© 2012 Boise State University 1
Lessons Learned in Online Teacher Preparation:
IDAHO’S K-12 Online Teaching Endorsement
Kerry Rice, Ed. D. and Dazhi Yang, Ph. D.Department of Educational TechnologyBoise State University
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Go Broncos!
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M.S. in EDTECH
Masters in EDTECH
Ed. D. in EDTECH
Graduate Certificates:
Online Teaching - K12 & Adult Learner
Technology Integration Specialist
School Technology Coordinator
K-12 Online Teaching Endorsement
Game Studio: Mobile Game Design
3D GameLab spinoff
EDTECH and Cave Island in SL
Dual Degree Program w/National Univ. of Tainan and Jeju University, Korea
College of Education
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About me…
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Agenda
• National and local trends• The process and the product: From pre-service
competencies to transformative practice• EDTECH K-12 Online Teaching Endorsement Program
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K-12 Online National Trends
*Queen, B., and Lewis, L. (2011). Distance Education Courses for Public Elementary and Secondary School Students: 2009-10 (NCES 2012-009). U.S. Department of Education, National Center for Education Statistics.http://nces.ed.gov/pubs2012/2012008.pdf .US Dept. of Education. **Picciano, A. G. & Jeff Seaman. (2010). K-12 online learning: A 2008 follow-up of the survey of U. S. school district administrators. The Sloan Consortium. http://sloanconsortium.org/publications/survey/index.asp
45,000 1,030,000
1.8 million*
5 – 6 million**
25 million½ of all high school courses
20002008
2016
2019
2010
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K-12 Online National Trends
Source:Watson, J., et. al. (2011). Keeping Pace with K-12 Online Learning: An Annual Review of Policy and Practice. Evergreen Education Group. http://kpk12.com/
31 states plus Washington DC have at least one full-time online school operating statewide. 275,000 students attend full-time online schools.
State virtual schools exist in 27 states as of fall 2012. About 620,000 course enrollments.
• Continue rapid enrollment increases• Legislation requires online courses for graduation. (Alabama,
Florida, Georgia, Idaho, Virginia, and West Virginia)• Focus on standardization, scalability and productivity.
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Idaho Virtual Charter Schools2009 - 2010
2010 - 2011
2011 - 2012 Increase
Idaho Virtual Academy, K-12 Inc. (2002) 2,662 2,750 2965
Richard McKenna Charter High (2002) 229 345 303
Idaho Distance Education Academy (2004) 900 913 787
Inspire Connections Academy (2005) 501 605 745
iSucceed, Insight School(2008) 735 765 529
Idaho Connects Online (2009) (Formerly Kaplan Academy of Idaho) 102 213 137Kootenai Bridge Academy (2009) 138 237 233
Another Choice Virtual School (2010) 100 120 230Virtual Charters 4,176 4,728 5223 10%
Brick and Mortar Charters 10,311 11,484 13,133 14%Brick and Mortar Enrollments 278,604 281,673 281,854
IDLA (about 17,627 students)
http://www.sde.idaho.gov/site/statistics/fall_enrollment.htm http://chartercommission.idaho.gov/schools/documents/all_charter_data_sheets_12a.pdf http://kpk12.com/states/idaho/
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The Process(April 2008 – March 2011)
Public Higher Education Partners
Boise State University, Idaho State University University of Idaho, Lewis-Clark State College
Private Higher Education Partners
Northwest Nazarene, University of Phoenix
Publicly Funded K-12 Online School Administrators and Curriculum Directors
Idaho Digital Learning AcademyInspire (Connections Academy)
Idaho Virtual Academy (K-12, Inc.)
Practicing Teachers
State Department of Education
State Board of Education
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The Process(April 2008 – March 2011)
Idaho K-12 Online Teaching Endorsement Working Google Site
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The Process(April 2008 – March 2011)
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Getting to the Vision• Public Hearings, Legislative Requirements and Other
Approvals• Parallel efforts: Influence of Governor’s Task force on
K-12 Technology Standards• Institutional Collaboration – A work in progress
2008
• Endorsement Committee formation
• Online Teaching Standards Task Force
2010
• Professional Standards Commission
• Legislative approval 2010
• K-12 Technology Standards (student and teachers)
2011
• Endorsement Legislative Rule
• Edtech program approved
2012
• First two endorsements from program
• First cohort IDLA teachers (9)
• First Virtual Field Experience (4)
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K-12 Online Teaching Standards
• International Association for K-12 Online Learning (iNACOL) – National Standards for Quality Online Teaching
• National Education Association (NEA) – Guide to Teaching Online Courses
• Southern Regional Education Board (SREB)– Standards for Quality Online Teaching
• International Society for Technology in Education (ISTE)– Educational Technology Standards (NETS)
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Synthesized National Standards
• Online Teacher Qualifications– Skill Set– Academic Preparation and Credentials– Online Experience– Continuing Professional Development
• Teacher Practice– Instructional Strategies– Leadership– Learning Community– Legal, Ethical and Safe Environments
• Evaluation– Student Assessment
• Special Needs/Diverse Learners– Instructional Modifications– 508 specific
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1. Knowledge of Online Education
2. Knowledge of Human Development and Learning
3. Modifying Instruction for Individual Needs
4. Multiple Instructional Strategies
5. Classroom Motivation and Management Skills
6. Communication Skills, Networking and Community Building
7. Instructional Planning Skills
8. Assessment of Student Learning
9. Professional Commitment and Responsibility
10. Partnerships
Idaho K-12 Online Teaching Standards(Parallel Idaho Core Teaching Standards)
Idaho K-12 Online Teaching Standards
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Standards Alignment: Idaho Core
and Danielson
Framework
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Preservice Technology Standards
K-12 Online Teaching
Standards
TransformPractice
Focus on the Continuum
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Challenges
• Outside political agendas and “generation gap.”
