Stage3_Planning

**Focus**: Establish regular, effective communication internally within schools, across the Learning Community Online (LCO) and externally with other groups.

The leadership group, identified in the scoping stage, should nominate a spokesperson to ensure consistent information is available to all and to manage external communications with other groups such as the Ministry of Education, the VLN, other LCO and community groups. Professional development for the leadership group which enables them to discuss, utilise and model online communication skills is important to not only to enable streamlined communications within the group but to lead by example to other members of the LCO. It is important to phase in the development and use of new communication tools over a period of time to ensure that LCO members have time to learn to use them effectively and do not get overwhelmed with too many new technologies at once. The development of a timeline for the introduction and integration of communication structures will support this, beginning with familiar technologies such as listserv email communication and websites, and moving towards a range of other online communication & collaborative tools eg Adobe Connect, ELGG, Google Docs, as best suits the purposes of the group. As it is likely that a range of tools will be used as the LCO develops it is important to establish **one main point of online contact** such as an LCO website portal that will have links and support for this.
 * Explanation**: Communication structures previously established are further developed, maintained and effectively used by all members of the LCO. There should be a clear understanding of how and when to use the various communication methods adopted and expectations that communications should be regular, relevant and effective amongst the group. It is important to connect with other LCOs and similar developing groups, especially those already well established in the Virtual Learning Network (VLN) Community, as they have been through similar processes and are well positioned to give support and guidance.

Nominate an LCO communications spokesperson. Plan for professional development in the use of online tools. Establish a timeline for the introduction of online communication tools. Liaise with other LCO and elearning advisors/consultants for support. Establish an online portal website.
 * Action**:

Carolyn's notes on holding an online meeting (VLN site) Tips for setting up & using listservs? Contact with established LCO - VLNC website - contacts [|KnowledgeNet]; [|Moodle]; [|Ellg] are some examples of platforms that could be used as a communication tool Many of these tools are supported by the Ministry of Education. [|Software] for Learning provides an extensive range of online communication tools.
 * Supporting Resources**:

**Learner Needs**

 * Focus**: Put in place procedures and protocols for learners to access educational opportunities through the LCO.

Protocols that need to be considered in respect of learner access will need to cover things such as support for students who will be online learners, the numbers of students that can be catered for in an online programme, and the logistics of shared timetable. In considering learner access to online programmes you need to be aware of students': > These considerations are very important when choosing an online programme that suits the needs of the learner and in the development of learner support structures within a school. Research and experience have shown that academic prowess is not as important a factor in successful online learning as is the commitment of schools and students to be engaged in their learning. Indications of a need to participate in online learning (such as enrolment in classes) need to be established ahead of time, well before programmes commence. For example in Secondary schools this happens at the end of the previous year or at the latest, very early in the new year. This will enable the provision of a suitable time to run the programme, and the intake of the appropriate number of students. Schools shoud recognise that:
 * Explanation**: The needs of the learners within the LCO as identified in the scoping process need to be continually reassessed each year, bearing in mind the "learner" may be the students, staff, executive, principal, community. The identification of needs is aligned also with the perceived opportunities collaboration within an LCO can bring to a school therefore it is important to engage schools in continuing to raise their awareness by promoting the activities of the LCO and wider VLN community by way of school information, options meetings, curricula choice booklets, school newsletters and news stories in local media. Once needs are identified a process and protocols need to be determined to make learning opportunities available. This will involve discussions between schools in how they can make new opportunities (for example new classes) available that meet the needs of their students within the LCO and negotiations with other LCO through the VLN community to broker access to existing learning opportunities.
 * motivation eg. why do they want to take this class
 * their academic ability, literacy levels, learning style, prior knowledge
 * independence, maturity, concentration level
 * self management skills
 * students' online lessons require a higher priority that other school activities
 * students' need to be encouraged to be active participants
 * student training needs to be provided at the earliest opportunity (technical & study & self-management skills)

The Virtual Learning Network offers facilities for brokerage, enrolment and timetabling of learning programmes through their website. Here full information about classes available can be listed by LCOs who are offering them, enrolments can be made and times scheduled. There are some standard protocol around student participation that has been adapted across LCO in the VLN community as there are many students enrolling outside of their own learning communities. One overarching protocol that underpins the way schools and LCO operate within the Virtual Learning Network is the premise of **'reciprocity'.** If schools and LCO want opportunities for their learners to participate, so they also need to contribute learning opportunities to the VLN.


