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  • Overview - Strategic Recertification
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    NETS•T Process

    Implementing JMU NETS•T Certification Program in a school division is a straightforward process, as described below. 

    Commit to school- or system-wide change.   The JMU NETS•T Certification process is challenging and will succeed only if the schools are technology-ready, have supportive administration, and educators committed to excellence and the time required to demonstrate this achievement.

    Determine who will serve as NETS•T Evaluator(s).  The Evaluator is perhaps the most critical component of the JMU program.  The position is time-consuming but rewarding for those individuals who thrive on seeing their teachers develop professionally.  The ideal Evaluator will have knowledge of the types of professional development opportunities available within a school/division as well as be in a position to help develop new professional development activities to address needs identified in the course of NETS•T evaluations.

    Generally speaking, one Evaluator can fully evaluate up to 100 teachers school year if allocated 100% to the task.  In most case, however, the assessment load will be carried by multiple Evaluators, working in unison.  As a general rule of thumb, evaluating a submission for any one of the NETS•T rubrics will require 20-30 minutes.  As such, it is estimated that evaluation of a full NETS•T portfolio for a teacher, including provision for constructive feedback and suggestions for training, will require seven to ten hours.  Note that Evaluators are required to complete the JMU NETS•T Evaluator training before serving officially as an Evaluator.  Evaluator training is a semester-long course provided at regular intervals; it is conducted completed online.  For more information on the training, see: http://www.jmu.edu/coe/netstNETST_EvaluatorTraining.shtml .

    Develop a plan for implementation.  Because of the rigor of the experience, a successful implementation of the JMU program requires that all of the critical elements be addressed up front and these elements communicated to participants.  Important questions to consider include:

    • How many teachers can the program accommodate and in what timeframe?   This number depends largely on the number of trained Evaluators available and the time allotment for each to support evaluation.  If two Evaluators are each allocated 50% of their time to NETS•T Evaluation, then each Evaluator can support approximately 50 teachers over the course of the year.  However, this load is affected by a number of factors, including the skill level NETS•T pursuants bring to the process.

    • How can we make sure that teachers stay "on track" as they are working toward their certification?   It is a good idea to have participants declare their intent to complete their NETS•T certification prior to beginning the process and then meet specified performance gates during the process.  For example, if planned for a school year, participants may declare their intent in the spring of the prior school year and then demonstrate successful completion of specified rubrics quarterly (e.g., receive a Meets or better on Rubrics 3b, 3c, and 3d by the end of October).  Participants who do not keep pace may be identified for additional professional development support.

    • What types of professional development and support resources will be provided for those who need them?   Two sets of professional development materials are provided to the licensing school/division.  The first - Assembling Your JMU NETS•T Portfolio - is a one and one-half day workshop to assist teachers who have the requisite NETS•T skills (and perhaps associated artifacts) to organize and build their portfolio to streamline the submission process.  The second resource - Pursuing Your JMU NETS•T Certification - is a semester-long course that helps participants develop the needed NETS•T skills and artifacts, as well as assisting them in organizing their portfolio. Licensing schools/divisions are encouraged to localize these resources for their own needs.

    • The JMU NETS•T Program is independent of the type of professional development employed, making it compatible with any professional development activity the school/division may want to implement.  The overriding philosophy of the JMU Program is that of bringing local resources to bear in developing the skills targeted, employing both formal (e.g., university courses) and informal (e.g., collaborative peer-support groups) professional development activities.

    • What incentives will we make available for teachers who complete their certification?  Ideally, attainment of the JMU NETS•T certificate will be accompanied by incentives to encourage participation and completion.  For instance, as supported by funding opportunities such as Enhancing Education Through Technology (EETT), teacher receipt of  hardware and software may be made contingent on successful completion of the NETS•T program, thus ensuring that teachers who receive these resources have demonstrated competence in putting the resources to effective use.  Other incentives include academic credit for NETS•T completion (as well as for completion of Evaluator training), and award of recertification points.  One division in Virginia, for attainment of JMU NETS*T certification,  has awarded an ITRT a salary increase equal to that awarded for national board certification..

    • How can we best utilize teachers who have completed their certification in mentoring other teachers who are pursuing certification?  A key method is to create localized reference NETS•T portfolios that can serve as a guide to other teachers.  Targeted workshops on skills identified as collective needs and offered by NETS•T-accomplished teachers is also effective.





    "[JMU] NETS•T certification has been the most valuable professional development experience of my career.”

    Kelly Lineweaver, Manager Shenandoah Valley Technology Consortium

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