K-12 online and blended teacher licensure: Striking a balance between policy and preparedness

Abstract

as the number of K-12 students participating in various forms of online and blended learning steadily rises, teacher quality is of paramount concern. this article explores the theoretical underpinnings surrounding teacher quality in online settings as well as practical considerations for what teachers should know and be able to do in online environments. Following this understanding, we examine state-level policy from across the nation aimed toward establishing mechanisms to ensure online teacher quality. based on this analysis, policy recommendations are suggested to help inform the development of high quality online teachers. While additional research is needed to assess the effectiveness of such measures, a vital first step is to begin the process of a systematic review concerning what current research reveals about quality online teaching, actions states are taking along these lines, and lessons that can be gleaned from each of these areas.

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