2 WhattoView: Considerhowmuchtimeyouwouldspendina1 3hourinpersonclassvisitandthetypesofinformationyouwould haveaccessto.thatistheamountoftimeandaccessyouwanttoachieveintheonlineclassenvironment.your observationandquestionsshouldbekeptwithinthescopeandtimeframeyouwouldspendforaface to faceclass. orientationpageor o Manyinstructorsprovidestudentswithinstructionsforhowtonavigatethecourse.Theymaybefoundon thesyllabusorasaseparateorientationpage. o Ifyouneedorientation typeinstructionsanddonotseethem,asktheinstructor.importantnote:the instructionswouldnotbepartofyourevaluationunlessyouareevaluatingthatlearningunit. Coursematerials o CouldbeintheCATECourseManagementSystem,Moodle,someothersystemoracombination. o Reviewthesyllabusandfollowonelesson,activity,orlearningunitfromstarttofinish.Componentstoview: Section(Syllabus) Schedule Lecture/Week/PresentationPages MessageList,Forum,Blog,Chat,dropbox,and/or (evalueeforwardasneeded?) Assignmentsfortheweek o YoucannotviewtheGradebookoranyotherweek'smaterials.Pending:whataboutinstructorcomments fromgradebook?forsomeonlineclassesthatmaybealargecomponentofstudentinteraction.
3 Criterion 1 Organization: Effectively organized instructional period with regard to pace, level of difficulty, and focus on course content. PartII.GuidelinesforEvaluatingOnlineInstruction Satisfactory(3) Instructor's expectations, navigation, and structure of content are all clearly labeled, logical, and intuitive. For example, the instructor organized the course so that a student new to an online class is able to easily navigate through the course. Instructor organized the pace and division of learning units and activities so that students are able to keep up with course requirements. ImprovementNeeded(2) Instructor's expectations, navigation, activity flow, and structure of content are logical. For example, the student is able to navigate through the course; however, class navigation and structure contain very few choices. Instructor organized the pace and division of learning units and activities; however, workload may not be well adequately balanced or manageable. ImprovementNeeded (follow upevaluation required)(1) Instructor's expectations, navigation, activity flow, and structure of content are not clear and/or are insufficiently logical. There is no structured means of organizing the course, and students can easily get lost. For example, assignment deadlines not are clearly defined. Instructor organized the pace and division of learning units and activities in a way that is not obvious or not clearly connected. There may be significant flaws and/or workload is hard for students to manage. The observed portion of class content was delivered with a theme that augments the previous lesson and the Course Outline at an acceptable level of rigor. The observed portion of class content was delivered with a loose theme that had little relationship to the previous lesson. It supports the Course Outline; however, some areas, such as tests and assignments, may not be representative of an acceptable level of rigor. The observed portion of class activities has a limited or inadequate theme or relationship to the previous lesson or does not support the Course Outline and/or is not conveyed at an acceptable level of rigor and difficulty. The learning unit contained appropriate, sequenced reading assignments, explanatory/lecture text, discussion forum, and/or activities/exercises. All needed links are clear and logical. The learning unit did not always contain a reasonable progression of basic reading assignments, explanatory/ lecture text, discussion forum, and/or activities/exercises. Some of the links may not be easy to follow. The learning unit did not contain an appropriate progression of reading assignments, explanatory/ lecture text, discussion forum, and/or activities/exercises. Links may not be evident or may be confusing.
4 Course navigation and structure contain multiple well-designed techniques and/or tools to engage and/or involve students. For example, clear instructions are provided for accessing media. Instructor organized the pace of activities exceptionally well and course workload is manageable. The observed portion of content was delivered with a comprehensive theme that enhances and builds upon the previous lesson to support the Course Outline at a challenging level of rigor. The content is divided into engaging learning units and all needed links are presented in a very clear, logical and intuitive manner. For example, the session includes a balance of all of the following: reading, interaction, collaborative activities (if appropriate), discussion, tests and assignments.
