D Warzon Online Teaching Portfolio

Portfolio Assessment Rubric (PAR)
Department of Instructional Technology

Semester
ITEC 7482 Facilitating Online Learning 3rd
1. The assessment, including the instructions to candidates about the assigned task.
Title: Portfolio Assessment Rubric (PAR)
Instructions to Candidate:
1. Online Teaching Portfolio Develop a portfolio of artifacts demonstrating mastery of course

standards and reflecting on professional growth in facilitating online learning. Your portfolio will
include projects you completed this semester. Your portfolio will include artifacts and reflections
on the following:
a. Why is the artifact important when teaching online?
b. How does the artifact demonstrate mastery of the standards given?
c. How does the artifact contribute to your understanding of online teaching and learning?
Use the Word template that follows to compile the portfolio.
http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc
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Portfolio Template
Online Teaching
Portfolio
Daniel L. Warzon, Jr.
ITEC 7482 Facilitating Online Learning
Spring 2017
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TABLE OF CONTENTS
Artifact Page
Artifact 1 Course Schedule 4
Artifact 2 Online Course Prep Checklist 5
Artifact 3 Learning Styles Inventory 6
Artifact 4 Online Learning Resources 7
Artifact 5 Course Syllabus 8
Artifact 6 Orientation 9-12
Artifact 7 Student Engagement & Higher Order Thinking 13-14
Artifact 8 Differentiation 15-18
Artifact 9 Accommodations & Modifications 19-20
Artifact 10 Diversity 21
Artifact 11 Community Building 22
Artifact 12 Teacher-Student Communication 23-24
Artifact 13 Teacher-Parent Communication 25
Artifact 14 Student-Student Communication 26
Artifact 15 Synchronous Collaboration Tools 27
Artifact 16 Asynchronous Collaboration Tools 28
Artifact 17 Formative Assessment 29
Artifact 18 Targeted Feedback 30
Artifact 19 Quiz/Test 31-32
Artifact 20 Gradebook 33-34
Artifact 21 Tracking Tools 35
Artifact 22 Technical Support 36
Artifact 23 Acceptable Use 37
Artifact 24 Course/Teacher Evaluation 38-39
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Artifact 1 Course Schedule
PSC Online Teaching Endorsement Standards:

Candidates will apply experiences as an online student to develop successful strategies for teaching
online. (II.iv.I)
Reflection: (100-125 words) Reflect on why the artifact is important to online teaching, how it demonstrates mastery of
the standards given, and how it contributes to your understanding of online teaching and learning.
Attached above is a picture of my projected course schedule. In creating an online learning

environment it is important to have a plan for the students to follow. This does not mean that the
course will not change or be altered, but it does provide a road map for the students. This artifact
shows that I have the content knowledge and pacing knowledge to put together a course schedule
that is suitable for the content area. This also show the implementation of different strategies to
meet needs of the different learning styles in the class.
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Artifact 2 Online Course Prep Checklist

Candidates will demonstrate the ability to anticipate challenges and problems in the online classroom.
(II.iv.II)
Candidates will continually review all materials and Web resources for alignment with course objectives
and standards and or appropriateness. (II.v.I)
The artifact attached above is a picture of my online course preparation checklist. This list helps
guide me through steps to check and make sure the course I have designed is ready to go live and be
used by students. A checklist like this shows that I am knowledgeable of the items that need to be
checked in order for an online course to function like it should and be beneficial to the students.
This list helps anticipate any problems that might arise and have a solution to fix it. This also
anticipates any questions that might arise from the students on what is expected from them.
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Artifact 3 Online Learning Resources

Candidates will demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies. (I.i.VII)
Candidates will model appropriate strategies essential to continued growth and development of the
understanding of technology operations and concepts. (I.i.VIII)
LINK FOR ONLINE LEARNING RESOURCES
Reflection: (100-125 words) - Reflect on why the artifact is important to online teaching, how it demonstrates mastery
of the standards given, and how it contributes to your understanding of online teaching and learning.
Attached above in the web link is of a short research paper that explores the studies done of Special
Education students in the online setting. This research helped me further understand the impact of
technology, blended learning, and online learning in the special education setting. The research
introduced new technology and how this technology can help special education students. The online
education population continues to grow as well as the special education population within it. As an
online facilitator it is important to know your responsibilities for these students as well as
technology that can help them.
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Artifact 4 Learning Styles

