1. Idaho Standards for K-12 Online Teachers
Table of Contents
Standard #1: Knowledge of Online Education - The online teacher understands the central concepts,
tools of inquiry, and structures in online instruction and creates learning experiences that take
advantage of the transformative potential in online learning environments. ............................................2
Standard #2: Knowledge of Human Development and Learning - The online teacher understands how
students learn and develop, and provides opportunities that support their intellectual, social, and
personal development.................................................................................................................................3
Standard #3: Modifying Instruction for Individual Needs - The online teacher understands how students
differ in their approaches to learning and creates instructional opportunities that are adapted to
learners with diverse needs.........................................................................................................................4
Standard #4: Multiple Instructional Strategies - The online teacher understands and uses a variety of
instructional strategies to develop students' critical thinking, problem solving, and performance skills....5
Standard #5: Classroom Motivation and Management Skills - The online teacher understands individual
and group motivation and behavior and creates a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation. ..............................................................6
Standard #6: Communication Skills, Networking, and Community Building - The online teacher uses a
variety of communication techniques including verbal, nonverbal, and media to foster inquiry,
collaboration, and supportive interaction in and beyond the classroom....................................................7
Standard #7: Instructional Planning Skills - The online teacher plans and prepares instruction based
upon knowledge of subject matter, students, the community, and curriculum goals. ...............................7
Standard #9: Professional Commitment and Responsibility - The online teacher is a reflective
practitioner who demonstrates a commitment to professional standards and is continuously engaged in
purposeful mastery of the art and science of online teaching. ...................................................................8
Standard #10: Partnerships - The online teacher interacts in a professional, effective manner with
colleagues, parents, and other members of the community to support students' learning and well being.
.....................................................................................................................................................................9

2. Idaho Standards for Online Teachers
All teacher candidates are expected to meet the Idaho Core Teacher Standards, as well as the
standards specific to their discipline area(s) at the “acceptable” level or above. Additionally,
all teacher candidates are expected to meet the requirements defined in State Board Rule
(08.02.02: Rules Governing Uniformity).
The following knowledge, disposition, and performance statements for the K-12 Online Teacher
Standards are widely recognized, but not all-encompassing or absolute indicators that teacher
candidates have met the standards. It is the responsibility of a teacher preparation program to use
indicators in a manner that is consistent with its conceptual framework and that assures
attainment of the standards.
The characteristics of online instruction can be vastly different from teaching in traditional face-
to-face environments. Online schools and programs serving K-12 students should be structured
to support the unique needs of students and teachers in online environments. The Online Teacher
Standards are aligned to the Idaho Core Teacher Standards.
Standard #1: Knowledge of Online Education - The online teacher understands
the central concepts, tools of inquiry, and structures in online instruction and
creates learning experiences that take advantage of the transformative potential in
online learning environments.
Knowledge - Online Teaching
1. The online teacher understands the current standards for best practices in online teaching
and learning.
2. The online teacher understands the role of online teaching in preparing students for the
global community of the future.
3. The online teacher understands concepts, assumptions, debates, processes of inquiry, and
ways of knowing that are central to the field of online teaching and learning.
4. The online teacher understands the relationship between online education and other subject
areas and real life situations.
5. The online teacher understands the relationship between online teaching and advancing
technologies.
6. The online teacher understands appropriate uses of technologies to promote student learning
and engagement with the content.
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3. 7. The online teacher understands the instructional delivery continuum. (e.g., fully online to
blended to face-to-face).
Disposition
1. The online teacher realizes that online education is not a fixed body of knowledge but is
complex and ever evolving.
2. The online teacher has enthusiasm for online education and the potential to positively
impact student learning.
Performance – Content (online teaching technology use and design)
1. The online teacher utilizes current standards for best practices in online teaching to identify
appropriate instructional processes and strategies.
2. The online teacher demonstrates application of communication technologies for teaching
and learning (e.g., Learning Management System [LMS], Content Management System
[CMS], email, discussion, desktop video conferencing, and instant messaging tools).
3. The online teacher demonstrates application of emerging technologies for teaching and
learning (e.g., blogs, wikis, content creation tools, mobile technologies, virtual worlds).
4. The online teacher demonstrates application of advanced troubleshooting skills (e.g., digital
asset management, firewalls, web-based applications).
5. The online teacher demonstrates the use of design methods and standards in
course/document creation and delivery.
6. The online teacher demonstrates knowledge of access, equity (digital divide) and safety
concerns in online environments.
Standard #1 Research:
Granger, D., and M. Bowman. 2003. Constructing knowledge at a distance: The learner in context. In Handbook of
distance education, ed. M. G. Moore and W. G. Anderson, 169-180. New Jersey: Lawrence Erlbaum Associates.
