Page 38 - OSA VC Teacher's Guide

VC TEACHER’S GUIDE

AN INTRODUCTION TO VC TEACHING FOR ONESCHOOL STAFF

7. Be Flexible
Occasionally, things go wrong. Technology will let you down when you least expect it. Be ready with a ‘plan B’
and have a variety of tools to communicate this to your students. Smile when it goes wrong; it won’t ruin your
class or end your career. Have a long-term view in mind.
• Communicate through other channels if needed, such as emailing or phoning the campus
• Stay flexible with interruptions
• Have a back-up plan on Canvas for missed lessons and school events
• In VC/Zoom lessons, know whom to call or contact for help with a technical emergency
• Keep the big picture in mind, despite how crucial this failed lesson was.
38 The role of the learning support and

teaching partnership

Key Message

• You are important to the efficient and viable use of the technology and to the teaching and learning
experience.
• You are either a teacher or a teacher aide and as such are well trained and very familiar with
students.

• Your approach to the role directly affects student outcomes – for better or for worse.
• You need to liaise and partner with the teacher who is delivering the lesson.
• Students need to know that you are monitoring them.
• You must be proactive, physically mobile, and where necessary interactive – both with the students
and the VC teacher.
• You are not expected to do reporting, especially where it is not your teaching area.
• Where possible, you need to partner with the VC teacher to assist them with marking or at least to
provide feedback to the teacher on the general progress of each student.
• We can’t mandate that every supervisor must assist with marking and/or reporting because in some
cases a supervisor is monitoring more than one class at once, or they are not a subject specialist, or
they are a teacher aide. However, as a learning and teaching partner, the supervisor needs to liaise
with the VC teacher to see what advice or support they can provide.
• The supervisor should not use this time to check emails or do ‘other’ work. This lesson is timetabled,
is part of the allocated load, and if done well, assists everyone on campus as well as the VC teacher.
• The VC teacher may at times feel disconnected, distant, frustrated – the supervisor has a role to ease
their anxiety, to manage behaviour and to ensure students stay on task.
• The supervisor needs to troubleshoot IT issues. Where there is a faulty connection or a repair needed
then report this to the DA who will contact the IT repair business.
• The VC teacher will need to communicate with parents of the students whom they teach. In some
cases these messages may need to be relayed via the supervisor.
• It is the responsibility of the VC teacher to provide assessment/learning feedback to both students
and parents. In doing so, they may ask for input from the supervisor.
• The supervisor can admonish students for poor conduct, tardy appearance, failure to complete tasks,
failure to complete homework.
• Where time allows, make time after the lesson to debrief with provide feedback, to VC teacher.
• Where necessary, relay messages to the students on campus, from the VC teacher.

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