Far Net Harbour Net 2013

1. Ako e
FarNet /HarbourNet
e-Teacher’s Manual

2. CONTENTS
1. Ako e FarNet /HarbourNet contacts
2. Job Description for e-Teachers
3. Getting Started
3.1 Course outlines
3.2 Learning Management System set up
3.3 Data collection
3.4 Getting organised
4. Effective online delivery
5. Administrative Responsibilities
5.1 Students attendance
5.2 Standards being assessed
6. Assessments and results
6.1 Undertaking Internal assessments
6.2 Further Assessment Opportunities/ Resubmissions
6.3 External Moderation
6.4 Practice external assessments (mock exams)
6.5 Recording results
7. Reporting to Parents
8. Communication
9. Professional Development
10.Performance Management

3. 1. Welcome to Ako eFarnetHarbourNet 2013
Contacts:
Carolyn Bennett – ePrincipal
Carolyn.bennett@farnet.schoolzone.net.nz
021 474 889
Sue McCarthny – Assistant ePrincipal
s.mccarthny@gmail.com
021 246 9113
Clarrie Yates – Assistant ePrincipal
cyates@kaitaiacollege.school.nz
027 808 1569
VIRTUAL LEARNING NETWORK

4. 2. Guidelines for e-Teachers
Video Conference Technical Knowledge
Video Conference Technical Knowledge
The teacher is able to:
Ensure all VC equipment is functioning correctly
Use all the major functions of the VC equipment including; camera views, document camera (if
applicable),laptop to document camera
Carry out minor trouble-shooting on VC equipment and contact ASNET if additional support
isneeded
Applies sound teaching practice in a video conference environment
Applies sound teaching practice in a video conference environment
The teacher:
Is thoroughly prepared for each VC lesson
Uses a range of technology to engage students and facilitate effective learning
Is able to build a positive rapport with students during a lesson. (e.g. the teacher takes time to get
to know the students during VC lessons)
Expected lesson outcomes and expectations are clearly stated at the beginning of the lesson
Uses a variety of teaching techniques
Uses a variety of learning activities within a lesson
Makes links to prior learning
Provides opportunities for student collaboration / interaction
Develops lessons and activities that are student centred
Uses effective questioning techniques
Applies sound distance learning teaching practice
Applies sound distance learning teaching practice
The teacher:
Marks student work and returns it in a timely fashion
Uses assessment for learning to guide students in improving skills and knowledge
Individualises learning to meet the varied needs of students
Ensures students have opportunities to collaborate with other students in the course
Develops resources that are clear and effectively support self-directed learning
Provides students with work for at least four periods a week
Uses technology to engage students and facilitate effective learning
- Uses Microsoft Office / Open Office / Google docs to develop clear and effective resource
to aid student learning
- Provides students opportunities to use the internet for self-directed learning
- Uses online technologies (Moodle, blogs, wikis) to engage and facilitate learning
Communication
Communication
The teacher:
Reads and responds to student questions on a daily basis
Communicates with students regularly

5. Communicates what the correct course materials are for the year (e-Deans to follow up)
Communicates regularly with the site supervisor(s) on student behaviour, attendance,
workcompletion, attitude, and submission of assessments
Completes reports that effectively communicate student progress
To input all internal results and preliminary results on the Information for e-Deans doc and email
thereceiving schools principals nominees by the date determined – usually a few days before the
information is required by NZQA
Communicates student NCEA internal assessment grades to the e-Deans for recording on the NZQA
website
Visits students to provide face to face feedback
Effective Organisational Skills
Effective organisation skills
The teacher:
Ensures course outlines, standards to be tested and assessment policies are updated regularly
andsent to students or posted on the intranet.
Ensures students follow their own school's NCEA guidelines
Ensures all internal assessments are moderated by another teacher
Keeps an accurate attendance record and posts this on the Information for e-Deans doc
Ensures students and e-Deans receive work in a timely fashion
Students receive a lesson outline before each timetabled VC
Professional Knowledge
Professional Knowledge
The teacher:
Demonstrates knowledge of their subject
Engages in professional development that will improve their teaching in a distance environment
Evaluates and reflects on the effectiveness of teaching strategies
Engages in professional discussion
demonstrate a significant depth of knowledge in the theory and practical application,
whereappropriate, of:
- curricula relevant to their teaching speciality(ies)
- learning and assessment theory and developments
- the current issues and initiatives in education, including Maori education
Support for and co-operation with colleagues
Support for and co-operation with colleagues
The teacher:
Endeavours to attend Ako e Farnet/HarbourNete-teacher meetings, the Orientation eDay and
opportunities forprofessional development whenever it is possible
Watches other e-teachers and provides constructive feedback
Contributes to the marketing of Ako e Farnet/HarbourNet to schools, staff and parents