5 2 Preparation: Prepared for lecture, lab, activity presentation, or demonstration. Instructor provided course materials on time and they are complete, correct and easy to follow. For example, menus, paths and prompts are instinctive, and students are easily able to follow and connect with them. All links are active and up-todate. The instructor supplemented publisher-prepared materials with additional resources and/or cited references to help explain ideas, concepts, theories, etc Instructor provided most course materials on time; however, materials may not be complete, may have minor errors, or may have portions that are not easy to follow. For example, menus, paths, and prompts may not be easy to follow. Most links are active and up-to-date. The instructor provided limited supplemental teaching materials and/or citations to references to help explain ideas, concepts, theories, etc. Improvement Needed (follow-up evaluation required) (1) Instructor did not provide course materials on time, or materials are not complete, may have errors, or are not easy to follow. For example, menus, paths and prompts are not obvious. Some links are inactive and/or not up-to-date. The instructor provided only publisher- prepared materials without any enhancement and did not cite references to help explain ideas, concepts, theories, etc. Instructor s teaching materials and methods, i.e., lectures, textbooks, media, quizzes, exams, video, audio, Web sources, interactive activities, etc., were well thought out, varied, and enhanced the online learning experience. Some teaching materials and methods may have lacked sufficient variety or appropriateness to the learning unit and thus did not always enhance the online learning experience. Teaching materials lacked variety, were not well thought out, and did little to enhance the online learning experience. The learning unit provided an impressive variety of supplemental instructional resources that were very well thought out and enhanced publisher-prepared materials. Technology was effectively used.
6 Improvement Needed (follow-up evaluation required) (1) 3 Content Communicated: The observed portion of the content was communicated well and addresses some higher level learning and understanding at an appropriate level for the class. For example, content was delivered with a connected theme that built on what students had already learned. Most of the observed portion of content was communicated at a sufficient level of learning and understanding for the course but there are suggestions for improving the presentation. For example, content was delivered with a vague theme and/or did not build on what students had already learned. The observed portion of content was inadequately communicated and/or does not address a level of learning and understanding appropriate for the course. Communicated course content clearly. The observed portion of the content was of competent quality and addressed stated learning objectives. Most of the observed portion of content was of minimal quality and addressed most of the stated learning objectives. The observed portion of content was of low quality and inadequately addressed stated learning objectives. The instructor used clear and varied methods for delivering content and employed some appropriate online tools and resources. The instructor used sufficient methods for delivering content; however, there was minimal use of appropriate online tools and resources. The instructor used an inadequate variety of methods for delivering content. Few online tools or resources were used. The observed portion of the content was communicated clearly and effectively and advances higher-level learning and understanding at an appropriate level for the class. For example, content was presented with a clear theme and built new material on what students had already learned. The observed portion of the content was of high quality and addressed all stated learning objectives in great detail. The instructor used innovative and varied methods for delivering content and appropriately employed many of the latest online tools and resources.
7 Improvement Needed (follow-up evaluation required) (1) Note: Learning methodologies, approaches, and strategies might include the use of resources such as written text, video, audio, images, and other media, Web sources, spoken words, music, interactive activities, white boards and/or other technologies. 4 Instructional Modes: Demonstrated a variety of instructional techniques. Instructor presented course material using a variety of modes and strategies and incorporated varied resources to enhance student interest and to help improve learning, comprehension, retention of information, and critical thinking. For example, course assignments were varied and incorporated a variety of learning methodologies. Instructor s use of a variety of modes and strategies of delivery of course material and varied resources was somewhat limited. Suggestions for improvement might include providing a greater variety of assignments or incorporating means for greater student involvement and communication with other students and/or the instructor. Instructor made little or no effort to provide variety and challenge in the online learning environment by varying techniques, approaches and strategies. For example, all assignments were reading assignments. Instructor created a dynamic and challenging online environment through the use of multiple techniques, approaches, and strategies. Choice of course materials, assignments and online activities enhanced the learning environment. The instructor used innovative and varied methods for delivering online course content and effectively incorporated appropriate resources. For example, the instructor offered multiple forms of media (video, audio, images) to enhance student interest.
