Quality Online Teaching

Professional teaching standards may include state or teaching requirements specific to teaching online.

The online teacher is able to demonstrate best practices in the online classroom.

The online teacher demonstrates knowledge of the subject area(s) and pedagogy appropriate for learners.

The online teacher holds credentials in the field of study he or she is teaching.

The online teacher has a valid teaching certificate and/or is highly qualified.

The online teacher understands the importance of staying up to date in best practices in his or her ever-evolving field.

The online teacher identifies areas for professional growth and seeks learning opportunities both independently and through professional learning groups/communities.

Annual evaluations of the online teacher show growth in meeting professional goals.

The online teacher has evidence of professional development and/or has evidence of meeting individual professional growth plan goals.

The online teacher builds learner capacity for collaboration in the online environment and encourages learners to participate as global citizens.

The online teacher creates a collaborative environment where learners participate as global citizens.

Learners are encouraged to participate in groups and complete assignments in a collaborative manner.

The online teacher provides digital opportunities for learners to use skills such as critical thinking, collaboration, communication, and problem solving that prepare them to become global citizens.

Examples include: peer-based learning, peer coaching, authentic learning experiences, inquiry-based activities, a structured but flexible learning environment, collaborative learning, discussion groups, self-directed learning, case studies, small group work, collaborative learning, and guided design built into the course.

The online teacher needs to advocate for, and to be aware of, the risks as well as the benefits of Internet usage and collaboration.

The online teacher must provide guidelines for appropriate behavior and usage of digital resources as relates to intellectual property and fair use.

The online teacher also educates learners as to why following such guidelines is crucial to positive global citizenship for the protection of all users.

Netiquette guidelines should be accessible to stakeholders and may include: guidelines for all online communication, use of social media, careful management of the digital footprint, respecting copyright and intellectual property, policies that clearly outline the consequences of inappropriate use of digital resources, and clear alignment of classroom policies to program-level policies.

Digital citizenship should include the online teacher modeling and advocating for appropriate and balanced technology usage (i.e., healthy media diet). The American Academy of Pediatrics offers recommendations for healthy use of screen time and media for children.

The online teacher maintains a communication log documenting contacts with site mentors, parents, and other support. The teacher maintains records of communications with students and encourages students to respond to any teacher-initiated communications.

The online teacher gives in-course feedback, which appears on the students’ grades page. The teacher uses a Student Information System, which documents and sends progress reports and key communications with parents and coaches.

The online teacher uses school-provided logs for documenting parent communication. As a back-up, he or she also saves email messages and other records in on-going, complex cases.

The online teacher can work with the learners’ local schools to understand the disability service plans and then report to colleagues what can be done to provide the most supportive learning environment for the learner.

An online teacher who does not have access to the learner disability service information can work with a coordinator within the online program to ensure learners are provided with the most supportive learning environment.

The online teacher, after reviewing the IEP, reaches out to the school contact to ensure the student has the adaptive technology required by the IEP. The online teacher also shares training videos on the hardware/software with the parent(s).

The online teacher selects and uses a variety of tools for communication, including tools used to explain content, develop conceptual understanding, deepen social interaction, and develop an online social presence.

The online teacher needs to communicate with learners through means other than, and in addition to, phone calls or email messages.

The online teacher needs to understand the connection between using tools and building meaningful relationships with learners (presence) in order to support achievement and persistence.

The online teacher demonstrates meaningful relationships with learners (presence) through the use of specific tools in order to support achievement and persistence.

An online teacher starts a discussion board with academic content as well as announcements and support for self-regulation of learning online. In addition, the teacher uses applications based on learner recommendations to send out announcements and offer support.

The online teacher may conduct daily live sessions with learners in a web-conferencing application to provide learners with opportunities to interact with the content alongside and with their peers.

In a blended setting, the teacher engages with learners in authentic ways through Book Study or by inviting discussion with an author to develop conceptual understanding and deepen social interaction.

The online teacher can create an authentic online learning experience for learners by asking them to interact with researchers about the topic. For example, an online instructor teaching horticulture can coordinate with an heirloom seed organization focused on local crop sustainability to create an authentic online learning experience.