Candidates will differentiate instruction of students learning styles and needs and assist students in
assimilating and accommodating meaningful information. (II.i.IX)
Learning Styles Inventory
Attached in the link above and a learning styles inventory. This inventory allowed me to take a look
at my personal learning style and evaluate each of the different learning styles that students may
possess. This game me ideas of how to differentiate my learning. During my orientation module I
had my students take the same learning styles quiz and then submit a quick summary of what they
agreed with and what they disagreed with. This allowed me to see how my students like to learn. To
help the visual learners I added plenty of videos for them to access the material. For the tactile
learners I included real life scenarios like finding a house and calculating mortgage payments.
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Artifact 5 Course Syllabus

Candidates will provide an effective online syllabus that lays out the terms of the class interaction for both
teacher and students, defines clear expectations for both teacher and students, details the grading criteria
and appropriate and inappropriate behavior for students, and explains the course organization to students.
(II.ii.III)
Candidates will provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in
a clearly written, concise format. (II.ii.IV)
Candidates will provide clearly defined statements informing students what to expect in terms of your
response time. (II.ii.VII)
Online Class Syllabus
The attached link above is online syllabus designed for an online Economics class. This syllabus
covers the class learning goals and objectives. They are written clear and simple so that students
can understand what they will be learning. It also covers the expectations for the class including
technology requirements, materials, cheating policy, and communication expects. Creating this
syllabus required me to look at all the parts of the class and try to predict any questions or
problems the students may have. This allowed me to see the importance the importance of setting
clear expectations for the class to allow it to run smooth.
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Artifact 6 Orientation

Candidates will explain the course organization to students. (II.ii.III)
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10
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The artifact attached is the outline of the orientation module that the online students have to go through. In this module
is lays out the technology the students will need, it covers the computer skills needed, expectations for communication,
and even how to turn in assignments. The module explains the design to the students as well as gives them resources to
contact in case they run into technical difficulties. I also included a video in the module that walks the students through
the layout of the course site. It covers all the tabs and how to submit assignments.
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Artifact 7 Student Engagement & Higher Order Thinking

Candidates will demonstrate effective strategies and techniques that actively engage students in the learning
process, in designing, and assessing online learners and instruction. (II.i.I)
Candidates will apply technology to engage students higher order thinking skills and creativity. (II.i.XI)
Candidates will promote collaborative learning through reflection and social negotiation. (II.i.V)
Candidates will lead online instruction groups that are meaningful, project-based, inquiry-oriented.
(II.i.VII)
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The artifacts above include module and assignment overviews of the assignments in the Economics
class. The different assignments show how the students were engaged through different processes.
The students designed different real world things like a personal budget and resume after doing
research. The students engaged in each others thoughts about where things were made in this world
through a discussion post. This required the students to critically think for their original post as
well as respond to their peers. The students also took on the role of being an expert to be a
consultant to the president on free trade. They had a project for personal finance where the tasks
compounded upon each other as well as allowing the students to choose their path during the tasks.
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Artifact 8 Differentiation

Candidates will differentiate instruction of students learning styles and needs and assist students in
assimilating and accommodating meaningful information. (II.i.IX)
Use student data to inform instruction, assist students in their own time and task management, monitor
learner progress with available tools, and develop intervention plans for unsuccessful learners. (II.ii.V)
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The attached artifacts show how I collected and used student data to drive my instruction and
examples of different assignments and how I differentiated my instruction. My main source of data
collection is through USAtestprep.com. The department uses this for common test questions. The
data allows me to break the questions down by domain and remediate if necessary. eClass (D2L)
allows me to monitor my student's screen time and time spent in the modules. With not seeing the
students everyday in online teaching this is important to informally assess the students. This shows
the mastery of standards II.i.IX. Through my assignments and instruction I differentiate by how I
deliver the content and how the content is assessed. The students view presentations, videos, or
guide their own instruction through real life research as referenced in the artifacts above.
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Artifact 9 Accommodations & Modifications

