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Compliance with NCATE/PSC Requirements
Online Teaching Endorsement
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the standard UPCC or
GPCC forms and, if required, PSC standards. Concise narrative will be sufficient. Contact Beverly for templates related to
Standards/Curriculum Matrix and Assessment System (next 2 tables) that are appropriate for your program.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
The Online Teacher Endorsement program offered by the Department of Instructional Technology within the
Bagwell College of Education at Kennesaw State University (KSU) aligns with and supports the following
conceptual framework:
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through effective, research-based
practices in classroom instruction, and who enhance the structures that support all learning. To that end, the
PTEU fosters the development of candidates’ progress through stages of growth from novice to proficient to
expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that
teaching and learning are entwined and that only through the implementation of validated practices can all
students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices
across the college and university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents and other professional
partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
The Online Teaching Endorsement Program supports the Bagwell College of Education’s commitment to
preparing accomplished teachers and leaders through the collaborative development of expertise in teaching and
learning. This commitment is consistent with the conceptual framework of the Professional Teacher Education
Unit (PTEU), which outlines a vision for developing educators from novice to proficient to expert and leader. By
developing experts in online teaching, the Instructional technology department aims to foster the development of
knowledge, skills, and dispositions required to be an effective user and facilitator of online learning technologies
and research-based techniques to improve teaching and learning. In concert with the PTEU vision, the goal of the
Online Teaching Endorsement program is to establish teachers who are experts in their field, facilitators of
twenty-first century learning, and collaborative professionals who are active leaders contextualizing high-quality
virtual learning experiences for K-12 education. This program further develops Kennesaw State University’s
philosophical foundation emphasizing ethics, leadership and community engagement by preparing an
accomplished community of technology leaders to advocate for high standards as school systems increasingly
implements online learning for K-12 learners.
The PTEU embraces the development of educational professionals who, as collaborative partners, engage in local,
state, national, and international endeavors in teaching, research, and service to become subject matter experts
capable of facilitating high levels of learning within diverse student populations. The proposed Online Teaching
Endorsement embraces these ideals by promoting scholarly activity that supports inquiry, research, and the
validation of instructional technology initiatives aimed to bring all Georgia students to higher levels of learning
through innovative online learning activities. Kennesaw State University faculty are committed to promoting
candidates who achieve intellectual proficiency in a challenging and facilitative collegial environment that fosters
high-quality academic preparation, pedagogical study, and professional technology integration and facilitation
experiences.
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2.
(National/State Standards) Specify applicable national and/or state standards to which this program will demonstrate
compliance. Please attach a copy of the applicable standards. [APPENDIX A]
This program is based on the field-specific content standards published by the Georgia Professional Standards
Commission (GaPSC) for approving endorsement programs that prepare individuals to teach classes in an online
learning environment. These requirements and standards are used to approve professional education units and
educator preparation programs. These standards are included in Appendix A of this document.
3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during the program.
There are no institutional standards in addition to the GaPSC standards for the Online Teaching
Endorsement.
4.
(Assessment System) Using the curriculum matrix [APPENDIX B], indicate where the subject area standards are
addressed in the proposed curriculum. Then identify in the next chart (APPENDIX C) the unit and program
assessments that will be used to determine if candidates meet proficiencies and standards. The three items to follow
should be addressed as well in narrative form:
a) Transition Points
Describe how this program meets the applicable portions of Standard 2, element a. Your program may include some
or all of the following transition points: Program Entry, Student Teaching Entry, Student Teaching Exit, Program
Exit, and Employment (or Induction after Hire). In this part of the report, describe the transition points used in your
program, and relate or align them with the requirements your candidates have to satisfy to accomplish each of the
transitions. Also summarize deliberative processes used by your faculty to determine which candidates are able to
transition successfully at each point. (If the preparation program includes different options, please include
descriptions of transition points for each option.
The Online Teaching Endorsement (OTE) program in the Department of Instructional Technology has
the following 4 transition points: (1) Admission, (2) Beginning Point, (3) MidPoint, and (4) Endpoint.
.
1. Admission
1. Baccalaureate degree from an acceptably recognized accredited college or university.
2. A minimum undergraduate cumulative grade-point average of 2.75 (on a 4.0 scale). Candidate
must obtain and submit official transcripts from EACH college attended, including those
institutions where degrees were NOT earned.

Note - Candidates interested in seeking the Online Teaching Endorsement from the PSC must
hold a clear renewable teaching certificate or Technical Specialist (TS) Certificate (Level 4 or
higher) or Permit (Level 4 or higher) from Georgia in any teaching field. (PSC 505-3-.85)
Candidates interested in seeking the Online Teaching Certification from KSU do not need a clear
and renewable teaching certification.
2. Beginning Point (Semester 1)
At the beginning of the program, candidates are assigned an advisor. Each semester, the advisor updates
the advisement sheet for the candidate and ensures that he/she is progressing successfully. Candidates
are expected to maintain at least a 3.0 GPA or they may be removed from the program. If candidate
GPAs fall below a 3.0, the advisor meets with the candidate to offer support and assistance. The advisor
continues to do this throughout the program to ensure that students are transitioning successfully from
one semester to the next.
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In the beginning of the program, candidates complete one program assessment, Online Syllabus
Assessment (OSA), in ITEC 7480 Introduction to Online Learning. For this assessment, candidates are
required to construct a syllabus for an online course, which will include a course description, measurable
learning objectives, course schedule, grading information, and several course policy components. The
OSA addresses 20 GaPSC standards/elements. Candidates are rated on a 4-pt evaluation scale (L1-L4)
on this assessment. Scores of L3 and L4 meet and exceed standards and are considered desirable. Scores
lower than an L3 do not meet standards and are flagged for administrative follow-up by the Candidate
Assessment Committee (CAC). The CAC consists of the program coordinator, advisor, department
chair, and any professor who may have concerns regarding the candidate. The purpose of the CAC is to
follow-up on any program assessment scores lower than an L3. The CAC will meet and initiate
remediation procedures if deemed necessary.
3. Midpoint (Semester 2)
In the midpoint of the program, the advisor continues to update the advisement sheet ensuring students
are transitioning successfully from one semester to the next. If candidate GPAs fall below a 3.0, the
advisor meets with the candidate to offer support and assistance.
In the midpoint of the program, the Online Course Assessment (OCA) is completed in ITEC 7481,
Designing and Developing Online Learning. This course requires candidates to design and develop an
online course in a Learning Management System (LMS) demonstrating mastery of 32 of the PSC
standards/elements. The online course components will include a welcome to the course and site
navigation; basic support, directions, and guidance; community-building activities; course syllabus and
orientation; learning modules; student learning assessments; and a course evaluation. On the OCA,
candidates are rated on a 4-pt evaluation scale (L1-L4). Scores of L3 and L4 meet and exceed standards
and are considered desirable. Scores lower than an L3 do not meet standards and are flagged for
administrative follow-up by the Candidate Assessment Committee (CAC).
4. Endpoint (Semester 3)
In the endpoint of the program, the advisor continues to update the advisement sheet ensuring students
are transitioning successfully from one semester to the next. If candidate GPAs fall below a 3.0, the
advisor meets with the candidate to offer support and assistance.
