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NCVPS Process for Vendor Approval
Introduction
The North Carolina Virtual Public School (NCVPS), in conjunction with the North Carolina Department of Public Instruction
(NC DPI), will implement a process for vendor approval of individual courses. This is a process for approving first time
credit courses or repeating a course for credit in accordance with S.L. 2011-145 Section 7.22 (h)(2) and SBE Policy #
GCS-M-001 (“Course for Credit”).
As a greater number of schools in North Carolina find a need to include online learning as an option for earning course
credit, the State Board of Education must ensure the courses taken through a variety of online vendors meet high quality
standards. The standards outlined in this process are taken from iNACOL and SREB, national and regional organizations
and leaders for online learning. It is a core belief high quality online courses for credit should be teacher-led. Therefore,
both the standards for high quality online courses, as well as high quality online teaching are included. The evaluation tool
for online courses includes several categories for evaluation which follow both iNACOL and SREB categories and are
considered standard areas of evaluation for online courses. The categories and a rationale for their use are listed below.
Content: The content of any approved online course should be aligned to the North Carolina Standard Course of
Study and help to prepare students for End of Course Exams or VoCATS tests if applicable. Students should be
able to clearly determine the objectives and standards within the course. Students should have access to a course
syllabus as well as teacher contact information. Online courses will be of sufficient rigor and should be copyright
compliant, protect student privacy, and address information literacy skills.
Instructional Design: This category addresses how courses should be organized in order to maximize student
learning. Students should have a variety of ways to learn the content which is at the appropriate readability level for
the student as well as interact with the course instructor and other students.
Student Assessment: Student learning should be assessed both summatively and formatively with ongoing,
frequent feedback to the student. The assessments should be aligned with the course standards and objectives.
Technology: The technology requirements of the course should be clear and at a level so most students in the
state have reasonable access to the hardware and software needed to complete the course. Technical support
should be available to the student and the online vendor should make access information for technical support
available to the student.
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Course Evaluation and Management: Online vendors should have processes in place in order to evaluate their
own courses and keep them up-to-date.
21st Century Skills: Online courses should intentionally address 21st century skills.
Vendors will be required to provide artifacts to address the rubric criteria for each standard of quality online courses and
teaching for each course submitted for approval. Artifacts are listed under “Artifact Indicators” on evaluation tool.
Scope
As described in SBE Policy # GCS-M-001, courses for credit, whether for first time or repeating a course, must meet three
criterion: “must consist of 150 clock hours of instruction in a traditional schedule or [1.1]; must consist of a minimum of
135 clock hours of instruction in a block schedule; developed curriculum guides, or Advanced Placement syllabi in which
high school students are enrolled [1.2] ; and must be directed by a teacher [1.3].”
This approval process does not include approval of programs to be used for Credit Recovery or to supplement instruction
unless the curriculum is paired with an online or distance instructor.
Credit Recovery is defined as “a block of instruction that is less than the entirety of the Standard Course of Study for that
course. Credit recovery therefore, delivers a subset of the Standard Course of Study or Blueprint of the original course in
order to specifically address deficiencies in a student’s mastery of the course and target specific components of a course
necessary for completion” (SBE Policy # GCS-M-001 (“Course for Credit”). When students are recovering a credit only
according to the definition above, a designation of pass or fail is used on the student’s transcript. These courses are not
part of this approval process, unless the teacher making the recommendation for credit is an employee of the content
provider, rather than the LEA.
Repeating a course for credit refers to “a high school course repeated via any delivery method when the entire Standard
Course of Study for that course is being taught to the student for a second time” (SBE Policy # GCS-M-001 (“Course for
Credit”). Therefore, these courses are repeated for credit and a final numerical grade is earned for the student transcript.
These courses are part of this approval process.
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Process
Step 1:
A Web page dedicated to the Vendor Approval Process will be created at www.ncvps.org. Here vendors will be able to
complete the approval process for first time credit courses or repeating a course for credit by viewing the process steps,
downloading the application, and viewing the evaluation tools. At this time, vendors will only be able to submit an
application for courses not currently offered by NCVPS or that may not be offered in the following academic year. The
application process will include a request for course login information so reviewers may review vendor courses submitted
for approval. This Web page will be created and populated by NCVPS. Vendors will submit the survey application and
supporting artifacts via email and/or upload to Web page.
Step 2:
Once an application is accepted, reviewers complete the course review process in no more than 120 days. Priority will be
given to courses that are not currently part of the North Carolina catalog via NCVPS.
1. Reviewers come from both NCVPS and NC DPI to ensure fairness. Once an application is submitted, the
application will be given to the reviewers so that the designated section of the evaluation tool may be completed by
reviewers using the artifacts submitted.
2. Quality Online Course Evaluation Rubric
Lists standards from SREB/iNACOL, contains Artifacts Indicator, identifies the owner of the review, and provides
an area for review notes.
3. Quality Online Teacher Evaluation Rubric
Lists standards from SREB/iNACOL, identifies Indicators to use for narratives, and provides an area for review
notes. Vendors will be responsible for providing narratives to demonstrate meeting of standards and indicators and
will submit artifacts upon request.
Step 3:
Results of application review are communicated to vendor with possible next steps.
1. Evaluations will be published on NCVPS Web page.
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2.
Approval will last for two years unless a significant change has been made to a course(s). In the case of a
significant change to a course(s), the vendor will need to reapply.
3.
A weighting system will be developed using the evaluation tool to determine “cut-off” scores for approval.
However, not aligning to North Carolina curriculum standards would be a basis to not approve a course.
4.
Once the review is complete, the reviewers will provide the evaluation to the vendor. If vendors wish to resubmit
additional artifacts based on the review, they must wait 90 days before resubmitting with documentation showing the
course has been revised. Resubmission will follow the same initial submission process.
Sources for the Evaluation Tools/Rubrics:
National Standards of Quality for Online Courses (2010)
National Standards for Quality Online Teaching (2010)
SREB Checklist for Evaluating Online Courses (2006)
SREB Standards for Quality Online Teaching (2006)
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NCVPS Evaluation Tool for Online Courses
Introduction
This checklist is based on the SREB report Standards for Quality Online Courses and iNACOL National Standards of Quality for Online
Courses and is designed to determine the quality and effectiveness of online courses. It is suggested that each course be rated on
the extent to which it meets the criteria, with “3” indicating that a course does not meet the criteria and “1” indicating that it
does. This evaluation is key to ensuring that online courses provide students with access to quality instruction and resources.
Course
Reviewer
Course Provider
Email
URL
Evaluation Completion Date
DIRECTIONS: Rate each item based on the extent to which the item meets the criteria.
A

