12.08.09; 12.15.09; 01.10
DRAFT
KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: Online Teaching Certification/Online Teaching
Endorsement program
DEPARTMENT: Instructional Technology
PROPOSED EFFECTIVE DATE: Fall 2012
Check One or More of the Following and Complete the Appropriate Sections
Sections to be Completed
______New Program Proposal**
All
_____ Change in Program/Concentration/Degree Requirements
III – VII, XII
___X__New Concentration (CERTIFICATE/ ENDORSEMENT) I – VII, XII
Proposal
**A new course proposal is required for each new course that is part of the new program
Submitted by:
___Dr. Traci Redish___________________________________
Faculty Member
Date
___ Approved ___ Not Approved
______________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate College
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
Online Teaching Endorsement – Fall 2011
2
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
Online Teaching Certification/Online Teaching Endorsement
Kennesaw State University
Instructional Technology Department
Bagwell College of Education
Fall 2011
CIP:______
Title: Online Teaching Endorsement
Date: Fall 2011
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Online Teaching Endorsement – Fall 2011
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3
Program Description
Program Abstract
The Online Teaching Certification/Online Teaching Endorsement program will be offered by the
Bagwell College of Education (BCOE) and the Professional Teacher Education Unit (PTEU).
All candidates graduating from the program will receive an Online Teaching Certification from
KSU. However, some educators who hold a clear, renewable Georgia Teaching Certificate will
also be eligible to apply for the Online Teaching Endorsement with the Georgia Professional
Standards Commission (PSC). These two programs will be referred to as the “Online Teaching
Certification/Endorsement program” throughout this document. The Online Teaching
Certification/Endorsement program continues and expands the Kennesaw State University
(KSU) College of Education’s commitment to preparing accomplished educators 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), outlining a
vision for developing educators from novice to proficient to expert and leader. The Online
Teaching Certification/Endorsement program will foster the development of knowledge, skills,
and dispositions necessary to be an effective ONLINE teacher in schools. Specifically, and in
concert with the PTEU vision, the goal of the Online Teaching Certification/Endorsement
program is to establish teachers who are experts in their field, facilitators of twenty-first century
ONLINE learning, and collaborative professionals who are active leaders in their profession.
This program further expands Kennesaw State University’s philosophical foundation
emphasizing ethics, leadership and community engagement through creation of an accomplished
community of online teachers to advocate for school improvement.
Over the course of three semesters, candidates in the Online Teaching Certification/Endorsement
program complete three (3) rigorous online courses (9 credit hours), two (2) field experiences
and two (2) online practicum experiences completed under the supervision of an experienced
online teacher. The first practicum experience will be observing a current, online course. The
second practicum will require candidates to design and implement a 4-6 week online or blended
course with students. The course work, field experiences, and online practicum experiences are
all aligned to the Georgia Professional Standards Commission’s standards (PSC Rule 505-2.162) for online learning. The program is built on the knowledge, skills, and dispositions
necessary to be an effective online teacher. The program prepares candidates to plan, design, and
incorporate strategies to encourage active learning, interaction, participation and collaboration in
an online environment. Additionally, it prepares candidates to proactively lead an online
classroom in a manner that enhances the likelihood of student success, though regular feedback,
prompt responses to student questions and concerns and clear expectations. Candidates are
required to model and encourage legal, ethical, safe and healthy behavior in an online
environment. The program enables the candidate to fully experience online learning from the
perspective of an online student and an online teacher, and prepare candidates to develop and
deliver assessments, projects, and assignments which meet learning goals and assess learning
progress by measuring student achievement of those goals. The program prepares candidates to
be responsive to special education and cultural differences among students in the online
classroom, and to encourage intercultural interaction and inclusive learning. Finally, the program
Title: Online Teaching Endorsement
Date: Fall 2011
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requires candidates to demonstrate the ability to evaluate teaching effectiveness in an online
learning environment.
Unique Aspects of Program
The Online Teaching Certification/Endorsement program is unique in that it produces teachers
who are capable of teaching online and can better meet the unique needs of 21st century learners
in today’s schools. In Disrupting Class (2008), Harvard Business School Professor Clayton
Christensen predicts that by 2020, almost half of all American high school students will receive
some component of their education online. By 2025, he predicts this will rise to seventy-five
percent (75%). Unfortunately, very few proficiencies are developed and mastered in online
learning during a teacher’s undergraduate program of study. Therefore, this program is
desperately needed and uniquely qualifies teachers for teaching online by providing them with
knowledge, skills, and dispositions in instructional technology, online teaching and learning
methodology, and effective online assessment of teachers, students and course content.
This program is unique in that it is offered completely online and requires the completion of two
online practicum experiences. The online aspect of this program will appeal to many professional
candidates, thereby extending the educational opportunity to a larger population. KSU faculty are
committed to providing a program of the highest caliber, serving the learning needs of all
candidates while modeling exemplary uses of twenty-first century technologies.