In the endpoint of the program, candidates complete two final program assessments. The Portfolio
Assessment Rubric (PAR) is completed in ITEC 7482 Facilitating Online Learning and requires
candidates to develop a portfolio demonstrating mastery of 30 of the PSC standards/elements related to
facilitating an online course with actual students. Under the supervision of their ITEC 7482 professor,
candidates are required to implement a 4-6 week online or blended learning practicum experience with
actual students. This online practicum experience is online teaching comparable to a traditional studentteaching experience. The portfolio includes artifacts and reflections from this online teaching
experience. The candidate’s professor serves as a mentor and completes the Mentor Evaluation (ME),
rating the candidate’s proficiency on 24 of the PSC standards/elements. On each assessment, candidates
are rated on a 4-pt evaluation scale (L1-L4). Scores of L3 and L4 meet and exceed standards and are
considered desirable. Scores lower than an L3 do not meet standards and are flagged for administrative
follow-up by the Candidate Assessment Committee (CAC).
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SUMMARY OF TRANSITION POINTS
Transition Points
Assessments or Requirements
Graduate Application
Admission
Baccalaureate degree from an acceptably recognized
accredited college or university.
A minimum undergraduate cumulative grade-point
average of 2.75 (on a 4.0 scale).
Candidate must obtain and submit official transcripts
from EACH college attended, including those
institutions where degrees were NOT earned.
Clear renewable teaching certificate or Technical
Specialist (TS) Certificate (Level 4 or higher) or Permit
(Level 4 or higher) from Georgia in any teaching field.
(PSC 505-3-.85)
Advisor Evaluation – minimum of 3.0 GPA
Online Syllabus Assessment (OSA)
Advisor Evaluation – minimum of 3.0 GPA
Online Course Assessment (OCA)
Advisor Evaluation – minimum of 3.0 GPA
Portfolio Assessment Rubric (PAR)
Mentor Evaluation (ME)
Beginning Point
Midpoint
Endpoint
b) Data Collection, Analysis and Evaluation
Describe how this program meets the applicable portions of Standard 2, element b. Describe the processes and
procedures used to regularly and systematically collect, compile, aggregate, summarize, and analyze candidate and
program performance data.
The Instructional Technology (ITEC) departmental faculty have instituted regular and systematic
procedures for collecting, analyzing, and evaluating candidate performance data. At the heart
of this system is the Chalk and Wire assessment system. This system is used to collect program and unit
level student performance data. All program assessments described in this report are collected through
the Chalk and Wire assessment system.
Each semester, it is the program coordinator’s responsibility to ensure that program assessments are
completed by ITEC faculty. In an ITEC departmental meeting, the Program Coordinator discusses
which assessments are required in each course. An assessment schedule is given to each faculty member
and reminder emails are sent throughout the semester. If any faculty member does not complete a
required assessment, the program coordinator sends this information to the department chair who
promptly ensures the data is collected. Faculty members are trained regularly on the use of Chalk and
Wire to ensure they understand how to enter assessment data into the system.
Once the data is entered into Chalk and Wire, the tools within the system allow program coordinators to
compile, aggregate, and summarize the data. Reports are generated containing a variety of charts, tables
and graphs facilitating the data analysis process. Data analysis takes place at both the unit and program
levels. Twice a year, the Instructional Technology program faculty members participate in the
Professional Teacher Education Unit’s (PTEU’s) official Data Reflection meetings. At these meetings,
the departmental faculty reviews data from the previous semester (or, in the case of fall meetings, data
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from the previous summer and spring semesters) and, using specifically designed reporting forms, adds
to an ongoing record of how candidates are performing. This collaborative experience provides the
departmental faculty with a snapshot of candidate performance.
In addition to the unit level data analysis meetings, monthly departmental meetings provide a venue for
program level data analysis. Regular discussions of the assessment system and periodic data analysis
sessions regularly and systematically occur within departmental meetings. Given that program
assessment is an ongoing and evolving activity, these sessions provide the basis for re-evaluation and
revision of how and what kind of data are collected. Policy, curriculum, pedagogical, and rubric changes
are implemented as a result of this systematic data analysis process. The ITEC faculty reviews all
assessments for fairness, accuracy, consistency and bias. The faculty reviews the effectiveness of the
rubrics at the end of each semester and makes any necessary revisions. While multiple revisions make it
difficult to conduct longitudinal analysis of candidate outcomes, the faculty members feel the revisions
are necessary to adequately measure candidate effectiveness in meeting the standards.
c) Use of Data for Program Improvement
Describe how this program meets the applicable portions of Standard 2, element c. Describe the processes and
procedures used to evaluate the efficacy of this program, the processes and procedures used to make candidate
performance data available to candidates and faculty, and how candidate and program performance data are used to
initiate changes in the program.
The Online Teaching Endorsement program will be reviewed on a regular and systematic basis for its
effectiveness. Since the program is a part of the PTEU, program faculty will participate in the annual
PTEU Data Reflections Day. This day has occurred each fall usually in October since 2003. On this day,
program faculty members meet to review and discuss data from the previous academic year. Data that
are reviewed include program level assessments, unit assessments, and results from the diversity survey.
Program evaluations completed by program candidates, P-12 personnel and employers are also
reviewed.
In addition to the annual data reflection meetings, engaging in data reflections is a standing item on our
monthly departmental meeting agendas. The program coordinator aggregates the data from various
program level assessments and presents the information to faculty to analyze and review. The data is
used to make changes to our instruction, as well as to our assessments. We also make changes to our
program sequence if necessary. These monthly data reflections determine what types of changes we
make to our overall curriculum. We engage in the data analysis process to ensure continuous
improvement of our program.
The Instructional Technology Advisory Board is also consulted for information about current trends,
needs, and issues in the field of online learning. The Advisory Board consists of professionals and
individuals working in a variety of online learning positions. Based on the information gathered, the
faculty will note strengths and weaknesses in our program and make any necessary changes to improve
our program.
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5.
(Field Experiences) Describe required field experiences and clinical practice that help candidates develop
knowledge and skills in helping all students learn. Include:
a) How members of the professional community work with the program to design, deliver and evaluate field
experiences
The Online Teaching Endorsement program was developed by a curriculum committee and in a
collaborative manner with representatives from leaders at the Georgia Department of Education’s Georgia
Virtual School (GVS) as well as with online learning leaders in P-12 schools. The Department of
Instructional Technology formed a curriculum committee to lead the development of the Online Teaching
Endorsement. Members of the curriculum committee worked with online learning leaders to plan the
online practicum experiences. Members of the curriculum committee also worked with the advisory board
to seek input on content, activities, assessment strategies and other resources. The chair of the curriculum
committee worked with the Director of the Georgia Virtual School to discuss a partnership for completing
the online practicum experience completed during ITEC 7481. The chair also contacted the Supervisor of
the Cobb Virtual Academy to discuss program goals and course content. Additionally, the chair of the
curriculum committee contacted the Supervisor of Online Staff Development Programs in Cobb County
for input on course content, activities, and assessment strategies.
b) Required qualifications for school-based faculty who supervise candidates in clinical practice (i.e. cooperating
teachers, coaches, mentors, etc.)
Candidates in the Online Teaching Endorsement will complete two online practicum experiences.
