JMU Partnership for 21st Century Skills

NETS*T Standard I:  Technology Operations and Concepts

Rubric 1B elaborated:
Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
 

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Criteria (all criteria must be addressed to warrant “meets” on rubric)
  Where applicable, the use of student work products is encouraged as evidence of implementation.
  NOTE TO RICH - SEE VA FOR SIMILAR RUBRIC IB - refer to student learning?
□ Adequate Technology Professional Development Plan (see excerpt: Word format, PDF format).
 

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 Evidence specifies plans to engage in at least two technology-related professional development activities per year over a period of two or more years.   
 

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 Each activity listed in the Plan should include a brief description of the planned activity, when the activity takes place, and the anticipated impact the activity on the teacher's professional practice.  
 

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 Suitable activities involve engagement either individually or with others for the purposes of developing job-relevant knowledge or skills regarding the effective use of technology in teaching or learning.  The activity should be at least 30 minutes in length.  
 

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 Examples include formal or informal classes classes, TAPPED In sessions, presentations, NTTI, Content Teaching Academy, VSTE, Ed Tech Leader's conference, among others.  
 

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 The Plan should have been created or updated within the past year.  
    Question:  Should sessions led by the teacher qualify as professional development?  
□ Adequate documented participation in professional development opportunities (certificates, transcripts, course syllabus, materials received or created, journal reflections, etc.)
 

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 Documentation reflects engagement in formal and/or informal activities as demonstrated by the types of evidence associated with these activities (eg, certificates, logs of online sessions, work products).  Documentation should reflect participation in at least two activities per year over a period of two or more years.  
  ▪ Useful activities that do not naturally result in a product can be documented with alternative means, eg, a brief summary of a journal article read, a video of implementation of a new technology, an email from a colleague that an event took place.  
 

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 See above for examples.  
       
□ Adequate reflection (separate uploaded document)
 

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 Criteria reflections describe how the evidence submitted addresses each criterion in turn, as well as convey the teacher's/students' own related experiences  
   

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 Adequate Technology Professional Development Plan (see excerpt: Word format, PDF format).  
      Example: Here's my current technology professional development plan.  I update it ever other month or so because I keep running across so many interesting new technologies and ideas.  The ideas I put at the top of the list however are those that seem to have the best potential for engaging my students.  
    - Adequate documented participation in professional development opportunities (certificates, transcripts, course syllabus, materials received or created, journal reflections, etc.)  
      Example: Enclosed are the artifacts for a few of the activities I have been engaged in over the past several years.  As I look back on them, I can see how my thinking about technology has changed - the bar has gotten higher.  When I first started, I thought that developing a PowerPoint was a significant achievement.  Now PowerPoints are at the low end of the technology curve.  The best artifact (and the most recent) is a short mp3 from a Skype session I participated in.  Ever onward!  
 

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 Global reflection describes the teacher's general thoughts on how professional development has lead to more effective teaching and learning in his/her own classroom.  A  statement is required on how technology use impacts the teacher's students.  
    Example: My focus for the past year or so has been on learning all I can about web 2.0 tools.  I think one of the most exciting development with technology is how tools like this allow students to construct their own products and experience. Now what we as teachers need to get out of the way and let them do it on their own, with a little guidance of course.  Professional Development has to change to help us switch from being Teachers to serving as Lead Learners - setting an example for our students.  
 
Criterion Meets

Seek professional development

Regularly takes advantage of professional development opportunities in alignment with a professional development plan that increases knowledge and skills that support student learning.
   
 
Key Words and Phrases to Include and Address in Reflections:
1. Regularly – at least twice per year over multiple years.
2. professional development plan – document describing your professional development goals and activities
3. support(s) student learning – explain how professional development opportunities you attended have impacted your classroom.
   
Tips
1. To show you regularly attend professional development opportunities, your plan should list at least two entries per year over multiple years. Remember, professional development activities do not have to be formal training such as coursework or staff development opportunities.  You can reference websites, books, handouts, colleagues, etc.  These are common methods of learning among teachers and are appropriate to document.
   
Examples of content for reflection:

1.

 “After attending the VSTE conference and taking a workshop on the use of spreadsheets in the classroom, I created a lesson and implemented it in my classroom using Excel…..”
2. “My Technology Professional Development Plan shows that I regularly attend professional development opportunities.  I attended NTTI in the fall of last year and I attended two summer workshops on the effective use of technology in the classroom.”
3. “One of the short-term goals in my Technology Professional Development Plan was to learn how to use PowerPoint more effectively in my classroom.  A colleague in my school that is an avid PowerPoint user and has attended training on the appropriate use of it in the classroom shared some ideas and thoughts with me.  I was able to observe her teaching her class while using PowerPoint.  This gave me the opportunity to see first hand how this technology can be an effective tool in the classroom.”
4. “I have a list of websites that I currently refer to for technology information and its effective use in the classroom.  I keep these links on my Portaportal website.  This can be accessed by going to the following URL: ….”
 
Criterion Meets

Evaluate how technology supports student learning

Evaluates how technology supports student learning.
   
 
Key Words and Phrases to Include and Address in Reflections:
1. evaluates – tell how technology has a positive/negative impact on student achievement in your classroom.
2. support(s) student learning – explain how professional development opportunities you attended have impacted your classroom.
   
Tips
1. In order to evaluate how technology supports student learning, you should reflect on the evidence you submitted. How has the technology impacted your students’ achievement?  Make sure you share positive and negative impacts.  Identify what your technology priorities are with respect to usage, time, and resources.  This could involve factors such as access to a computer lab or laptop cart, schedule of classes, length of classes, technology resources available in classroom, etc.
   
Examples of content for reflection:

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 “The use of the SMART Board during this lesson was motivating and kept my students engaged.  When doing an informal question and answer period at the end of the lesson; the majority of my students were able to answer correctly specific questions on the content presented.”
2. “I use a wireless laptop cart with my students because it eliminates the time of walking to the computer lab which is a distance from my classroom.  The laptops allow a one-to-one student to computer ratio which is important when students are responsible for creating their own presentations.”
3. “Due to my classroom having five computers, I set up stations in my classroom where students in groups of five or less rotated from one station to another.  The class period is long enough to rotate every group through the stations effectively.”
4. “Using the palm handhelds with my students was a little chaotic because I assumed they had more knowledge on the use of the handhelds.  I know the next time I need to review some basics of going through the menus on the applications and appropriate use of some of the keys.”