• Parkway Virtual Campus Staff Information

    Parkway Virtual Campus provides a fully virtual option for families who wish to select a virtual learning experience as an alternative to in-person learning. This page will outline the stucture, staffing, schedule and staff and student expectations for Parkway Virtual Campus for the 2021-2022 school year.

    Parkway Virtual Campus utilizes both synchronous and asynchronous learning. The term synchronous and asynchronous is widely used in education but may be new for many students and parents. When learning is synchronous, all students are learning together doing the same thing at the same time. Think synchronized swimming when the team is all together. This can include live video conferencing, chatting, and live-streaming lessons. Asynchronous is learning when the teacher and students are doing work at different times. During asynchronous learning, teachers provide lessons, assignments, activities, etc. that students will be required to complete on their own time. Asynchronous learning is self-paced, more independent learning at the time most convenient for the student to to complete assignments, homework, etc.

During the 2021-2022 school year, Parkway Virtual Campus will continue as a full virtual option for families who wish to select a virtual learning experience as an alternative to in-person learning.  Parkway Virtual Campus teachers and staff members will work from a physical Parkway location.  The location will be determined once enrollment numbers have been finalized.

Virtual Campus class sizes will mirror in-person class size guidelines.  

Parkway Virtual Campus will be primarily synchronous with opportunities built in each class period for asynchronous learning and academic support.

  • The practice of students “Zooming in” to in-person classes will be eliminated to the greatest degree possible with nearly all classes either in a solely virtual or solely in-person setting. Classes identified in the Virtual Campus Course Guide as VIP and cases of quarantine may still require teaching in both the in-person and virtual setting.
  • High School Virtual Campus will have a dedicated administrator(s), Special School District area coordinator, and dedicated counselor(s).  The process for determining the number and scope of these roles will be determined once enrollment numbers are available.
  • Each core content area will have a Virtual Department Leader who will form the Virtual Campus leadership team with Dr. Stanfill and the identified administrator and counselor(s).
  • Each core area will have a small handful (1-4) dedicated, full-time virtual teachers.
  • Any dedicated, full-time, high school positions will follow the voluntary transfer process outlined in the PNEA agreement then, only if necessary, the involuntary transfer process.
  • The remainder of virtual sections will be shared across the district by all certified staff.  
    • If Virtual Campus student enrollment declines in 2022-2023, dedicated, full-time Virtual Campus teachers and counselors will have first preference to return to their home school if a position is available.  This process will only be utilized for 2022-2023.  In subsequent years the regular voluntary and involuntary transfer process will be used.
  • Teachers who are not full-time in Virtual Campus should expect to have a schedule consisting of sections of both in-person classes and Virtual Campus classes.  In addition, teachers should expect to have students from across the district in their virtual classes.
    • To fulfill a teaching contract, it may be necessary for teachers to teach both in-person and Virtual Campus sections.
  • High school teachers with sections in Virtual Campus should expect to have students in their classes from across the district.
  • Should enrollment be sufficient, each elective area (Fine Arts, CTE, and Heath/Physical Education, etc.) will also have a Virtual Department Leader.
  • Special education: 
    • If enrollment allows, high school will have dedicated special education staff
    • If enrollment does not support dedicated staff, special education teachers will be split between existing schools and Virtual Campus

The High School Virtual Campus will mirror the in-person 2021-2022 bell schedule.

