LEARN NC

K–12 teaching and learning · from the UNC School of Education

Quality standards for online professional development

Standards for curriculum, student assessment, design, management, and evaluation of online courses offered to K–12 teachers, administrators, and support personnel through LEARN NC.

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This document includes standards for course content, instructional design, participant assessment, and course management of online courses offered to K–12 teachers, administrators, and support personnel through LEARN NC. It is based upon the following sets of standards:

  • National Standards for Quality Online Programs by the International Association for K-12 Online Learning (iNACOL) (2009)
  • National Standards of Quality for Online Courses by the International Association for K-12 Online Learning (iNACOL) (2007)
  • Standards for Online Quality Course by the Southern Regional Educational Board (SREB) (2006)


Contents

Standards for online professional development courses

Course content

  1. Course goals are clearly stated in the syllabus and state what participants should know and be able to do by the end of the course.
  2. A comprehensive course syllabus is available that outlines course content, goals, learning outcomes, expectations of student participation and behavior, approximate time required, required materials, the course’s credit value, and a grading scale. A copy is also made available through the online course catalog and the course listings open for enrollment.
  3. Course content and assessments are aligned to North Carolina Educator Professional Teaching Standards, North Carolina School Administrator Standards, NETS, and/or other relevant standards.
  4. Course content is of sufficient rigor and depth to address stated standards.
  5. Course content has been reviewed for validity and relevance.
  6. Course requirements are consistent with course goals and reflect reasonable time requirements for the intended audience.
  7. Students have access to appropriate and relevant content both from within the Learning Management System and via external Web links.
  8. All on-line and off-line materials and Web links have been reviewed for relevance and appropriateness and are aligned with course objectives.
  9. Course content from outside sources is appropriately cited. Copyrighted materials have been approved for use in this course. Course provides copies and permissions and guarantees in writing that all course materials comply with copyright laws and sources are clearly cited as they are used.
  10. Expectations of academic integrity and netiquette with respect to course content, discussions, and all other course communications are clearly stated.

Instructional Design

  1. The course is organized into units of instruction that separate content into modules, weeks, or lessons.
  2. The course includes an orientation and explanation of the course layout and navigation. Directions for course navigation and participation are clear and concise.
  3. Course learning goals and objectives appear in the course overview section. Specific goals and objectives for each unit of instruction appearing at the beginning of unit.
  4. Each unit of instruction includes an overview that describes the focus of that unit, and a list of unit objectives and activities.
  5. Clear timelines are established and communicated to students. The course includes information on time required for individual learning assignments and assessments. Clear due dates are set to ensure that students progress at a reasonable rate.
  6. The course accommodates multiple calendars. The course schedule takes into consideration the diverse teaching schedules of course participants by organizing assignments to best suit their workload.
  7. The course gives participants opportunities to engage in abstract thinking, critical reasoning, and reflection. Participants are challenged and encouraged to predict, summarize, interpret, contrast, and differentiate ideas.
  8. Course content is presented through a variety of activity and assignment types like collaborative learning and group discussion that differentiate content across units of instruction.
  9. Course design reflects an understanding of the needs of the target audience.
  10. Course learning activities and assessments can be adapted to accommodate students’ needs.
  11. All course content and materials are written with a professional tone of voice with the exception of course content that is specifically written to convey a personal, informal tone to achieve a sense of community.
  12. Participants are provided with information on how to contact the instructor for instructional issues
  13. Participants are provided with contact information for the Help Desk for technical or learning management system issues.
  14. Course design reflects consistent and frequent opportunities for instructor-participant interaction, including timely and frequent feedback about student progress.
  15. Course design includes both formal and informal opportunities for instructor-participant and participant-participant interactions to develop a learning community that promotes and facilitates mastery. The design includes a plan for monitoring and sets guidelines for these interactions.
  16. Expectations for success and mastery are communicated clearly to participants through the use of rubrics, web tools, checklists, or assignment guidelines.
  17. The course complies with the requirements of the Americans with Disabilities Act.

