Lessons Learned from the Development of an Online Teaching Certificate Program for K-12 Teachers Brianne L. Moore-Adams & W. Monty Jones Virginia Commonwealth.

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Presentation transcript:

Lessons Learned from the Development of an Online Teaching Certificate Program for K-12 Teachers Brianne L. Moore-Adams & W. Monty Jones Virginia Commonwealth University

●1.3 million high school students enrolled in some form of distance education (NCES 2013). ●750,000 are taking at least one online course. ●All fifty states report existence of an online program (either state run or private). ●Many states now requiring online course for graduation (Watson, et al. 2012). Current Trends in Online Learning

●iNacol & the NEA are calling for more teachers to be trained in online teaching (2013) and for standards & framework. ●Standards & Guidelines have been set out by professional organizations not state or federal licensing bodies (Kennedy & Archambault 2012, Compton & Davis 2010). In agreement: Training & Guidelines for teachers are needed! How is Education Meeting this Demand?

●Experts point to distinct differences in online teaching versus “face to face” (F2F) teaching (Barbour 2011, Compton & Davis 2010). ●Less than 40% of current teachers are exposed to online teaching (Barbour 2011). ●Internationally, that number drops to 25% (Barbour 2011). But don’t Educators already know HOW to teach?

●According to a 2012 survey by Kennedy & Archambault, only 1.3% of pre-service teacher programs have an online component. ●WIDE variation in types of programs. What programs DO exist? (Preservice)

●More sporadic; usually created to meet local needs. ●National Examples: o CARLA o OLC o TESOL Principles & Practices of Online Teaching Certificate What programs do exist? (Inservice)

17-credit post-baccalaureate certificate Foundations of Online Teaching (3 credits) Facilitating Digital Communications (3 credits) Instructional Design of Online Environments (2 credits) Assessment and Evaluation in Online Environments (1 credit) Course Development Practicum (3 credits) Time and Course Management for Online Teaching Workshop (1 credit) Course Facilitation Practicum (3 credits) Content Focus Workshop (1 credit) Our Program

Cohort Model Consulting relationship Increased customization Development and Facilitation Practicums Difficult logistically Involves organizational support and additional participants Time Involve leadership Lessons Learned

3 single district cohorts have completed program 1 multi-division cohort in progress Need for research on best practices for teacher education for online/hybrid/virtual teaching Need for research on leadership for online teaching Need for research on online teacher certification/policy Conclusion