Best Practices for Austin ISD Everyone:1 iPad Management

Best Practices for Austin ISD Everyone:1 iPad Classroom Management

This document was created with the intention to provide Early Childhood (EC) teachers with a quick reference for pairing instructional practices with iPad management capabilities. As we continue to learn and gather feedback, this resource will be updated. Please check back for updates!

Intro to iPad Management

Before you can manage iPads, you must first ensure that you have an Everyone:1 district issued iPad from in order to access and use the Apple Classroom and Jamf Teacher apps. Austin ISD teachers who serve students in PreK-1st grade have access to these two management apps for iPads.

Apple Classroom and Jamf Teacher apps can be used separately or in conjunction to support student instruction.

*Important Note: Students who have been properly issued an AISD Everyone:1 iPad (grades PK-1) through WebClip Azure will automatically receive the Jamf Student app needed for teachers to connect with them. AISD limits the optional use of Jamf Teacher to the school day hours: 7am - 4pm.

The Apple Classroom app allows the teacher to “see” a live view of what their in-person students are doing on their iPads. Apple Classroom uses bluetooth connectivity to operate. Therefore, it will not connect to remote learners or to iPads in other areas of the school building (generally limited to within 30 ft). Apple Classroom is what the TDT recommends as the first management tool for EC teachers to explore.

The Jamf Teacher app allows the teacher to control student devices in a more management oriented way such as such locking students into specific apps or websites. It can also enhance communication between teacher and student through messaging within the app. Jamf Teacher does not require bluetooth connectivity to operate. Therefore, it will work with all learners on your Frontline SIS generated classroom roster , even if they are not in close physical proximity to you or on the education network. Jamf Teacher is a powerful management tool that the TDT recommends as you continue to build your iPad management and to further support instruction for all students.

You can see the basic features of Jamf Teacher and Apple Classroom in this chart.

How do I get started with iPad Management (Jamf Teacher and Apple Classroom)?

Start with a registered iPad.
Create instructional activities in Seesaw and/or in BLEND.
Next, use the Apple Classroom app to see your students’ iPad Screens and offer immediate real-time support.
Then, explore the Jamf Teacher app to dive deeper into the controlled management of iPad usage and set limitations/create resources and supports for all students.

How can managing iPad usage help teachers support student learning?

The categories below begin to explore some of the ways that learning and iPad management systems can support instructional structures. Click on the category to navigate directly to that portion of the document and explore more.

Lesson Setup, Structure, and Transitions:

Starting Instructional Time
Ending Instructional Time
Creating small groups for differentiated instruction
Communicating to students (individually, small group, or whole class)
Transitioning from one task to the next

Digital Distraction & Citizenship

Creating a Secure Environment
Real time monitoring of student progression
Redirecting Inappropriate behavior
Provide additional support(s) to individuals or a group of students
Creates and monitors an online environment to support good digital citizenship

Learning Resources & Support

Locking Students into Only Using Certain Resources
Providing a Bank of Resources
Sharing Models of Quality Work
Update Apps

Tips & Best Practices

Additional Resources

Lesson Setup, Structure, and Transitions
Classroom Task	BLEND/Seesaw	Apple Classroom Access limited to 30 ft.	Jamf Teacher
Teacher begins instructional time.	Learning materials for the lesson are organized (by date/unit) and located on BLEND or Seesaw. Students and caregivers can access instructional content in real-time as well as reference later on.	Teacher opens the Apple Classroom app to see that students are online and view their iPad screens (screencast). Teacher can mute all devices to limit audio feedback (step set).	Teacher begins a Jamf Teacher session (screencast). Teacher begins a pre-set Jamf Teacher lesson to support navigation guidance during instructional time (screencast). Teacher starts a remote class to give students the option to join their Zoom through Jamf Student (screencast and step-by-step instructions). Teacher sends a message to students to generate an iPad notification that a lesson is starting (screencast).
Teacher ends a period of instructional time (such as a subject area or station rotation).	Learning materials are organized within BLEND items and/or Seesaw activities.	Teacher ends an Apple classroom session and closes the app (screencast).	Teacher ends the lesson or restrictions in Jamf Teacher (screencast).
Teacher uses transitions for timing throughout a lesson.	Suggested times are mentioned (spend 3 minutes on this task) and timers are potentially embedded or linked.	Teacher can view iPad screens to monitor progress (step set). Teacher can lock screens to gain student attention and direct them to a subsequent task (step set). Teacher can use the “hide” function to return all students to their home screens (screencast).	Teacher sends a message or visual cue (like an emoji) to the whole class to alert them of the remaining time, or to let them know to move on to the next task (screencast).
Teacher implements support for individual students, small groups, or whole class.	Teacher makes differentiated supports or content review available for specific students, small groups or the whole class in BLEND/Seesaw. These can be assigned or self pace, and referred back to as anchors of support.	Teacher can create groups within Apple Classroom in order to provide specific instructional supports (step set). Teacher can push out relevant apps or tabs to student devices as needed (step set).	Teacher can send a message with specific instructions or supports to an individual student (screencast). Student raises hand to indicate the need for help through their “Jamf Student” app (screencast).
Teacher communicates to individual students, small groups, or whole class.	Teacher sends messages or announcements to specific students, small groups, or the whole class in Seesaw or BLEND.		Teacher can send a message to an entire class, small group, or individual student. Teacher can use Emojis for visual cues in the message (screencast) Student raises hand to indicate the need for help through their “Jamf Student” app (screencast).

