Iowa Online Teaching Standards

Composed from Iowa Teaching Standards and Other Resources

1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1)

• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
• Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
• Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
• Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)

2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)

• Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
• Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
• Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
• Assists students with technology used in the course (Varvel III.C)

3. Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)

• Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
• Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
• Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques (SREB C.14, Varvel V.F)
• Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
• Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)

4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4)

• Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
• Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
• Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
• Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
• Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)

5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)

• Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
• Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a)
• Communicates assessment criteria and standards to students, including rubrics for student performances and participation (Varvel VI.D, ITS 5.b)
• Understands and uses data from assessments to guide instruction (SREB J, ITS 5.c)
• Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)
• Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)

6. Incorporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)

• Maintains an online social presence that is available, approachable, positive, interactive, and sincere (SREB C.3, Varvel VII.A)
• Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
• Sets and models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
• Creates a safe environment, managing conflict (Varvel VII.D, ITS 6.e)
• Communicates with students effectively and consistently (SREB D.1, ITS 1.g)

7. Engages in professional growth (ITS 7)

• Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
• Networks with others involved in online education for the purpose of professional growth (SREB L.1, ITS 7.b)
• Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
• Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies (SREB B.5)

8. Adheres to, models, and guides ethical behavior, including technological use (ITS 8)

• Demonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
• Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B)
• Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SREB E.8, Varvel I.D)
• Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication (SREB E.2)
• Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)