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Resource Center for Teachers

On this page:
  • Important Resources for Teachers
  • Access to pay statements
  • Introduction
  • Technology and Learning
  • Definitions
  • Resources for Online Teaching
  • Five Step Guide for Online Lecturing
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Send an email to: onlinehelp@tav.ca

Resources for TEACHERS

Welcome to TAV College! We’re delighted that you’ve become part of our team. The following is an overview of important TAV College policies and regulations, available on the College website. Please contact your program coordinator for more information.

General Information and Rules for Evaluating

 

          • The course outline must comply with the course description provided by your departmental coordinator: competencies, objectives and essential content.
          • The course outline and final evaluation (including evaluation grid/grading scale and answer keys – if applicable) will be submitted to the program coordinator within the specified deadlines.
          • All summative evaluations are indicated in the course outline, along with their nature, weighting, link to course objectives, and evaluation criteria.
          • All evaluations aim to measure achievement of course objectives and competencies, and must be followed by feedback to students.
          • Teachers are required to prepare students for final evaluations with formative evaluations.
          • The weighting of the final evaluation will be at least 40% (may be distributed between several final evaluations) and 30% of the final grade will have already been allocated before the final stage of the semester.
          • To ensure objectivity during evaluations, all assessments will be graded using a grading scale or rubric with precise, weighted criteria.
          • Teachers must apply the penalty rule for late work, and language errors in their corrections.
          • During team work, the team contract will be used and students will be graded on the basis of their individual performance.
          • The teacher is responsible for taking attendance each class and notifying the program coordinator if any students fail to show up at all.
          • It is the student’s responsibility to attend class, but no marks are to be awarded for attendance and participation. The teacher is responsible for engaging students and ensuring that course objectives are met through a variety of summative and formative evaluations.
          • In the event of plagiarism or cheating, the teacher must apply the rules and procedures set out in the IPESA. To avoid such cases, it is suggested that evaluations be changed from one semester to the next, and that final evaluations be kept (and students be given the opportunity to consult them).

Professional Development

  • Teaching Evaluation Policy: This policy provides a framework for the development of pedagogical skills and is designed to foster exchanges between the College and the teacher, The procedures describe the complete evaluation process, and, when applicable, the individual professional development agreement reached during the evaluation process. Please contact your program coordinator for more details.
  • College annual professional development plan: As a teacher, you can submit a request to your program coordinator for professional development, in regards to your discipline or to pedagogy. Your coordinator will forward the request to the person in charge of the college’s annual professional development program for analysis.

    Wellness and Mental Health

    Wellness and Mental Health

    If you see a student in distress, you can refer them to our mental health office or visit our website.

    Patrick Girard, 
    Psychosocial Counsellor 
    p.girard@tav.ca or MIO
    514-731-2296 ext. 226
    B306.1

    For more sexual violence resources
    For more mental health resources: substance abuse, grief, addictions, violence, family or marital problems, anxiety, etc.

     

    • Policy Against Sexual Violence: This policy applies at all times between students, and teaching and non-teaching staff. The College considers that any romantic or sexual relationship between students and staff members goes against the educational mission and may undermine the integrity of the professional dynamic between these individuals.
    • Anti-Bullying and Anti-Violence Policy: It aims to prevent all forms of intimidation and violence directed at a student, teacher or other member of staff.
    • Student Mental Health Policy: It demonstrates the College’s commitment to providing a living and learning environment that is healthy, safe, caring and conducive to thriving mental health. 

    ACCESS TO PAY STATEMENTS

    To have access to your pay stubs, you need to access the ADP platform and create your ADP account.

    TO CREATE YOUR ACCOUNT From a desktop

    1. Click on the Self Service Registration (adp.com)
    2. On the Welcome to ADP page — Click on the Get started link at the bottom
    3. Click on Find me
    4.  Click on Your Info

     

    Once your account has been created, you can download the app and access your account through your User ID.

    If you have already created an ADP account, pay stubs for TAV College and Collège Décarie are available in your ADP account. For teachers with teaching duties at both TAV and Décarie, two separate deposits are made to your account.

