Monday, March 31, 2014

Communicate 4.2.2 Digital Feedback Quest

In order to complete this quest. I feel I was able to locate 3 great resources that can be used for progressive feedback between instructor and students. The 3 resources found are listed below.

1. Socrative is a smart student response system that allows teachers to interact with the entire class through games and smart devices.
http://www.socrative.com/?utm_campaign=Listly&utm_medium=list&utm_source=listly



2. Question Pro is an online research tool that is like a traditional survey on steroids. Question Pro allows instructors to create surveys, collect responses, and analyze the results.
http://questionpro.com/?utm_campaign=Listly&utm_medium=list&utm_source=listly

3. https://getkahoot.com/?utm_campaign=Listly&utm_medium=list&utm_source=listly
Kahoot is a great platform for students to ask questions. It is a classroom responsive system that creates an interactive and engaging learning space.





Communicate 4.2.1 Rubrics

From the given sources I chose to use the site http://www.rubrics4teachers.com powered by Teachers Planet in order to create a generic grading rubric.

Communicate 3.2.1 The Newsletter Quest

There are several beneficial ways to communicate in order to complete this quest I chose to create and use the resources provided. Three options that give dynamic communications options for stakeholders are Smore, Thinglink, and Flipsnack. Please take a moment to view examples below. Essentially these examples serve as a direct reflection of the creative sources and resources that are available to enhance effective communication inside and out of the classroom. Example of another way to communicate. Open source option from Thinglink. Lastly because it would be a premium service to create without watermark. Here is an example to an education FlipSnack below. http://www.flipsnack.com/flipsnack/fh9lr33p

Friday, March 7, 2014

Evaluate 3.1.2 Self-Reflection on Teaching Abilities Quest


Where do I begin? First I am so glad I made it through this course as initially I thought it would be somewhat of a challenge due to time and availability issues from a new job taken. That stated I was enthused to dive in head on . I feel I have learned a variety of skills that I will be able to use for the rest of my life in any capacity whether I am using professionally or for personal use.  Learning about digital literacy, vigilance, other forms of communication, and just general DLC terms and information has increased my knowledge of how to be a better curriculum developer and online instructor in an educational setting and otherwise. Furthermore I have grown even more appreciation for the skill set of completing a MOOC overall.
I hope to apply what I have learned in this course in my professional life to create better and more effective content.  If I do decide to return back to the corporate arena I now possess  tools that I can use to direct and oversee curriculum campaigns and can even be more versed when I am collaborating on projects using a LMS or CMS .
From my initial perspective I did not have anything that I wanted to specifically learn about. That has drastically changed as this course has opened me up to an entire new world that I find intriguing. At this point now I want to know as much about every subject covered  as I can. The learning techniques and skills will definitely come in hand and I am very appreciative for the type of teacher I can become, by using the abilities taught herein. 

Unfortunately I do not have any artifacts to include as I am not currently working in an education sector. I am pursuing my degree in order to enter into this field of study.

Evaluate 3.1.1 Differentiation Quest



Unfortunately I do not have a specific field of study so I chose to use an example of student date retrieved from a Google Scholar search. Using this data charge a method could be used to group students based on their abilities by putting students who scored similarly in groups together.  Alternatively the high low method could be used to pair students that have opposing strengths  and weaknesses in order to record the outcome. The intent is not to label students but to see how they cam emerge from the skills that they have from the content they are given.

The strategy used to examine student performance would be to look at the data collectively and then individually. Especially in the case of distance education all options should be given to students equally and to differentiate the online instruction students who are showing limitations or those classified as exceptional learners should be given alternatives to the course instruction. Equally students who are thriving should also be given alternatives that push them further and strengthen their skill sets.

On an individual level data could be referenced to identify the needs of each student by making sure the content is diverse and looking at the scoring for that student only. Students that perform well or poorly performance habits can be identified from the start a mid point and at the end to monitor progress and response to the assignments and supplemental material that is given to aid each learners experience. The ability to examine the weaknesses on an individual level can help the development of the student before the completion of the course.


