The document describes a scavenger hunt created for faculty to demonstrate their understanding of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules addressing elements of Standard D like effective communication, setting expectations, providing feedback, and engaging struggling students. Upon completing the modules, teachers are expected to exhibit behaviors like using various communication tools with students and providing clear expectations, objectives, and assessment criteria.

1. INACOL STANDARD D
SCAVENGER HUNT
Mary R. Broussard
University of Louisiana at Lafayette

2. Introduction
This scavenger hunt was created to prepare
faculty to demonstrate knowledge,
understanding, and abilities of iNACOL
Standard D. iNACOL’s (2011) mission is to
“ensure all students have access to world-class
education and quality online learning
opportunities that prepare them for a lifetime
of success” (p. 4). Standard D focuses on the
teacher’s ability to promote success through
clear expectations, prompt responses, and
regular feedback (iNACOL, 2011). Each module
is designed to address one or more of the
standards found in section D. The modules
include the standard(s) followed by the

3. Teacher Expectations:
Upon completion of the modules the teachers are expected to exhibit
the following behaviors:
• The online teacher is able to use effective communication skills with students.
• The online teacher is able to provide prompt feedback, communicate high expectations, and respect
diverse talents and learning styles.
• The online teacher is able to provide clear definitions of objectives, concepts, and learning outcomes and
the course organization to students.
• The online teacher is able to establish and provide clear expectations of class interaction for both teacher
and students.
• The online teacher is able to provide a clear explanation of the assessment criteria for the course to
students.
• The online teacher is able to provide a clear explanation of the expectations of teacher response time to
student queries.
• The online teacher is able to establish and implement criteria for appropriate online behavior for both
teacher and students.
• The online teacher is able to use student data to inform instruction, guide and monitor students’
management of their time, monitor learner progress with available tools, and develop an intervention plan
for unsuccessful learners.
• The online teacher is able to use a variety of methods and tools to reach and engage students who are
struggling.
• The online teacher is able to orient students to teacher’s instructional methods and goals and invite
students to provide feedback on their perceptions of how they are learning in a course.

4. Module 1
T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s
t e c h n iq u e s t o m a in t a in s t r o n g a n d r e g u la r
c o m m u n ic a t io n w it h s t u d e n t s , u s in g a v a r ie t y o f
t o o ls .
Visit this Communication Skills Site and work with a partner to complete the
following activities:
•Answer these questions:
•What is communication?
•What does it look like to be an effective teacher in the area of having good
communication skills?
•What are some of the elements that teachers use to communicate with
students?
5.Brainstorm with your partner and make a list of different scenarios where good
communication is most important between teachers and students. Take turns with
your partner acting out at least one scenario where you each have a turn being the
teacher and the student.

5. Module 2
• T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s
t e c h n iq u e s f o r u s in g a p p r o p r ia t e c o m m u n ic a t io n s
in s u p p o r t o f s t u d e n t e n g a g e m e n t t h r o u g h p r o m p t
a n d r e g u la r f e e d b a c k , a n d s e t t in g a n d
c o m m u n ic a t in g h ig h e x p e c t a t io n s .
2. T h e o n l i n e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e
n e e d t o p r o v id e c le a r e x p e c t a t io n s f o r t e a c h e r
r e s p o n s e t im e t o s t u d e n t q u e r ie s .
3. T h e o n l i n e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e
n e e d f o r t im e ly , c o n s t r u c t iv e , p e r s o n a liz e d
f e e d b a c k t o s t u d e n t s a b o u t a s s ig n m e n t s a n d
q u e s t io n s . ( a ls o c o v e r e d in M o d u le 6 )
Visit this Feedback Site and read The Good Teacher. Use the information in order
to outline the techniques for using appropriate communications in support of
student engagement through prompt and regular feedback, and setting and
communicating high expectations.

