Rating Scale
0 Absent—component is missing
1 Unsatisfactory—needs significant improvement
2 Somewhat satisfactory—needs targeted improvements
3 Satisfactory—discretionary improvement needed
4 Very satisfactory—no improvement needed
Average | Strengths | Dimensions to Improve | |
| A)
The online teacher knows the primary concepts and structures of
effective online instruction and is able to create learning experiences
to enable student success. | 2.8 | Content
area knowledge, degreed and credentialed in the fields of Educational
Technology and Mathematics, member of professional learning communities,
views online learning as both viable and necessary to develop global
competitiveness | Increase use of global collaboration using sites such as ePals, continue seeking professional development that builds online teaching strategies |
| B)
The online teacher understands and is able to use a range of
technologies, both existing and emerging, that effectively support
student learning and engagement in the online environment. | 3.4 | Seeks
and matches technology applications and hardware to support learning
objectives and facilitate academic and non-academic communication,
effectively troubleshoot hardware and software in face-to-face and
distance settings | Continue to actively engage in research and application of emerging technologies |
| C)
The online teacher plans, designs, and incorporates strategies to
encourage active learning, application, interaction, participation, and
collaboration in the online environment. | 3.3 | Scaffold,
differentiate, and adjust communication style to maximize learning for
all students, incorporates authentic application of concepts and
technologies in group and individual projects, offers self-guided and
collaborative learning opportunities, draws on experience as an online
student to anticipate students’ questions and needs | Research
best practices and inquiry-based projects that maximize learning,
utilize problem based learning and case studies, increase parent
involvement in the online setting |
| D) The online teacher promotes student success through clear expectations, prompt responses, and regular feedback. | 3.9 | Clear,
concise communication about course policies and procedures delivered
via syllabus, assignment table, rubric, and screencast | Continue to use end of course survey and observations of student misunderstandings to communicate course policy and procedure |
| E) The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use. | 4 | Incorporates
activities and provides resources to teach students the nuances of
copyright and fair use the use of audio, video, text, and images found
on the Internet, re-engages students with copyright and fair use laws
when appropriate, understands and applies laws regarding posting
students’ images and work online | Continue to develop engaging opportunities for students to apply copyright and fair use law in an authentic setting |
| F)
The online teacher is cognizant of the diversity of student academic
needs and incorporates accommodations into the online environment. | 2.7 | Refers
to IEP/504 accommodations/modifications, collaborates with RSP
teachers, sensitive to individual differences and needs of students,
some knowledge of assistive technologies | Obtain
professional development to increase knowledge and application of
assistive technologies and universal design principles so that all
students have equal access and opportunity to engage with content and
classmates |
| G)
The online teacher demonstrates competencies in creating and
implementing assessments in online learning environments in ways that
ensure validity and reliability of the instruments and procedures. | 3.3 | Trained
and practiced in the design of reliable and valid assessment
instruments, applies formative and summative assessment to develop skill
fluency and conceptual understanding, designs standards-based
instructional activities | Continue to increase knowledge of online assessment tools and methods |
| H)
The online teacher develops and delivers assessments, projects, and
assignments that meet standards-based learning goals and assesses
learning progress by measuring student achievement of the learning
goals. | 3 | Regularly
incorporates assessments that mirror the use of content outside the
classroom, communicates student learning in terms of proficiency with a
particular standard, utilizes backwards planning (standard → summative
assessment → guided/group/independent practice with formative
assessment) | Pursue training to learn additional methods to create and select authentic assessment methods and tools |
| I)
The online teacher demonstrates competency in using data from
assessments and other data sources to modify content and to guide
student learning. | 4 | Leads
and trains data team leaders and teachers to use data to drive all
aspects of instruction, uses multiple measures to ascertain performance
levels, incorporates self-assessment and builds metacognitive awareness
in learners, assists students in the identification of goals and
monitoring their progress | Collaborate with colleagues to ensure consistent application of data analysis and the use of data to inform instruction |
| J)
The online teacher interacts in a professional, effective manner with
colleagues, parents, and other members of the community to support
students’ success. | 4 | Actively
and regularly engages in formal and autodidactic professional
development, models appropriate communication and ethical behavior, uses
multiple modes of communication to notify parents of students’
achievement level | Continue to build bilingual/biliterate fluency in Spanish |
| K)
The online teacher arranges media and content to help students and
teachers transfer knowledge most effectively in the online environment. | 4 | Knowledge
of and practice applying instructional design principles and cognitive
learning theories, utilizes multimedia and developmentally appropriate
technologies to engage, instruct, and assess student’s content mastery
level | Continue to deepen knowledge of the LMS’s features to capitalize on its functionality |