174 TECHNOLOGY FOR PREPARATION PROGRAMS
In the early stages of the program, facilitators recognized the need for a forum where
students could openly communicate with each other as they would in an on-campus program.
This would allow students to rely more on each other, collaborate, and build stronger
relationships though social dialogue. This was occurring naturally in the content-driven
discussion boards. Facilitators understood the need for students to connect in this way—
strengthening the bond of community—however, it was also distracting and turning the focus
away from the content of the course. To solve this situation, an online discussion thread for
“off topic” discussions was created; participation is neither required nor graded.
Facilitators are responsible for offering timely feedback—answering questions through
email in no more than 48 hours, grading assignments, and clarifying expectations and
procedures. Familiarity with course content is necessary to be effective in these areas.
Facilitators can answer questions that students may have regarding the courses, content and
assignments. However, when a question requires a greater depth of knowledge, or approval to
deviate from set course expectations or requirements, the facilitator serves as a conduit of
information from the professor to the students, and back.
The University of Cincinnati faculty is dedicated to developing and nurturing effective,
powerful leaders for our schools “to generate and test knowledge that directs the profession to
excellence; and to lead the profession to improved practice” (University of Cincinnati, 2006).
Facilitators help to ensure that these ideals and philosophies course through the veins of the
online program. This serves to keep the online and on-campus programs parallel—preventing
the programs from diverging in philosophy, practice and purpose.
Another benefit of employing facilitators who have graduated from the on-campus
education leadership program is their familiarity with the professors who teach in both the
online and on-campus programs. Facilitators know the professors and their expectations, they
quickly learn the students’ ability levels and practices, and they build the bridge between the
two.
Students
Students in the program develop leadership skills at an individual pace. The six-week
course rotation drives the pace, but students’ engagement determines the level of learning
encountered in each class. Most students are working as teachers and meeting the obligation
of providing quality instruction for their own students. Many of our students coach two or
three sports and the program design allows them to continue coaching while completing
coursework. Many teachers have young families at home, and need to parent and to be home
after school. Several students currently hold administrative positions with temporary
licensure and need to complete the program to become fully qualified or to retain their current
employment status.
The typical student is anything but typical. We have met the diverse needs of soldiers
serving in combat overseas and stay-at-home moms. Currently we have students living in six
countries and 33 states. Due to the fluid nature of the program with graduation and quarterly
enrollment it is difficult to say exactly where all of our students live. Students have enrolled
and graduated from Japan, Bermuda, Alaska, and Germany, literally the corners of the globe.
Issues for students so far away include timely acquisition of the texts, time differences – their
assignments are often due in the middle of the night -- and finding an American licensed
principal to serve as a mentor.
We had one student disappear for several weeks. Her father was undergoing cancer
treatment in New Orleans when Hurricane Katrina moved ashore. She and extended family