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Online Teaching Portfolio

Missy Roberts

ITEC 7482 – Facilitating Online Learning

Spring 2013

TABLE OF CONTENTS

Artifact Page Artifact 1 – Course Schedule.........................................................................................................

Artifact 2 – Online Course Prep Checklist....................................................................................

Artifact 3 – Learning Styles Inventory..........................................................................................

Artifact 4 – Online Learning Resources........................................................................................

Artifact 5 – Course Syllabus..........................................................................................................

Artifact 6 – Orientation..................................................................................................................

Artifact 7 – Student Engagement & Higher Order Thinking.........................................................

Artifact 8 – Differentiation............................................................................................................

Artifact 9 – Accommodations & Modifications............................................................................

Artifact 10 – Diversity...................................................................................................................

Artifact 11 – Community Building................................................................................................

Artifact 12 – Teacher-Student Communication.............................................................................

Artifact 13 – Teacher-Parent Communication...............................................................................

Artifact 14 – Student-Student Communication..............................................................................

Artifact 15 – Synchronous Collaboration Tools.............................................................................

Artifact 16 – Asynchronous Collaboration Tools...........................................................................

Artifact 17 – Formative Assessment...............................................................................................

Artifact 18 – Targeted Feedback.....................................................................................................

Artifact 19 – Quiz/Test...................................................................................................................

Artifact 20 – Gradebook.................................................................................................................

Artifact 21 – Tracking Tools...........................................................................................................

Artifact 22 – Technical Support......................................................................................................

Artifact 23 – Acceptable Use..........................................................................................................

Artifact 24 – Course/Teacher Evaluation.......................................................................................

Artifact 1 – Course Schedule

PSC Online Teaching Endorsement Standards:Candidates will apply experiences as an online student to develop successful strategies for teaching online. (II.iv.I)

Online Hybrid Course Schedule Mrs. Roberts8th Grade Math ~ Unit 6

Day/Date Activities Items Due Notes to studentsMon. 2/4/13 Daily Questions for Monday

Introduce iteachmoodle and get registered for the course.

Make sure you write down your username and password for me.

Tues. 2/5/13 Daily Questions for TuesdayExplore Moodle Course

Discussion Post: One Word

Make sure to follow the rubric on discussion post requirements.

Respond to two peers on the “One Word” discussion post

Follow the rubric on response to peers requirements

Wed. 2/6/13 Daily Questions for WednesdayGo back through discussion post and responses. Pick out 3 exemplar post and 2 that did not meet

We will share the examples of discussion post so that as we progress through the course you understand the requirements.

Thurs. 2/7/13 Daily Questions for Thursday “Are you ready for online learning?” evaluation

Turn this in when completed.

Discussion comment Card for grading

Fill out the card with your name and the names of the two other students you commented on.

Fri. 2/8/13 Today you will work on finding the slope given two points. The teacher will provide materials.

Week 24 DQ Quiz

Mon. 2/11/13 Do the Daily Questions for MondayWatch the week 1 OverviewWatch each of the videos on functionsBegin task “Four in a Row”

The teacher will provide the supplies for this task.

Tues. 2/19/13

Daily Questions for TuesdayFinish Lesson 7-5

Complete assigned Problems

Teacher will provide the problems for you to answer.

Wed. 2/20/13 Daily Questions for WednesdayDigits Lesson 7-6 (Interpreting Graphs)



Thurs. 2/21/13

Daily Questions for ThursdayDigits Lesson7-7



Fri. 2/22/13 Function Game Week 25 DQ Quiz Do the quiz and

www.tensmark.com Discussion post: Reflect on your learning Module 2

discussion posts first then play the game a few times and move on to the tens mark.

Mon. 2/25/13 Daily Questions for MondayGo through the Module 3 overviewWatch the voki about scatter plotsWatch the video on scatter plots

Comment on two peers discussion post from last week.Discussion post: What is a scatter plotAnswer the question: What is your favorite subject?

Students will write about what they “think” a scatter plot is. There are no wrong answers here.

Tues. 2/26/13

Daily Questions for TuesdayDownload the Scatter plot sheet from google docs and then go to illuminations website to complete task

Click on the links found in the overview section for module 3 to complete this activity

Wed. 2/27/13 Daily Questions for Wednesday“Mineral Samples” Download document and

complete a graph to go with the work. Explain your answer

Thurs. 2/28/13

Daily Questions for Thursday“How long should shoe laces really be” task

Report explaining your findings and recommendations from the task “How long should shoe laces really be”.

Download document and complete work.

Fri. 3/01/13 tenmarks.com Week 26 DQ QuizDiscussion Post: What is a scatter plot

Mon. 3/04/13

Daily Questions for MondayModule 4 Overview (Two-way tables)

Respond to two peers discussion post from Friday

Tues. 3/05/13

Daily Questions for TuesdayWatch the video on two way tablesBegin Digits lesson on Two-way tables

Wed. 2/06/13

Daily Questions for WednesdayComplete Digits Lesson on two-way tables

Complete assigned problems

The teacher will provide the problems for you to answer.

Thurs. 2/07/13

Daily Questions for ThursdayReview for Benchmark test

Fri. 2/08/13 Week 27 DQ Quiz3rd 9 weeks Benchmark

http://www.tensmark.com/

test

Reflection: (100-125 words) Reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to your understanding of online teaching and learning.

The course schedule is important because it lets students know exactly what is expected of them and when they are to do it. By providing a course schedule to students at the beginning of the class there are no hidden surprises and for students who like to work ahead they have the opportunity to see what is coming. This artifact that I have provided demonstrates mastery of the standard because it is the schedule my students were given when we began this Moodle hybrid course. Being organized is one key to a successful online learning experience and the course schedule aides in this regards. As an online student the course schedule is my bible. I use it weekly as I assess what I have to do that week. As a teacher, creating the schedule forced me to think about my entire course and not just a day or two at the time. Doing this helped me plan better for my students and forced me to have a set direction for the class.

Artifact 2 – Online Course Prep Checklist

PSC Online Teaching Endorsement Standards:Candidates will demonstrate the ability to anticipate challenges and problems in the online classroom. (II.iv.II)

Candidates will continually review all materials and Web resources for alignment with course objectives and standards and or appropriateness. (II.v.I)

Online Course Checklist for Online Instructors

Course Title:Instructor Name:√ Da

teBefore the online course begins...

Basic InformationCourse title, Insturctor information: e-mail, work phone, office hours, link to web pageWelcome message for first dayOnline resources are listedReview all course hyperlinks and supplementary resources, update any broken links and remove dead linksCheck all media for proper display and video playbackEnsure online gradebook is set up and students are enteredUpdate virus protection on your computer to ensure your computer is not damaged throughout the course by a virusManaging the CourseOnline syllabus is updated and readily accessibleContact information, preferred means of communication is listed, what students can expect from the instructor in response times to emails and assignmentsCourse grading policy is clearly outlined and all rubrics are listed and available for downloadingLate policy is clear and up to dateExpectations for frequency and timing of postings and responses are stated clearlyLinks to academic honesty policy and students with disabilities assistance are available and workingCourse Calendar is up to date and dates for units, assignments, activities and tests are shownOffice hours and Live required Wimba meetings are posted in the calendar

Course DesignReview Module one to ensure all links and attachments are working and ready to go the first day of schoolEnsure instruction and media are designed to provide for multiple learning stylesEstablish netiquette rules for participating in the online discussion forums.Learning outcomes for the course are written and are matched to instructional and learning activities.Ensure discussion prompts are designed to encourage critical thinking on the discussion board.

Review and revise assignments to emphasize a high level of Bloom's Taxonomy


For an online class to run smoothly a teacher needs to make sure they have done certain things such as trouble shoot, make sure all of the links work and all information is provided and clear. This artifact is important because it provides the instructor a check off list to ensure all of these things are done before a course starts each time. By going through this check off list and instructor is able to address challenges and problems before they become an issue. As with anything, not every problem will magically disappear but you are certainly limiting the issues by thoroughly going through the check list before the start. This artifact helped me better understand what I should do before my students begin working in an online course. I actually created this check list after my course was created but I did go back through my Moodle course and make sure all of these items had been addressed. Where a schedule helps you and the students know what you are going to be doing in the online course a check list helps the instructor ensure the course works as smoothly as possible.

Artifact 3 – Online Learning Resources

PSC Online Teaching Endorsement Standards:Candidates will demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. (I.i.VII)

Candidates will model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts. (I.i.VIII)

Online Learning Resources

Things are constantly changing in education. New standards are introduced or old standards are

given new life every four or five years. Textbook companies have been challenged with trying to keep

up with demands in an ever changing situation. Bursting onto the education scene a few short years

ago was a twist to traditional brick-and-mortar classrooms called online learning. Just like traditional

classrooms and standards have evolved, online learning now takes on several different forms. Online

learning has become a way for districts to “compete for funding, attract and produce students who

achieve at higher levels, and adapt to increasingly demanding state and federal mandates” (Lynde,

2012). Today many students have a choice in the way they receive their educational instruction. The

delivery ranges from the traditional classrooms on one end to fully online learning on the other end

with blended learning in the middle.

Blended learning has been defined by the Innosight Institute as “a formal education program in

which a student learns at least in part through online delivery of content and instruction with some

element of student control over time, place, path, and/or pace and at least in part at a supervised brick-

and-mortar location away from home”(2012). This definition helps us understand that online learning

is where the content and instruction are delivered primarily over the internet and the learning must be

supervised and take place away from home (Staker and Horn, 2012). Rotation model, flex model, self-

blended model, and enriched-virtual model are four ways districts are providing more options for their

student population through blended learning.