8 5 Engagement Instructor effectively communicated enthusiasm and interest by creating an online learning environment that is motivating and challenging, as evidenced by student participation, interaction, and attention. Instructor communicated interest by creating an online learning environment, but it may need more stimulation, as evidenced by minimal student participation, interaction, and attention. Improvement Needed (follow-up evaluation required) (1) Instructor did not adequately communicate enthusiasm and interest to the students, and there was a notable lack of student participation. Engages and maintained student interest. Instructor used a variety of techniques, tools and activities to encourage student interest and participation. Timely and constructive instructor feedback is also evident. Instructor used minimal techniques, tools and activities to encourage student participation. Minimal instructor feedback was evident. Instructor did not use effective techniques, tools and activities to encourage student participation, and little or no instructor feedback was evident. Instructor communicated exceptional enthusiasm and interest by creating an online learning environment that is stimulating, exciting and rigorous, as evidenced by student participation and attention. Instructor used a variety of techniques, tools and activities that resulted in a high level of student participation and interest, such as dynamic discussions (meaningful and topic-based), pertinent questions or (individualized) comments about assignments. Timely and constructive instructor feedback was also evident.
9 6 Interaction: The instructor was approachable and established effective rapport with students, as evidenced by frequent and actively engaged communication between students and instructor. The instructor was approachable and rapport was minimally established with students. Improvement Needed (follow-up evaluation required) (1) The instructor was insufficiently available and approachable and did not establish an effective rapport with students. Demonstrated rapport and respectful interaction with all students. The instructor was polite and respectful and exhibited patience when interacting with students. The instructor was polite and respectful most of the time when interacting with students. The instructor was impolite or disrespectful at times when interacting with students. A sufficient variety of appropriate interactive practices were employed. A minimal variety of appropriate interactive practices were employed. Instructor needs to provide opportunities for interaction between instructor and students and among students. The instructor was friendly and readily approachable and established a strong rapport with students. For example, instructor actively monitored student progress, provided encouraging responses and timely, detailed, and meaningful feedback. The instructor was consistently respectful, and exhibited patience, compassion and understanding at all times when interacting with students. A wide variety of appropriate interactive practices were employed. For example, the instructor initiated and facilitated suitable activities, made announcements, moderated discussions (with appropriate instructor participation), and/or clarified assignments.
10 Improvement Needed (followup evaluation required) (1) 7 Classroom Management: Demonstrated successful classroom management techniques by maintaining an environment conducive to learning. The instructional period was clearly defined and observed, and students understood what they must do to participate in class. For example, the instructional session started and ended at the scheduled time. All links were accessible and functioning and were easy to access. Instructor provided a forum conducive to student-to-student interaction and created a participatory learning environment (as applicable). The instructional period was defined but not always apparent or observed and students had some confusion about what they must do to participate in class. For example, the instructional session did not start and end at the scheduled time and/or links or other resources were not always accessible and functioning. Instructor provided a forum but did little to encourage studentto-student interaction or to create a highly interactive or collaborative and participatory learning environment (as applicable). The instructional period was insufficiently defined, or students were unclear about what they must do to participate in class. For example, it was not clear to students when instructional sessions were to start and/or end. Links and/or other resources were not always accessible or functioning. Instructor did not provide a forum for student-to-student interaction or create a collaborative and participatory learning environment (as applicable). The instructor provided regularly-scheduled feedback to students and monitored class communications for student understanding, providing adequate opportunity for questions. Instructor responses were complete, respectful, and competently addressed the student s issue or question. The instructor sporadically monitored class communications for student understanding and provided some opportunities for questions, feedback and instructor responses. The instructor inadequately monitored class communications for student understanding and did not provide sufficient opportunities for questions, feedback and instructor responses. The instructional period was thoroughly defined and consistently observed, and students intuitively understood what they must do to participate in class. For example, the instructor sends reminders about dates and/or provides appropriate notes and additional information, as needed, for clarification. All links were accessible and functioning at appropriate times and were easy to access. The learning unit contained a well-planned assortment and sequencing of appropriate reading assignments, explanatory/lecture text, discussion forum, and/or activities and exercises. Instructor provided a forum encouraging student-to-student interaction and created a highly interactive or collaborative and participatory learning environment (as applicable). The instructor frequently monitored class communications for student understanding and provided abundant opportunities for questions, feedback and adequate instructor responses.