During the first online practicum in ITEC 7481, candidates will be placed in an online course to observe
an actual online course being delivered to students. The cooperating teacher must possess a valid
teaching certificate and be certified in the appropriate subject area for which they are teaching. They
must have at least one year of online teaching experience and receive satisfactory online teaching
evaluations. During the second online practicum experience in ITEC 7482, the professor will serve as
the mentor to the candidates as they teach 4-6 weeks of an actual online/blended class with students. All
professors teaching in the Online Teaching Endorsement program will have experience teaching in an
online or blended learning environment.
c)
Methods used to ensure that candidates have field experiences in all required grade levels:
Early Childhood: grades PK-K, 1-3, and 4-5;
Middle Grades: grades 4-5 and 6-8;
P-12: grades PK-2, 3-5, 6-8, and 9-12;
Secondary fields: grades 6-8 and 9-12
According to PSC Rule 505-3-.85 candidates must complete an online practicum or online internship
experience appropriate to the candidate’s grade level and field of certification. Therefore, when
candidates complete their online practicum experience in ITEC 7481, they will do so in a field and grade
level for which they are certified.
d) How field experiences will be assessed and be intensive and extensive enough to demonstrate that candidates:
1) demonstrate the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student
learning.
As indicated in the table below, candidates in the Online Teaching Endorsement program engage in two
(2) field experiences (ITEC 7480 and ITEC 7481) and two (2) online practicum experiences (ITEC 7481
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and ITEC 7482). The field experiences require candidates to apply course work in classroom and school
settings and reflect on their practice in the context of theories on online teaching and learning.
Candidates are required to log their field experience activities and hours. The course assignments have
been developed as field-based experiences and a minimum of 30 hours of field work is required to
complete the class assignments. Additionally, candidates are required to design and complete 10
additional hours of field experiences related to teaching and learning online. Candidates complete a total
of 80 hours of field experiences.
Additionally, candidates are required to complete two (2) online practicum experiences for a total of 70
hours. The online practicum experiences differ from the field experiences in that candidates are
immersed in a current online course with students observing and teaching under the supervision of an
online teacher. Overall, candidates complete a total of 150 hours of field and online practicum
experiences.
FIELD EXPERIENCES
Course #1
ITEC 7480: Introduction to
Online Learning
Field Experience #1
Legal Issues WebQuest, Syllabus, Online Teacher Evaluation
Rubric
Candidates are required to design and complete a minimum of 10
additional hours of field experiences in their schools/districts.
These field experiences should be focused in areas of online and
blended learning.
TOTAL
Course #2
ITEC 7481: Designing &
Developing Online Learning
Field Experience #2
10
40
GRAND TOTAL
80
Observing an Online Course (2 weeks)
Online Practicum Experience #2
Teaching an Online Course (4-6 weeks)
7
40
TOTAL
ONLINE PRACTICUM EXPERIENCES
Online Practicum Experience #1
Course #3
ITEC 7482: Facilitation of
Online Learning
10
# of Hours
30
Online Course Development
Candidates are required to design and complete a minimum of 10
additional hours of field experiences in their schools/districts.
These field experiences should be focused in areas of online and
blended learning.
Course #2
ITEC 7481: Designing &
Developing Online Learning
# of Hours
30
# of Hours
20
# of Hours
50
GRAND TOTAL
70
TOTAL HOURS
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During the 1st semester, candidates are required to complete an online course syllabus for one of their
field experiences. This field experience is assessed through the Online Syllabus Assessment (OSA).
During the 2nd semester, candidates design and develop an online course. This field experience is
assessed with the Online Course Assessment (OCA). During the 3rd semester, candidates are required to
complete an online practicum experience in which they teach an online/blended course for 4-6 weeks.
This experience is assessed using the Mentor Evaluation (ME). Also during the 3rd semester, candidates
are required to complete an electronic portfolio of the activities they completed during the online
practicum experience. The portfolio is assessed with the Portfolio Assessment Rubric (PAR). All of this
assessment data is used to help faculty determine how to improve field experiences in the future.
Field Experience Log
Candidates are required to document their field experiences in ITEC 7480 and ITEC 7481 using the field
experience log. For each field experience, they are required to document the grade level (P-2, 3-5, 6-8,
9-12), race/ethnicity, and subgroup (ELL, economically disadvantaged, students with exceptionalities)
with which they worked. Additionally, candidates are required to reflect on their field experiences
describing what they learned, how their learning relates to the standards, and how the field experience
impacted school improvement, faculty development or student learning.
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Part I. Log
FIELD EXPERIENCE LOG
Title of the Field Experience
Description of the Field Experience
The PSC standards/elements met by the Field Experience
Course/Semester
# of Hours
DIVERSITY TABLE
Place an X in the box representing the ethnic population(s) or subgroup(s)
involved in the completion of the field experience.
Ethnicity
P-12 Faculty/Staff
P-12 Students
P-2
3-5
6-8
9-12
P-2
3-5
6-8
Race/Ethnicity:
Asian
Black or African American
Hispanic
American Indian/Alaskan
Aleuts
White
Native Hawaiians/Other Pacific
Islanders
Two or more races
Subgroups:
Students with Exceptionalities
English Language Learner
Eligible for Free/Reduced Meals
9-12
FIELD EXPERIENCE REFLECTION
1. What did you learn about technology facilitation and leadership from completing
this field experience?
2. How did this learning relate to the knowledge (what must you know), skills (what must
you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a
technology facilitator? Refer to the standards/elements you selected for this field
experience and use the language of the standards in your answer. Reflect on all 3—
knowledge, skills, and dispositions.
3. Describe how this field experience impacted school improvement, faculty
development or student learning at your school. How can the impact be assessed?
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Part II: Reflection
CANDIDATE REFLECTIONS:
(Minimum of 3-4 sentences per question)
1. Briefly describe the field experience. What did you learn about online teaching and
learning from completing this field experience?
2. How did this learning relate to the knowledge (what must you know), skills (what must you
be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of an online teacher?
(Refer to the standards you selected in Part I. Use the language of the PSC standards in your
answer and reflect on all 3—knowledge, skills, and dispositions.)
3. Describe how this field experience impacted school improvement, faculty development or
student learning at your school. How can the impact be assessed?
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6.
(Field Experiences and Diversity) Describe how the program ensures that all candidates have opportunities to
work with P-12 students with exceptionalities and from diverse populations. Include:
a. Curriculum that supports knowledge about diverse populations; ensuring diverse placements
The PSC standards for the Online Teaching Endorsement include an emphasis on diversity. Therefore,
candidates completing field experiences in the Online Teaching Endorsement program are required to
work with students with exceptionalities and from diverse populations. See below the PSC Online
Teaching Endorsement standards referencing diversity. See Appendix D for a full description in the
Diversity Tables outlining how the curriculum supports knowledge about diverse populations.
PSC Standards Related to Diversity:
Candidates will incorporate within instructional designs sufficient support,
directions, and guidelines for online learners. (II.i.VI)
Candidates will differentiate instruction of students’ learning styles and needs and
assist students in assimilating and accommodating meaningful information. (II.i.IX)
Candidates will facilitate regular and frequent teacher-student interaction, studentstudent interaction, and teacher-parent interaction in a variety of ways. (II.ii.II)
Candidates will create assignments, projects and assessments that are aligned to
address visual, auditory, and tactile learning styles. (II.v.II)
Candidates will provide continuous evaluation of students, to include pre- and posttesting as well as student input throughout the course. (II.v.IV)
Candidates will create assessments, assignments and projects that address multiple
intelligences. (II.v.VII)
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)
Candidates will encourage collaboration and interaction among all students.