The rotation model allows for students to do just what the title says and that is to rotate between

stations at a set time or based on when the teacher tells them to shift. With the rotation model one of

the stations is an online learning stop. There are four different types of rotation models that a school

might adopt. The first is station-rotation which takes place within the classroom. Students are broken

into groups and move around the room receiving instruction and aide from the teacher and then

assistance from a paraprofessional when performing activities and receiving online instruction. The

second rotation-model is called lab-rotation. This type of rotation is different from station-rotation

because instead of students moving around in the classroom students are rotated among location on the

campus. One of the stops on the lab-rotation is a learning lab where the students participate in the

online learning. A third possibility for the rotation-model is known as the flipped classroom. In this

learning model students actually receive their primary delivery of content online from their home or

other remote location outside of school. When students return to school they practice what they have

learned in the classroom under the teachers’ supervision and work on projects relating to their learning.

This is a way of differentiating because students can control the pace at which they move through the

online elements and re-watch things they may not understand. The last type of rotation-model a school

may adopt is called individual rotation. Students are assigned a learning track based on their specific

needs and students do not necessarily rotate to each available station.

The flex model provides schools an option in which content and instruction are delivered mostly by

the Internet, students have individual learning plans, and the teacher-of-record is on-site (Staker and

Horn, 2012). With the flex model the teacher-of-record is available to assist students when needed.

They provide face-to-face support through small-group instruction, group projects, and individual

tutoring. The level of assistance provided by the face-to-face teachers varies by program and situation.

In the self-blended model students choose to take one or more classes entirely online and the

teacher-of –record is the online teacher. Students may choose to take their online class at the brick-

and-mortar school or off-site. With the self-blended model students may select to take some courses in

the traditional setting while selecting others to take online. The final model is enriched-virtual model.

With this model students divide their time between learning online and attending a brick-and-mortar

campus. The enriched-virtual model differs from the flipped classroom because students rarely attend

the brick-and-mortar campus every weekday. It differs from the self-blended model because it is a

whole school experience and not a course-by-course model (Staker and Horn, 2012). In one school

students attend a brick-and-mortar class for the first day and then if they are able to maintain a “C”

average they do not have to return to the traditional class and may continue in the online learning class.

According to the SREB article Increasing Online Learning Options for K-12 Students: The role of

school districts, three out of four public school districts in the SREB states will offer online learning

options by 2015 (2012). Online learning is reaching into the elementary schools as a way to

supplement face-to-face instruction by using blended learning for online field trips and other events.

For rural school districts being able to provide students with an opportunity to take a course that the

district may otherwise not be able to provide due to funding is powerful. Online learning looks to

continue to grow as districts and states begin to require online learning to earn a high school diploma.

As a current classroom teacher who is interested in offering online learning for their students it is

difficult to see what direction to move in. In the recent past it seemed students and parents were faced

with an either/or situation in that students either study in a traditional brick-and-mortar class or do not

attend classes at all and do their learning completely online from home. There is a lot more to learning

online than most people understand and it is called blended learning. Blended learning is even more in

depth than it first appears because there are so many options for students and schools to provide more

individual learning tracts with face-to-face support. As a teacher the idea that we may someday soon

be able to put all students on individual learning tracks is exciting. True differentiation will take place

when all students get as much as possible from what they are being taught instead of all students within

a class moving at the same pace.

References

Lynde, H. (April, 2012). Increasing online learning options for K-12 students: the role of school districts. Retrieved from: http://www.sreb.org/cgi-bin/MySQLdb

Staker, H. and Horn, M. (May, 2012). Classifying K-12 blended learning. Retrieved from: http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf

Reflection: (100-125 words) - Reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to your understanding of online teaching and learning.

Personal growth should be a goal of all people but especially educators. We should never be happy with just knowing what we know. Part of growing means learning. By staying abreast of current and emerging technologies you are going to keep your classroom fresh and ever changing. It is easy to get into a routine and not want to deviate especially if you have seen success but with the age of technology things are changing rapidly. This research paper demonstrates what I learned about the different types of learning and the one I was interested in was the blended classroom. I selected this type of learning as my focus because that is how I see many schools addressing the needs of their students. As a teacher in a small rural school I can see blended learning becoming more a part of my school and being able to offer students a way to stay connected when they cannot come to school or if they choose for personal reasons not to come. It is important to always know the options and different modes of delivery when you are beginning an online venture with your school.

Artifact 4 – Learning Styles

PSC Online Teaching Endorsement Standards:Candidates will differentiate instruction of students’ learning styles and needs and assist students in assimilating and accommodating meaningful information. (II.i.IX)

Learning Styles Inventory

The idea of multiple intelligences and learning styles was first developed by Howard Gardner and

published in his book Frames of Mind in 1983. Gardner argued that all people had learning styles that

fell into seven different categories: linguistic, logical-mathematical, visual-spatial, intrapersonal,

interpersonal, musical, bodily-kinesthetic. All seven intelligences are needed and therefore teachers

need to pay special attention to all of the different learning styles when creating a lesson and not just

the first two (Smith, 2008). Gardner’s work did not stop with the publishing of his book. He

continued to look at three additional possible intelligences and considered adding them to his original

list of seven. In 1999 naturalistic intelligence was added to the list bringing the total learning style

categories to eight. If we are to understand students’ strengths in regard to the intelligences then we

must first understand our own strengths and weaknesses.

In doing the “What’s your learning style” quiz on edutopia my own results were a little confusing. I

tried to follow the directions and answer with the first thing that came to my mind. When the results

were tabulated there were only two styles that I was very week in and those were naturalistic 42% and

bodily-kinesthetic 17%. The other six learning styles all had a result of 50% or higher. What exactly

does that mean for me as a teacher? I like to think that I can relate fairly well to most students and that

I understand what it takes for most students to be able to learn a concept. However, I need to pay

special attention to those students who have the learning styles that are my two weakest.

As far as the learning styles go my strongest style was interpersonal learner. Someone with this

strength likes social interaction. The interpersonal learner is “concerned with the capacity to

understand the intentions, motivations and desires of other people. It allows people

to work effectively with others” (Smith, 2008). This type of learner is able to

manage relationships and that helps them understand situations and take leadership

roles when necessary. Educators, salespeople, religious and political leaders and

counselors are all careers that require this type of insight.

A close second in the learning styles quiz was visual-spatial. Someone with this

as their strength has the potential to recognize and use the patterns of wide space

and more confined areas. This learner is able to see and modify things in their

mind. The spatial learner is good at solving distance problems, designing, and

doing crafts. Interior designers and painters have a lot of spatial abilities. This type

of learner may organize their work using color such as different-colored

highlighters, folders, or tabs to create a visual system for finding things and

grouping topics.

Linguistic, logical-mathematical, and musical learning styles all had about the

same strength which was not far from the first two learning styles mentioned.

Linguistic was slightly higher on the scale but only by 2%. I found this result to be

fascinating since Gardner found that musical intelligence runs in an almost

structural parallel to linguistic intelligence (Smith, 2008). It has also been

established that music is a very mathematical discipline. For me personally as a

musician and a mathematician I understand why these particular learning styles

were strong. Another interesting note is that linguistic intelligence and logical-

mathematical intelligence are closely related to doing well in school.

As an educator this learning styles inventory gives me a lot to think about. Not

only do I need to analyze my strengths but more importantly I need to look at my

greatest weaknesses. It is important to figure out what learning style needs to be

focused on so that I am not always creating lessons using my strengths. This is not

an easy thing to do because it forces you to work on those weaknesses. I am

reminded of the story Christensen tells in his book Disrupting Class about a teacher

who notices how a girl in her class gracefully moved. The teacher began to wonder

about this student because she was several grade levels behind in school, had low

self-esteem, struggled and hated school. All of this together caused the teacher to

wonder if this student might learn through movement. Not only was this a specific

observation but the teacher had the forethought to encourage the student to create

an alphabet using movement. This turned into the student learning how to spell

words using the moveable alphabet. What an important lesson for me as a teacher.

I think based on my reading it would be important for me to give my own students

the learning style quiz at the beginning of the year. It would help me realize what

strengths my students had and make sure I am addressing all of their different

learning styles. Teaching is a hard job but as of now it has felt like I was walking

around in the dark just hoping I stumbled on something that stuck with the

students. With this new knowledge it enables me to focus my teaching in ways that

will ensure students have the best chance of learning the material. That is not to

say it will solve all of the problems in the classroom but at least it would be giving

all students a fair chance. I have probably been unfair to many students teaching in

the way in which I learn best. Lessons have to be created using discovery, videos,

instruction, creation, and sharing to begin to reach all of the different learning

styles.

References

Smith, Mark K. (2002, 2008) Howard Gardner and multiple intelligences: the encyclopedia of informal education. Retrieved from http://www.infed.org/thinkers/gardner.htm.

Staff (2009) Learning styles quiz results: digging deeper. Retrieved from http://www.edutopia.org/your-learning-styles

Christensen, C. (2011). Disrupting Class: How disruptive innovation will change the way the world learns. United State of America: McGraw Hill.