Gunawardena, C. N., and M. S. McIsaac. 2004. Distance education. In D. H. Jonassen (Eds.), Handbook of research on
educational communications and technology, 355-395. Mahwah, NJ: Lawrence Erlbaum Associates.
Moore, M. G. 1989. Three types of interactions. The American Journal of Distance Education 3(2):1-6.
Standard #2: Knowledge of Human Development and Learning - The online
teacher understands how students learn and develop, and provides opportunities
that support their intellectual, social, and personal development.
Performance
1. The online teacher understands the continuum of fully online to blended learning
environments and creates unique opportunities and challenges for the learner (e.g.,
Synchronous and Asynchronous, Individual and Group Learning, Digital Communities).
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4. 2. The online teacher uses communication technologies to alter learning strategies and skills
(e.g., Media Literacy, visual literacy).
3. The online teacher demonstrates knowledge of motivational theories and how they are
applied to online learning environments.
4. The online teacher constructs learning experiences that take into account students’ physical,
social, emotional, moral, and cognitive development to influence learning and instructional
decisions. {Physical (e.g., Repetitive Use Injuries, Back and Neck Strain); Sensory
Development (e.g.Hearing, Vision, Computer Vision Syndrome, Ocular Lock); Conceptions
of social space (e.g.Identity Formation, Community Formation, Autonomy); Emotional
(e.g.Isolation, cyber-bullying); Moral (i.e Enigmatic communities, Disinhibition effect,
Cognitive, Creativity)}.
Standard #2 Research
Weber, S., & Dixon, S. (2007). Growing up online : young people and digital technologies (1st ed.). New York, N.Y.:
Palgrave Macmillan.
Goodman, R. D., Maggio, J., Lyman, W., Ark Media (Firm), WGBH (Television station : Boston Mass.), & PBS Home
Video. (2008). Growing up online [videorecording]. [Boston, MA]Alexandria, VA]: WGBH ; distributed by PBS
Home Video,.
Lankshear, C., & Knobel, M. (2006). New literacies : everyday practices and classroom learning (2nd ed.).
Maidenhead: Open University Press.
Lankshear, C., & Knobel, M. (2008). Digital literacies : concepts, policies and practices. New York: Peter Lang.
MacArthur Foundation, Digital Media and Learning YouTube Channel http://www.youtube.com/user/macfound
Education, Social Media, and Ethics: Howard Gardner, Harvard Graduate School of Education, Vimeo:
http://vimeo.com/2235438
Standard #3: Modifying Instruction for Individual Needs - The online teacher
understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to learners with diverse needs.
Disposition
1. The online teacher is familiar with legal mandates stipulated by the Americans with
Disabilities Act (ADA), the Individuals with Disabilities Education Act (IDEA), the
Assistive Technology Act and Section 508 requirements for accessibility.
Performance
1. The online teacher knows how adaptive/assistive technologies are used to help people who
have disabilities gain access to information that might otherwise be inaccessible.
2. The online teacher modifies, customizes and/or personalizes activities to address diverse
learning styles, working strategies and abilities (e.g., provide multiple paths to learning
objectives, differentiate instruction, strategies for non-native English speakers).
3. The online teacher coordinates learning experiences with adult professionals (e.g., parents,
local school contacts, mentors).
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5. Standard #3 Research:
Rice, K., & Dawley, L. (2008). Going virtual: Unique needs and Challenges of K-12 Online Teachers. White paper
prepared for the North American Council for Online Learning. Washington, DC.
Rose, R. & Blomeyer, R. L. (2007). iNACOL Research Committee Issues Brief: Access and equity in online classes and
virtual schools. Washington, DC: The International Association for K-12 Online Learning.
US Department of Justice’s Americans with Disabilities Act information page
http://www.usdoj.gov/crt/ada/adahom1.htm
Information on Public Law 94-142 now called IDEA: http://www.scn.org/~bk269/94-142.html
Council of Educators for Students with Disabilities, Inc Section 504 overview:
http://www.504idea.org/504overview.html
US Department of Justice’s Americans with Disabilities Act information page:
http://www.usdoj.gov/crt/ada/adahom1.htm
US Department of Education’s Nondiscrimination On The Basis Of Disability In State And Local Government
Services: http://www.ed.gov/policy/rights/reg/ocr/edlite-28cfr35.html
The Federal Government’s website on section 508 and the 508 standards: http://www.section508.gov/
http://www.section508.gov/index.cfm?FuseAction=Content&ID=12
Department of Education Charter School Legislation: http://www.ed.gov/policy/elsec/leg/esea02/pg62.html
Standard #4: Multiple Instructional Strategies - The online teacher understands
and uses a variety of instructional strategies to develop students' critical thinking,
problem solving, and performance skills.
Knowledge:
1. The online teacher understands the techniques and applications of various online
instructional strategies (e.g., discussion, student-directed learning, collaborative learning,
lecture, project-based learning, forum, small group work).