 * Action**:
 * From 'learning needs audit' carried out in scoping phase, discuss with leadership team how they can be met within the LCO.
 * Investigate learning opportunities available from other LCO through the Virtual Learning Network.
 * Decide how the needs of learners within the LCO will best be met internally from participating schools, and externally through other LCO.
 * Investigate existing VLN protocols for student participation
 * Develop protocols for participation within the LCO (these may be very similar to others particularly if you plan to engage with other LCO)
 * Develop structures for learning support (student training, allocate study space, time, and support personnel)
 * Promote online learning opportunities through a range of forums. eg school newsletters, open days
 * Advertise available online learning programmes within LCO and on VLN website
 * Depending of the number of online learners within your LCO, you will need to draft a timetable if classes are synchronous. As numbers grow, this becomes more critical.
 * Enrol learners on the VLN website.

Examples of promotional material (eg flyers) Examples of curriculum handbooks Virtual Learning Network - link to courses page Support for learners - Ken's work on personalised learning at OtagoNet Example of student enrolment protocol from cluster handbook Primary VLN site
 * Supporting Resources**:

**Logistical Coordination**

 * Focus**: Establish protocols for participation such as shared timetables, calendars and sharing staff and students. This section should be moved up into next stage to make room for staff appointments here!

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 at an 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. LCO protocols for staffing need to be developed collectively and with reference to national practice and in the case of Secondary teachers, PPTA recommendations. This covers aspects such as online time (synchronous & asynchronous), class sizes, professional development needs.
 * Explanation**: 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 LCO have, in consultation with other similar groups, have 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 previous Scoping stage) that outlines the key protocols for participation, which Boards of Trustees & Principals sign to ensure that these shared protocols are understood and agreed to by all. It should be noted that Policy & Procedure within an eLearning Handbook should be reviewed each year to ensure it is current, responsive to change and reflective of effective practice in the LCO. Some key areas that are addressed in shared protocols are the development of shared timetables, shared staffing, resourcing, & 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.

Access eLearning Handbooks from other LCO. Develop an eLearning Handbook (Policies & 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. Investigate current practice for staffing provisions for online learning relevant to the type of classes that will be offered in the LCO. Decide on a staffing protocol that is fair and acceptable to all schools and potential eteachers Train person in charge of enrolments and timetabling in the use of the VLN website.
 * Action**:

Generic Cluster handbook in entirety - parts of this will be broken up to support different areas Copy of MOA for participation in online classes (Carolyn) Cluster handbook sections - staffing, timetabling PPTA website? VLN Website
 * Supporting Resources:**

**Professional Development & Support**

 * Focus**: Establish staff appointment procedures. Identify and appoint school and Learning Community Online [LCO] level coordinators and eteachers. Establish initial professional development (induction) programme.

Staff appointment procedures should ensure that staff are actively involved in the process and that roles and responsibilities don't fall on people within schools by a process of default. For example eteachers should be appointed according to the identified need for particular learning opportunities that they are qualified to provide and not solely because they are have expertise in elearning technologies; the position of elearning coordinator doesn't fall by default on the person in the school who previously was in charge of liaison with the Correspondence School. Staff who are engaged in these roles need to be given enough time, resources, support and recognition for their work. This bit needs to come out of here - logistical requirement.
 * Explanation**: The identification of people to different LCO staffing roles is needed for the successful implementation of elearning programmes. Key staff roles within an LCO that directly support online learning will be eTeachers, school co-ordinators, mentor teachers, learning and technical support. The appointment of a co-ordinator across the LCO is important for the overall co-ordination of online learning and also for the support of the LCO administration and governance. Some LCO split this role into an eDean who has oversight of online learning only and an ePrincipal who leads all other activities of the LCO. The various roles should be seen as inderdependent and forming part of a team, within a school and across the LCO. Some schools may combine these roles in various ways depending on the availability and experience of their staff.

A professional development programme should be established that takes into account the individual needs of all participants and is focussed on improving learning outcomes for all students and the growth and development of the Learning Community Online. Many LCO have an induction day at the beginning of each year for all participants in the LCO (students and staff), as well as provide regular opportunities for staff to meet to share information and support each other. In addition eteachers will need ongoing focussed professional learning opportunities. These can be in the form of one on one learning with the LCO co-ordinator or a mentor/buddy or formal workshops for identified needs for several staff across the cluster. The development of an appraisal process for eteachers is useful to plan for professional learning opportunities as it identifies clear goals that are linked to improved student learning outcomes //Contention about this - remove?//. It should be noted that a professional development programme that is targeted at LCO key personnel can also be useful and relevant to the wider teaching community in schools. Therefore consider involving other staff when these opportunities arise. This enables the wider school community to not only 'upskill' but to be more directly involved in LCO activities and so avoid the pockets of isolation that can sometimes occur in a school when working only with 'subsets' of staff.