Block schedule class periods will be comprised of:

  • 45-50 minutes live instruction 
  • 36-41 minutes asynchronous independent, and small group work

Traditional schedule class periods will be comprised of:

  • 20-30 minutes live instruction 
  • 15-25 minutes asynchronous independent, and small group work

High school students enrolled in Parkway Virtual Campus are expected to:

  • Check your Parkway email and teacher feedback/grades daily. 
  • Establish a routine.  Daily and weekly schedules at home will help you to be successful.
  • Access Schoology daily to access class meeting links, assignments, and resources.
  • As Virtual Campus moves from being a pandemic response to a learning preference for families, our expectations for students having cameras on will increase.  Beginning next school year, having cameras on is required except by approval of parent, teacher, and principal. 
  • Make sure you have a devoted learning space and access to learning materials such as textbooks, paper, writing utensils, Chromebook chargers, etc. 
  • Attend all virtual class meetings in their entirety, including breakout rooms, each day.  Attendance will be taken daily for each class.
  • Be focused and engaged with what is going on in class.  Refrain from engaging in distracting behavior, such as texting or posting to social media.  
  • Use all school-issued devices appropriately.
  • Complete all independent assignments by due dates and submit them according to teacher instructions.
  • Complete all assessments independently to accurately represent your learning.
  • Seek out and attend opportunities for additional instruction and support sessions.

Contact the Parkway Technology Help Desk for technical support and assistance.

Planning for Instruction

  • Learning in Virtual Campus is primarily synchronous with opportunities built in each class period for asynchronous learning and academic support. 
  • In order for families and students to plan appropriately, instructors will post a weekly schedule of learning opportunities.  
    • Provide students with a weekly checklist or assignment tracker, which includes due dates, assignments, and any required or optional whole-group, small-group, or individual instructional lessons.
  • Students may schedule additional time with their instructor during asynchronous learning time outside of the allotted course time as long as it does not conflict with required synchronous learning for another course.  Instructors  are expected to remain logged in during asynchronous time to respond to student questions in a timely manner.
  • All live, synchronous lessons will be recorded and made available to students who may have missed class or would like to review the lesson.

Delivering Instruction

  • Facilitate synchronous Zoom meetings and post high-quality and age appropriate online lessons daily through Schoology as the primary platform for Parkway Virtual Campus courses. There are multiple benefits to using Schoology as our primary platform:
    • Using Schoology as our single point of access provides consistency for parents and students so they have one place to go for all of their classes. 
    • All Parkway teachers and students have Schoology accounts and upon logging in can see all their courses. From their Schoology course, students will be able to access any materials and resources needed to complete work. If you use a different platform (Clever, Google Classroom, website, etc.) link from Schoology to that platform and give students instruction to access your materials. 
    • Parents can also access Schoology to see what work their child has been assigned. 
  • Ensure that navigation for the Schoology course is age appropriate and intuitive and that it meets district standards.
  • Utilize office hours, help sessions, and asynchronous time to support students.
  • Design and use materials that do not require students to print or use a method they may not have access to. Students should complete their work using Schoology, Google Drive or other Parkway-supported tools.
  • Recognize that there will be times that the internet may be unreliable for students. Provide flexibility for those who experience technical issues.
  • Provide extended time to students for learning and reflection when assigning due dates to assignments.
  • Course content with Parkway curriculum.
  • Grading and feedback will be ongoing, actionable, timely, and report on district schedule using the Schoology gradebook.  Grades will be transferred to Infinite Campus.
  • Attendance for Virtual Campus courses will be taken in Schoology.

Communication Expectations for Virtual Campus Teachers

  • Student privacy must not be compromised and all course postings and activities must follow FERPA guidelines.
  • Teachers must respond to students in a timely manner; a response within 24 hours is required during the work week.  If the teacher will be away and unable to respond to students, they will inform the students and parents in advance.
  • Email accounts and discussion boards must be checked daily during the work week.  Timely and specific student feedback is critical in an online course.
  • The teacher must be in regular and consistent contact with students and parents.  If the student has repeatedly missed deadlines or is missing assignments, the teacher will contact the student and parent to find out why he/she has not engaged in their online course.  Phone contact is expected if the parent is not replying electronically. If the student is still not actively working in the course, the school counselor will be notified.
  • Teachers will contact every student in the class within the first week to ensure student understanding of course workflow. (Specialists may need to do this through group/class communication.)