The school’s Virtual Platform comes with a set of predefined user roles, each one having its own access rights to data. The user roles are: Administrator, Accountant, Teacher, Parent and Student. Each user has its own secured password to access the Web portal.
Administrator
This Administrator is the role in charge of configuring all what is required to enable the service. This is the only role that is capable of creating new users. The topics that the Administrator can confiture include: Content to be shown on the school’s website, timetables, school services, courses, events, SMS, Email and IM messaging, gradebooks, invoices,…
Accountant
The Accountant is responsible for managing all financial operations within the school. This includes creating invoices, tracking payments from parents, recording income and expenses, and managing supplier orders. The platform provides them with clear financial dashboards and automated tools to simplify daily accounting tasks.
Teacher
Teacher role is key in the system. The Teacher has access to their classes, and can manage presence, post courses and homework, set grades for students, communicate with parents through various channels.
Academic Coordinator
The Academic Coordinator is in charge of the school’s academic structure. They organize classes, subjects, and timetables, and supervise the evaluation process. They can track academic performance and ensure consistency across the different levels and departments.
Student
The student is the main focus for School portal. The digitization of the school gives the student access to all information posted by teachers, on their phone or on their computer, whether it’s homework, course or answers to some exam.
Parent
The Parents are connected to the school through the platform. They can follow their children attendance, performance, results, etc. right from their Smartphone through the school-branded application. They can also receive notifications from the school, the teachers, about their child and about some events within the school.
