The document outlines an approach for coaching doctoral professors to teach online. It recommends starting the coaching process two months before the course begins and focusing initially on the professor's course content and syllabus. It also suggests having an ongoing dialogue through face-to-face, email, and phone conversations to determine the professor's technical skills and needs. The coaching should include being present online when the class starts and focusing on developing the professor's teaching presence, social presence, and cognitive presence using the Community of Inquiry framework.

1. 
Coaching Doctoral Professors
to Teach Online
Rob Darrow, Ed.D.
Sloan C, July 2012
http://robdarrow.wikispaces.com

2. Coaching
• Start two months before start of course
• Start with professor’s content
• Ongoing dialogue/conversation
• Face-to-face, email, phone

3. Start With Syllabus
• Start “where they are at”
• “Listen” to assignments
• Ask what they would like to do

4. Professor Check List
• What “tech stuff” do you know?
• What functions in your course management
system (CMS) do you know?
• Anything you would like to do outside the
CMS?

5. Be “Present” When Class Starts
• Online with Professor
(e.g. Bb Collaborate or
Google Hangout or
Online Discussion)
• Attend class face-to-face if needed
• Interact / Email with professor and students

6. Pedagogy: Community of Inquiry
as Online Teacher
• Social Presence
• Cognitive Presence
• Teaching Presence

7. Pedagogy: Community of
Inquiry

8. Resources/Handouts
• robdarrow.wikispaces.com
Dr. Rob Darrow - rdarrow@inacol.org
Consultant/Online Learning Coach
California State University, Fresno
Director of Member Services,
International Association for K-12 Online Learning
(iNACOL – www.inacol.org )