Digital Distraction & Citizenship
Classroom Task	BLEND/Seesaw	Apple Classroom Management Access limited to 30 ft.	Jamf Teacher Management
Teacher needs to create a secure environment (for testing, etc.)	Teacher creates secure-style content within (such as a BLEND quiz) or posts secure links in their BLEND/Seesaw course.	Teacher can view iPad screens to monitor student navigation and access (step set). Teacher can launch and lock students into certain apps (step set). Teacher can document irregularities through screenshots or by taking notes of screen content. Teacher also has a record of all sites visited at the end of class (step set).	Teacher creates and starts a lesson in Jamf Teacher in order to limit students to have access to only certain websites or apps (screencast). Teacher can turn on bluetooth on student devices using Jamf Teacher in order to support active Apple Classroom monitoring (screencast).
Teacher notices that additional time or supports are needed for an individual student, small group, or the whole class.	Teacher uses Seesaw/BLEND submissions and progress to evaluate class direction and needs.	Teacher can do quick checks of iPad screens to see how many students are on task and check their progress (step set).	Teacher notices many students are raising their hands asking for help (screencast). Teacher uses the messaging feature to gather feedback from students (screencast).
Teacher needs to redirect behavior.	Teacher posts a classroom contract in BLEND/Seesaw to keep as an anchor and remind students of appropriate behavior.	Teacher uses mute and/or lock feature to get students’ attention (step set). Teacher takes a screenshot/makes a note of inappropriate behavior during a specific incident in order to reference in a conference with a student.	Teacher uses the “Attention” feature to lock student iPads (screencast coming).
Teacher notices an individual student struggling to access a resource or keep up with the class (or student arrives late to class).	Teacher provides intentional scaffolded supports to a specific student or group in Seesaw/BLEND.	Teacher can push students to specific content or apps through the “Navigate” or “App” feature (step set).	Student raises hand to indicate the need for help through their “Jamf Student” app (screencast).
Teacher creates an online environment where students (both whole class and individually) regularly practice (digital) citizenship and self-manage (digital) distractions.	Lessons and conversations about digital citizenship, distractions and safety are provided and captured. Teacher uses protocols to promote shared accountability and ownership of learning.	Teacher monitors iPad usage by looking at the graphs at end of lessons to see which students may need more direct support. Teacher can use this data for whole class conversations or individual student/parent conferences (step set).	Teacher uses collected data to create lessons and environments that support students in avoiding specific digital distractions and staying on task.

Learning Resources & Supports
Classroom Task	BLEND/Seesaw	Apple Classroom Management Access limited to 30 ft.	Jamf Teacher Management
Teacher wants to provide or lock into a bank of resources (website links or specific apps).	Materials are provided and listed in Seesaw/BLEND.	Teacher can help students navigate to certain resources (step set). Teacher can monitor what resources students are using (step set).	Teacher can use Jamf teacher to lock students into certain settings or apps (screencast coming).
Teacher wants to share documents (photos, videos, worksheet, presentation) with students.	Real-time class sharing is captured and archived in Seesaw/BLEND.	Teacher can share a document in real time (step set coming).	Teacher can install district- approved apps on student devices (screencast).
Teacher share models quality work	Teacher captures exemplars of work and posts them to Seesaw/BLEND.	Teacher sees screens and can “push” a screen to the NovoPro or another large display screen (step set).
Teacher wants to be sure that students have the latest version of materials.	Edits and changes are captured and documented in BLEND and Seesaw.		Teacher uses the Jamf Teacher and Student apps to check for updates (screencast).

What are some tips and best practices for using these management tools effectively?

Remember that it is important to be transparent and communicate with students and caregivers about your iPad management usage and plans. If you are going to close students out of apps or websites, try to give a warning ahead of time.
Always keep your usage of iPad management systems to school hours, and close out restrictions and sessions when instructional time ends.
The Jamf Teacher and student apps should allow students and schools to manage a device without the need for a personal Apple ID.
Jamf Teacher is unable to “block” students from an individual app or website (for example, you cannot just say that you do not want students to access youtube.com). However, it does empower you to limit what students can do on their device by locking them into certain apps or websites and preventing them from visiting anything outside of those selected.
If you are “locking” students into certain apps or websites- keep in mind that they may need to access other sites for them to function correctly (like the portal).
If students are outside of the classroom, using iPad management systems does not guarantee a “secure testing environment” as students may have access to other unmonitored devices.
Keep in mind that ongoing conversations about digital distraction and citizenship are extremely important. Along with management techniques, we encourage you to engage in regular conversations about how students can keep themselves safe, stay focused and practice good citizenship in an online environment.

Lesson Setup, Structure, and Transitions

Digital Distraction & Citizenship

Learning Resources & Supports

What are some tips and best practices for using these management tools effectively?

Additional Resources