Content
1.
2.

The course goals and objectives are measurable and
clearly state what the participants will know or be able to
do at the end of the course.
The
course content and assignments are aligned with state’s
content standards i.e. Common Core and Essential
Standards or nationally accepted content standards set for
Advanced Placement courses not included in state
standards.
Artifact Indicators
Agency
Responsible for
Evaluation
Process
Crosswalk linking the following
information to NC Standards i.e.
Common Core/Essential Standards:
Course goals and objectives are
measureable, clearly stated, matched to
content requirements and to the grade
and skill levels of the intended audience.
Crosswalk linking the following
information to NC Standards: Course
objectives, student learning outcomes
and assignments are listed and align with
established content standards i.e.
Common Core and Essential Standards
and the content and format requirements
of required local school system, state or
national assessments.
DPI C&I
DPI C&I
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Evidence of
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3.
4.

5.

6.


7.
Course tasks and assessments align with the required
local, state, and national assessments that are associated
with the course.
The course content and assignments are of
sufficient rigor, depth, and breadth to teach the
standards being addressed.
Information literacy and communication skills are
incorporated and taught as an integral part of the
curriculum.
Sufficient learning resources and materials to
increase student success are available to students
before the course begins.
A clear, complete course overview and syllabus are
included in the course.
Crosswalk linking the following
information to NC/AP College Board
Standards: Advanced Placement testing
requirements; national assessments;
state assessments; local school system
assessments; technology certification
assessments.
Documentation of several exemplars
from course content providing the
following information: Clear and
explicit alignment exists between
objectives, assessments, instructional
strategies, content and technology;
and the content, activities and
assignments provide multiple learning
opportunities to master the standards.
Documentation of several exemplars
from course content providing the
following information: Promotes
student-to-student communication as
part of lesson activities; utilizes
communication forums such as
threaded discussion forums, chats,
Documentation of several exemplars
etc.; information literacy is addressed.
from course content providing the
following information: Selfassessments or checklists that assess
prerequisite knowledge and skills;
orientations, tutorials, activities,
policies and procedures to help
students acquire the prerequisite
Documentation
of several exemplars
knowledge and skills.
from course content providing the
following information: The syllabus
and overview to include: course
objectives and student learning outcomes; assignments; student
expectations; time requirements;
required materials; the grading policy;
teacher- student, teacher-parent contact policies; the intended audience;
and the content scope and sequence.
Other important information includes
a rationale indicating how this course
is related to other courses, the date of
original publication and last revision,
the instructor availability and response
time, and a description of the final
product or other activities that are
central to the course content.
DPI C&I
DPI C&I
DPI C&I
DPI C&I
NCVPS C&I
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8.

