Page 1



Online Teacher Certification

Innovative 21st Century Teaching and Learning

Leading Edge Online Teacher Certification Program - Course Syllabus Course Description Welcome to the Leading Edge Online Teaching Certification Program! Over the course of your training, you will learn that the best practices of traditional teaching also apply to online teaching, and while there are many similarities, online learning includes some fundamental distinctions that require a different approach to teaching. Concepts such as matching learning objectives to assessments and creating studentcentered assessments are equally important in the traditional and online learning environment; however, the delivery models differ when a teacher recognizes the possibilities presented

by emerging technology and uses technology to plan, design and incorporate strategies that encourage active learning, interaction, participation and collaboration in the online environment. Online education can provide the opportunity for students and professional learners to communicate and demonstrate mastery in ways that would be challenging in the traditional setting. Aligning effective pedagogy with engaging curriculum and a variety of online learning tools offers an empowering alternative to tomorrow's leaders. Preparing teachers for that opportunity is the

sincere goal of the Leading Edge Certification course.

Course Requirements • Internet connection (DSL, LAN, or cable connection preferred) • Access to Haiku LMS • Internet browser • Quicktime or Windows Media • Adobe Reader • Flash Player

Kim Harrison ⋄ CTAP 3 Coordinator ⋄ ⋄ (916) 228-2337 Email response within 24 hours ⋄ Office hours: M -F, 8 am - 4 pm ⋄

Browser and Software Requirements Player and Reader Download List: Quicktime Player for Mac or Windows: quicktime/download Windows Media Player: http:// windows/downloads/windowsmedia-player Flash Player: http:// flashplayer/downloads.html Adobe PDF Reader: http:// otherversions/

Prerequisite Skills and Knowledge

suites, and Google Docs are strongly encouraged.

Participants should possess the following prerequisite knowledge and skills:

We will be using Haiku as the Learning Management System (LMS) for this training. Haiku works equally well with both Mac and PC and does not have any conflicts with any of the main browsers (Chrome, Internet Explorer 7-9, Safari, and Firefox 3.6-4.0).

• Independent, self-disciplined learner • Average to advanced computer skills  • Has computer with Internet access. Broadband Internet connection preferred.

Textbook and Course Materials The Leading Edge Online Teaching Certification Program does not require a textbook or other course materials everything that you need for this course will be found online! A word processor and presentation program, such as Microsoft Office or Apple iWorks is recommended but not required. A wide range of free alternatives such as the Open Office suite of programs, Zoho, Glide and ThinkFree web-based office

Learning Outcomes By the end of this course, participants will be able to: • Plan, design and incorporate strategies to encourage active learning, interaction, participation and collaboration in the online environment. (iNACOL C) • Provide online leadership in a manner that promotes student success through regular feedback, prompt response and clear expectations. (iNACOL D) • Model, guide and encourage legal, ethical, safe and healthy behavior

Browser Download List: Mozilla Firefox Browser Download: http:// new Safari Browser Download: http:// download/ Internet Explorer Browser Download: http:// internet-ex0plorer/downloads/ie Google Chrome Browser Download: http://

Haiku LMS Support Help Documentation for the Haiku LMS can be found at: home A student orientation for the Haiku LMS can be found at: http:// haikulearning/usinghaikulms/ cms_page/view

Suggested Pacing Guide Participants should plan to spend 4-6 hours per week reading the course materials, exploring the resources, completing projects and assignments, and sharing and reflecting with other participants. Recommended completion dates with final portfolio due on December 12, 2011. Two synchronous online meetings will be scheduled during the course.