(II.vi.III)
Candidates will employ effective self-evaluation tools to ensure their courses have a
variety of timely and appropriate activities to assess student readiness for course
content and mode of delivery. (III.ii.I)
Candidates will gather appropriate background and content knowledge assessment
data for each student and base instruction on student assessment data. (III.iii.I)
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)
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The Online Teaching Endorsement has been designed and implemented with diversity components
integrated into each course in the curriculum. See below for a description of the diversity in each class.
ITEC 7480 – Introduction to Online Learning
In this course, candidates are required to develop an online course syllabus that includes an ADA
statement indicating their willingness to provide reasonable accommodations for a student with a
disability. Additionally, candidates provide a list of key resources/URLs that might be helpful for
students with disabilities. Readings in this course include SREB Standards for Quality Online Courses
which address teachers engaging students in learning activities that addresses a variety of learning styles
and preferences. Additionally, candidates are required to complete readings about building an online
community and post a response to their blog about how they will build a trusting online learning
environment that values diversity. Candidates are also required to find a student readiness survey for
online learning to make available to students in their online class. Feedback from this survey helps
candidates better meet the online learning needs of students from diverse populations.
ITEC 7481 – Designing & Developing Online Learning
In this course, candidates design and develop an online learning experience that differentiates instruction
based on students’ special education modifications, age, cultural and linguistic backgrounds, academic
achievement, cultural backgrounds, learning styles, interests, and experiences. Candidates must also
ensure that the course adheres to universal design principles ensuring that all students with disabilities
can access content. The course must contain documentation related to the Learning Management
System’s (LMS) accessibility features and information on how students with learning disabilities can
receive support services. Students are also evaluated on their ability to design courses that are
accessible via minimal or public access to technologies. Candidates are required to review an online
course for minimum “accessibility” standards and complete an accessibility checklist.
ITEC 7482 – Facilitating Online Learning
In this course, candidates 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 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.
b.
Experiences working with diverse faculty
The Professional Teacher Education Unit (PTEU) has a diverse faculty with respect to gender and
ethnicity, including faculty who are American Indian or Alaskan Native, Asian or Pacific Islander,
Black, Hispanic, and White. Additionally, the PTEU has faculty with a variety of religious affiliations
and sexual orientations. The PTEU is committed to increasing the number of minority faculty. All
efforts will continue within the college and the PTEU to recruit, hire, and retain a diverse faculty.
Within the PTEU, full-time faculty includes representation from both genders. Minority faculty account
for 16.1% of the total full time Bagwell College of Education, compared with a university-wide minority
(Asian/Pacific Islander, Black, and Hispanic) presence of 18.8%. Instructional Technology education
faculty members account for 2% of the total number of PTEU faculty. Additionally, candidates will
work with diverse mentor teachers at virtual schools to complete their field experiences. The
Department of Instructional Technology will work to ensure that candidates are placed with diverse
mentors when completing their field experience.
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c.
Experiences working with diverse peers
Faculty and staff within the Professional Teacher Education Unit (PTEU) actively recruit candidates for
all educational programs from a variety of diverse settings. The Department of Instructional
Technology participates in campus-wide recruitment activities such as campus visits to individual
districts and schools. In spring 2011, the Instructional Technology Department aggressively recruited
candidates from Area 2 in Cobb County, a very diverse setting within the Cobb County School District.
This recruitment effort yielded a cohort of 20 candidates with 50% white, 20% black, 5% Hispanic, 5%
Asian, and 5% undeclared.
Within the coursework for the Online Teaching Endorsement, candidate work teams are frequently
created to ensure candidates have an opportunity to communicate and collaborate with diverse peers. In
addition, candidates are encouraged to complete field experiences with diverse candidates in diverse
settings with diverse populations at all P-12 school levels.
7.
(Technology) Describe how the program ensures candidates can integrate technology in their practice.
The Online Teaching Endorsement program fosters the development of the knowledge, skills, and
dispositions necessary to be an effective ONLINE teacher in today’s schools. The use of technology is
essential to the program and emphasized in every course. The goal of the program is to establish online
teachers who demonstrate expertise in facilitating twenty-first century teaching and learning in an online
environment.
Courses in the Online Teaching Endorsement program require candidates to use technology in a variety
of ways. One of the most important technology tools in online learning is the Learning Management
System (LMS). The LMS is the core technology piece for operating an online learning program. The
LMS is the set of technology tools that houses course content and provides the framework for
communication between students, teachers, and parents. Candidates learn how to use an LMS to develop
an online course emphasizing the use of many synchronous and asynchronous tools including discussion
boards, chat tools, and electronic whiteboards. Candidates also learn many assessment tools for
developing online tests and quizzes. Additionally, candidates learn how to use the LMS tools to track
and monitor student progress. Finally, candidates use technology to create an electronic portfolio
demonstrating mastery of the PSC Online Teaching Endorsement standards.
8.
(Capacity) How does the program ensure that its resources are adequate to prepare candidates to
meet professional, state, and institutional standards?
The Online Teaching Endorsement program is completely online. The resources needed include a robust
Learning Management System provided by the Information Technology Services (ITS) at KSU.
GeorgiaVIEW is the current LMS, and it is provided free of charge to all programs within the university
and fully supported by ITS. Additionally, faculty members are needed to teach in the endorsement
program. In order to maintain a balance between faculty teaching in the M.Ed. in Instructional
Technology and the Online Teaching Endorsement program, we plan to offer the endorsement program
once per year (summer, fall, spring). Faculty resources are more than adequate to meet this demand.
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APPENDIX A
PSC State Standards
Online Teaching Endorsement
Standard I: Content Knowledge, Skills, and Concepts for Instructional Technology
(i) The program shall insure that the candidate possesses knowledge, skills, and understanding of
concepts related to technology (as described in the ISTE National Educational Technology Standards for
Teachers) as well as competency in technology specific to an online learning environment.
I
effectively use and assist others in word-processing, spreadsheet, and presentation software.
II
effectively use Internet browsers, email applications and online etiquette. Candidates additionally
can design and maintain a module using an online course learning management system.
III
incorporate visual resources into an online module.
IV
utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.).
V
troubleshoot typical software and hardware problems.
VI
effectively use and incorporate subject specific developmentally appropriate software in an online
learning module.
VII
demonstrate continual growth in technology knowledge and skills to stay abreast of current and
emerging technologies.
VIII model appropriate strategies essential to continued growth and development of the understanding
of technology operations and concepts.
Standard II: Online Teaching and Learning Methodology, Management,
Knowledge, Skills, and Dispositions
(i) The program shall prepare candidates to plan, design, and incorporate strategies to encourage active
learning, interaction, participation and collaboration in the online environment.
demonstrate effective strategies and techniques that actively engage students in the learning process,
I
in designing, and assessing online learners and instruction.
II
apply current research on teaching and learning with technology when planning learning
environments and experiences.
III
create and maintain a community by creating value, effective facilitation, and an environment of trust,
establishing consistent and reliable operating norms, and supporting individuality and empowerment.
IV
facilitate and monitor appropriate interaction among learners.
V
promote collaborative learning through reflection and social negotiation.
VI
incorporate within instructional designs sufficient support, directions, and guidelines for online
learners.
