This professional development module focused on Standard I of INACOL's standards for quality online teaching. The module covered four principles: using student data to plan instruction, assessment strategies, effective learning strategies, and communication tools. Teachers learned how to interpret student data to individualize instruction, research different assessment models for online classes, understand important learning strategies, and utilize communication tools to connect with students. The module provided resources and activities for teachers to build their knowledge and develop portfolios to demonstrate competency in using assessments and data to modify content and guide student learning.

1. STANDARD I
A PROFESSIONAL DEVELOPMENT MODULE
ACCORDING TO INACOL’S STANDARDS FOR
QUALITY ONLINE TEACHING
Presented By: Amy Fontenot & Josh Rushing
EDLD 871 – Dr. Luke Dowden
Summer 2012

2. Standard I Overview
 Standard I - The online teacher demonstrates
competency in using data from assessments and other
data sources to modify content and to guide student
learning.
 This professional development will focus primarily on
four different principles that directly relate to Standard I.
 The four principles are:
 Using Student Data to Plan Instruction
 Assessment Strategies
 Effective Learning Strategies
 Communication Tools

3. Learning Objectives
 By the end of this module the learner should be able
to :
1. Interpret and use student data to individualize
student instruction.
2. Use different learning strategies to better
differentiate instruction for online learners.
3. Research different assessment models that can be
used effectively in a virtual classroom.
4. Understand the importance of communication in
virtual learning and discover new tools for
heightened communication.

4. Principle 1 – Using Student Data to
Plan Instruction
 If you do not know where you are going how do you
get there?
 Student data should be used like a roadmap. Use the
data to determine how to get the student to their
destination (passing the class).
 Student data should be used to understand the
student in your classroom.
 Data shows areas of strength and weaknesses.
 Data also can show the best strategies to teach the
student.

5. Principle 1 – Using Student Data to
Plan Instruction (continued)
 Where does Student Data come from:
 Standardized Test Scores
 Pre & Post Tests
 Attendance Rates
 SES Status
 NAEP Statistics
 Free / Reduced Lunch
 A good place to research for student data is in the
guidance department at your school.

6. Principle 1 – Using Student Data to
Plan Instruction (continued)
 Class Application: (What will this look like in your
classroom?)
 Individualized Instruction – student learning should be directed
toward their learning styles. Arrange lesson and activities in such a
way that a student’s strength areas will be highlighted and weakness
areas will be provided with extra work and more activities to learn
from.
 Virtual Group Projects – using data group students up where their
strengths will compliment one another. This way they are able to feel
like they are contributing to the group. Plus they can learn about
their weaknesses from the other group member(s) strengths.
 These are but a few examples of using student data to drive
instruction. Can you think of any examples?

7. Principle 2 – Assessment Strategies
 Assessments play a major role in any learning environment.
 There are two different types of assessments:
 Formative - which are designed to provide the immediate, explicit
feedback useful for helping teacher and student during the learning
process.
 Summative - Summative assessments are cumulative evaluations used to
measure student growth after instruction and are generally given at the
end of a course in order to determine whether long term learning goals
have been met.
 Each teacher should evaluate their class and use a strategy
that fits best with the student’s needs. Some classes will need
a variety of different type of assessments.
 The next slide will introduce you to a number of different
assessment strategies.

8. Principle 2– Assessment Strategies (continued)
 Read the following article about online assessments:
Online Assessment Strategies: A Primer
(http://jolt.merlot.org/vol6no1/sewell_0310.htm)
 After reflecting on the article answer these three
questions:
1. How do you match learning activities to assessments?
2. Identify eight characteristics of an exemplary
assessment?
3. Identify two formative and summative assessments you
could use in your virtual class. Why do these fit the
needs of your students?

9. Principle 3 – Effective Learning Strategies
 As mentioned in the previous article about
assessment strategies – Learning strategies should
compliment the assessment.
 Students all learn in different ways.
 Understanding how a student learns can many
times be the determining factor between passing
and failing.
 Using student data, reflective practices, and
assessment strategies all can be leading indicators
of how a student learns.

10. Principle 3 – Effective Learning Strategies
(continued)
 The following article is by the Illinois Online
Network and offers multiple learning strategies:
Instructional Strategies for Online Courses
(http://www.ion.uillinois.edu/resources/tutorials
/pedagogy/instructionalstrategies.asp)
 After reading the article pair with a partner and
discuss different strategies you can implement in
your online class.
 Write down one specific lesson outline using one of
the instructional strategies discussed on the
website.

11. Principle 4 – Communication Tools
 The last principle focuses on effective communication tools.
 In a virtual class, communication is one of the most important
aspects a teacher must have with his/her students.
 Without proper communication students feel confused and
get frustrated.
 Communication can be made in many different forms:
 Email
 Telephone Conferences
 Webinars
 Chat Session
 Etc.
 The Teacher is always responsible to stay in communication
with the students.

12. Principle 4 – Communication Tools (continued)
 Participate in the following module about effective
communication:
Web 2.0 for Communication (http://svea-
project.eu/fileadmin/_svea/downloads/Web_2.0_fo
r_Communication.pdf)
 Follow the instructions and watch all videos to gain a
better understanding of communicating in a virtual
class.

13. Ongoing Professional Development
 All participants in this professional development
have been provided with a binder.
 Within each binder you will find four tabs.
 1. Data Plan (Collection of what is available and how to use it
to modify instruction)
2. Assessment Portfolio (Samples of differentiated
assessments, alternative assessments, etc.)
3. Creation of a Self-Reflection Assessment (To include an
evaluation of classroom assessment techniques, teacher
evaluations, teacher-peer reviews)
4. Communication Portfolio (Samples of communication tools
used with students)

14. Ongoing Professional Development (continued)
 Over the next 6-8 weeks teachers should begin
building their portfolio binder with
articles, research, and strategies to increase
professional knowledge.
 All teachers will participate in a synchronous session
in approximately 6 – 8 weeks.
 This sessions will allow teachers to exchange
information they have in their binder. The session
will serve as an opportunity for teachers to build
their own portfolios and garner information that will
be helpful in their own classroom.

15. CONGRATULATIONS!
Congrats! You have
completed this learning
module for Standard I.

16. References
 References

 Dixon, A. (n.d.). Web 2.0 for communication. SVEA Training Modules. Germany: SVEA
 Consortium. Retrieved on June 25, 2012 from http://svea-
project.eu/fileadmin/_svea/downloads/Web_2.0_for_Communication.pdf

 Glowa, E. (March 2009). Guidelines for professional development of online teachers. Atlanta,
 GA: Southern Regional Education Board. Retrieved on June 25, 2012 from
 http://publications.sreb.org/2009/09T01_Guide_profdev_online_teach.pdf

 Illinois Online Network. (n.d.). Instructional strategies for online courses. Retrieved on June 25,
 2012 from http://www.ion.uillinois.edu/resources/tutorials/pedagogy
 /instructionalstrategies.asp

 International Association for K-12 Online Learning. (October 2011). National standards for
 quality online teaching. Vienna, VA. Retrieved on June 25, 2012 from
http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf

 Sewell, J.P., Frith, K.H. & Colvin, M.M. (March 2010). Online assessment strategies: A primer.
 MERLOT Journal of Online Learning and Teaching, 6(1). Retrieved on June 25, 2012 from
http://jolt.merlot.org/vol6no1/sewell_0310.htm

 Wang, S. (2011). Promoting student’s online engagement with communication tools. Journal of
 Educational Technology Development and Exchange, 4(1), pg. 81-90. Retrieved on June 25, 2012 from
http://www.sicet.org/journals/jetde/jetde11/11-7-wang.pdf