Understanding your students is important for any teacher but for teachers who may not ever see their students in person it is extremely important to understand the different learning styles students have. By doing research on this topic I learned about my own strengths and weakness when it comes to learning. I also discovered that based on my own weaknesses I need to be sure and work hard to relate to students who have that learning style as their strength. Differentiation is the key to students learning because not all students learn in the same way. For many years schools have only taught in one way to the mass and there was no exception made for students who may not get the material. As an online teacher I need to make sure when I am planning modules that students have multiple ways in which to learn. I need to make sure that each module is filled with many different activities that would relate to all students and not just some.

Artifact 5 – Course Syllabus

PSC Online Teaching Endorsement Standards:Candidates will provide an effective online syllabus that lays out the terms of the class interaction for both teacher and students, defines clear expectations for both teacher and students, details the grading criteria and appropriate and inappropriate behavior for students, and explains the course organization to students. (II.ii.III)

Candidates will provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in a clearly written, concise format. (II.ii.IV)

Candidates will provide clearly defined statements informing students what to expect in terms of your response time. (II.ii.VII)

Shiver School Department of Mathematics8th Grade Math

INSTRUCTOR: Mrs. Missy Robertse-mail: [email protected] Phone: (229) 377-2325Virtual Office Hours: 4:00 – 5:00 (T/TH)

CLASS SESSIONS: Required Online Scheduled Asynchronous Session Beginning August and Ending in May in conjunction with Face-to-Face classes.

TEXT: Holt, Rhinehart, and Winston - 8th grade text book and workbook. These materials will be issued by the instructor on the first day of class and will be returned on the Friday before the last day of school. Any additional materials needed will be given out as we progress through the unit during our face-to-face meetings.

Course Description:

8th grade math is the third mathematics course in a series of three middle school courses required in order to advance to high school mathematics. During this course students will have the opportunity to work with Geometry, the Number System, Expressions and Equations, Functions, Statistics and Probability. Students are expected to make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, and model with mathematics. Students are also expected to use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning.

Learning Outcomes:By the conclusion of this unit, students should be able to demonstrate the following competencies:

find the rate of change from a table, graph, equation, or verbal description; find the initial value from a table, graph, equations, or verbal description; write a function to model a linear relationship; sketch a graph given a verbal description; describe a situation given a graph; analyze a scatter plot; create a linear model given a scatter plot; create a line of best fit given a scatter plot; use a linear model to solve problems; and use bivariate data to solve problems.

Course Schedule:This course will be a combination of face-to-face and online. You will be expected to log in and check for any updates or changes to assignments each day.

Week 1 Review Lesson 12-2 in your book and do assigned problems Work on Task “Heartbeats” Turn in questions and graphs completed with the Task By Thursday post a thoughtful reflection from your work on the Task this week. What did you

learn? What would you do different? What are you still confused about? You have until the following Monday to select two classmates and respond to their postings.

Week 2 Make sure you have responded to two classmates responses from last Thursday Work with a partner to complete the Task “Winter is Over” Turn in questions and graphs completed with the Task. Each student must turn in their own

work. By Thursday post a thoughtful reflection from your work on the Task this week. Select a different partner and begin working on the Task “Walk the Graph” You have until the following Monday to select two classmates and respond to their postings.

Week 3 Make sure you have responded to two classmates responses from last Thursday Continue working on the task “Walk the Graph” Turn in questions and graphs completed with the Task. Each student must turn in their own

work.

Complete the pages 96-98 in the workbook Complete the pages 99-100 in the workbook Make a thoughtful reflection from your work on the Task this week.

Week 4 Make sure you have responded to two classmates responses from last Thursday Complete the pages 101-104. Share your work with a partner and determine if you each

understand how to compare and describe a function. Quiz over functions Using your knowledge of graphing, post a response to “What is a Scatter Plot?” Don’t look it

up, just give me your initial thoughts. Begin lesson on Scatter Plots. Work with materials given to determine if there is a positive,

negative, or no relationship between the items.Week 5

Since last week you gave me an initial thought on what Scatter Plots where you do not have to respond to anyone by today.

Practice making scatter plots and Interpreting Data in Scatter Plots with the materials provided by the instructor

Complete the simple task The Line of Best Fit Work on the Task “Mineral Samples” Turn in all questions answered and each student should turn in their own work. Make a thoughtful reflection about what you have learned since last week on scatter plots. Using a graphing calculator complete the assignment “Calculating the Line of Best Fit”

Class ParticipationStudents are expected to participate in the face-to-face classes as well as with the online assignments. You are to log in daily (Monday through Friday) to check for emails or updates to assignments. You are required to make the assigned posting and respond to two additional students by the deadline. Your discussion post and responses will be graded and count toward your final grade. It is expected that you will email the instructor with any cares or concerns you may have and not wait until returning to the face-to-face class to discuss it. Arrangements may be made in advance if there is an issue with a deadline but not after a deadline has passed.

Late Work PolicyLate work will be accepted for up to 3 days past the original due date/time for either in the face-to-face class or online. After submitting work late for more than 3 assignments any additional assignments can only obtain half credit. It is critical in a math class that assignments are submitted on time so the instructor can grade the work and give it back to ensure understanding. If you know in advance that there may be a problem submitting an assignment on time discuss this possibility with the instructor. All reasonable reasons will be considered and exceptions made.

Assigned postings are very important and if you do not do them by the due date then your classmates do not have time to respond in a timely manner. If students do not post on time then other students are not required to respond. If posting late becomes a problem points will be taken off for not submitting discussions on time.

This is an 8th grade math class so it will not be easy to work ahead. Please make sure you do not get behind though because it will be very difficult to catch back up. If you have problems for any reason come discuss them with the instructor as soon as possible.

Grading Policy & AssessmentsA: 90% - 100%B: 80% - 89%C: 70% - 79%D: 69% or lower

Grades for each assignment will be posted in the PowerSchool gradebook within 48 – 72 hours after the assignment has been turned in. Any work that is turned in late will be graded within one week of submission.

Online Testing

Shiver School Online assesses student learning at several levels through discussion posts, daily work, assignments, quizzes, and tests. The goal of these assessment activities is to ensure student learning. Maintaining credibility is of the utmost importance to our program. To aide in ensuring integrity within the online class you will be issued a unique login and password for the system. Please ensure you do not give this information to anyone else. You are responsible for logging in and doing your own work. You will have the opportunity to take several quizzes throughout the class. Please show all of your work so that I can better assist you with any misunderstandings. Students will be given the opportunity to submit all assignments other than quizzes and test at least two times. All tests will be timed and students will have one attempt to answer the questions. Periodically throughout the course oral tests will be administered. When the oral test is administered a parent must be present in case there are issues that the instructor must discuss with the parent. It is important for students and parents to understand that a student may receive help from a parent, friend, or tutor on the lesson itself or on practice problems, but when it comes to the actual assignment that must be submitted, the student’s work must be authentic. All Shiver School Online Students are required to take their final exams/end of course tests in a face-to-face setting with a proctor. The performance on the final exam should closely match the work on assignments and other quizzes and tests. Shiver School Online teachers have the ability to require that students perform other tasks or undergo additional assessments in proctored situations.

Conduct and Academic Honesty

The classroom is a professional environment where academic debate and learning take place. Your instructor will make every effort to make this environment safe for you to share your opinions, ideas, and beliefs. In return, you are expected to respect the opinions, ideas, and beliefs of other students – both in the face-to-face classroom and online communication.

Students have the right and privilege to learn in the class, free from harassment and disruption. All students enrolled at Shiver School shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment. There are two problems that seem to come up in online classes.

Scholastic Dishonesty:

Officials at Shiver School Online certify successful completion of work for course credit and promotion when satisfied that the absolute integrity of the student has been maintained in the completion of such work. It is imperative that students maintain a high degree of individual honor in their scholastic endeavors. Scholastic dishonesty will not be condoned under any circumstances.

In the event a student is suspected of violating the school's policy on scholastic dishonesty, the faculty member directly involved will investigate the matter. If the faculty member believes the student has violated the policy, the faculty member will inform his or her principal and the student of the evidence and the intended action. The action may involve a grade reduction for the work in question, the assignment of a failing grade for the course, and/ or a recommendation for possible dismissal from the online program. If a student disputes the faculty member's decision regarding the above action, the student may use the Student Grievance Procedure.

Generally, scholastic dishonesty is interpreted as cheating on an examination or quiz, which includes giving or receiving information, copying, using unauthorized materials in tests, collaboration during examinations, substituting for another person or allowing substitutions during examination; plagiarism, submission of work other than one's own; and collusion with another person or persons in submitting work for credit unless such collaboration is approved in advance by the instructor.

Plagiarism:

Webster's Third International Dictionary defines plagiarism as follows:

“Plagiarism--to steal and pass off, as one's own the ideas or words of another; to use without crediting the source; to present as new and original an idea or product derived from an existing source; to commit literary theft.”

Plagiarizing the words of another consists of copying single words without acknowledging your indebtedness to the author. A student's dictation and phraseology should always be his or her own except where he or she clearly indicates otherwise. Obviously it is not dishonest to copy an author's words in quotation marks and give credit to the source by footnoting or by acknowledging the source in the text of your paper. If you paraphrase a writer's words, you must acknowledge your indebtedness.

Students should give credit to the source of any opinion, idea or conclusion that is not their own. For example, the statement "Emily Bronte, unlike her contemporaries, was not concerned with the social injustices of her time" is a conclusion derived from an extensive knowledge of nineteenth-century fiction. If you really have such knowledge, you can honestly draw such a conclusion, but if you have stolen the thought from a critic or other authority, you are plagiarizing. Another example, "Because Gray found new ways to be boring, people thought that he was a genius," is merely a plagiarism of Samuel Johnson's "He (Gray) was dull in a new way, and that made people think him great.

