North Fork Vision Home and Community Program

Meaningful choice and diverse opportunity within public education

Educator Booklet

2005-2006

Vision Home and Community Program

P.O. Box 636, Paonia, CO 81428

Telephone: (970) 527-8766 Email: deltacovision@yahoo.com

www.visioncoalition.org

___________________________________________________________________________________________

Dear Educators,

Thank you for taking an interest in the Home and Community Program. This booklet includes information you need to get started as a Vision educator. You might have more questions after reading it than you have now--please feel free to ask. More information is also available at our website, www.visionhcp.org.

Educators have an important place in the Vision Home and Community Program. Along with resource consultants and parents, they are learners’ role models. Just as each leaner develops an individualized learning plan in Vision, each educator has the liberty to pursue teaching in the ways that he or she finds most productive and rewarding.

Educators work primarily with students/learners, but within that role, they also form relationships with families, resource consultants (RC’s) and others in the community. At the beginning of the year, learners talk with their RC’s, families and educators to create learning plans, which they revisit and develop throughout the year. Key components of the learning plans are the agreements that learners make with educators.

Vision educators are not hired directly by the program. Rather, the Vision office provides services that aim to help families and educators connect. It is the families’ responsibility to determine which educators meet their educational needs and to assess the quality of education being offered.

Vision educators do not fit into one general description except in the fact that they work with learners in the program. Some educators teach in class settings while others work only with individuals. Some present subject matter in classes styled in a relatively traditional fashion while others choose to focus on a learner-centered approach. There are classes that are basically tutorials within a class and there are classes whose syllabi change according to the consensus of the group as needs arise. Many classes are set in classroom space at the old Paonia Middle School and many are at various places in the community including the park, restaurants, homes and the library. (There are limits to group sizes when classes are held in homes. See cooperative guidelines for more information.) Many educators may choose to be tutors as well as classroom teachers. It is often a question of what the needs are in the Vision community of learners.

Anyone at the Vision office can answer questions for you, but if you would like to talk in depth about educator issues, you are welcome to contact someone from the educator advocate group.

Thanks,

The Educator Advocates:

Moni

Claire

Tony

Carrie

Steve

Jill

Prima

Table of Contents

	page
Introduction	2
Table of Contents	3
Steps to Becoming an Educator	4
Vision Home & Community Program Overview	5
Guiding Principles of the Program	6
Roles of Educators, RC’s, Parents, Learners, Staff and Educator Advocates	7
Networking in the Vision program	8
Classroom Space	10
Guide to Making Agreements	11
Sample Agreement	12
Educator/Learner Agreement Form	13
Money Matters	14
Documentation of Learning	15
Portfolios	17
Calendar of Educator Events	19
Educator Application	insert
Educator List Update	insert
Class Offering Form (to be included in the Portfolio of Educators and Class Offerings at the Vision office)	insert

Steps to becoming a Vision educator

1. Get to know the program. The program overview provides a starting point, but it is also important to talk with people in the program, look through some learner and educator portfolios, read the newsletters, and familiarize yourself with the wide diversity of learning styles and approached within the program.

2. Fill out an educator application. This includes your social security number and date of birth, information that will be sent to the district office, where a background check will be completed. Background checks are sent in on the second Friday of each month and will remain on file for three years at the Vision office, after which time they will be renewed upon request of individual educators.

3. Along with your educator application, please submit documentation that speaks for your qualifications as an educator. Documentation can take many forms including resumes, letters, certificates, portfolios and more. Vision will not deny anyone the right to be an educator unless there are legal reasons to do so.

4. Develop ways to let families know about your classes. The networking section of this booklet can provide you with some ideas. A description of the classes and/or tutorial offered should be emailed to the advocate by July 22 so that it can be included in the Guide to North Fork Vision Classes and Tutorials. This guide will be sent to families and will also be available at the Vision office and at the August Scheduling Soireé.

5. Educators remain active by contacting the Vision office by August 1 each year. The educator list will be redone (not just updated) each August. Educators who would like to be on the list should contact the Vision office to let the educator advocate know what s/he would like to offer.

Note: Educators should complete the above steps if they would like to network through Vision and/or be paid directly through the school district (as opposed to being paid by the family, who is then reimbursed by the district).
Vision Program Summary and Philosophy

The Vision Home and Community Program is an accredited K-12 public program that views everyone as a learner and a teacher. We believe that learning is something that is modeled and nurtured. We believe that learning thrives in a community that recognizes individual needs and successes as unique and yet interdependent. Our intent is to trust the individual, and to honor and support parental involvement and responsibility. We celebrate diversity in learning styles and strategies, value both individual choice and common ground, resist standardization, and support relationships. We intend to plan for optimal learning and to recognize and value unexpected learning opportunities. We promote a sense of possibility, and we acknowledge stumbling and falling as part of learning. We believe that children naturally learn and that in a safe, nurturing environment laden with opportunity and positive role models, all people naturally grow to their highest potential.