Source: ritter.tea.state.tx.us

Thursday, March 6, 2014

Evaluate 2.1.2 Rubrics and Competencies

The competency structure I am submitting is from one of the activities page from the course curriculum that I built. The students may achieve competency of course by going through the curriculum in a straight path or they have the option to choose the order in which they complete the activities. Another way the students are allowed to complete the course is by choosing from a list of activities. I chose to construct the course in this manner so that it gives the students flexibility and so that they could exercise the assignment or the topic that interested them most. By doing it in this manner in increased the probability that the student would be engaged and complete the assignment. Each unit has an objective and the students can monitor their progress and see if they completed the skillset in the learning objectives by taking an assessment at the end of each module.


Evaluate 2.1.1 Data Driven Instruction, Analytics, Reporting Tools

The artifacts on the hypothetical course in our quest displayed good student performance. The instructor of this course did a good job using the analytics of the LMS they were using from the reporting tools to deliver better instruction and feedback. For future use the teacher might adjust this course by offering review materials before Quiz completions, the teacher might also center the due dates around the dates in the course (most likely a weekday) when the students assess the curriculum course the most. Additionally the instructor can and should maintain the consistency of their communication logs while also noting possibly the number or person contacted. Since enrollment was highest in the Economics course Spring 2013 the teacher should make note of any quarterly or annual trends and prepare to be responsible to engage and offer more feedback when a maximum number of students are involved.

Evaluate 1.1.3 The Summative Assessment Quest

This assessment was created as a follow up to learners after the course was taken. Though it is not an actual quiz the validity of the assessment is used to measure what the students learn]ed from participating in the course curriculum. The reliability of completion was used and measured against the detail of the responses given. Those who did not put a lot of effort into the course normally provided short or incomplete answers. The way the students answered generally matched their level of involvement and participation in the course. As the instructor for both the course and the assessment answers are collected into a spreadsheet arranged by the name of the student the feedback can be cross-referenced with their completion rate and participation throughout the course.








Evaluate 1.1.2 Quality Feedback

Source: www.teachingchannel.org

Evaluate 1.1.1 Formative Assessment

A Teacher can employ several methods of accessing their students readiness for course content and the best method of delivery. The best way to assess this readiness is through a pre-assesment test, survey, questionnaire, vlog, or any other method that can deliver the desired data needed to see if the learner will benefit from the course. Conducting formative assessments throughout the course ensure that the students are grasping the information they are being delivered. A preassessment identifies the students needs before formative assessment takes place. Incorporating online videos, quizzes, games, and other methods to make sure the students are learning can come after their needs are properly identified.

https://docs.google.com/forms/d/1jDjzWfBZlhA3lr6h6guoQcsCMt_dIl5MvPfoqoEA0jU/viewform


Create 4.1.3 Aggregating Lesson Material Quest

  • Accessibility – Does the tool offer solutions for many users, taking into account special needs?
  • Ease of Use – Can users navigate the material easily?
  • Learning Curve – How much knowledge of design, software, programming is necessary to use this tool?
  • Cost – Is it fee-based?  Is it an ongoing fee, is it based on number of users, will I need to keep the software updated?
  • Export and Import – After aggregating, how easily can content be delivered to users?
  • Visual Appeal of Delivery – Is it professional looking? Can a style guide be applied?
Three other tools that can be use to aggregate and present learning material are Drupal, Desire2Learn and Curriki. Each tool list the characteristics needed in a software that supports aggregating lesson materials (listed above).

Drupal (www.drupal.com) is an open source tool that offers many solutions for users to build there own websites and online curricula. The software hosts different themes, forums, modules, documentations, and groups. There are also several extensions and add-ons that can be used to maximize a learners experience.

Desire2Learn
Desire2Learn is a paid software with a free trial that offers the ability to produce learning environments through an assortment of material. It is an integrated learning platform that aims to address challenges releated to learner engagement and outcome (http://www.desire2learn.com/about).


Curriki

Curriki is an open source software with no cost associated. Sponsored by founders like AT&T Oracle and Orion Marketing. It is used to promote learning and teaching through diverse content from educators that contribute from all over the world. The software offers Quality OER, aligns with Standards, is discoverable, curriculum building and sharing, and virtual collaboration space (www.curriki.org).

Wednesday, March 5, 2014

Create 4.1.2 Principles of Building Portable Learning Objects Quest

Content Object: Reuseable, accesible, manageable, and interoperable.