9.

Course requirements are consistent with course
goals, representative of the scope of the course,
and clearly stated.
Documentation of several exemplars
from course content providing the
following information: The course
requirements to include: a timeframe
for participation; an approximate time
required for individual activities;
expectations for communications, such
as online discussion, synchronous chats
and e-mail; activity and other
assignment expectations; and survey
and/or exam expectations.
DPI C&I
Information is provided to students, parents and
mentors on how to communicate with the online
teacher and course provider, including information
on the process for these communications.
Documentation of several exemplars
from course content providing the
following information: Information
included in the course materials or in
the orientation to the course materials
showing how students, parents and
mentors communicate with the
online teacher and course provider.
NCVPS C&I

10. Issues associated with the use of copyrighted
materials are addressed.
Documentation indicating all course
materials are in compliance with
copyright laws.
NCVPS C&I

11. Academic integrity and netiquette (Internet
etiquette) expectations regarding lesson activities,
discussions, e-mail communications and plagiarism
are clearly stated.
Documentation of several exemplars
from course to include guidelines for
students on the use of copyrighted
materials, Internet etiquette
appropriate use of networked
resources and academic honesty.
NCVPS C&I
12. Privacy policies are clearly stated.
Documentation of privacy posted
within the course. This could be
included in the course materials or in
the orientation to the course materials.
NCVPS C&I

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B

13. Instructor resources and notes are included.

14. Assessment and assignment answers and
explanations are included.
Instructional Design
DPI C&I
Agency Responsible
for Evaluation Process
Documentation of several exemplars from course
showing how the course design meets the needs of a
student with low literacy skills differently than a
student who is taking Advanced Placement; for
example, evidence of more scaffolding and chunking
of con- tent, or more audio scripts of written
materials.
NCVPS C&I
2.
The course is organized into units and
lessons.
Documentation of the course outline to include how
the course is organized by units and the associated
lessons.
NCVPS C&I
3.
The course unit overview describes the
objectives, activities and resources that frame
the unit. It includes a description of the
activities and assignments that are central to
the unit.
Documentation of the unit overview including the
objectives, lessons and resources in the unit; and the
activities and assignments that are central to the unit.
NCVPS C&I
Each lesson includes a lesson overview,
content and activities, assignments, and
assessments to provide multiple learning
opportunities for students to master the
content.
Documentation of the lesson overview including the
objectives, activities, assignments, assessments,
estimated timeframe, and resources included in the
lesson.
NCVPS C&I


4.

SREB Indicators
DPI C&I
Course design reflects a clear
understanding of student needs, and
incorporates varied ways to learn and
multiple levels of mastery of the curriculum.
1.

Documentation of several exemplars
from course of instructor resources
and notes to include: additional
guidance for teachers; possible
scenarios for course module sequence;
suggestions for guiding students on
paths; teaching strategies for diverse
students; suggestions for fostering
student interaction and participation in
discussions; additional content
materials, such as optional simulated
lab materials or activities or extra-credit
assignments; ideas for sensitivity to
Documentation
of student
several exemplars
back- ground and
needs; and
from
course
asthe
built-in
course
guidelines
forsuch
using
learning
paths.
assessments including answers and
explanations about each item.
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

The course is designed to teach concepts
and skills that students will retain over
time.
Documentation supporting the course is designed to
teach concepts/skills students will retain overtime to
include: backward design (focus on expectations for
student learning); essential questions; broad-based
concepts; important and worthwhile concepts or
skills that are relevant to subject matter and to the
“real world” in which the content may be applied;
and meaningful and authentic learning experiences
that help students apply course concepts and achieve
course objectives.
NCVPS C&I
6.
The course instruction includes activities
that engage students in active learning.
Documentation of several exemplars from course
showing evidence of students engaged in active
learning. Evidence of activities for students who need
or want remediation or enrichment, additional
learning activities; resources for students who need
more foundational skills or explanations for very
difficult concepts. The course also affords the
opportunity for students to learn at their own pace,
with clear directions and structure as to expectations
and time- lines with teacher input and monitoring.
NCVPS C&I
7.
Instruction provides students with multiple
learning paths to master the content,
based on student needs.
Documentation of several exemplars from course
showing evidence of students being given choices for
alternative assignments and assessments to make
the best use of their talents and skills, as
appropriate.
NCVPS C&I
The teacher engages students in learning
activities that address a variety of learning
styles and preferences.
Documentation of several exemplars from course
showing evidence a variety of learning styles and
preferences students. The learning activities may
include: examples; case studies; simulations; research;
a variety of reading and writing activities; visuals and
graphics; discussions and labs; podcasts; streaming
video; and audio-scripted text. A learning style
inventory is included. Strategies that consider the
different learning styles of students are used.
NCVPS C&I
5.