Because of the value we place on choice, relationships and integrity, all procedures and job descriptions are based in agreements. We have agreements with people who represent the state and the district, general procedural agreements among the people of the program, and agreements about each learner’s plans. Each learner and family develops by mutual choice a relationship and working agreement with a resource consultant (RC). Together the learner, parents and RC develop a plan for learning that meets each person’s needs and is consistent with the RCs other agreements with the program. Together, learners and educators write agreements for each subject on the learners’ schedules. These agreements include expectations of all parties as well as meeting times, payment arrangements and plans for documentation of the class or tutorial. (See section on making agreements for details.)

Some learners take classes at traditional schools or in the community, others work with educators and mentors, others learn independently or at home, many travel, and some have jobs. Parents are usually actively involved. Throughout the year the learner, RC, and parents meet to check-in, reflect, explore possibilities, develop new learning strategies, initiate or deepen relationships with educators, revise plans, and make funding decisions.

As a public school, Vision HCP is funded through the state and school district. Each learner has access to approximately $2,150 per year for support of a learning program (part-time learners have access to $1,000).

Part of learning is to be able to communicate what was learned. Documenting learning and building an accurate and inspiring portfolio that reflects the values and progress of the learner is primarily the responsibility of the learner and parents, but RC’s and educators also help learners create meaningful documentation to include.

In order to receive an accredited Vision Diploma, learners must develop a strong portfolio and be able to successfully demonstrate that they have the means, skills, support, clarity, and an awareness of options to embark on the next step after graduation. A diploma also requires presenting to a graduation committee documentation of either 24 credits or strong evidence of learning and growth in core quality areas such as endurance, excellence, communication, wisdom, sustainability, inspiration, courage, truth and service.

VISION HCP Principles

We believe that we are well-served by taking to heart the following principles:

• Support and trust each young person.
• Support and trust each parent.
• Approach and honor all others with love and respect.
• Never sacrifice the well being of a child for the future of the program.
• Program accountability is built on the integrity of individuals and relationships.
• Support leadership that facilitates and membership that participates.
• Promote open and inclusive conversation. Strive for consensus.
• Do not hurry; the quality of the process is the goal.
• Maintain humor, humility and flexibility.
• Never give up on anybody; keep the door open.
• Do not do for others what they can do for themselves.
• The deepest learning often comes within the context of relationship.
• Facilitate informed, careful and unpressured choice. True commitment and a sense of responsibility usually follow.
• Examine carefully what we model, for that is what we teach.
• When mistakes are realized, be open, and accept responsibility immediately.
• Worthwhile policies permeate every level of an organization.
• Meaningful future lives flow from meaningful present lives.
• Inspired teachers are learning; inspired learners are teaching.
• Listen well and do not respond until you find compassion and respect.
• Question everything, especially when the children’s eyes cease to shine.

Roles

Learners:

• Develop learning plans and schedules.
• Create agreements with each educator on the learning plan.
• Take responsibility for learning.
• Meet agreements.
• Communicate how things are working.
• Document progress in each subject.
• Compile transcripts and portfolios.

Parents:

• Help learners find optimal learning situations and support them in their learning.
• Communicate with their children, the RC and the educators about how things are working.
• Ensure that portfolios are completed and that they reflect the learning that has happened throughout the year. Have portfolios available for others to view if requested.

Resource consultants:

• Work with learners and parents to develop learning plans and agreements.
• Communicate with educators, learners and parents about how classes are going.
• Help learners with due process when classes are not working.
• Convey feedback and ideas to the educator advocates.

Vision Staff:

• Provide networking services to educators and families.
• Collect information about educators to share with families.
• Offer open office hours from 10-4 Monday through Thursday.

Educator Advocates:

• Provide support to educators.
• Maintain communications with educators in their subject categories.
• Develop ways of improving the educator network.
• Let other RC’s know what’s going on in the educator network.

Educators:

• Develop class plans that are suited to the individual learners who sign up to take the class.
• Communicate with the parents and RC’s of the learners with whom they work.
• Provide class outline and/or description at the beginning of the class.
• Write a summary/evaluation for each learner in the class when it is over.
• Help learners create meaningful documentation of their learning.

