Module 2 Reflection Venn

Reflection: The Humble Observations of an Online Principal
The Venn diagram above illustrates some of the key distinctions between blended online instruction and classroom-based (face-to-face) instruction. The information and descriptions in Module 2 aligned with my personal experience, having been a classroom-based teacher for over 20 years, a technology program manager for 9 years, and the principal of an online high school for the past four years. In case you are wondering what SPKCT means in the Venn diagram, that is my acronym for having a Skilled, Passionate, Knowledgeable and Caring Teacher...which is still the most important factor to ensure successful student learning. Working through this module was very validating, as many of the skills and strategies associated with quality online learning are practices we have been striving to implement and/or strengthen at iHigh. A key instructional methodology we emphasize is ongoing student-teacher interactions. While it is possible for students to be somewhat invisible in a traditional classroom, iHigh teachers are continuously contacting their online students via the online message center to answer questions, check for understanding, provide feedback on assignments and assessments, link students to supplemental online resources, and monitor overall student progress. iHigh teachers learn to be masters at triaging their email, meaning they continuously scan their Inboxes so they can quickly respond to high-priority student/parent questions and requests before moving on to tasks such as grading assignments and tests. Teachers strive for 24-hour response times for email inquiries, 1-2 days for grading regular assignments, and 3-4 days for grading major exams and/or projects. Individualized learning can be a challenge because the online coursework (vendor developed) is structured into specific assignments that integrate with the online gradebook. iHigh teachers have experience in identifying individual student needs and finding creative ways to support different learning styles and abilities. Within their departments, teachers have compiled a gallery of online resources (documents, video links, web resources, etc.) that can quickly be attached to an email, to help illustrate or reinforce a range of concepts and skills related to the online courses. This strategy helps keep students motivated, along with ongoing teacher encouragement and supportive communications. iHighs blended model allows students to come to campus for individual or small group tutoring, as needed. The teachers ongoing progress monitoring and effective interventions also help iHigh students build time management skills in learning to stay on track with the course pacing guides. While many of these strategies and skills have a counterpart for teachers in a classroom setting, the unique demands of effective online instruction require teachers to develop effective skills for diagnosing, motivating, instructing, and assessing online learners. Veteran iHigh teacher Jason Bailow, who is one of the original teachers from our 2008 pilot program, provided an excellent summary of the skills and strategies that our staff works daily to improve and expand upon, to best support student learning. Jasons characteristics of a successful online teacher include: Organizes and prepares course materials (rigorous and relevant content and supplemental materials/resources) Is highly motivated and enthusiastic (encourages, inspires and motivates students over the web) Is committed to teaching (dedicated professional who genuinely cares about kids) Has a philosophy supporting student-centered learning (goes the extra mile to individually assist, support and encourage every learner)
Is open to suggestions following pre- and post-learning evaluations (accepts constructive feedback from students, colleagues, supervisors) Demonstrates creativity (to help maintain student interest and motivation) Takes risks (tries new ideas; incorporates new technologies and projects to supplement vendor-developed courses) Manages time well (effectively prioritizes student/parent communications; promptly grades assignments and provides meaningful feedback; maintains ongoing interactions with students and monitoring of their progress; activates learning interventions when needed) Is interested in online delivery of courses with no real rewards (embraces the learning curve, challenges, adventures and trade-offs in becoming an effective online teacher) Responds to learners needs within the expectations (maintains high expectations while individualizing as much as possible to meet student needs).
The parenthesized comments are my reflections on Jasons summary of key skills and strategies for successful online learning.

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Reflection: The Humble Observations of an Online Principal

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