Candidates will respect diverse talents and use strategies designed to include all students. (II.vi.I)
Candidates will provide activities, modified as necessary, that are relevant to special education
modifications, student age, cultural background and experiences. (II.vi.II)
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In education we will come across many types of students even in the online setting. By law, we are
required to accommodate their needs per their Individual Education Plan. The artifact above shows
that I will accommodate students as need to the county qualifications. My online unit module was
implemented in a honors class with no students currently served with special education services.
The second artifact shows a basic accomodation to have material read aloud. The students are given
an instructional video of how to turn any text into voice. All of my tests are given using
USAtestprep.com which has a built in read aloud option for students that need it. I can also modify
the tests to allow the students to view the test in Spanish or limit the number of answer options. It is
important to understand students accommodations and how to locate the proper tools to make sure
that the accommodations are implemented.
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Artifact 10 Diversity

Candidates will respect diverse talents and use strategies designed to include all students. (II.vi.I)
The above artifact shows an artifact from my settings on a USATestprep.com test where I utilize
being able to adjust the settings if the student needs it. If I have a struggling students, for review
assignments or quizzes I can adjust the settings to limit the number of answers for the students. If I
have a student thats primary language is spanish, I will allow them to view the practice tests or
reviews in spanish to get used to the language of the questions. In online teaching it is important to
be aware of the skill levels of your students and be aware of the technology that will be able to help
them to fully access the material. This is one tool that I am able to utilize to help reach all my
students.
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Artifact 11 Community Building

Candidate will create and maintain a community by creating value, effective facilitation, and an
environment of trust. (II.i.III)
The artifact above shows a discussion post my students were required to participate in. The post
created a community culture where the students shared their future dreams. The students opened
up to each other and shared their educational dreams as well as career goals. The students
responded to each other and encouraged each other. Creating assignments and discussions like this
cultivates a community atmosphere and allows students that are normally very quiet to have a
voice. I also participated in the discussion asking the students to expand upon their post to
encourage more thinking or encouraged them to achieve those dreams.
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Artifact 12 Teacher-Student Communication

Candidates will consistently model effective communication skills and maintain records of applicable
communications with students. (II.ii.I)
Candidates will facilitate regular and frequent teacher-student interaction in a variety of ways. (II.ii.II)
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The above artifacts are news posts from the course home page, comments from proof reading a
student's portfolio, and an email feed with a student asking questions about an assignment. I used
the news updates to keep the students current with their assignments and remind them of what they
need to be working on. I used the comments in Google Docs to help the students correct their work
and improve their projects. If the students had specific questions they were asked to send an email
and I would respond within 24 hours during the week and 48 hours on the weekend.
Communication is important in the online setting but having the appropriate policies in place can
make for a successful environment.
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Artifact 13 Teacher-Parent Communication
Candidates will utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.). (I.i.IV)
Candidate will facilitate regular and frequent teacher-parent interaction in a variety of ways. (II.ii.II)
Synchronous Session Video
The above artifact is a picture of an email correspondence with a parent of a student in the course.
This artifact shows a prompt response to her questions. The parents also have a login for parent
portal that allows them to check the student's course pages, view the calendar, and receive news
updates. By keeping my news items and calendars up to date it eliminated the need for other forms
of communication. Parent communication is important in the online setting so that the parents can
help keep track of the students progress at home. Understanding different ways to communicate
to parents is an important time management skill in the online setting.
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Artifact 14 Student-Student Communication

Candidates will utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.). (I.i.IV)
Candidates will facilitate and monitor appropriate interaction among learners. (II.i.IV)
Candidates will encourage collaboration and interaction among all students. (II.vi.III)
Candidates will model and demonstrate effective moderator techniques to facilitate active student
participation. (II.i.VIII)
Candidates will facilitate regular and frequent student-student interaction in a variety of ways. (II.ii.II)
This artifact shows an interaction between my students in an online discussion board. My students
were always required to make an original post and also respond to each other. Some of the
responses were shorter than others but the students positively interacted, probably more than they
would in the classroom. The expectations for the students and their interactions online were made
clear in the orientation module and on the syllabus when the students reviewed our netique
expectations. I have learned in this online teaching experience that expectations need to be clearly
stated and reviewed.
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Artifact 15 Synchronous Collaboration Tool

Candidates will utilize synchronous tools effectively (i.e., chat tools, web conferencing, virtual electronic
whiteboards, etc.). (I.i.IV)
https://youtu.be/9t6gB5KmmCE
Attached above is a recording of myself leading a synchronous session. Synchronous sessions are
important because they can allow the students to interact online simultaneously with each other and
with the teacher. This allows instant feedback on instruction and for me to utilize other online tools
to assess my students. In my session I was able to guide the students to outside resources and gather
feedback. I was also able get them to interact through conversation about different readings using a
jigsaw strategy. This experience helped me learn that leading the synchronous setting can be
difficult, you have to come prepared, and you need to be able to adjust to your audience and their
participation.
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Artifact 16 Asynchronous Collaboration Tool