6. 3. Getting Started
3.1 Setting up my course
Course Outline
In order for other schools to see what you course entails for prospective students, we ask that
you complete a course outline so it can be advertised on the Virtual Learning Network (VLN)
site. See example of Course outline inAppendix 1. You will be asked for this at the end of each
year.
Setting up Moodle (or other Learning Management System - LMS)
You may set students’ work either by using your own schools LMS (Ultranet, KnowledgeNet)
or use our Ako e HarbourNet/FarnetMoodle site. Some teachers prefer to use Google Docs.
If you choose to use your own LMS then you will need to give the person in your school who
sets this up for your students the names of your online students so they can get logons for
your system. Then you are to let your students know how to access and use the LMS.
If you decide to use the Ako eFarnet/HarbourNetMoodle site then we will set the students up
for you and give them their login details.
Refer to Moodle 2.0 Guide to Successful learning using Moodle. Doc
If you have never used Moodle before please contact either Clarrie, Carolyn or Sue. We are
more than happy to talk you through the process of setting your page up.
When designing your work online put yourself in the learner’s shoes. What is it going to be
like for them using the information you put online? They may have never learned in this

7. manner before. How are you going to organise your course? Everything the students need to
access should be straight forward. There is no ‘best way’ to organise work online but do you
want to set it up on a week by week basis, by topics/objective? You don’t want content that is
fragmented and disjointed.
If you are designing instructions/tasks ensure that students are familiar as to how to go about
undertaking them using the e-learning tools. You should be comfortable with them as well.
Knowing your students – Data Collection
Information regarding your students National Student Number (NSN), contact details, name
of schools, eDean information will be in the Information for e-Deans doc (your Virtual Mark
Book).
It would be worth accessing your students previous years NCEA grades. Use the NSN number
from the Information for e-Deans doc and login to the NZQA School provider page then search
for the candidate outside of your school.
Getting organised
Set up an email ‘Group’ for your students and email them welcoming them to your course
give them links to your course. Set up a similar group for your e-Deans. Send an email to your
students e-Deans outlining key information including PIN, VC time, a course outline with NCEA
standards, textbook and workbook requirements.
4. Delivering lessons online
Anyone who teaches online needs to have somefirst-hand experienceas an online learner to
understand what it means to learn this way. The importance of clear directions, well-
organized materials, timely feedback, deadlines, and good technical support becomes
apparent as an online learner.
You must also have a high comfort level with the particular online tools/system used to
deliver the course, so you can anticipate likely student problems and provide help when they
have trouble. Students are going to model your use of the tools/system, so you want to show
how they can be used effectively.
First lesson
You first lesson online sets the tone for your classes. It is an opportunity to set expectations
and routines, to get to know students, show them how to access work and submit work. Also
to go over the course and assessment outline.
Spend the first week giving the students an orientation on your Moodle course. This could
include some questionnaires for them to fill out, some diagnostic assessment, and some
icebreaker discussions on the forum.