The first video is intended to show the Modern Uses of video this video can be used in an assortment of subject areas and give students and idea of what format their own videos can be used in. 

The second video meets all objectives of a Learning object as it is an instructional video on how to use a course curriculum that I developed.


Create 4.1.1 Define and Explain Learning Object Authoring Tools

Resource List of Learning Object Authoring Tools 

Free/Open Source Tools 
  1. http://camstudio.org/
    CamStudio is a free streaming video software used to create industry quality video files. As an authoring tool this source could be used to create demonstration videos, information, and product based videos among many more options. 
  2. www.wiggio.com
    Wiggio is a great tool for collaborative learning or a flipped classroom. It can be used in instruction to host meetings, create task list, manage events, and more. The cos ti absolutely free and trusted by over 1 million users.
  3. www.prezi.com
    Increasingly gaining more and more popularity Prezi is becoming one of the most used authoring tools for presentations and it is free. However there are commercial use options available that allow for private sharing and more storage. 
Fee/Subscription Based
  1. http://www.articulate.com/
    Articulate is a community based e-learning software that is used to create e-learning courses. It house 2 different products that gives access to interactive storylines or presentation. This tool could be used in instruction to create stunning interactions without programming knowledge. There is a cost for the service though it has a 30 day trial.
  2. http://www.courselab.com
    CourseLab is a web authoring tool that gives you the ability to create interactive content and publish online. This tool is ideal for an LMS system and offers updates, support, and samples. in an online environment instructors can use it to house their own course curriculum or other valuable information.



Create 3.1.3 Locating Resources

Source: http://youtu.be/HKfqoPYJdVc
Image Courtesy of Creative Commons Search: http://flic.kr/p/7NjWpD
Link to Fair Use Document on Creative Commons: http://wiki.creativecommons.org/images/6/61/Creativecommons-licensing-and-marking-your-content_eng.pdf


 











Create 3.1.2 Fair Use and the TEACH Act

  • How does an understanding of Fair Use affect one’s role as an online instructor?
Understanding Fair Use affects one's role as an online instructor because with all the media content that is used in an online curriculum it is easy to go about doing things the wrong way that may be improper usage or infringement on creative works. An online instructor must have a clear understanding of Fair Use so that they are away of legal implication for themselves and their students. Publishing, using, and making copies of non printed material can be just as serious as when dealing with printed material. If an instructor does not have a clear understanding of the damage that can be cause when not adhering to Fair Use they run the risk of transferring this lack of knowledge onto their learners.  Instructors must have a balance and understand the guideline so their role of an instructor is not affected by their lack of understanding. Knowing and understanding Fair Use and copyright statues make for a better online instructor and course developer.


  • How do Fair Use and the TEACH Act correlate to the delivery of reliable content?
Fair Use and the TEACH Act correlate to deliver reliable content by amending the previously prohibited use of copyrighted material in online instruction. Because of the TEACH Act online instructors can now use limited works that used to require permission, gives access to digital materials outside of traditional settings, works that do not have a digital format can be modified into digital content, and it helps with permission to store these materials on a server. The TEACH Act further helps deliver reliable content because if covers in class performances and display for distance education. 

Create 3.1.1 Open Educational Resources and Creative Commons

Open Education Resource Defined

When I think of Open Educational Resources I think of those images and other forms of multimedia that can be used without getting in trouble. This may be a little to general or broad of an explanation but this is what comes to mind. Open Education Resources or OER are actually materials that are free and open to be used for teaching, research,  and learning, and is publicly available for reuse and sharing with others.

With OER there are various Creative Common licenses some that will allow you to use or not use commercially. Those that allow you to modify them or build upon thme. Those that truly are open for you to do whatever you would like, and those that are restricted, in which the licenses do not allow for any type of use or modifications. With Creative Commons sharing creative projects allow others to have access to tools and resources to be used so everyone can grow.

More info on licenses, copyright, & creative commons. https://creativecommons.org/licenses/


2.1.3 Using Web 2.0 Tools to Differentiate Student Assessment Quest

Great Tool for Differentiated Student Assessment

Information:
Site www.goanimate.com


Can be used for student presentations/lessons, tutorials, trainign, communication, counseling and therapy, storytelling, design, and much more.