• Quality control and reciprocity related to delivery of online coursework.
• Perceived lack of representation “after the fact.”
• Push back from teacher education in linking pre-service requirements.
• Ongoing revision of national standards.
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K-12 Online Teaching Endorsement Program
20 Credits of Required Courses
ORDemonstrated Competencies
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Course Requirements• EDTECH 502: Internet for Educators • EDTECH 504: Theoretical Foundations of Educational
Technology • EDTECH 512: Online Course Design • EDTECH 521: Teaching Online in the K-12 Environment • EDTECH 523: Advanced Online Teaching Methods• EDTECH 524: Field Experience in Online Teaching • EDTECH 543: Social Network Learning
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Or Competencies….IDLA Teachers and the competency-based endorsement
EDTECH MET and the IDLA virtual field experience
• Gap Analysis• Course enrollment if needed (3
credits)• ePortfolio enrollment (2 credits)• ePortfolio evaluation• Upload required materials (Qualtrics)• Submit signed recommendation to
State Department of Education
• IDLA MOU• Online Field Experience Guidebook• 2 credits, 90 hours of field work (8
weeks)• Prerequisite requirements• Fingerprints/background check• Mentor teacher assignment• Orientation meeting and online
tutorials (IDLA)
K-12 Online Endorsement Documents Shared Google Folder - updated
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Developing a Competency-Based Framework1. What does evidence that
demonstrates competency look like?
2. Candidate checklist aligning artifacts and evidence.
3. Portfolio template to showcase artifacts (and alignment).
4. Sample Portfolio 1 and Sample Portfolio 2
Lessons Learned • Be specific about what should
be included and where.• Streamline the process for
submission of evidence (Qualtrics)
• Process for evaluation, handling paperwork and submission of documents to the state
• Find creative ways to support the administration of the program.
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Developing a Virtual Field ExperienceGuide for Interns and Partner Schools• Program overview and goals,
including applicable standards.• Clearly articulated expectations
of Interns (online teacher candidates), Mentor Teachers, and University Supervisors.
• Applicable policies for compensation, liability and required meetings.
• Assessment criteria.• Online field experience activities
aligned with K12 online teaching standards.
IDLA MOA• IDLA checklist of required field
experience tasks.• Required Project Practice activities
to be engaged in with guidance from the Mentor Teacher (class announcements, synchronous meetings, etc.).
• Required Project Assessment activities (review an online course).
• Intellectual property agreement, compensation, and termination terms.
• IDLA Minimum Teaching Requirements.
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Field Experience Lessons Learned• Find a partner school• Establish and agree on process and product in advance• Allow time for essentials (fingerprinting, background checks)• Compensate Mentor Teachers• Ensure candidates are well-prepared prior to the Field
Experience
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Intern Lessons Learned• Good experience• Active involvement
(taught one or two units, posted announcements, moderated discussions)
• “Refreshing” to see flexibility, adaptability, authenticity
• Modified expectations for age of students
• Short time frame to build trust or “invest” in students
• Low student participation in discussions
• Lack of communication with students. Unsure how to approach
• Need “practice” with lessons
• Feedback from students
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Mentor Teacher Lessons Learned• Excellent experience• Active involvement (taught
one or two units, posted announcements, moderated discussions, office hours)
• Asked terrific questions to jump-start discussions
• “Refreshing” to discuss pros and cons of online teaching
• Short time frame created limitations
• Inefficiencies in communicating with students
• Struggling with a new course – but provided opportunity to learn challenges in online teaching
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How Will Your Classroom be Transformed?
Kerry RiceDepartment of Educational TechnologyBoise State [email protected]
Questions?
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Online Course Storyboard
Standard 7Performance Indicator: The online teacher designs course content to facilitate interaction and discussion.
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Online Course Site
Standard 3Performance Indicator: The online teacher modifies, customizes and/or personalizes activities to address diverse learning styles, working strategies and abilities.
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Managing the PLC
Standard 6Performance Indicator: The online teacher models effective communication strategies in conveying ideas and information and in asking questions to stimulate discussion and promote higher-order thinking
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Virtual Icebreaker Wiki
Standard 1Performance Indicator: The online teacher demonstrates application of emerging technologies for teaching and learning (e.g., blogs, wikis, content creation tools, mobile technologies, virtual worlds).
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Accessibility Website
Standard 1Performance Indicator: The online teacher demonstrates knowledge of access, equity (digital divide) and safety concerns in online environments.
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Online Chinese 101
Standard 7Performance Indicator: The online teacher designs and develops subject-specific online content.
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Adobe Connect Live Lesson
Standard 1Performance Indicator:The online teacher demonstrates application of communication technologies for teaching and learning. (LMS, CMS, email, discussion, desktop video conferencing, IM)