8.

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9.

The course provides opportunities for
students to engage in higher-order
thinking, critical-reasoning activities and
thinking in increasingly complex ways.
Documentation of several exemplars from course
showing evidence of students are engaged in
higher-order thinking, critical-reasoning activities
and thinking in increasingly complex ways.
Exemplars can include students supporting opinions
with evidence from test and experience; higher-order
thinking inquiries with a variety of questions; interpersonal and self-directional skills; critical and
systems thinking (understanding the
interconnections among systems); activities that
require students to frame, analyze and solve
problems, form opinions and developmental models.
NCVPS C&I

10. The course reflects multicultural education
and is accurate, current and free of bias.
Documentation showing evidence of accurate, current and
bias-free images; language and content and selection of
print and non-print resources reflect multicultural
education.
NCVPS C&I

11. The teacher can adapt learning activities to
accommodate students’ needs.
Documentation showing evidence of learning activities that
accommodate students with disabilities; 504 plans; ELL; low
skill or literacy levels; enrichment and gifted.
NCVPS C&I

12. Readability levels, written language
assignments and mathematical
requirements are appropriate for the
course content and the students.
Documentation showing evidence of sensitivity to
readability issues, written language skills and mathematical
requirements is demonstrated.
NCVPS C&I

13. The course design provides opportunities
for appropriate instructor-student
interaction, including timely and frequent
feedback about student progress.
Documentation showing evidence of teachers responding to
students in a timely fashion. Evidence can include feedback
to e-mails/messages, discussions and portfolios; teachergraded assignments; feedback using LMS tools (e.g., drop
box, quizzes and grades; phone calls; webinars; regular
progress reports; and end-of- semester/term grades) also
may be used.
NCVPS C&I

14. The course provides opportunities for
appropriate instructor-student and
student- student interaction to foster
mastery and application of the material
and a plan for monitoring that interaction.
Documentation showing evidence of collaborative learning
opportunities between instructor-student and studentstudent interaction. Evidence can be shared from e-mail,
discussions, oral assessments, synchronous chats,
webinars, simulations, lab activities and other group
projects.
NCVPS C&I
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
15. The course provides opportunities for
appropriate student interaction with the
content to foster mastery and application
of the material.
Documentation showing how course structure is designed
to facilitate, to the greatest extent possible, student
interaction with course content and learning resources
designed to foster mastery and application of course
material.
NCVPS C&I

16. Students have access to resources that
enrich the course content.
Documentation of several exemplars from course to
include materials and/or Web links selected for
appropriateness aligned with course objectives and
specifications and enrich course content.
NCVPS C&I
C
Student Assessment
1.

2.

SREB Indicators
Agency Responsible
for Evaluation Process
Student evaluation strategies are
consistent with course goals and
objectives, representative of the scope of
the course and clearly stated.
Documentation of several exemplars from course
showing evidence of strategies aligned with course
goals and objectives. Additional exemplars can
include, but are not limited to: student evaluations
that provide ongoing and frequent diagnostics to verify
student’s readiness for next modules; evidence of
student being aware of his/her progress in class and
mastery of content beyond grades; clear expectations
and criteria for assignments, including rubrics for
projects and written assignments; step-by-step
instructions for each evaluative exercise; guidelines for
submitting assignment; a variety of feasible and
content relevant assignments or evaluative exercises;
accommodations for ELL and Special Education
requirements.
NCVPS C&I
The course structure includes adequate
and appropriate methods and procedures
to assess students’ mastery of content.
Documentation of several exemplars from course
showing evidence of valid and reliable assessments
that are frequent and timely and include online or
proctored testing, performance assessments, projects,
demonstrations, oral assessments, case studies and
portfolios; assessment and measurement strategies
including “self-check” or practice types of assignments
to provide automated, immediate feedback to
students, including content that explains the error or
alludes to the content presentation; multi-layered
approach to promote academic integrity; student
participation in the evaluation of their work; and
assignments resubmitted to demonstrate mastery.
NCVPS C&I
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3.

4.

5.

6.

7.

