Learning Forward Presentation

1. H05 — INSTRUCTIONAL
LEADERSHIP IN AN
ONLINE ENVIRONMENT
EXAMINE THE ROLE OF THE PRINCIPAL AS AN INSTRUCTIONAL LEADER IN AN ONLINE ENVIRONMENT.
SEE HOW AN ONLINE ENVIRONMENT AND FLIPPED CLASSROOMS CAN GIVE A PRINCIPAL DEEPER
INSIGHT INTO A CLASSROOM. CREATE A WALK-THROUGH INSTRUMENT FOR ONLINE CLASSES AND
DESIGN A PROFESSIONAL DEVELOPMENT PLAN FOR A NEW ONLINE TEACHER.

2. Our goals
 To have a deeper understanding of how to evaluate an online
course.
 To become aware of instruments that are already widely used.
 Create a walkthrough instrument for online classes.
 Design a professional development plan for a new teacher.

3. About me
 Originally a French and English teacher
 Got involved with online learning in 2007
 After I finished my Ed.D. found a job to design and lead an online
school
 My areas of expertise are instructional coaching (dissertation plus
two years of intensive coaching training), distance education (both
online and blended), and stringed instruments.

4. About TOPS
 Established in 2012
 Statewide Virtual School in TN
 We’re part of Bristol, TN City Schools
 Our content is all homemade – we don’t use a 3rd party
 We use Canvas as our LMS (if you don’t know what this means, ask)
 Student population: 250

5. My beliefs
 Online learning can be equal to or better than traditional B&M
classrooms.
 Teachers (as human beings) are our most important and valuable
resource and should be treasured.
 Students are our clients and shouldn’t be taken for granted. (In my
school, none of them are compelled to be there.)
 How a teacher designs work is causal to learning.
 A growth mindset applies universally, not only to students.
 Evaluations should be focused on improving practice.
 Teachers know more than I do about their subjects, how to teach it,
what students have a hard time learning, and why their subject is
important. I need to think about that before I hand down a mandate.

6. Evaluating B&M classrooms versus
online courses
B&M
 90 minutes of instruction
 Daily lesson plans
 Student work if requested (usual in
paper-pencil format)
 For most teachers, less than 1% of
the time they spend in the
classroom.
Online
 The entire course
 All student work
 All teacher feedback
 All student discussions
 For all teachers, 100% of what they
do in the classroom.

7. Discussion: Why do we do
evaluations/walkthroughs?
 What do we hope to gain?
 What are your teachers’ perceptions of them?
 What’s your process?
 My purpose is to help the teacher figure out what needs to be
better.
 There are some basics that must be there. After that, it depends on
the subject and most importantly, the students.

8. Let’s compare what Learning
Matters and iNACOL rubrics
 What’s similar?
 What’s different?
 Do you think anything should be added?
 Do you think anything should be taken away?

9. The anatomy of an online course
module
 Module description/instructions
 Instructional content (how we deliver the information to students)
 Assignments (discussions, quizzes, papers, etc)
 Assessments (how we know that students got it)
 Supplemental content (tying to prior learning, big ideas, areas of
interest)

10. Instructions/Overview
Assignment
Discussion
Assessment
From “Sample module” in Tools

11. What to look for?
 Higher order thinking questions:
 Discussion
 Different types of assessments
 Choice
 Clear and concise information