1. Is this process mandatory?
No. Currently no legislation requires verification of technology
skills for in-service teachers, unless a school is involved in an
educational technology grant program such as Digital High School,
Technology Literacy Challenge Grant, etc. The Commission on Teacher
Credentialing requires evidence that a majority of "factors to
consider" are met within a university program for accreditation. A
pre-service teacher should be able to demonstrate the preliminary
computer-based skills prior to receiving a preliminary credential.
2. What is the motivation for a teacher to achieve technology
proficiency?
Currently, a few counties certify teachers’ technology
proficiencies. However, requirements for technology proficiency vary
from district to district and county to county. Since this CTAP program
is state-wide, teachers who achieve proficiency will have evidence that
means the same technology proficiency standard has been met and should
be recognized across districts and counties throughout the state. In
addition, some districts offer incentives for proficiency achievement;
contact your district office to inquire about local policies.
3. Why would a district or county office want to participate in
verifying technology proficiency of its teachers?
This program provides a district level framework. The Technology
Proficiency framework can be incorporated into staff development plans,
technology plans, applications for future technology funds, and it
fosters the development of mentors within district or county office.
4. What is the motivation for schools to utilize CTAP proficiencies?
School can use the CTAP proficiencies to acquire new teachers with
minimum standards and technology proficiencies. Also, sites can use the
proficiencies to develop on-site professional development opportunities
that enable in-service teachers to attain the same level of technology
proficiency as those new teachers coming out of the credentialing
program. Teachers who are adequately trained will benefit students thus
providing equal access to technology integration. The end result, the
students will benefit by having technology proficient teachers.
5. Are there other methods of validating proficiency besides portfolios?
CTAP regions have determined that portfolios will be the basis for
certification. These portfolios may be in various forms: binder, video,
web-based, PowerPoint, CD-ROM. Included will be a formal signed
disclosure that this is their own work. Portfolios will also include
personal reflections and/or narratives as to why the artifact was
chosen, and how the artifact was applicable to classroom. All examples
need to be educationally relevant. Additional options include
performance-assessments such as documented live presentations using
technology, classroom observations, supervisor recommendations, and
student work. The Professional Proficiency level needs to show student
work in addition to paper/pencil tests and/or other artifacts.
6. What is the best way to showcase Professional Proficiencies?
Courses will be designed to develop teacher-created products for the
Preliminary Proficiency and for Professional Proficiency levels.
Professional Proficiencies should lead to student created work to be
used as additional artifacts. Reflection should supplement teacher and
student products. The final portfolio would include a range of products,
including, but not limited to personal growth documentation, reflection
on growth, student artifacts, emphasis on the ability to use and adapt
available technology and to integrate it rather than specific hardware,
software.
7. How does this process relate to teachers who will not obtain a clear
credential before June 2002?
Participating in the CTAP Technology Proficiencies is a voluntary
program. Pre-service teachers who go through a credential program that
includes the proficiencies may still want to go through the in-service
certification process. They will still need to produce artifacts (i.e.
portfolio) that demonstrate these skills. Pre-service teachers receiving
a preliminary credential after June 2002 will need to demonstrate
technology proficiencies prior to receiving their preliminary
credential. Pre-service teachers receiving a professional credential
after June 2002 will need to demonstrate technology proficiencies for
the professional level. Another motivation for participation is
professional growth hours.
8. How do teacher leaders demonstrate Professional Proficiency if they
are not in a classroom?
Teachers-on-Assignment: Staff development activities can display
technology proficiencies. Team teaching and working with classroom
teachers on their individual learning plans, and coaching and assessing
classroom teachers will all be considered on an individual basis.
9. Will there be a plan for librarians, administrators, and classified
staff?
This will be a next step after implementation for teachers.
10. How does this project relate to the county office menu of services?
If some county offices choose not to offer trainings, they can
contract with other county offices in their region. Teachers can take
training from other counties / CTAPs, but agreements, and relationships
will need to be built prior to teachers moving cross county lines.
Voluntary inter-regional agreements for county offices of education may
also be in effect. All CTAP Regions will keep it simple, keep the
quality, and work with each other in order to facilitate the technology
proficiency process.