Site is safe and secure, great for group management, school safe and allows for publishing to a secure net. Great for flipped classrooms.





Create 2.1.2 Using Web 2.0 Tools to Differentiate Teacher Instruction

Relying on Web 2.0 tools ensures that we will be able to contribute to differentiated learning. With the surge of technology and the constant changes in speed and the way we communicate globally, it is imperative that we enable progressive online learning. One of the tools discussed in this quest was WikiSpaces. I have heard of Wikispaces but never used a wikispace before. The first thing I set out to do was use a wikispace to create an instructional tool, upon registering I was shocked to find I already had a login (this must have been setup in a previous course as I don't recall setting this up). Since I am working by myself I chose not to use one of the tools that are more suited for collaboration. Wikispaces is a great way to make a difference and host unlimited information in a centralized space.


shaslater.wikispaces.com

Create 2.1.1 Web Tools Forum

I have a site booked marked that I love to reference when seeking the best Web Tools. this site specifically list Web 2.0 tool but can be filtered by categories. Sometimes some of the tools are no longer available especially in the case of open source tools (which are the ones I gravitate to). However in other instances you will still find a plethora of available tools that enhance the learning experience.

Category 1- Communication Tool
ProBinder is a wonderful communication tool that simplifies teamwork. There are a lot of tools like it but it has great ease and use and can be used without cost or registration. The benefit of adding this tool to a learning environment are to helps promote collaboration through document sharing and storage.

Personal Edition is Free | SME Edition for Small Companies $30/mth | Corporate Edition $100/mth

Category 2-  Bookmarking


Store and share to your bookmarking sites all in one! Social bookmarking is a powerful tool in promoting a website. But going through all of those social bookmarking sites is very time-consuming and downloading all toolbars is madness. That's where SocialMarker comes in, the free service designed to reduce the time and effort needed to socially bookmark a website. Social Bookmarking helps you spread a link on 31 of the best social bookmarking (http://www.go2web20.net/site/?a=SocialMarker)

No Charge.

Category 3- Social Media Integration
PageModo is a very powerful and valuable tool that can be used for student learning. Students or Teachers can use this site to create a Facebook page. This comes in handy due to the amount of students that use social media. The design of one page is free and the interface is easy to use and allows you to schedule post must like a blog.  Check out the site: www.pagemodo.com



Browse this site to see what if any tools you can find on your own. http://www.go2web20.net/

Create 1.1.3 Appearance Forum

The Benefits of Layout, Media, & Appearance

The benefits of layout, media, and appearance as it relates to instructional design go hand in hand with the way we guide the focus of the learning. Content that is all over the place with no clear direction will surely misguide the learner from the objective of the learning content. Effective design layouts will give clear information that guides the viewer/learners attention to the right place throughout each section of the content. 

When medial is involved it can add value to the layout of the design content. Multimedia through use of audio, video, and graphics help contribute to the learning process. This added value gives the content perspective so that learners are able to sift though all the information that is within instructional design or a digital learning community. When the layout is married with effective media it saves the students time and gives them an eagerness to start and continue with instruction. 

The overall appearance is as effective as the layout and media use. Think about this way how would you focus if a site you visited was neon green and yellow with orange text? To most the appearance of this site would be very distracting opposed to a clean white site with visually stunning graphics strategically placed and a standard dark or black font that makes the content more legible. The appearance of the site also needs to be clearly packaged. 

Below are 5 sites that show the benefits of good layout, media, and appearance.  Followed by 5 in which the layout, media, and appearance take away from the intent of the site.
  1. http://www.ala.org
  2. http://www.scholastic.com/magicschoolbus/games/index.htm
  3. http://www.timeforkids.com/
  4. http://www.multiplication.com/
  5. http://www.spellcheck.net/

* Could use improvement

  1. http://particleadventure.org/
  2. http://www.starfall.com/
  3. http://www.field-trips.org/trips.htm
  4. http://www.kidsgeo.com/
  5. http://www.kiddonet.com/kiddonet/kidsOnBoard/

Create 1.1.2. Creating a Content Map

When creating a content map the content map should include a begin from a central idea. This is the nuclues of what you will be mapping out and all ideas grow from this central idea. The content map is a visual display of all the organized elements that make up that central idea. For this reason it should be visual including links, text, images, charts, videos, graphic elements, and whatever else is needed to identify all components of the project or idea. The aspects of learning that are essential to integration of this process are planning and preparation. Below is an example of a content map I creating using www.bubbl.us . This content map indicates a central idea for a short term curriculum websiste.


