Lauren Weber's picture

Teacher Perspective: Family Connections

When I was in school, I was passionate about learning and eager to engage in lessons with my teachers. However, one of the biggest factors contributing to my passion to become a teacher was my brother. My brother suffered from social anxiety and, growing up, I observed how he was treated differently by his teachers. I knew at that point that I wanted to make a difference for students overcoming similar obstacles.

I’m currently a teacher at Insight School of Kansas and I see how online schooling helps facilitate support for students like my brother.

I recall one student who had social anxiety and difficulty speaking in front of others. Over a few years, we worked together and during his last school year he made a video where he gave a wonderful speech. I was so proud of this student and it’s amazing to be able to provide an environment where students with specific learning needs can find success.

In the online model there is no time lost on classroom management or disciplinary issues that plague teacher at traditional schools. There is very little judgement in the online setting, which allows me to interact with students who have been disadvantaged in their previous schools.

As a teacher, it’s also important to realize that many students don’t always connect with every subject. I work hard to make sure that those individuals find some way to learn. I enjoy teaching World History because we can make it come alive through connecting the names and dates to literature, art, mathematics, and culture, to people who live and breathe. 

Ashley Fryer's picture

Teacher Perspective: Reigniting Passions

I have always wanted to be a teacher. I remember lining up all my dolls in the evenings and teaching them whatever I learned in elementary school that day.  My passion started early!  While I was in high school, I belonged to the Future Educators of America and served as an officer for two years. It was at that time that I decided I specifically wanted to teach science at a middle school and high school level. Looking back now, I see that I was already starting to develop my own teaching philosophy:  I’m a firm believer that every child can and wants to learn, but that it’s up to me – and other educators – to find ways to best communicate.

I have a Master of the Arts in Teaching with an emphasis on Environmental Conservation and taught at a traditional school prior to teaching at Insight School of Kansas. The transition from teaching in the brick-and-mortar classroom to teaching science online wasn’t easy at first. Connecting with students through synchronous classes – live classroom session helped ease my transition into the new role.

Throughout my experience with teaching online, I’ve found innovate ways to connect with my students. Many traditional science teachers have a hard time understanding how online teachers can effectively teach science online. Using my webcam and pictures, I actually do just as many demonstrations in my virtual classroom as I did in a traditional setting.  I utilize technology for some virtual labs as well.  My middle school students each receive a school science kit that students don’t have to share and that can be used over and over again. As a class we can look at different things under microscopes, measure density of different objects, grow bacteria, test acid and bases…the list goes on and on.

I live on a hobby farm, which is very useful when teaching science or hosting the middle school Outdoor Club.  I’m an avid gardener and have the unique ability to bring science lessons to life by showing my students what’s in bloom at home. I also can show them a new baby animal that has been born recently and use my real pets as examples when we learn about genetics.  Inviting the classroom into relevant parts of my personal life has really helped foster strong bonds and a feeling of community. 

Gina Warren's picture

Teacher Perspective: Making a Difference as an Online Educator

I’ve always been up for a challenge, which was why I ventured into online teaching at Louisiana Virtual Charter Academy (LAVCA) in 2011 after teaching in the brick and mortar setting for several years. The role was completely new territory for me since virtual instruction is fairly new to the region and LAVCA was in its launch year when I joined the team.   I feel like our team works on the cutting edge of instruction and I treasure the challenges that it brings.  I’ve been a LAVCA educator for five years now and have to say that while it is the most difficult thing that I have ever taken on professionally, it has also been the most rewarding work as well!   

In the traditional school setting, it’s easy to get comfortable and simply follow the same lesson plan every year and disconnect from engagement without even realizing how disconnected you have become.   With online instruction, you have to meet each child where they are and try to help them succeed from there. With online instruction, there are ample ways for students to succeed regardless of their circumstances, and the online environment really provides a platform for student success across the board -- no matter what difficulties they may face. The continuous challenge as an educator is meeting those needs and adapting your instruction regularly to those specific learning needs of your students.   It is more of an “a la carte” type of teaching versus the traditional “set menu.”

For most people that aren’t directly involved in online schooling, the students may be a bit of a mystery too because just as instruction has to be diverse, our students are too!   In my five years at LAVCA, I’ve learned a lot about the types of students that attend online schooling. Many come from more ‘traditional’ backgrounds that we expect from online schools –kids that have experienced bullying or who are either academically above or below their traditional brick and mortar schoolfellows and need more individualized attention to achieve and succeed. I’ve also encountered student athletes, actors and even those with medical needs – one in particular was a student who had cancer.

In reality, his life was always in upheaval – he never knew what he’d be doing or what health problems he’d be experiencing from day to day. Despite these challenges, he was a valuable member of the classroom and was able to continue to have an education through our virtual program. It was apparent that a traditional schooling environment would have been impossible for him due to his regular appointments and physical setbacks that he encountered regularly, but through online learning he was able work on a schedule that met his needs and continue to feel like he was an integral part of our class. I’ve become quite close to the family and have had the privilege of visiting with them several times since he joined my class.   His parents shared that one of the best parts of his treatment was the fact that his school experience was so blissfully normal, and he was able to just be a regular student even receiving additional small group remediation on key skills that further enhanced his learning in an already challenging situation. 