8. Strive to make the class as interactive as possible
e-Teachers need to understand that interactivity is the key to a successful online course. The
more interaction students have with the content, the teacher and each other (especially the
latter), the better. This is partly a function of providing ample feedback to students on their
assignments, but is also a function of the design of the course. Assignments must require
students to interact with each and the teacher in terms of sharing ideas, providing critical
analysis, comparing results, suggesting improvements, and so on.
Providing timely and meaningful feedback
If there is one fundamental rule for online teachers it is that timely feedback should be
provided to students on their assignments, questions or forum postings. Ideally such feedback
should be provided in less than 24 hours. Even if a full response can’t be provided, at least an
acknowledgement should be sent.
Meaningful feedback means more than just a sentence saying the student is doing well.
Students want substantive comments on their work. This means the feedback needs to
identify the strengths/weaknesses of a response, questions about assumptions made, or
suggestions for further thought/investigation.
The lack of timely and meaningful feedback from e-teachers is the number one complaint
from online learners. The main cause of the problem is that instructors are not online
frequently or long enough to provide such feedback.
Encourage learners to learn from each other
The real power of an online course is what students learn from each other. A primary task of
the e-teacher is to facilitate as much student interaction as possible. This can be done by
having students do their assignments in pairs or small groups. Asking students to evaluate
each other’s work and to make class presentations are also good ideas. Students should be
encouraged to address their questions to the class, rather than just the e-teacher.
Introduce an exploratory spirit
Because online teaching/learning involves so many new things, it is important to establish an
exploratory spirit among all participants that emphasizes experimentation and problem-
solving. Information and ideas can be obtained quickly from searching the web. Students
should encouraged to think about alternative options and multiple perspectives in their
assignments. The online world is a multicultural, multidimensional society and participants
should get used to it.
Synchronous v Asynchronous activities
Synchronous activities: are similar for all learners, mainly teacher led.
Asynchronous activities: mainly student centred, wide range of interactions, individual and or
collaborative work, threaded discussions

9. 4. Administrative Responsibilities
As an e-Teacher your responsibilities are the same as being a teacher in your school.
You will have anInformation for e-Dean doc (Virtual Mark book) shared with you and the e-
Deans of your receiving schools. This document is vital to provide the e-Deans with
information needed for administrative requirements.
4.1 Attendance
You are required to record the attendance of students in your class in VC sessions on the
Information to e-Deans doc. If you have any concerns regarding any student’s lack of
attendance or behaviour online then do not hesitate to contact the respective student’s e-
Dean for them to follow up.
4.2 NCEA standards
Please record the standard numbers being delivered (and version) on the Information for e-
Deans doc so the e-Deans can access these to ensure that students are entered on their
Student Management System SMS. It is the receiving schools responsibility to enter their
ownstudents. You can add a comment (eg. Version and standard descriptor) by clicking on the
triangle in the corner of each cell.

10. 5. Assessments and Results
5.1 Undertaking Internal Assessments
It is good practice to send the e-Deans a copy of your assessment schedule for their records at
the beginning of the year. You may send the e-Deans internal assessments in either hardcopy
or electronic but make sure instructions are explicit as you need to be assured that every
students has the same assessment conditions and that authenticity has not been breached.
When you are assessing students keep in close communication with the e-Deans as they may
need to be aware of the assessment conditions:
Some internal assessments are done online eg. Speeches, listening and may require
someone from the receiving school to be present.
Some assessment require the assessments to be done in formal conditions ie. may
have 4 hours to complete but the work cannot be taken home. The e-Dean needs to
confirm this with you.
Other assessments may be on-going in which case an authenticity statement needs to
be completed by student and e-Dean. See example of Authenticity Declaration
Appendix 3
5.2 Further Assessment Opportunities and Resubmissions
This operates in the same way it would be done in your own classes at school. Please
remember that you cannot give any verbal or written guidance to students who need to
resubmit a section of work. Indicate on the returned work and inform the e-Dean that a
student is required to resubmit or undergo a further assessment opportunity.

11. 5.3 External moderation
As you are the provider for this course, students’ work can be requested for moderation by
NZQA. It is therefore imperative that you keep a copy or original of students’work for
moderation purposes.
5.4 Practice/ Mock external assessments
In order to keep things straightforward for the students, e-Deans will notify you as to when
their school has their mock exams. This means that they can be scheduled into the respective
school’s exam week. You will need to send the exams either in hard copy or electronically to
the e-Deans so they can ensure the exams are administered. They will then return the
completed exams for you to mark. The grades resulting from these practice external
assessments are recorded for the purposes of a derived grade should it be needed at a later
date.
5.5 Recording Results
As you complete any internal assessments/ external practice assessments you need to record
the results for the respective standard in the Information for e-Deans doc. It is recommended
that you also send the e-Deans an email to let them know that the standard has been
completed. They will then notify their Principal’s Nominee or enter the grades themselves for
their students on their SMS.
6. Reporting to parents
Students will receive three reports during the year as follows:
An interim report - mid Term 1
A mid-year report - end of Term 2
An end of year report – end of Term 3
e-Deans will let you know when their school reports are issued. Write the reports so they can
be sent out with the individual school reports. Using the templates provided you are to
complete the reports and send to the e-Dean who will also complete their applicable section.
The mid-year and end of year report comments focus on where the student is currently at and
where to next for feed-forward.
Examples of interim and mid/end of year reports are in Appendix 4 and 5
7. Communication
Communication
Regular contact with individual students is important. They will feel a little lost and perhaps
alienated as you are not there for them to run to. Encourage them to contact you if they are
having difficulty. It is important to establish their trust.