Create 1.1.1 Time Management Quest

For this quest I chose to highlight a couple of time management tools I use on a daily and a couple I have recently learned about from this quest.

My first tool is Google (and technically everything Google) but especially Gmail, Google Task, Google Calendar, and Google Drive.
  •  These tools are great for both my personal and professional management being able to highly organize set reminders on my emails and schedule appointments right from my emails and beyond is priceless to me. Additionally having my Google apps linked with my cell phone make these tools even more effective. 
My second tool is Evernote (have you guys ever used this?) Well if you have not you should.
  • If you are like me I feel like I constantly have to write things down so that I have a point of reference. Evernote lets me do that but instead of keeping my notebooks scattered around or cluttered in my desk they are now housed in a notebook "cloud". This is a free app with upgrade features that you can even share and assign tasks to. It is a wonderful tool for time management. 
The 3rd tool that can aid in time management I would like to highlight is Outlook. This tool again can be used for both personal and business.
  • Outlook has a variety of time management tools built in within it calendar functions. This tools allows you to check for other availability, rescind meeting requests when you cannot make it, schedule recurring time for repeat events, and also set alerts to remind others. There is an out-of-office assistant and you can create multiple calendars if needed. 
Cozi is a service that I learned about within our quest. Cozi it main feature is that it simplifies family life. So it is best used for personal.
  • There is a shared calendar, grocery list, to do list and after school activities with more. The app and website have been ranked very reliable and it has the ability to be imported into Google Calendar and other internet calendars. With this app you only need one account for the entire family to help you get things done and it is free and accessible across multiple platforms.
Last but not least is Wiggio. Wiggio is a time management tool that can be used for personal, educational or business purposes.
  • Built like a wiki page, Wiggio allows you to set up phone conferences it also give you a calendar with update events, so that you are sure not to miss. Additional features allow you to have virtual meeting create and assign tasks. Send voice messages, poll groups , and hhave access and contribute to a shared folder. 

Monday, March 3, 2014

Communicate 2.1.2 Communication


Welcome Letter Example
Personal Note
Instructors are encouraged to send a welcome letter to students in their course some time before the beginning of the course, both by regular mail and by email. The welcome letter should be clear about the fast-paced nature of online courses and outline the technology requirements for the course. Below is a sample welcome letter to students in an online course.

To: [Name of course] Students
From: [Name of instructor]
Subject: Online Course Preliminary Information
Date: [date of this letter]

Address to Stakeholder
Dear Student,
This is a preliminary, brief overview of the [name of course] course. This course is a fully-online, Internet-based course. The course will meet [dates of course].
Please read the following carefully, as it will address common concerns and questions. It may even determine whether you decide to stay enrolled in this course.
  1. This is an entirely web-based course. You may complete all course work from your home as long as you have an internet connection and are able to master the features of Desire2Learn (D2L), the university's online course management system.

    Please note that this is not an online, self-study course with a due date of the last day of scheduled class. This course includes FIRM weekly deadlines scheduled throughout the semester. Again, although we (students and the instructor) are not tied down to specific times of day, we will adhere to a weekly schedule that includes many activities, including discussions, assignments, quizzes, etc. Please review the schedule, and please pay careful attention to deadlines. Due to the nature of this course, deadlines will not be extended for any reason, so please do not ask for an extension. If you miss an assignment or activity, work very hard to earn the maximum number of points on all subsequent activities. Extra credit is not available in this course.
  2. Contacting the Instructor. While this is a web-based course, I am easily accessible. You are welcome to contact me by email, chat or phone.... [include contact information, preferred method of contact, office hours, if applicable, etc.]
  3. Course Technology. You must use your UW-W email account for communicating with me and with other students in the course. There are many technical reasons for this email policy. Please manage your campus mailbox to ensure it does not become full.