D
Documentation of several exemplars from course
showing evidence of imbedded assessments and
other assessment strategies found throughout the
course to ensure accurate and up-to-date assessment
of student performance.
NCVPS C&I
Assessment strategies and tools make
the student continuously aware of
his/her progress in class and mastery of
the content beyond letter grades.
Documentation of several exemplars from course
showing the use of feedback tools and procedures built
into the course; students should be able to
continuously self- monitor their academic progress.
NCVPS C&I
Assessment materials provide the teacher
with the flexibility to assess students in a
variety of ways.
Documentation of several exemplars from course
showing evidence of multiple versions of the same
test; test bank available for the teacher’s use;
alternative evaluation methods available; test/
question item banks organized by the learning
outcomes they are intended to assess.
NCVPS C&I
Grading rubrics and models of partially to
fully completed assignments are provided
to the teacher.
Documentation of several exemplars from course
showing evidence of grading rubrics specifying the
criteria for the assignments, and models of partially
completed assignments demonstrating the
characteristics of the quality expected.
NCVPS C&I
Grading policy and practices are easy to
understand.
Documentation of several exemplars from course
showing the grade values given to assessments and
assignments are easy to understand.
NCVPS C&I
Technology
1.

Ongoing and frequent assessments are
conducted to verify each student’s
readiness for the next lesson.
The course architecture permits the online
teacher to add content, ac tiv itie s and
assessments to extend learning
opportunities.
SREB Indicators
Documentation sharing how online teacher can add
content, ac tiv ities and assessments to extend
learning opportunities
Agency Responsible
for Evaluation Process
NCVPS C&I/Tech
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2.
The course accommodates multiple school
calendars; e.g., block, 4X4 and traditional
schedules
Documentation sharing how the course design allows
users to adapt to various school calendars and
schedules.
NCVPS C&I
3.
The course is easy to navigate.
Evidence of consistent and predictable navigation
methods ensuring students can move logically and
easily between areas of the course; color, graphics
and icons are used to guide the student through the
course; and a consistent look and feel exist throughout the course (consistent text, colors, bullets, and
heading styles).
NCVPS C&I
4.
The course makes maximum use of the
capabilities of the online medium and
makes resources available by alternative
means; e.g., video, CDs and pod casts.
Evidence of rich media is provided in multiple formats
for ease of use and accessibility i.e. video, podcasts, etc.
NCVPS C&I
5.
Hardware, Web browser and software
requirements are specified.
Documentation specifying operating system, processor
speed, plug-ins and connection speed.
NCVPS C&I
6.
Prerequisite skills in the use of technology
are identified.
Documentation describing what skills and knowledge of
Internet and software applications are needed.
NCVPS C&I
7.
The course utilizes appropriate contentspecific tools and software.
Documentation list content-specific tools or software
needed such as: graphing calculators, probes,
microscopes, word processing, spreadsheets,
presentation software, and audio recordings.
NCVPS C&I
8.
Interoperability technical standards allow
sharing content among different learning
management systems.
Documentation indicating content is SCORM 1.2
conformant at a minimum (includes IMS Content
Packaging 1.1.2); IMS QTI conformant assessments.
NCVPS C&I
Interoperability technical standards ensure
sharing of questions, assessments and
results with others.
Documentation indicating content is SCORM 1.2
conformant at a minimum (includes IMS Content
Packaging 1.1.2); IMS QTI conformant assessments.
NCVPS C&I







9.

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
10. The course meets universal design
principles, Section 508 standards and W3C
guidelines to ensure access for all
students.
Documentation showing evidence the course meets
universal design principles, Section 508 standards
and W3C guidelines. Evidence of content being
accessible by all students, including students who use
assistive technology to see, hear and move the
information.
NCVPS C&I

11. Online textbooks used in a course meet
nationally endorsed standards (NIMAS) for
publishers to ensure distribution of
accessible, alternative versions of textbooks
and other instructional materials.
Documentation showing evidence all electronic resources
meet nationally endorsed standards (NIMAS).
NCVPS C&I

12. The course provider offers the course
teacher, school coordinator assistance with
technical support and course
management.
Documentation showing evidence of product/course
updates, a help desk, special assistance and answers to
frequently asked questions.
NCVPS C&I

13. The course provider offers orientation
training.
Documentation showing evidence of adequate training
provided to ensure user understanding and knowledge
to use each course. This training should be available
when and in what format the user needs it.
NCVPS C&I
E


