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Use the above link to cross reference defense of ratings to the indicators of standards.

Virtual Learning Leadership Alliance and Quality Matters (2019). National standards for quality online teaching. https://www.nsqol.org/the-standards/quality-online-teaching/

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National Standards for Quality Online Learning

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A framework for K-12 schools, districts, state agencies, statewide online programs and other interested educational organizations to improve online teaching and learning.

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While I am aware of the importance of academic integrity and security of learner information, I am unfamiliar with technologies that will assist with these issues in the online classroom. Thus, I will need to research methods for the tools, technologies, and LMSs that support academic integrity and learner information security (G3)

While I am an adaptable person, I do not have experience adjusting instruction in response to various levels of learner engagement and assessment scores. Furthermore, I need to know how to balance adapting instruction so that it does not deter the original expectations and goals of an online course (G7)

I have never considered self-assessments beyond rubrics for assignments. I should research ways to have students reflect upon their own work such as various forms of graphic organizers. I could also use peer reviews to help students practice assessing themselves and others more often (G8)

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I usually work with students on an individual basis which means I am familiar with qualitative data that would signify a student needs support services. However, I am unfamiliar with gathering and interpreting the quantitative data that would signify a student needs support services (beyond poor performance scores) I need to research and build experience with tools and technologies that assess quantitative data of learners (F3)

In my current work, I focus on helping students complete their work, find resources, or access support services. I rarely point out potential opportunities that would help them grow as learners and in their future careers. Because I focus on course content, I doubt that I would point out these opportunities in the online classroom. Thus, I need to be more aware of this, and offer opportunities so that students can grow (F6)

Again, I usually focus on coursework and content. I often do not spend the time to celebrate the diversity of skills and talents that learners have. I need to recognize that every learner is different, so much that they may have unique abilities to alter the learning environment for the better. As a result, I will need to make sure I create a place for students to display their talents in the online classroom (F7)

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I have struggled to use media that represents a diversity of cultures in many of my projects. I have often received feedback on projects in the Instructional Technology program that my work could better represent the wide diversity of learners. I will continue to work on this issue (H3)

My knowledge on digital learning resources for specific subjects (such as psychology and education) is quite limited. I also do not always know which resources are appropriate for college-level students who are novices with computer programs. I need to research digital learning resources and evaluate their developmental appropriateness (H4)

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Digital citizenship is another new concept to me. While I try to model digital citizenship through attribution of images, I am unfamiliar with how to promote digital citizenship to learners. I will need to research ways to effectively do this (E1)

I am unfamiliar with the many federal, state, and program-level policies that protect learners. I am currently only aware of FERPA. Thus, I need to inform myself of these policies and laws to help the learners I may instruct (E4)

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As someone new to teaching, I have never considered using technology to track students performance to help guide how to engage learners more or watch their growth. I will need to learn what tools are effective in achieving learner engagement and growth (D1)

Learner agency is a brand new concept to me. While I understand that students should set and monitor their own goals, I never considered the role of the online instructor in this process. I will need to set time aside to conference with students, especially those new to online courses in higher education (D2)

I am focused on achieving learner success in course objectives. However, I need to understand that learners may move at different paces and have very different motivations. I may need to adapt content and assignments to various learner abilities, rather than always applying rigid requirements (D3)

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While I do believe instruction should be learner-centered and am aware of technologies that can assist, I still struggle to develop collaborative activities and assignments for learners. I need to improve upon this (C1)

I need to find ways to promote communication between diverse learners. I struggle with connecting emotionally with others, and socio-emotional learning can be a powerful and positive tool for learners and instructors. I need to develop active learning activities and opportunities to promote social presence among diverse learners (C3)

I believe I can have certain expectations for assignments that are rather rigid. I can also be too controlling of situations and discussions. I need to give creative freedom and leadership to students in discussions and assignments in order to expand my own and other fellow learners' viewpoints (C5)

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I currently do not meet the standards for teaching at 2-year and 4-year higher education institutions because I only hold a B.S. in Psychology (A1)

I have never considered preparing students to participate as global citizens. I am usually short-sighted and only consider completing courses objective by objective (A5)

While my time management skills are established as a student, I do not think I am prepared for the many responsibilities that the online instructor will need to balance. I will need to diligently schedule time for office hours, grading, and providing constructive feedback (A6)

Digital citizenship is a recent concept to me. As a student, I never really considered copyright and fair-use restrictions when developing presentations. As a potential instructor, I know that I will need to understand these laws and make this issue clear to students (A7)

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Technology can empower learning through engaging learners. For whatever course I teach, I will always implement certain technologies. For example, I plan to create Quizlet sets for any course I teach. I also will host a Discord server as a place for students to meet, gather, and/or collaborate (H1)

I use surveys in my current instructional design projects to gather feedback about my trainings. They are very useful and often enlightening. I plan to use similar methods for individual course modules if possible (H2)

Even though certain subjects may have factual information that does not change, the learning and instruction processes can be improved by refining how course content fulfills learning objectives and program standards. I believe there is always room for improvement, and I will strive to do so for every iteration of a course (H4)

Assignments and assessments need to reflect achievement of a learning objective, goal, or standard. Reviewing assessments and evaluating how well they align with these standards is key. I frequently reevaluate assessments in my instructional design process to make sure they align properly. I will do the same in any online course I design and teach (H6)

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My experiences in the Instructional Technology program have taught me that assessments need to demonstrate mastery of content. I will always strive to make sure that assessments properly display mastery of content; I will evaluate assessments to improve upon them further (G1)

In my feedback to students, I always try to demonstrate content knowledge, as well as provide further challenges for them to improve upon their work. I will strive to make assessments fulfill learning objectives, and edit assessments that need revision (G2)

