SETDA's NLI Toolkit 2003 - Virtual Schools and Distance Learning


	1. Chapter Summary 2. Standards and Quality Policy Guidelines 3. Program Evaluation Policy Guidelines 4. Professional Development Policy Guidelines 5. Finance and Infrastructure 6. Resources & Readings 7. Next Steps

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Chapter Summary

The convergence of distance learning and virtual schooling into the daily culture of learning communities is occurring at a very rapid pace. Technology is enabling the opportunity for valued resources and learning experiences to be delivered to isolated or underserved populations with relative ease. As resources and coursework stream across district and state lines, the accountability and validity of these resources are often at odds with traditional state policy and credentialing processes.

Objective

To identify state policies that support the implementation of virtual schools and distance learning and to identify resources and best practices for addressing such policy issues.

Key Questions

Are the policies that govern education applicable to the distance learning environment? Or, are there major modifications of board policies that are required in order to embrace and accredit distance learning programs?
Given the No Child Left Behind Act of 2001 (NCLB) requirements for highly qualified teachers, will the distance learning environment require additional credentialing or professional development for teachers providing instruction?
Will distance education require certain skill sets from students before they are allowed to enroll in distance learning opportunities?
How does the distance learning environment affect funding to states, schools and districts?

NLI Work Group Process

The Virtual Schools and Distance Learning Work Group focused on policy issues state leaders need to consider when implementing virtual schools and distance learning programs, as well as collecting resources useful in addressing some of these issues. The group divided these policy issues into four categories:

Standards and Quality.
Professional Development.
Program Evaluation.
Finance and Infrastructure.

Across all categories, participants used the definition of distance learning provided by the U.S. Distance Learning Association (USDLA), found at www.usdla.org:

"Distance education is the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance."

Although there was consensus with this broad definition of distance learning, several groups chose to focus more specifically on web-based learning, given its growing influence across K-12 education.

Having agreed to use the USDLA's definition of distance learning, the group decided to address policy, principles and best practices/examples across four clusters of topics:

Fiscal implications, infrastructure, management and costs.
Standards, quality and credit.
Professional development, staffing and full time employment.
Assessment and evaluation.

The Work Group divided into four subgroups, each focusing on one of these areas, and addressed the following four questions to guide the conversations:

What are the principles related to this topic that influence policy direction?
What are the policy implications or guidelines?
What are examples of best practices?
What are some sample policies?

Across all subgroups, participants reviewed national, state, and local goals, guidelines, and policies; compiled lists of resources; shared examples and viewpoints from different states; and prepared draft guidelines for state leaders.

SETDA Tools to Assist States

How are states addressing these policy issues and integration of expanded services and learning opportunities on line? This workgroup centered their focus on delivering resources for technology leaders in developing guidelines and procedures in these areas:

Standards and Quality Policy Guidelines - Includes a policy checklist and resources for addressing course content and implementation; staffing and certification; management, administration and infrastructure; and evaluation.
Program Evaluation Policy Guidelines and Resources - Includes guidelines for evaluating the key aspects of a quality virtual or distance education program at the state level, providing examples when possible to address administration and management; parents; teachers; technology; students and courses
Professional Development Policy Guidelines - Includes a policy checklist and resources for addressing certification and credentialing; training and professional development; and supportive environment.
Finance and Infrastructure Considerations - Includes key questions and state funding models to provide a starting point for state educational leaders in developing appropriate policies for funding virtual schools and distance learning in their states