1.      The online teacher understands the current standards for best practices in online teaching and learning.
2.      The online teacher understands the role of online teaching in preparing students for the global community of the future.

3.      The online teacher understands concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the field of online teaching and learning.

4.      The online teacher understands the relationship between online education and other subject areas and real life situations.
5.      The online teacher understands the relationship between online teaching and advancing technologies.

6.      The online teacher understands appropriate uses of technologies to promote student learning and engagement with the content.

7.      The online teacher understands the instructional delivery continuum. (e.g., fully online to blended to face-to-face).

Disposition 

1.      The online teacher realizes that online education is not a fixed body of knowledge but is complex and ever evolving.

2.      The online teacher has enthusiasm for online education and the potential to positively impact student learning.

1.      The online teacher utilizes current standards for best practices in online teaching to identify appropriate instructional processes and strategies.

2.      The online teacher demonstrates application of communication technologies for teaching and learning (e.g., Learning Management System [LMS], Content Management System [CMS], email, discussion, desktop video conferencing, and instant messaging tools).
3.      The online teacher demonstrates application of emerging technologies for teaching and learning (e.g., blogs, wikis, content creation tools, mobile technologies, virtual worlds).

4.      The online teacher demonstrates application of advanced troubleshooting skills (e.g., digital asset management, firewalls, web-based applications).

5.      The online teacher demonstrates the use of design methods and standards in course/document creation and delivery.

6.      The online teacher demonstrates knowledge of access, equity (digital divide) and safety concerns in online environments.

1.      The online teacher understands the continuum of fully online to blended learning environments and creates unique opportunities and challenges for the learner (e.g., Synchronous and Asynchronous, Individual and Group Learning, Digital Communities).

2.      The online teacher uses communication technologies to alter learning strategies and skills (e.g., Media Literacy, visual literacy).

3.      The online teacher demonstrates knowledge of motivational theories and how they are applied to online learning environments.

4.      The online teacher constructs learning experiences that take into account students’ physical, social, emotional, moral, and cognitive development to influence learning and instructional decisions. {Physical (e.g., Repetitive Use Injuries, Back and Neck Strain); Sensory Development (e.g.Hearing, Vision, Computer Vision Syndrome, Ocular Lock); Conceptions of social space (e.g.Identity Formation, Community Formation, Autonomy); Emotional (e.g.Isolation, cyber-bullying); Moral (i.e Enigmatic communities, Disinhibition effect, Cognitive, Creativity)}.

 Disposition

 The online teacher is familiar with legal mandates stipulated by the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), the Assistive Technology Act and Section 508 requirements for accessibility.
Performance

1.      The online teacher knows how adaptive/assistive technologies are used to help people who have disabilities gain access to information that might otherwise be inaccessible.

2.      The online teacher modifies, customizes and/or personalizes activities to address diverse learning styles, working strategies and abilities (e.g., provide multiple paths to learning objectives, differentiate instruction, strategies for non-native English speakers).

3.      The online teacher coordinates learning experiences with adult professionals (e.g., parents, local school contacts, mentors).

1.      The online teacher establishes a positive and safe climate in the classroom and participates in maintaining a healthy environment in the school or program as a whole (e.g., digital etiquette, Internet safety, Acceptable Use Policy [AUP]).

2.     The online teacher performs management tasks (e.g., tracks student enrollments, communication logs, attendance records, etc.).

3.      The online teacher uses effective time management strategies (e.g., timely and consistent feedback, provides course materials in a timely manner, use online tool functionality to improve instructional efficiency). 

 Disposition

 The online teacher recognizes the importance of verbal (synchronous) as well as nonverbal (asynchronous) communication.

1.       The online teacher is a thoughtful and responsive communicator.

2.       The online teacher models effective communication strategies in conveying ideas and information and in asking questions to stimulate discussion and promote higher-order thinking (e.g., discussion board facilitation, personal communications, and web conferencing).

3.      The online teacher demonstrates the ability to communicate effectively using a variety of mediums.

4.      The online teacher adjusts communication in response to cultural differences (e.g., wait time and authority).

1.      The online teacher clearly communicates to students stated and measurable objectives, course goals, grading criteria, course organization and expectations.

2.      The online teacher maintains accuracy and currency of course content, incorporates internet resources into course content, and extends lesson activities.

3.      The online teacher designs and develops subject-specific online content.

4.      The online teacher uses multiple forms of media to design course content.

5.      The online teacher designs course content to facilitate interaction and discussion.

6.      The online teacher designs course content that complies with intellectual property rights and fair use standards.

 Performance

2. The online teacher knows how educational standards and curriculum align with 21^st century skills.

1. The online teacher adheres to local, state, and federal laws and policies (e.g., FERPA, AUP’s).

 3. The online teacher demonstrates alignment of educational standards and curriculum with 21st century technology skills.

  

I would rate myself a two in this sub-category. I am currently working on understanding the standards for best practices in online learning. Due to other ISTC classes, I learned the different national standards and incorporated them into our distance learning platform. I am also incorporating different technologies that would promote student learning. During the pandemic, I explored and used various web tools in my classroom. Since I had diverse learners with multiple diagnoses, I had to be more selective with the tools I integrated into my lessons. 

I would rate myself a four. I am enthusiastic about how online education could positively impact student learning. I also realize that online education will continue to change over time and see how it will grow. 

For this sub-category, I would give myself a four. I have strong background knowledge of technologies. I have applied the majority of these technologies that are listed to my classes. I've utilized communication technologies like Zoom, e-mail, and Google Classroom. I've made a virtual classroom on Google Slides that students can navigate for each taught class. I frequently troubleshoot different variations of applications for both my students and my colleagues. I also needed to learn about safety, access, and equity for myself and my students.

1.      The online teacher understands the techniques and applications of various online instructional strategies (e.g., discussion, student-directed learning, collaborative learning, lecture, project-based learning, forum, small group work). 

2.      The online teacher understands appropriate uses of learning and/or content management systems for student learning.

1.      The online teacher promotes student autonomy, independence and responsibility for lesson mastery. 

2.      The online teacher promotes, supports, and models creative and innovative thinking, and inventiveness.

3.      The online teacher promotes student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

1.      The online teacher evaluates methods for achieving learning goals and chooses various teaching strategies, materials, and technologies to meet instructional purposes and student needs. (e.g., online teacher-gathered data and student offered feedback).

2.      The online teacher uses student-centered instructional strategies to engage students in learning. (e.g., Peer-based learning,  peer coaching,  authentic learning experiences,  inquiry-based activities, structured but flexible learning environment, collaborative learning, discussion groups, self-directed learning, case studies, small group work, collaborative learning, and guided design) 

3.      The online teacher uses a variety of instructional tools and resources to enhance learning (e.g.,  LMS/CMS, computer directed and computer assisted software, digital age media).