Ana Berry's picture

Teacher Perspective: The Spark

There’s a common misconception that if a student isn’t in the same room as a teacher they aren’t receiving the same quality of learning. That’s just false.

Even though my students and I are not in the same room there’s still a spark – the ‘oh yeah!’ in a chat window that lets me know a student gets it. That feeling is thrilling to me.

I teach math online at the Louisiana Virtual Charter Academy (LAVCA) and for me the leap from teaching in the traditional classroom to an online classroom was not a large one. I’ve been able to use similar materials and create strong intellectual connections – I feel as though I know my students even better than I did when we were face to face five times a week.

 In the online environment my students are able to be open with me about what they’re struggling with which allows me to develop a specific learning plan just for them. That’s how we drive success at LAVCA – creating connections with students to find what learning pathway works best for them.

Last school year I received a thank you message from a family of one of my students about how their son had suffered a great deal of bullying in his previous school. I was told that this student had lacked confidence to speak up in class during the beginning of the year. Throughout the year, he grew to be a regular contributor in class and the family conveyed that he has a renewed excitement for school.

There are so many stories that show how this education model can transform not just learning outcomes but a student’s life.

Jo Marie Bolick's picture

Teacher Perspective: Connecting with Students

I’ve always had a love for math and for children which led me to pursue a teaching career. After graduating from Washburn University, I taught in the traditional classroom setting for four years while working to obtain a Master’s degree in Mathematics Curriculum and Instruction. At that point in my career I began teaching math online at Insight School of Kansas to students in grades 6-12.

My goal as a teacher has always been to connect with students. Helping students find success where they have been unsuccessful is one of the most rewarding sides of teaching.

I’ve found that so often students are allowed to slip through the cracks in traditional learning environments simply because educators are unable to connect with them in ways that allow teachers to understand their student’s individual learning needs. In the online model, I can foster relationships with students and showcase their strengths, while working to develop their academic and social skills. I have often found that many students have limited success with socialization in the traditional brick-and-mortar school setting, yet thrive in an online environment that eases social pressures and allows them to develop these important skills at their own pace.

Since becoming a teacher at Insight School of Kansas, I have become more and more inspired to advocate for the online teacher profession and the innovative learning structure. It’s important for the public to hear teacher perspectives on how we are providing an education in ways that can make an impact, regardless of a student’s previous experience.

It’s frustrating to me at times to hear people discount online schooling when, in fact, online learning doesn’t mean easier or less rigorous - it’s the exact opposite!  Students benefit from a structure built for tailored learning and have the support personalized instruction from passionate educators wanting to put students first.

Ashley Collier's picture

Utah Virtual Academy Exceeds 3rd Grade Reading Goal


This week Utah Virtual Academy (UTVA) announced that it exceeded its third-grade reading goal for the 2014-15 school year. 

The Utah State Office of Education conducted an analysis of third grade reading competency data and concluded that UTVA achieved an 82.8 percent target -- outperforming its school-level target by over 18 percent.

In a letter to school the Utah State Office of Education stated, "Utah Virtual Academy has achieved their uniform growth goal target for the 2014-15 school year. Congratulations on making progress towards increasing the percentage of third grade students achieving competency in reading."

The goal is notable given the state had set a uniform growth target for UTVA at 64 percent for 2014-15. Additionally, research indicates that students who are unable to read by third grade are more likely to fall behind, rarely able to catch up, and are at higher risk of dropping out of school. In recent years many states have put emphasis on improving reading outcomes for young learners.

Stacey Hutchings, UTVA Head of School, said, "We are very proud of this accomplishment. Educators know that reading is the foundation of learning. Ensuring that third grade students are proficient in reading is critically important, and I'm so proud of our teachers, staff and committed parents who are working so hard towards this goal."

Jennifer Schultze's picture

Teacher Perspective: Back to School at Wyoming Virtual Academy

Today marks the first day of school for the 2015-2016 school year at Wyoming Virtual Academy (WYVA). WYVA is a program of the Niobrara County School District #1 and is open to students in grades K through 12. I have proudly been an online teacher for all of the six years that WYVA has been available in the state.

I come from a long line of teachers and know the effect that they have on young lives. My grandfather was a math teacher who was dedicated to struggling students. He took me under his wing and influenced my decision to become a teacher.

I am currently a music teacher at WYVA, and while it may seem challenging to teach the subject over the internet there are many fundamental similarities. As a teacher I see the same kids, same hearts, and same stories – the online setting doesn’t change those basic facts. I have become a stronger instructor and better at engaging students while teaching at WYVA because of the online environment, not despite it.