Candidates will utilize asynchronous tools effectively (i.e., discussion boards, email,
announcements/news, etc.). (I.i.IV)
The above artifact shows a discussion thread from my online course. In my online module I used
discussion posts to create community and increase student interaction. By using tools like discussion
modules within the student learning I was able to formally assess the students knowledge and also
get the students to learn from each others thoughts and ideas. I also used other asynchronous tools
such as news items to keep students informed with assignments, upcoming due dates, and tests. I
learned that in the online setting synchronous tools are very important to keep students engaged
and up to date.
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Artifact 17 Formative Assessment

Candidates will use student data to inform instruction, assist students in their own time and task
management, monitor learner progress with available tools, and develop intervention plans for
unsuccessful learners. (II.ii.V)
Formatively assessing students in the online setting can be difficult. The first artifact above shows a
discussion post following an in class activity. The students had to show that they were grasping
knowledge of the content we were covering in class. This post allowed me to gauge the students
knowledge of the topic and if I needed to go over other concepts. The second artifact shows a pretest
that was given to my students before they started their personal finance unit. The pre-test allows me
to see the students knowledge going into the unit and what I will need to make sure to focus on.
Formative assessments are key in the online setting because you are not able to formatively assess
the students through conversation and engagement in class.
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Artifact 18 Targeted Feedback

Candidates will provide timely, constructive feedback to student assignments. (II.ii.VI)
The artifact shows targeted feedback with students. The student asked for feedback on his portfolio
before he submitted it. After reviewing the portfolio I added comments throughout the assignment
for the student to improve upon to receive full credit. The comments are constructive and not
demeaning towards the students. In the online setting it is important to provide individual
feedback to students so they are aware of what they need to improve on. This can be done in many
methods such as comments, rubrics, or grades on quizzes. I understand that grades need to be given
back to students in a timely manner so that they can make improvements for the next assignments.
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Artifact 19 Quiz/Test

Candidates will provide continuous evaluation of students, to include pre- and post- testing as well as
student input throughout the course. (II.v.IV)
Candidates will review student responses to test items in online testing software to identify issues in
testing or pedagogical strategies. (III.iii.II)
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The above artifact shows the testing software that I utilize called USAtestprep.com. The software
allows me to select test questions based off of standards and domains. The software also allows me
to select the depth of knowledge for the questions. Choosing the higher depths of knowledge
questions ensures that my students are receiving questions of similar rigor that they will see on the
Economics milestone test. I am also able to analyze the data from the tests down to the domain
level. This allows me to look at what items I need to review and how I need to adjust my teaching. I
learned using testing tools like this in the online setting are extremely valuable and efficient.
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Artifact 20 Gradebook

Candidate will apply technology to increase productivity. (II.i.X)
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The artifact above is a snapshot of my grade book. The grade book I utilize is through our county.
The grade book automatically calculates percentages and total averages for teachers. The grade
book is also color coded so it is easy for students to see what type of assignment was entered. The
gradebook interface also can generate missing assignment reports and have them sent out to
students and parents. In the online setting it is important to utilize tools like this to keep your
students informed but also for time management.
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Artifact 21 Tracking Tools

Candidates will demonstrate awareness of observational data (i.e., tracking data in electronic courses, web
logs, email, etc.) and its uses in monitoring course progress and effectiveness. (III.iii.III)
The attached artifact above shows the various tracking tools that my learning management
software offers. I am able to track my students screen time with their login times and how long they
are logged in. I am also able to track their progress through modules and what content they have
viewed. The second artifact attached shows how I can monitor their discussion post activity. In the
online setting it is important to keep a close eye on your students and their time spent on the
content. Being able to monitor allows you to encourage them if they have not spent enough time and
help them improve their learning. Data allows teachers to back-up student performance.
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Artifact 22 Technical Support

