In an asynchronous course, students experience their teacher primarily through grading, feedback, and communication — not through a shared classroom space. A consistent weekly routine is what makes that presence visible, predictable, and effective.
Big Idea: Async teaching requires intentional structure. A predictable routine is what makes responsive, student-centered instruction sustainable.
In a traditional classroom, the bell schedule creates natural rhythms. In an asynchronous environment, teachers create their own. Strong CVA teachers don't wait for students to fall behind before taking action. They build routines that surface concerns early, keep communication flowing, and make feedback feel like a consistent part of the course experience.
The tasks below represent the core habits of effective CVA facilitation. Not every task happens every day, but all of them should happen every week.
Use the Progress Tracker in CTLS to review student activity across your classes. Look for students who have not accessed the course recently, are falling behind the Class Schedule, or have missing work accumulating.
In an online course, silence is not neutral. A student who stops showing up in the gradebook needs outreach — not a waiting period.
Work toward returning graded feedback within CVA's 48-hour expectation. Prioritize recently submitted work and any assignments approaching feedback deadlines. When you grade, leave feedback — not just a score.
Grades without feedback are missed teaching moments. In an async environment, your written feedback is often the only instructional conversation a student receives.
Reach out to students who are falling behind, missing work, or disengaged before the concern becomes a crisis. Post a Class Announcement when there is something timely students need to know — an upcoming deadline, a common mistake you are noticing, or a word of encouragement.
Students should hear from you before they feel lost. Proactive communication signals that you are present and that their success matters to you. Don't just rely on email; use CTLS Parent and voice calls to reach students and families.
Check and respond to student and family messages within 24 hours. Review any emails or messages forwarded through your Department Lead or sent by CVA Leadership. Do not let messages sit unanswered into a second day.
Response time is presence. In an online course, a prompt reply can be the difference between a student who pushes through and a student who disengages.
At least once a week, scan your gradebook for accuracy. Look for missing grades, assessments stuck In Progress, or patterns in student performance that might signal a need for intervention or a shift in your feedback approach. Check both CTLS and Synergy to ensure assignments and settings are correctly applied.
Your gradebook is the primary window students and families have into academic progress. Keeping it accurate and current is part of your instructional practice and responsibility as a teacher. Contact CVA Teacher Support right away if you notice any discrepancies between the CTLS Grading Center and Synergy Gradebook. Remember that Synergy is the gradebook of record for all CCSD students.
Consistent routines help students feel seen and supported even in a fully async environment.
Regular progress checks let teachers catch concerns before they become withdrawal risks.
Each routine area connects directly to the domains reviewed in the Instructional Practice Review.
Use this weekly to-do list as a quick reference for the routines that help keep CVA classes active, responsive, and student-centered. The items are organized by urgency, beginning with the tasks that most directly affect student support and response time.
No single week will be perfect. What distinguishes effective CVA teachers is not perfection. It is consistency. Students in asynchronous courses succeed when they can count on their teacher to show up, respond, and follow through, week after week.