    I normally check email several times per day, and I will respond to your email as quickly as possible. I will, at a minimum, make every effort to respond to email within 24 hours.

    The Desire2Learn (D2L) course management system is a CRITICAL component in conducting the course. All students are expected to regularly use and monitor the D2L site in order to participate in class activities. Unless otherwise noted, all materials submitted to your Instructor will also be done via D2L. A word of caution: those using a dial-up modem may find Internet-based courses particularly challenging/frustrating due to the slowness of the technology. If you are using dial-up, I suggest you try out all the features of the site to see if the Internet class format will work for you.

    Beginning on [starting date of course], you should have access to the course's D2L site. Check the Content area at least two to three times over the next several days, before the class begins. At present, there are three items available: 1) a copy of this memo, 2) a copy of the syllabus, to give you an idea of the topics and readings, and 3) a list of students in last semester's course who would like to sell you their lightly used copies of the required textbook at reasonable prices. I will continue to add course information between now and [date].
  4. Textbooks. You must rent one book [name of text] and purchase one book [name of text]. They should be readily available at the bookstore. [further info on obtaining the textbooks]
  5. Course Content. The course content will consist of: 1) PowerPoint lectures, 2) readings (a chapter a day in the text, a chapter or other reading in [another text], 3) online discussions, 4) five online quizzes, and 5) two formal 5-page essays drawn from the lecture and readings.
  6. Grading. Your grade will be calculated roughly as follows: one-third for the quizzes, one third for the discussions, and one third for the papers.
What Should I do first?
  • Review the course Syllabus. The Syllabus is attached to this email and available on the D2L Content page.
  • Perform a System Check, as described in the course Syllabus. The system check link is below the user name and password fields on the D2L log in page. The system check will make sure your computer and web browser meet the requirements for using D2L and viewing course content.
  • Make sure you have a basic understanding of D2L. If you have not previously used D2L, please visit the following website and familiarize yourself with the information provided by the Helpdesk and D2L Support (http://d2l.uww.edu/students).
  • If necessary, take a look at the online demonstrations available from the above website. The demonstrations will show you examples of how to navigate through D2L (http://d2l.uww.edu/support).
  • The course schedule will be released via email and on the D2L site on [date]. Once the schedule is available, review and print the course schedule. Place the printed schedule on your refrigerator or some other location that you will see frequently. It is very easy to forget deadlines when the deadlines are viewable only in cyberspace. The schedule may be modified as the course progresses.
Finally, you may wish to take the Online Course Readiness Assessment, to help you decide whether an online course will suit your skills and personal learning style. To access the Online Course Readiness Assessment, go to the UW-Whitewater Online Learning Resources site, and click the Students tab at the top of the page. Find the Getting Started section in the menu column on the left. Click the link labeled Online Course Readiness Assessment to take the assessment. You might also want to check the links in the Learning Online section for further information on the online learning experience.