Candidate will troubleshoot typical software and hardware problems. (I.i.V)
The above artifact shows the technical support statement that students are required to read and
understand during the orientation. The statement explains the basic protocol for students to follow
if they are to experience technical difficulties. Students are also aware that if eClass does not work
for some reason (ex. drop box does not work) they can email in the assignment to make sure they
turn it in on time. In the online setting it is important that students can solve basic troubleshooting
problems and are aware of the steps to follow if this happens. During my online module one student
had trouble access content on eClass. She was able to contact tech support and get answers, and in
the meantime she emailed me the assignment to get credit.
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Artifact 23 Acceptable Use

Candidates will use appropriate strategies and resources for dealing with student issues arising from
inappropriate use of electronically-accessed data or information. (II.iii.VI)
The attached artifact is the Acceptable use policy that was implemented in my course. This policy
was developed by Gwinnett County Public Schools. All students in parents are made aware of this
policy through the student handbook. In my course my students were required to view this policy
during orientation to make sure that they know what is expected from them and their behavior
with technology tools. These policies need to be stressed in the online setting to make sure that
students are practicing safe and proper use of technology to become good digital citizens.
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Artifact 24 Course/Teacher Evaluation

Candidates will provide opportunities for evaluating teaching effectiveness within the online environment
(i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews). (III.iii.IV)
Online Portion Evaluation
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Attached above is the student survey that was taken to gain student feedback from the online
experience. After the online experience I had the students take the survey. This data is important
because it allows me to reflect on the teaching experience, the content, and the teaching strategies.
The students are typically brutally honest. From this data I will adjust my teaching to make the
learning experience more beneficial from the students. Gathering feedback and reflecting in the
online setting is extremely important in the online setting to constantly be adjusting your teaching
to improve student learning.
2. How the assessment is used in the program
The Portfolio Assessment Rubric (PAR) is completed by the professor in ITEC 7482, Facilitating K-12
Online Learning, during the 3rd semester of the Online Teaching Endorsement program. The professor
must review the contents of the entire portfolio, ensuring the quality of all artifacts and reflections. The
professor must rate the candidate on each artifact and reflection included in the portfolio. The PAR
assesses the following 31 PSC Online Teaching Endorsement standards: (I.i.IV), (I.i.V), (I.i.VII),
(I.i.VIII), (II.i.I), (II.i.III), (II.i.IV), (II.i.V), (II.i.VII), (II.i.VIII), (II.i.IX), (II.i.X), (II.i.XI), (II.ii.I),
(II.ii.II), (II.ii.III), (II.ii.IV), (II.ii.V), (II.ii.VI), (II.ii.VII), (II.iii.VI), (II.iv.I), (II.iv.II), (II.v.I), (II.v.IV),
(II.vi.I), (II.vi.II), (II.vi.III), (III.iii.II), (III.iii.III), (III.iii.IV)
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Portfolio Assessment Rubric (PAR)
Department of Instructional Technology
Semester
ITEC 7482 Facilitating Online Learning 3rd
KSU Candidate: Dat

