Global Master Educator Program

Scope of this policy

Policy provisions germane to global distance education discussions by the
research committee and the Board of Governors are embedded within this
policy framework.
Mission
The mission of this Distance Education Global Master Educator Program (DEGMEP) is to
provide training to Global Educators based on research of best teaching practices.
Teachers around the globe may enroll in a self-paced dual asynchronous and
synchronous program towards mastery to become proficient as educators. This
program is recommended for a new teacher with one to seven years of teaching
practice. Seasoned educators interested in improving their teaching practice may also
benefit from this program.
Simple statement of policy and rationale
Specific policy is highlighted in three ways:
Distance education has continued to grow in absolute numbers
Mastery in Teacher Education needs to remain part of the agenda for global
nations to meet the policy targets
Distance education enhances the opportunity for teaching and learning to
continue to increase in flexibility and become more ubiquitous

Contact Information: Top Level Management

Florentia Spires
Chief Global Collaboration Officer
The White House
1600 Pennsylvania Avenue
Washington, D.C. 20500
Dr. Spires, a visionary leader serves on the White House Cabinet who provides oversight
and leadership to universities which is a collaborative unit focused on providing a shared
services global model.
Ongoing analysis of programming undergoes assessment, collaborations and revisions to
ensure that the Global Master Educator Program remains on the cutting edge in

providing quality faculty, organization, administrative support, and institutional support

particularly when related to technological capacity.
Organization
Universities work together in clusters to create and deliver high quality global online
programs. Distance Education Directors (DED) at the universities report directly to Dr.
Spires. DED have oversight and is accountable for the administration, development, and
implementation of operational, shared service activities, and vendor relationships for
universities.
A National Summit and Global Summit each are held annually to convene all
collaborators to reflect on fiscal responsibility, programming for refinement, review
market analysis and data trends for insights, and introduce new initiatives for
consideration and possible expansion across the globe.

Student Enrollment
Global K-12 teachers or equivalent correlations of leveled grades are eligible to enroll in
this program.
Teachers will develop capacity to become global experts in education that transcend
across the globe.
Teachers will partake in courses that allow them to implement the content and apply
immediately to their classroom setting.
Teachers will be at the cutting edge as Global Mater Educators thus positioning them for
leadership positions in their respective districts.
Teachers will be expected to make sound and informed decisions about the
appropriateness of enrolling in a distance education program.

Large Urban
The location of the online courses will primarily be conducted from Washington, D.C. in
the United States of America. This is an urban area with a contingent of instructors with
practical experience from various geographic locations (e.g. rural, suburban etc.).
As indicated, the increase in the number of Distance Education courses, increases are
inevitable in making education accessible to students globally. Teachers residing in

more remote areas find Distance Education appealing due to the ability to maintain
their home lifestyle whilst a student online.

Type of Distance Education Teaching and Learning courses

Objectives, methodologies and engagement learning

Understanding the Content and Deeper Learning of the Content
Do Students Understand and how do you respond to Misunderstandings
Maximizing Class time with a Conducive Classroom Environment
Global Collaboration

The five courses are worth three credit hours each. Upon completion of all five courses,
the teacher can obtain a Post-graduate certificate thus certified as a Global Master
Educator.
Accessibility
This policy document illustrates the desire to flatten boarders between nations in order
to share ideas about education. Without working together, everyone is losing as gifts
and talents of teachers are being isolated in their classroom, district or state. With a
richer collaboration of teachers, the students will have the opportunity to benefit
greater in the classroom due to the plethora of knowledge convened through distance
education.
DED conduct marketing analysis in the U.S. and global universities to promote DEGMEP.
Initiatives that attract and enroll minority teachers and teachers with disabilities to
increase diversity of its students is newly formed. Partial and full scholarships are
available for these populations of students who meet the academic criteria.
The White Houses commitment to diversity has also reserved fifty to one hundred
scholarships for global teachers. The number of scholarships available is based on fiscal
capacity of corporate partnerships and universities.
As a result of teacher ability to access the information online, all nations can potentially
access the course offerings for this program.

Best Practices
Distance Education is sustainable when the concerns of students are considered and
addressed to ensure their needs are met for the attending population. Some of the
Best Practices to consider are: 1) vision and plans, 2) curriculum, 3) staff training and

support, 4) integrity of the program (e.g. is the quality of education comparable to the
residential learning), 5) inclusion of corporate partnerships and university alliances.
Technology Infrastructure
Teaching and learning is more accessible due to Information and Computer Technology
(ICT) that expand the range of teaching and learning strategies across the globe.
Global collaboration is on the cutting edge for leading the global explosion thus reducing
once before barriers for teaching and learning.
ICT have expanded their potential for organizations to expand their realm of operations
thus moving towards the elimination of geographical boundaries.
Faculty Leaders
Faculty members with the content knowledge, pedagogy and be technologically savvy is
essential for the success of this program. Training is essential for the success of faculty
leading a course.
Creative faculty members open to the unique style of teaching asynchronously or
synchronously can impact the expansion of the future Global Master Educator
Programs.
Intellectual property is an ongoing element of distance education. The exposure of the
content and who has legal right is a serious consideration when faculty led an online
course.