Self-Assessments   |   Web 2.0   |   Online vs. F2F   |   Online Discussions   |   Accessibility   |   Assessment

As I neared the end of the course, I engaged in reflective activities designed to focus my attention on the roles of an online coach and pedagogical aspects of online instruction. 

First, I learned the four roles of an online facilitator as described by Jason F. Rhode then identified  my strengths and opportunities for growth for each.

Next, I used an instrument developed by the International Association for K-12 Online Learning to rate my readiness to teach an online/blended course.  My overall rating of a 3.4 on a 5 point scale indicates that I have strengths in many areas and surfaces several areas with potential for growth.

I used to rate my readiness to teach an online/blended course, Self Assessment:  Standards for Quality Online Teaching Rubric developed by the International Association for K-12 Online LearningMy overall rating of a 3.4 on a 5 point scale indicates that I have strengths in many areas and surfaces several areas with potential for growth.

Rating Scale                   
0  Absent—component is missing
1  Unsatisfactory—needs significant improvement
2  Somewhat satisfactory—needs targeted improvements
3  Satisfactory—discretionary improvement needed
4  Very satisfactory—no improvement needed

iNacol Standard



Dimensions to Improve

A) The online teacher knows the primary concepts and structures of effective online instruction and is able to create learning experiences to enable student success.


Content area knowledge, degreed and credentialed in the fields of Educational Technology and Mathematics, member of professional learning communities, views online learning as both viable and necessary to develop global competitiveness
Increase use of global collaboration using sites such as ePals, continue seeking professional development that builds online teaching strategies
B) The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.


Seeks and matches technology applications and hardware to support learning objectives and facilitate academic and non-academic communication, effectively troubleshoot hardware and software in face-to-face and distance settings
Continue to actively engage in research and application of emerging technologies
C) The online teacher plans, designs, and incorporates strategies to encourage active learning, application, interaction, participation, and collaboration in the online environment.


Scaffold, differentiate, and adjust communication style to maximize learning for all students, incorporates authentic application of concepts and technologies in group and individual projects, offers self-guided and collaborative learning opportunities, draws on experience as an online student to anticipate students’ questions and needs
Research best practices and inquiry-based projects that maximize learning, utilize problem based learning and case studies, increase parent involvement in the online setting
D) The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.


Clear, concise communication about course policies and procedures delivered via syllabus, assignment table, rubric, and screencast
Continue to use end of course survey and observations of student misunderstandings to communicate course policy and procedure
E) The online teacher models, guides, and encourages legal, ethical, and safe behavior related to technology use.


Incorporates activities and provides resources to teach students the nuances of copyright and fair use the use of audio, video, text, and images found on the Internet, re-engages students with copyright and fair use laws when appropriate, understands and applies laws regarding posting students’ images and work online
Continue to develop engaging opportunities for students to apply copyright and fair use law in an authentic setting
F) The online teacher is cognizant of the diversity of student academic needs and incorporates accommodations into the online environment.


Refers to IEP/504 accommodations/modifications, collaborates with RSP teachers, sensitive to individual differences and needs of students, some knowledge of assistive technologies
Obtain professional development to increase knowledge and application of assistive technologies and universal design principles so that all students have equal access and opportunity to engage with content and classmates
G) The online teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures.


Trained and practiced in the design of reliable and valid assessment instruments, applies formative and summative assessment to develop skill fluency and conceptual understanding, designs standards-based instructional activities
Continue to increase knowledge of online assessment tools and methods
H) The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals.


Regularly incorporates assessments that mirror the use of content outside the classroom, communicates student learning in terms of proficiency with a particular standard, utilizes backwards planning (standard → summative assessment → guided/group/independent practice with formative assessment)
Pursue training to learn additional methods to create and select authentic assessment methods and tools
I) The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.


Leads and trains data team leaders and teachers to use data to drive all aspects of instruction, uses multiple measures to ascertain performance levels, incorporates self-assessment and builds metacognitive awareness in learners, assists students in the identification of goals and monitoring their progress
Collaborate with colleagues to ensure consistent application of data analysis and the use of data to inform instruction
J) The online teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ success.


Actively and regularly engages in formal and autodidactic professional development, models appropriate communication and ethical behavior, uses multiple modes of communication to notify parents of students’ achievement level
Continue to build bilingual/biliterate fluency in Spanish
K)  The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.


Knowledge of and practice applying instructional design principles and cognitive learning theories, utilizes multimedia and developmentally appropriate technologies to engage, instruct, and assess student’s content mastery level
Continue to deepen knowledge of the LMS’s features to capitalize on its functionality


Four Roles of an Online Teacher

Social Director, Program Manager, Technician, Instructor

Online Teaching Roles

Weakest to Strongest

Knowledge and/or Skills to Gain/Strengthen

Methods to Gain/Strengthen Knowledge and/or Skills

  • Web2.0 applications
  • LMS course management
  • Synchronous environment management
  • Assistive technology design and implementation

  • On-going self directed study and practice
  • National and Local professional development  
  • EdTech Conferences
  • Google Educator Certification
  • Apple Educator Certification
Program Manager
  • Design and development of courses with clear timelines, submission methods, protocols, etc.

  • Use self-reflective instruments to identify and mitigate current missteps
  • Collaborate with colleagues to learn their best practices
  • Seek formal coursework when necessary
Social Director
  • Design authentic interaction opportunities with realistic expectations
  • Employ the use of breakout rooms for group work during asynchronous meetings

  • Continue to research authentic discussion and peer-engagement prompts
  • Practice using technologies with colleagues then live students

  • Instructional best practices for online environments
  • LMS features that enhance interactivity and engagement

  • Collaborate and build my professional network
  • Research emerging trends and tools in online learning
  • Continue to research available LMS to determine which best meets my learners needs
  • Seek formal and informal LMS training
  • Set up a dummy course to use as a sandbox to test LMS features