Institutional Importance of the Program
The proposed Online Teaching Certification/Endorsement program is important to KSU because
it furthers its vision to be among the best learning-centered comprehensive universities in the
country. Specifically, the program increases Kennesaw State University’s offerings of highquality endorsement programs. More importantly, however, it provides an opportunity for
Kennesaw State to initiate a new direction in online learning by creating a nationally recognized
program of excellence, unique to the university system of Georgia, which will propel KSU as a
significant leader in this area. When schools and districts in Georgia think of preparation in
online learning, they will think of KSU. Further, the proposed program will build on Kennesaw
State University’s established foundation of instructional leadership, faculty expertise, and
successful university and community initiatives.
Specifically, the proposed program will help Kennesaw State University in the following ways:
1. The program promotes Kennesaw State University as a progressive and innovative
university, thereby increasing the competitiveness of educational offerings by
providing a premier endorsement program that is unique to the University System of
Georgia.
2. The program reflects a commitment to excellence in graduate education by offering
an exceptional endorsement program based on standards developed by the Georgia
Professional Standards Commission (GaPSC). Moreover, the program diversifies
Title: Online Teaching Endorsement
Date: Fall 2011
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instructional strategies by increasing online learning course offerings at KSU.
3. The program addresses authentic issues of P-12 students by promoting leaders in
online learning who can effect positive change in school districts locally, regionally,
and statewide.
4. The program provides candidates with in-depth training and experiences in online
learning, thereby meeting the needs of the service area by promoting professionals
who can extend and expand learning opportunities in P-12 through technology. In
addition, the program’s emphasis on online learning in a diverse, global environment
furthers Kennesaw State University’s distinctive tradition as a university devoted to
achievement and success of all learners.
Kennesaw State University is in an ideal position to offer the Online Teaching
Certification/Endorsement program based on its long history of collaboration both with the local
school districts and the Georgia Department of Education (GaDOE). These ongoing partnerships
have resulted in the community’s trust in the programs and graduates of Kennesaw State
University.
KSU's Strategic Plan
The proposed Online Teaching Certification/Endorsement program exemplifies the vision and
mission of Kennesaw State University as a progressive and innovative university, strategically
focused on distinctive programs that promote new heights in candidate achievement and success.
The proposed program builds on many of KSU’s distinctive features:






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A commitment to expanding academic programs and delivery (Goal 1).
A commitment to collaboration within the university and with others outside
the university.
An emphasis on Kennesaw State University’s distinctive achievements in
leadership, ethics, and community-based learning (Goal 4).
A focus on student learning and success.
A dedication to teaching and academic excellence.
A commitment to developing faculty, staff, and candidates who are leaders,
role models, and mentors.
A focus on implementing innovative and interdisciplinary curricula that are
responsive to the individual and to current and future societal needs.
A respect for diversity and individual differences.
Focus on global and multicultural perspectives with a commitment to
international education.
Title: Online Teaching Endorsement
Date: Fall 2011
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System and State of Georgia Goals
The proposed program is closely aligned with the following University System of Georgia/Board
of Regents strategic goals:
Goal 1
Educating graduates who are intellectually and ethically informed
individuals with defined skills and knowledge, who are capable leaders,
creative thinkers, and contributing citizens;
Goal 2
Expanding participation by increasing access, enhancing diversity,
improving service to nontraditional students, expanding use of distance
education opportunities, advancing public library usage, and marketing the
advantages of postsecondary education;
Goal 3
Increasing academic productivity through improved recruitment, increased
retention, accelerated graduation, expanded credit generation, augmented
continuing education opportunities, and current technology;
Goal 5
Accelerating Georgia’s economic development by providing needed
graduates, offering appropriate academic programs, and marketing the
System and its institutions as economic assets of the state;
Goal 8
Ensuring coordination, where appropriate, between University System
of Georgia policy and practices and those of the Georgia Department
of Education (GaDOE);
Goal 9
Increasing, diversifying, and strategically allocating resources.
Staffing, Facilities and Enrollment
In section V (Curriculum) of this document you can find a schedule of courses by semester and a
list of faculty who are assigned to teach the courses. See Section VI (Inventory of Faculty
Directly Involved) for a detailed listing of faculty who will initially have primary teaching
responsibility in the program, as well as the specific courses faculty are scheduled to teach and
their related qualifications.
Title: Online Teaching Endorsement
Date: Fall 2011
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II Objectives of the Program
The purpose of this program is to offer an Online Teaching Certification/Endorsement program
of study. This program will provide the knowledge, skills, and dispositions to prepare candidates
to teach classes in an online environment.
This program is structured to meet the following GaPSC Standards/Objectives:
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
I
process, in designing, and assessing online learners and instruction.
II
apply current research on teaching and learning with technology when planning learning
environments and experiences.
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Date: Fall 2011
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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.
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
I
communications with students.
II
facilitate regular and frequent teacher-student interaction, student-student interaction, and
teacher-parent 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.
Title: Online Teaching Endorsement
Date: Fall 2011
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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 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.