Frameworks like the Universal Design for Learning emphasize the need for learner agency and instructor responsiveness for optimal learning, as well as the need to utilize discipline-specific technologies, tools, and resources to meet the individual needs of diverse learners through consideration of what will work for all.

The online teacher varies resources and strategies depending on individual student needs.

The online teacher can use open educational resources (OER) to develop lessons, which allow for learner choice.

The online teacher can demonstrate evaluation strategies for resources that use a variety of cultural contexts.

The online teacher of blended courses can confer with small groups about sources found online for a particular topic and then have the groups re-configure (into smaller or larger groups) to find corroborating sources.

The online teacher may develop (or work with others to develop) games to teach content and develop social skills. Teachers and researchers might collaborate to develop the gaming technology. For example, the online teacher may gamify lessons to engage students learning about the solar system.

The online teacher may give explicit instruction for online discussion forums regarding etiquette and providing feedback about how learners should communicate with each other.

Online and blended teachers may perform action research to explore the ways in which they nurture inquiry and/or social and emotional development.

The online teacher uses troubleshooting skills (e.g., changing passwords, downloading plug-ins, etc.) for him or herself and learners.

Additionally, the teacher knows how to contact local technology support, if more advanced help is needed, and can direct learners to the appropriate support.

The online teacher has the knowledge to serve as the first point of contact when learners need unexpected problem solving with accessing and using technology.

Basic troubleshooting skills may require the online teacher to, for example, change passwords, and help learners download plug-ins.

The online teacher is able to contact local tech support, which may take the form of a help desk or ticket system. The online teacher knows if and how learners can get advanced technological support and access to technology as various situations arise.

The online teacher needs to consider how to create safe spaces that honor learners’ rights to privacy and support them in determining who they want to be known as when they are online.

The online teacher needs to model and understand how digital information can be used in both negative and positive ways.

The online teacher uses digital software to monitor individuals who may not be participating in the learning community, so he or she can intervene and provide assistance where needed.

The online teacher may use any number of active learning strategies, including peer-based learning, inquiry-based activities, collaborative learning, discussion groups, and small group work to cultivate learner interaction.

An essential component of online teaching is creating a diverse community conducive to active learning, where learners can openly communicate and work to achieve a mutual objective.

In addition, it is important that online learners feel a sense of inclusion, control, and care created by the teacher, which is accomplished through effective facilitation.
Once community is established, active learning such as authentic assessment and peer-to-peer discovery can take place.

The online teacher encourages learners who have little active online contribution to the collaborative activity to share their ideas within the safe space of group discussion.

The online teacher follows up with active online discussion, posing deeper questions to push learners’ thinking forward.

Because any course may have learners from diverse backgrounds and with varying learning needs, the online instructor must be able to meet the needs of a wide variety of learners.

It is important for the online teacher to encourage diversity of perspectives when facilitating online discussions or interactions so that a multitude of learner voices are represented, and, as a result, viewpoints and perspectives can be broadened.

The rubrics for online discussions indicate that the online teacher takes original thought into account when grading assessments.

The online teacher ensures that learners take turns leading discussions, so that all learner voices are represented.

The online teacher establishes guidelines for learners to follow to ensure a productive discussion that represents diverse perspectives.

The online teacher demonstrates respect for diversity in online discussion contributions by commenting on a variety of ideas.

The online teacher may play devil’s advocate or assign the devil’s advocate (or similar) role within a discussion to encourage a wide array of perspectives.

The online teacher implements different teaching strategies, depending on the cultural background and proficiency levels of each learner.

The online teacher uses a mastery dashboard to keep track of whether learners need remediation, are near mastery, or have achieved mastery (as well as what defines an individual’s level of mastery based on growth). Data from the dashboard are used to determine who needs 1-1 sessions with the instructor, learner grouping, etc.

The online teacher uses activity data with the course LMS or dashboard to identify how often a learner logs into the system and what areas/objectives the learner is spending instructional time on. This data helps the teacher in a goal-setting consultation with the learner.