12. Keeping in contact with your e-Deans if you have any concerns is imperative. We cannot
stress the importance of such communication.
Check you emails regularly! This is the main form of communication. Get a filing system for
your emails so they do not get ‘lost’ in your school ‘stuff’.
8. Professional Development
e-Teachers’ meetings
Every month we have an online e-Teachers’ meeting. You will be notified when these will be
scheduled. They are a good forum for seeking advice and discussing any issues as well as
sharing positive experiences. E-Deans will have similar meetings. Your Principal will also meet
online with other Principals every term.
e-Days
There will be two e-Days where e-Teachers/e-Deans are expected to attend. One at the
beginning of the year where e-Students have the opportunity to get together with their online
classes and e-Teachers and another at the end of the year for reflection and to meet new e-
Deans and e-Teachers. You will be notified as to when these are scheduled.
We will keep in regular contact with you (Carolyn, Sue and Clarrie) and will come to your
schools to discuss any issues you might have and also share any celebrations with you face to
face. Do not hesitate to contact us. ‘A problem shared is a problem halved’. You will also have
another e-Teacher buddy to work with as your sounding board.
Other existing e-Teachers have a wealth of knowledge and experience. Do not hesitate to
contact Clarrie if you are stuck or in desperate need of inspiration.
Ako e Community Ning and Newsletter
The Ako e Community Ningis a great forum for airing your views, seeking advice from others
and reading about other people experiences or professional links. Our monthly newsletter to
keep you up to date with events and professional learning / research up in the global online
learning community.
11.Performance Management
As your school has invested financially in online learning.e-Deans will report to the BOT or to
the Principal at the start of each year (or more regularly as requested) to show how the e-
students at your school have fared.
We like to encourage e-Teachers to analyse their online results annually. This is good
reflective practice as part of Teaching as Inquiry. It is also useful information for your school
appraisal/ performance management.

13. We will further analyse students’ results against their other face to face classes to see how
students’ experience with online learning compares. This makes up our report to the
Principals / BOT to whom we are responsible as members of the Ako e
FarNet/HarbourNetcluster.

14. APPENDIX
1. Example of Course Outline
2. Checklist for Beginning e-Teachers
3. Example of VC Lesson Plan – Week 1
4. Authenticity declaration
5. Term 1 Interim Report
6. Mid-year and end of year report.

15. Appendix 1.
FARNET & HARBOURNET COURSES FOR 2013
My name and contact details: Teacher’s Name
Email address
Mobile number
Name of Course: French – Level 2 - 2013
Description:
Level 2 French will cover topics such as French-speaking countries, Young people, Future plans and Health and
fitness. Level 2 has 5 achievement standards (2 externals with a total of 10 credits and 3 internals with a total of
14 credits).
Level 2 French covers new vocabulary and grammatical structures and will include listening, speaking, reading
and writing activities.
LEARNING AREAS:
Learning Languages
Course Content:
Level 2 French covers the following topics through 5 achievement standards:
AS 91118
Version 1
Demonstrate understanding of a variety of spoken
French texts on familiar matters
5 credits External
AS91120
Version 1
Give a spoken presentation in French that
communicates information, ideas and opinions
4 credits Internal
AS91121
Version 1
Demonstrate understanding of a variety of written
and/or visual French text(s) on familiar matters
5 credits External
AS91122
Version 1
Write a variety of text types in French to convey
information, ideas, and opinions in genuine contexts
5 credits Internal
AS91119
Version 1
Interact using spoken French to share information and
justify ideas and opinions in different situations
5 credits Internal
Prerequisites
NCEA Level 1 French with a minimum of 14 credits, preferably with at least Achieved in one of the two external
achievement standards
Practical Component
There is no practical component in this course.
Assessment Details

