Communication and Collaboration

Each Teacher Must

Professional Profile

Performance Indicators*

• Identifies, selects and uses digital communication tools appropriately.
• Uses digital tools to communicate with students, parents and community members to enhance management and learning

• Evidence of the use of a variety of communication tools based on resources available, (i.e. telephone, email, fax, listserv or web page)
• Evidence of the management of information using technology to increase communication, (i.e. web pages, voice mail, homework hotlines, etc.

• Supports student learning through collaboration with parents, subject matter experts, educators and others using digital tools
• Participates in professional growth activities that utilize digital communication tools

• Evidence of sustained communication with parents, students, and/or colleagues (i.e. mailing lists, video conferencing, online staff development, shared network folders etc.)
• Student projects that utilize digital tools to interact with subject matter experts
• Lesson/activity plans designed collaboratively using appropriate communication tools as a medium (i.e. email, listserv, shared network folders, mailing lists, videoconferences, etc.)

• Uses digital communication tools to work with educators and subject matter experts to design classroom activities to support student learning
• Seeks out and draws upon the expertise of others to support the learning process and technology enhanced curriculum

• Student work that exemplifies evidence of active collaboration with outside experts
• Interdisciplinary lessons and cross grade level projects (see also planning, designing, and implementing learning experiences P5)

• Provides leadership by participating in school-wide decision making and learning activities that support learning through the use of technology
• Actively contributes to the development or updating of site or district based technology plans
• Explores new technologies and recommends innovative educational applications appropriate to the curricular needs of the students and site

• Participation in grade level or department activities to develop a school site technology plan
• Pursues continuing education (i.e. educational technology, conference attendance, curriculum integration, online courses workshops)
• Evidence of active participation in the site or district decision making process regarding the use and acquisition of technology (i.e. grade level, technology committee, technology planning etc.)

Planning, Designing and Implementing Learning Experiences

Each Teacher Must:

Professional Profile

Performance Indicators*

• Evaluates authenticity, accuracy, reliability and bias of resources to be used in the planning and designing of instructional activities
• Identifies the process used to evaluate data and determines the success or effectiveness of that process
• Applies information literacy competencies in professional practice

• Research for curricular resources incorporate multiple references from a variety of credible electronic and traditional sources
• Evidence of self reflection and evaluation on the outcome and success of the process used (i.e. anecdotal records, self reflections, journals, lesson plan revisions)

• Applies best practices and research findings on the use of technology in managing resources for specific student populations
• Analyzes the needs of students and organizes appropriate and available technological resources for curricular applications
• Establishes technology procedures and routines that engage all students in a variety of learning environments

• Classroom activities reflect the availability of technology tools and resources (i.e. at site, community, and home)
• Lesson activities use appropriate technology resources based upon specific student needs (i.e. drill & practice, simulation, video based instruction) (see also planning, designing, and implementing learning experiences P11)
• Lesson activities reflect access to a variety of learning locations (i.e. one computer room, computer lab, multiple workstations in a room, portable technologies etc.)

• Implements lessons that engage students in evaluating information, problem solving, and critical thinking to make subject matter meaningful
• Facilitates activities that engage students to become self-directed learners through effective use of technology aligned with curriculum standards
• Incorporates lessons using appropriate technological and traditional tools for student research, data gathering, analysis and presentation

• Student research projects incorporate multiple references from a variety of credible electronic and traditional sources
• Student methods of utilizing valid information are analyzed for success (e.g. rubrics, student reflection, and/or bibliographic cross referencing)
• Evidence that improvements to future student activities are planned (see also Assessment and Evaluation P10)
• Lesson plans indicate activities to maximize student learning by matching the most appropriate technology resources to instructional and learner needs.

• Selects appropriate technology that supports state academic content standards
• Implements effective classroom management techniques using technology in a variety of educational settings
• Employs a variety of technology-based instructional strategies to enhance learning, (i.e. direct, cooperative, individual, etc.)
• Supports varying learning styles and modalities by integrating a variety of technological resources in lesson design for all students

• Sample technology integrated lessons are clearly aligned with state academic standards
• Evidence of lessons that provide for equal access of technological resources for all students in a variety of locations
• Sample technology integrated lessons use technology appropriately.

• Engages students in the process of planning, locating and evaluating information obtained using technology
• Designs technology infused lessons to increase student critical thinking skills
• Facilitates technology infused experiences that promote autonomy, interaction and choice
• Incorporates instructional strategies to develop student skills for assessing validity and reliability of information

• Evidence of lessons that provide engaging activities for students to evaluate information, solve problems and draw conclusions
• Student projects demonstrate an increased ability to plan in order to select and use information
• Models the use of technology to plan activities for solving problems and drawing conclusions

• Translates the school’s Acceptable Use Policy (AUP) into understandable rules and procedures for students
• Demonstrates and advocates for legal and ethical behaviors among students and colleagues regarding the use of technology and information

• Models, teaches, and reinforces intellectual property rights and acceptable use policies
• Provides evidence that students are following the Acceptable Use Policy
• Evidence of lessons that includes copyright and policy citations
• Student reports include appropriate bibliographic information

Assessment and Evaluation

Factors to Consider
Each Teacher Must

Professional Profile

Performance Indicators*

• Collects, organizes and analyzes data using technology for the purpose of managing resources, learning environments and project design
• Uses technology to collect and analyze data for school instructional planning

• Evidence of the use of a grade book spreadsheet or database program to record and report student standing
• Modify instruction based on the analysis of student mastery using district adopted student information system
• Evidence of the use of assessment tools and strategies to evaluate student activities
• Customized documents for school planning using technology tools

• Devises project assessments that allow students and parents to monitor progress and adapt educational activities appropriately
• Produces individualized learning reports of students
• Shares learning reports with students and parents to provide feedback to improve purposeful student engagement in learning
• Collects, interprets, and reports student performance data using technology

• Evidence of the use of electronic means to collect student data (e.g. gradebooks, web based testing, computer aided instruction, etc.)
• Presentations produced for a variety of audiences to illustrate student performance
• Evidence of the use of technology to create individual learning reports for parents and students

• Analyzes the effects of technology integration on student learning and modifies lessons to better meet curricular goals

• Uses technology tools to collect and analyze student data to effectively manage instruction and classroom management

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

• Plans that identify, manage and organize resources available for appropriate student use

• Portfolio of a progression of lesson plans indicating more effective use of technology in alignment of best practices and research findings

• Evidence of reflection on the process of monitoring, analyzing and modifying the effective use of technology in lessons