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Effective Online Teacher Preparation: Lessons Learned
Unformatted Document Text:  This presentation discusses exemplary practices for developing and implementing an online teacher preparation program that provides both access and quality leading to successful new teachers. Based on both quantitative and qualitative data as well as experience with online program development, we suggest implications for policy stemming from the new responsibilities and challenges that come with offering an online teacher preparation program. The model for online pedagogy and program development we discuss is especially relevant to administrators and faculty in states with large rural populations interested in attracting potential teachers from underserved areas. E. Implication for Action: Based on our research (Miller & Knuth, 2004) and experiences, faculty members engaged in implementing an online teacher education program targeting rural education should: • Create a coordinated clearing house for student services (admissions, registration, financial aid, advising) so that online students deal with only one central source • Use a cohort structure so that students go through the program together, building learning communities and developing shared learning strategies • Integrate fieldwork throughout the program, encouraging students apply theory to practice while they build strong ties with community schools • Combine online courses with summer campus classes to build a sense of community and accountability among participants, including the faculty • Limit online programs to either elementary or secondary teacher preparation to streamline the number of courses that need be offered. Section II: Outcomes and Methods A: Learner/Participant Outcomes:Participants will: • Learn how one university has developed an effective online teacher preparation program aimed at non-traditional rural pre-service teachers • Understand exemplary practices related to online pedagogy and online programs • Identify problems that must be addressed and new roles that faculty must assume to successfully prepare teachers online • Learn possible strategies to address these problems • Discuss possible strategies and ideas to improve online teacher preparation programs B: Methods: Presenters will provide background, research results, program evaluation, and recommendations to the group through a PowerPoint presentation. The participants and presenters will discus the design and results of the study, as well as the online program itself.

Authors: Dell, Cindy., Hobbs, Sharon. and Miller, Kenneth.
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This presentation discusses exemplary practices for developing and implementing an online
teacher preparation program that provides both access and quality leading to successful new
teachers. Based on both quantitative and qualitative data as well as experience with online
program development, we suggest implications for policy stemming from the new
responsibilities and challenges that come with offering an online teacher preparation program.
The model for online pedagogy and program development we discuss is especially relevant to
administrators and faculty in states with large rural populations interested in attracting potential
teachers from underserved areas.
E. Implication for Action:
Based on our research (Miller & Knuth, 2004) and experiences, faculty members engaged in
implementing an online teacher education program targeting rural education should:
Create a coordinated clearing house for student services (admissions, registration,
financial aid, advising) so that online students deal with only one central source
Use a cohort structure so that students go through the program together, building
learning communities and developing shared learning strategies
Integrate fieldwork throughout the program, encouraging students apply theory to
practice while they build strong ties with community schools
Combine online courses with summer campus classes to build a sense of community
and accountability among participants, including the faculty
Limit online programs to either elementary or secondary teacher preparation to
streamline the number of courses that need be offered.
Section II: Outcomes and Methods
A: Learner/Participant Outcomes:
Participants will:
Learn how one university has developed an effective online teacher preparation program
aimed at non-traditional rural pre-service teachers
Understand exemplary practices related to online pedagogy and online programs
Identify problems that must be addressed and new roles that faculty must assume to
successfully prepare teachers online
Learn possible strategies to address these problems
Discuss possible strategies and ideas to improve online teacher preparation programs
B: Methods: Presenters will provide background, research results, program evaluation, and
recommendations to the group through a PowerPoint presentation. The participants and
presenters will discus the design and results of the study, as well as the online program itself.


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