Roles & Responsibilities

Guidelines for parents and teachers:

Who is expected to implement Learning at Home plans?

Teachers will be expected to provide a weekly learning at home plan, with follow-up contact through-out the week. Parents and whānau will be invited to implement the provided learning each week. Providing a week of learning on a Monday then allows families to plan out their week. The rest of the week will be used to find resources, follow up on the previous week’s learning and be in contact with students and families about the learning being done. Contact with students will be within the school day hours – eg Mon-Fri, 9 am-3 pm. Please note on Wednesdays and Fridays, the afternoons are non-contact times so that teachers may attend meetings and complete other jobs.

The transition to remote learning will not be simple or easy. Teachers will need to think differently about how to communicate, give instructions and provide feedback; how to design learning that is authentic and meaningful and how to ensure students have opportunities to continue to collaborate and communicate with others. 

Paparangi School Roles and Responsibilities During Remote Learning 

Lots of different people will contribute to the effective implementation of the L@H plan. The roles and responsibilities of school personnel, students and parents are explained below. 

Leadership Team 

(Principal, DP and APs)     

  • Create and communicate Paparangi’s Learning at Home Plan in consultation with teachers and feedback from parents and/or students.
  • Establish clear channels of communications between staff, families, and students in the event of the L@HP being activated and maintain effective communications during a lockdown.
  • Support staff and students/families shifting to an environment where they are learning and working from home.
  • Enable teachers to implement L@HP and ensure the best available learning experiences are offered to students.

Classroom Teachers          

  • Use familiar learning systems as our main remote learning system
  • Work together as teams to ensure consistency and a shared workload
  • Remain flexible, responsive and positive
  • Send a message to students about the same time each day, that explains the day’s learning focus, learning engagements and required student response; eg between 8.30 and 9:30 a.m.
  • Maintain ongoing communication with families. Specify the set time teachers are available to students online each school day.
  • Develop learning activities for students that they can work on independently. Be aware when creating learning activities of the support and resources that parents will need to provide
  • Keep track of students who have submitted documentation of learning experiences, viewed videos and participated in live sessions and give feedback
  • Keep track of students who are not participating and alert team leaders to students who are often absent.
  • Collaborate with specialist teachers, SLT, TAs and others in order to meet the range of learners’ needs 

Support Staff                    

  • Support teachers and teams in the implementation of Paparangi’s L@HP
  • Answer queries and forwards to appropriate individuals when necessary
  • Be in regular communication with Team Leaders and teachers
  • Be aware of aspects of L@HP so that you can answer as many questions from parents as possible and work as a filter when disseminating information or forwarding email.
  • Where appropriate, support staff may choose to add to remote learning tools, e.g., Seesaw, Google Classroom

Student Roles and Responsibilities 

All Students                   

  • Establish a daily routine that is like a school day to support your learning e.g., start at the same time each day e.g. 9.00 a.m. and dress ready for learning.
  • With an adult, learn to check for messages from your teacher.
  • Communicate with your teachers at least every other day. They will be missing you too!
  • Communicate with friends and classmates respectfully when online. Be friendly!
  • Speak with adults at home or school if you need help.
  • Find a comfortable, quiet space to do your learning.
  • Take brain breaks and be active every day.
  • Aim to complete learning tasks within the suggested timeline.
  • Think about Paparangi’s GROW values when you’re learning at home – Show Grit; Be Respectful; Consider others – be kind; Demonstrate Wonder!

Rākau Nui

  • Comply with Paparangi’s Digital Users Agreement, including expectations for online behaviour. Eg GROW – Be kind and respectful.
  • Test out your technology capabilities at home as soon as possible and let your home class teacher know if you have any problems.
  • Check your online communication regularly for messages from your teachers (Gmail, Google Classroom, Hapara).
  • Attend any scheduled online lessons.
  • Complete online assignments with integrity and honesty, according to Paparangi’s GROW values. Finish tasks by the due dates set by your teachers.
  • Always make sure there is a teacher present in Google Meet. 
  • When typing in chats, always use language that is appropriate for school.

Parent, Whānau and Care-giver Roles and Responsibilities 

The transition to remote learning will be challenging for families. Parents will need to think about how to support their children; how to create structures and routines that allow their children to be successful; and how to monitor and support their children’s learning. Some children will thrive with remote learning, while others may struggle. The guidelines below are intended to help parents think through what they can do to help their children find success in a remote learning environment.

