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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Professional Development Policy Guidelines

This set of guidelines and resources identifies the key topics to be addressed in developing policies for program evaluation of virtual schools and distance learning. For each topic, the table lists guidelines for effective policies and practices, and provides resources and examples (when available) for state technology leaders.

The following guidelines and resources are designed to assist state leaders in developing policies to ensure that teachers providing online instruction in their state have the appropriate credentials, professional development and environment in which to deliver quality instruction for students. The guidelines can be used as a checklist when reviewing specific courses or providers and address the following subtopics

Certification and Credentialing
Training and Professional Development
Supportive Environment

The resources cover a broad range of organizations and pertain to multiple subtopics.

Certification and Credentialing

The teacher is certified according to state regulations.
The teacher has taken an online course.
Preservice programs include information on and experience with virtual schools.
Online courses qualify for certification or recertification as long as they generally meet the quality standards for certification courses.

Training and Professional Development

Guidelines	Suggestions & Examples
Online professional development courses for training teachers to teach online:	The course can be completely online or a blended model of online and face-to-face, or a hybrid that involves other distance modalities (i.e. video or audio conferencing, instructional television, CDs). Comply with state policies pertaining to professional development in general. There may be a need to revisit definitions within the policies, particularly when defining the credit "hours" given for a course online.
Title II, Section D NCLB funds can be used to pay for professional development to train online instructors.

Supportive Environment

Guidelines	Suggestions & Examples
Provide guidelines for the structure of staffing online classes.	For example, in a lab setting where students are taking online courses, a certified teacher is available and monitors progress and provides info to the online teacher. In classes where all students are taking the same class, the facilitator teaches with the online teacher so that there is continuity between the online classroom and the face-to-face environment. Examples: Louisiana policy requires schools to identify an onsite facilitator for students participating in any virtual course. The teacher must be qualified/certified and the district must provide adequate technical support both technically and instructionally. North Dakota policy requires that the facilitator be a certified teacher, counselor or administrator and that the school provide technical support. For home schooled children, the student must take tests monitored by a certified educator.
Define the workload that is appropriate for online and distance teaching.	Different modes will need different guidelines. For example, Hawaii and Louisiana recommend having a maximum of 25 students in online classes.
Provide guidelines for online course developers that align with the staffing structure and quality requirements in your state.
Require that schools and/or course providers conduct an orientation for parents about what to expect in an online or distance education environment.
Provide opportunities for administrators to learn how online learning can be effective for their teachers and students and how to support teachers and students in this learning environment.	Ohio has administrator training through its Gates Funding. This training is conducted in part in an online environment which gives administrators experience to this delivery system. In Louisiana, all first and second year principals participate in an induction program about technology integration that includes an online component and addresses online instruction.
Require that courses and/or instructors provide students with:	An assessment of whether or not online learning is suitable for the individual. An introductory module on how to use online learning. Various levels of support from counselors and administrators based upon their needs, study characteristics. A learner's contract defining roles and responsibilities for online learning that students must sign. A copy of the Adequate Use Policy. Release forms for student work.