Course Evaluation and Management
SREB Indicators
Agency Responsible
for Evaluation Process
1.
The results of peer review and student
evaluations of courses are available.
Documentation of peer review and student review of
courses such as student and/or peer surveys.
NCVPS LFI
2.
Course provider uses multiple ways of
assessing course effectiveness.
Documentation of course evaluation using multiple
criteria: student completion rates; student performance
on in-course assessments and on county, state, and/or
national assessments or satisfaction surveys.
NCVPS LFI
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3.
NCVPS LFI
The course is evaluated regularly for
effectiveness, and the findings are used
as a basis for improvement.
Documentation of ongoing evaluations and associated
improvements.
4.
The course is updated periodically to
ensure timeliness.
Documentation of course updates. This information
may be in a separate publication from the course
publisher. It also could be included in the course
overview; e.g., course updated June 2006.
5.
The course provider is authorized to
operate in the state in which the course is
offered.
State review of courses and accreditation of providers
are ways to ensure that the course provider is of
quality.
6.
The teacher meets the professional
teaching standard established by a state
licensing agency or the teacher has
academic credentials in the field in which
he or she is teaching and has been
trained to teach online and to use the
course.
NOTE: See the NCVPS Standards for Quality Online
Teaching for additional considerations
NCVPS LFI
Student information remains confidential,
as required by the Family Educational
Rights and Privacy Act (FERPA).
Documentation showing evidence student information
is kept secure and confidential as required by the
Family Educational Rights and Privacy Act (FERPA).
NCVPS LFI

NCVPS LFI



7.

F
st
21
Century Skills
SREB Indicators
NOTE: This specific
criterion is being
evaluated by the
completion of this
process.
Agency Responsible
for Evaluation Process
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1.

The course
intentionally emphasizes 21st century skills
in the course, including using 21st century
skills in the core subjects, 21st century
content, learning and thinking skills, ICT
literacy, self-directed learning, global
awareness, and includes 21st century
assessments, as identified by the
Partnership for 21st Century Skills.
Documentation showing evidence of 21st century
skills in the course, 21st century content,
learning and thinking skills, ICT literacy, selfdirected learning, global awareness, and
includes 21st century assessments, as identified
by the Partnership for 21st Century Skills.
NCVPS C&I/DPI C&I
SREB Educational Technology Cooperative, . " Standards for Quality Online Courses." SREB SREB Educational Technology Cooperative. SREB, November 2006.
Web. 12 Sep 2011. <http://publications.sreb.org/2006/06T05_Standards_quality_online_courses.pdf >.
iNACOL International Association for K-12 Online Learning, . " iNACOL National Standards of Quality for Online Courses." iNACOL International Association for K12 Online Learning. iNACOL International Association for K-12 Online Learning, August 2010. Web. 12 Sep 2011.
<http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Quality%20Online%20Courses%202007.pdf >.
NCVPS Evaluation Tool for Online Teachers
Introduction
―Each student needs a quality teacher. That means someone who knows how to teach — and can show it. It also means
someone who knows the subject matter well — and can prove it. Most of all, it means someone who is successful in
raising student achievement.‖
Goals for Education: Challenge to Lead, Southern Regional Education Board, 2002
This checklist is based on the SREB report Standards for Quality Online Teachers and iNACOL National Standards of Quality for Online
Teachers and is designed to determine the quality and effectiveness of teachers who are teaching online courses.
Each standard is listed first and is followed by several indicators. A narrative should be provided for each standard
demonstrating how each of the indicators listed are met by the specific course instructor who makes up the teaching pool of
the online provider. Based on the narratives, additional documentation may be requested.
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Each indicator should be rated on the extent to which it meets the criteria, with “3” indicating the narrative and/or document
does not meet the criteria and “1” indicating that it does meet the criteria. This evaluation is key to ensuring online teachers
provide students with access to quality instruction.
Course
Reviewer
Course Provider
Email
URL
Evaluation Completion Date
A
The teacher meets the professional teaching standards
established by North Carolina and the teacher has academic
credentials in the field in which he or she is teaching.

Meets the state’s professional teaching standards or has academic credentials in the
field in which he or she is teaching.

Provides evidence that he or she has credentials in the field of study to be taught.

Knows the content of the subject to be taught and understands how to teach the
content to students.

Facilitates the construction of knowledge through an understanding of how students
learn in specific subject areas.

Continues to update academic knowledge and skills.
Evidence
Provided
Through
Narrative
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B
The teacher has the prerequisite technology skills to teach
online

Demonstrates the ability to effectively use word-processing, spreadsheet and
presentation software.

Demonstrates effective use of Internet browsers, e-mail applications and
appropriate online etiquette.