I have never enjoyed classes that use a narrow range of assessments. In the Instructional Technology program, I have enjoyed the wide variety of assessments used and the freedom involved in completing them. I will apply these practices into the online classroom to assess students (G4)

I believe it is vital to assess how ready students how for new content or the online learning environment. I also have enjoyed how assignments build up to the final assignments in my courses here at Towson. I will strive to do the same in online courses I will teach (G5)

Assignments should prepare students for future assignments in the course, as well as other courses. They also need to align with course objectives. I apply these principles in my current instructional design projects, and I would apply them if I taught an online course (G6)

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As a potential instructor, I'd like to set up a Discord server specifically for courses I would teach. I believe it would serve as a good way to establish community and encourage communication between myself and students. I would also use email and video periodically throughout a course to encourage and motivate students (D4)

As a student, I was often frustrated by feedback from instructors that was late and not descriptive enough. As a potential instructor, I will strive to give prompt and constructive feedback that will allow learners to improve (D5)

I have worked with many students who struggle with a course solely because they do not know how to navigate through the course LMS. Any course I instruct will always have a descriptive multimedia video (sent through email and/or hyperlinked) to demonstrate how to navigate through course resources including an e-text, the LMS course page, and any other relevant content (D6)

I have relied on disability support services in the past, so I understand the importance of communication between instructors and support services. Thus, I will strive to communicate to support services regarding learners to assist students in need (D7)

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Ensuring academic integrity and using the Internet appropriately are important to me as an instructor. Cheating and plagarism are important concepts for learners to understand and avoid. Without academic integrity and proper Internet use, the quality of learning in a course will decrease dramatically (E2)

Though intellectual property regarding visuals is recent to me, intellectual property for verbal information is not. I pride myself on my expertise in APA citations, and I strive to inform learners about the importance of properly documenting citations. I will apply these skills into my instruction of online courses (E3)

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As a Learning Assistant, I work with individuals and often monitor how they are progressing in a certain course. When the student is experiencing difficulties to the point of frustration, I offer them further support in the form of resources, strategies, or praise. I may refer them to my supervisor if I suspect they may need further intervention such as disability support services (I cannot directly suggest this myself in my position). Because I pay attention to these factors, I believe I would be able to monitor learner progress for these signs in the online classroom (F1)

I have relied on disability support services in the past, so I understand the need for accommodations that may be necessary to help learners succeed. Communication is necessary between staff, instructor, and the learner for this process (F2)

I try to create accessible and alternative formats for all course materials because it is both necessary and useful. Catering to diverse learner needs is time-consuming but ultimately very productive. I would continue these practices for online instruction (F4)

As a Learning Assistant, I am constantly on the lookout for tools and technologies that would help students succeed. As an online instructor, I would apply this mindset for the learners' needs in my courses (F5)

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I have sought out opinions from other students and instructors  during my coursework to help hone my craft and improve my work. As an instructional designer and instructor, I will continue to collaborate and seek feedback from others.(A2)

I am currently pursuing academic credentials to become an instructional designer and online instructor by pursuing my Masters in Instructional Technology. I plan on pursuing either doctoral studies or learning instructional game design after graduation (A3)

Although new to online education (started during pandemic), I have learned through my work with other students and professors how to design and develop quality online courses. I believe in applying this knowledge not just to courses I develop, but also to help other instructors improve (A4)

I maintain records of work I complete for projects in courses; I would apply this to any course I develop and/or instruct (A8)

I understand the importance of accessibility. I have considered accessibility when completing instructional design projects for trainings I have developed (A9)

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I will rate myself according to the National Standards for Quality Online Teaching (2019) as a potential online instructor. Instead of using a scored rating, I chose to split the evaluation into two categories: "What Do I Do Well?" (green box) and "What Needs Improvement?" (red box). I chose this method because in the each of the 8 categories of standards, I believe that I would meet some indicators, but I need to greatly improve to fulfill other indicators.

I will defend my rating in each respective category for why I believe I either meet the indicator of a standard or need to improve to meet the indicator. I have corresponded the respective letter and number categorization from the National Standards for Quality Online Teaching documentation to each defense.

You will need to scroll downwards per column,  and also further to the right to see all content.

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As a structure and rule-driven person, I always like to set boundaries and etiquette rules for many discussions among friends and family. The same would also apply for learners in an online course (C2)

Students should not learn from only the instructor. I will always encourage students to interact and learn from each others' experiences.  I also promote the use of higher order thinking skills from Bloom's Revised Taxonomy. Still, I need to explore how collaborative activities can help promote these types of experiences (C4)

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I know I will struggle to incorporate all components of Universal Design for Learning in courses to accommodate diverse individual needs. I also am unaware of specific technologies that work well for specific subject matter. I have limited knowledge of technologies that work well for collaboration other than collaborative document editors (B2)

I did not enjoy collaborative projects in my undergraduate courses, which greatly biased me against promoting such work as a potential instructor. My time in the Masters program at Towson has revealed to me the benefits of collaborative work, but I still must work to curve my bias against it in my own work (B3)

Digital identity, data ownership, and privacy expectations have always been low on my priority list in life and in college. Thus, I will need to improve my own understanding of these issues, as well as how to inform learners about them during a course (B5)

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In the Instructional Technology program at Towson, I have had the freedom to try out various digital pedagogical tools. My experience with them has allowed me to evaluate ways that they would help support students during instructional design and potential instruction (B1)

If/when I instruct a course, I plan to develop a multimedia video that will help learners with troubleshooting common technical problems especially on a LMS (B4)