Among the many factors that contribute to staff development needs for experienced teachers are IDEA compliance, curriculum standards, faculty turnover, high-stakes testing, and increased expectations among policymakers and school patrons.As teachers pursue personalized staff development plans, they seek opportunities to enhance their skills and expand their knowledge.Typically, if they are engaged in a graduate-degree program, they are likely to depend on their home institution of higher education (IHE) as the source for their professional growth experiences.If they are not pursuing a degree program, they may look to their employer to provide staff development opportunities or, on their own, seek opportunities that best fit their needs and aspirations.With the emergence of the Internet access to professional development opportunities is increasing at an unprecedented rate.Offerings by IHEs on the Internet are increasing, professional associations are developing web sites to offer staff development, and e-leaming in the commercial sector is evolving as a source for staff development.Thus, the Internet has dramatically changed the potential for accessing staff development anytime, anywhere.The need for staff development among teachers to fully implement the Individuals with Disabilities Education Act (IDEA) is exacerbated by the growing shortage of trained personnel and the tendency for states to allow emergency waivers• for noncertified teachers to enter the field when the supply of certified teachers does not meet the demand.In particular, educators trained to work with students with disabilities continue to be in short supply (Brownell & Smith, 1993, Brownell, Smith, McNellis, & Miller, 1997); Lauritzen & Freidman, 1993), a shortage that is expected to become even more acute in coming years, for several reasons.

We acknowledge the contributions of the Online Academy staff, the individuals who served on the various advisory boards, jurors and the many institutions, and individuals who contributed to the evaluation of the online modules and the production tool. Appreciation is Abstract The Online Academy (HO29K73002) was funded by the Office of Special Education Programs (OSEP) to develop online instructional modules in the content areas of reading, positive behavior support and technology across the curriculum. Targeted for preservice teacher education programs in Institutions of Higher Education (IHEs), the modules have been implemented by over 172 institutions. This paper addresses the effectiveness of the implementation model and the formative evaluation processes employed by the Academy in readiness for implementing the modules nationally and the results of that effort.

The Online Academy (HO29K73002) was funded by the Office of Special Education Programs (OSEP) to develop online instructional modules in the content areas of reading, positive behavior support, and technology across the curriculum. Targeted to preservice teacher education programs in institutions of higher education (IHE), to date, the modules have been adopted for implementation by 162 institutions. A requirement of the funding agency was that the content of the modules be research based. A total of 75 lessons in 22 online modules and an authoring software tool were developed. Each module is approximately equivalent to a one-semester credit course. This paper describes the formative evaluation processes that were employed in creating the instructional design, design and production processes, content development, usability and navigational features of the modules, and the national implementation process.