Participant Assessment

  1. Course structure includes fair, adequate, and appropriate methods and procedures to assess students’ mastery of content objectives.
  2. Assessments are aligned with course goals.
  3. Assessments are adaptable to accommodate students’ needs.
  4. Details of how participants will be evaluated are presented in the course overview. In courses where final projects are included, participants receive advanced notice of final projects in the Course Overview section.
  5. Formative assessments are ongoing and frequent, providing timely feedback that continuously informs the participant of his/her progress and readiness to continue to the next unit of instruction.
  6. Student progress and content mastery is communicated through rubrics, checklists, and or narrative feedback. In the case of self-check quizzes where numeric feedback is appropriate and is calculated automatically.

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Standards for instruction of online professional development courses

Online instruction requires a different set of standards for guiding quality teaching and learning. LEARN NC recognizes the challenge of teaching online and presents this set of standards to support online instructors. The standards are based on the SREB “Standards for Quality Online Teaching” (2006), SREB “Guidelines for Professional Development of Online Teachers ” (2009), and the iNACOL “National Standards for Quality Online Teaching” (2008).

Underlying these standards is the belief that online courses should be learner-centered, with attention given to creating a dynamic learning community that is inviting and mutually supportive. Instructors should maintain a learner perspective, embracing their dual role as instructor and learner, and creating a synergy among all participants in the online environment. The instructor plays a central role to cultivate and sustain this environment. We offer these standards as evidence of the caliber of experience desired in online professional development courses for educators and administrators.

These standards and their corresponding indicators are grouped according to seven categories reflecting instructor behaviors, skills, and disposition. They are:

  1. Instructor preparation
  2. Technology skills
  3. Social presence
  4. Facilitation
  5. Communication and feedback
  6. Differentiation of instruction
  7. Assessment and evaluation

Instructor Preparation

The instructor has been prepared to develop and/or deliver online courses, and maintain their professional skills and knowledge through ongoing professional development.

The instructor:

  • has experience as an online learner in order to appreciate both perspectives;
  • has participated in formalized training to develop and/or teach online;
  • has experience teaching in face-to-face settings and knows how to call upon their background to inform, but not define their online instruction;
  • knows the content of the topic(s) being taught;
  • maintains awareness of current online pedagogies and innovations related to online learning; and
  • interacts with other LEARN NC Online Professional Development Instructors to share and learn from their collective expertise.

Technology Skills

The instructor values the power of technology to enhance and extend learning.

The instructor:

  • possesses the requisite technology skills for creating content and using all features of the Content Management System;
  • utilizes the features of the Course Management System (CMS) with transparency;
  • demonstrates understanding of the appropriate technology use for each activity; and
  • promptly addresses technology issues when appropriate or involves the UNC Help Desk as needed.

Social Presence

The instructor is conscious of his/her presence throughout the duration of the course, and employs a variety of techniques and behaviors to maintain a constant presence to all students.

The instructor:

  • considers tone and voice in all course communications in order to convey a supportive role;
  • establishes trust and warmth through customized course announcements and personal communications;
  • takes advantage of synchronous and asynchronous tools for communication;
  • engages learners as soon as possible in order to develop an understanding of each member of the learning community;
  • informs learners of instructor response time;
  • begins every unit of instruction with an course announcement; and
  • provides timely feedback that is concise and useful for the learner.

Facilitation

The instructor facilitates learning by moderating discussions and monitoring learning activities.

The instructor:

  • establishes criteria and expectations for successful participation in course discussions and activities;
  • facilitates and monitors student interaction through learning activities and intervenes when help is needed;
  • participates in discussions without dominating;
  • drives discussions to capitalize on learner interests and strengths;
  • encourages all learners to contribute to course discussions;
  • recognizes learner expertise, and fosters leadership among course participants;
  • positively reinforces learner participation;
  • adopts a proactive approach for addressing controversial or problematic course issues;
  • differentiates instruction based on knowledge of learners;
  • fosters real-world relevance through incorporation of authentic examples and references;
  • models appropriate use of copyrighted material;
  • demonstrates flexibility to accommodate learner needs; and
  • monitors course impact due to interruptions and makes necessary adjustments.