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VII
lead online instruction groups that are meaningful, project-based, inquiry-oriented.
VIII model and demonstrate effective moderator techniques to facilitate active student participation.
IX
differentiate instruction of students’ learning styles and needs and assist students in assimilating and
accommodating meaningful information.
X
apply technology to increase productivity.
XI
apply technology to engage students’ higher order thinking skills and creativity.
Standard II: Online Teaching and Learning Methodology, Management,
Knowledge, Skills, and Dispositions
(ii) The program shall prepare candidates to proactively lead an online classroom in a manner that enhances
the likelihood of student success, through regular feedback, prompt responses to student questions and
concerns, and clear expectations.
consistently model effective communication skills and maintain records of applicable communications
I
with students.
II
facilitate regular and frequent teacher-student interaction, student-student interaction, and teacherparent interaction in a variety of ways.
III
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.
IV
provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in a clearly
written, concise format. (Also includes key components in syllabus: expectations for interactions,
grading criteria, inappropriate behavior criteria, class organization, etc.)
V
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.
VI
provide timely, constructive feedback to student assignments and
VII
provide clearly defined statements informing students what to expect in terms of their response time.
Standard II: Online Teaching and Learning Methodology, Management,
Knowledge, Skills, and Dispositions
(iii) The program shall prepare candidates to model and encourage legal, ethical, safe and healthy behavior in
an online environment.
I
establish standards for student behavior that are designed to ensure academic integrity and appropriate
uses of the Internet and written communication.
II
clearly identify the risks of academic dishonesty in online testing and creates assessment
opportunities, which limit this risk.
III
demonstrate an awareness of technology impact on student testing performance.
IV
provide a copyright statement or disclaimer which clearly identifies the owner(s) of the course and the
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source(s) of the material students are about to use.
V
inform students of the significance and responsibilities associated with Acceptable Use Policies
(AUP).
VI
use appropriate strategies and resources for dealing with student issues arising from inappropriate use
of electronically-accessed data or information.
VII
inform students of their right to privacy and the conditions under which their names or online
submissions may be shared with others.
Standard II: Online Teaching and Learning Methodology, Management,
Knowledge, Skills, and Dispositions
(iv) The program shall enable the candidate to fully experience online learning from the perspective of an
online student.
I
apply experiences as an online student to develop successful strategies for teaching online.
II
demonstrate the ability to anticipate challenges and problems in the online classroom.
III
experience the perspective of the online student through his or her responsiveness and empathetic
behaviors toward students.
Standard II: Online Teaching and Learning Methodology, Management,
Knowledge, Skills, and Dispositions
(v) The program shall prepare candidates to develop and deliver assessments, projects, and assignments
which meet learning goals and assess learning progress by measuring student achievement of learning goals.
I
continually review all materials and Web resources for alignment with course objectives and standards
and or appropriateness.
II
create assignments, projects and assessments that are aligned to address visual, auditory, and tactile
learning styles.
III
use authentic assessment of student acquired knowledge and skills as part of the evaluation process.
IV
provide continuous evaluation of students, to include pre- and post- testing as well as student input
throughout the course.
V
develop a triangulation of the assignments, assessments and standards-based learning goals.
VI
create assignments that are authentic and relevant to the content and should elicit a response from the
student comparable with the level of competency demanded in the related task.
VII
create assessments, assignments and projects that address multiple intelligences.
Standard II: Online Teaching and Learning Methodology, Management,
Knowledge, Skills, and Dispositions
(vi) The program shall prepare candidates to be responsive to special education and cultural differences
among students in the online classroom, and to encourage intercultural interaction and inclusive learning.
I
respect diverse talents and use strategies designed to include all students.
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II
provide activities, modified as necessary, that are relevant to special education modifications, student
age, cultural background and experiences.
III
encourage collaboration and interaction among all students.
IV
provide student-centered lessons and activities that are based on concepts of active learning and that
are connected to real-world applications.
V
provide opportunities for students to consider meaning and reflect on new knowledge.
Standard III: Effective Online Assessment of Teachers
(i) The program shall require demonstrated competence in creating and implementing assessments in online
learning environments in ways that assure validity and reliability of instruments and procedures.
I
create or select effective assessment instruments to measure online learning that reflect sufficient
content validity (i.e., adequately sample the content that they are designed to measure) and reliability
(i.e., produce consistent results from administration to administration).
II
implement online assessment measures and materials in ways that insure instrument validity and
reliability.
III
assess student knowledge and instruction in a variety of ways.
Standard III: Effective Online Assessment of Teachers
(ii) The program shall require demonstration of effective strategies enabling students’ to complete self and
peer assessments as they fulfill course requirements.
I
employ effective self-evaluation tools to ensure their courses have a variety of timely and appropriate
activities to assess student readiness for course content and mode of delivery.
II
provide opportunities for student self assessment within courses.
Standard III: Effective Online Assessment of Teachers
(iii) The program shall require demonstrated competence in using data and findings from assessment to
modify instructional methods and guide student learning.
I
gather appropriate background and content knowledge assessment data for each student and base
instruction on student assessment data.
II
review student responses to test items in online testing software to identify issues in testing or
pedagogical strategies.
III
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.
IV
provide opportunities for evaluating teaching effectiveness within the online environment (i.e.,
classroom assessment techniques, teacher evaluations, teacher peer reviews).
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APPENDIX B
Online Teaching Endorsement
Standards/Curriculum Matrix
Standards Based On: PSC Online Teaching Endorsement Standards
Directions: In the far left column, use numbers corresponding to the specific standards in the set or use 1-2 word descriptors (preferred) so
as to identify the specific standard. Replace the generic prefix and course number in the columns with the actual prefix and number of each
course. Then determine where the standard is addressed in the curriculum by using a “” or “X” in the intersecting cell. If additional
columns are needed for courses, develop a second table. You may also wish to develop this chart in EXCEL and download into this
document. We will accept whatever works best for you.
STANDARD
Standard I: Content Knowledge, Skills, and Concepts for Instructional Technology
(i) The program shall insure that the candidate possesses knowledge, skills, and understanding of concepts
related to technology (as described in the ISTE National Educational Technology Standards for Teachers)
as well as competency in technology specific to an online learning environment.
I
effectively use and assist others in word-processing, spreadsheet, and presentation software.
II
effectively use Internet browsers, email applications and online etiquette. Candidates additionally
can design and maintain a module using an online course learning management system.
III
incorporate visual resources into an online module.
IV
utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.).
ITEC
7480
ITEC
7481
X
X
ITEC
7482
X
X
V
VI
troubleshoot typical software and hardware problems.
effectively use and incorporate subject specific developmentally appropriate software in an online
learning module.
VII demonstrate continual growth in technology knowledge and skills to stay abreast of current and
emerging technologies.
VIII model appropriate strategies essential to continued growth and development of the understanding of
technology operations and concepts.
18
X
X
X
X
X
X
X
X
X
X
X
X
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ITEC
7480
STANDARD
ITEC
7481
Standard II: Online Teaching and Learning Methodology, Management, Knowledge, Skills, and
Dispositions
(i) The program shall prepare candidates to plan, design, and incorporate strategies to encourage active
learning, interaction, participation and collaboration in the online environment.
I
demonstrate effective strategies and techniques that actively engage students in the learning
process, in designing, and assessing online learners and instruction.