Identify different roles in the LCO that need to be covered Develop job descriptions for various roles Establish conditions of employment for staff who will take on these roles (eg time allowance) Set procedure for appointment of staff to key positions Establish an induction programme for new staff Schedule regular LCO 'staff meetings' Consider implementing an appraisal process (either through the LCO or individual schools) that will have specific elearning development goals Plan a professional development programme that caters for the needs of everyone in the LCO - students, teachers, Principals Tap into the expertise of other schools, LCOs, the VLN community and the ICTPD network to support professional learning activities
 * Action**:

Induction documentation (Rachel checklist) eHui programmes Job descriptions - eteachers, vc coordinators VLN Community ICTPD Network
 * Supporting Resources:**

**Pedagogy**

 * Focus**: Develop a Professional Learning programme focussed on student-centred learning.

A professional learning programme should include a range of opportunities for teachers to observe themselves, to observe others, to reflect and evaluate their teaching with support from others. A useful strategy for teachers to gain a perspective of what it is like to be an online learner is for them to be involved in online learning themselves. Investigate online teaching programmes available, graduate or post-graduate level. Encourgage teachers to join relevant online professional learning events when they are offered through the Virtual Learning Network Community (eg, National Library, StudyIt tutorials) or the ICT PD network.(eg Time4Online.....) Develop a buddy system where new teachers are supported by experienced teachers within or across LCO. Facilitate or join in with curricula meetings within and across LCOs. As indicated there are many strategies for providing professional learning opportunities for teachers but to be truly effective they need to enable change in teacher practice and improvement in student learning.
 * Explanation**: Teachers will have identified pedagogical practice that is focussed on student-centred learning, they now need to begin applying this to their own practice. Teachers will need support and guidance to make changes which may at first be outside of their comfort zone. It is important to provide a safe forum for sharing practice and discussion between teachers and to continue to provide models of effective teaching and learning strategies. Encouragement should be given to enable teachers to feel confident about sharing control of the learning experience with their students and to become learners alongside their students.

Develop a professional learning programme that includes:
 * Action**:
 * Individual goals from teachers about what will change about their practice (this can be linked to the appraisal process)
 * Enrol teachers in an online class
 * Provide opportunities for observation of others & self-observation (classes can be recorded for VC on the Tandberg Server, or in Adobe Connect)
 * Join and/or facilitate online professional learning events
 * Join and/or facilitate teacher curricula meetings
 * Create a mentoring/buddy system for teachers
 * Provide time for discussion and reflection

Reading - the online professor takes a course Online classes for eteachers (academic) ICTPD resources ? check out the website for specifics Tandberg content server
 * Supporting Resources:**

**Technical Coordination**

 * Focus**: Obtain advice and explore technical support options.


 * Explanation**: A team of ICT leaders from across the LCO collaborate on planning and decision-making based on the technical needs identified in the scoping stage. Planning should cover such things as efficiencies which can be gained by the sharing of skilled personnel across schools, in the bulk purchase of equipment and the identification of preferred providers for LCO schools.

Explore initiatives such as support for infrastructure upgrades, access to high speed fibre, regional loops and the NEN. Liaise with community groups, schools, and the MOE regarding provision for your LCO. Identify an Internet Service Provider that is responsive to the open and flexible use of a variety of elearning technologies along with generous bandwidth to enable their effective use. Identify MOE support for technology such as audio/video conference bridge, Tandberg Server, Adobe Connect, LAMs and the availability of supported cluster sites such as Moodle or ELGG Develop an LCO plan for technical development and support.
 * Action**:

VLN IS, Asnet, Adobe, LAMs, Anyone with techniclal planning to share?? Protocols technical (Rachel)
 * Supporting Resources:**

**Learning and Teaching Resources**

 * Focus**: Decisions are made about how to access and develop appropriate teaching and learning resources.


 * Explanation**: The review undertaken in the scoping stage will inform next steps in the access and development of approriate learning resources. It should be noted that the development of resources for online learning is a large and ongoing task and involves some work and time to develop. This process can be supported by providing professional learning and time for teachers that enables them to effectively find appropriate resources online, and adapt and create their own resources. The collaboration of teams of teachers, sharing and adapting exisiting resources, significantly assists with workload reducing the need to 'reinvent the wheel'. The use of shared Learning Management Systems or other online spaces is not only vital for the support of online learners but can be a tool to co-construct learning resources and provide a repository of shared resources easily accessed by all within an LCO. Consider how students can be supported in developing their own Personal Learning Environments using a variety of Web 2.0 tools, mobile technologies alongside schools' LMS and ePortfolio tools.