Utilizes synchronous and asynchronous tools (e.g., discussion boards, chat tools,
electronic whiteboards) effectively

Troubleshoots typical software and hardware problems (i.e. change passwords,
download plug-ins, etc).

Demonstrates growth in technology knowledge and skills in order to stay current with
emerging technologies and trends.
C
The teacher plans, designs and incorporates strategies to
encourage active learning, interaction, participation and
collaboration in the online environment.

Demonstrates effective strategies and techniques that actively engage students in the
learning process (e.g., team problem-solving, in-class writing, analysis, synthesis and
evaluation instead of passive lectures).

Facilitates and monitors appropriate interaction among students.

Builds and maintains a community of learners by creating a relationship of trust,
demonstrating effective facilitation skills, establishing consistent and reliable
expectations, and supporting and encouraging independence and creativity.

Promotes learning through group interaction.
Evidence
Provided
Through
Narrative
Evidence
Provided
Through
Narrative
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
Leads online instruction groups that are goal-oriented, focused, project-based and
inquiry-oriented.

Demonstrates knowledge and responds appropriately to the cultural background and
learning needs of non-native English speakers.

Differentiates instruction based on students’ learning styles and needs and assists
students in assimilating information to gain understanding and knowledge.

Demonstrates growth in teaching strategies in order to benefit from current research
and practice.

Creates a warm and inviting atmosphere that promotes the development of a sense of
community among participants.

Encourages students to bring real-life examples into the online classroom.

Mandates participation by setting limits if participation wanes or if the conversation is
headed in the wrong direction.

Provides structure for students but allows for flexibility and negotiation.

Uses best practices to promote participation.

Begins each lesson with a short, student-friendly, summary statement indicating the
goal of the lesson and the primary benchmarks that will be covered.

Provides extended resources and activities to increase achievement levels.
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D
The teacher provides online leadership in a manner that
promotes student success through regular feedback, prompt
response and clear expectations.

Models effective communication skills and maintains records of applicable
communications with students.

Encourages interaction and cooperation among students, encourages active learning,
provides prompt feedback, communicates high expectations, and respects diverse
talents and learning styles.

Persists, in a consistent and reasonable manner, until students are successful.

Establishes and maintains ongoing and frequent teacher-student interaction, studentstudent interaction and teacher-parent interaction.

Provides an online syllabus that defines objectives, concepts and learning outcomes in
a clearly written, concise format.

Provides an online syllabus that defines the terms of class interaction for both teacher
and students, defines clear expectations for both teacher and students, defines the
grading criteria, establishes inappropriate behavior criteria for both teacher and
students, and explains the course organization to students.

Uses student data to inform instruction, guides and monitors students’ management
of their time, monitors learner progress with available tools and develops an
intervention plan for unsuccessful learners.

Provides timely, constructive feedback to students about assignments and questions.

Gives students clear expectations about teacher response time.
Evidence
Provided
Through
Narrative
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
Contacts students who are not participating.

Recognizes that student interaction with the lesson has instructional value and
therefore encourages students to participate in leading the instruction and /or
demonstrating mastery of the content in other appropriate ways.

Personalizes feedback (support, growth and encouragement).*

Communicates high expectations.*
E
The teacher models, guides and encourages legal, ethical,
safe, and healthy behavior related to technology use.

Evidence
Provided
Through
Narrative
Facilitates student investigations of the legal and ethical issues related to technology
and society; teaches students that copyright laws are created for a reason.

Facilitates student investigations of the legal and ethical issues related to technology
and society; teaches students that copyright laws are created for a reason.

Identifies the risks of academic dishonesty for students.
 Uses course content that complies with intellectual property rights policies and fair
use standards.
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 Provides students with an understanding of the importance of Acceptable Use
Policies (AUP).
F


The teacher has experienced online learning from the
perspective of a student.
Evidence
Provided
Through
Narrative
Has taken an online course and applies experiences as an online student to
develop and implement successful strategies for online teaching.
Demonstrates the ability to anticipate challenges and problems in the
online classroom.
 Demonstrates an understanding of the perspective of the online student
through appropriate responsiveness and a supportive attitude toward
students.
G
The teacher understands and is responsive to students with

Understands that students have varied talents and skills and uses appropriate
strategies designed to include all students.

Provides activities, modified as necessary, that are relevant to the needs of all
students.

Adapts and adjusts instruction to create multiple paths to learning objectives.
Evidence
Provided
Through
Narrative
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
Encourages collaboration and interaction among all students.

Exhibits the ability to assess student knowledge and instruction in a variety of ways.