Title: Online Teaching Endorsement
Date: Fall 2011
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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.
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.
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Date: Fall 2011
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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).
III Justification and Need for the Program
The International North American Council for K-12 Online Learning (iNACOL) estimates that
over 1.5 million K-12 students were engaged in online and blended learning for the 2009-2010
school year. Although K-12 education lags behind post-secondary in using the Internet to teach,
many states and school districts are realizing the benefits of online education which allows students
unparalleled equity and access to high quality education unconstrained by time and place (Wicks,
2010).
Across most states and grade levels, students are finding increased opportunity, flexibility, and
convenience through online learning. Teachers are discovering a new way to reach students, many
of whom were not successful in traditional schools and courses (Wicks, 2010).
Online learning is expanding also because technology in education is an appropriate, and perhaps
necessary, way to educate the many digital students of this generation. For this millennial
generation, technology is an integral part of their lives, essential as a tool for locating information,
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communicating, and as a way to entertain themselves. They expect their education to mirror every
day technology-rich experiences (Wicks, 2010).
As of the end of 2010, supplemental or full-time online learning opportunities are available to at
least some students in 48 of the 50 states plus Washington, DC:
 38 states have virtual schools (including Georgia) or state-led initiatives, and Alaska is
planning to open a statewide online learning network this year (2011).
 27 states plus Washington, DC have full-time online schools serving students statewide
 20 states are providing both supplemental and full-time online learning options statewide
Why is online learning catching on so quickly? Thirty-four percent of high schools in the United
States do not offer Advanced Placement courses. Now, students can pursue these online. Every
child learns differently, and online learning provides individualized instruction at a student's own
pace. Students who are being bullied or tired of distractions in the classroom find that taking
courses online allows them to focus academically and achieve more. Students missing required
graduation credits because of scheduling conflicts or past failures can catch up by taking online
courses and graduate on time. Online learning also can be an answer for students pursuing elite
sports, artistic careers, or those who are homebound due to illness. (Cobb Virtual Academy,
2010)
But beyond meeting the immediate unique needs of specific students, online education may be
essential for our nation's long-term success in this globally competitive world. The Partnership
for 21st Century Skills has identified key skills such as technology literacy, self-directed
learning, and problem-solving that are explicitly addressed through online learning. Meanwhile,
nations such as China, Korea, Singapore, Mexico, Turkey and New Zealand have leapfrogged
ahead of the United States to embrace online learning as an essential part of expanding access to
their education systems. (Cobb Virtual Academy, 2010)
In his book Disrupting Class, Clayton Christensen predicts that by 2019 half of all high school
classes will be online (Christensen, 2008). This prediction implies that online learning for K-12
students will grow at an incredible pace over the next decade. This growing demand coupled with
the challenges of teaching in an online environment, require higher education institutions to begin
offering preparation programs for online teachers. K-12 educators need high-quality programs to
prepare them to teach effectively in an online environment. The Online Teaching Endorsement is a
great solution for educators seeking to move from traditional to online instruction. With this
endorsement program, KSU will be poised to prepare teachers to fill this growing demand for
online learning.
To date, only one other Institution of Higher Education (IHE) and one Regional Educational
Service Agency (RESA) in the state offers such a certification/endorsement—Valdosta State
University and Pioneer RESA. With the approval of this certification/endorsement, KSU will be
poised to provide this program to educators all over the state and nation.
Title: Online Teaching Endorsement
Date: Fall 2011
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Appropriate specialization
Candidates must complete nine (9) credit hours for the Online Teaching
Certification/Endorsement. The focus of the program is to deepen and broaden the
knowledge, skills, and dispositions of the candidates in the area of online learning.

Quantity of graduates
The Instructional Technology Department plans to start with a cohort of 15 students the
first year. After one year, the program can be expanded to admit up to two cohorts per
year. The program will eventually have approximately 20-30 graduates per year.

Productivity
The Online Teaching Certification/Endorsement program will be offered at the advanced
graduate tuition and fee rate. The tuition and fee income and formulae funding flow
through dollars will support the programs and possibly produce some excess revenue.
Based upon our understanding of funding of the total operating budget at KSU, about
45% comes from student tuition and about 45% from state appropriations (formula
funding), with the remaining 10% from all other sources. Therefore, the tuition income
and the state appropriation should be adequate to cover all of the instructional costs of the
program.
Programs of this Student Credit Hours (SCH) potential will obviously generate greater
staff support and operational costs as they develop. However, it is estimated that current
staff will be able to accommodate this extra load.

Partnering.
The initial primary partner for this program will be the Georgia Department of Education
(GaDOE). The GaDOE will allow KSU candidates to observe experienced online
teachers in the Georgia Virtual School (GVS). In addition, the Bagwell College of
Education will continue its excellent tradition of working with public school systems, the
Regional Educational Support Agencies, the USG Board of Regents, state universities in
Georgia, and international partnerships in the enrichment of educational experiences of
program participants.
