Communication and Collaboration

Each Teacher Must:

Profile

Performance Indicators*

Uses computers to communicate through printed media. S2

• Identifies, selects and uses appropriate publication tools to produce written reports

• Uses basic proofing tools

• Integrates graphics appropriately

• Edited newsletters incorporating graphics and charts, course descriptions, and student reports

Interacts with others using e-mail. S3

• Uses email tools to communicate and foster relationships both personally and professionally

• Uses email as a tool to interact with and provide information to others

• Samples of electronic correspondence (i.e. colleagues, experts, or parents)

• Samples of electronic correspondence with attachments.

Is familiar with a variety of computer-based collaborative tools. S4

• Selects from available collaboration tools for personal/professional development and to accomplish tasks

• Description/comparison of various collaborative tools including threaded discussion groups, newsgroups, listservs, online chat, and/or audio/video conferences

Demonstrates knowledge of privacy and safety issues S14

• Implements procedures and management techniques concerning internet use and network access to data files.

• Evidence of appropriate use of chat rooms, confidentiality of records including graded student work, publishing names and pictures of minors, and/or Acceptable Use Policies.

Demonstrates knowledge of copyright issues. S13

• Ensures that all communications include appropriate application of copyright law as it applies to research, product development and use of resources

• Judicious distribution of copyrighted materials and proper citing of sources

• Evidence of implementing established policies surrounding copyright and plagiarism

Preparation for Planning, Designing and Implementing Learning Experiences

Each Teacher Must:

Profile

Performance Indicators*

Demonstrates knowledge of current basic computer hardware and software terminology. G1

• Communicates about technology using accurate terminology

• Uses a variety of appropriate input devices

• Uses accurate vocabulary to set procedures and to describe problems to others

• Product demonstrating basic hardware and software to use

• Product demonstrating use of a variety of peripherals to complete a task, e.g. CD ROM, storage media, scanners, digital camera, etc.

Demonstrates competency in the operation and care of computer related hardware G2

• Performs regular maintenance to hardware and operating system

• Accesses and changes operating system software to control hardware functions

• Shares files and printers on a network

• Cleans input devices, avoids proximity to magnets, proper startup and shut down sequences, scans for viruses, and formats storage media

• Maintains desktop and file management.

Implements basic troubleshooting techniques for computer systems G3

• Applies strategies for identifying and solving routine hardware and software problems during everyday use

• Judges appropriate level of support required to solve problem and then activates them accordingly

• Attempts to identify which component or software issue is causing the problem and articulates this information to support personnel

• Demonstrates problem solving by: checking the power connections, isolating the problem components, distinguishing among software and hardware problems and related peripheral devices before accessing the appropriate level of tech support.

• Description of basic troubleshooting process.

Demonstrates knowledge and understanding of the legal, ethical, and appropriate use of technology. G4

• Identifies and explains important issues surrounding legal and ethical use of technology tools

• Establishes classroom policies to address those issues to elicit appropriate student use.

• Classroom rules or activities related to issues of: privacy, security, appropriate access and implementation of acceptable use policy.

Chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning. S6

• Considers the content to be taught and the value of the activity for student learning and retention

• Examines software products for effective pedagogy, appropriate reinforcement of concepts and problem-solving strategies before implementing use

• Evidence of lesson activities that integrate currently available resources

• Description of rationale used for the selection of software and technology resources specially matched to students’ needs and content standards.

Demonstrates competence in the use of electronic research tools S7

• Identifies and selects electronic research tools for appropriate match to student activity

• Identifies and selects between Internet search tools

• Evidence of appropriate selection of electronic resources appropriate to task (i.e. periodical indexes, electronic encyclopedias, and internet resources)

• Provides rationale for the selection and use of search tools appropriate to task.

• Provides evidence of appropriate search delimiters and Boolean logic to retrieve information

Identifies student learning styles and determines appropriate technological resources to improve learning. S9

• Matches appropriate technology infused tasks to student learning style

• Develops a plan for utilizing available resources to meet the needs of students and curricular content

• Seeks out and identifies additional technology learning tools to support the specific learning needs of students

• Sample lessons that make purposeful use of technologies to meet the needs of all students

• Sample lessons that demonstrate inclusion of assistive technologies for use with special students

• Evidence of arranging equitable access to appropriate technology that enables students to engage successfully in learning activities across subject/content levels

Considers the content to be taught and selects the best technological resources to support and manage learning. S10

• Uses technology tools and information resources to increase productivity, promote creativity and facilitate academic learning

• Seeks lessons which allow students to explore higher order thinking and problem solving

• Evidence of match between technology used and student learning of content material

• Sample lessons which require students to collect data, synthesize ideas and draw conclusions using technology

Demonstrates an ability to create and maintain effective learning environments using computer-based technology. S11

• Orchestrates activities to maximize student learning by matching the most appropriate technology setting to instructional and learner needs

• Collects and analyzes data to ensure purposeful student engagement in learning for project management

• Identifies, manages and organizes resources based on the appropriateness to specific tasks and student needs

• Evidence of lessons that connect appropriate resources, curriculum content and assessments for specific student populations.

• Sample technology-based lessons in a variety of settings. (i.e. whole class, small group, individual, computer lab)

Evaluation and Assessment

Each Teacher Must:

Profile

Performance Indicators*

Uses computer applications to manage records S1

• Utilizes a database to manage and record student and classroom information

• Creates relationships between two database files

• Evidence of use of ready-made teacher productivity tools (e.g. grade book, attendance, and assessment records).

• Creates a simple database and merges it with word processing to produce student lists for field trips, labels, certificates, etc.

Examines a variety of current educational digital media and uses established selection criteria to evaluate materials S5

• Examines State and local resource pools to discern appropriate resources for grade level/curriculum

• Selects and implements evaluation criteria to determine usefulness of media in the classroom.

• Description of rationale used for the selection and incorporation of resources available through the California Technology Assistance Project (CTAP), California Learn Resource Network (CLRN), and/or the International Society for Technology in Education (ISTE)

Demonstrates awareness of issues concerning authenticity, reliability, and bias of the data gathered. S8

• Critically evaluates sources of information by examining source, publication date, author, and medium of publication

• Sample policy on plagiarism

• Evidence of lessons that include information literacy strategies.

Analyzes best practices and research findings on the use of technology and designs lessons accordingly S12

• Designs and implements lessons that incorporate a variety of instructional technologies aligned with State Content Standards

• Considers the technology tools to be used, level of access, and learning processes involved and matches the type of student activity with them

• Portfolio of technology-based products from coursework including related assessment mechanisms