11 8 Course Syllabus: Organized course, syllabus and presentation to correspond to the most current Course Outline of Record (COR). Policy3.9.1P COURSE SYLLABI The course syllabus is in compliance with the Course Outline of Record (COR). There is evidence of clear and direct alignment and connection of syllabus, section page, objectives, content, and class activities/assignments to the COR. The course syllabus includes: Course description, including student learning outcomes Reading and lecture schedule An electronic link or direction to the COR Office location, office hours, and instructor contact information, including an SRJC address Required texts and supplemental materials List of assignments Grading policy, including grading scale Late work policy Attendance and lateness policy. Statement about academic integrity and consequences Date and time of the final exam according to the established college final exam schedule. In addition, the syllabus includes many of the following optional best practices: Overview of topics Calendar of assignments with language indicating that dates are tentative Instructor s pedagogical philosophy Emergency preparedness information, including evacuation areas and directions about specific emergencies, such as an earthquake, fire, or live shooter. Guidelines about student conduct and appropriate classroom behavior Information on services for students with disabilities. The course syllabus is in compliance with the major aspects of the COR. There was some evidence of incomplete alignment and connection of syllabus, section page, objectives, content, and class activities/assignments to COR. The course syllabus may be minimally non-compliant with the COR in terms of student learning outcomes, course content, assignments, methods of evaluation, etc. For example, some assignments may not be in compliance or percentages are inconsistent with the Methods of Evaluation stated in the COR. Improvement Needed (follow-up evaluation required) (1) The course syllabus is out of compliance with the COR. There was inadequate alignment and connection of syllabus, section page, objectives, content, and class activities/assignments to COR. The course syllabus is missing some or many of the required elements. For example, the instructor s contact information, the grading policy, or the course description may be missing. In addition, topics covered in the observed class session may not have been in alignment with the Topics and Scope in the COR.
12 There was evidence of comprehensive and obvious alignment and connection of syllabus, section page, objectives, content, and class activities/assignments to the COR. In addition, the syllabus included many or all of the following: optional Best Practices. A comprehensive grading policy is provided with detailed guidelines (rubric) for what constitutes an A grade, a B grade, etc.
13 Improvement Needed (follow-up evaluation required) (1) 9 Currency: The instructor exhibits a high level of knowledge in the discipline and demonstrated this by regularly citing research and providing links to cited resources. Textbooks and other teaching materials contain up-to-date information in the field. The instructor exhibits a basic familiarity and knowledge in the discipline. However, the instructor needs to include (as applicable) some new developments in the field or at minimum cite current research and/or resources. The instructor does not exhibit adequate current familiarity and/or knowledge in the discipline and/or did not cite research and resources, as appropriate. For example, the instructor did not include or address significant new developments. Demonstrated currency in the discipline. Instructor thoroughly understands the current scope of the discipline and is able to convey that to students, helping them to connect the information within a broader context. For example, instructor responds knowledgeably to students questions and refers students to alternative sources, as appropriate, Instructor adequately understands the scope of the discipline and is able to convey that to students. However, some of the information provided to the students does not reflect the most current scope of the discipline and/or instructor is not always able to answer questions with the most current information in the discipline. Instructor inadequately understands the current scope of the discipline and/or is not able to convey to students the connection to the broader context. For example, instructor is not comfortable with routine and basic information and fails to adequately answer basic questions. Course text and materials adequately reflect current developments, theories, standards, and/or research in the discipline. Course text and/or materials are not as up-to-date as they should be and may not include current developments, theories, standards, and/or research in the discipline. Course text/materials are not current with regard to developments and standards in the discipline. For example, significant materials are outdated, incorrect, or flawed. The instructor is exhibits comprehensive knowledge in the discipline. For example, the instructor frequently cited new developments in the field. Instructor s advanced understanding of the current scope of the discipline clearly helps students consider the information within a broader context. Course text/materials selected are at the forefront of developments and standards in the discipline.