Communication and Feedback

The instructor maintains consistent communication and feedback that is timely, concise, and offers clear information that can be used by the learner.

The instructor:

  • models effective communication throughout the course both publicly and privately;
  • demonstrates quality writing skills for all course communications;
  • maintains documentation of individual and group communications;
  • refers to course syllabus, course objectives, assignment/activity criteria, and other course documentation to support and clarify student learning;
  • uses data from participant assignments and interactions to inform further instruction;
  • contacts students who have been absent from the course for more than one week;
  • communicates high, but reasonable expectations throughout the course;
  • addresses controversial issues with diplomacy, respect, and in a timely manner; and
  • maintains awareness of individual learner needs and communicates with learners as needed.

Differentiation of instruction

In every gather of learners, there is a range of abilities, talents, and experience with the online learning. Successful teaching requires an awareness of the learner’s abilities so as to inform necessary conditions and strategies for learning.

The instructor:

  • maintains high expectations for all learners;
  • adapts instruction to meet the needs of students who learn differently;
  • encourages collaboration among all learners through mixed-ability grouping;
  • recognizes learner abilities and varies expectations accordingly; and
  • establishes a positive learning experiences for all learners by espousing a student-centered learning environment;

Assessment and Evaluation

Online courses provide a wealth of data to inform instructor behavior and instruction. Successful instructors constantly process this data and incorporate formative assessment strategies to monitor learner performance at any given moment.

The instructor:

  • provides timely feedback on course assessments that informs the learner of their progress and effort;
  • evaluates learner participation and performance based on pre-established criteria;
  • demonstrates fairness in assessment;
  • references and incorporates feedback and discussion related to course activities and assessments;
  • evaluates learner overall performance based on a variety of course evidences; and
  • strives to support each learner toward successful course completion.

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Standards for management of online professional development courses

LEARN NC recognizes the challenge of administering a comprehensive online professional development program. To ensure that learners across the state have equitable access to high-quality learning opportunities, LEARN NC presents this set of standards to support online students and instructors. The standards are based on the SREB “Standards for Quality Online Teaching” (2006), SREB “Guidelines for Professional Development of Online Teachers ” (2009), and the iNACOL “National Standards for Quality Online Teaching” (2008).

Program Management

  1. School districts or the North Carolina Department of Public Instruction may request additional information about each course for the purposes of determining Continuing Education Unit (CEU) credit. The course includes a prior approval form where applicable to ensure that participants will receive credit.
  2. Procedures for fees and payment are established before the students enroll in the course. Tuition and fees, including any materials that must be purchased by the school or LEA are disclosed fully and payment methods and schedules are provided.
  3. The course provider offers the course instructor assistance with technical and course management issues. The course provider offers the course instructor orientation training, distance learning training, product/course updates, a help desk, special technical assistance and answers to frequently asked questions.
  4. The course provider ensures continuous access to the course and provides adequate advance notice of server down time when possible.
  5. The course provider clearly communicates course prerequisites, technology prerequisites and any other special requirements necessary for participation.

Course Management

  1. Information is provided to the participant on how to communicate with the course instructor and the course provider.
  2. Technical support documentation is provided both within the course and externally on the course provider website. The course provider and instructor make students aware of the process for obtaining technical support and provide contact information for technical support structures.
  3. Registration information is provided in advance of the course start date. Pertinent registration information includes course dates, fees, syllabus, minimum technical requirements, a list of required materials, and registration process.
  4. Participants may access to the course for up to 30 days beyond the end date if not otherwise indicated by the course instructor.
  5. The course instructor will provide documentation of the participant’s successful completion of the course.
  6. Course providers and course authors have ongoing access to courses as they are being taught. The course instructor documents any changes made to the original course and ensures that the changes do not create a violation of copyright. When appropriate, these changes are included in the master copy of the course.

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