    TO RETRIEVE YOUR PAY STUBS

    From a desktop on the ADP website :

    1. On the home page, click on the “Myself” tab, top left
    2. In the “Pay” category, click on “Payroll and tax statements”.
    3. In the left-hand column, under “Year”, check the desired pay statement by date. To download or view your pay stub details, click on “View statement”.

     

    From the ADP app : 

    1. On your account home page (“Home”, bottom left), click on “More” (…), bottom right of your screen.
    2. On the “More” page, click on “Pay”.
    3. On the “My pay” page, you can access your pay statements by clicking on the pay date, under the “Statements and Activity” section. If you teach at both TAV College and Collège Décarie, you’ll get two separate statements for the same date. If you click on one of the dates, you’ll have access to the details of your pay stub by clicking on “View statement” at the top right of your screen.

    Please contact Abetha Amirthalingam by email: abetha@tav.ca if you have any problems.

    Free remote teaching course for instructors

    Provided by TÉLUQ Univeristy, Montreal – Quebec. 

    *Currently only available in the French language.

    1. INTRODUCTION

    The Fall 2020 online semester will not only be a new experience for students, but for teachers as well. Some teachers may feel intimidated by the thought of delivering their course(s) in an online format, or some may even feel “technolgically-challenged” and unequipped to teach using technology as a means of communication. However, rest assured that the College is here to help as much as possible.

     

    GUIDING PRINCIPLE AS WE NAVIGATE UNCERTAIN TIMES

    WHAT IS GOOD TEACHING?

    Good teachers are committed to their students. They must deal with a wide range of student abilities and challenges: different languages, different home situations, and different abilities and disabilities. They must adapt instruction and assessment to students’ needs. The whole time that these experts are navigating through the academic material, they also are taking care of the emotional needs of their students, propping up sagging self-esteem, and encouraging responsibility. From the first day of class, they carefully plan and teach the basic procedures for living and learning in their classes. Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com

    2. Technology and Learning

    Does technology use support academic learning? The answer is complex and even surprising. Computers are more likely to increase achievement if they support the basic processes that lead to learning: active engagement, frequent interaction with feedback, authenticity and real-world connection, and productive group work (A. Jackson et al., 2006; Roschelle et al., 2000; Tamim, Bernard, Borokhovski, Abrami, & Schmid, 2011). Like any teaching tool, computers can be effective if used well, but just being on a computer will not automatically increase academic achievement.

     

    HOW CAN I INTEGRATE TECHNOLOGY INTO MY TEACHING?

    The process of integrating digital tools to support learning may seem difficult and troublesome at first, especially for teachers with weaker technological skills. Starting points include researching your school or district technology policies and procedures, identifying internal resources such as technology integration teams, seeking out training resources, and working with teachers who already use technology in their classes. 

    Becoming familiar with available technological resources will help you to identify and include appropriate technologies that will enhance your teaching. *A golden rule for technology integration in any classroom is that you do not need to reinvent the wheel. Focus on identifying centres of expertise where existing resources are available to adapt and build on.

    Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com

    PEDAGOGICAL GUIDE: DIGITAL COMPETENCY FRAMEWORK (GOVERNMENT OF QUEBEC)

    On April 25, 2019, the Minister of Education and Higher Education, Jean-François Roberge, unveiled the Digital Competency Framework, part of the Digital Action Plan for Education and Higher Education.

    The framework is one of the few action plan measures that spans multiple educational levels (preschool education through higher education, including general education for adults and vocational training) and is intended for learners, teachers and non-teaching professionals alike.

    The aim of the framework is to develop digital competency, which is defined as a set of skills necessary to the confident, critical and creative use of digital technologies to achieve objectives with regard to learning, work, leisure, and inclusion or participation in society.

    CAN TECHNOLOGY CHANGE EDUCATION? YES!: RAJ DHINGRA AT TEDXBEND
    online-learning
    e-learning-tav-college

    3. Definitions For online teaching

    Virtual Learning Environments

    Virtual learning environments (VLEs) is a broad term that describes many ways of learning in virtual systems. The most traditional VLE is referred to as a learning management system (LMS) (see below).

