Standard D

The teacher provides online leadership in a manner that promotes student success through regular feedback, prompt response and clear expectations.

Précis

Standard D Artifacts

*iNACOL conducted a comprehensive review of online teaching standards available. Based on this review, the SREB Standards for Quality Online Teaching, Southern Regional Education Board, Atlanta, Georgia, 2006 is adopted, with minor modifications, as the source for the iNACOL National Standards for Quality Online Teaching. iNACOL added two standards to the 11 SREB standards. Some of the SREB indicators were deleted and others were added. iNACOL added two additional standards from the Ohio Department of Education’s Ohio Standards for the Teaching Profession and the Electronic Classroom of Tomorrow’s Teacher Evaluation Rubric based on the results of the review.

1. Models effective communication skills and maintains records of applicable communications with students.
2. Encourages interaction and cooperation among students, encourages active learning, provides prompt feedback, communicates high expectations, and respects diverse talents and learning styles.
3. Persists, in a consistent and reasonable manner, until students are successful.
4. Establishes and maintains ongoing and frequent teacher-student interaction, student-student interaction and teacher-parent interaction.
5. Provides an online syllabus that defines objectives, concepts and learning outcomes in a clearly written, concise format.
6. Provides an online syllabus that defines the terms of class interaction for both teacher and students, defines clear expectations for both teacher and students, defines the grading criteria, establishes inappropriate behavior criteria for both teacher and students, and explains the course organization to students.
7. Uses student data to inform instruction, guides and monitors students’ management of their time, monitors learner progress with available tools and develops an intervention plan for unsuccessful learners.
8. Provides timely, constructive feedback to students about assignments and questions.
9. Gives students clear expectations about teacher response time.
10. Contacts students who are not participating.
11. Recognizes that student interaction with the lesson has instructional value and therefore encourages students to participate in leading the instruction and/or demonstrating mastery of the content in other appropriate ways.
12. Personalizes feedback (support, growth and encouragement).*
13. Communicates high expectations.*