While staff responsibilities for face-to-face and online classes are generally the same, the process to carry out those responsibilities in an online setting is unique. This page describes what the responsibilities of the certified teacher look like in a typical online course. These responsibilities cannot be delegated to a parent or other non-certified person.
- Improving learning by planned instruction
- Diagnosing learning needs
- Prescribing content delivery through class activities
- Assessing learning
- Reporting outcomes to administrators and parents and guardians
- Evaluating the effects of instruction
- Students do not have the prerequisite skills.
- On a class discussion board some students are not giving thoughtful responses. Some students may not be participating at all, may be giving trivial answers, or giving unsupported opinions.
- Students may have a disability. Additional requirement apply regarding students with disabilities, the IEP process, and admissions of students with disabilities.)
- Students may not be able to apply a particular skill to practical situations.
While much of the content may be prescribed by the district curriculum or charter school contract, there is much flexibility in its delivery. Particularly in online courses, fostering student involvement through class activities is essential to retaining students in the class. This may be as simple as insuring that the class discussions are vibrant and engaging. It can also mean, however, project-base learning - perhaps in small groups. Students might deliver presentations via video or other web-based tools. Students can virtually connect with experts worldwide. They have the capacity to publish their work online to specific audiences ranging from parents to public groups. The possibilities are endless and it is up to the certified teacher to assign the class activities.
Learning Management Systems (as well as the Student Information System) in online courses often provide a wealth of information about students' times logged in, times on task, and assessment results. Especially in cases where the students pace, time or motivation seems to be a problem; teachers will want to work with the local contact person (sometimes called a local education guide, coach, case manager, mentor, or liaison) for further insight.
As teachers go through classes, they should reflect on what works and what can be improved with an eye toward improving the online class. For students with IEPs, ongoing monitoring of progress toward annual IEP goals should be considered as well. Student assessments and participation can be used as data. State and other standardized tests can inform the teacher about which standards and objectives students are learning and which may need additional attention.