2. The online teacher understands appropriate uses of learning and/or content management
systems for student learning.
Disposition:
1. The online teacher promotes student autonomy, independence and responsibility for lesson
mastery.
2. The online teacher promotes, supports, and models creative and innovative thinking, and
inventiveness.
3. The online teacher promotes student reflection using collaborative tools to reveal and clarify
students’ conceptual understanding and thinking, planning, and creative processes
Performance:
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6. 1. The online teacher evaluates methods for achieving learning goals and chooses various
teaching strategies, materials, and technologies to meet instructional purposes and student
needs. (e.g., online teacher-gathered data and student offered feedback).
2. The online teacher uses student-centered instructional strategies to engage students in
learning. (e.g., Peer-based learning, peer coaching, authentic learning experiences, inquiry-based
activities, structured but flexible learning environment, collaborative learning, discussion groups,
self-directed learning, case studies, small group work, collaborative learning, and guided
design)
3. The online teacher uses a variety of instructional tools and resources to enhance learning
(e.g., LMS/CMS, computer directed and computer assisted software, digital age media).
Standard #4 Research:
PlasmaLink Web Services. (2007). Glossary of instructional strategies. Retrieved January 21, 2009 from
http://glossary.plasmalink.com/glossary.html
University of Illinois. (2007). Instructional strategies for online courses. Retrieved January 21, 2009 from
the Illinois Online Network Web site:
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
Standard #5: Classroom Motivation and Management Skills - The online
teacher understands individual and group motivation and behavior and creates a
learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
Performance
1. The online teacher establishes a positive and safe climate in the classroom and participates
in maintaining a healthy environment in the school or program as a whole (e.g., digital
etiquette, Internet safety, Acceptable Use Policy [AUP]).
2. The online teacher performs management tasks (e.g., tracks student enrollments,
communication logs, attendance records, etc.).
3. The online teacher uses effective time management strategies (e.g., timely and consistent
feedback, provides course materials in a timely manner, use online tool functionality to
improve instructional efficiency).
Standard #5 Research:
Chickering, A.W., & Erhmann, S.C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin,
49(2), 3-6.
Chickering, A.W., & Gamson, Z.F. (March,1987). Seven principles for good practice in undergraduate education.
AAHE Bulletin, 39(7), 3-7.
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7. Rice, K., & Dawley, L. (2008). Going virtual: Unique needs and Challenges of K-12 Online Teachers. White paper
prepared for the North American Council for Online Learning. Washington, DC.
Wang, S. & Reeves, T.C. (2006). The effects of a Web-based learning environment on student motivation in a high
school earth science course. Educational Technology Research and Development, 54(6), 597-621.
Standard #6: Communication Skills, Networking, and Community Building -
The online teacher uses a variety of communication techniques including verbal,
nonverbal, and media to foster inquiry, collaboration, and supportive interaction in
and beyond the classroom.
Disposition
1. The online teacher recognizes the importance of verbal (synchronous) as well as nonverbal
(asynchronous) communication.
Performance
1. The online teacher is a thoughtful and responsive communicator.
2. The online teacher models effective communication strategies in conveying ideas and
information and in asking questions to stimulate discussion and promote higher-order
thinking (e.g., discussion board facilitation, personal communications, and web
conferencing).
3. The online teacher demonstrates the ability to communicate effectively using a variety of
mediums.
4. The online teacher adjusts communication in response to cultural differences (e.g., wait
time and authority).
Standard #6 Research:
Akayoğlu, S., Altun, A., Stevens, V. (2009, January). Social presence in synchronous text-based computer-mediated
communication. Journal of Educational Research 34, p1-16. Retrieved EBSCOhost February 13, 2009.
Harris, J. & Jones, G., (1999, Fall). A descriptive study of telementoring among students, subject matter
experts, and teachers: Message flow and function patterns. Journal of Research on Computing in
Education 32 (1) 36 – 48. Retrieved EBSCOHost February 13, 2009.
Standard #7: Instructional Planning Skills - The online teacher plans and
prepares instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.
Performance
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8. 1. The online teacher clearly communicates to students stated and measurable objectives,
course goals, grading criteria, course organization and expectations.
2. The online teacher maintains accuracy and currency of course content, incorporates internet
resources into course content, and extends lesson activities.
3. The online teacher designs and develops subject-specific online content.
4. The online teacher uses multiple forms of media to design course content.
5. The online teacher designs course content to facilitate interaction and discussion.
6. The online teacher designs course content that complies with intellectual property rights and
fair use standards.
Standard #7 Research:
Dabbagh, N. (2004). DISTANCE LEARNING. Quarterly Review of Distance Education, 5(1), 37-49.
Retrieved December 3, 2008, from Academic Search Premier database.
