Idaho's K-12 Online Teaching Endorsement: Lessons Learned in Online Teacher Preparation

© 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


Go Broncos!


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


About me…


Agenda

• National and local trends• The process and the product: From pre-service

competencies to transformative practice• EDTECH K-12 Online Teaching Endorsement Program


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

http://nces.ed.gov/pubs2012/2012008.pdf

http://nces.ed.gov/pubs2012/2012008.pdf

http://sloanconsortium.org/publications/survey/index.asp

http://sloanconsortium.org/publications/survey/index.asp


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.

http://kpk12.com/

http://kpk12.com/

http://kpk12.com/


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/

http://chartercommission.idaho.gov/schools/documents/all_charter_data_sheets_12a.pdf





http://kpk12.com/states/idaho/

http://kpk12.com/states/idaho/


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



Idaho K-12 Online Teaching Endorsement Working Google Site

https://sites.google.com/a/boisestate.edu/idaho-online-endorsement/home


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)


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)


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


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

http://www.sde.idaho.gov/site/forms/augDocs/Online_Teaching_Standards_OSBE.pdf


Standards Alignment: Idaho Core

and Danielson

Framework


Preservice Technology Standards

K-12 Online Teaching

Standards

TransformPractice

Focus on the Continuum


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.


K-12 Online Teaching Endorsement Program

20 Credits of Required Courses

ORDemonstrated Competencies


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


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

https://docs.google.com/document/d/1wUNj0ji38UlPY7g_VFPjG5yXL__6I9dtUf0k38p1LjM/edit

https://docs.google.com/document/d/1wUNj0ji38UlPY7g_VFPjG5yXL__6I9dtUf0k38p1LjM/edit

https://drive.google.com/folderview?id=0B2iRF4N7jpg7b0tLUC04Q1ZRbWc&usp=sharing

https://drive.google.com/folderview?id=0B2iRF4N7jpg7b0tLUC04Q1ZRbWc&usp=sharing


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.

https://sites.google.com/a/idla.k12.id.us/idla-online-teaching-endorsement-eportfolio---j-keller-mann/

https://sites.google.com/a/idla.k12.id.us/idla-online-teaching-endorsement-eportfolio---l-kabel/

https://az1.qualtrics.com/ControlPanel/?ClientAction=EditSurvey&Section=SV_2aU8twvowRxGEWE&SubSection=&SubSubSection=&PageActionOptions=&TransactionID=1&Repeatable=0&T=34eKRC&requiresApproval=


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.


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


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


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


How Will Your Classroom be Transformed?

Kerry RiceDepartment of Educational TechnologyBoise State [email protected]

Questions?

mailto:[email protected]


Online Course Storyboard

Standard 7Performance Indicator: The online teacher designs course content to facilitate interaction and discussion.

http://edtech2.boisestate.edu/sabaa/512/documents/storyboard_and_prototype.pdf

http://edtech2.boisestate.edu/sabaa/512/documents/storyboard_and_prototype.pdf


Online Course Site

Standard 3Performance Indicator: The online teacher modifies, customizes and/or personalizes activities to address diverse learning styles, working strategies and abilities.

http://edtech2.boisestate.edu/sabaa/512/html/wbid_plan.html


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

https://sites.google.com/site/proflearncommunities/home


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).

https://sites.google.com/site/virtualicebreaker4172/


Accessibility Website

Standard 1Performance Indicator: The online teacher demonstrates knowledge of access, equity (digital divide) and safety concerns in online environments.

http://edtech2.boisestate.edu/sabaa/502/accessibility.html


Online Chinese 101

Standard 7Performance Indicator: The online teacher designs and develops subject-specific online content.

http://edtech2.boisestate.edu/damonr/chinese101/home.html


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)

http://edtech.adobeconnect.com/p99862884/?launcher=false&fcsContent=true&pbMode=normal

http://edtech.adobeconnect.com/p99862884/?launcher=false&fcsContent=true&pbMode=normal

Idaho's K-12 Online Teaching Endorsement: Lessons Learned in Online Teacher Preparation

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