Collects professional development opportunity notices or sporadically attends professional development activities. Does not attend those that increase technology expertise. When attending, continues to reinforce knowledge already demonstrated.

Attends professional development activities but is inconsistent in making selections based on professional goals and learning new technologies to support student learning.

Regularly takes advantage of professional development opportunities in alignment with a professional development plan that increases knowledge and skills that support student learning.

Searches out professional development opportunities that support a professional development plan as well as those that provide a preview of coming technologies to support student learning.

Examines how technology supports learning in general but does not evaluate whether it specifically meets student needs. Does not consistently exercise critical judgment in evaluating technology.

Evaluates how technology supports student learning but either sees the application in very narrow terms or accepts the judgment of others without review.

Critically evaluates how technology supports student learning, considers multiple factors for application, and is able to prioritize which are most important for the time and resources available.

Critically evaluates how technology supports student learning. Is able to formulate uses of new technologies in ways that are not currently documented. Is innovative in ideas for application.