Plan for opportunities for teachers to collaborate, create and share learning resources within schools, within and between LCOs across learning areas. Engage with advisory services and other agencies to assist with the access and development of resources eg Ako Panuku, Languages advisors, subject associations. Decide on a learning management system and begin staff development in its use.
 * Action:**

WikiEducator Moodle for Schools Mahara PLE - Derek model for this PLE YouTube example. http://www.youtube.com/watch?v=YEls3tq5wIY create/find a NZ version?'
 * Supporting Resources:**

**Administration & Support Strategies**

 * Focus**: Establish LCO level management team and systems.

The administrative systems this team should be setting up at this stage would be:
 * Explanation**: In addition to the staff who are directly concerned with the day to day operations of online teaching and learning, there needs to be structures in place for governance and management of the LCO. This management team will drive the strategic direction of the LCO and develop and confirm policy and protocol for LCO operations. For many LCO, the governance structure consists of all member schools' Principals. For larger LCO, the governance group may consist of a smaller group of Principals and school leaders who act as an "Executive Group" and have a mandate to make decisions on behalf of the LCO. In addition to this many LCO appoint a ePrincipal/LCO leader as part of this management team. There are other models of governance that could be considered by an LCO that includes bringing in expertise from the wider school community, for example BOT members, student representation, and Community Trusts.
 * Collective policy on student achievement eg reporting, processing of NZQA data
 * Protocols and guidelines for student support
 * Procedures for managing teaching problems eg. staff movement, struggling teachers, professional integrity and complience issues
 * Procedures for managing student participation - enrolments, withdrawals, attendence
 * Administrative pathways between students, teachers & coordinators in schools eg. publishing of online learning timetables, distribution of contact information

Confirm governance structures of the LCO Set up administrative systems Develop policies and protocols
 * Action**:

Governance Models Generic cluster handbook
 * Supporting Resources:**

**Finance / Funding**

 * Focus**: Establish financial systems within and between schools. Finalise budget.


 * Explanation**: Cost to individual schools will vary depending on the model adopted by the cluster or provider e.g.reciprocal staffing model, financial contribution model, financial weighting aligned to student rolls, tertiary programme course costs, STAR funding eligibility or other forms of sharing staffing and resources that may be determined. It is very easy to consider the extra costs involved as a disincentive for establishing the LCO. Throughout the process there needs to be a clear reference back to the agreed goals and principles, and an evaluation of the cost of doing this against the cost of not doing it / benefits achievable. (This may mean there will need to be a rationalisation of existing expenditure, for instance, money that has previously been spent to employ a number of part-time staff to provide supervision for senior subjects may now better be spent on meeting the costs of accessing expertise from the LCO).

At this stage you need to:
 * Action**:
 * establish financial systems and accountability within the LCO
 * discuss and establish individual school contributions - staffing and financial
 * get a firm commitment from sponsors and funding sources
 * define contractual obligations with technical services and resource providers
 * confirm final budgets and plans
 * develop a cluster-wide policy determining individual school budgets to meet possible online class costs, such as photocopying, travel, teacher release, resource acquisition, faxing, phone, post/courier, internet access.

VLNC Value Proposition
 * Supporting Resources:**

**Evaluation and Strategic Planning**

 * Focus:** Identify specific outcomes/indicators against which to measure success toward the goals of the LCO.


 * Explanation**: A strategic plan provides the overarching mechanism for setting LCO goals, milestones and evaluation processes. It should be based on the shared vision and guiding principles of the LCO and be incorporated into and align with LCO schools own planning.

Evaluate the **//planning stage key tasks//**: Prepare LCO strategic plan
 * Action:**
 * management committee and effective communication channels established
 * cluster coordinator and other key roles appointed
 * shared protocols and timetabling planned
 * an online learning environment is established
 * technical services and resource providers determined
 * job descriptions, conditions of employment and resources determined
 * professional development programme developed/sourced and commenced
 * enrolment procedures in place
 * collective policies developed
 * staff given time to develop resources
 * financial systems and accountability in place
 * individual school contributions agreed
 * commitment from funding sources obtained

Examples of VLN strategic plans, action plans Other strategic planning resources?
 * Supporting Resources:**

**Outcome** Strategic plan is agreed upon and resourcing allocated. LCO ready and prepared for operating.