Plagiarism at Shiver School Online will constitute a dismissible offense, and the use of syndicated research papers, essays, etc., constitutes a violation of this rule.

Acceptable Use

Introduction

Grady County recognizes that access to technology in school gives students greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life, and citizenship. We are committed to helping students develop 21st-century technology and communication skills.

To that end, we provide access to technologies for student and staff use.

This Acceptable Use Policy outlines the guidelines and behaviors that users are expected to follow when using school technologies or when using personally-owned devices on the school campus.

The Grady County network is intended for educational purposes.

All activity over the network or using district technologies may be monitored and retained.

Access to online content via the network may be restricted in accordance with our policies and federal regulations, such as the Children’s Internet Protection Act (CIPA).

Students are expected to follow the same rules for good behavior and respectful conduct online as offline.

Misuse of school resources can result in disciplinary action.

Grady County makes a reasonable effort to ensure students’ safety and security online, but will not be held accountable for any harm or damages that result from use of school technologies.

Users of the district network or other technologies are expected to alert IT staff immediately of any concerns for safety or security.

Technologies Covered

Grady County may provide Internet access, desktop computers, mobile computers or devices, videoconferencing capabilities, online collaboration capabilities, message boards, email, and more.

As new technologies emerge, Grady County will attempt to provide access to them. The policies outlined in this document are intended to cover all available technologies, not just those specifically listed.

Usage Policies

All technologies provided by the district are intended for education purposes. All users are expected to use good judgment and to follow the specifics of this document as well as the spirit of it: be safe, appropriate, careful and kind; don’t try to get around technological protection measures; use good common sense; and ask if you don’t know.

Web Access

Grady County provides its users with access to the Internet, including web sites, resources, content, and online tools. That access will be restricted in compliance with CIPA regulations and school policies. Web browsing may be monitored and web activity records may be retained indefinitely.

Users are expected to respect that the web filter is a safety precaution, and should not try to circumvent it when browsing the Web. If a site is blocked and a user believes it shouldn’t be, the user should follow district protocol to alert an IT staff member or submit the site for review.

Email

Grady County may provide users with email accounts for the purpose of school-related communication. Availability and use may be restricted based on school policies.

If users are provided with email accounts, they should be used with care. Users should not send personal information; should not attempt to open files or follow links from unknown or untrusted origin; should use appropriate language; and should only communicate with other people as allowed by the district policy or the teacher.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Email usage may be monitored and archived.

Social/Web 2.0 / Collaborative Content

Recognizing the benefits collaboration brings to education, Grady County may provide users with access to web sites or tools that allow communication, collaboration, sharing, and messaging among users.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Posts, chats, sharing, and messaging may be monitored. Users should be careful not to share personally-identifying information online.

Mobile Devices Policy

Grady County may provide users with mobile computers or other devices to promote learning outside of the classroom. Users should abide by the same acceptable use policies when using school devices off the school network as on the school network.

Users are expected to treat these devices with extreme care and caution; these are expensive devices that the school is entrusting to your care. Users should report any loss, damage, or malfunction to IT staff immediately. Users may be financially accountable for any damage resulting from negligence or misuse.

Use of school-issued mobile devices off the school network may be monitored.

Personally-Owned Devices Policy

Students should keep personally-owned devices (including laptops, tablets, smart phones, and cell phones) turned off and put away during school hours—unless in the event of an emergency or as instructed by a teacher or staff for educational purposes.

Because of security concerns, when personally-owned mobile devices are used on campus, they should not be used over the school network without express permission from IT staff. In some cases, a separate network may be provided for personally-owned devices.

Security

Users are expected to take reasonable safeguards against the transmission of security threats over the school network. This includes not opening or distributing infected files or programs and not opening files or programs of unknown or untrusted origin.

If you believe a computer or mobile device you are using might be infected with a virus, please alert IT. Do not attempt to remove the virus yourself or download any programs to help remove the virus.

Downloads

Users should not download or attempt to download or run .exe programs over the school network or onto school resources without express permission from IT staff.

You may be able to download other file types, such as images of videos. For the security of our network, download such files only from reputable sites, and only for education purposes.

Personal Safety

Users should never share personal information, including phone number, address, social security number, birthday, or financial information, over the Internet without adult permission. Users should recognize that communicating over the Internet brings anonymity and associated risks, and should carefully safeguard the personal information of themselves and others. Users should never agree to meet someone they meet online in real life without parental permission.

If you see a message, comment, image, or anything else online that makes you concerned for your personal safety, bring it to the attention of an adult (teacher or staff if you’re at school; parent if you’re using the device at home) immediately.

Cyberbullying

Cyberbullying will not be tolerated. Harassing, dissing, flaming, denigrating, impersonating, outing, tricking, excluding, and cyberstalking are all examples of cyberbullying. Don’t be mean. Don’t send emails or post comments with the intent of scaring, hurting, or intimidating someone else.

Engaging in these behaviors, or any online activities intended to harm (physically or emotionally) another person, will result in severe disciplinary action and loss of privileges. In some cases, cyberbullying can be a crime. Remember that your activities are monitored and retained.

Examples of Acceptable Use

I will:

Use school technologies for school-related activities. Follow the same guidelines for respectful, responsible behavior online that I am expected to

follow offline. Treat school resources carefully, and alert staff if there is any problem with their operation. Encourage positive, constructive discussion if allowed to use communicative or collaborative

technologies. Alert a teacher or other staff member if I see threatening, inappropriate, or harmful content

(images, messages, posts) online. Use school technologies at appropriate times, in approved places, for educational pursuits. Cite sources when using online sites and resources for research.

Recognize that use of school technologies is a privilege and treat it as such. Be cautious to protect the safety of myself and others. Help to protect the security of school resources.

This is not intended to be an exhaustive list. Users should use their own good judgment when using school technologies.

Examples of Unacceptable Use

I will not:

Use school technologies in a way that could be personally or physically harmful. Attempt to find inappropriate images or content. Engage in cyberbullying, harassment, or disrespectful conduct toward others. Try to find ways to circumvent the school’s safety measures and filtering tools. Use school technologies to send spam or chain mail. Plagiarize content I find online. Post personally-identifying information, about myself or others. Agree to meet someone I meet online in real life. Use language online that would be unacceptable in the classroom. Use school technologies for illegal activities or to pursue information on such activities. Attempt to hack or access sites, servers, or content that isn’t intended for my use.


Limitation of Liability

Grady County will not be responsible for damage or harm to persons, files, data, or hardware.

While Grady County employs filtering and other safety and security mechanisms, and attempts to ensure their proper function, it makes no guarantees as to their effectiveness.

Grady County will not be responsible, financially or otherwise, for unauthorized transactions conducted over the school network.

Violations of this Acceptable Use Policy

Violations of this policy may have disciplinary repercussions, including:

Suspension of network, technology, or computer privileges Notification to parents Detention or suspension from school and school-related activities

Legal action and/or prosecution

Student right to Privacy

As is required by the Family Educational Rights and Privacy Act (FERPA) of 1974, with certain exceptions, generally Shiver School cannot disclose a student's education records without the written consent of a parent or guardian.

FERPA provides the following rights for students and for the parents and guardians of dependent students, as described above, attending Shiver School Online:

The right of a student, with minor limitations, to inspect and review his or her education records;

The right to request amendment of a student's education records to ensure that they are not inaccurate, misleading, or otherwise in violation of the student's privacy or other rights;

The right, with certain exceptions, to consent to disclosures of personally identifiable information contained in the student's education records;

The right to withhold public disclosure of any or all items of so-called "Directory Information" by written notification to the School within two weeks after publication of this notice. Under current school policy, the item "Directory Information" includes a student's name, street address, e-mail address, confirmation of enrollment status (full-time/part-time), dates of attendance, awards received, participation in officially-recognized activities and sports, and weight and height of members of athletic teams.

The right to file a complaint with the United States Department of Education concerning the alleged failure of Shiver School to comply with the requirements of FERPA and of the implementing regulations.

If you or your parents' primary or home language is not English, upon your request, reasonable efforts will be made to provide you with a translated copy of this information.

Online Communication Guidelines:In addition to traditional face-to-face meetings, this course relies on online tools for course communication.

Through online discussion forums, chat, and blogs, you will have the opportunity to:

Interact with others in the class Develop and share ideas Pose questions Get and give feedback Share experiences

In order for the communication to be effective, interesting, and useful, it is important to do more than just post your ideas. You should also read the postings of two of your peers and respond with appropriate comments and suggestions.

Communication with the Instructor

It is important to remember that while the Internet is available 24 hours a day, your instructor and other students are not. Students can expect the instructor to respond to their emails or phone calls within 24 hours if delivered Monday through Friday by 4:00 p.m. The instructor will respond to communication delivered after 4:00 p.m. on Friday through Sunday by noon on Monday. The instructor will notify all students if the 24-hour response time will not be honored due to professional commitments or other rare, extenuating circumstances. It is expected that all students will follow the same response schedule when answering communication from the instructor or classmates. Students should notify the

instructor and classmates if they will not be available to respond in a timely manner due to rare and extenuating circumstances. Students should call the number provided or visit during office hours if an urgent issue surfaces.