With best regards,

Source: http://www.uww.edu/icit/instructional/teachingonline/welcome_letter.html

School Policy on Communication   Example



Newport Free Grammar School
Communications Policy
Aim:
At NFGS we aim to have clear and effective communication among staff and with
pupils, parents, governors and members of the wider school community. We need to
ensure that communications between all members of the school community are clear,
professional, timely and appropriate.
Objectives:
All communications at NFGS should:
o
Keep staff, pupils, parents and ot
her stakeholders well informed
o
Be open, honest, ethical and professional
o
Use jargon free English and be easily understood by all
o
Be actioned within a reasonable time
o
Use the method of communication most effective and appropriate to the
context, method and audience
o
Take account of relevant school policies e.g. Equal Opportunities
Communication with
colleagues at NFGS
Meetings
There is a programme of meetings set out on the school calendar. All formal
meetings should be minuted and members invited to contribute to the agenda. It is
important that time is set aside for structur
ed opportunities for sta
ff to engage in team
working and to contribute to the department’s reflection on priorities, activities and
future plans.
For all formal meetings, notes should be taken, action points progressed and feedback
given to staff.
Minutes of meeting should be copied to relevant staff, SLT and saved on staff shared
area on the faculties drive, in a subject folder.
E-mail
The school gives all staff their own email account to use for all school business. E-
mail can be an efficient way of communicating with colleagues and passing on
information, however, it should not be used as a substitute for face to face contact and
staff must consider whether it is the best way to communicate in each situation.
Teachers should ensure that :-
They do not engage in private/personal corre
spondence with a student or pupil. (This
includes texting and Media messaging e.g. MSN Messenger.)
Under no circumstances should staff contac
t pupils, parents or conduct any school
business using personal email addresses.
the sending of attachments should be limited;
the sending of chain letters is not permitted;
embedding adverts is not allowed;
Written communications
These are placed in pigeon holes in the
staff room, which staff should check on a
daily basis. Phone messages taken by office staff will also be placed in pigeon holes
except in cases of emergency.
Staff Briefings
Staff Briefings take place at 8.25 on Mondays, where the weeks events and
information is shared. Minutes from the briefi
ng are sent to all staff via parent mail.
There is also a weekly Staff Info sheet, which is put into staff pigeon holes every
Friday.
Staff Info
This is published once a week on a Friday, distributed to all staff and outlines
important information and upcoming events for the following week.
Staff Handbook
A copy of the Staff Handbook is saved in P:\handbook and a hard copy is given to
every new member of staff. It is updated at least annually and the updated sections
are given to staff. This handbook contains essential information for staff.
Notice boards
Staff notice boards are located in the staff room. These are maintained and updated by
relevant senior staff and DoLs.
Communication with parents an
d other important stakeholders
At NFGS we aim to have clear, effective communications with all parents and the
wider community. Effective communications enable us to share our aims and values,
through keeping parents well informed about school life. This reinforces the
important role that parents play in supporting the school.
Whilst staff will always seek to establish open and friendly relationships with parents,
it is appropriate that relationships are pr
ofessional and parents are addressed in a
formal manner.
NFGS aims to make our written communication as accessible and inclusive as
possible. We seek to avoid
bias, stereotyping or any form of discrimination. We wish
to celebrate the contributions made to our society by all the groups represented in our
school.
Letters
Staff will endeavour to reply to parents’ lett
ers as quickly as possible. Letters will be
acknowledged in 3 working days and a reply sent within 10 working days. Letters
must be approved by a member of SLT before posting. Copies of correspondence
with parents will be placed on student files.
E-Mail
Email is a quick, effective way of communicating information however it does not
replace face to face meetings where some discussion
is required.
All e-mail should be treated as letters and
should be checked caref
ully. Staff should
acknowledge e-mail as they would a letter, within 3 working days and send a full
reply within 10 working days. E-mail sent should be written carefully, in the same
way as a letter written on school headed paper. It should follow the school ‘house-
style’. Staff sending emails to external orga
nisations, parents or pupils must cc. to
your line manager in the first instance.
Under no circumstances should staff contac
t pupils, parents or conduct any school
business using personal email addresses.
Telephone calls
Staff should take notes about the content of telephone calls, as they would with
meetings with parents. Deta
iled notes from telephone calls, including main points of
discussion and action required/taken
should be kept on student files.
Meeting with parents
Any parent wishing to meet with a member of staff should contact the school in
advance and request a meeting with the member of staff. This request should be
responded to within the usual communications protocols and in a timely manner.
Parents should not come to the school to talk to a member of staff without an
appointment. If a parent comes to the school without a prior appointment, the member
of staff may still choose to meet with them, but there is no expectation to do so.
Parents (like all visitors) should report to re
ception prior to meeting with a member of
staff. If the meeting is due to take place outside office hours, separate arrangements
can be made.
A member of staff may ask for thei
r line manager to accompany them.
If a meeting with a parent is taking place outside normal school hours, the member of
staff should try, where possible, to ensure that another colleague is nearby.
It is perfectly acceptable to call a meeting to a close in order to allow time for further
investigation.
Staff should call a meeting to a close in the event of the parent becoming angry or
abusive. The member of staff should report such an incident to their line manager and
seek further advice. The line manager should either accompany the member of staff to
a further meeting with the parent or hold it without the original member of staff
present.
Parentmail
We encourage all parents to inform the school of their current e-mail address, to allow
them access to parentmail, which is a quick and efficient method for the school to
communicate with parents. Those who do not have access to parentmail will receive
a paper copy of any correspondence.
Parentmail is used to send out a variety of information, either to a targeted group, or
to all parents on parentmail. The newsletter, information about whole school events
and all letters relevant to the whole school
are sent out to all parents on parent mail
and in addition, some specific communications
regarding trips and events are sent out
to the relevant groups of parents.
We aim to have 100% of parents signed up to parentmail to facilitate paperless
communication.
Social Networking Sites/Blogs etc
Staff will not communicate with parents or
pupils via social networking sites or
accept them as their “friends”. The except
ion is networks or blogs set up specifically
for the purpose of teaching and learning.
Written reports
Once a year a full written report is sent
to parents on their child’s progress in each
subject. The report identifies areas of st
rength and areas for further development.
Students are also given the opportunity to comment on their own progress and parents
are invited to make a comment. Each student is also issued with two Interim Reports
per year, which give grades for effort and progress.
In addition parents meet their child’s subject teachers once a year, at parents evening.
When students have special educational needs or if they are making less than
expected progress or experiencing behaviour
al or disciplinary difficulties, we would
expect to meet with parents more regularly.
School Prospectus
The school prospectus contains a range of specified information to give parents a full
picture of provision at NFGS. This is
updated every year. The prospectus
information is also available on the school website.
School Website
The school website provides information about the school and an opportunity to
promote the school to a wider audience. It also has a regularly updated area for
information for current parents
Public Access Documents
Curriculum information, policies and copies of recent letters will be available on the
school website.
Home-school Communication
All students are issued with a planner. This enables parents to record a wide range of
information that they wish to share with the tutor and for teachers to communicate
with parents. Most importantly, parents should use planners to check homework and
communicate day to day issues with the tutor. Parents and tutors should check and
sign the planner at least weekly.
A calendar of school events is available on the website, and is updated on the
newsletters and issued to parents.
The school’s newsletter is published twice termly and is sent to all parents, it is also
available on the school website. Members of the school are encouraged to contribute
appropriate items to the newsletter which should be e-mailed to the AHT
(Community).
We encourage parents to contact the school if issues arise regarding their child’s
progress or well-being. For everyday issues
parents should contact their child’s form
tutor. If there are specific subject problems, parents should contact their child’s
subject teacher, or the subject leader. For issues that are persistent or serious then
parent’s should contact the relevant leadership link.
There will be Parent Forums every term to discuss current issues of importance to
parents. Meetings are held prior to any residential trip to inform parents of planning,
content and arrangements.
A meeting for new parents is held in July each year. Additional meetings include a
Year 7 Settling in Evening, Year 9 Options Talk, Year 10 GCSE evening, Sixth Form
information Evening, Year 12 Higher Education Evening. 
 