Many of the students I teach are struggling because of personal or home-life issues. Last year, there was a student that struggled to complete quizzes and I learned that the student had difficulty reading. We met regularly one-on-one and I soon discovered that the student was an auditory learner and had a great passion and aptitude for music. One of the elements I enjoy most about teaching online at WYVA is the ability to meet with students and provide individualized instruction.

Ashley Collier's picture

K12 Back to School Highlights: Louisiana, Arizona, and Georgia

Back to school season is upon us and many K12 families across the nation are logging in to start the school year at their online schools of choice.

Over the next few weeks we will spotlight schools that are gearing up for the start of school.


Louisiana Virtual Charter Academy (LAVCA) families went back to school on August 10th.  In its fifth year of operation, LAVCA currently serves students in grades K-12. By combining individualized online instruction, hands-on curriculum and the support of highly qualified and state-certified Louisiana teachers, LAVCA helps students discover their individual learning style.

LAVCA Head of School, Dr. Perry Daniels says, "The start of the school year is always an exciting time and we are looking forward to welcoming both our new and our returning families to school year 2015. Our administrative and teaching staff is committed to the success of every child in the program."

Arizona Virtual Academy (AZVA) is preparing for the start of school by continuing to work with families to provide a complete education that is tailored to individual needs so every student can succeed.

In May, AZVA was given a high "B" school grade under the Arizona accountability system after improving its marks in a number of areas and achieving a high persistence rate among charter schools and other online instructional programs.  The school, which serves a higher population of low-income students than the state average, has also been credited for reducing the achievement gap for economically disadvantaged students.

K12 Inc.'s picture

Weekly Roundup: Back to school

Arkansas student attend school via virtual academy

Parents have choices regarding where their children go to school, but what about skipping school altogether and going the virtual route? It's now possible in Arkansas for a student to go from kindergarten through high school and never set foot in a traditional classroom. 

As of this year, the Arkansas Virtual Academy is allowing students to attend school via the web from kindergarten through 11th grade of high school. After the next school year, students will be able to complete 12th grade and graduate from high school, allowing future students to possibly never experience traditional classrooms.

Is virtual school a good match for your child?

Joshua McMurtry was a strong student, receiving high marks from his elementary school teachers. But the Milwaukee fourth-grader still didn't feel confident academically, expressing concern to his parents that he was uncertain about what he was getting out of school.

After researching various options and talking with family and friends, Joshua's mom, Cheryl, decided to enroll him in the Wisconsin Virtual Academy, a full-time, tuition-free online public charter school for grades K-12 open to students statewide.

"It was the best decision for him and for us. During his middle school years, we wanted to ensure that he was getting what he needed," said Cheryl McMurtry.

Arizona Virtual Academy Students Log On to Start School Year
Press Release

The Arizona Virtual Academy (AZVA) is ready for its first day of school.  After raising its overall school grade with the state, the online public charter school says it is eager build on its success.

Jeff Kwitowski's picture

The Rest of the Story

The New York Observer recently published a piece about K12 and the education organization, Foundation for Excellence in Education.  The author, Ari Rabin Havt, a senior fellow with Media Matters and co-author of a book charging that Fox News is a “propaganda machine,” is not what you would consider an impartial observer.

Nevertheless, prior to publication, I sent him detailed responses to questions about K12 with the outside hope that he would tell it straight.  He did not.  Instead, he drove his agenda; resurfacing old claims but leaving on the cutting room floor the key facts and information that did not fit his narrative. 

Let me fill in what he left out:

On Florida:  An IG report concluded that a claim made about K12 teachers was unfounded; teachers were state-certified.  Other school districts found K12 was in full compliance. K12 is a state-approved online learning provider in Florida and serves over 50 school districts in the state.

On teacher grading:  The author seemed fixated on substantiating a “grade fixing” story in Tennessee that was completely debunked by the school’s teachers.  Just because the local news station that originally broadcast the report would not correct the story on its website – what a surprise! – doesn’t change the fact that it was a manufactured and bogus story.  

On NCAA:  NCAA has its own standards for nontraditional courses. However, these standards are not based on outputs (course completion, grades, end of course exams, course content, or other measures of competency), but rather on inputs – i.e. the way in which an online course is delivered.  Digital Learning experts have criticized this approach.  K12 is nationally accredited by AdvanceED. Its partner schools are state-approved and accredited, and offer courses that are universally accepted by colleges and universities including top Ivy League schools.

On Academics:  The author relies heavily on an old report from National Education Policy Center (NEPC), an organization that collaborates with the powerful teachers unions and is hostile to charter schools.  This report has been criticized for using deeply flawed data. I sent him the most complete and accurate collection of data on performance of K12 partner schools, but he must have never looked at it or simply dismissed altogether.  But it’s all there.  You can find K12’s annual Academic Reports on our website along with other reports and white papers that show academic trends are improving at K12-partner schools -- better overall outcomes, improved student proficiency rates over time, success in closing achievement gaps, etc.  Take a look for yourself here