 Placement
The program will be housed in the Bagwell College of Education, specifically in the
Department of Instructional Technology. The Program Coordinator and support
personnel will also reside in this department. Candidate advisement files and advisors
will be located in the Instructional Technology Department as well.
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Date: Fall 2011
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IV Procedures Used to Develop the Program
The Online Teaching Certification/Endorsement program will operate under the academic
supervision of the Vice President for Academic Affairs, the Dean of Graduate Studies, the Dean of
the Bagwell College of Education and the Chair of the Department of Instructional Technology.
Coordinating support and operational assistance will be provided by the BCOE Associate Dean for
Graduate Programs and the staff of the Graduate Program Office (GPO) in the Teacher Education
Advisory Center (TEAC). The program will benefit from the oversight and participation of the
university-wide Professional Teacher Education Unit (PTEU) as well.
The Online Teaching Certification/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 as well as online learning leaders in P-12
schools. Specific procedures used to develop the program include the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
The Department of Instructional Technology formed a curriculum committee to lead the
development of the Online Teaching Endorsement.
Members of the curriculum committee examined current research on online learning
programs to inform their work.
Members of the curriculum committee worked with the Georgia Virtual School (GVS)
to plan the online practicum experience candidates will complete in an online classroom.
Members of the curriculum committee 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 the partnership for the online practicum experience with a virtual
school.
The chair of the curriculum committee contacted the Supervisor of the Cobb Virtual
Academy to discuss program goals and course content.
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.
The curriculum committee developed a curriculum matrix with standards required by the
Professional Standards Commission.
The curriculum committee developed syllabi to include content, activities, assessment
strategies, and resource bibliographies.
The curriculum committee linked activities to program objectives.
The curriculum committee developed four (4) program assessments for the
endorsement.
The curriculum committee presented the online teaching certification/endorsement
materials to the Department of Instructional Technology for approval.
The chair of the curriculum committee submitted the online teaching
certification/endorsement materials to the TEC and GPCC review process and will be
revising as recommended.
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Date: Fall 2011
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14.
15.
V
15
The curriculum committee will be submitting the online teaching
certification/endorsement to the Professional Standards Commission for program
approval.
The Department of Instructional Technology will make final preparations for program
implementation.
Curriculum: Degree Program Requirements
Over the course of three semesters, candidates in the Online Teaching Certification/Endorsement
program complete three (3) rigorous online courses (9 credit hours), two field experiences, and
two online practicum experiences completed under the supervision of an experienced online
teacher. The first online practicum experience will be observing a current, online course. The
second online practicum experience will require candidates to design and implement a 4-6 week
online or blended course with students. For the first practicum experience in ITEC 7481, the
initial plan is to allow candidates to observe experienced teachers currently facilitating online
courses in the Georgia Department of Education’s Georgia Virtual School (GVS), but other
virtual programs will also be a placement option. The second online practicum experience will
be part of ITEC 7482: Facilitating Online Learning. The practicum experience will require
candidates to design and implement a 4-6 week online or blended course with students. The
candidate’s online teaching practicum will be observed and evaluated by the professor of ITEC
7482.
The course work, field experiences, and online practicum experiences are all aligned to the
Georgia Professional Standards Commission’s standards (PSC Rule 505-2-.162) for online
learning. The program is built on the knowledge, skills, and dispositions necessary to be an
effective online teacher. The program prepares candidates to plan, design, and incorporate
strategies to encourage active learning, interaction, participation and collaboration in an online
environment. Additionally, it prepares candidates to proactively lead an online classroom in a
manner that enhances the likelihood of student success, though regular feedback, prompt
responses to student questions and concerns and clear expectations. Candidates are required to
model and encourage legal, ethical, safe and healthy behavior in an online environment. The
program enables the candidate to fully experience online learning from the perspective of an
online student and an online teacher, and prepare candidates to develop and deliver assessments,
projects, and assignments that meet learning goals and assess learning progress by measuring
student achievement of those goals. The program prepares candidates to be responsive to special
education and cultural differences among students in the online classroom, and to encourage
intercultural interaction and inclusive learning. Finally, the program requires candidates to
demonstrate the ability to evaluate teaching effectiveness in an online learning environment.
The Online Teaching Certification/Endorsement program is designed for participants who have a
clear, renewable teaching certificate. This program enables experienced teachers to complete the
endorsement in three semesters. Candidates will complete 9 hours of specialized course work
taught by full and part-time graduate faculty and experienced instructional technology
specialists. The program will be delivered in cohorts in a fully online format.
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Date: Fall 2011
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Program Admission Requirements:
Applicants who wish to take graduate courses but do not want to pursue a degree program may
be admitted to non-degree graduate study.
Students admitted to non-degree programs in education must consult with the Office of Graduate
Study in Education to plan their programs. Kennesaw State University does not guarantee the
transferability of these courses to other colleges or programs of study.