Communication via email

When emailing the instructor please list your first initial, last name, and brief description of email in the subject line. Do not leave the subject line blank. Having specific information listed in the subject line will cut down on confusion on the part of the instructor and the student. This is especially helpful when replying multiple times to one email. Use the email provided at the beginning of the syllabus for all correspondence. Make sure you are very specific when sending an email so that the instructor can best help answer the question in the response.

Class Discussion Participation

You will communicate with the instructor and other students using the class discussion areas. This is where you post your responses to the discussion questions and share your experiences in completing activities and applying the content of the course. Participation in discussion is required and will help determine your grade. You are expected to contribute to each of the discussion questions in each unit. You should also read the responses of other students and reply to two other students with your comments and suggestions. During discussions, you must demonstrate not only that you understand the subject matter but also that you can apply what you have learned, analyze it, integrate it with knowledge you already have, and evaluate it critically . Your postings should be appropriate and timely contributions that add value to the discussion.

To ensure your success as a contributor to discussions and as a student in this class, we suggest the following guidelines for posting:

1. Be clear about which message you’re responding to. Refer to specific passages or ideas in the course or text that have sparked your interest.

2. Make sure your contribution adds something new to the discussion. A simple “I agree” may be your initial response, but think about how you can take the conversation to the next level.

3. Make your posting clear and easy to follow by dividing longer messages into paragraphs.4. Address classmates by name or user name, and sign your own messages.5. Feel free to pose new questions to your classmates within your own message.6. Use correct spelling, capitalization, grammar, syntax (the way in which words are put together

to form phrases or clauses), and punctuation.7. If you plan on posting a lengthy response, it is a good idea to type your response in Word or

notepad, then copy and paste it into the discussion area. This way you will always have a record of your communication if for some reason you lose your connection to the course.

The following are some examples of acceptable and unacceptable responses to discussion questions:

Sample Question: “The author claims that the Internet has changed teaching. How would you respond to this assertion?”

Unacceptable: “I agree.”

Unacceptable: “I think the author is off her rocker on this point. I can’t stand it when techies try to write about education.”

Acceptable: “I agree with beckyw’s basic point—that is, I think she’s right that the advent of the Internet means dramatic changes in how we teach. But I think she’s so concerned with whether technology is going to replace teachers that she misses an essential point. Teachers must change themselves to use the Internet effectively. The Internet will never replace teachers and it will never be a successful tool unless teachers make it one.”

Acceptable: “I disagree with beckyw. The Internet has not hanged teaching any more than the printing press changed teaching, or modern instructional design has changed teaching. New ideas about teaching and new technologies help us deliver good teaching more effectively. They may help us understand more fully what we’re delivering. They may help us reach more students. But the essence of good teaching remains the same.”

Professional Conduct both in the Classroom and Online

The classroom is a professional environment where academic debate and learning take place. Your instructor will make every effort to make this environment safe for you to share your opinions, ideas, and beliefs. In return, you are expected to respect the opinions, ideas, and beliefs of other students, both in the face-to-face classroom and online communication. Students have the right and privilege to learn in the class, free from harassment and disruption.

Netiquette

Interactions in an online classroom are in written form. Your comfort level with expressing ideas and feelings in writing will add to your success in an online course. The ability to write is necessary, but you also need to understand what is considered appropriate when communicating online. The word “netiquette” is short for “Internet etiquette”. Rules of netiquette have grown with the growth of the Internet to help users act responsibly when they access or transmit information online. As a Shiver student, you should be aware of the common rules of netiquette for the Web and employ a communication style that follows these guidelines.

Be considerate. Rude or threatening language, inflammatory assertions, personal attacks, and other inappropriate communication will not be tolerated.

Never post a message that is in all capital letters –it comes across to the reader as SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.

Keep messages short and to the point. Always practice good grammar, punctuation, and composition. This shows that you’ve taken

the time to craft your response and that you respect your classmates’ work. Keep in mind that threaded discussions are meant to be constructive exchanges.

Be respectful and treat everyone as you would want to be treated yourself. Use spell check!

Important Guidelines to Remember

As you participate in online discussion forums and chat, it is important to remember some basic things about online communication. Consider some traditional communication that you may have experienced:

If you send a personal letter to someone it is private communication between you and the recipient – unless that recipient shares the letter with others.

If you put a notice on a bulletin board in the front lobby, it becomes publicly visible by anyone who visits the bulletin board.

When you chat with a group of friends in the lunchroom, students sitting nearby can hear your conversation.

The same concepts translate into the online environment:

E-mail is private communication between the sender and receiver(s) – but can easily be made public by the receiver(s) if they share the message with others.

Discussion forums and blogs are public spaces. Chat is public and may involve multiple “talkers” and “listeners” as well as “eavesdroppers”.

Verbals and Non-verbals

It is important to remember that you will not have the non-verbal cues that you get in the traditional face-to-face classroom and neither will your instructor. Your instructor cannot see the confused, frustrated, or unhappy expressions on your face if you encounter problems. You MUST communicate with your instructor so that he/she can help.

To make the experience go smoothly, remember that you are responsible for: Initiating more contact Being direct, persistent, and vocal when you do not understand something Communicating often and early

Emoticons

Emoticons are graphical expressions created by combining specific letters or symbols such as :-) to create a smiley face. Use of emoticons is considered a friendly and informal style of communicating feelings in plain text messages. Be careful not to rely too much on emoticons or symbols in your communication as they may not be easily understood by others or may distract from your intended message.

The following is a list of basic emoticons for you to use so that we will all know what you intend::-) Happy :-( Sad ;-) Wink :-D Big Grin :-\ Confused :-| Straight Faced

:-? Thinking /:) Raised eyebrow

Ask the Instructor/Ask your PeersPost general course questions in the discussion forum Ask the Instructor/Ask your Peers so that everyone can benefit from the answer. You may also send a private e-mail message to your instructor.

Technology Requirements/Tech Support

Students are required to have a computer and high speed internet access at home or the ability to use these things outside of school. Technology failure is not an excuse for late or missing work. You are responsible to make sure you can open any files you send me. It is important that you save your work often so that in the invent you lose power all will not be lost. You are responsible for understanding how to operate your computer. If you see that you are having problems please speak with the instructor immediately so the problems can be resolved.

If you find you are having technical problems please contact the Grady County Technology Department at 377-8258 and they will try to solve the problem as quickly as possible.

Copyright StatementIt is important when working on assignments for a face-to-face class or an online course that we pay close attention to the Copyright and Fair Use Guidelines in our work. United States copyright law protects a work whether or not it includes a copyright notice. The copyright law does not require use of a notice and does not prescribe the form or content of a notice. Please take a moment and go to the following link to see a chart that will explain more clearly what is and is not acceptable to use in your work.

http://www.halldavidson.net/copyrightTEACH.pdf

This course you are participating is owned by the Grady County Board of Education. You may use these materials for educational purposes only.

Copyright Missy Roberts, Shiver School, Grady County Board of Education, 2012

ADA Statement

Students with Disabilities:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities.

I have used the principles of universal design to construct this course. This means that anyone should be able to access the materials. If you have a LMS that is ADA compliant it will allow you things like scripts with audio files for those with limited hearing and all materials are compatible with screen readers for those with limited sight. If you would like to know more about universal design please go to the following website.

http://www.washington.edu/doit/CUDE/

If you have a disability requiring an accommodation, please contact the school instructional coordinator and also let your instructor know at the beginning of class what accommodations will be necessary for you to be successful.


Where a course schedule lets students know from day to day, week to week what is expected of them a course syllabus lets them know the guidelines for being successful in the class. A syllabus lays out all the important information a student needs to know from how to get in touch with the instructor to do’s and don’ts when writing in online discussion forums. The syllabus also provides students with needed information they might need such as where to go if they have a disability. Creating a syllabus this in depth was good for me as a teacher because it forced me to look at all aspects of my course and think about what all a student might need to know. This is especially true for the online student because they do not have a teacher in front of them to directly ask questions to. As an online teacher I will want to be as upfront as possible with my students and be as clear as possible especially when it comes to policy on turning in assignments and grading.

Artifact 6 – Orientation

PSC Online Teaching Endorsement Standards:Candidates will explain the course organization to students. (II.ii.III)


It is important for students to understand how the online course is going to work. Just like the course schedule and course syllabus are important it is equally important for students to understand how they are going to navigate through the online course itself. The welcome to my Moodle course provided students with several important pieces of information such as a welcome statement, syllabus, and rubric for the discussion post and peer responses. As an online instructor I want to be sure students are comfortable with the navigation through the modules. By providing some initial “get to know you” activities it helps put the students at ease and allow them to explore without fear of failing. The welcome also sets the tone of the course.

Artifact 7 – Student Engagement & Higher Order Thinking

PSC Online Teaching Endorsement Standards:Candidates will demonstrate effective strategies and techniques that actively engage students in the learning process, in designing, and assessing online learners and instruction. (II.i.I)

Candidates will apply technology to engage students’ higher order thinking skills and creativity. (II.i.XI)

Candidates will promote collaborative learning through reflection and social negotiation. (II.i.V)

Candidates will lead online instruction groups that are meaningful, project-based, inquiry-oriented. (II.i.VII)


This artifact is important to online learning because it demonstrates a module that contains several modes of learning for students. There is an overview of the module which lets students know what will be expected of them throughout the module. Multiple videos were provided for students to watch to have a different perspective on the topic other than the one the instructor gave them in class. Different activities were also provided for students to participate in that allowed them to demonstrate their understanding. Throughout this module students are engaged, apply technology, collaborate and participate in assignments together. In the online environment it will not always be easy for students to work together because they are located in many different locations. With advanced programs, however, students can work using email, webcams, or wikispaces to create projects together.