6. Module 3
• T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e n e e d
t o c r e a t e a n d e x p la in o b je c t iv e s , c o n c e p t s , a n d
le a r n in g o u t c o m e s in a c le a r ly w r it t e n , c o n c is e
f o r m a t a n d t o e x p la in t h e c o u r s e o r g a n iz a t io n t o
s tu d e nts .
• T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e
p r o c e s s f o r a lig n in g t e a c h e r a n d s t u d e n t
e x p e c t a t io n s f o r t h e c o u r s e , in g e n e r a l.
Visit The Learning Manager and create a Bloom’s Taxonomy of Learning Domains
Wheel using the supplies that have been provided. Use the wheel to work with your
level in developing appropriate objectives and learning outcomes for future lessons
and units. Finally discuss within your group the importance of creating and
explaining objectives, concepts, and learning outcomes in a clearly written, concise
format and to explain the course organization to students.

7. Module 4
• T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s
t h e n e e d t o d e f in e t h e t e r m s o f c la s s
in t e r a c t io n f o r b o t h t e a c h e r a n d s t u d e n t s .
• T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s
t h e n e e d t o e s t a b lis h c r it e r ia f o r a p p r o p r ia t e
o n lin e b e h a v io r f o r b o t h t e a c h e r a n d s t u d e n t s .
Visit Netiquette Core Rules and read this article on
promoting interaction in online classes. Use any means of technology that
you see fit in order to respond to the following questions. You may also
use any other cited resources to complete this task.
• What are the expectations of class interaction for both teacher and
students?
• In what ways are you planning on establishing these expectations?
• What are the criterions for appropriate online behavior for both teacher
and students?
• In what ways are you planning on establishing these criterions?

8. Module 5
T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s
t h e n e e d t o d e f in e t h e a s s e s s m e n t c r it e r ia
fo r th e c o u rs e .
Visit this article on assessment criteria and answer the following
questions:
•Why do we need assessment criteria?
•What are assessment criteria?
•What is the difference between assessment criteria and learning
outcomes?
•When should assessment criteria be used?
•What are the three levels that assessment criteria can be used?

9. Module 6
• T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s a
v a r ie t y o f m e t h o d s a n d t o o ls t o r e a c h a n d
e n g a g e s t u d e n t s w h o a r e s t r u g g lin g .
• T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e
n e e d f o r t im e ly , c o n s t r u c t iv e , p e r s o n a liz e d
f e e d b a c k t o s t u d e n t s a b o u t a s s ig n m e n t s a n d
q u e s t io n s . ( a ls o c o v e r e d in M o d u le 2 )
Read
Emerging Technology for Digital Natives: Reaching Out to Struggling Students
. Create a graphic organizer using the information from the article and
information you gather using other sources to highlight the tools that can be
used to reach and engage struggling students.

10. References
Brookhart, S. (2008). How to give effective feedback to your students. Association For
Supervision and Curriculum Development. Retrieved June 27, 2012, from
http://www.ascd.org/publications/books/108019/chapters/Types-of-Feedback-and-Their-Purposes.aspx.
The core rules of netiquette. (2011). Retrieved June 27, 2012, from http://www.albion.com/netiquette/corerules.html.
Designing and using assessment criteria. (2012). Retrieved June 27, 2012, from
http://www.brookes.ac.uk/services/ocsld/firstwords/fw24.html.
iNACOL. (2011). National standards for quality online teaching. Retrieved June 25, 2012,
from http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf.
Koenig, B. & Olson, J. (2010). Emerging technology for digital natives: Reaching out to
struggling students. Wisconsin English Journal, 52(2), 26-28. Retrieved June 30, 2012, from
http://journals.library.wisc.edu/index.php/wej/article/viewFile/345/353.
The Learning Management Corporation. (n.d.). Developing clear learning outcomes and
objectives. Retrieved June 30, 2012, from
http://www.thelearningmanager.com/pubdownloads/developing_clear_learning_outcomes_and_objectives.pdf.
Muirhead, B. (2004). Encouraging interaction in online classes. Retrieved June 30, 2012, from
http://www.itdl.org/journal/jun_04/article07.htm.
Prozesky, D. (2000). Communication and effective teaching. Community Eye Health, 13(35),
44-45. Retrieved June 30, 2012, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705977/.
Schackne, S. (n.d.). The good teacher. Retrieved June 30, 2012, from
http://www.schackne.com/Goodteacher.htm.