Classification as a non-degree student CANNOT be used to:
1. Earn initial teacher certification. (Note that a recommendation for initial Georgia teacher
certification from Kennesaw State University requires the completion of a teacher
preparation program at the undergraduate level. Students interested in obtaining initial
Georgia teaching certification should contact the Teacher Education Advisement Center
for program information at 770 423-6105);
2. Satisfy more than 9 semester hours of credit toward meeting the requirements of a
master’s degree in the Bagwell College of Education.
Admission Criteria
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.
Non-degree to Degree Status
Non-degree candidates completing the Online Teaching Certification/Endorsement who
subsequently wish to transfer credit for the endorsement into a graduate degree program at
Kennesaw State University must meet the admission requirements as outlined for that degree; be
fully admitted to the degree; and have approval from the program coordinator of the degree
program to transfer the non-degree endorsement courses to the program of study.
Title: Online Teaching Endorsement
Date: Fall 2011
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Course Offering Schedule and Plan-of-Study
The scheduling of course offerings is planned to span a consecutive period of three (3) semesters
for a total of 9 credit hours. Successful completion of the courses listed in the plan of study
below will result in an Online Teaching Certification for all candidates and an Online Teaching
Endorsement in the State of Georgia for eligible candidates.
1st Semester
ITEC 7480
Introduction to Online Learning (3)
2nd Semester Designing & Developing Online Learning (3)
ITEC 7481
3rd Semester
ITEC 7482 Facilitating Online Learning (3)
Growth and Flexibility
As the Online Teaching Certification/Endorsement program continues to grow, needs to assess
resources and capabilities for possible expansion to meet the demands of the market.
Opportunities may arise to meet school district requests to tailor a cohort of candidates to suit
their particular needs.
Course Descriptions
ITEC 7480 Introduction to Online Learning (3)
This course explores principles for effective online learning and provides an introduction to key
terms, issues, policies, challenges, and emerging trends in the field. Topics include published
standards for quality online teaching and course design, accessibility to online courses, online
assessment principles, accommodations for students with disabilities, strategies for supporting
cultural and linguistic diversity, internet safety, student privacy and copyright. Candidates learn
pedagogical strategies for use in an online learning environment. This course is a content
pedagogy course in the candidate’s certification field.
ITEC 7481 Designing & Developing Online Learning (3)
In this course, candidates develop a high-quality online learning experience for students using
research-based elements and instructional design principles in online education. Candidates learn
how to assess student learning needs, organize content into learning modules, create authentic
and meaningful assessments, and engage learners in varied technologically-based activities to
achieve learning outcomes. Candidates create this online course in a widely-used learning
management system. As a practicum experience, candidates are enrolled in an online course
currently being taught by an experienced online teacher. Candidates discuss how these
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experienced teachers apply principles discussed in class and how they organize, manage, and
facilitate online teaching and learning.
ITEC 7482 Facilitating Online Learning (3)
This course addresses expectations, challenges, and issues specific to facilitating online learning.
Topics include motivating students, creating a sense of community, monitoring progress,
providing feedback, differentiating instruction, encouraging interactivity, collaboration and
dialogue, and preventing plagiarism and other forms of cheating. Under the supervision of their
professor, candidates complete and reflect upon an extended practicum experience as an online
teacher.
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
The present faculty in the Department of Instructional Technology brings a wealth of expertise
and experiences to support the course instruction for the Online Teaching
Certification/Endorsement. They each demonstrate a strong record of instructional technology
leadership, professional activity, and innovative and exemplary teaching. The following
description represents a summary of the faculty professional experience in K-12 schools and a
summary of scholarship and leadership experiences related to instructional technology.
Faculty
Doug Hearrington
Julie Moore
Traci Redish
Anissa Vega
Jo Williamson
Doug Hearrington
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
ITEC 7480
ITEC 7481
ITEC 7482
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1. 13 years of experience as a K-12 classroom teacher or site technology
coordinator implementing and/or providing technical, instructional, or
professional development support for instructional technology before I came
to KSU in 2007 (ending 5 years ago).
2. By providing professional development, instructional support, technical
support, and technology management, I supported the use and integration of
technology in an at-risk, Title-I, urban middle school containing 90 teachers,
2,100 students, and over 800 computers (ending exactly 5 years ago).
3. Working with students: For the last year my Project OWL (Online World of
Learning) has taken me into 14 3-5th grade classrooms to support the
learning and projects of nearly 300 students as they use my threedimensional, multi-user virtual environment (MUVE) for project-based
learning and simulations.
4. Working with teachers: Through Project OWL I have provided professional
development and direct support for the use of MUVE technology in 14
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5.
Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
1.
2.
3.
Julie Moore
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
19
teachers across two school districts containing nearly 300 3-5th grade
students.
Currently consulting with two school districts as they apply for funding for
science, technology, engineering, and mathematics (STEM) initiatives to
improve student achievement.
Published a study in the Journal of Digital Learning in Teacher Education,
Winter 2010 issue, on the use of MUVE technology as a tool for the delivery
of online instruction.
Published a chapter in an international research handbook in 2008 on the
instructional, technical, and professional development support for the use of
technology in K-12 schools.