16. Level 2 French will be assessed 5 achievement standards (2 externals with a total of 10 credits and 3 internals
with a total of 14 credits).
AS91120 will be assessed early in Term 2
AS91119 will include the recording of interactions at the end of Terms 1, 2 and 3 and will be assessed in Term 4
AS91122 will include the handing in of a piece of writing at the end of Terms 1, 2 and 3 and will be assessed in
Term 4
Curriculum Levels:
NCEA Level 2
Curriculum Level 7
Year 11
Standards:
French - AS 91118 AS91120 AS91121 AS91122 AS91119
Resources:
There is a $10 standard charge for such things as photocopying, postage to cover sending assessments, exams
during the year.
I expect students to enrol in either Go Vocab or Language Perfect for vocabulary study. It costs approx. $30 for
the year.
Day and Time of Course:
You will be expected to have an online class hosted on either Moodle, or a LMS that you have in your school,
but please indicate whether you can support the students with the following support:
1. Skype tutorials (this is not compulsory at all, but you can add your skype name here)
2. Email - clanrae@gmail.com
3. Phone – 021 2081728
4. Twitter (optional) - no
5. Facebook – I will set up a class page later
6. Blog (you may have set up a class one)
7. Wiki (you may have set up a class one)
8. Google site (you may have set up a class one) – not yet
9. Twitter - no
10. Ning - no
11. Any other
Please email this template back asap to Carolyn Bennett, carolyn.bennett@farnet.schoolzone.net.nz

17. Appendix 2Beginning e-Teacher Checklist
Access your students’previous year’s NCEA grades using NSN information in
Information for e-Deans Doc
Set up Moodle or LMS for delivery of course online … or Google Apps
Send an email to your student’s e-Deans outlining key information, including PIN, VC
time, a course outline with NCEA standards, textbook and workbook requirements.
Send an email to your students with a warm welcome to the course and an outline
of what to do next. This should include instructions for how to get into the course in
Moodle / LMS, the VC time and PIN
Spend the first week giving the students an orientation on your Moodle course. This
could include some questionnaires for them to fill out, some diagnostic assessment,
and some icebreaker discussions on the forum
Attend e-Day 15 February to meet your students face to face.
Enjoy yourself

18. Appendix 3
VC LESSON PLAN – WEEK 1
Learning Intention: Success Criteria
Get to know each other
How to use VC in sessions
How to access work and post work online
What is involved this year in this course?
Studentscan
Know other class members
Know what is expected of them in VC sessions,
as a class member.
Understand what is required of them in this
course
Use the VC gear with confidence
Communicate with teacher and other students
out of class.
Teacher :
Has an idea of students’ background / ability in
this subject.
Becomes familiar with students
1. Welcome to course.
Teacher introduction – introduce yourself, what do you want to be referred to as.
3. Students introductions: (ice breaker)
- Name, school
- Geographic location, name one thing area famous for.
- Subjects they are taking this year
- Did they take your subject last year (if so what did they like /dislike?)
- What are their interests?
- What would they like to do when they leave school?
4. EITHER - Each student has to ask a question to another in the class. Gets them used to
listening using and using mute/microphone, camera – zoom, presets etc.
OR - Quiz students on what they know about each other = listening skills.
5. Set your expectations/routines:
Communication – email, text, skype, phone.
Attendance at VC lessons – what to do if they cannot make VC session.
Meeting deadlines, feedback etc.
6. Admin - your relationship with their e-Deans … attendance at VC session, NCEA , reports,
exams etc.
What to do if they are having problems?
7. Go over course and assessment outline – where is it?
8. Work set – where? when? how do they access it?
Submitted work – how? scanning, email, Dropbox?
9. Where to from here? What they can do over the next week?
- Students to email you (and send messages to others in the class) so you know
communication is working.
- Complete set tasks.

19. Appendix 4Example Authenticity Declaration
AUTHENTICITY DECLARATION
Name: ___________________________________
Achievement Standard: _____________________ Level: __________
Due Date: _________________________________ Teacher: ______________________
Assessment title: _____________________________________________________________
DECLARATION
Except where otherwise indicated and acknowledged, this assessment is entirely my own
work.
All work was undertaken this year.
Student signature: _______________________ Date: ___________________________
This student’s work has been completed under the teacher’s stipulated conditions.
Signature: ______________________________ e-Dean

