Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs to meet the rising demand for K–12 online instruction in the United States.

Although K–12 online education is becoming more common in the United States, there is still much we do not know about how K–12 online teachers are being prepared. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a nine-week orientation session that is part of an established, state-run induction program for prospective K–12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs to meet the rising demand for K–12 online instruction in the United States.

Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews (N=105). Participants overwhelmingly reported that Edcamp experiences caused changes in their practices and in student learning. The impacts of Edcamps were often described in terms of student engagement, experiences, and dispositions, rather than traditional measures of achievement such as test scores. Participants experienced various obstacles and supports as they utilized what they had learned at Edcamps. Considering these results, the Edcamp model and its implications for other forms of teacher learning are discussed.

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.

This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger's CoP framework to analyze institutional factors that influenced the eLC process. Case study methods, including observation, interviews, and document analysis, were used to provide a rich and dynamic analysis of the eLC process in light of what research says about preparation and support for quality online teaching. While the institutionally-driven nature of the eLC process posed some barriers to alignment with the domain and community elements of the CoP framework, case study participants expressed that the eLC process impacted their practice and connected them to colleagues with which they could collaborate and problem solve. The use of strategies such as valuing the work of eLCs, removing barriers, and connecting the eLC process to the organizational strategy served to facilitate alignment with the CoP framework and overcome some of the potential disadvantages of an institutionally-driven eLC process.

School leaders pour time and energy into others all day, every day. To keep them energized and build their capacity to lead, principals need to connect with others and engage in conversation around effective practices. A new model of professional development known as Edcamp offers a place where school leaders can stay abreast of emerging practices and resources, talk about problems of practice with other leaders, and recharge their batteries for the tireless work they do. This article describes the value of Edcamps for principals and offers suggestions to help school leaders connect with other passionate educators at Edcamp.

This qualitative case study used Wenger’s (1998) communities of practice (CoP) framework to analyze how the ongoing electronic learning community (eLC) process at an established state virtual high school (SVHS) supported online teachers in building relationships with online students. Lave and Wenger’s (1991) concept of legitimate peripheral participation (LPP), which describes the participation of new CoP members as they move toward full membership, was used to examine the participation and perspective of new eLC members at SVHS. Elements of LPP were evident in case study data, particularly in the way the eLC process granted new members access to resources and to the practice of other members. Other elements of LPP were less visible in the eLC process, such as becoming and conferring legitimacy.

Edcamps are a free, voluntary, and participant-driven form of unconference professional development. This article reports on survey data gathered from 769 Edcamp participants. Beforehand, these educators indicated diverse motivations for their attendance, including anticipation of what, how, and with whom they would learn. Afterwards, respondents overwhelmingly gave high ratings to their Edcamp experiences, and expressed interest in participating in future Edcamps. Qualitative comments suggested that the combination of how learning occurred and with whom appeared to be the salient strength of participants' experiences. However, most participants also identified areas for improvement in the Edcamps they attended.

This qualitative interpretive case study used Wenger’s (1998) communities of practice (CoP) framework to analyze how the electronic learning community (eLC) process at an established state virtual high school operated like a community of practice. Components of the eLC process were analyzed according to elements of the CoP framework, which provided a theoretical lens through which to analyze data gathered through interviews, observations, and document collection. Findings revealed several areas of alignment between the eLC process and the CoP framework, particularly with Wenger’s notion of practice within a CoP as a duality between participation and reification.

The increased demand for online instruction within higher and K-12 education has created a need for teacher education programs to provide pre-service and practicing teachers with training in online pedagogy; however, research has shown that such courses are rare within most teacher training programs. This chapter describes “Theory and Practice in Online Education,” an experimental course designed to train teachers for virtual instruction that was offered by the first author in Spring 2011. In this course, students explored the history of online education, online learning theories, the creation of online communities, online assessments, and ways to differentiate online courses for learners with special needs. Students were then able to put this theoretical knowledge into practice by experiencing various forms of synchronous and asynchronous communication and designing their own online course. The authors provide this description in hopes that others may use it as a starting point to create their own courses in online pedagogy.

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers' TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.

The increased demand for online instruction within higher and K-12 education has created a need for teacher education programs to provide pre-service and practicing teachers with training in online pedagogy; however, research has shown that such courses are rare within most teacher training programs. This chapter describes "Theory and Practice in Online Education," an experimental course designed to train teachers for virtual instruction that was offered by the first author in Spring 2011. In this course, students explored the history of online education, online learning theories, the creation of online communities, online assessments, and ways to differentiate online courses for learners with special needs. Students were then able to put this theoretical knowledge into practice by experiencing various forms of synchronous and asynchronous communication and designing their own online course. The authors provide this description in hopes that others may use it as a starting point to create their own courses in online pedagogy.

A North Carolina district embraced teacher leadership, and the result has been overall achievement gains.

As school buildings open for students each year, school leaders are charged with developing a sense of buy-in. Principals are expected to hold solutions to issues such as curriculum needs, closing achievement gaps, and building a sense of unity on campus. In traditional school structures, teachers identify and concerns, sending them to the school leader to solve. In turn, the principal often feels the urgency to send back a quick solution to the issues--in part to show his or her leadership. Unfortunately, this problems up, solutions down approach can further magnify the view of top-down leadership. When the principal owns the decision, teachers can be reluctant to support it, feeling that solutions are being done to them instead of with them. Too often, leaders become overwhelmed, feel secluded, and can feel the burden of coming with solutions to every school problem. In the Newton-Conover City Schools in North Carolina, we believe regardless of whether a principal builds a structure of shared decision making and shared leadership, teachers will still have ideas and conversations about what they feel may be more effective. These conversations affect a school's entire culture. When teachers can take ownership of decision making and planning, decisions are often more productive and well-received. Such opportunities for empowerment have been shown to increase teachers' sense of efficacy. These decisions may be curriculum related, resource focused, or center around improving school processes. Creating a structure that empowers teachers builds buy-in, a sense of transparency, and collective efficacy. This belief in the power to reach school goals can carry over into the entire school culture. For teachers to become effective leaders, administrators must create the appropriate environment. This includes providing opportunities for teachers to make appropriate instructional decisions for the school, processes for building trust and rapport, opportunities to collaborate with peers in order to build shared capacity, and occasions to make decisions regarding resource allocations and school processes. Strong leadership is the ability to empower those around you as well. We have teachers who have taken on leadership roles and strengthened the school who in another school setting may not have been utilized as a leader, said one central office administrator. Creating conditions for leading In North Carolina, schools and districts are expected to align their improvement work with five statewide strategic priorities. Savvy leaders who want to strengthen buy-in and empower teachers take a different approach to these issues. Shared decision making and leadership are much more than just a motto on their campuses. School-level teacher are empowered to put these strategies into practice throughout the school, create a monitoring system, and study the effect of improvement efforts before deciding if more changes are needed. School leaders become more of a resource to the teacher teams, helping them identify gaps and possible areas for improvement instead of defining the work that needs to be done. This problems down, solutions up approach empowers teachers and school stakeholders to make decisions and address possible solutions to instead of waiting on the leader to tell them what needs to be done. In Newton-Conover, teachers are empowered beyond traditional meetings through school priority or teams and other opportunities for shared decision making. At the school level, school improvement identify school improvement goals through intense data analysis. Instead of handing over these to the principal, teachers divide into goal to develop solutions. These function as leadership in the school and are empowered to identify research-based strategies and best practices and to construct solution strategies into how the school does business. …