  1. Establish routines and expectations. Paparangi encourages parents to set regular hours for their children’s schoolwork. We suggest that Year 4 to 6 students prepare to start their studies at the regularly scheduled times (9.00 am) with Years 1 to 3 students perhaps starting a little later. Try to keep to normal bedtime routines for all age groups (i.e., don’t let them stay up late and sleep in). Children can be up and moving regularly and take brain breaks as they study. It is important that parents set these expectations for how their children will spend their days starting as soon as learning from home begins.
  2. Define the physical space for your child’s study. Your child may have a regular place for doing homework under normal circumstances, but this space may or may not be suitable for an extended period of time. We encourage families to establish a space/location where their children will learn most of the time. This should be a public/family space, not in a child’s bedroom. It should be a place that can be quiet at times and has a strong wireless internet signal, if possible. Above all, it should be a space where parents are present and monitoring their children’s learning.

  3. Monitor communications from your children’s teachers. Teachers will communicate with parents through email or Seesaw, as necessary. The frequency and detail of these communications will be determined by your children’s ages, maturity and degree of independence. Paparangi invites parents to remain in contact with their children’s teachers. However, we ask parents to remember that teachers will be communicating with many other families too, so there may often be delays in response times. We also encourage parents to have their older children explain the learning management systems (e.g., Seesaw, Google) teachers are using.

  4. Begin and end the day with a check-in. Parents are encouraged to start and finish each day with a simple check-in. In the morning, ask your child what he or she is learning today. What are their learning goals for the day? How will they spend their time? What resources do they require? What support do they need? Older students may not want to have these check-ins with parents (that’s normal!), but they should, nevertheless. It’s a good idea to establish these check-ins as a regular part of each day. Not all students will thrive in a remote learning environment; some may struggle with too much independence or the lack of routines. Establish check-in routines early, before students begin to struggle.

  5. Take an active role in helping your children process and own their learning. In the course of a regular school day at Paparangi, your son or daughter would usually engage with other students or adults dozens, if not hundreds of times. While some of these social interactions will be re-created on virtual platforms, others will not. Human beings learn best when they have opportunities to process their learning with others. 

  6. Engage with your child about what they are learning. Beyond the check-ins at the start and end of each day, parents are encouraged to regularly circle back and engage with their children about what they are learning. However it is important that your child owns their work and does the learning themselves; please don’t complete assignments for them, even if the learning activity is a tricky one. A better strategy is to let the teacher know your child is finding something tricky.

  7. Establish times for quiet and reflection. A challenge for families with multiple children will be how to manage different needs, especially when the children are of different ages. There may be times when siblings need to work in different rooms to avoid distraction. Parents may even experiment with noise-cancelling headphones to block out distractions.

  8. Encourage physical activity and/or exercise. Make sure you and your children make time to move and exercise. This is important for everyone’s health, well-being and for children’s learning. Paparangi’s teachers will recommend activities and/or exercises, but it is important for parents to support this. Think also about how your children can help be active around the house with chores or other responsibilities. 

  9. Remain mindful of your child’s stress or worry. Difficult though it may be, do your best not to transfer your own stress or worry to your children. They will need as much normal routine as parents can provide. Be mindful of which news channels or podcasts are playing during the day to ensure that there is not an overload of worrying news adding to your child’s stress levels.

  10. Monitor how much time your child is spending online. Paparangi does not want its students working at a computer screen for 6 hours every day. We ask parents to remember that most teachers are not experts at remote learning and that it will require some trial-and-error before we find the right balance between online and offline learning experiences. Team Leaders will periodically check in with you to assess what you’re seeing at home and what we need to adjust. We thank you in advance for your partnership with this. Keep your children social, but set rules around their social media interactions.

We understand the novelty will wear off quickly. Once Paparangi implements this L@HP, the initial excitement of school being closed will fade as students start missing their friends, classmates and teachers. Help your child maintain contact with friends and teachers but please monitor your children’s social media use, especially during extended school closure. Older students may rely more on social media to communicate with friends. Social media apps such as Snapchat, Instagram, TikTok, WhatsApp or Facebook are not official, school-sanctioned channels of communication and are not suitable for primary school-aged children. Remind your children to be polite, respectful and appropriate in their communications and to represent the GROW values and your family’s values in their interactions with others. 

In summary, parents can:

  • Establish routines and expectations
  • Be flexible and understanding
  • Understand that Paparangi staff will need three working days to develop learning plans before learning at home programmes begin
  • Define the physical space for your child’s study
  • Monitor communications to and from your children’s teachers 
  • Begin and end your child’s learning time each day with a check-in 
  • Take an active role in helping your children understand their learning tasks
  • Establish times for quiet and reflection
  • Encourage physical activity and/or exercise
  • Remain mindful of your child’s stress or worry 
  • Monitor how much time your child is spending online
  • Keep your children social, but set rules around their social media interactions
  • Respond to any request for feedback from teachers throughout the process