    Virtual learning environment (VLE)
    A broad term that describes many ways of learning in virtual or online systems.

     

    Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com

    Personal Learning Environments

    There are different kinds of VLEs. A personal learning environment (PLE) framework provides tools that support individualized learning in a variety of contexts and situations; the learners assume control of how and when their learning occurs.

    Students working in PLEs can download an assignment at Starbucks, read the material on the bus, and then post an analysis on the discussion board at 4:00 a.m. from home. Learning in PLEs can be asynchronous—taking place anytime and anywhere. Complex PLEs include tools that assess learners’ knowledge and then adapt the next content to fit their needs. Tools that support PLEs include computer-based training modules, e-books, cognitive tutors, quizzes, and self-assessment tools.

     

    Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com

    Personal Learning Network (PLN)

    personal learning network (PLN) is a framework in which knowledge is constructed through online peer interactions. PLNs consist of both synchronous (real-time) and asynchronous technologies using interactive web conferencing, hybrid classes, or online discussions.

    Tools that support PLNs include web conferencing tools, instant messaging, interactive video and audio messaging, social networking, discussion boards, and blogs.

     

    Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com

    Learning management system (LMS)

    System that delivers e-learning, provides tools and learning materials, keeps records, administers assessments, and manages learning. 

    Examples: Omnivox, Moodle, Canvas.

     

    Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com

    UPLOAD - DOWNLOAD

    Upload ↑

    To transfer digital files from a computer (or digital device) onto a network (the Internet), which can then be viewed or downloaded by another user.

    Download ↓

    The technological process of making a copy of a digital file from a network onto a digital device.

    PDF, .DOCX & .DOC

    File management can be a hassle for even highly experienced technology users. One struggle for teachers is understanding file extensions when downloading assignments from students or when uploading assignment instructions. We have broken down the most common file extensions below to give you a better understanding of what kind of files your students may send you and what they will do.

    PDF

    PDF, which stands for “Portable Document Format,” is a multi-platform file format developed by Adobe Systems.

    A PDF file captures document text, fonts, images, and even formatting of documents from a variety of applications. You can e-mail a PDF document to your friend and it will look the same way on his screen as it looks on yours, even if he has a Mac and you have a PC. Since PDFs contain color-accurate information, they should also print the same way they look on your screen.

    Source: [Unknown author] PC.net. Retrived from: https://pc.net/glossary/definition/pdf July 14, 2020.

    .DOCX & .DOC

    Most students are using one of two document creation software. These software are very familiar to most: Microsoft Word or Google Docs.

    • Google Docs is a free software that synchronizes with many other Google applications, such as: Gmail, Google Drive, Google Slides and Google Sheets. Docs also allows users to share a link to the document where they can then collaborate, offer commentary or read the document from anywhere in the world.
    • Microsoft Word is a document creation software that you must pay for. Word offers the same options to comment on documents, however, you cannot access a Word document from anywhere in the world.

    INTER-SOFTWARE FILE LANGUAGE

    Luckily, although Word and Google Docs are different software, they have both made it possible to allow the user to open a file made by either-or. In other words, when you send someone a Word document, you are sending them a file containing a “.doc” file extension. For example, “englishessay.doc” You can then open this file in Google Docs if you do not have Word installed on your computer.

    Similarly, when you send someone a Google Docs document, you are sending them a file containing a “.docx” file extension. For exmaple, “english-paper.docx” You can then open this file in Word if you prefer using this software.

    Learn more about this: https://www.youtube.com/watch?v=_–COwIywgk

    SUGGESTED NOTE: REQUEST A SPECIFIC FILE EXTENSION FROM YOUR STUDENTS

    The easiest solution to avoid complications when receiving assignments from your students is to request that they send you their assignment as a PDF document. PDF documents retain the font family, font size and formatting of a document so that the teacher is seeing the same exact document that the student sent.

    HOW DO I OPEN A .PDF DOCUMENT?

    The easiest software for opening PDFs is Google Drive, however, most Internet browsers can now open PDFs as well.

    "cloud" storage

    Allows computer users to access online data storage, documentation and files from anywhere in the world. 

