K-12 Online Teaching Program Overview
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The document provides an overview of the development of an endorsement program for K-12 online teaching at Boise State University. It describes the process used to create the program which included collaborating with various stakeholders in Idaho including K-12 online schools, higher education institutions, and state education agencies. National standards for online teaching were synthesized and adapted to develop Idaho-specific standards for the endorsement. The resulting program includes courses focused on online teaching pedagogy and a virtual field experience requirement. Lessons learned regarding developing competency-based pathways and field experience components are also shared.
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K-12 Online Teaching Program Overview
- 1. Kerry Rice, Ed. D. and Dazhi Yang, Ph. D. Department of Educational Technology Boise State University © 2012 Boise State University 1
- 2. Go Broncos! © 2012 Boise State University 2
- 3. M.S. in EDTECH Masters in EDTECH Ed. D. in EDTECH Graduate Certificates: Online Teaching - K12 & Adult Learner Technology Integration Specialist School Technology Coordinator College of Education 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 © 2012 Boise State University 3
- 4. About me… © 2012 Boise State University 4
- 5. Agenda • National and local trends • The process and the product: From pre-service competencies to transformative practice • EDTECH K-12 Online Teaching Endorsement Program © 2012 Boise State University 5
- 6. K-12 Online National Trends 2019 2016 2010 2000 45,000 2008 1.8 million* 25 million ½ of all high 5–6 school million** courses 1,030,000 *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 © 2012 Boise State University 6
- 7. K-12 Online National Trends 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. 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/ © 2012 Boise State University 7
- 8. IDLA (about 17,627 students) Idaho Virtual Charter Schools 2009 2010 2010 2011 2011 2012 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) Idaho Connects Online (2009) 735 765 529 102 138 213 237 Increase 137 233 Idaho Virtual Academy, K-12 Inc. (2002) (Formerly Kaplan Academy of Idaho) Kootenai Bridge Academy (2009) Another Choice Virtual School (2010) Virtual Charters Brick and Mortar Charters Brick and Mortar Enrollments 100 120 230 4,176 4,728 5223 10,311 11,484 13,133 278,604 281,673 281,854 10% 14% 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/ © 2012 Boise State University 8
- 9. The Process Public Higher Education Partners (April 2008 – March 2011) 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 Academy Inspire (Connections Academy) Idaho Virtual Academy (K-12, Inc.) Practicing Teachers State Department of Education State Board of Education © 2012 Boise State University 9
- 10. The Process (April 2008 – March 2011) Idaho K-12 Online Teaching Endorsement Working Google Site © 2012 Boise State University 10
- 11. The Process (April 2008 – March 2011) © 2012 Boise State University 11
- 12. 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 2010 • Endorsement Committee formation • Online Teaching Standards Task Force © 2012 Boise State University 2011 • Professional Standards Commission • Legislative approval 2010 • K-12 Technology Standards (student and teachers) 2012 • Endorsement Legislative Rule • Edtech program approved • First two endorsements from program • First cohort IDLA teachers (9) • First Virtual Field Experience (4) 12
- 13. 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) © 2012 Boise State University 13
- 14. Synthesized National Standards • • • • © 2012 Boise State University 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 14
- 15. Idaho K-12 Online Teaching Standards (Parallel Idaho Core Teaching Standards) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Knowledge of Online Education Knowledge of Human Development and Learning Modifying Instruction for Individual Needs Multiple Instructional Strategies Classroom Motivation and Management Skills Communication Skills, Networking and Community Building Instructional Planning Skills Assessment of Student Learning Professional Commitment and Responsibility Partnerships Idaho K-12 Online Teaching Standards © 2012 Boise State University 15
- 16. Standards Alignment: Idaho Core and Danielson Framework © 2012 Boise State University 16
- 17. Focus on the Continuum Preservice Technology Standards © 2012 Boise State University K-12 Online Teaching Standards Transform Practice 17
- 18. 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. © 2012 Boise State University 18
- 19. K-12 Online Teaching Endorsement Program 20 Credits of Required Courses OR Demonstrated Competencies © 2012 Boise State University 19
- 20. 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 © 2012 Boise State University 20
- 21. Or Competencies…. IDLA Teachers and the competencybased 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 © 2012 Boise State University 21
- 22. Developing a Competency-Based Framework 1. 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 © 2012 Boise State University 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. 22
- 23. Developing a Virtual Field Experience Guide 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. © 2012 Boise State University 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. 23
- 24. 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 © 2012 Boise State University 24
- 25. 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 © 2012 Boise State University • 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 25
- 26. 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 © 2012 Boise State University • Short time frame created limitations • Inefficiencies in communicating with students • Struggling with a new course – but provided opportunity to learn challenges in online teaching 26
- 27. How Will Your Classroom be Transformed? Questions? Kerry Rice Department of Educational Technology Boise State University krice@boisestate.edu © 2012 Boise State University 27
- 28. Online Course Storyboard Standard 7 Performance Indicator: The online teacher designs course content to facilitate interaction and discussion. © 2012 Boise State University 28
- 29. Online Course Site Standard 3 Performance Indicator: The online teacher modifies, customizes and/or personalizes activities to address diverse learning styles, working strategies and abilities. © 2012 Boise State University 29
- 30. Managing the PLC Standard 6 Performance Indicator: The online teacher models effective communication strategies in conveying ideas and information and in asking questions to stimulate discussion and promote higherorder thinking © 2012 Boise State University 30
- 31. Virtual Icebreaker Wiki Standard 1 Performance Indicator: The online teacher demonstrates application of emerging technologies for teaching and learning (e.g., blogs, wikis, content creation tools, mobile technologies, virtual worlds). © 2012 Boise State University 31
- 32. Accessibility Website Standard 1 Performance Indicator: The online teacher demonstrates knowledge of access, equity (digital divide) and safety concerns in online environments. © 2012 Boise State University 32
- 33. Online Chinese 101 Standard 7 Performance Indicator: The online teacher designs and develops subjectspecific online content. © 2012 Boise State University 33
- 34. Adobe Connect Live Lesson Standard 1 Performance Indicator: The online teacher demonstrates application of communication technologies for teaching and learning. (LMS, CMS, email, discussion, desktop video conferencing, IM) © 2012 Boise State University 34
Notas del editor
- Add 200k to 1.8 million (these are full time virtual enrollments not included in the survey)Definition of online learning – offered over the Internet – not Interactive TV, televised courses, etc. According to the Sloan Report – Online learning is distributed as follows – 69% 9-12, 17% 6-8, 14% K-5Over 6 million students are now enrolled in full-time courses at colleges and universities – this does not include blended content that supports face-to-face courses – 10 – 20 % yearly increaseKeep in mind that this 2 million number is out of a nationwide 49 million public school students – we are early – this is still developing.The Sloan group is predicting 5-6 million online enrollments by 2016 – this would mean that over 10% of students nationally would be taking an online course
- 38% of all charter school enrollments in the state of Idaho2% of all enrollments in the state – national average
- Aligned with core standards along with draftstudent technology standards. Preservice technology standards were updated after the fact.
- - ISTE Teaching Standards Rubric – Beginning, Developing, Proficient, TransformativePreservice at beginning level competencies – endorsement at transformative practices:- All teachers prepared to facilitate a hybrid instruction model and to have an understanding of best practices in instructional technologyPerformance-Based Assessment for Online Teachers.
- Of 9 prep programs in Idaho, all publics and 2 of the 5 privates participated. Later there were problems with not all feeling that they understood the “call” from the beginning and that they may not have ad the “right” people at the table.