II
III
apply current research on teaching and learning with technology when planning learning
environments and experiences.
facilitate and monitor appropriate interaction among learners.
V
promote collaborative learning through reflection and social negotiation.
VI
incorporate within instructional designs sufficient support, directions, and guidelines for online
learners.
VII
X
X
X
create and maintain a community by creating value, effective facilitation, and an environment of
trust, establishing consistent and reliable operating norms, and supporting individuality and
empowerment.
IV
X
X
X
X
lead online instruction groups that are meaningful, project-based, inquiry-oriented.
X
VIII model and demonstrate effective moderator techniques to facilitate active student participation.
IX
X
X
differentiate instruction of students’ learning styles and needs and assist students in assimilating
and accommodating meaningful information.
X
X
apply technology to increase productivity.
X
XI
ITEC
7482
apply technology to engage students’ higher order thinking skills and creativity.
19
X
X
X
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ITEC
7480
STANDARD
Standard II: Online Teaching and Learning Methodology, Management, Knowledge, Skills, and
Dispositions
(ii) The program shall prepare candidates to proactively lead an online classroom in a manner that
enhances the likelihood of student success, through regular feedback, prompt responses to student
questions and concerns, and clear expectations.
I
consistently model effective communication skills and maintain records of applicable
communications with students.
II
III
IV
V
VI
ITEC
7481
X
X
facilitate regular and frequent teacher-student interaction, student-student interaction, and teacherparent interaction in a variety of ways.
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.
provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in a clearly
written, concise format. (Also includes key components in syllabus: expectations for interactions,
grading criteria, inappropriate behavior criteria, class organization, etc.)
ITEC
7482
X
X
X
X
X
X
X
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.
X
provide timely, constructive feedback to student assignments.
X
VII
provide clearly defined statements informing students what to expect in terms of their response
time.
20
X
X
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ITEC
7480
STANDARD
Standard II: Online Teaching and Learning Methodology, Management, Knowledge, Skills, and
Dispositions
(iii) The program shall prepare candidates to model and encourage legal, ethical, safe and healthy
behavior in an online environment.
I
establish standards for student behavior that are designed to ensure academic integrity and
appropriate uses of the Internet and written communication.
II
clearly identify the risks of academic dishonesty in online testing and creates assessment
opportunities, which limit this risk.
X
demonstrate an awareness of technology impact on student testing performance.
IV
provide a copyright statement or disclaimer which clearly identifies the owner(s) of the course and
the source(s) of the material students are about to use.
X
inform students of the significance and responsibilities associated with Acceptable Use Policies
(AUP).
X
use appropriate strategies and resources for dealing with student issues arising from inappropriate
use of electronically-accessed data or information.
X
inform students of their right to privacy and the conditions under which their names or online
submissions may be shared with others.
X
VI
VII
Standard II: Online Teaching and Learning Methodology, Management, Knowledge, Skills, and
Dispositions
(iv) The program shall enable the candidate to fully experience online learning from the perspective of an
online student.
I
apply experiences as an online student to develop successful strategies for teaching online.
II
demonstrate the ability to anticipate challenges and problems in the online classroom.
III
experience the perspective of the online student through his or her responsiveness and empathetic
behaviors toward students.
21
ITEC
7482
X
III
V
ITEC
7481
X
X
X
X
X
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ITEC
7480
STANDARD
ITEC
7481
ITEC
7482
X
X
Standard II: Online Teaching and Learning Methodology, Management, Knowledge, Skills, and
Dispositions
(v) The program shall prepare candidates to develop and deliver assessments, projects, and assignments
which meet learning goals and assess learning progress by measuring student achievement of learning
goals.
I
II
III
IV
V
continually review all materials and Web resources for alignment with course objectives and
standards and or appropriateness.
create assignments, projects and assessments that are aligned to address visual, auditory, and tactile
learning styles.
X
use authentic assessment of student acquired knowledge and skills as part of the evaluation process.
provide continuous evaluation of students, to include pre- and post- testing as well as student input
throughout the course.
X
X
X
X
develop a triangulation of the assignments, assessments and standards-based learning goals.
X
VI
VII
create assignments that are authentic and relevant to the content and should elicit a response from
the student comparable with the level of competency demanded in the related task.
X
create assessments, assignments and projects that address multiple intelligences.
X
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ITEC
7480
STANDARD
ITEC
7481
ITEC
7482
X
X
X
X
X
X
Standard II: Online Teaching and Learning Methodology, Management, Knowledge, Skills, and
Dispositions
(vi) The program shall prepare candidates to be responsive to special education and cultural differences
among students in the online classroom, and to encourage intercultural interaction and inclusive learning.
I
respect diverse talents and use strategies designed to include all students.
II
III
IV
V
provide activities, modified as necessary, that are relevant to special education modifications,
student age, cultural background and experiences.
encourage collaboration and interaction among all students.
provide student-centered lessons and activities that are based on concepts of active learning and
that are connected to real-world applications.
X
provide opportunities for students to consider meaning and reflect on new knowledge.
X
Standard III: Effective Online Assessment of Teachers
(i) The program shall require demonstrated competence in creating and implementing assessments in
online learning environments in ways that assure validity and reliability of instruments and procedures.
I
create or select effective assessment instruments to measure online learning that reflect sufficient
content validity (i.e., adequately sample the content that they are designed to measure) and
reliability (i.e., produce consistent results from administration to administration).
X
II
implement online assessment measures and materials in ways that insure instrument validity and
reliability.
X
III
assess student knowledge and instruction in a variety of ways.
X
23
X
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ITEC
7480
STANDARD
Standard III: Effective Online Assessment of Teachers
(ii) The program shall require demonstration of effective strategies enabling students’ to complete self and
peer assessments as they fulfill course requirements.
I
employ effective self-evaluation tools to ensure their courses have a variety of timely and
appropriate activities to assess student readiness for course content and mode of delivery.
II
ITEC
7481
ITEC
7482
X
provide opportunities for student self assessment within courses.
X
Standard III: Effective Online Assessment of Teachers
(iii) The program shall require demonstrated competence in using data and findings from assessment to
modify instructional methods and guide student learning.
I
gather appropriate background and content knowledge assessment data for each student and base
instruction on student assessment data.
II
review student responses to test items in online testing software to identify issues in testing or
pedagogical strategies.
III
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.
24
X
X
X
X
X
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APPENDIX C
Assessment System
Online Teaching Endorsement
In this chart, list the 6-8 (if applicable) assessments that will be used to verify how your candidates meet national/state/institutional standards. If a
state licensure exam in the content area is not required, you should substitute an assessment that verifies candidate attainment of content knowledge.
This table is set up for “initial” programs and parallels the Faculty Assessor and Assessment Form (FAAR). Contact Beverly Mitchell for new
advanced, cert-only, endorsement, and EdL program charts.
