Faculty

Equivalency Review

When faculty request Online Teaching Certification Equivalency, the following Equivalency Review Process will be followed.

Equivalency Review Process

Step 1: Faculty will submit evidence from external DE Training options to the RCCD Certification Equivalency Request form to demonstrate they have met the District's Online Teaching Certifications.
Step 2: A reviewer will conduct a preliminary review to determine if sufficient evidence was submitted to complete the review. If additional evidence is needed, the reviewer will ask the faculty to submit more evidence.
Step 3: The reviewer will review the evidence. If evidence is from one of the pre-approved DE Training options (listed below), the training will be verified, and the review completed. However, the length of the equivalency review may take longer if the training was from a non-pre-approved DE Training as we will need to ensure the competencies (listed below) covered in that training submitted for equivalency meet the District's Online Teaching Certification requirements.
Step 4: Once the review is complete, the reviewer will notify the faculty within two (2) weeks of the results. If the faculty disagrees with the equivalency review results, they can submit additional evidence and ask to have the review reconsidered. Alternatively, they can submit an Equivalency Appeal Request.

Pre-Approved DE Trainings for Equivalency

The following are DE Trainings that have been pre-approved to meet some or all of the competencies and requirements to be certified to teach online and hybrid courses in our district.

Complete One Course

The DE Trainings on this list include options that meet all course development, design, and facilitation competencies as well as instruction on incorporating equity considerations into online teaching. Only one (1) course from this list needs to be completed to meet our District's Online Teaching Certification requirements.

DE Trainings that include both A) Course Development, Design, and Facilitation and B) Incorporating Equity Considerations into Online Teaching
RCCD Course Design Camp (in-district)
MSJC's Standards for Quality Online Teaching (Aug. 2020 through current version)

NOTE: Additional DE Training options will be added as more faculty submit for Equivalency Review.

Pick One from Each Column

The chart below has two columns detailing two major competency areas: Column A: Course Development, Design, and Facilitation, and Column B: Incorporating Equity into Online Teaching. One course from both columns (two courses total) needs to be completed to meet our District's Online Teaching Certification requirements. For example, faculty can earn certification equivalency by completing both @ONE's Online Teaching & Design course and @ONE's Equity & Culturally Responsive Online Teaching course.

Column A: Course Development, Design, and Facilitation	Column B: Incorporating Equity into Online Teaching
@ONE's Online Teaching & Design	@ONE's Equity & Culturally Responsive Online Teaching
	RCCD Online Teaching and Design Course (OTDC): Equity Considerations module

Note: Additional DE Training options will be added as more faculty submit for Equivalency Review.

RCCD Course Design Camp Competencies

When reviewing to see if they meet the District's Online Teaching Certification requirements, external DE Training options will be compared against this list of competencies:

RCCD Course Design Camp Competencies
Planning & Development Work: Create a course development plan using backward design for three (3) modules of instruction that aligns the relevant Course Outline of Record's Student Learning Outcomes & Objectives with content and assessments.
Build three (3) instructional modules in Canvas that each includes the following: module intro page instructional content page(s) with instructor-curated and/or instructor-created content with directions and context graded/non-graded activity(s) as relevant (see additional assessment considerations below) module outro page
Additional Assessment Considerations Within the graded/non-graded activities for the three instructional modules, include the following: one (1) Assignment that includes objectives, directions, and an aligned rubric one (1) Discussion that includes objectives, directions, and an aligned rubric one (1) Quiz that includes objectives, directions, multiple question types, and auto-feedback one (1) assessment (from the three above) includes all steps of an instructional model that fosters active learning and student engagement such as Socratic Seminar, Direct Instruction, or Inductive Method
Build a Welcome Module that includes the following: module intro page syllabus and course policy page(s) “meet the instructor” page an instructor-created intro video (syllabus overview, course tour, intro/bio, etc) with accurate captions student support and technology support page(s) module outro page
Build one (1) course Home Page that includes the following: course details “getting started” info instructor & contact info course navigation information
Build one (1) Welcome Letter Announcement that includes the following: a Welcome message instructor contact info “getting started” info course availability date college SSO sign-in info
Additional Items Woven Throughout the Course Incorporate one (1) teaching and learning framework/strategy such as active learning, Universal Design for Learning, differentiated learning, or Culturally Responsive Teaching. Incorporate content based on equity considerations such as those covered in the Peralta Online Equity Rubric.
Accessibility of Built Items & Uploaded Files: All uploaded files and Canvas RCE content for the training course were created and built using Accessibility Basics and aligned with Section D of the OEI Course Design Rubric.

​Equivalency Review​