Networking

There are various ways to promote your classes and tutoring throughout the program. Word of mouth is one of the most tried and true methods, and it cannot be overrated. Getting to know the resource consultants can go a long way towards getting out information. Also, educator meetings will be held on a regular basis to allow educators to help each other network and work together. Following is a list of other networking opportunities the program provides for you:

· The VISION Educator List. Educators who would like to be included on the educator list should submit documentation of qualifications relating to what they teach. Documentation can take many forms including resumes, letters, certificates, portfolios and more. It is the educators’ responsibility to inform the VISION office of changes they would like to make to the list and to let the educator advocate know if he or she would like to remain on the list each year. See the educator application to list your classes under the appropriate categories.

· Fliers are posted on bulletin boards at the Vision office. They should include the date they are submitted and the date until which they are valid. The bulletin boards will be “started afresh” each semester.

· The VISION website, www.visionhcp.org. The educator list is available on the website. If you would like to add a link to your own website and/or include more information about yourself and your classes on the VISION website, please contact Moni.

· The Scheduling Soireé offers families and educators the chance to meet each other and discuss educational offerings and possibilities. Educators generally bring fliers, class outlines, and/or a display that shows what the classes and/or tutorials being offered are like and a sign up sheet for learners. Soireés will be held at the old Paonia Middle School gym August 19 and January 7 from 5:00-7:00 p.m. If you would like to participate in the soiree, contact the Vision office at least one week in advance of the event.

· The Guide to North Fork Vision Classes and Tutorials will include descriptions of the classes and/or tutorials offered by educators. These will be sent to families in August. Class descriptions should be emailed to moni@paonia.com by July 22. The guide will also be available at the Vision office and at the Scheduling Soireés.

· Vision Views is the North Fork Vision HCP newsletter. Educators are invited to include stories about their classes in it, and we encourage educators to help learners write about their classes. This can be a great way to let people know about the unique dynamics of various class offerings.

· Submit pictures and articles as public service announcements (PSA’s) to Cheryl, the family advocate at Vision. She will pass them on to the local newspapers.

· The Portfolio of Educators and Class Offerings is kept on display at the VISION office to be perused by learners, parents and RC’s. You are welcome to add a page or two to it to let the community know who you are and what you have to offer. This could be a short bibliography, perhaps a photo, descriptions of each of the classes you would like to teach and/or other relevant information regarding tutoring services or apprenticeships. Portfolio information should be updated in August and January. If you do not want to change anything, just let us know that the portfolio pages should stay in the portfolio as they are. Educators may change or add to their documentation in the portfolio at any time. Please date all pages.

· Friday Workshops were conceived as a way to get educators and learners together so that learners can get ideas of what educators have to offer. Vision pays educators for their time and the workshops are free to learners. All workshops begin at 1:00 and last anywhere from two to four hours. Most of the workshops are held at the Vision office, but sometimes the old middle school space is used. Learners may sign up for workshops on the sign-up sheet on Margaret’s desk. If a workshop is full, learners may put their names down to be on the waitlist. If there is considerable interest, a second workshop can be offered on the same topic if the educator is available. Educators offering workshops should call or stop by the Vision office a couple of days before the scheduled workshop to get the list of learners who have signed up and call them to confirm participation and let them know if they need to bring anything. Educators are invited to sign up to give workshops on a first-come, first-serve basis and may reserve a Friday afternoon by emailing moni@paonia.com or calling the Vision office.

· Other ideas? Use your imagination…put an ad in the Shopper, put up fliers around town, have a float in the parade!

Reminder: Background checks will remain on file for three years. They will be resubmitted if the educator has remained active. Educators remain active in the Structured Educator Network by contacting the Vision office by August 1 each year.

Educators are not required to do any of the above networking. These are simply services that the program provides to help learners find educators in their areas of study.

Classroom Space

The North Fork Vision Home and Community Program offers educators places to hold classes and tutorials at the old Paonia Middle School. A schedule for these spaces will be created at the beginning of each semester.

Educators should apply for classroom space in writing by August 1 and December 15 of each year. Please include the following information:

• What kind of space do you need? (approximate number of learners, subject(s) being taught, special equipment needs (i.e., sink, video player, large room, computer(s) etc.)
• What time periods you would like to schedule? It is helpful if you can give a few possibilities.
• Do you plan to teach the classes all semester?
• A summary of the class(es) or tutorials you plan to teach for the semester program. Please email if possible: moni@paonia.com.

If it is necessary to rearrange schedules after the first two weeks of classes (as is likely), adjustments to the schedule will be made and finalized by October 1 and February 1. After those dates, the schedules will be final. If there are needs for spaces when they are not reserved, they may be used, but Vision will not be responsible for scheduling except at the beginning of each semester.

Space is allocated to educators based on time of application and type/size of space needed. Since demands for classroom space are increasing, space allowances are initially limited to six hours per educator per week. (Look at the cooperative guidelines and perhaps make this correlate with those?) After all educators have made their requests and a schedule has been created, all educators will have the opportunity to sign up for additional space that is not filled in on the schedule.