Artifact 8 – Differentiation

PSC Online Teaching Endorsement Standards:Candidates will differentiate instruction of students’ learning styles and needs and assist students in assimilating and accommodating meaningful information. (II.i.IX)

Use student data to inform instruction, assist students in their own time and task management, monitor learner progress with available tools, and develop intervention plans for unsuccessful learners. (II.ii.V)


Differentiation is important if we want all students to learn. We have learned that students have different learning styles as well as different needs. With the introduction of technology into the classroom we can now provide students with different opportunities for learning. This artifact shows that students were allowed to watch instructional videos. Some students only needed to watch the videos once while other students were allowed to watch them multiple times to get better understanding. For students with extended time in their IEP they were allowed longer to complete the tasks and turn them in. Online learning is an avenue for students who may not feel excepted in a regular classroom. Online is also a place where students with disabilities often times feel more successful than in a regular class. As an online teacher it is important for me to think about all types of students when creating a course. I need to make sure different modes of learning are included and tools have been included to ensure student success. For videos I need to make sure there is closed captioning and readable text available for all students.

Artifact 9 – Accommodations & Modifications

PSC Online Teaching Endorsement Standards:Candidates will respect diverse talents and use strategies designed to include all students. (II.vi.I)

Candidates will provide activities, modified as necessary, that are relevant to special education modifications, student age, cultural background and experiences. (II.vi.II)

ADA Statement

Students with Disabilities:

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities.

I have used the principles of universal design to construct this course. This means that anyone should be able to access the materials. If you have a LMS that is ADA compliant it will allow you things like scripts with audio files for those with limited hearing and all materials are compatible with screen readers for those with limited sight. If you would like to know more about universal design please go to the following website.

http://www.washington.edu/doit/CUDE/

If you have a disability requiring an accommodation, please contact the school instructional coordinator and also let your instructor know at the beginning of class what accommodations will be necessary for you to be successful.


In a traditional classroom it is often easier to determine students who need extra assistance. Not all students receive the help they need or often times they do not want to be “labeled” so they do not get help. In the online environment this can be the case as well and you have the added pressure of not being able to see the student in person to know what is going on. Providing students with an ADA statement allows students to know where to go to get help. By encouraging students to seek the assistance they may need it will help the teacher better understand the needs of the student and then adjust their course to ensure these needs are met and the student can be successful. Extended time, close captioning, and larger print are examples of things that can be provided for students who need it. As an online teacher it was very helpful to learn about universal design. Building a course that all students can navigate and access is most important if all students are going to be able to enroll in the course.

Artifact 10 – Diversity

PSC Online Teaching Endorsement Standards:Candidates will respect diverse talents and use strategies designed to include all students. (II.vi.I)


Not all students are equal therefor not all students have the same talents. We know that students come to us with different learning styles and as online teachers we need to strive to provide opportunities for students to use their talents to be successful. If a teacher just lectures and students just take notes and study then some students will never excel. When students are given the opportunity to work hands-on many times they learn better. This artifact represents providing multiple ways to learn the information and show what they know to include all students. Online teachers have to make sure they provide multiple avenues to learn. In a traditional classroom you can watch students cut and paste but in the online environment this is not the case. Instructors still need to provide these opportunities for students and trust that they are going to use the opportunities presented to them to better learn the material.

Artifact 11 – Community Building

PSC Online Teaching Endorsement Standards:Candidate will create and maintain a community by creating value, effective facilitation, and an environment of trust. (II.i.III)


One of the things I found valuable for my students was allowing them to post their thoughts on the discussion board. In the beginning I just had them do a simple post that listed one word to describe them and why that word was fitting. The students were slow to start but once they got going it was hard to make them stop. I had to stress the importance of using proper etiquette since they had never done this before and writing in proper English not slang. With module 3 I allowed the students to make a post about what they “thought” a scatter plot was. At the end they made a post about what it actually was. Students built up trust as they worked through the modules and received praise and encouraging words from their fellow students. This artifact helped me better understand what students go through who have never had to have a discussion online where everyone can see it. This was intimidating for the students to begin with but they learned how to handle it and by the end were pretty proficient. This is one thing I plan to do with my students next year even though we are in a classroom. I am going to set up a class wiki and have the students journal about what they are learning. I think this will help prepare them for the online classes they will be taking in the future.

Artifact 12 – Teacher-Student Communication

PSC Online Teaching Endorsement Standards:Candidates will consistently model effective communication skills and maintain records of applicable communications with students. (II.ii.I)

Candidates will facilitate regular and frequent teacher-student interaction in a variety of ways. (II.ii.II)


When you are in a traditional classroom with students you communicate with them all the time. In the online classroom that is not the case. As an instructor you have to make a special effort to communicate and make sure students are on track and not experiencing problems. One way to ensure effective communication with students is by joining in on the discussion post. This artifact is an example of a post a student made where she imported a picture that went right along with what we had been talking about. I was very impressed she was able to do that and told her so. Not only did I join in the discussion post but I also had several students email me through the Moodle course. This was one of the areas I found to be a weakness for me and something I would have to work on more if I did a fully online course. It is a lot of work to keep up with all of the discussion post and try to respond as often as you can. I can see though in the online setting where students are never in a classroom that regular and frequent interaction between the teacher and students would be impairative.

Artifact 13 – Teacher-Parent Communication

Candidates will utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools, electronic whiteboards, etc.). (I.i.IV)

Candidate will facilitate regular and frequent teacher-parent interaction in a variety of ways. (II.ii.II)


By the time students get into middle school the days of them taking notes home from school are pretty much over. If we give out a flyer to go home we end up picking up well over half of them off the floor. To effectively communicate with the parents we have to use electronic means as often as necessary. We have been using email for quite a while but recently we learned about Remind101 and have been utilizing that tool as well. Parents have been really receptive and like getting the short reminders that grades have been posted to the online grade book or that report cards were given out. Next year we have plans for setting up a Jr. High wiki or website to put all the important information that parents and students need to know about in one location. To gain parent support we have to work to keep them included. In the online environment I think you have to be especially mindful of keeping parents aware of what is going on such as assignments that are due or test that must be taken. Email, personal phone calls, and programs such as Remind101 are all great ways to keep parents informed.

Artifact 14 – Student-Student Communication

PSC Online Teaching Endorsement Standards:Candidates will utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools, electronic whiteboards, etc.). (I.i.IV)

Candidates will facilitate and monitor appropriate interaction among learners. (II.i.IV)

Candidates will encourage collaboration and interaction among all students. (II.vi.III)

Candidates will model and demonstrate effective moderator techniques to facilitate active student participation. (II.i.VIII)

Candidates will facilitate regular and frequent student-student interaction in a variety of ways. (II.ii.II)


Students love to talk and really like to talk with each other. This learning experience was the first time my students had the opportunity to comment on discussion boards. They were all a little intimidated at first but it did not take long before I was having to put the halt to their postings because they were enjoying it too much and not doing their work. We did set some ground rules and when students first made a reply post to a peer they had to be sure no one else had already commented on the post. We tried to make sure all students received at least one response to their post. As an online teacher it will be important to make sure students engage each other in conversation through postings. Another way to get students to communicate with each other is to set up live Wimba meetings to discuss the weeks assignments or to do brief presentations.

Artifact 15 – Synchronous Collaboration Tool

PSC Online Teaching Endorsement Standards:Candidates will utilize synchronous tools effectively (i.e., chat tools, web conferencing, virtual electronic whiteboards, etc.). (I.i.IV)


Students in the online environment do not have the advantage of “seeing” a teacher every day and getting face to face help. In the online environment, however, teachers and students can utilize synchronous tools such as Wimba to have a live classroom experience. Students can log on and teachers can present a lesson that is archived and available to students at a later date. Having the opportunity to lead a synchronous session was a great experience. I was intimidated by Wimba in the beginning but once I learned how user friendly it actually was I could see using the tool often with my own students. I know as an online student myself the Wimba sessions we have had with each course really help me connect with the instructor and other students I am in class with. It is nice to see and hear everyone so you have a better understanding of who you are talking to when you are making your discussion post.

Artifact 16 – Asynchronous Collaboration Tool

PSC Online Teaching Endorsement Standards:Candidates will utilize asynchronous tools effectively (i.e., discussion boards, email, announcements/news, etc.). (I.i.IV)


Keeping students informed and communicating with them is always important but in an online environment it is more important that students are made aware of what their responsibilities are and as a teacher you do this in multiple ways. An online teacher may utilize the discussion board, a news and announcements section, or email. This artifact demonstrates the fact that I had several students utilize the email feature of Moodle, which they loved. As an online teacher communication must be as important as the curriculum. It could be real easy for a student to be struggling and an online teacher not realize it unless they are communicating effectively and regularly.

