This paper presents a tool for assessing teaching presence in online courses using computer conferencing. The method is based on Garrison, Anderson, and Archer's model of critical thinking and practical inquiry in computer conferencing. Teaching presence is defined as three categories: design and organization, facilitating discourse, and direct instruction. Indicators in conference transcripts identify these categories. Pilot testing revealed differences in teaching presence across graduate-level online courses. The paper discusses the role of teaching presence in online learning, comparing it to the functions of teachers in one-room schools. Teaching presence involves designing learning experiences, facilitating discourse, and providing direct instruction. The paper introduces a technique for analyzing text-based conference transcripts to assess teaching presence. This tool allows teachers to evaluate and improve their online postings and can be used for research to test hypotheses or diagnose problems in online teaching. The theoretical framework includes three elements: cognitive presence, social presence, and teaching presence. Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes to achieve meaningful learning outcomes. The paper classifies teaching roles into three categories: design and organization, facilitating discourse, and direct instruction. Each category is measured using specific indicators. The paper describes the three categories of teaching presence in detail. Design and organization involve planning and structuring the course, providing guidelines, and ensuring effective communication. Facilitating discourse involves supporting the learning community, encouraging participation, and resolving conflicts. Direct instruction involves providing content knowledge, assessing student understanding, and guiding learning activities. The paper presents a method for analyzing teaching presence using content analysis of conference transcripts. The method involves coding messages based on the three categories of teaching presence. Results show that direct instruction is the most common category, while instructional design is the least frequent. The tool is useful for assessing teaching presence and improving online teaching practices. The paper concludes that teaching presence is essential for effective online learning and that further research is needed to refine the tool and understand its impact on learning outcomes.This paper presents a tool for assessing teaching presence in online courses using computer conferencing. The method is based on Garrison, Anderson, and Archer's model of critical thinking and practical inquiry in computer conferencing. Teaching presence is defined as three categories: design and organization, facilitating discourse, and direct instruction. Indicators in conference transcripts identify these categories. Pilot testing revealed differences in teaching presence across graduate-level online courses. The paper discusses the role of teaching presence in online learning, comparing it to the functions of teachers in one-room schools. Teaching presence involves designing learning experiences, facilitating discourse, and providing direct instruction. The paper introduces a technique for analyzing text-based conference transcripts to assess teaching presence. This tool allows teachers to evaluate and improve their online postings and can be used for research to test hypotheses or diagnose problems in online teaching. The theoretical framework includes three elements: cognitive presence, social presence, and teaching presence. Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes to achieve meaningful learning outcomes. The paper classifies teaching roles into three categories: design and organization, facilitating discourse, and direct instruction. Each category is measured using specific indicators. The paper describes the three categories of teaching presence in detail. Design and organization involve planning and structuring the course, providing guidelines, and ensuring effective communication. Facilitating discourse involves supporting the learning community, encouraging participation, and resolving conflicts. Direct instruction involves providing content knowledge, assessing student understanding, and guiding learning activities. The paper presents a method for analyzing teaching presence using content analysis of conference transcripts. The method involves coding messages based on the three categories of teaching presence. Results show that direct instruction is the most common category, while instructional design is the least frequent. The tool is useful for assessing teaching presence and improving online teaching practices. The paper concludes that teaching presence is essential for effective online learning and that further research is needed to refine the tool and understand its impact on learning outcomes.