NCVPS - The Four Pillars
Our Mission: Empowering Student Achievement
Pillar One - Communication
Emphasis on relationship building.
All communication is documented in a communication journal for each child.
Communication standards:
Communication with Students:
All communication is documented in a communication journal for each child.
Communication standards:
Communication with Students:
- Expectation of at least 1 synchronous communication via text, Phone, BbIM, virtual classroom, GChat or Skype with any struggling student each week (more than once is a best practice), and at least biweekly for all students (each week for each student is a best practice.)
- At least 2 asynchronous attempts should be made if synchronous communication is not reached.
- Built-in communication biweekly with eLA at school via an online report. If a student is struggling, weekly communication is expected.
- Expectation of synchronous communication with parents (may be an email with acknowledgement) biweekly for students experiencing success, and weekly for students who are struggling.
Our Teachers
Our teachers work as contractors: many also teach in a brick-and-mortar school, while others teach only online. All are licensed, experienced, and highly qualified. Teachers must also successfully complete an 18 week Teachers in Training Program designed by NCVPS before beginning to teach with us.
Our School
We serve the public school system, teaching students from schools across the state. We also now serve students who are outside of a public school and are seeking to take classes.
Our Vision
Our overriding questions is always, "What is best for the student?"
Pillar Two - Teaching Through The Learning Block
Learning Block is the forum where a daily "announcement" is posted and automatically emailed to students. Students also see the Learning Block when first entering the class space.
Each "announcement" contains:
Each "announcement" contains:
- A celebration of an individual student (or a few students) that may be an achievement from within or outside the class. Student privacy is key, and permission must be gained to share achievements such as winning an award. Examples include: a great work sample, turning in work early, attending a tutorial.
- An inform component where classroom information is highlighted and students are encouraged to meet deadlines. Many teachers post a daily "to-do" for students. May also include an update on a broken link or clarification of an assignment.
- An instruct component where the teacher offers a tutorial, video, embedded game, article or podcast with real-world application or image with appropriate "teacher talk" to integrate the instruction. Use of Web 2.0 tools by teachers to make this engaging for students is emphasized. The instructional component should be relevant to the work of the day, or responsive to common errors or misconceptions of recent content. Connections to previous learning are a best practice.
Pillar Three - Teaching Through Grading and Feedback
All work is graded within 24 hours (not including weekends).
All work is given quality feedback.
Quality feedback must be:
All work is given quality feedback.
Quality feedback must be:
- Specific - the feedback should specifically reference what is strong in the assignment or offer specific areas in which gaps in learning are clear.
- Directive - the feedback should offer the student an extension (if mastery is reached), a real-world connection (at least once per module), and/or support for any gaps in learning (often this includes a link to a tutorial).
- Positive - the feedback should be written in a positive tone. Use of the student name is a best practice.
Pillar Four - Individualized Learning
This is the pillar into which we are currently growing... Our teachers are always encouraged to work toward individualized learning, but as an organization we are in the process of developing specific keystones, training, and evaluation tools.
Currently, the expectation for individualized learning includes:
Currently, the expectation for individualized learning includes:
- Offering students individualized feedback that extends/enriches and/or supports and provides remediation.
- Bringing in student interests and characteristics to build learning experiences or connections that meet the student's needs and are engaging.
- Using our three pillars to offer an overall personalized experience within the online class.
- We are also teaching and discussing how to implement TPACK within this pillar.
NCVPS - North Carolina Virtual Public Schools
http://www.ncvps.org
NC Virtual Public School is a leader in virtual learning for students. Nearly 50,000 secondary students across the state are enrolled in courses from over 150 Advanced Placement, Honors, Traditional, Credit Recovery, and Occupational Course of Study Blended course offerings. Our students come from all115 school districts in North Carolina as well as many charter schools. Additionally, NCVPS is open to non-public school students. Collaborative learning is core to the NCVPS model, so courses will utilize real-time and asynchronous collaborative tools, audio and video, blogs, and cutting-edge assessment tools. Most importantly, courses pair students with highly qualified NC licensed faculty members from around the world. By virtue of our online course delivery, students from all areas of our state now have access to courses and highly qualified teachers in subjects that they may not have available at their local school. Our state has truly achieved the goal of providing quality learning opportunities to every North Carolina student regardless of zip code.
NC Virtual Public School is a leader in virtual learning for students. Nearly 50,000 secondary students across the state are enrolled in courses from over 150 Advanced Placement, Honors, Traditional, Credit Recovery, and Occupational Course of Study Blended course offerings. Our students come from all115 school districts in North Carolina as well as many charter schools. Additionally, NCVPS is open to non-public school students. Collaborative learning is core to the NCVPS model, so courses will utilize real-time and asynchronous collaborative tools, audio and video, blogs, and cutting-edge assessment tools. Most importantly, courses pair students with highly qualified NC licensed faculty members from around the world. By virtue of our online course delivery, students from all areas of our state now have access to courses and highly qualified teachers in subjects that they may not have available at their local school. Our state has truly achieved the goal of providing quality learning opportunities to every North Carolina student regardless of zip code.