e:
Professor Completing Assessment:
Rating Description
The candidates performance offers no evidence of achieving this performance standard.
Artifact does not demonstrate an understanding of the standard.
Artifact does not demonstrate competency in online teaching.
Reflection does not adequately detail the significance of the artifact (why it is
L1 No Evidence important).
Reflection does not describe how the artifact demonstrates mastery of the
standard(s).
Reflection does not describe how the artifact contributed to the candidates
understanding of online teaching and learning.
The candidates performance offers limited evidence of achieving this performance
standard.
Artifact does not sufficiently demonstrate an understanding of the standard.
Artifact does not sufficiently demonstrate competency in online teaching.
Reflection is very shallow and incomplete.
L2 Limited Evidence Reflection does not sufficiently describe the significance of the artifact (why it is
important).
Reflection does not sufficiently describe how the artifact demonstrates mastery of
the standard(s).
Reflection does not sufficiently describe how the artifact contributed to the
candidates understanding of online teaching and learning.
The candidates performance offers clear evidence of MEETING this performance
standard.
Artifact demonstrates a clear understanding of the standard.
Artifact demonstrates a competency in online teaching.
Clear Evidence, Reflection is thoughtful and meaningful.
L3
MEETS Reflection clearly describes the significance of the artifact (why it is important).
Reflection clearly describes how the artifact demonstrates mastery of the
standard(s).
Reflection clearly describes how the artifact contributed to the candidates
understanding of online teaching and learning.
The candidates performance offers clear, consistent, and convincing evidence of
EXCEEDING this performance standard.
Artifact clearly demonstrates expertise in implementation of the standard.
Clear, Consistent,
Artifact clearly demonstrates an expertise in online teaching.
and Convincing
L4 Reflection is rich in description, analysis, and reflection.
Evidence,
Reflection details the importance of the artifact and explains insights gained.
EXCEEDS
Reflection details how the artifact demonstrates mastery of the standard(s).
Reflection details how the artifact contributed to the candidates understanding of
online teaching and learning.
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ARTIFACTS L1 L2 L3 L4
Artifact 1 Course Schedule
Given a template, candidates will develop a course schedule for an online course. Candidate
will reflect on why the artifact is important to online teaching, how it demonstrates mastery of
the standards given, and how it contributes to their understanding of online teaching and
learning. (II.iv.I)
Artifact 2 Online Course Prep Checklist
Candidates will develop a list of items that an online teacher should review inside a course
BEFORE the course is open to students (ex: broken links, missing images, gradebook setup,
etc.). Candidates will reflect on why the artifact is important to online teaching, how it
demonstrates mastery of the standards given, and how it contributes to their understanding of
online teaching and learning. (II.iv.II), (II.v.I)
Artifact 3 Online Learning Resources
Candidates will explore the iNACOL and SREB websites and find two (2) resources that
address questions or concerns they have about facilitating K-12 online learning. Candidates
will summarize their findings and reflect on any lingering questions or concerns they have
about teaching online. Candidates will reflect on why the artifact is important to online
teaching, how it demonstrates mastery of the standards given, and how it contributes to their
understanding of online teaching and learning. (I.i.VII), (I.i.VIII)
Artifact 4 Learning Styles
Candidates will complete a learning styles inventory, describe their personal learning style,
and describe what strategies they will use to accommodate different learning styles in an
online classroom. Candidates will reflect on why the artifact is important to online teaching,
how it demonstrates mastery of the standards given, and how it contributes to their
understanding of online teaching and learning. (II.i.IX)
Artifact 5 Course Syllabus
Given a template, candidates will choose a subject and a course and develop a syllabus for the
subject/course. Candidates will reflect on why the artifact is important to online teaching,
how it demonstrates mastery of the standards given, and how it contributes to their
understanding of online teaching and learning. (II.ii.III), (II.ii.IV), (II.ii.VII)
Artifact 6 Orientation
Candidates will include an artifact demonstrating how they effectively oriented students to the
course. Candidates will reflect on why the artifact is important to online teaching, how it
online teaching and learning. (II.ii.III)
Artifact 7 Student Engagement & Higher Order Thinking
Candidates will include an artifact demonstrating student engagement and the use of higher
order thinking skills. Candidates will reflect on why the artifact is important to online
understanding of online teaching and learning. (II.i.I), (II.i.XI), (II.i.V), (II.i.VII)
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Artifact 8 Differentiation
Candidates will include an artifact demonstrating their ability to differentiate instruction.
Candidates will reflect on why the artifact is important to online teaching, how it
online teaching and learning. (II.i.IX), (II.ii.V)
Artifact 9 Accommodations & Modifications
Candidates will research accommodations and modifications in an online learning
environment and identify at least 3-5 strategies they will use when teaching an online class.
Candidates will reflect on why the artifact is important to online teaching, how it
online teaching and learning. (II.vi.I), (II.vi.II)
Artifact 10 Diversity
Candidates will include an artifact demonstrating their ability to support diverse student
needs. Candidates will reflect on why the artifact is important to online teaching, how it
online teaching and learning. (II.vi.I)
Artifact 11 Community Building