Provides student-centered lessons and activities that are based on concepts of active
learning and that are connected to real-world applications.

Demonstrates ability to identify students struggling with ELL or literacy issues and
delivers specific strategies.

Identifies options to expand student thinking, address styles of learning and avenues
for enrichment or intervention.

Knows how to implement a team teaching concept.
H
The teacher demonstrates competencies in creating and
implementing assessments in online learning environments
in ways that assure validity and reliability of instruments and
procedures.

Creates or selects fair, adequate and appropriate assessment instruments to measure
online learning that reflect sufficient content validity (i.e., that adequately cover the
content they are designed to measure), reliability and consistency over time.

Implements online assessment measures and materials in ways that ensure instrument
validity and reliability.
Evidence
Provided
Through
Narrative
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I
The teacher develops and delivers assessments, projects, and
assignments that meet standards-based learning goals and
assesses learning progress by measuring student achievement
of learning goals.

Includes authentic assessment (i.e., the opportunity to demonstrate understanding of
acquired knowledge and skills as opposed to testing isolated skills or retained facts)
as part of the evaluation process; assesses student knowledge in a forum beyond
multiple guess.

Provides continuous evaluation of students to include pre- and post-testing and
student input throughout the course.

Demonstrates an understanding of the relationships between and among the
assignments, assessments and standards-based learning goals.
J
The teacher demonstrates competencies in using data and
findings from assessments and other data sources to modify
instructional methods and content and to guide student
learning.

Assesses each student’s background and content knowledge and uses these data to
plan instruction.

Reviews student responses to test items to identify issues related to test validity or
instructional effectiveness.

Uses observational data (e.g., tracking data in electronic courses, Web logs, e-mail) to
monitor course progress and effectiveness.

Creates opportunities for self-reflection or assessment of teaching effectiveness within the
online environment (e.g., classroom assessment techniques, teacher evaluations, teacher
peer reviews).
Addresses multiple intelligences and levels of ability through a variety of alternative
interventions such as adjusting lessons based upon re-teaching and using varied
assessment strategies.

Evidence
Provided
Through
Narrative
Evidence
Provided
Through
Narrative
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

Provides evidence of effective learning strategies that worked for the individual student
and details specific changes in future instruction based upon assessment results and
research study (data-driven and research- based).
Evaluates instructional strategies to determine their accuracy and usefulness for
presenting specific ideas and concepts.
K
The teacher demonstrates frequent and effective strategies
that enable both teacher and students to complete self- and
pre-assessments.

Employs ways to assess student readiness for course content and method of delivery.

Employs ways for students to effectively evaluate and assess their own readiness for
course content and method of delivery.

Understands that student success (e.g., grade, level of participation, mastery of
content, completion percentage) is an important measure of teaching and course
success.

Provides opportunities for student self-assessment within courses.

Empowers students to independently define short- and long-term learning goals and
monitors their personal progress.
L
The teacher collaborates with colleagues.

Networks with others involved in online education.
Evidence
Provided
Through
Narrative
Evidence
Provided
Through
Narrative
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
Leads collaborative efforts to create common assessments among grade-level and /or
content-area teachers and share assessment results with colleagues to collaboratively
plan instruction that will best meet individual student needs.
Instructional Design
The following section outlines standards for instructional design skills for the online teacher of record, where applicable. These standards
are considered optional, as instructional design does not always fall under online teaching responsibilities.
M
The teacher arranges media and content to help students and
teachers transfer knowledge most effectively in the online
environment.

Demonstrates the ability to modify and add content and assessment, using an online
Learning Management System (LMS).

Incorporates multimedia and visual resources into an online module.

Demonstrates the ability to effectively use and incorporate subject-specific and
developmentally appropriate software in an online learning module.

Reviews all materials and Web resources for their alignment with course objectives
and state and local standards and for their appropriateness on a continuing basis.

Creates assignments, projects and assessments that are aligned with students’
different visual, auditory and hands-on ways of learning.

Arranges media and content to help transfer knowledge most effectively in the online
environment.
Evidence
Provided
Through
Narrative
SREB Educational Technology Cooperative, . "SREB Standards for Quality Online Teaching." SREB SREB Educational Technology Cooperative.
SREB, August 2006. Web. 12 Sep 2011. <http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf>.
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iNACOL International Association for K-12 Online Learning, . "National Standards for Quality Online Teaching." iNACOL International
Association for K-12 Online Learning. iNACOL International Association for K-12 Online Learning, August 2010. Web. 12 Sep 2011.
<http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Quality%20Online%20Teaching.pdf>.
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