    The opposite is stationary storage. Using stationary storage, data can only be accessed from a single computer and must be uploaded to a USB drive in order to be shared onto other computers.

    Examples of Cloud storage systems include:

    • Google Drive
    • Dropbox
    • Apple iCloud
    MORE TERMINOLOGIES
    EXPORT

    When you export a digital project, you are taking that project and collapsing it into a move-able file such as “.jpg” file, a “.pdf” or a “.mp4” When a user users a copy of this exported file, they may download and open the file to view the contents.

    IMPORT

    Whenever you bring new digital files into a project or document, you are importing. For example, if you are writing a document on Microsoft Word and you add an image to the document, you have imported the image.

    HYPERLINK

    A hyperlink (or simply a link) is generally text or graphics on a webpage or document that is click-able and allows a computer to read, identify and bring you to a specific webpage or application. For example, to get to the webpage that you are on right now, you can click on this hyperlink: Resources for Teachers.

    URL

    A URL, which stands for uniform resource locator, is a set of unique words, numbers and symbols that allows a Web browser to read and identify a specific webpage and then brings the user to that digital location. URLs are very similar to hyperlinks, however, the difference is that a hyperlink contains a URL. For example, as you saw above, the words “Resources for Teachers” contains the URL www.tav.ca/resources-for-teachers/ within the text. So, when you click on the words “Resources for Teachers,” you are actually clicking on a URL, but the URL is disguised as a button.

    4. ONLINE LEARNING RESOURCES FOR TEACHERS

    TAV encourages our teachers to use omnivox and google applications as much as possible for online course delivery.

    LECTURING AND STUDENT MANAGEMENT

    GOOGLE MEET

    Free, online, multi-user video conferencing software.

    Features: Easy integration with Gmail, Google Drive and Google Docs.

    Pedagogical uses: Lectures, group work, individual meetings with students.

    LEARN MORE >

    Omnivox – Léa

    Learning management system

    Features: Intuitive design, centralized teaching.

    Pedagogical uses: Upload assignment instructions, course readings, and virtual lectures, keep track of student attendance, upload grades.

    omnivox – Mio

    Messaging system for student-teache interactions.

    Features: Text, video or image sending capabilities.

    Pedagogical uses: Communication with students.

    GOOGLE DRIVE

    Free cloud storage software.

    Features: Easy integration with Gmail, Google Docs and Google Slides.

    Pedagogical uses: Collaborative learning, assignment/file organization, rapid document, video and image sharing.

    LEARN MORE >

    GOOGLE SLIDES

    Free presentation software

    Features: Easy integration with Google Drive, easily export to a PDF, send a hyperlink (access anywhere).

    Pedagogical uses: Lecture presentations, multimedia lecture integration.

    LEARN MORE >
    STUDENT ENGAGEMENT

    GOOGLE DOCS

    Free, online, document creator.

    Features: Easy integration with Google Drive, multi-user co-editing capabilities (for group work), auto-saves, facilitates feedback and commentary.

    Pedagogical uses: Offer feedback and/or commentary on written works, group projects.

    LEARN MORE >

    KAHOOT!

    Free game-based learning platform.

    Features: Easyily design games using different “quiz” questions.

    Pedagogical uses: Increase student engagement, create a healthy virtual classroom environment.

    LEARN MORE >

    5. FIVE STEP GUIDE FOR ONLINE LECTURING (USING GOOGLE MEET)

    1. HOW TO SETUP AND USE GOOGLE MEET

    Setup a link where student’s can join your virtual classroom each week.

    2. SETUP SHARING PERMISSIONS ON GOOGLE MEET

    Be aware that some links are available to certain email addresses and not to others.

    3. UPLOAD THE LECTURE TO YOUTUBE

    Allow your students to access your lecture at anytime for reference to lecture slides and/or presentation.

    4. GOOGLE MEET: THE STUDENT’S PERSPECTIVE

    What will the students be seeing?

    5. UPLOAD THE SESSION TO OMNIVOX

    Ensure that your online lectures are available to all students by uploading them to Omnivox.

    Do you have questions or comments?
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