Type of
Assessment
1 – PAAR/PSC
[Institutional
Assessment] –
Required
NCATE
Standard 1e:
Knowledge and
Skills for Other
School
Professionals
1
2
- - WHAT –
- WHERE -
- WHEN –
- WHO –
-NOTES-
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
a) Online Syllabus
Assessment (OSA)
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
Faculty
Responsible for
Course/Assessment
Record any special
circumstances,
changes or locations
of anomalies
Beginning Point
ITEC 7480
Introduction to Online
Learning
Summer 12
Cohort 1
Instructor:
Rubric #
N/A
b) ITEC OTE Online
Syllabus Assessment
(OSA)
Rubric #
Fall 12
Spring 13
N/A
Examples: CPI, ISLA, PNR, Major Project, Lesson Plan – TOSS, etc
Indicate the point in the program when assessment is administered (e.g. course, decision point (eg, admission to TOSS, midpoint, end of program, etc)
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Type of
Assessment
2 – PAAR/PSC
[Institutional
Assessment] –
Required
NCATE
Standard 1e:
Knowledge and
Skills for Other
School
Professionals
3 – PAAR/PSC
[Institutional
Assessment] –
Required
- - WHAT –
- WHERE -
- WHEN –
- WHO –
-NOTES-
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
Faculty
Responsible for
Course/Assessment
Record any special
circumstances,
changes or locations
of anomalies
a) Portfolio Assessment
Rubric (PAR)
Endpoint
ITEC 7482
Facilitating Online Learning
Summer 12
N/A
Fall 12
Cohort 1
Instructor:
Rubric #
Spring 13
N/A
Summer 12
N/A
Fall 12
Cohort 1
Instructor:
Rubric #
Spring 13
N/A
b) ITEC OTE Portfolio
Assessment Rubric (PAR)
Rubric #
a) Mentor Evaluation (ME)
b) ITEC OTE Mentor
Evaluation (ME)
Rubric #
Endpoint
ITEC 7482
Facilitating Online Learning
NCATE
Standard 1e:
Knowledge and
Skills for Other
School
Professionals
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Type of
Assessment
4 – PAAR/PSC
[Institutional
Assessment] –
Required
NCATE
Standard 1f:
Student Learning
for Other School
Professionals
- - WHAT –
- WHERE -
- WHEN –
- WHO –
-NOTES-
a) Actual Title of The
Assessment1
b) Actual Title of Rubric in
C & W or Location if not in
C &W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/
Assessment is
Offered
Faculty
Responsible for
Course/Assessment
Record any special
circumstances,
changes or locations
of anomalies
Midpoint:
ITEC 7481
Designing & Developing
Online Learning
Summer 12
N/A
a) Online Course
Assessment (OCA)
b) ITEC Online Course
Assessment (OCA)
Rubric #
N/A
Fall 12
Spring 13
27
Cohort 1
Instructor:
Rubric #
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APPENDIX D
Diversity Tables
Proficiencies are assessed on an ongoing basis through Socratic instruction. Projects are graded by instructor and peers.
Student projects have to reference readings on achievement gap and low-income/high performance students.
Program Area: Online Teaching Endorsement, Instructional Technology Department
Candidate Proficiencies in initial and
advanced programs:
Understand English language learners and
students with exceptionalities
Course work and P-12 experiences where
candidates acquire the knowledge and skills
ITEC 7480 – Introduction to Online Learning,
Readings, discussions, presentations, and
development of a course syllabus.
Where/how proficiencies are assessed
ITEC 7480 – In developing an online course syllabus,
candidates are required to include an ADA statement
indicating their willingness to provide reasonable
accommodations for a student with a disability.
Additionally, candidates provide a list of key
resources/URLs that might be helpful for students with
disabilities.
Additionally, candidates read articles on how to make
appropriate accommodations for students with
disabilities and engage in a discussion forum on how
they will make accommodations in their online class.
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop an online course.
28
ITEC 7481 –In developing and designing an online
course, students must show proficiency in building
learning modules (Section V of Online Course Project)
that “Differentiate instruction based on students’ special
education modifications, age, cultural and linguistic
background, academic achievement, cultural
background, and experiences PSC Online Teaching
Endorsement (OTE) Standards: (II.vi.I); (II.vi.II).
This criteria is measured by the Assessment Rubric for
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Candidate Proficiencies in initial and
advanced programs:
Course work and P-12 experiences where
candidates acquire the knowledge and skills
Where/how proficiencies are assessed
the Online Course Project
Are aware of different learning styles
ITEC 7480 – Introduction to Online Learning,
Readings include SREB Standards for Quality
Online Courses which addresses teachers
engaging students in learning activities that
addresses a variety of learning styles and
preferences.
ITEC 7480 – The Online Learning National Standards
Review assignment is assessed as part of the final grade.
ITEC 7482 – Facilitating Online Learning Candidates 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.
ITEC 7482 – The learning styles assignment is assessed
as part of the final grade and as part of the Portfolio
Assessment Rubric.
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop an online course
ITEC 7481 – In developing and designing an online
course, students must show proficiency in building
learning modules (Section V of Online Course Project)
that:
 Differentiate instruction based on students’ diverse
talents and learning needs
PSC OTE (II. i. IX); (II.vi.I)
 Address multiple intelligences, including the needs
of visual, auditory, and tactile learner
PSC OTE Standards: (II. v. II), (II. v. VII)
This criteria is measured by the Assessment Rubric for
the Online Course Project
29
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Candidate Proficiencies in initial and
advanced programs:
Adapt instruction or services appropriately
for all students, including:
□ linguistically diverse students
Course work and P-12 experiences where
candidates acquire the knowledge and skills
□ culturally diverse students
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop an online course
□ students with exceptionalities
ITEC 7480 – Introduction to Online Learning,
Readings, discussions, presentations, and
development of a course syllabus.
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop a online course
30
Where/how proficiencies are assessed
ITEC 7481 –In developing and designing an online
course, candidates must show proficiency in building
learning modules (Section V of Online Course Project)
that “Differentiate instruction based on students’ special
education modifications, age, cultural and linguistic
background, academic achievement, cultural
background, and experiences PSC Online Teaching
Endorsement (OTE) Standards: (II.vi.I); (II.vi.II).
This criteria is measured by the Assessment Rubric for
the Online Course Project
ITEC 7481 –In developing and designing an online
course, candidates must show proficiency in building
learning modules (Section V of Online Course Project)
that “Differentiate instruction based on students’ special
education modifications, age, cultural and linguistic
background, academic achievement, cultural
background, and experiences PSC Online Teaching
Endorsement (OTE) Standards: (II.vi.I); (II.vi.II).
This criteria is measured by the Assessment Rubric for
the Online Course Project
ITEC 7480 – In developing an online course syllabus,
candidates are required to include an ADA statement
indicating their willingness to provide reasonable
accommodations for a student with a disability.
Additionally, candidates provide a list of key
resources/URLs that might be helpful for students with
disabilities.
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Candidate Proficiencies in initial and
advanced programs:
Course work and P-12 experiences where
candidates acquire the knowledge and skills
Where/how proficiencies are assessed
Additionally, candidates read articles on how to make
appropriate accommodations for students with
disabilities and engage in a discussion forum on how
they will make accommodations in their online class.
ITEC 7482 – Facilitating Online Learning ITEC 7482 – The Accommodations and Modifications
Candidates research accommodations and
assignment is assessed as part of the final grade and
modifications in an online learning
assessed on the Portfolio Assessment Rubric (PAR).
environment and identify at least 3-5 strategies
they will use when teaching an online class.
ITEC 7481 – Designing & Developing Online
Learning – Candidates are required to review
an online course for minimum “accessibility”
standards and complete an accessibility
checklist.