Candidates will include an artifact demonstrating their ability to create and maintain a
community by creating value, effective facilitation, and an environment of trust. Candidates
learning. (II.i.III)
Artifact 12 Teacher-Student Communication
Candidates will include an artifact demonstrating their ability to facilitate regular and
frequent teacher-student interactions. Candidates will reflect on why the artifact is important
to online teaching, how it demonstrates mastery of the standards given, and how it contributes
to their understanding of online teaching and learning. (II.ii.I), (II.ii.II)
Artifact 13 Teacher-Parent Communication
frequent teacher-parent interactions. Candidates will reflect on why the artifact is important to
online teaching, how it demonstrates mastery of the standards given, and how it contributes to
their understanding of online teaching and learning. (I.i.IV), (II.ii.II)
Artifact 14 Student-Student Communication
frequent student-student interactions. Candidates will reflect on why the artifact is important
to online teaching, how it demonstrates mastery of the standards given, and how it contributes
to their understanding of online teaching and learning. (I.i.IV), (II.i.IV), (II.vi.III), (II.i.VIII),
(II.ii.II)
Artifact 15 Synchronous Collaboration Tools
Candidates will include an artifact demonstrating their ability to utilize synchronous tools
effectively (i.e. chat tools, web conferencing, virtual electronic whiteboards, etc.). Candidates
learning. (I.i.IV)
Artifact 16 Asynchronous Collaboration Tools
Candidates will include an artifact demonstrating their ability to utilize asynchronous tools
effectively (i.e. discussion boards, email, announcements/news, etc.). Candidates will reflect
on why the artifact is important to online teaching, how it demonstrates mastery of the
standards given, and how it contributes to their understanding of online teaching and learning.
(I.i.IV)
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Artifact 17 Formative Assessment
Candidates will include an artifact demonstrating their ability use student data to inform
instruction, assist students in their own time and task management, monitor learner progress
with available tools, or develop intervention plans for unsuccessful learners. Candidates will
reflect on why the artifact is important to online teaching, how it demonstrates mastery of the
standards given, and how it contributes to their understanding of online teaching and learning.
(II.ii.V)
Artifact 18 Targeted Feedback
Candidates will include an artifact demonstrating their ability to provide timely, constructive
feedback on student assignments. Candidates will reflect on why the artifact is important to
their understanding of online teaching and learning. (II.ii.VI)
Artifact 19 Quiz/Test
Candidates will include an artifact demonstrating their ability to provide continuous
evaluation of students or to review student responses to test items in online testing software to
identify issues in testing or pedagogical strategies. Candidates will reflect on why the artifact
is important to online teaching, how it demonstrates mastery of the standards given, and how
it contributes to their understanding of online teaching and learning. (II.v.IV), (III.iii.II)
Artifact 20 Gradebook
Candidates will include an artifact from their gradebook demonstrating their ability to apply
technology to increase productivity. Candidates will reflect on why the artifact is important to
their understanding of online teaching and learning. (II.i.X)
Artifact 21 Tracking Tools
Candidates include an artifact demonstrating their ability to use tracking data in a learning
management system to monitor course progress and effectiveness. Candidates will reflect on
why the artifact is important to online teaching, how it demonstrates mastery of the standards
given, and how it contributes to their understanding of online teaching and learning.
(III.iii.III)
Artifact 22 Technical Support
Candidates will include an artifact demonstrating their ability to troubleshoot typical software
and hardware problems. Candidates will reflect on why the artifact is important to online
understanding of online teaching and learning. (I.i.V)
Artifact 23 Acceptable Use
Candidates will include an artifact demonstrating their ability to use appropriate strategies
and resources for dealing with student issues arising from inappropriate use of
electronically-accessed data or information. Candidates will reflect on why the artifact is
important to online teaching, how it demonstrates mastery of the standards given, and how it
contributes to their understanding of online teaching and learning. (II.iii.VI)
Artifact 24 Course/Teacher Evaluation
Candidates will include an artifact demonstrating their ability to evaluate teaching
effectiveness within an online environment. Candidates will reflect on why the artifact is
important to online teaching, how it demonstrates mastery of the standards given, and how it
contributes to their understanding of online teaching and learning. (III.iii.IV)
43

D Warzon Online Teaching Portfolio

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Portfolio Assessment Rubric (PAR)

Department of Instructional Technology

Title: Portfolio Assessment Rubric (PAR)

1. Online Teaching Portfolio Develop a portfolio of artifacts demonstrating mastery of course

Use the Word template that follows to compile the portfolio.

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

ITEC 7482 Facilitating Online Learning

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

Attached above is a picture of my projected course schedule. In creating an online learning

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

LINK FOR ONLINE LEARNING RESOURCES

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

Learning Styles Inventory

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

Online Class Syllabus

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

Synchronous Session Video

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards:

http://130.218.134.30/instruct07/REDISH/O11nline Teaching Endorsement Class/Assessments/Portfolio Assessment Rubric (PAR) 5.doc

PSC Online Teaching Endorsement Standards: