1. Shared Vision

There is proactive leadership and support for the implementation of technology in teaching and learning from the entire educational system.

Developing

Each group of individuals within my school district has an idea of how technology should be implemented and supported. However, there has not been an open consensus built around the vision with a concrete implementation plan.

Approaching

There has been a collaborative consensus-building process for establishing a consistent and well-articulated vision to support students, parents, and teachers, in their use of technology in the classroom and home in teaching and learning. However, there is little evidence of a concrete and thorough implementation plan to support the vision.

Meets

Teachers and administrators in my school district have reached consensus on a shared vision for the PK-12 school community in their use of technology for teaching and learning. There is a collaboratively designed, well-articulated implementation plan that is proactively supported by the leadership.

Exceeds

There is a dynamic and ongoing consensus-building process for establishing and revising a proactive shared vision for supporting technology in teaching and learning in the PK-12 school community. The implementation plan reflects not only the shared vision, but also a collaborative atmosphere for sharing resources to bring the vision to life.

2. Access

Educators have access to current technologies, software, and telecommunications networks.

Developing

Our student's access to technology is limited to lab settings. Teacher access to the technology hardware is inconsistently limited to offices or workspaces. Access to technology resources is tightly controlled, creating a negative competitive environment within the faculty.

Approaching

Access to technology is available in the classroom to support student learning and faculty teaching and productivity. Access to technology resources is growing to include both classroom and lab settings for student use. Telecommunications and network resources are not consistently available.

Meets

Access to current technologies, software, and telecommunications networks is provided for PK-12 students, teachers and support personnel, both inside and outside the school and during and beyond the school day.

Exceeds

Our school district supports “on-demand- Access” to technology resources-hardware and software, telecommunications, and other online resources for students and teachers including home, community, and global access.

3. Skilled Educators

Educators are skilled in the use of technology for learning.

Developing

Our PK-12 teachers are skilled in the basic professional productivity tools, using technology primarily for their own productivity in relationship to teaching and learning (creating plans, making syllabi, writing letters, and composing reports).

Approaching

Our PK-12 teachers and students are skilled in the uses of technology for teaching and learning. (Teachers and students are using the technology with limited productivity tools and basic Web-based resources.)

Meets

All our PK-12 teachers and administrators are skilled users of technology to improve teaching, learning, and school management.

Exceeds

Because the stakeholders define educators as all those who participate in the education of students, all who come in contact with students are skilled users of technology to support teaching and learning. The circle includes staff, parents, and supportive community members.

4. Professional Development

Educators have consistent access to appropriate professional development to support technology use in teaching and learning.

Developing

Professional development in technology focuses only on technology skills and is limited. Our school does not communicate to the larger community about professional development opportunities that occur online or elsewhere in the vicinity.

Approaching

Professional development is provided for all but not based on a needs assessment of the teachers or students. The professional development may also not be based on a comprehensive technology plan. The modes of delivery are limited.

Meets

Our PK-12 teachers and students are provided with timely, ongoing, needs-based professional development opportunities for technology skill development and application of technology in teaching and learning, with the time and equipment to be successful. The professional development opportunities provided use various modes of delivery and are evaluated for effectiveness and satisfaction. Professional development is based on a comprehensive technology plan.

Exceeds

Our PK-12 teachers and students have access to professional development “on-demand” in a mode suitable to various learning styles. The professional development is financially supported by the educational agency with necessary resources provided. Professional development opportunities are regularly evaluated and revised with innovative input form participants encouraged to design new opportunities.

5. Technical Assistance

Educators have technical assistance for maintaining and using the technology

Developing

Technical assistance for our PK-12 teachers and students is viewed as inconsistent or inadequate by these recipients. Issues of access and quality are unresolved.

Approaching

Technical assistance for our PK-12 teachers and students is readily available but is limited to troubleshooting hardware. Technical assistance for supporting teaching and learning is not a clearly defined role or is understaffed and, therefore, not useful.

Meets

Technical assistance for our PK-12 teachers, students, staff, and administrators is readily accessible and includes mentoring to enhance skills in managing classroom hardware and software resources and instructional strategies to support teaching and learning

Exceeds

Technical assistance for our PK-12 teachers, students, staff, and administrators in available around the clock. The technical assistance includes paid staff and identified peer and student mentors, as well as content and pedagogy specialists for supporting the use of technology in teaching and learning.

6. Content Standards and Curriculum Resources

Educators are knowledgeable in their subject matter is and current in the content standards and teaching methodologies in their disciplines.

Developing

Our educators are beginning to feel comfortable in implementing the content standards and understand which teaching methodologies are most appropriate. Knowledge of the ISTE NETS is limited. Achieving the ISTE NETS is viewed as separate from meeting content standards. The use of technology-based content-area resources in teaching and learning is unclear.

Approaching

Our educators are comfortable with meeting content standards and using various teaching methodologies in their disciplines. Although educators are aware of technology use and integration, access to and knowledge about using technology-based resources and supporting methodologies is limited, inconsistent, and somewhat disconnected from the objective of the lesson.

Meets

Our PK-12 teachers are knowledgeable in the subject areas they teach. Technology-based curriculum resources that are appropriate in meeting content standards are readily accessible and appropriately applied.

Exceeds

Our PK-12 administrators and teachers are knowledgeable about the subject areas they teach and the technology-based resources appropriate to support student learning. Our faculty regularly shares innovative ideas for using technology resources to support standards based instruction.

7. Student-Centered Teaching

Teaching in all settings encompasses student-centered approaches to learning.

Developing

In my district, teacher-directed instruction is the predominant mode of instruction. The teacher is “on stage” in teaching and in using technology, with infrequent student interaction in the classroom. When technology is used, students usually work alone. The tasks chosen have few options for student interaction, cooperative learning, or project-based learning.

Approaching

Our PK-12 teachers attempt to implement student-centered approaches to learning but allow insufficient time, inappropriate technology-based resources, and/or incomplete directions for the students to successfully complete the activity.

Meets

Our PK-12 teachers routinely use student-centered approaches to learning (meaningful active, cooperative and project-based learning) that facilitate appropriate student use of technology.

Exceeds

Our PK-12 teachers routinely use student-centered approaches to learning including constructivist pedagogy (allowing students to create, identify, and construct their own problems, scenarios, or innovative solutions to complex problems), facilitating appropriate student use of technology-based resources.

8. Assessment

There is continuous assessment of the effectiveness of technology for learning.

Developing

Technology is periodically assessed in terms of the frequency of teacher/faculty use and the presence of hardware or resources, but not in terms of the effects on instruction and student learning. Simple grade book packages may be used for examining student learning data.

Approaching

Technology use is assessed in terms of teacher utilization and student outcomes in some curriculum areas. Technology is used for aggregating student performance data for the purpose of making curriculum decisions.

Meets

With administrative support, our PK-12 teachers model integration of technology and assessment to measure the effectiveness of technology-supported teaching strategies. Results are used to examine student outcomes, inform future planning and teaching, and drive further assessment as well as to inform procurement, policy, and curriculum decisions.

Exceeds

There is an institutional commitment to comprehensive use of technology in assessment for the purpose of informing teaching, learning, policy, and budgetary decisions. We share a vision for how technology resources are assessed, upgraded, and retired indicates a support of instruction at all levels PK-12.

9. Community Support

The community and school partners provide expertise, support, and resources.

Developing

Our schools are inconsistently connected with the university and the community, causing unnecessary duplication of efforts and resources. Although there is awareness of real-world uses of technology, there is little connection in teaching and learning experiences.

Approaching

In an effort to make connections with the use of technology in real-world settings, many of our experiences are contrived. The teaching and learning are often one dimensional - with either the school or community carrying the burden.

Meets

Our students and teachers experience technology in real-world settings, making connections to models of technology use in the community.

Exceeds

Our school and its community are integral to the mission and vision of each other. There is a feeling of reciprocity in teaching and learning - they assist and inform one another. Our teachers actively involve technology-rich, real-world experiences in the process of learning content.

10. Support Policies

School and university policies, financing, and reward structures are in place to support technology in teaching and learning.

Developing

The incentive and reward structures are perceived to limit our teachers' willingness to be innovative with the use of technology in teaching and learning. Resources for technology are not designated in our budget but are pulled from other budget lines.

Approaching

Some of our policies appear to support the integration o technology in teaching and learning while others continue to obstruct progress. Inconsistency in the application of policies leads to confusion about the goals for technology resources.

Meets

Our personnel and resource acquisition policies, budgets for programs, technology-based resources, and rewards and incentive structures for our PK-12 teachers support the use of technology in teaching, learning, and professional collaboration.

Exceeds

Our administrative support policies including budgeting, personnel, and reward incentive structures consistent and supportive of a shared, proactive, dynamic vision for the use of technology in teaching and learning.