Information Technology
Standards for Teachers
This document contains Information
Technology Standards for
‘‘(A) To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student’s race, ethnicity, gender, family income, geographic location, or disability.
Part D—Enhancing Education Through Technology - SEC. 2402. Purpose and Goals.. Page 404
‘‘(1) A description of how the applicant will use Federal funds under this subpart to improve the student academic achievement, including technology literacy, of all students attending schools served by the local educational agency and to improve the capacity of all teachers teaching in schools served by the local educational agency to integrate technology effectively into curricula and instruction.
Since students need to be technologically literate, this legislation creates professional development expectations for teachers to improve their own knowledge about technology and technology integration strategies. Ultimately, increased teacher effectiveness in technology integration will improve student academic achievement. The following Teacher Technology Standards will help identify and promote effective strategies of technology integration.
These standards are also being driven by the newest Milton Strategic Plan that states we will…
7.2 Establish an information technology performance standard for all staff.
7.2a Define the Performance Standard in terms of basic use of technology and in level and depth of integration.
7.2b Design and Implement a process through which administrators can ascertain the level of staff competence in:
· Basic technology skill level
· Integration of technology to improve, extend, or expand learning opportunities for students, or provide new opportunities not previously available.
After consideration of the different options , the committee decided to adopt the nationally recognized National Education Technology Standards for Teachers developed by the International Society for Technology in Education (ISTE) with the understanding that we may adapt them to our local situation as needed and agreed upon.
The standards are divided into six general categories that are each broken down into subcategories. The committee, using their own experiences and information from other sources such as the ISTE publication titled “Resources for Assessment,” developed Key Indicators for each subcategory.
The Key Indicators will give teachers and administrators examples of evidence to show attainment of the standards. They are not all inclusive. It is expected that individual teachers may present evidence showing attainment of the standard that may not be listed in the Key Indicators. Further, teacher would not have to use all of the Key Indicators in any category or subcategory to successfully attain the standard.
Attaining these standards will be an on-going process. It isn’t expected that every teacher will attain them all immediately. The standards can be used by teachers and administrators to develop individual professional development plans which would result in attainment of the standards over time.
“Special Area” Teachers & Special Educators
The committee that developed the Key Indicators for the standards believe that in most cases the Key Indicators will be appropriate for all teachers. However, there will be some areas where the Key Indicators may not be appropriate for some or all of these teachers. Consequently, Special Area Teachers & Special Educators may, at times, need to work with their supervisor to determine how the intent of the standard can be met in the unique circumstance under which the particular teacher is operating. High levels of cooperation and collaboration between “regular” teachers and “special and special ed.” teachers in planning for individual student needs will lead to the most effective and efficient technology integration.
In the past, we have offered significant opportunities for technology professional development. These opportunities have included after-school workshops, participation in the Technology Literacy Challenge grant program, graduate courses, Model Class program, the Teacher Resource program, as well as providing “just-in-time” professional development to numerous individuals. Although some of these will remain, we will begin to shift our focus to working more with individuals and/or small groups who have identified specific areas where they need assistance based on their identified needs and plans. We will also place major emphasis on working with curriculum development teams in infusing effective technology integration into the curriculum in order to meet their content standards.
The following is adapted from the ISTE publication titled “NETS for Teachers: Resources for Assessment” – pp 8-11
There are many data points and forms of data that can be collected that contribute to understanding the path a teacher has taken to meet the performance criteria outlined in the standards. These options are discussed in the following paragraphs.
Rubrics used to examine performance communicate to the learner the level of achievement compared with a stated criterion. When assessment is designed to assist in the mastery or attainment of a specific level of performance, rubrics can be very instructive in setting target behaviors or guidelines for products.
Survey research refers to both questionnaires and interviews. They are often a convenient and efficient way of collecting information from teachers to review aspects of technology integration that may not be observable. Through a survey the interviewer can also identify attitudes, values, opinions, interests, obstacles, and so on. Through interviews, the questioner can obtain specific information about a teacher's conceptual understanding of integrating technology into the curriculum, developing effective teaching practices, working with students with disabilities, and so on.
