9. BOISE STATE’S JOURNEY TO A K–12 ONLINE TEACHING ENDORSEMENT PROGRAM

Dazhi Yang and Kerry Rice

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Abstract

This chapter describes the process of developing a K-12 online teaching endorsement program at a university from inception to completion. The chapter begins with a discussion about the current research on K-12 online teaching and standards, and the development of standards by the State of Idaho for online teaching and an online teaching endorsement. A case study of Boise State University’s state approved K-12 Online Teaching Endorsement Program is then presented that describes program development and implementation, as well as challenges faced and how they were resolved. This chapter has implications for those interested in the development of state teaching endorsements and university endorsement programs that are built around competency-based, flexible and adaptable evaluation frameworks.

Discussion Questions

1. What do the authors say online teachers need to know, beyond the training provided to brick-and-mortar teachers?

2. Should states require additional training for online teachers? Why or why not?

3. Should states require an endorsement to be able to teach online? Justify your views.

4. The authors of this chapter and Kennedy and Archambault (Chapter 2) call for mentored online field experiences as a key component of preparing online teachers. How can teacher education programs that create an endorsement program expand their capacity to provide these field experiences?

Additional Resources

Standards

Competency-Based PD


Policy


References

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