ant PrerequisitesParticip

Explain the organization of the semesters, units, and lessons without error.

Access the CMS without error

Write or edit one lesson with at least 80% accuracy according to the rubric, on first attempt. 2 & 3

2 & 3

3 Level 3: Participants will access the course plan on their own in order to complete their first assignment Level 2: Participants will explain the organization of the semesters, units, and lessons. Level 3: Participants will organize their first assignment within the semesters, units, and lessons correctly. Level 2: Participants will access the CMS during the assessment portion of the training session Level 3: Participants will access the CMS on their own in order to complete their first assignment Level 3: Participants will produce an assignment that meets the rubric with a minimum of 80% accuracy on the first attempt.

Participant Prerequisites The participants of the onboarding training session must have signed a contract for the duration of one project. They shall read and sign the independent contractor (IC) manual and sign a non-disclosure agreement (NDA). They must not have signed any non-compete agreements with any other publishers. Participants must be able to speak, read, and write English at a college level. All independent contractors must have a minimum of ten hours to dedicate to working on the project each week, though they may work around their own schedule, as long as assignment deadlines continue to be met on time.

Participants must hold a minimum of a bachelor’s degree, with a strong preference for master’s degree and Ph.D. holders. Participants must qualify as subject matter experts in the content area for which they were hired (social studies, science, English language arts, or mathematics). This will be determined in the interview and hiring process by a panel of interviewers and by the completion of a sample assignment. The sample assignment will be a short writing sample for the writer ICs. The writing sample should be factually correct and be appropriate pedagogically. The editor ICs will be given a short editorial sample. The editors should do developmental work, not copyediting. They should demonstrate content expertise, correcting any errors in their editing sample. Participants must also have expertise in some area of K-12 education, either as classroom teachers or as instructional specialists. There is a strong preference for participants to have experience with online instructional practices. Participants must have experience in both presenting instructional content and creating lesson plans for a K12 audience. Writer ICs must be able to modulate writing to the appropriate audience; this is