Well-designed questionnaires and interviews provide information that can help staff development specialists plan professional development opportunities as well as illuminate teacher-perceived strengths and weaknesses. Although a teacher's perception of his or her technology skills is extremely important, it must be noted that questionnaires and interviews are self-reported data and therefore considered the most suspect of all types of data.
Observations completed by administrators provide feedback on actual performance in the context of the classroom. While a narrative approach to documenting the use of technology in the classroom may provide interesting scenarios of classroom practice, it is difficult to analyze narratives or to find common criteria in them to assess. "Ideally, classroom observations should provide information about the quality of technology integration into the lesson, not just its presence or absence or the extent of its use" (Painter, 2001, p. 24).
Performance assessment techniques particularly lend themselves to systems that focus on outcomes-based assessment. Performance assessment concentrates on the direct observation of a teacher's performance or products as a result of teacher work. Teachers create projects or perform tasks based on predetermined standards, criteria, and indicators, which are typically evaluated by rubrics. The results or products from the performance tasks may form the contents or artifacts of a portfolio and become part of an overall assessment of teacher competence in meeting the standards.
Portfolios can take on many uses from reflection to assessment. The purpose of the portfolio must be clearly articulated, with the format and contents designed to reach a specific audience.
The No Child Left Behind legislation combined with the Milton Strategic Plan leave little room for interpretation with regards to expectations and requirements for teachers’ use of technology. It is no longer a choice but rather a requirement to use technology to its fullest potential to improve student performance. We must be able to demonstrate, not only to our local community, but also the state and federal governments, that we have taken serious steps towards the attainment of this mandate. Our teachers must be able to demonstrate that they can use technology effectively in their own professional development and also with their students in the classroom. Students must demonstrate that they can effectively use the tools of technology to improve their performance.
Ed Barry, Director of Technology Pat Megivern, Special area teachers
Michelle Beam, 9-12 Mark Pribis, 7-8
Leslie Chagnon, 3-4 Kate Reen, 5-6
Tim Dunn, Special Education Amy Tillman, Special area teachers
Gary Furlong, 9-12 Cheryl King, K-2
I. TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)
Key Indicators:
• Teachers are proficient in all the Basic Operations Skills identified in the Milton Information Technology Integrated Performance Assessment Tasks document.
• Teachers implement basic operations lessons within their classrooms and with performance assessment task
• Teachers can problem solve basic hardware and software issues as they arise (such as a jammed printer, attaching cables, basic troubleshooting, etc.)
• Teachers can access email
• Teachers have developed or adopted a system for their own effective file management
B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
Key Indicators:
• Teachers attend information technology workshops, conferences, courses, and/or other professional development opportunities on a regular basis as determined by their yearly technology plan/goals or in consultation with their supervising administrator.
• Teachers implement new technology, learned from professional development opportunities, as evidenced in their lesson plans
• Teachers create a technology goal(s) in their Individual Professional Development Plan (IPDP)
• Teachers create a classroom technology goal(s) for themselves and their students.
II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
B. Apply current research on teaching and learning with technology when planning learning environments and experiences.
Key Indicators
• Teachers use technology to keep current on technology developments – i.e. using the Internet, Vermont Online Library, listservs, etc.,- to access information for their professional growth.
• Teachers access local information technology human resources when planning new units.
• Teachers show a willingness to try new uses of technology for themselves and with their students.
C. Identify and locate technology resources and evaluate them for accuracy and suitability.
Key Indicators
D. Plan for the management of technology resources within the context of learning activities.
Key Indicators
E. Plan strategies to manage student learning in a technology-enhanced environment.
III. TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans, which include methods and strategies for applying technology to maximize student learning. Teachers:
A. facilitate technology-enhanced experiences that address content standards and student technology standards.
• Teachers’ unit and lesson plans reflect planning for integrated technology experiences
• Student technology created/enhanced products that are aligned to content standards are evident
• There is evidence of analysis of assistive technology resources to accommodate individual needs
• Technology Performance Assessment Tasks are embedded into the curriculum and effectively implemented.