Face - to - Face Orientation Sacramento COE 4:30 - 8:30 pm Complete Module 1

Module 4: Setting the Stage

Module 7: Pedagogy and Certification




Module 2: Online vs. Face-toFace (2 weeks)

Module 5: Building Community

Final Portfolios Due



Module 3: The Online Teacher (2 weeks)

Module 6: Assessment

related to technology use. (iNACOL E) • Understand the online learning experience from the perspective of a student. (iNACOL F)

• Arrange media and content to help students and teachers transfer knowledge most effectively in the online environment. (iNACOL M)

1. Introduction/Overview 2. Online versus Face-to-Face 3. The Online Teacher 4. Setting the Stage

• Understand and be responsive to students with special needs in the online classroom. (iNACOL G)

Participants will meet the objectives listed above through a combination of the following:

5. Building Community

• Demonstrates competencies in creating and implementing assessments in online learning environments. (iNACOL H)

• Attending face-to-face and synchronous online sessions

7. Assessment

• Develop and deliver assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of learning goals. (iNACOL I) • Demonstrate effective strategies that enable both teacher and students to complete selfassessments. (iNACOL K) Collaborate with colleagues [through the use of web-based technologies]. (iNACOL L)

• Completion of the activities and projects outlined in each module • Actively participate in discussion forums • Create and present a final portfolio that demonstrates mastery

Topic Outline The course is divided into seven units of study. In each unit, or module, participants will learn different concepts related to teaching online.

6. Pedagogy

Each module has at least one assignment that participants submit for grading. These assignments will be compiled and submitted in an ePortfolio. The ePortfolio can be used for interviewing and career advancement opportunities after the course is completed. It is required that assignments are submitted according to the published deadlines. Participants will have access to all deadlines in the Course Calendar.

Grading Every assignment has a rubric and most participants are successful on

Certification Requirements and Expectations

To earn Leading Edge Certification your will need to successfully complete all coursework and assignments as well as pass the LEC portfolio. Your LEC portfolio will be assessed by 2 educators. These educators will be your lead learners. These individuals will review your eportfolio based upon the following 3 easy steps: 1) Module signature assignments will be assessed using the appropriate 3 point rubric. Â To pass, a score of 3 or better needs to be accomplished.

2) After all modules have been assessed, an overall rubric will be used to assess the portfolio as a whole. The average of overall rubric scores needs to be a 3 for your portfolio to pass.

3) Unsatisfactory portfolios will be given one second chance to improve and will be reassessed.

Upon successfully earning your certification, your name and portfolio will be made available on the Leading Edge web site for verification and employment purposes.

their assignments because they align their work to the rubric. Assignments can be corrected and resubmitted once for a higher score. The lead facilitator or other course facilitators will comment on assignments and return them so they can improved upon. Please remember to check for these comments.

Participation The Leading Edge Certification is a 50 hour course of study with 25 hours of practicum. It is expected that participants will typically work 4-6 hours per week, for 8 weeks. To be most successful in this virtual environment, it is recommended to set aside a specific time for your work each week. Because of the online nature of this course, participants can access materials and submit assignments when it is convenient for them.

Communication The lead learner will be available to answer any questions. You will typically receive a response within 24 hours. E-mail will be the primary means that we will communicate throughout the class. Participants can contact me by emailing

If you find that you have are having trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that we can help you find a solution.

Academic Integrity Academic integrity is vital in all forms of learning. It is essential that online teachers model all proper and legal aspects of academic integrity. All assignments submitted must be the work of your own mind. The use of outside sources must be properly cited. Please refer to the course Academic Integrity policy for details.

The challenge of discovery lies not in seeking new landscapes but having new eyes. -Marcel Proust

About Your Lead Learner: Kim Harrison Kim is a Staff Development Coordinator for CTAP Region 3 located at the Sacramento County Office of Education. The California Technology Assistance Project (CTAP) is a statewide technical assistance program funded by the California Department of Education. At CTAP 3, Kim works with teachers and administrators on technology integration skills and strategies, providing online synchronous professional development and resources. Kim also coordinates the Curriculum Companion ( web resources and supports content and professional development on the California Learns Instructional Resources Portal and Online Courses ( During her 19 year teaching career, she has taught 3rd through high school aged children as well as adults all across California, including northern and southern California and the Eastern Sierra. Kim earned her B.A. in Liberal Studies and Multiple Subject teaching credential from the University of Redlands in 1992, and her M.A. in Educational Technology in 2002 as part of the iMET (cohort 2) program.

LEC Sample Syllabus  

A sample syllabus for the Leading Edge certification