirmed
  -    professional development, vc training, school and technical support for teachers and students available prior to new year commencing
  -    enrolments are collected and evaluated by teaching staff and cluster co-ordinators
  -    enrolment data is entered through as per provider requirements
  -    a system is established for the collection, collation, and distribution of formal and informal feedback from students, teachers and coordinators/mentors
  -    a system for acknowledgement and response to successes and challenges in an effective and timely manner is agreed by cluster management/leadership.