The Vision program does not ask educators to pay for the classroom space they use, but we do ask that educators who use the Vision building and/or the OPMS participate in making these spaces inviting and inspiring. Custodial services are provided, but it is still important that people clean up after themselves. Educators who would like to participate in beautifying the classroom spaces should talk with the educator committee to see about implementing their ideas. We would love your help in creating wonderful learning environments.
Guide to Making Agreements

Once a class is formed, the educator and learners go over the educator’s class descriptions together and make modifications if necessary to create an agreement. Educators and learners develop agreements together that define goals and expectations for the learning process. It is beneficial for parties to clearly understand what is expected of them. The agreements include basic information such as the following:

• general subject matter to be covered
• goals of the class
• specific goals of the learner
• attendance/what will happen when scheduled meetings are missed
• when and where the class meets
• cost of the class and materials
• length of commitment
• how and when learning documentation will be accomplished
• if and how the learner will be evaluated
• if and how the class will be evaluated

The agreement also addresses challenging questions that address issues of responsibility, honesty, interest and personal qualities. What will we do together to ensure that the class remains stimulating? Who will be responsible for making sure that class goals are being met? What if class goals are not being met? How much commitment will there be to doing homework? What if homework is not being done? (Grades are not required by the program, but if a learner requests grades, there should be a clear agreement between the educator and the learner about how they will be awarded.) The educator will also support the learner in helping to develop the learner’s portfolio.

In developing agreements, try to think of all of the possible challenges that the class might bring and address them up front. Educators should bring a general version of a class agreement (like a class overview) to share with learners, and then have each learner add his or her own points to it. Copies of these agreements should go to the learners’ RC’s, who will add them to the learner notebooks at the Vision office.

Sample Agreement/Class Overview

Second Semester French January – May, 2005

Educator:

Meeting times: Wednesdays from 9-12 a.m. beginning on January 26, 2005.

Classes will not be held on February 23 and April 13. The last class of the semester will be on May 18.

There will be a total of fourteen three-hour classes, which equals 42 learning hours. (Fifteen class times are scheduled, allowing for one possible cancellation.)

The first hour of class will be quiet work time when students will complete written assignments. This is meant as a supplement rather than a replacement to homework, since in learning a foreign language it is important to work on it more than once a week. I will be happy to help individuals with questions during this time, but the main emphasis will be on individual work. Students are not being charged for this hour.

Cost: $168/semester (14 two-hour classes hours @$6/hr) Expenses for special activities (i.e., cooking) are not included.

Here’s what I expect of learners in the class:

1. Take control of your own learning. Go nuts; don’t stop at anything. Define your own learning goals in addition to considering the goals of the class. Pay attention to what works for you, how you learn best and figure out how to take responsibility for your own learning. Expect some structure from class and be reasonable about working within it, but also think about how you can make the most of your time.
2. Be an inspiration to others in class. You can do this in your own way, but please don’t drag down the spirit of the group.
3. Do what you say you are going to do as much as possible. Get in the habit of doing homework every day, even if it is only for 15 minutes.
4. Take notes and keep them in the same notebook. Make a section for new vocabulary. Everyone should figure out his or her most effective note-taking system, but learners should each have a way of taking notes and be prepared to share it with others.
5. Compile materials to include in your portfolios. You might want to choose samples of things you have done in class and/or create related materials that are more exciting and artistic. We will share portfolios with each other in class on May 18.
6. Let me know if you can’t make it to class. My home phone is …. Please don’t call after 9:00 p.m.
7. Write down what you expect of the class. Let me know how things are going for you, if you are feeling lost or if you are not challenged enough, if there is something you want more of or something you just don’t like. Let me know which activities work best for you.
8. Keep track of your learning hours in French. Although there are 42 scheduled learning hours, homework will add to the learning time. Since individuals spend different amounts of time on homework, it will be up to you to count your time.

Here’s what you expect of the class: (Please use the back of the page or a separate sheet of paper.)

Educator signature and date: ___________________________________

Learner signature and date: _____________________________________

Educator/Learner Agreement Form

The learner should complete the top portion of this form for every educator on his/her schedule and give it to the educator. The bottom form has been provided for learners and educators who do not wish to create their own agreements. (Learners should have agreements for each subject on their schedules on their learning plans.)

Learner Name

Parents/Guardians Names

Learner Address

Phone Number Emergency Phone Number

Resource Consultant’s Name

Resource Consultant’s Phone Number

VISION Home and Community Program Phone Number

Subject:___________________________________

I understand that __________________ is my educator in this subject _________________ for this number of hours . I agree to keep the following schedule and to meet the following specific goals. Should I break my agreement I agree to communicate why and t