The online teacher has integrated adaptive learning software into the classroom. The teacher uses data dashboards from the software to monitor learner progress and activity and uses this data to provide targeted instruction to learners in areas where they are struggling.

The online teacher works with his or her campus instructional design and data departments to extract useful, actionable data from the LMS regarding learner behavior.

The online teacher regularly conferences with each learner to establish some individual goals regarding performance on mastery outcomes and then follows up to encourage the learner regarding progress towards those goals.

The online teacher communicates with individual learners to review progress in the class and learn from the learner perspective about personal interests and barriers to learning that can inform the support that is provided to the learner.

The online teacher uses varied assessment strategies, not limited to the course curriculum, which identify the learner’s ability.

Assessment allows both instructor and learner to monitor progress towards achieving learning objectives and can be approached in a variety of ways, including the online curriculum.

Learners learn best when they:
(1) engage with content just at the edge of their own expertise, and
(2) are learning for mastery, which is facilitated by intrinsic motivation, shared ownership of learning goals, and learner agency.

The online teacher adjusts or adapts content representations or explanations and creates or points learners to simpler explanations or additional/supplemental activities aligned to their level/background.

The online teacher provides additional scaffolding activities or content through announcements or other means to learners that need them.

The online teacher allows learners to choose from different options for completing an assignment to demonstrate mastery of the skill they are working on.

The online teacher guides learners through the content at different speeds, or in a different order, based on their needs and interests.

Regardless of who the online teacher is communicating with, effective communication methods are necessary to successful two-way communication.

The online teacher is proficient at communicating using various formats (e.g., text audio, video, synchronous, asynchronous) and selects the format that is best for the specific situation and purpose.

Depending on the situation, purpose, and participants, the online teacher strategically selects a communication format (e.g., text, audio, video, synchronous, asynchronous).

At the start of the course, the online teacher works to develop relationships with learners by communicating in a welcoming way that allows learners to recognize the online teacher as a “real” person who wants them to be successful.

The online teacher provides actionable, specific, and timely feedback.

As the content expert, the online teacher is responsible for helping learners to master the course content via flexible and interactive instruction, tutoring, and personalized feedback.

When appropriate, the online teacher incorporates rich media.

Following a project-based learning unit, the online teacher uses screencast recordings to provide learners with specific feedback on their portfolio pages.

The online teacher holds regular office hours that provide learners the opportunity to receive tutoring synchronously.

The online teacher responds to learners’ content-related questions via email.

At the beginning of the course, the online teacher provides learners with a welcome letter that directs learners to important information, such as a syllabus, pacing guide, where to find their grades, etc.

During the course, the online teacher emails learners or initiates a course check-in to ensure that learners know where to find feedback from their instructor.

The online teacher provides a screencast showing learners how to submit an assignment with media.

The course commences with a Start Here/Welcome page. which provides key information about the course, teacher, and how to navigate to the first activity.

As the course facilitator, the online teacher is responsible for communicating with all of the stakeholders regarding the learner’s progress and strategies for supporting the learner.

Communication should be ongoing, open, proactive, and continuous. It should address both learner successes and challenges and be documented appropriately.

Examples of stakeholders include parents, on-site facilitators, and counselors.

The online teacher communicates with parents, learners, and guidance counselors when a learner falls behind in a course.

The online teacher communicates various study practices with parents that they can use to support their child.

The online teacher communicates concerns about the learner’s grade to all pertinent stakeholders.

The online teacher communicates to the learner how his or her work clearly demonstrates mastery of knowledge and skills, with specific examples.

The online teacher maintains a communication log documenting contact with site mentors, parents, and other support. The teacher maintains a record of communications with learners and encourages them to respond to teacher-initiated communications.

The online teacher gives in-course feedback, which appears on the learners’ grades page. Teachers use a Student Information System, which sends and documents progress reports and key communications with parents and coaches.

Through announcements and feedback, the online teacher models and provides instruction that promotes information literacy and digital literacy skills.

Note: In, for example, courses that are already created, teachers may not be able to create learning experiences but can provide additional direction to students through feedback and other communications.

Some examples of teacher activities that model and promote digital citizenship are: a screencast demonstrating how to locate reliable digital content, an announcement explaining how to evaluate the usefulness of information for a specific task, and instruction in how to locate and cite reliable resources.

The online teacher provides information about evaluating reliable sources and providing factual evidence when discussing issues.

The online teacher knows how to attribute Creative Commons-licensed, open content/Open Educational Resources.

The online teacher requires learners to find valid information when conducting research and to cite it appropriately.

The online teacher facilitates learner investigations of the legal and ethical issues related to technology and a global society.

Academic integrity includes responsible and honest behavior.

The online teacher knows and understands how the use of technology may lead to instances of academic dishonesty.

The online teacher is able to identify the risks of academic dishonesty for learners and intervene when incidents of academic dishonesty occur.

Course content includes a module/unit where learners can demonstrate academic integrity. The online teacher is able to practice and model proper academic integrity for learners.

The online teacher provides information about using and citing sources, as well as other academic integrity resources available, like plagiarism-checking tools. The online teacher actively participates in and models both asynchronous and synchronous facilitation and interaction. This includes, but is not limited to, synchronous methods, such as instant messaging, live chat, and audio/video conferencing; and asynchronous methods, such as discussion boards and blogs.

The teacher provides information about using and citing sources or other resources available, like plagiarism-checking tools.

Specific guidelines for learner behavior are included in the course.

The online teacher models expected behavior and does not present another’s work as his or her own.

The online teacher respects copyright law, demonstrates appropriate use, and models the use of correct citations in teacher-created materials.

The online teacher knows and understands how the use of technology may lead to instances of academic dishonesty.

The online teacher is able to identify the risks and intervene in incidents of academic dishonesty for learners.

The online teacher provides clear links to program policies in the course and does not share learner work or information without proper permissions. The teacher provides specific instructions or guidelines to learners regarding collaborative work and sharing of information.

Course policies align with and support program policies, and the online teacher adheres to program policies when creating course content and/or materials.

The online teacher may have learners complete a module or unit on copyright and fair use and/or work with the school’s teacher librarian to review appropriate resources.

It is imperative that online teachers follow federal, state, and program policies in order to create a safe and supportive learning environment for learners.

Examples of policies include national, state, and local program coverage of the Family Education Rights and Privacy Act (FERPA), the Individuals with Disabilities Education Act (IDEA), the Children’s Online Protection Act (COPA), the General Data Protection Regulation (GDPR), and the Acceptable Use Policy (AUP) etc.

Note: program policies typically include federal and state policies.

Support services include those for special education, gifted education, therapies, English language development, and/or economic aid.

All educators in the United States are obligated to identify learners for services in accordance with the Individuals with Disabilities Education Act (IDEA, 2004).

When additional course content is needed to supplement instructional material, the online teacher needs to ensure that it is accessible, allowing all learners an equivalent educational experience.

In some cases, the online teacher may need to provide content in alternative formats to accommodate student learning needs.

The online teacher modifies numeric scores on a rubric for a student who is learning disabled.

Rather than assigning an essay to a learner with a processing disorder, the online teacher allows the learner to create a poster with artifacts to illustrate his or her point.

Rather than having a learner read Alice in Wonderland, the online teacher asks the student to watch the movie.

Examples include a variety of formative and summative assessments, which could include auto-graded assessments, student projects, videos, student-created multimedia, or live presentations.

The online teacher adds formative assessments to the courses, which encourage students to check their knowledge and ask questions as needed.

The teacher suggests improvements to formative and summative assessments, which allow students to demonstrate mastery.

The teacher analyzes the items in the assessment instrument to inform needed modifications.

The teacher can determine the appropriate assessment tools as allowed by the LMS and knows his or her role in creating/implementing assessments.

Use of pedagogy and knowledge of content are evident in teacher-provided feedback.

The online teacher ensures that assessments are aligned with content objectives.

The online teacher previews assessments for accuracy and relevancy to content.

The online teacher keeps a list of questions that most students miss or misinterpret and revises or removes them.

The online teacher works with schools and organizations to determine the best testing and monitoring protocols based on program policies.

Individual schools and organizations have varying procedures and policies on how they protect learner data. The online teacher is responsible for determining and implementing effective strategies to secure learner data based on program policies.

The online teacher implements the school’s strategies and policies on academic integrity and data security.

The online teacher communicates to learners and stakeholders about assessment procedures (passwords, test-taking conditions, etc.).

The teacher monitors learners’ academic integrity in completion of their assessments.

The teacher uses plagiarism software.

The teacher equips assessments with an academic integrity tool.

The online teacher is able to apply authentic assessments as part of the evaluation process, assess learner knowledge in a forum beyond traditional assessments, and monitor the academic integrity of assessments. No assessment is perfect; so multiple and varied assessments give a clearer picture of progress.

Note: The options for assessment instruments available to teachers will vary according to the LMS used. Teacher access to learner assessment data may vary.

The online teacher uses a variety of formative and summative assessments.

The online teacher knows and understands the reach of authentic assessments (i.e., the opportunity to demonstrate understanding of acquired knowledge and skills, as opposed to testing isolated skills or retained facts) and that they are a part of the evaluation process.

The online teacher uses a variety of formative and summative assessments, which could include auto-graded assessments, student projects, videos, student-created multimedia, embedded self-checks, portfolios, or live presentations.

The online teacher uses a school-created or endorsed exam for a concept but also asks the students in small group discussion to share something they learned that was not on the test

The online teacher evaluates student learning through a variety of assessment methods and provides opportunities for learners to reflect on their learning. The teacher may gather learner feedback to inform learning needs through a variety of methods available.

The online teacher recognizes when learners are ready for course content based on prior performance.

The online teacher identifies learners who struggle to learn in the online environment.

The online teacher demonstrates data literacy skills by evaluating learning progress using formative and summative assessments and learner feedback throughout the course.

The online teacher uses data from a variety of formative and summative assessments to inform him or her of student learning progress.

The teacher creates learner surveys, polls, check-in calls, live sessions, etc. to inform him or her of student learning progress and instructional needs.

The teacher reads and interprets information presented in data form to effectively implement interventions to support learner success.

The teacher uses an orientation lesson or learning environment navigation activity to assess learner readiness for the learning environment.

The online teacher provides a pre-assessment that triggers what content is visible and will be completed by the learner.

The online teacher provides learners the opportunity to practice skills, like recording their voices, prior to having to submit a recording for a graded activity.

The online teacher looks at a learner’s search history and realizes the learner has spent three days on the same website. The teacher then arranges to meet with the learner to discuss potential problems and restore momentum.

The teacher uses assessment data, suggests an online review activity to help the learner master the material on which he or she did not perform well, and asks the learner to respond to three follow-up questions that relate to mastery of the material.

The teacher creates an alternate pacing guide or schedule to help a learner get back on schedule.

An individual learner might be exempted from certain assignments or given an alternate means of demonstrating understanding based on formative assessment data.

The online teacher utilizes a variety of assessments to measure learner progress. Learner feedback through polls or surveys can be used as evidence of instructional needs.

Learning is a dynamic process; if the online teacher realizes a learner hasn’t mastered a topic, then he or she reteaches it.

The online teacher continually, teaches, elicits feedback, and makes revisions to the online course.

The online teacher adds engaging content and grade-level assessments in the online environment (Learning Management System [LMS]).

Course content is at the appropriate reading and comprehension level for the grade level of the learners engaging with it.

The online teacher includes content to which students can relate. For example, a 4th-grade math class poses a problem that would be encountered by 4th and 5th grade students rather than seniors in high school.

The online teacher of an 8th-grade current events course tests the reading level and appropriateness of content by making sure it is free of adult content, unnecessary advertisements, and bias before including it in the discussion forum.

The online teacher demonstrates an understanding of the alignment between the assignments, assessments, and standards-based learning goals.

Instructional planning accounts for the continuous evaluation process, and course assessments demonstrate alignment with associated standards.

Learning targets appropriately align with course objectives.

Courses progress clearly from assignments and assessments at Webb’s Depth of Knowledge 1 to Webb’s Depth of Knowledge 4.