Currently studying the use of MUVE technology with students in grades 3-5,
including the impacts of that technology on student learning and attitudes
toward school and teacher implementation of the technology.
1. Member, Induction Committee (TQP grant between KSU and Cobb County
Schools) – 2010-present
2. Professional Development session leader - various
3. Co-Director, BRIDGE (2007-2011) – Building Resources: Induction and
Development for Georgia Educators
4. Facilitator, Critical Friends Group Coaches Training (2007-2009). Focus on
using technology to conduct CFG sessions
5. Advisory Board Member and support for online CFGs for Georgia State
University’s Wachovia/NCTAF grant working with teachers in their PDS
schools (2007-2009)
1. Clift, R., Hebert, L. Cheng, Y., Moore, J. & Clouse, N. (2010) Exploring the
potential of internet-based technology for mentoring and induction
programs. In J. Wang, S. Odell, R. Clift (Eds.), Past, Present, and Future
Research on Teacher Induction.
2. Moore, J., Gilbert, L., & Hendricks, S. (2009, March). Building the BRIDGE:
A collaborative approach to teacher learning in a digital age. Society for
Information Technology and Teacher Education International Conference
(SITE) 2009, Charleston, SC
3. Polly, D. & Moore, J.A. (2008). The great divide: Preparing pre-service
teachers to integrate technology effectively. In M. Orey, V.J. McClendon,
R.M. Branch (Eds.), 2008 Educational Media and Technology Yearbook,
17-31.
4. Moore, J.A. (2008). Professional development: Models integrating 21 stcentury tools. Presentation at the annual National Educational Computing
Conference, San Antonio, TX.
5. Moore, J.A. & Chae, B. (2007). Beginning teachers’ use of online resources
and communities. Technology, Pedagogy, and Education, 16(2), 215-224.
(Invited paper, refereed).
6. Moore, J.A. (2006). The Georgia Systemic Teacher Education Program
(GSTEP): Creating a coherent and consistent teacher education experience,
TechTrends, 50(2), 37-38.
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Traci Redish
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
Anissa Vega
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
20
1. Served as the Interim Chair for Instructional Technology Department at
Kennesaw State University leading graduate programs in Instructional
Technology for P-12 teachers.
2. Served as Program Coordinator for the Departments of Instructional
Technology and Educational Leadership developing Instructional
Technology and Technology Leadership Programs for P-12 teachers.
3. Served as the Director of the Educational Technology Center working with 13
Metro School Districts in the integration of technology.
4. Developed and provided InTech training to hundreds of teachers in Georgia.
5. Supply teacher in the Cobb County School District.
1. Served as the Chair of the PSC Instructional Technology Task
Force to develop the standards for certification in Georgia.
2. Served on International Society for Technology in Education
(ISTE), National Standards and Accreditation Committee,
member, Spring 2010-current. Ensures that high-quality
professional standards and review processes are available for
institutions of higher learning such as KSU, who prepare
technology facilitators and leaders in education.
3. Served as the Chair of the Georgia Educational Technology
Conference.
4. Published the following book on the ISTE Technology
Facilitation Standards:
Williamson, J., & Redish, T. (2009). Technology facilitation
and leadership standards: What every K-12 leader should
know and be able to do. Eugene, OR: International Society for
Technology in Education.
5. Published other peer review and professional articles related to
technology leadership standards in K-12 education and
completed numerous presentations at state and national
conferences.
1. Served as instructor (1.5 years) of graduate-level courses
Instructional Technology courses in Georgia State
University’s College of Education. Responsibilities included:
(1) Teaching multiple sections of 25 students; (2) Course
revision and updating; (3) Reporting student activity and
performance level for financial aid office, university sports
departments, and registrar’s office.
2. Served as graduate researcher (3 years) at the Principals Center
at Georgia State University. Responsibilities included: (1)
Design, conduct, and present unique research addressing the
professional development of P-12 school principals, assistant
principals and district leaders; (2) Design and deliver
professional development programs to school leaders which
addressed school technology leadership; (3) Write foundation
and government grants to support professional development
programs for P-12 school leaders; (4) Guide, train, and support
webinar format professional development programs for P-12
school leaders and (5) Guide the center in social media
expansion.
3. Served as graduate researcher (3 years) for a co-Prinicpal
Investigator of the federal PT3 grant CrossRoads at Georgia
State University’s College of Education. Responsibilites
included conducting and reporting grant research and
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Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
21
evaluation.
4. Served as a teaching assistant (2 years) of under-graduate level
courses of Instructional Technology in Georgia State
University’s College of Education.
5. Served as Instructional Technology Specialist (4 years) at
Trinity School in Atlanta, Georgia which serves grades P-6.
Responsibilities included (1) Designing, delivering, and
evaluating a P-6 technology curriculum; (2) Manage
educational software budget; (3) Design a one-to-one tablet
PC program for students in grades 5 and 6; (4) Design,
develop, deliver, report, and evaluate a PSC-approved
professional development course for teachers which fulfilled
the Special Georgia Technology Requirement; and (5)
Coordinate all on-site staff development programming.