14 PartIIIResources ConsultResources: Therearemanyresourcesavailabletohelpyoubecomemorefamiliarwithonlinelearningandtheevaluationprocess. CourseOutlineofRecord(COR):https://portal.santarosa.edu/SRweb/SR_CourseOutlines.aspx AFAArticle17 JobDescriptions o inclusiveoftheonlineenvironment) BestPracticesinDesigningandConductingOnlineCourses o learning/best practices for online classes SRJCDistanceEducationHelpPages: o BestPractices o RunninganOnlineClasshttp://online.santarosa.edu/catedocs/helprun.htmlCATE MovingaFace to Face ClasstoanOnlineEnvironmenthttp://online.santarosa.edu/catedocs/carnegie.html o Howto...OrganizeaClassWebsitehttp://online.santarosa.edu/catedocs/howto_organize.html ReviewResources: AFAArticle17 JobDescriptions AFAArticle14Aand14B RegularandAdjunctFacultyEvaluations AFAArticle30 TenureReview SRJCDistrictOnlineCommitteeBestPractices BestPracticesforOnlineTeachinginBusinessOfficeTechnologyatSRJC(2007):https://www2.santarosa.edu/filedepot/download.php?action=dl&id=6443 ThestatewideAcademicSenatewebsitecontains GuidelinesforGoodPractice:EffectiveInstructor StudentContactin DistanceLearning (Spring1999). SRJCDistanceEducationHelpPages:BestPracticesforWebsitesforOnlineClasses: SRJCDistanceEducation:RunninganOnlineClass,http://online.santarosa.edu/catedocs/helprun.html SRJCDistanceEducation:MovingaFace to FaceClasstoanOnlineEnvironment SRJCDistanceEducation:Howto...OrganizeaClassWebsitehttp://online.santarosa.edu/catedocs/howto_organize.html Chancellor sofficede2008guidelines SRJC:DEACformsandprocedures&CurriculumCommitteeHandbook SRJCBoardPolicy&Procedures:OnlineInstruction&Accessibility SRJCAccessibilityGuidelines AdditionalResourcestoExplore: MichiganCommunityCollegeAssociation:OnlineCourseDevelopmentGuidelinesandRubric: SevenPrinciplesofEffectiveTeaching:APracticalLensforEvaluatingOnlineCourses(TheTechnologySourceArchives, UniversityofNorthCarolina): AmericanDistanceEducationConsortium:ADECGuidingPrinciplesforDistanceLearning:
Criteria for Evaluating Hybrid and Online Courses In this document, hybrid refers to any course that replaces face-to-face contact hours with online instruction and online refers to courses that have no
POWAY UNIFIED SCHOOL DISTRICT CONTINUUM OF TEACHING STANDARDS Poway Unified School District Teaching Standards Domain I Domain II Domain III Domain IV Domain V Planning and Designing Instruction Element
Expectations for Classroom Setup and Online Teaching UMUC is committed to providing the highest-quality online education to its students. UMUC-sponsored research and evaluation data, including the Institute
1. Learning Objectives Use the space below to list your initial Learning Objectives. Consider the following questions as you develop your list. Who are your students? What do your students need to learn?
THE CHECK A Guide to Online Course Design The Check is a guide to help CEHD instructors create instructionally effective and user-friendly online learning environments for students (online courses, hybrid
DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating Knowledge Of Content And Pedagogy In planning
The Check: A Guide to Online Course Design The Check was created by CEHD s Academic Technology Services Team: Treden Wagoner Sheila Hoover Thomas Nechodomu Constance Pepin Lyn DeLorme Melissa Falldin Last
The UW-L Online Course Evaluation Guidelines are intended to help instructors create and teach well-designed online courses. The Guidelines outline specific features of online courses and recommend ways
Quality Standards for Online Learning Guidelines regarding minimum standards are used for course development, design, and delivery of quality online instruction (such as course syllabus elements, course
St. Michael Albertville Independent School District 885 Excellence is Our Tradition Special Education Teacher Evaluation Rubric Adapted from Danielson, Charlotte. Enhancing Professional Practice: A Framework
Online Course Development Guide and Review Rubric Thank you for participating in our online course review process! Your input is extremely valuable to us, and we appreciate the time you are taking to help
SVCC Exemplary Online Course Checklist Purpose of the SVCC Exemplary Course Checklist The SVCC Exemplary Course Checklist has been created to: guide faculty as they prepare a course for online instruction
Teaching with ilearn Innovation Award APPENDIX Please reference this appendix to assist in writing your ilearn Innovation Award submission. Apereo Teaching and Learning Award s (ATLAS) definition of innovation
HCC ONLINE COURSE REVIEW RUBRIC Adapted from Maryland Online FIPSE Project and Lake Superior College I. COURSE OVERVIEW AND INTRODUCTION General Review Standard: The overall design of the course, navigational