• Teachers use appropriate WebQuests
• Teachers use distance learning to provide unique learning opportunities for their students.
B. use technology to support learner-centered strategies that address the diverse needs of students.
• Plans indicate lesson/unit development that allows students to use technology to locate information on their own as well as in small groups.
• Teachers create lessons and units in which students have appropriate options
for obtaining information, formulating ideas, and creating products that are designed by/for the learner using the tools of information technology.
• Teachers develop units and lesson that use technology resources to address diverse learning needs (multiple instructional strategies).
C. apply technology to develop students' higher order skills and creativity.
• Teachers create lessons/activities with open ended projects and assignments that do not prescribe a set way of meeting objectives and include opportunities
for students to use the technology of their choice
• Teachers create student projects, using technology, that encourage individual learners to think outside their “comfortable” learning style
• Learners are challenged to think in new and creative ways to solve problems using the tools of technology.
• Teachers provide ample opportunity for students to use technology to promote higher order thinking skills (i.e. Inspiration, database or spreadsheet analysis, portfolio pieces)
D. manage student learning activities in a technology-enhanced environment.
• Teacher uses technology both as a tool for instruction and for student learning
• Students use technology individually, and in groups to facilitate their learning.
• Teachers create learning activities where some students work on computers while others are participating on meaningful activities off the computer.
• Instructional activities are designed to optimize the use of available technology resources.
• Classroom management plan and structure allows for effective technology use in differentiated learning activities.
IV. ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.
Key Indicators
• Teachers use a variety of technological tools to collect, analyze and report student subject matter data.
• Teachers use technology tools to help organize and track student performance.
• Student technology skills are assessed regularly both in the Performance Assessment Tasks program and in other clearly identified ways.
• Students have ample opportunity to use technology to present information to be assessed by their teacher and/or their peers.
B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Key Indicators
• Teachers prepare reports that show evidence of their use of spreadsheets, databases, and/or statistical packages.
• Teachers create their own computer generated charts and graphs on their student data as a tool to reflect on their own instructional practices.
• Teachers use technology to communicate student performance data.
• Teachers use electronically available data to improve the quality and quantity of instruction and to be more time effective and efficient with their instructional practices.
C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
Key Indicators
• Teacher uses technology to collect student assessment data in such things as student electronic portfolios and/or grade books.
• Teachers use spreadsheets, databases and/or statistical software to analyze student assessment data.
• Teachers communicate student assessment results via email, presentation software and through webpages.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice. Teachers:
A. use technology resources to engage in ongoing professional development and lifelong learning.
• Teachers include at least one technology goal in their IPDP
• Teachers have yearly technology goal(s) for themselves
• Teachers participate in electronically delivered professional development (online courses, professional chat rooms, video conferencing, web- based research, etc.) to improve their content knowledge and /or instructional capabilities.
• Teachers use email to communicate with peers on educational matters that relate to curriculum, instruction, and/or assessment.
• Teachers have “bookmarked” Internet sites that have direct application to their content and instructional practices.
B. continually evaluates and reflects on professional practice to make informed decisions regarding the use of technology in support of student learning.
• Teachers participate in technology seminar courses or workshops that focus on professional practice and technology integration.
• Teachers initiate discussion with Principal, Technology Director, or informed colleague around potential for technology to support student learning.
• Teachers actively participates in Grade level, Team, or Department meetings that reflect on professional practice and effective technology integration
• Teachers keep a technology integration journal which shows reflective practice.
• Teachers create and continually update a technology integration plan
C. apply technology to increase productivity.
• Teachers use a variety of software applications, including word processed documents, for communication with parents and for student assignments
• Teachers use spreadsheets and/or data bases for classroom data management
• Teachers use multi-media and presentation software when appropriate both in their classroom and for professional presentations (Hyper studio, power point, I movie, print master, digital equipment, etc.)