6. Taught 6th grade mathematics (1 year) at Farragut Middle
School in Knoxville, TN.
PUBLICATIONS:
1. Lokey-Vega, A. and Brantley-Dias L.B., (2006) Another view on mentoring.
Learning and Leading with Technology, October 2006, 18-21.
PRESENTATIONS:
1. Lokey-Vega. A. (2011). Curriculum alignment and the Georgia Performance
Standards. American Educational Research Association, New Orleans,
Louisianna.
2. Lokey-Vega. (2010). Expanding curriculum alignment methods: Introducing
the Goal-Curriculum Alignment Measures Model. UCEA, New Orleans,
Louisianna.
3. Lokey-Vega. (2009). Knowledge economy skills in the Georgia Performance
Standards, paper presentation, Graduates in Instructional Technology Fall
Colloquium, Georgia State University, Atlanta, Georgia.
4. Lokey-Vega, A. and Shoffner, M. (2008) Revisiting the role of technology and
curriculum in K-12 education for a knowledge economy, paper presentation
AECT, Orlando, Florida.
5. Tighe, R. and Lokey-Vega, A. (2008) Principals Centers in the U.S.: Their
roles, locations, and services for school leaders, paper presentation UCEA,
Orlando, Florida.
6. Lokey-Vega, A. and Brantley-Dias, L.B., (2007) Paper session: Mentoring
with iMovie, ISTE NECC, Atlanta, Georgia.
7. Pecore, J., Lokey-Vega, A., and McDowell, A. (2007) Technology,
Mentoring, and Inquiry, workshop presentation NSTA, Birmingham,
Alabama.
8. Lokey-Vega, A. Brantley-Dias, L.B., and Weingart, J. (2006) Got Video?
Mentoring with iMovie. GaETC concurrent session, Atlanta, Georgia.
9. O’Bannon, B., Nonis, A., Skuda, S., Puckett, K., and Lokey, A. (2002)
Facilitating systematic change in teacher education: A model for technology
infusion. A panel discussion to be presented at the annual meeting of the
Society for Information Technology and Teacher Education, Nashville,
Tennessee.
WORKSHOPS:
1. Lokey-Vega. (2009). What every principal should know: The very real virtual
lives of students and teachers. Workshop presented on multiple occasions for
the Principals Center, Atlanta, Georgia.
2. Brantley-Dias, L.B. and Lokey-Vega, A. (2005) Using iMovie in Teacher
Mentorship. A seminar presented to Georgia State and Professional
Development School Faculty. Georgia State University, Atlanta, Georgia.
3. Lokey-Vega, A. (2005) Active Internet Parenting: Parenting your Connected
Teenager, A seminar presented to the Parents of Trinity Presbyterian
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Church, Atlanta, Georgia.
4. Lokey-Vega, A. (2005) Active Internet Parenting: Parenting
your Connected Teenager, A seminar presented to the
Westminster Parents Association, Atlanta, Georgia
Jo Williamson
Summary of Professional
Experience in P-12
Schools Relevant to the
M.Ed. in Instructional
Technology
Summary of Scholarship
and Leadership
Experience Activities
Related to Instructional
Technology
7. Served for four years as the Associate Director of Kennesaw
State Educational Technology Center. Responsibilities
included: (1) working with 13 Metro School Districts in the
implementation of contract deliverables and local service
programs associated with the KSU ETC; (2) developing and
monitoring the professional development program for the
Georgia Department of Education (GA DOE) Online
Assessment System; (3) developing and implementing
professional development and consulting support programs
aligned to federal Title IID and eRate guidelines for school
district technology planning and evaluation efforts for 13 Area
School Systems.
8. Directed the Instructional Technology and Media Division,
Georgia Department of Education, Atlanta, GA for two years.
Responsibilities included: (1) providing statewide leadership
for instructional technology initiatives serving Georgia’s 183
school districts and (2) overseeing of Title II, Part D, NCLB;
Georgia Learning Connection’s Statewide Instructional
Resource Portal for Teachers; Georgia Virtual School; Annual
State-wide Technology Inventory; School-system Technology
Planning; State of GA K-12 Technology Integration Plan;
State e-Rate program/State Network; Consolidated
Application for Federal Funding; and 13 Educational
Technology Training Centers. Prior to becoming the director
of the division, I served three years as a Program
Consultant/Manager of Title II, Part D and led district and
agency strategic planning initiatives.
9. Served three years as a program manager and director of the
Area One Learning Technologies Hub, an Illinois State Board
of Education-funded agency providing leadership and
professional development to 306 public K-12 school districts
comprised of 60,000 educators and 863,000 students in the
suburban Chicago area.
10. Served three years as the Technology Director for Waukegan,
IL Public School. Led one of the original 13 Federal
Challenge Grants for technology, which provided funds and
matching services totaling $11 million over five-year period.
11. Taught junior high and high school English and Journalism in
public schools in Kansas City, MO and Olathe KS.