 
If a child is absent from school and we have no indication of the reason, the
attendance officer will contact a parent on the same day, to find out the reason for the
absence.
Communication with other
schools and outside agencies
Before joining Year7, student
s are visited in their prim
ary schools to support their
transition to NFGS.
Child Protection
We are supported and regularly communicate
with various agencies and groups of
professionals who keep us informed on ways to meet students needs to ensure that
students can participate fully. Support comes from such services as Educational
Welfare, Educational Psychologists, Social Care etc.
We recognise that children have a fundament
al right to be protected from harm, that
their protection is a shared responsibility,
and that our school should provide a safe
and secure environment. We are the people most in contact with our children, and we
are therefore in a unique position to identify and help abused children. So when any
member of staff has concerns about a child, these will be passed on to the Child
Protection co-ordinator, who may share this information with the Social Services.
(See Child Protection Policy).
Confidentiality
We hold information on pupils in our school and from time to time we are required to
pass some of this information to others for educational purposes. Details have
been
sent to parents about the types of data we hold, why we hold that data, and who we
may pass it on to. This is a requirement und
er the Data Protection Act 1998. Parents
have a right to view the information we
hold, and we have contact details of the
agencies to which our information is passed.
Policy Links
Child Protection
Confidentiality
Assessment Policy 
 
Source: http://www.nfgs.essex.sch.uk/portals/nfgs/docs/policies/Communications%20Policy.pdf