This professional development module focuses on Standard I of the iNACOL quality standards for online teaching. The module contains 6 principles related to Standard I and objectives for learners to meet upon completion. Learners will demonstrate competencies like incorporating time management, using online course management tools, assessing student readiness, understanding the importance of student success and self-assessment, and fostering student empowerment in online learning. Activities include reading articles, completing tasks in an e-learning toolkit, designing assessments, and discussing strategies for online teaching and learning.

2. STRUCTURE OF PROFESSIONAL DEVELOPMENT-
MODULE FOR NACOL’S STANDARD I :
QUALITY ONLINE TEACHING:
 iNACOL Mission: Ensure all students have access to
world-class education & quality online learning
opportunities that prepare them for lifetime of success
This PD will concentrate on Standard I Pg. 14
The online teacher will demonstrate competency in
using data from assessments and other data sources
to modify content and to guide student learning.
 There are 6 principles in relationship to Standard I
(pg. 14) that teachers will be held accountable and
must demonstrate mastery in all skills-

3. DEVELOPMENT-MODULE FOR INACOL’S STANDARD I
QUALITY ONLINE TEACHING: CONT.
This professional development will focus on the six
principles in relation to Standard I which include:
1) Effective management strategies,
2) Understands online course management tasks,
3) Knows & understands student readiness for course,
4) Knows & understands students success is an important
measure of teaching & course content,
5) Knows & understands the importance of student self-
assessment,
6) Knows & understands the role of student empowerment
in online learning,

4. MODULE OBJECTIVES FOR
STANDARD I:
Upon completion the learner will be able to:
1) Effectively incorporate time management skills
into an online learning course
2)Use a variety of digital programs to assist in
management skills
3) Set up a survey to poll students for information
4) Design a WIKI page
5) Design a Self-Assessment and Reflection Form
6) Begin building on eLearning Toolkit

5. PRINCIPLE 1:THE ONLINE TEACHER KNOWS AND
UNDERSTANDS EFFECTIVE TIME MANAGEMENT STRATEGIES
Teacher will demonstrate the ability to apply:
1) The 6 strategies for time management in teaching an online course
effectively—Reference: http://itdl.org/journal/feb_06/article01.htm
Read the article on Time Management Strategies (see above reference)
Get with a partner and discuss the difference between F2F teaching and
online teaching in relationship to time management
2) Read the time saving tips in Moodle: This tip will decrease wasted time
in discussions forums
Reference:
http://ecampus.nmit.ac.nz/moodle/mod/book/view.php?id=41234&chapter
id=5611
3) In Moodle set up a discussion forum
asking students viewpoints on Academic honesty
concerning online learning.

6. PRINCIPLE 2: THE ONLINE TEACHER KNOWS AND
UNDERSTANDS ONLINE COURSE MANAGEMENT TASKS.
The learner will demonstrate the ability to:
1) Put together an e-learning toolkit to assists in class
assignments—Reference:
http://blended.online.ucf.edu/blendkit-course-diy-
project-tasks/ Complete Task: 01 & 02:
 Course Blueprint & Design for Interaction Learning
2) Manage the Moodle course management system (CMS)
to create online learning sites
Reference: http://moodle.org/
Principle 1 Activity 2 & 3 will assist with managing the
Moodle site

7. PRINCIPLE 3: THE ONLINE TEACHER KNOWS AND
UNDERSTANDS WAYS FOR TEACHER AND STUDENTS TO
ACCESS STUDENT READINESS FOR COURSE CONTENT
AND METHOD OF DELIVERY
The learner will demonstrate the ability to:
1) Schedule events and poll students using Doodle Mydoodle
Reference: http://www.doodle.com/
2) Take the learning style inventory (LSI):
Reference:
http://people.usd.edu/~bwjames/tut/learning-
style/stylest.html
After taking the LSI get with a partner and discuss:
What are the different types of learning styles?
What are ways you can differentiate instruction for
online learners?