6. Serving on International Society for Technology in Education
(ISTE), National Standards and Accreditation Committee,
member, Spring 2010-current. Ensures that high-quality
professional standards and review processes are available for
institutions of higher learning such as KSU, who prepare
technology facilitators and leaders in education.
7. Serving on ISTE Board of Directors, Conference Committee,
member, June 2006-current. Recommends strategic action
and policy related to ISTE’s annual conferenct to ISTE’s
President and Board of Directors. The ISTE conference is the
largest national and international educational technology
conference, serving nearly 20,000 participants each year. The
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impact of this conference is critical in many arenas, including
encouraging a research-based vision for technology use in
schools, providing professional development opportunities for
educators, and influencing policy and programs related to
school technology programs.
8. Published a Williamson, J., & Redish, T. (2009). Technology
facilitation and leadership standards: What every K-12 leader
should know and be able to do. Eugene, OR: International
Society for Technology in Education.
9. Published other peer review and professional articles related to
technology leadership standards in K-12 education and
completed over 15 presentations at state and national
conferences.
10. Wrote the 2002 State of Georgia K-12 Technology Plan and
drafted a current reality section for the 2007 State of Georgia
K-12 Technology Plan.
FACULTY DEVELOPMENT
Faculty in the BCOE maintain and demonstrate sustained scholarship activity and agendas
consistent with expectations of faculty working in educational leadership programs. Members of
the BCOE faculty are encouraged to make best use of the funds to attend professional
conferences and workshops advancing their professional growth. Travel funds are available for
faculty to participate in significant educational conferences at the state, national, and
international levels. Aside from departmental and college-level support for travel, the KSU
Foundation, Office of Graduate Studies, and the International Office have supplemented faculty
travel funds for professional endeavors. Additionally, faculty members have access to high
quality online learning courses offered by CETL.
Faculty members from the BCOE have traveled internationally to share professional educational
expertise, to gain knowledge of educational practices around the world, and to establish
partnerships with international peers. It is the culture of the BCOE to collaboratively pursue
scholarly activities.
FACULTY RESEARCH AND SCHOLARSHIP
Members of the BCOE faculty are actively engaged in research activities in educational
leadership. They frequently present at important state, national, and international conferences of
the following organizations:
Some of the professional conferences in which the faculty delivers presentations include:
American Association of Colleges of Teacher Education (AACTE)
American Association of School Administrators (AASA)
American Educational Research Association (AERA)
Building Learning Communities (BLC)
Georgia Association of Colleges of Teacher Education (GACTE)
Georgia Educational Research Association (GERA)
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Georgia Educational Technology Conference (GaETC)
Hawaii International Conference on Education (HICE)
International Society for Technology in Education (ISTE)
National Staff Development Conference (NSDC)
Southern Regional Council for Educational Administration (SRCEA)
Distinguished professional journals that the faculty publish in and reference include:
Association for the Advancement of Computing in Education Journal
Contemporary Issues in Technology and Teacher Education
Gateways to Teacher Education
Journal of Computers in Math and Science Teaching
Journal of Computing in Teacher Education
Journal of Educational Media and Hypermedia
Journal of Interactive Learning Research
Journal of Research on Technology in Education
Journal of Technology Education
Journal of Technology and Teacher Education
Learning and Leading with Technology
School Business Affairs
Teaching Horizons in Education (THE) Journal
VII Outstanding programs of this nature at other institutions
To date, only one other Institution of Higher Education (IHE) and one Regional Educational
Service Agency (RESA) in the state offers such a certification/endorsement—Valdosta State
University and Pioneer RESA. With the approval of this certification/endorsement, KSU will be
poised to provide this program to educators all over the state and nation.
VIII Inventory of pertinent library resources
N/A
IX Facilities
N/A
X Administration
N/A
XI Assessment
N/A
XII Accreditation
Business Content Audit:
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Referencing the Business Content Worksheet, does this program or concentration, incorporating
the information proposed herein, have “traditional business subject” content delivered by faculty
or programs administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
___X__ No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB
International business accreditation standards. The purpose of the audit is to prevent the unintended,
undesirable compulsory inclusion of programs subject to AACSB standards.
XIII Affirmative Action Impact
N/A
XIV Degree Inscription
N/A
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XV Fiscal and Enrollment Impact, and Estimated Budget
1. ENROLLMENT PROJECTIONS
N/A
2. COSTS
N/A
A. Personnel -- reassigned or existing positions
B. Personnel -- new positions
C. One-Time Startup costs
D. Operating Costs
3. REVENUE SOURCES
N/A
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References:
Cobb Virtual Academy. (2010).
Retrieved: http://www.cobbk12.org/cobbvirtualacademy/about/about.html
Christensen, C. Horn, M, & Johnson C. (2008). Disrupting Class: How Disruptive Innovation
Will Change the Way the World Learns. McGraw Hill.
Wicks, M. (2010). A National Primer on K-12 Online Learning, Version 2, International North
American Council for Online Learning.
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