Independent

Final course in the administrator series, where we examine evaluation processes for teachers, content, and programs for quality and effectiveness.

New teaching and learning will change the way we evaluate teachers, online curriculum, and their effectiveness. This course explores practices in management and operations that can be used to find ways to improve effectiveness of blended learning programs.

Topics include:

• iNACOL National Standards for Quality Online Programs
• iNACOL Standards for Online Teaching and Online Content
• Identifying Blended Teacher Competencies
• How blended learning changes teacher evaluation expectations
• Examining student support services and academic achievement data

Duration: 7-9 hours
Time Frame: 4 weeks (suggested)
Audience: K-12 administrators
Course Format: Independent Study
Independent Study (IS) courses are self-directed and do not have a course instructor. Participants will:

• Manage your own learning experience through pacing and completion
• Set goals and define what is worthwhile for you to learn
• Take initiative and responsibility for your own learning
• Keep a reflective journal to process new knowledge
• Utilize the discussion board to share thoughts and projects with others

Participants will have access to the course for three months.

Learning Modules: This course is divided into three learning modules which contain lessons, discussions, check for understanding interactives, projects, and assessments. Estimated times for each module are provided below. Four weeks is suggested to complete the course.

Module 1 – From Plan to Implementation
Time: Approximately 2 hours

• Review hybrid and disruptive blended learning models.
• Apply the iNACOL National Standards for Quality Programs.
• Evaluate your planning process for implementing a digital curriculum.
• Examine how blended learning changes the motivation, role, and expectations of students.

Module 2 – Blended Teacher Evaluation
Time: Approximately 3 hours

• Reflect upon classroom instructional practice and strategies needed within blended classroom instruction.
• Analyze research on blended teacher practices and expectations.
• Examine how blended learning changes the teacher evaluation expectations.

Module 3 – Blended Program Analysis
Time: Approximately 2 hours

• Reflect upon the promise of digital learning.
• Identify application of the Four C's in a digital learning classroom.
• Analyze where and how to grow your program.