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Virtual schooling, or the practice of offering K-12 courses via distance technologies, has rapidly increased in popularity since its beginning in 1994. Although effective interaction with and support for students in these environments requires a unique set of skills and experiences, teacher education programs currently place very little emphasis on teaching and facilitation competencies for virtual school education. This article reports on a federally-funded project to develop a modeldoi:10.1016/j.iheduc.2006.11.001 fatcat:rylwlpbn5rafljorm7f5sakoli