Checklist of Competencies for Effective Online Teaching 1. Instructional Principles Audience Analysis Who are your learners? What is their reason for taking your class? What is their preparation for success
ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching
Teacher Rubric with Suggested Teacher and Student Look-fors This document is intended to inform school communities in recognizing the performance levels for key elements defined in the Teacher Rubric and
San José State University CS160, Software Engineering, Sections 1, 2, and 4, Fall, 2015 Course and Contact Information Instructor: Office Location: H. Chris Tseng MH213 Telephone: (408) 924-7255 Email:
The Alamo Colleges Online (ACOL) is committed to quality teaching and learning. A critical component of maintaining quality online programs is the evaluation process. All faculty teaching online, hybrid,
ECU Quality Assurance Guidelines for Online Delivery PURPOSE The purpose of these guidelines is to encompass and improve ECU s existing minimum standards for online units, and to extend ECU s quality assurance
Online Course Rubrics, Appendix A in DE Hbook Distance Education Course sites must meet Effective Level scores to meet Distance Education Criteria. Distance Education Course Sites will be reviewed a semester
Possible examples of how the Framework For Teaching could apply to 1b. Specific Examples 1b. Demonstrating Knowledge of Students 1a. Specific Examples 1a. Demonstrating knowledge of Content and Pedagogy
12 Step Checklist for Meeting Quality Matters Standard 1 Getting Started 1.1 Instructions make clear how to get started and where to find various course components. 1.2 Students are introduced to the purpose
12 Step Checklist for Meeting Quality Matters Standard 1 Getting Started 1.1 Instructions make clear how to get started and where to find various course components. 1.2 Learners are introduced to the purpose
COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write
Name: School Year: DOMAIN 1: PLANNING AND PREPARATION Component 1a Demonstrates knowledge of content and pedagogy In planning, Teacher makes content errors or does not correct errors made by student; Teacher
Standards and Objectives Motivating Students Presenting Instructional Content Library Media Specialist: Instruction Lesson Structure and Pacing Library Media Specialist Rubric Significantly Above Expectations
Effective Practices for Fully Online and Blended Courses Initial Course Development Below are some tips and strategies for initial development and conceptualization of your course: Blueprint your course.
Course Syllabus: Unlocking the Mystery Course Start Date: February 21, 2016 Course End Date: March 26, 2016 Instructor: AnnMarie Dull email@example.com 212-323-9569 Welcome to Unlocking the Mystery!
School - Observation and Performance Appraisal Rubric for Each Domain/Component Developing refers to instructors who have been teaching three years or less 1a. Demonstrating skill in the content of the
2011 RATING A TEACHER OBSERVATION TOOL Five ways to ensure classroom observations are focused and rigorous Contents The Role of Observation Criteria and Tools Assessing Quality of Criteria and Tools: Five
Professional Pathways for Teachers (PPfT) Appraisal Overview Instructional Practice 2 Announced Observations o One Fall, One Spring o Two Appraisers 4 Classroom Visits o Two Fall, Two Spring Rubric covers
Philosophy Online class observations are meant to facilitate an instructor s professional growth. They will be used to create an opportunity for reflection and stimulate ideas for improvement in the online
Guideline 1: Selection of faculty Is the faculty prepared to teach an online class? Faculty that are effective have high, but clear and reasonable expectations. For example: Approved faculty need to have
Syllabus Course: Becoming a Reflective Teacher Presenter: Dr. Robert J. Marzano Credits: 3 Required ebook: Becoming a Reflective Teacher (Robert Marzano with Tina Boogren, Tammy Heflebower, Jessica McIntyre,
Evaluation for Online Courses (Spring 2011 2011) Course Information Course Name: HIST 101 1 - Introduction to World History Department: History Responsible Faculty: Raymond Johnson Our vision statement,
Peer Reviews of Teaching A Best Practices Guide California State University, Northridge This document is intended as a guide to assist university departments and personnel committees to prepare for and
Course: Instructor: Instructor Review: Delgado Community College Standards for Online Courses The points are to help you understand how your course will be evaluated. Orientation to Course and LMS Clearly
Blackboard Development Checklist for Online Courses Met Course Development Rubrics The following rubrics should be used as benchmarks to assist faculty with developing and maintaining their online courses.