• Teachers use the Internet effectively to locate information including lesson and unit plans and materials.
• Teachers have effectively and efficiently organized their electronic information
D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
• Teachers use email to communicate with teachers, parents, students, and the community
• Teachers develop their own classroom/team/department web pages
• Teachers communicate ( through Public Access TV, Open Houses, Parent Conferences, etc.) with parents and the community using electronic presentations (iMovie, PowerPoint, etc.) that they have made.
• Teachers use video conferencing to collaborate and communicate with peers.
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
A. model and teach legal and ethical practice related to technology use.
• Through class practices teachers demonstrate knowledge and understanding of the Milton Acceptable Use Policy (AUP) for legal and ethical issues
B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
• Teachers seek out a balanced approach to issues and ideas, and respect diversity in their choice of technology resources
• Teachers consider diversity issues in their choice of graphics in their own technology products.
D. promote safe and healthy use of technology resources.
· Rules are posted in the classroom regarding technology use
· Teachers model safe and healthy use of technology
· Teacher actively promotes password confidentiality
· Teachers discuss technology safety issues such as protecting personal privacy online, sharing passwords, reporting inadvertent access to inappropriate sites, etc.
E. facilitate equitable access to technology resources for all students.
· Student placement in high school technology courses reflect opportunity for equitable gender access.
· Evidence exists of in school technology access opportunities for all students in a variety of settings (classroom, lab, library, etc.)
· Plans include evidence of awareness of student access needs (i.e. home computer availability, internet access, software access)
· Provide equitable access to technology for all students
· Require basic technology use for all students regardless of their preference
Frequently Asked Questions
Teachers do not have to meet all the Key Indicators under any one substandard. They will decide with their supervisor which one(s) that are listed are best for them to demonstrate attainment of the standard. In none of the indicators are applicable, they (teacher & supervisor) will strive to identify one or more of their own indicators that are applicable.
This process will be phased in through the following way. Teachers will not be expected to meet the standard in every standard or substandard area in one year. Working with their supervisor, they will agree to target certain areas and work on progressing in those areas. They may find that they are unable to meet the standard (or substandard) in one year. This is acceptable (even expected) as long as they show continual growth towards attainment of the standard.
Yes, but in different ways. It is highly likely that a supervisor will not attempt to work with every teacher on the technology standards every year. It is more likely that a supervisor would target a grade level, department or special area each year. Consequently, teachers may wish to develop long range plans for technology standards attainment. Some years you will be working on them more on your own while other years you will work directly with your supervisor. It will be important to document all the work you accomplish.
Instructional Leaders will receive on-going staff development in technology as it relates to the standards. The Director of Technology may work directly with Instructional Leaders as they work with teachers.
Along with your supervisor and the Director of Technology, a team of Technology Teacher Leaders will be identified. These teachers, working with the Director of Technology will provide a wide variety of professional development offerings including one-on-one in class support. We will also try to support off campus activities you may wish to attend.
Professional development must occur in many areas. In order for meaningful technology integration to occur, it is critical that teachers receive adequate professional development, modeling, and support in the area of effective classroom instructional techniques as well as uses of technology.
The type of assessment(s) to be used in determining if a teacher has meets the particular standard(s) would normally be agreed upon by the teacher and the Instructional Leader although the Instructional Leader has the right to make the final decision. The type of assessment selected and the agreement between the parties would determine who was responsible for what in the assessment process.
Every effort will be made to provide needed equipment and software to support technology integration and teachers’ ability to meet the standards. If you need additional equipment and can outline how it will assist you in meeting the standards we will do our best to provide adequate equipment for you.
Every teacher was asked to give feedback during the development of this document. AS we move forward, teachers and Instructional Leaders will be asked to provide continuous feedback on the standards. Depending on the complexity of feedback, minor adjustments may be made, or the committee that developed the standards and indicators may reconvene and consider revising the document.