Irlbeck, S., Kays, E., Jones, D., & Sims, R. (2006). The Phoenix Rising: Emergent models of instructional
design. Distance Education, 27(2), 171-185. Retrieved December 3, 2008, doi:10.1080/01587910600789514
McLoughlin, C. (2002, October). Learner Support in Distance and Networked Learning Environments:
Ten Dimensions for Successful Design. Distance Education, 23(2), 149-162. Retrieved December 3, 2008,
doi:10.1080/0158791022000009178
Standard #8: Assessment of Student Learning - The online teacher understands,
uses, and interprets formal and informal assessment strategies to evaluate and
advance student performance and to determine program effectiveness.
Performance
1. tests, performance tasks, projects, student self-assessment, peer assessment, standardized
tests, tests written in primary language, and authentic assessments) to enhance knowledge of
individual students, evaluate student performance and progress, and modify teaching and
learning strategies.
2. The online teacher enlists multiple strategies for ensuring security of online student
assessments and assessment data.
Standard #8 Research:
Bangert, A. & Rice, K. (in press). What we know about assessing online learning in secondary schools. In L. T. W.
Hin & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level, Eds. US: Hershey.
Standard #9: Professional Commitment and Responsibility - The online
teacher is a reflective practitioner who demonstrates a commitment to professional
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9. standards and is continuously engaged in purposeful mastery of the art and science
of online teaching.
Knowledge
1. The online teacher understands the need for professional activity and collaboration beyond
school (e.g. professional learning communities).
2. The online teacher knows how educational standards and curriculum align with 21st century
skills.
Disposition
1. The online teacher recognizes his/her professional responsibility to contribute to the
effectiveness, vitality, and self-renewal of the teaching profession as well as to his/her online
school and community.
Performance
1. The online teacher adheres to local, state, and federal laws and policies (e.g., FERPA,
AUP’s).
2. The online teacher has participated in an online course and applies experiences as an online
student to develop and implement successful strategies for online teaching environments.
3. The online teacher demonstrates alignment of educational standards and curriculum with
21st century technology skills.
Standard #9 Research:
Georgia Department of Education. 505-3-.85 Online teaching endorsement program., Retrieved
November 24, 2008 from http://rules.sos.state.ga.us/docs/505/3/85.pdf
Interstate New Online teacher Assessment and Support Consortium Standards. (INTASC). 2008.*
Nagel, D. (October 20, 2008). Professional development program targets 21st century skills. T.H.E.
Journal. Retrieved November 20, 2008 from http://www.thejournal.com/articles/23458
Partnership for 21st Century Skills. (2008). Tools and resources for professional development. Retrieved
November 29, 2008 from http://www.21stcenturyskills.org/
Southern Regional Education Board. (SREB). (2008). Multi-state online professional development toolkit.
Retrieved November 25, 2008 from http://www.sreb.org/programs/edtech/MOPD/resources.asp
Standard #10: Partnerships - The online teacher interacts in a professional,
effective manner with colleagues, parents, and other members of the community to
support students' learning and well being.
Standard #10 Research:
9

10. Fusco, J., & Schlager, M.S., (2003, July/August). Teacher professional development, technology, and
communities of practice: Are we putting the cart before the horse? Information Society 19(3) 203 –
224. Retrieved EBSCOHost February 13, 2009.
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11. National and Regional Standards
International Society for Technology in Education (ISTE). (2008). National Educational Technology Standards for
Online teachers. 2nd Ed. ISTE: Washington, DC.
National Education Association (NEA). (2006a). Guide to online high school courses. Retrieved August
19, 2007 from http://www.nea.org/technology/onlinecourseguide.html
National Education Association (NEA). (2006b). Guide to teaching online courses. Retrieved August 19, 2007 from
http://www.nea.org/technology/onlineteachguide.html
North American Council for Online Learning (NACOL). (2007). National standards of quality for online
courses. Retrieved May 22, 2008 from http://www.nacol.org/nationalstandards/index.php#teaching
North American Council for Online Learning (NACOL). (2008). National standards for quality online teaching.
Retrieved May 22, 2008 from http://www.nacol.org/nationalstandards/index.php#teaching
Southern Regional Education Board (SREB). (2006a). Standards for quality online courses. Retrieved
August, 19 2007 from
http://www.sreb.org/programs/EdTech/pubs/2006Pubs/StandardsQualityOnlineCourses.asp
Southern Regional Education Board (SREB). (2006b). Standards for quality online teaching. Retrieved August, 19 2007
from http://www.sreb.org/programs/EdTech/pubs/PDF/StandardsQualityOnlineTeaching.asp
Southern Regional Education Board (SREB). (2006c). Checklist for evaluating online courses. Retrieved
August, 19 2007 from
http://www.sreb.org/programs/EdTech/pubs/2006Pubs/ChecklistEvaluateOnlieCourses.asp
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