Artifact 17 – Formative Assessment

PSC Online Teaching Endorsement Standards:Candidates will use student data to inform instruction, assist students in their own time and task management, monitor learner progress with available tools, and develop intervention plans for unsuccessful learners. (II.ii.V)


Assessments are a necessary evil in education. Students feel as though they are tested to death yet laws require all students be tested annually and compared to students all over the state and nation. Formative assessments are one way in which a teacher can determine if students are learning the material being taught. This artifact was important because it allowed a student to show me in different ways if they understood the material being taught. Students were required to draw a graph, plot the data, identify the Line of Best Fit, and then write their analysis of the data given in the table. By checking the students work I was able to assess if students needed to continue work on a topic or if they were ready to move on. In the online environment it is very important to continually check for understanding with students to ensure they are learning. As I have said before it is very important for an online teacher to monitor online students so that they do not become overwhelmed and fall behind without the instructor knowing.

Artifact 18 – Targeted Feedback

PSC Online Teaching Endorsement Standards:Candidates will provide timely, constructive feedback to student assignments. (II.ii.VI)


We learn as much from our mistakes many times as we do from getting things right. It is very ineffective for students to receive graded assignments back weeks after they did something. Many times they have moved on to other things and now that work is just a distant memory. In the online environment students need to be given timely and constructive feedback whether it is through graded assignments or responses on the discussion board. I know for me as an online student I enjoy when the professor takes the time to leave me a comment on a graded assignment. Often times I feel encouraged even when things might not be perfect because I learn how to correct my mistakes and do better the next time. As an online teacher I will have to do more than just grade an assignment. Unlike in a traditional classroom, online students do not have the luxury of the class going over a paper when it is returned. Being specific in my comments and clarifying misunderstanding will help my students learn so much more.

Artifact 19 – Quiz/Test

PSC Online Teaching Endorsement Standards:Candidates will provide continuous evaluation of students, to include pre- and post- testing as well as student input throughout the course. (II.v.IV)

Candidates will review student responses to test items in online testing software to identify issues in testing or pedagogical strategies. (III.iii.II)


Each day in math class students are given Daily Questions. These questions are over standards that have already previously been covered. On Friday of each week the students take a quiz over the questions. This artifact represents those weekly Daily Questions and DQ Quiz. This artifact also shows how the students were required to answer a discussion question telling me what a scatter plot was before they had been taught about them and then at the end giving me what they now believe a scatter plot to be after learning about them. The students were thrown a curve the first time they took a quiz on Moodle because they had never taken any test other than AR test on the computer. It was interesting for me as the teacher to receive feedback immediately from the quizzes the students took. I was also able to update the grade book quickly since the grades were instantaneous. It is helpful to an online teacher when items are graded for you because you can look more in depth into what a student missed and determine how to best help the student improve instead of getting bogged down in the grading of the assignment.

Artifact 20 – Gradebook

PSC Online Teaching Endorsement Standards:Candidate will apply technology to increase productivity. (II.i.X)


One of the things that can easily pile up for a teacher is papers needing to be graded. Having an online gradebook is really nice though so that parents can always log on and see how their student is doing. Students are also able to easily track their progress and know what their average is without having to go through the calculation. An online gradebook is really nice when you have quizzes and tests that are automatically graded for you and then grades are easily imported. For an online teacher you always know how a student is doing and can monitor when grades drop or when they improve to help you determine the course of action for students.

Artifact 21 – Tracking Tools

PSC Online Teaching Endorsement Standards:Candidates will demonstrate awareness of observational data (i.e., tracking data in electronic courses, web logs, email, etc.) and its uses in monitoring course progress and effectiveness. (III.iii.III)


Artifact 22 – Technical Support

PSC Online Teaching Endorsement Standards:Candidate will troubleshoot typical software and hardware problems. (I.i.V)

Technology Requirements/Tech Support

Students are required to have a computer and high speed internet access at home or the ability to use these things outside of school. Technology failure is not an excuse for late or missing work. You are responsible to make sure you can open any files you send me. It is important that you save your work often so that in the invent you lose power all will not be lost. You are responsible for understanding how to operate your computer. If you see that you are having problems please speak with the instructor immediately so the problems can be resolved.

If you find you are having technical problems please contact the Grady County Technology Department at 377-8258 and they will try to solve the problem as quickly as possible.


Artifact 23 – Acceptable Use

PSC Online Teaching Endorsement Standards:Candidates will use appropriate strategies and resources for dealing with student issues arising from inappropriate use of electronically-accessed data or information. (II.iii.VI)

Acceptable UseIntroduction

Grady County recognizes that access to technology in school gives students greater opportunities to learn, engage, communicate, and develop skills that will prepare them for work, life, and citizenship. We are committed to helping students develop 21st-century technology and communication skills.

To that end, we provide access to technologies for student and staff use.

This Acceptable Use Policy outlines the guidelines and behaviors that users are expected to follow when using school technologies or when using personally-owned devices on the school campus.

The Grady County network is intended for educational purposes.

All activity over the network or using district technologies may be monitored and retained.

Access to online content via the network may be restricted in accordance with our policies and federal regulations, such as the Children’s Internet Protection Act (CIPA).

Students are expected to follow the same rules for good behavior and respectful conduct online as offline.

Misuse of school resources can result in disciplinary action.

Grady County makes a reasonable effort to ensure students’ safety and security online, but will not be held accountable for any harm or damages that result from use of school technologies.

Users of the district network or other technologies are expected to alert IT staff immediately of any concerns for safety or security.

Technologies Covered

Grady County may provide Internet access, desktop computers, mobile computers or devices, videoconferencing capabilities, online collaboration capabilities, message boards, email, and more.

As new technologies emerge, Grady County will attempt to provide access to them. The policies outlined in this document are intended to cover all available technologies, not just those specifically listed.

Usage Policies

All technologies provided by the district are intended for education purposes. All users are expected to use good judgment and to follow the specifics of this document as well as the spirit of it: be safe, appropriate, careful and kind; don’t try to get around technological protection measures; use good common sense; and ask if you don’t know.

Web Access

Grady County provides its users with access to the Internet, including web sites, resources, content, and online tools. That access will be restricted in compliance with CIPA regulations and school policies. Web browsing may be monitored and web activity records may be retained indefinitely.

Users are expected to respect that the web filter is a safety precaution, and should not try to circumvent it when browsing the Web. If a site is blocked and a user believes it shouldn’t be, the user should follow district protocol to alert an IT staff member or submit the site for review.

Email

Grady County may provide users with email accounts for the purpose of school-related communication. Availability and use may be restricted based on school policies.

If users are provided with email accounts, they should be used with care. Users should not send personal information; should not attempt to open files or follow links from unknown or untrusted origin; should use appropriate language; and should only communicate with other people as allowed by the district policy or the teacher.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Email usage may be monitored and archived.

Social/Web 2.0 / Collaborative Content

Recognizing the benefits collaboration brings to education, Grady County may provide users with access to web sites or tools that allow communication, collaboration, sharing, and messaging among users.

Users are expected to communicate with the same appropriate, safe, mindful, courteous conduct online as offline. Posts, chats, sharing, and messaging may be monitored. Users should be careful not to share personally-identifying information online.

Mobile Devices Policy

Grady County may provide users with mobile computers or other devices to promote learning outside of the classroom. Users should abide by the same acceptable use policies when using school devices off the school network as on the school network.

Users are expected to treat these devices with extreme care and caution; these are expensive devices that the school is entrusting to your care. Users should report any loss, damage, or malfunction to IT staff immediately. Users may be financially accountable for any damage resulting from negligence or misuse.

Use of school-issued mobile devices off the school network may be monitored.

Personally-Owned Devices Policy

Students should keep personally-owned devices (including laptops, tablets, smart phones, and cell phones) turned off and put away during school hours—unless in the event of an emergency or as instructed by a teacher or staff for educational purposes.

Because of security concerns, when personally-owned mobile devices are used on campus, they should not be used over the school network without express permission from IT staff. In some cases, a separate network may be provided for personally-owned devices.

Security

Users are expected to take reasonable safeguards against the transmission of security threats over the school network. This includes not opening or distributing infected files or programs and not opening files or programs of unknown or untrusted origin.

If you believe a computer or mobile device you are using might be infected with a virus, please alert IT. Do not attempt to remove the virus yourself or download any programs to help remove the virus.

Downloads

Users should not download or attempt to download or run .exe programs over the school network or onto school resources without express permission from IT staff.

You may be able to download other file types, such as images of videos. For the security of our network, download such files only from reputable sites, and only for education purposes.

Personal Safety

Users should never share personal information, including phone number, address, social security number, birthday, or financial information, over the Internet without adult permission. Users should recognize that communicating over the Internet brings anonymity and associated risks, and should carefully safeguard the personal information of themselves and others. Users should never agree to meet someone they meet online in real life without parental permission.

If you see a message, comment, image, or anything else online that makes you concerned for your personal safety, bring it to the attention of an adult (teacher or staff if you’re at school; parent if you’re using the device at home) immediately.

Cyberbullying

Cyberbullying will not be tolerated. Harassing, dissing, flaming, denigrating, impersonating, outing, tricking, excluding, and cyberstalking are all examples of cyberbullying. Don’t be mean. Don’t send emails or post comments with the intent of scaring, hurting, or intimidating someone else.

Engaging in these behaviors, or any online activities intended to harm (physically or emotionally) another person, will result in severe disciplinary action and loss of privileges. In some cases, cyberbullying can be a crime. Remember that your activities are monitored and retained.

Examples of Acceptable Use

I will:

Use school technologies for school-related activities. Follow the same guidelines for respectful, responsible behavior online that I am expected to

follow offline. Treat school resources carefully, and alert staff if there is any problem with their operation.

Encourage positive, constructive discussion if allowed to use communicative or collaborative technologies.

