This document discusses the role of principals as instructional leaders in online environments. It examines how online learning and flipped classrooms provide new insights for principals. The goals are to better understand online course evaluation, create an observation tool for online classes, and design professional development for new online teachers. The author believes online learning can be highly effective and teachers are the most valuable resource. The document explores strategies for observing online courses, comparing evaluation rubrics, analyzing online course components, and providing feedback and support to teachers after observations.

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.
 Go ahead and go to http://tops.btcs.org/Horne_LF.html

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
learning.
 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 as opposed to
teacher performance.
 A growth mindset applies universally, not only to students.
 Evaluations should be solely focused on improving practice.
 Teachers know more than I do about their subjects, their students,
how to teach them, what students have a hard time learning, and
why their subject is important.

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. Where to start…
 Instructions
 Information
 Assignments
 Assessments
 Collaboration

12. What’s next?
 Higher order thinking questions:
 Discussion
 Different types of assessments
 Choice
 Clear and concise information

13. And finally…
 Student work
 Academic feedback
 Evidence of engagement
 Responses to student performance
 Student progress over time

14. Creating your instrument
 What is important and manageable?
 Where will teachers benefit from feedback versus a checkmark?
 Do a walkthrough inventory of your entire school.
 Involve teachers in this process.
 What patterns do you see?
 What does everyone do?
 Do you need to create policies that standardize certain elements?
 What do you think I focused on after the first round of walkthroughs?

15. After walkthroughs
 Something positive
 “What I like”
 Shoutouts
 Recognition
 Great job!
 Coaching
 Follow up
 One on one help
 Play matchmaker with teachers to help one another

16. Professional Development
 How do you think this drives my PD plan?