Course Design Rubric for the Online Education Initiative In order for a course to be offered as a part of the Online Education Initiative (OEI) course exchange, it must meet established standards relating
CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND S CIENCE Roles, Responsibilities and Expectations for Developing and Teaching Online Courses in Continuing and Distance Studies www.queensu.ca/artsci_online
Online and Hybrid Course Development Guidelines February 10, 2011 The following is intended to serve as a guide to the development of online and hybrid courses at Cedar Crest College. Substantively, the
Online Course Standards Rubric The Online Course Standards Rubric provides a framework for online course design based on the University of New Mexico s online course standards and expectancies for quality
Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online
College of Arts, Sciences, and Letters Process for Quality Online Course Development and Delivery Approved by CASL Executive Committee, September 10, 2014 CASL Online Learning Advisory Committee (OLAC)
DOMAIN 1: PLANNING AND PREPARATION 1a: Demonstrating knowledge of current trends in library media practice, information technology, and literature Library Media Specialist demonstrates little or no understanding
WEST LOS ANGELES COLLEGE Psychology 41 Life Span Psychology Course Syllabus Spring 2016 Note: This course runs for 8 weeks only! INSTRUCTOR INFORMATION Carley Zanders, Psy.D. Office: Contact via email:
A. Course Content and Instructional Design: Courses and instruction employ the following to ensure a quality academic experience: Course Goals and Outcomes A2. * Content of sufficient rigor, depth, and
Blackboard Exemplary Course Program Rubric The Blackboard Exemplary Course Program(ECP) recognizes course creators whose courses demonstrate best practices in four major areas: Course Design, Interaction
ACADEMIC POLICIES THAT CAN AFFECT YOU AS A UMUC FACULTY MEMBER Familiarizes faculty with UMUC Academic Policies and their effect on faculty responsibilities and expectations for students Intended for all
Online courses are approved by the University of California in two steps: Online Course Self-Assessment Form 1. Assessment against International Association for K-12 Online Learning (inacol) course standards.
College of Education, Health and Human Services University of Michigan Dearborn Quality Online Course Development and Delivery Plan DRAFT of June 20, 2014 The Curriculum Committee of the College of Education,
Lincoln Park Public Schools Special Education Teacher Consultant Evaluation Teacher Consultant: Evaluator: Date: Domain 1: Planning and Preparing for Student Learning The teacher consultant uses a wide
Main Author: Amy Roche, Instructional Designer Contributing Authors: Tricia Clark, Instructional Technologist Mary Ann Mengel, Multimedia Specialist John Shank, Director for the Center for Learning & Teaching
Rubric for evaluating teaching portfolios for M620 SOTL study (Adapted from Rubric for Statements of Teaching Philosophy, M. Kaplan, C. O Neal, R. Carillo, and D. Kardia, University of Michigan, http://www.crlt.umich.edu/gsis/onedaypff2005/teachingphilosophyrubric.pdf)
ENG235: AMERICAN FILM CLASSICS SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I This survey of the American film industry emphasizes its development as
1 Spring 2015 Syllabus for ENG 131.42: Writing Experience I Instructor: Professor Martha Petry Office: My Office is located on JC s Main Campus, WA 226 My Office Phone: 517-796- 8530 English Dept. Phone:
Mountain Home School District #193 Formal Evaluation Appendix A NAME: DATE: Certificated Employees new to the profession are responsible for ten components in the four domains. Second year Certificated
SAN JOSE STATE UNIVERSITY COLLEGE OF BUSINESS MARKETING AND DECISION SCIENCES BUS2 130: PRINCIPLES OF MARKETING Section 80: Class number: 30270 Summer 2015 Course Information Professor: Dr. Easter (AKA:
MUH 2501: Introduction to World Musics Credits: 3, Online Course Fall 2015 Instructor: Heather Bergseth TA: Shabnam Goli Email: Via the mail function on Canvas (for emergencies only: firstname.lastname@example.org/use