Alert a teacher or other staff member if I see threatening, inappropriate, or harmful content (images, messages, posts) online.

Use school technologies at appropriate times, in approved places, for educational pursuits. Cite sources when using online sites and resources for research. Recognize that use of school technologies is a privilege and treat it as such. Be cautious to protect the safety of myself and others. Help to protect the security of school resources.


Examples of Unacceptable Use

I will not:

Use school technologies in a way that could be personally or physically harmful. Attempt to find inappropriate images or content. Engage in cyberbullying, harassment, or disrespectful conduct toward others. Try to find ways to circumvent the school’s safety measures and filtering tools. Use school technologies to send spam or chain mail. Plagiarize content I find online. Post personally-identifying information, about myself or others. Agree to meet someone I meet online in real life. Use language online that would be unacceptable in the classroom. Use school technologies for illegal activities or to pursue information on such activities. Attempt to hack or access sites, servers, or content that isn’t intended for my use.


Limitation of Liability

Grady County will not be responsible for damage or harm to persons, files, data, or hardware.

While Grady County employs filtering and other safety and security mechanisms, and attempts to ensure their proper function, it makes no guarantees as to their effectiveness.

Grady County will not be responsible, financially or otherwise, for unauthorized transactions conducted over the school network.

Violations of this Acceptable Use Policy

Violations of this policy may have disciplinary repercussions, including:

Suspension of network, technology, or computer privileges Notification to parents Detention or suspension from school and school-related activities

Legal action and/or prosecution

Artifact 24 – Course/Teacher Evaluation

PSC Online Teaching Endorsement Standards:Candidates will provide opportunities for evaluating teaching effectiveness within the online environment (i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews). (III.iii.IV)


2. How the assessment is used in the program

The Portfolio Assessment Rubric (PAR) is completed by the professor in ITEC 7482, Facilitating K-12 Online Learning, during the 3rd semester of the Online Teaching Endorsement program. The professor must review the contents of the entire portfolio, ensuring the quality of all artifacts and reflections. The professor must rate the candidate on each artifact and reflection included in the portfolio. The PAR assesses the following 31 PSC Online Teaching Endorsement standards: (I.i.IV), (I.i.V), (I.i.VII), (I.i.VIII), (II.i.I), (II.i.III), (II.i.IV), (II.i.V), (II.i.VII), (II.i.VIII), (II.i.IX), (II.i.X), (II.i.XI), (II.ii.I), (II.ii.II), (II.ii.III), (II.ii.IV), (II.ii.V), (II.ii.VI), (II.ii.VII), (II.iii.VI), (II.iv.I), (II.iv.II), (II.v.I), (II.v.IV), (II.vi.I), (II.vi.II), (II.vi.III), (III.iii.II), (III.iii.III), (III.iii.IV)

Portfolio Assessment Rubric (PAR)Department of Instructional Technology

ITEC 7482 – Facilitating Online Learning – 3rd Semester

KSU Candidate: Date:Professor Completing Assessment:

Rating Description

L1 No Evidence

The candidate’s performance offers no evidence of achieving this performance standard. Artifact does not demonstrate an understanding of the standard. Artifact does not demonstrate competency in online teaching. Reflection does not adequately detail the significance of the artifact (why it is

important). Reflection does not describe how the artifact demonstrates mastery of the

standard(s). Reflection does not describe how the artifact contributed to the candidate’s

understanding of online teaching and learning.

L2 Limited Evidence

The candidate’s performance offers limited evidence of achieving this performance standard. Artifact does not sufficiently demonstrate an understanding of the standard. Artifact does not sufficiently demonstrate competency in online teaching. Reflection is very shallow and incomplete. Reflection does not sufficiently describe the significance of the artifact (why it is

important). Reflection does not sufficiently describe how the artifact demonstrates mastery of

the standard(s). Reflection does not sufficiently describe how the artifact contributed to the

candidate’s understanding of online teaching and learning.

L3 Clear Evidence,MEETS

The candidate’s performance offers clear evidence of MEETING this performance standard. Artifact demonstrates a clear understanding of the standard. Artifact demonstrates a competency in online teaching. Reflection is thoughtful and meaningful. Reflection clearly describes the significance of the artifact (why it is important). Reflection clearly describes how the artifact demonstrates mastery of the standard(s). Reflection clearly describes how the artifact contributed to the candidate’s

understanding of online teaching and learning.

L4

Clear, Consistent, and Convincing

Evidence,EXCEEDS

The candidate’s performance offers clear, consistent, and convincing evidence of EXCEEDING this performance standard.

Artifact clearly demonstrates expertise in implementation of the standard. Artifact clearly demonstrates an expertise in online teaching. Reflection is rich in description, analysis, and reflection. Reflection details the importance of the artifact and explains insights gained. Reflection details how the artifact demonstrates mastery of the standard(s). Reflection details how the artifact contributed to the candidate’s understanding of

online teaching and learning.

ARTIFACTS L1 L2 L3 L4

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Artifact 1 – Course Schedule Given a template, candidates will develop a course schedule for an online course. Candidate will

reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.iv.I)

Artifact 2 – Online Course Prep Checklist Candidates will develop a list of items that an online teacher should review inside a course

BEFORE the course is open to students (ex: broken links, missing images, gradebook setup, etc.). Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.iv.II), (II.v.I)

Artifact 3 – Online Learning ResourcesCandidates will explore the iNACOL and SREB websites and find two (2) resources that address questions or concerns they have about facilitating K-12 online learning. Candidates will summarize their findings and reflect on any lingering questions or concerns they have about teaching online. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.VII), (I.i.VIII)

Artifact 4 – Learning StylesCandidates will complete a learning styles inventory, describe their personal learning style, and describe what strategies they will use to accommodate different learning styles in an online classroom. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.IX)

Artifact 5 – Course Syllabus Given a template, candidates will choose a subject and a course and develop a syllabus for the

subject/course. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.III), (II.ii.IV), (II.ii.VII)

Artifact 6 – Orientation Candidates will include an artifact demonstrating how they effectively oriented students to the

course. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.III)

Artifact 7 – Student Engagement & Higher Order Thinking Candidates will include an artifact demonstrating student engagement and the use of higher order

thinking skills. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.I), (II.i.XI), (II.i.V), (II.i.VII)

Artifact 8 – Differentiation Candidates will include an artifact demonstrating their ability to differentiate instruction.

Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.IX), (II.ii.V)

Artifact 9 – Accommodations & Modifications Candidates will research accommodations and modifications in an online learning environment

and identify at least 3-5 strategies they will use when teaching an online class. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.vi.I), (II.vi.II)

Artifact 10 – Diversity Candidates will include an artifact demonstrating their ability to support diverse student needs.

Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.vi.I)


Artifact 11 – Community Building Candidates will include an artifact demonstrating their ability to create and maintain a

community by creating value, effective facilitation, and an environment of trust. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.III)

Artifact 12 – Teacher-Student Communication Candidates will include an artifact demonstrating their ability to facilitate regular and frequent

teacher-student interactions. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.I), (II.ii.II)

Artifact 13 – Teacher-Parent Communication Candidates will include an artifact demonstrating their ability to facilitate regular and frequent

teacher-parent interactions. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.IV), (II.ii.II)

Artifact 14 – Student-Student Communication Candidates will include an artifact demonstrating their ability to facilitate regular and frequent

student-student interactions. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.IV), (II.i.IV), (II.vi.III), (II.i.VIII), (II.ii.II)

Artifact 15 – Synchronous Collaboration Tools Candidates will include an artifact demonstrating their ability to utilize synchronous tools

effectively (i.e. chat tools, web conferencing, virtual electronic whiteboards, etc.). Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.IV)

Artifact 16 – Asynchronous Collaboration Tools Candidates will include an artifact demonstrating their ability to utilize asynchronous tools

effectively (i.e. discussion boards, email, announcements/news, etc.). Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.IV)

Artifact 17 – Formative Assessment Candidates will include an artifact demonstrating their ability use student data to inform

instruction, assist students in their own time and task management, monitor learner progress with available tools, or develop intervention plans for unsuccessful learners. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.V)

Artifact 18 – Targeted Feedback Candidates will include an artifact demonstrating their ability to provide timely, constructive

feedback on student assignments. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.ii.VI)

Artifact 19 – Quiz/Test Candidates will include an artifact demonstrating their ability to provide continuous evaluation

of students or to review student responses to test items in online testing software to identify issues in testing or pedagogical strategies. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.v.IV), (III.iii.II)

Artifact 20 – Gradebook Candidates will include an artifact from their gradebook demonstrating their ability to apply

technology to increase productivity. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.i.X)

Artifact 21 – Tracking Tools Candidates include an artifact demonstrating their ability to use tracking data in a learning

management system to monitor course progress and effectiveness. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (III.iii.III)


Artifact 22 – Technical Support Candidates will include an artifact demonstrating their ability to troubleshoot typical software

and hardware problems. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (I.i.V)

Artifact 23 – Acceptable Use Candidates will include an artifact demonstrating their ability to use appropriate strategies and

resources for dealing with student issues arising from inappropriate use of electronically-accessed data or information. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (II.iii.VI)

Artifact 24 – Course/Teacher Evaluation Candidates will include an artifact demonstrating their ability to evaluate teaching effectiveness

within an online environment. Candidates will reflect on why the artifact is important to online teaching, how it demonstrates mastery of the standards given, and how it contributes to their understanding of online teaching and learning. (III.iii.IV)


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