20. Appendix 5
Term 1 Interim Report
FARNET Level 3 Accounting
PROGRESS REPORT
March 2012
Student: XXXXXX School: Orewa College Delivery School: Northland
College
Work completed to date
Has completed all set activities
and tasks
Has completed most set
activities and tasks
Completion of set work
Requires Attention
X
Attendance in video/audio conference class
Has attended all available VC
classes
Has attended most VC classes Attendance in VC classes
Requires Attention
X
Engagement in online Moodle class
Is engaged in the online
classroom
Has had initial difficulties in
engaging in the online
classroom
Engagement in online
classroom Requires Attention
X
Comment by e-Teacher: Carolyn Bennett – Carolyn.bennett@farnet.schoolzone.net.nz
XXX has the workbook and it would be advisable for him to get a copy of the Study Guide, which is
also an excellent resource. Now the class has settled in, XXX should be working at least 4 – 5 hours a
week on accounting. XXX has told me that he wants to gain a course endorsement this year, and I will

21. support him in achieving this. You will note that I have indicated that hasn’t completed all the set
activities, so it is important for him to get on top of this right from the beginning.
Please feel free to make contact with me during the year.
Self-Management during non VC periods (in their own school)
Very pleasing Acceptable Requires Attention
X
Comment by e-Dean: Sue McCarthny
XXX is a well-organised, diligent student and has attended classes regularly.He now has access to the
Study Guide so he can utilise this whenever necessary.

22. Appendix 6 End of Term/ End of Year Report
END OF YEAR REPORT – September 2012
Name: XXX School: Dargaville High School
Subject: Level 3 Geography e-Teacher: Mrs Sue McCarthny – Orewa College - Auckland
Geography is the study of the environment as the home of people. It seeks to interpret the world and how it
changes over time – past, present, and future. It explores the relationships and connections between people
and both natural and cultural environments. Geography investigates the ways in which features are arranged
on the earth’s surface. It describes and explains the patterns and processes that create them.
Students learn to think spatially and use maps, visual images and new technologies, including geographical
information systems (GIS), to obtain, present and analyse information.
There are currently five achievement standards, three internals and three externals. Students in this online
class are expected to attend a weekly video conference class. Regular communications between students and
their teacher are vital in an online environment and students are encouraged to engage with their teacher and
other students through a range of web tools.
Students are required to participate regularly in online activities, which include working independently in their
online Moodle class in preparation for their weekly videoconference meetings.
Attendance in video conference class in Term 3
Has attended all available VC
classes
Has attended most VC classes Attendance in VC classes
Requires Attention
X
Engagement in online Moodle class and online environment in Term 3
Is engaged in the online classroom
and environment
Has had initial difficulties in
engaging in the online classroom
and environment
Engagement in online classroom
Requires Attention
X
Set Tasks & Activities completed in Term 3
Has completed all set activities and
tasks
Has completed most set activities
and tasks
Completion of set work
Requires Attention
X
Communication in Term 3
Keeps regular communication with
teacher and other students
Communicates with teacher and
other students
Communication Requires
Attention

23. X
Standards Achieved or Currently Working On
Standard Title Level Credits Grade
AS 90701 (3.1)
Analyse natural processes in the context of a geographic environment -
EXT
3 4 A
AS 90702 (3.2) Analyse a cultural process – EXT 3 4 A
AS 90704 (3.4) Select and apply skills and ideas in a geographic context – EXT 3 4 A
AS 90706 (3.6)
Analyse a contemporary geographic issue and evaluate courses of
action – INT
3 3 M
AS 90707 (3.7) Analyse a geographic topic at a global scale – INT 3 3 M
AS= Achievement Standard US= Unit Standard Int= Internally Assessed Ext= Externally Assessed
W = Working on NYA= Not yet Assessed N= Not Achieved A= Achieved M= Merit E= Excellence
Any external standards assessed are only summative and as a result of practice exams.
E-Teacher Comment
XXX is a very capable student as is evident from her work submitted for internal assessments. I was
disappointed that she did not attempt two of the external papers in the practice assessments. She is a pleasure
to work with both online and face to face.
XXX needs to spent time reading through the information online and ensure that she understands what each
focus area involves and how they relate to possible questions. I would like her to refer to the past questions
that have been provided and plan outlines as to how she would respond and submit these to me for feedback.
With continued practice she will get more confident and her grades should reflect this.
E-Dean Comment
Comment on where the student is at:
What improvements can be made:
Contact Details: Sue McCarthny – s.mcarthny@gmail.com