EPI 820/CPH504: Epidemiology in Public Health (Online) Course Description Spring Semester 2013 3 credits COURSE SYLLABUS This course provides an opportunity for graduate and professional students and fellows
AUGUST Workshops Introduction to Blackboard Would you like to make the most of your Blackboard site? This workshop focuses on the design, development, and organization of hybrid, traditional, and online
Psychology 41 Life-Span Psychology from infancy to old age - Development Emily Bill for Winter 2016 Reviewed 10-5-15 and 10-6-15 Los Angeles Mission College Distance Education Technical Review Rubric of
HOSTOS ONLINE COURSE DEVELOPMENT GUIDELINES Last Revised: 03-18-2015 THE ONLINE DESIGNATION For a course to be considered online, more than 80% of the instruction has to occur online. The instructor can
ILLINIOS VALLEY COMMUNITY COLLEGE Online and Blended Course Review Online and Blended Course Review The Online and Blended Course Review process has been developed with the goal of maintaining the outstanding
San José State University Lucas College of Business School/Department Course, Section, Course Title Semester, Year Instructor: Office Location: Telephone: Email: Office Hours: Meeting Mode: Contact Method
COURSE SYLLABUS SCHOOL: DEPARTMENT: HOURS CREDIT, NUMBER/TITLE: INSTRUCTOR: Department of Social Sciences Political Science 3, POLS 4223, International Relations Online via Blackboard Mr. Gordon L. Patton
Mountain Home School District #193 Formal School Evaluation Appendix C NAME: DATE: 1a Demonstrating Knowledge of Content and Pedagogy Knowledge of Content and Ethical Issues Knowledge of Prerequisite Relationships
Form1: FfT Rubrics Special Education Teacher Name: Domain 1 for Special Education: Planning and Preparation Component Unsatisfactory Needs Improvement Proficient Excellent 1a Demonstrating Knowledge of
Quality of Teaching and Learning - Subject Review Procedure SCHEDULE A Subject Experience Survey (SES) SCHEDULE Subject Experience Survey Instrument Questions The SES is structured so as to have a group
Course Design and Syllabus Construction In pairs, compare your fall class syllabi What features do they have in common? What features are different? What is the purpose of each feature? Syllabus Requirements
Standards and Objectives Professional objectives and state standards are Professional objectives and state standards are Professional objectives and state standards are regularly explicitly included in
DINE COLLEGE FACULTY PERFORMANCE EVALUATION REPORT Faculty Name: Division: Evaluation Semester: Faculty being evaluated: : Faculty being evaluated is/on: A. Continuing Faculty B. Probation Academic Semester:
[Type here] Revised July 0 Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences). Plans lessons that demonstrate knowledge of content and pedagogy Lesson Plans:
Northwest Florida State College Review of Distance Learning Format for Online Classes (Rev. 7/13/10) Division: Course (Name/Number): Semester/Year: Instructor: Ratings: 1 Excellent 2 Good 3 Satisfactory
Standards For Online Courses The following Standards for Online Courses have been carefully developed to ensure the highest quality and consistency of online course offerings (full online, partial online,
Special Education Teacher DCODE=09000 PLANNING AND PREPARATION ELEMENT Underdeveloped=1 Developing=2 Proficient=3 Exemplary=4 Knowledge of Content Knowledge of Students' Development and Skills Knowledge
Standards for Online Guidelines for Planning and Evaluating Online Courses and Programs Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org For more information,
Building a Better Teacher Appraisal and Development System: Draft Instructional Practice Rubric As a part of the design process for HISD s new teacher appraisal system, the Instructional Practice working
San José State University Department of Kinesiology (CASA) KIN 293A, Fieldwork in Athletic Training, Fall, 2015 Course and Contact Information Instructor: Masaaki Tsuruike, PhD, ATC Office Location: Spartan