8. PRINCIPLE 4: THE ONLINE TEACHER KNOWS AND UNDERSTANDS
THAT STUDENT SUCCESS (E.G., GRADE, LEVEL OF
PARTICIPATION, MASTERY OF CONTENT, COMPLETION PERCENTAGE
) IS AN IMPORTANT MEASURE OF TEACHING AND COURSE SUCCESS.
The learner will demonstrate the ability to:
1) Access student information to gather important data in
determining student’s level of readiness
2) Create various styles of evaluations to meet the needs of
individual students
(Example: Design a rubric for a project) Reference: Rubistar
http://rubistar.4teachers.org/ (Create a rubric for a high achieving
student and one for a low achieving student)
Name types of assessments online teachers can utilize.
How can teachers prevent cheating on assessments?
With a partner design an Academic Honesty Policy

9. PRINCIPLE 5: THE ONLINE TEACHER KNOWS AND
UNDERSTANDS THE IMPORTANCE OF STUDENT SELF-
ASSESSMENT.
The learner will demonstrate the ability to:
1) Design a transition assessment tool for students
The tool will be used to collect data on student
interests, strengths, weaknesses
For insight locate: Student Self-Assessment and
Reflection Form: Website
http://www.iidc.indiana.edu/styles/iidc/defiles/INS
TRC/TuesTips/Student_Self_eval_benefits.pdf

10. PRINCIPLE 6: THE ONLINE TEACHER KNOWS AND
UNDERSTANDS THE ROLE OF STUDENT EMPOWERMENT
IN ONLINE LEARNING.
The learner will demonstrate the ability to:
1) Design a WIKI page for students to interact and
contribute to projects
2) Read the article: Online Learning design that fosters
student support, self-regulation, and retention.
Website:
https://pantherfile.uwm.edu/simonec/public/Motivati
on%20retention%20articles/Articles/Fisher_OnlineL
earningDesign.pdf
3) After reading the article list instructional strategies
teacher can utilize to build student ownership with
online learning.

11. PROFESSIONAL DEVELOPMENT DOES NOT
STOP-CONTINUE TO GROW & DEVELOP
 Upon completion of each activity under each principle
the learner will advance a step closer to becoming a
quality online instructor.
 Quality instructors seek to improve daily in their
profession-Never accept the status quo & continue to
grow and develop as an online instructor
 Set the bar high-your students will meet your
expectations & sometime surprise you
 I have supplied an excellent source to begin your e-
learning toolkit- Go ahead: eat your frog now!!
http://www.elearning.ubc.ca/toolkit/academic-continuity-
toolkit/

12. Thank you for your
participation, listening and
learning skills!

13. REFERENCES
Doodle. (2012). Easy scheduling. Retrieved on June 29, 2012 from http://www.doodle.com/
Fisher, M., & Baird, D. (2005). Online learning design that fosters student support, self-
regulation, and retention. Emerald Research Register, 22(2), 88-107.
iNACOL. (2011). National standards for quality online teaching. Retrieved on June 29, 2012 from
http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf
Indiana Secondary Transition Resource Center. (n.d.) Student self-assessment & reflections.
Retrieved on June 28, 2012 from
http://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/TuesTips/Student_Self_eval_benefits.pdf
Instructor Magazine (2009). What’s your learning style? Retrieved on June 29, 2012 from
http://people.usd.edu/~bwjames/tut/learning-style/stylest.html
Moodle. (2011). What is moodle? Retrieved on June 29, 2012 from http://moodle.org/about/
Nelson Marlborough Institute of Technology. (2012). Time saving tips in moodle. Retrieved on June
29, 2012 from http://ecampus.nmit.ac.nz/moodle/mod/book/view.php?id=41234&chapterid=5611
Rubistar. (2008). Welcome to rubistar. Retrieved on June 29, 2012 from http://rubistar.4teachers.org/
Shi, M., Bonk, C., & Magjuka, R. (2006). Time management strategies for online teaching.
International Journal of Instructional Technology & Distance Learning. Retrieved on June
28, 2012 from http://itdl.org/journal/feb_06/article01.htm
University of Central Florida. (n.d.) Blendkit course: DIY project tasks. Retrieved on June 29, 2012
from http://blended.online.ucf.edu/blendkit-course-diy-project-tasks/