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop an online course
31
ITEC 7481– The Accessibility Checklist assignment is
assessed as part of the final grade.
ITEC 7481 –In developing and designing an online
course, students must show proficiency in building
learning modules (Section V of Online Course Project)
that
 Differentiate instruction based on students’ special
education modifications, age, cultural and linguistic
background, academic achievement, cultural
background, and experiences
PSC Online Teaching Endorsement (OTE) Standards:
(II.vi.I); (II.vi.II).
This criteria is measured by the Assessment Rubric
for the Online Course Project
12-08-04, 1-10-05, 1-25-05, 2-15-06, 10-17-08, 11-13-08, 8-09, 6-2-10, 10-5-10; 12-16-10
Candidate Proficiencies in initial and
advanced programs:
Course work and P-12 experiences where
candidates acquire the knowledge and skills
Where/how proficiencies are assessed
Candidates must also provide introductory information
to their online course (Section B: Basic Support,
Directions and Guidance) that includes:
 ADA-compliance statement by the LMS publisher
PSC Online Teaching Endorsement (OTE) Standards
(II.i.VI)
 Instructor statement on how universal design principles
were applied in constructing the specific course within
the LMS and class-specific instructions on how students
with documented ADA disabilities can access the course
content/receive required support services
PSC Online Teaching Endorsement (OTE) Standards
(II.i.VI)
 Instructions how students who believe they may have an
ADA disability can receive testing and diagnostic
services
PSC Online Teaching Endorsement (OTE) Standards
(II.i.VI)
This criteria is measured by the Assessment Rubric
for the Online Course Project
Connect lessons, instruction, or services to:
□ students’ experiences
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop an online course
ITEC 7481 – Candidates must provide the following in
Section C: Community Building in their Online Course
Project:

Method for students to introduce themselves to one
another and to set foundations for a learning community
(II, ii, II); (II. vi. III)
 Methods for students to provide instructor and peers with
information about their current knowledge on the content
to be covered, their professional experiences, and their
learning styles/preferences (II. ii. II); (II. vi. III); (III. ii.
I); (II. iii. I)
32
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Candidate Proficiencies in initial and
advanced programs:
Course work and P-12 experiences where
candidates acquire the knowledge and skills
Where/how proficiencies are assessed
This criteria is measured by the Assessment Rubric
for the Online Course Project
Students are also required to create learning modules
(Section E of Online Project) that:
 Differentiates instruction based on students’ special
education modifications, age, cultural and linguistic
background, academic achievement, cultural
background, and experiences
PSC Online Teaching Endorsement (OTE) Standards:
(II.vi.I); (II.vi.II).
This criteria is measured by the Assessment Rubric
for the Online Course Project
□ students’ cultures
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop an online course
33
ITEC 7481 – Candidates are required to create learning
modules and assessments (Section E , Fof Online
Project) that:
 Differentiates instruction based on students’ special
education modifications, age, cultural and linguistic
background, academic achievement, cultural
background, and experiences
PSC Online Teaching Endorsement (OTE) Standards:
(II.vi.I); (II.vi.II).
 Gather appropriate background and content knowledge
assessment data throughout the course for each
student, so that instruction can be customized to
students’ group and individual learning needs
throughout the course.
PSC Online Teaching Endorsement (OTE) (III. iii. I)
 Are modified to accommodate special education
needs, student age, cultural background and
experiences
12-08-04, 1-10-05, 1-25-05, 2-15-06, 10-17-08, 11-13-08, 8-09, 6-2-10, 10-5-10; 12-16-10
Candidate Proficiencies in initial and
advanced programs:
Course work and P-12 experiences where
candidates acquire the knowledge and skills
Where/how proficiencies are assessed
PSC Online Teaching Endorsement (OTE)
Standards (II. vi. II)
These criteria are measured by the Assessment
Rubric for the Online Course Project
Communicate with students and families in
ways that demonstrate sensitivity to:
□ cultural differences
□ gender differences
Incorporate multiple perspectives in the:
□ subject matter being taught
□ services being provided
Develop a classroom and school climate
that values diversity
Demonstrate classroom behaviors that are
consistent with the idea of fairness
Demonstrate classroom behaviors that are
consistent with the belief that all students
can learn
ITEC 7480 – Introduction to Online Learning
– Readings and Blog Postings
ITEC 7480 – Candidates are required to read about
building an online community and then post a response
to their blog about how they will build a trusting online
learning environment that values diversity.
ITEC 7480 –Introduction to Online Learning – ITEC 7480 – Candidates read articles on online cheating
Readings and Discussions
and discuss how they will handle cheating in their online
class. This prepares them to treat all students the same
when they engage in academic dishonesty.
ITEC 7481 – Developing and Designing
ITEC 7481 – Candidates are required to create learning
Online Learning - Readings, discussions, and
modules (Section E of Online Project) that:
design/develop an online course
 Exemplify that ALL students can learn and have the
opportunity to learn in the online course
PSC Online Teaching Endorsement (OTE) Standards:
34
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Candidate Proficiencies in initial and
advanced programs:
Candidate proficiencies related to diversity
are assessed
Course work and P-12 experiences where
candidates acquire the knowledge and skills
ITEC 7480 – Introduction to Online Learning,
Readings, discussions, and development of a
course syllabus.
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop an online course
Use feedback from student assessments for
improving their knowledge, skills, and
professional dispositions in order to help
students from diverse populations to learn
ITEC 7480 Introduction to Online Learning –
Online Course Syllabus
ITEC 7481 – Developing and Designing
Online Learning, Readings, discussions, and
design/develop an online course
35
Where/how proficiencies are assessed
(II.vi.I); (II.vi.II).
This criteria is measured by the Assessment Rubric for
the Online Course Project
ITEC 7480 – In developing an online course syllabus,
candidates are required to include an ADA statement
indicating their willingness to provide reasonable
accommodations for a student with a disability.
Additionally, candidates provide a list of key
resources/URLs that might be helpful for students with
disabilities. This component is assessed on the Online
Course Assessment (OCA).
ITEC 7481 - Candidates are assessed on diversity
standards in Sections B, C, and E of their Online Course
Project (Welcome, Community Building, Online
Modules and Assessment)
ITEC 7480 – Candidates are required to develop a
course syllabus that includes technology requirements.
A student readiness survey for online learning is made
available to students in this section of the syllabus. This
component is assessed on the Online Syllabus
Assessment (OSA).
ITEC 7481 - Candidates are required to plan measures to
collect ongoing data from their students in Section F of
their Online Project (Evaluation of Course and
Instructional Practices) for the purposes of improving
their online course design.
 An evaluation of student readiness to engage in online
learning, in general, and the specific modes of delivery
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Candidate Proficiencies in initial and
advanced programs:
Course work and P-12 experiences where
candidates acquire the knowledge and skills
Where/how proficiencies are assessed
used in the course
PSC OTE Standards (III. ii. I)
 Student input on course materials and instructional
practices throughout the course so that ongoing
improvements to course content and delivery can be
made
PSC OTE Standards (II. v. IV)
 Opportunities for evaluating teaching effectiveness
within the online environment (i.e., classroom
assessment techniques, teacher evaluations, teacher
peer reviews) so that ongoing improvements can be
made. PSC OTE Standards (III. iii. IV)
These criteria are measured by the Assessment
Rubric for the Online Course Project
36
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37