Integration

Technology Improvement Plan Performance Indicators

Technology Indicator	Performance Levels
For Each Teacher:	Level 1 Basic Use	Level 2 Introductory	Level 3 Intermediate	Level 4 Proficient
Instructional Use Software	Can identify sources, titles, and types of instructional software that can help meet student’s needs through catalog searches, Internet sites, professional magazines etc.	Is able to choose software for its relevance, effectiveness, alignment with content standards and value added to student learning with specific needs. Can distinguish between stand alone and networkable software, costs, and advantages/disadvantages.	Uses program/file resources available to teach and/or reinforce concepts more effectively than traditional methods. Is able to utilize school system networkable programs/files to maximize student learning both individually and for department or grade level.	Makes a conscious effort to seek out new programs for evaluation and adoption. Keeps current on development of technology through professional reading and conference materials. Shares findings with other professionals.
Using Technology To Improve Student Writing	Can explain the importance of using word processing and e-mail to improve student writing skills. Can identify advantages of using technology for student writing assignments associated with curriculum standards.	Establishes guidelines for some writing assignments to be word-processed. Encourages students to compose or edit using the computer. Corresponds with students by e-mail regarding assignments.	Helps students use the computer in all phases of the writing process from rough draft to final copy, spelling/grammar checks, outlining, and/or desktop publishing.	Stores student’s work electronically and shares exemplary writing projects with students and teachers through print and electronic publishing. Seeks out technology tools to improve student writing.
Information Literacy Resources: Secondary	Can explain what the term “information literacy” means and describe its impact on student learning.	Introduces library research projects which utilize the media specialists, the on-line card catalog, Tennessee Electronic Library, CD-Rom research tools, SIRS, etc..	Designs and implements student library projects that require higher-level information gathering skills using electronic resources and computer productivity software.	Participates in and contributes to departmental curriculum planning which maximizes use of activities demonstrating information literacy skills. Shares projects with others through print, electronic publishing and workshops.

Information Literacy Resources: Primary	Designs and implements student activities which uses only books, magazines, and other print reference materials.	Designs and implements student projects which require collecting and organizing original data from various sources such as interviews and printed surveys.	Requires students to use electronic resources such as on-line surveys and mentor e-mail partners for data collection. Organizes the findings in databases and/or spreadsheets and determines the outcome of data collection using charts, percentages, etc.	Lesson plans are designed collaboratively to seek and use listservs, shared network folders, on-line staff development postings, e-mail, web pages, etc. as evidence of using technology to increase communication for the purpose of student projects.
Modification of Instructional Delivery	Delivers content to students through methods other than the use of technology, i.e. lecture, speakers, peer tutoring, etc.	Uses technology to deliver content to students as the technology is available but relies mostly on group discussion of how technology is used in my subject matter.	Utilizes student grouping strategies to involve technology learning in teams as it is available to me. Takes advantage of utilizing the computer lab for project work.	Seeks new approaches to utilizing technology to engage students as subject matter content is delivered to meet curriculum standards. Works with fellow teachers both on-line and face-to-face to maximize practices of instructional delivery that include technology resources.
Assessment of Student Performance	Uses objective tests to evaluate student learning.	Utilizes some subjective criteria for evaluating students. Maintains some evidence of electronic work such as word processed documents, graphs, presentations, etc. for documentation of student ability.	Utilizes individualized learning reports of student’s progress in various formats. Collects, interprets, and reports student performance by means of assessment software or a gradebook program.	Seeks and uses new technological approaches to improving student assessment. Analyzes on-line resources for testing and collaborates with fellow educators on successful methods of interpreting student performance data.
Individualization of Instruction and Educational Program	Modifies instructional program to include technology skills or concepts at their level only for students with special needs.	Learning objectives for all students are concrete but adaptation in assignments is made to accommodate the learner’s special education and/or advanced learning needs regarding technology skills and concepts.	Learning plans are created for students with the assistance of technology tools. Learning goals are tracked using a computerized tool and reporting is done to students, parents, and administration using that tool.	Provides suggestions regarding the content and design of technology tools to improve individualization of instruction. Assists other faculty members in finding and using technology tools for educational programs.

Adaptive Technologies	Is aware technology can help students with physical and/or mental limitations but not for the specific subjects taught.	Is open to working with students who wish to bring their own technology tools to work and communicate in the classroom.	Seeks to find technology tools appropriate to help students with special learning needs including specialized communications devices.	Helps other faculty members utilize and find resources to provide adaptive technology tools in their programs.
Personal Growth and Communication	Is aware technology resources can be used to communicate and grow professionally but has not reached a level of comfort to use them regularly.	Finds lesson plans and research data on-line and uses technology such as e-mail to correspond with students, parents, and teachers to enhance communication.	Seeks to obtain research and teaching materials through educational electronic newsletters and discussion groups related to area of specialization. Participates in professional growth opportunities using computerized presentation tools.	Organizes professional growth opportunities for other teachers utilizing technology tools. Feels comfortable teaching other staff members how to use technology.
Research and Evaluation of Technology Use	Is aware technology can improve student learning but has not used technology tools to change the learning climate.	Gathers and uses information and observations of how student learning is positively and negatively impacted using technology. Shares these findings with other teachers.	Actively seeks to improve the methods currently used to impact student learning through technology by analyzing data gathered.	Participates in research and evaluation projects designed to strengthen academics through the use of technology.
Video Technologies	Understands video technologies are available for educational purposes but is not aware of how they can be used to impact learning.	Is aware of the local and district video resources available for classroom use.	Has obtained video support materials that help improve the educational program. Uses VHS and/or DVD when appropriate. Utilizes computer-on-wheels for teaching.	Actively finds, collects, and uses video technology support materials with students to improve their communication skills. Assists other faculty members in using video technology.
File Management: Obtaining, Decompressing, and Using Files	Understands files, which can improve the educational program, are available from remote computers but is not aware of how they can be obtained.	Seeks to find files and programs from educational institution web sites or companies that can help improve teaching and learning. Utilizes on-line educational resources to add to resources available for classroom use.	Can transfer files and programs from remote locations to my computer by downloading and extracting files. Can utilize some utilities to help view graphics, sounds, and movies to use in classroom learning. Understands and minimizes the risk of computer viruses.	Utilizes information retrieved from web site resources with students to improve or enhance learning. Utilizes a network server and FTP client software to upload files which can be used by other educators.
Multimedia: Real Time and Push Technologies	Utilizes static documents retrieved from Internet Web sites to improve learning.	Utilizes e-mail distribution lists to receive information related to my teaching assignments. Regularly checks certain Web sites for new and relevant information for my educational program.	Utilizes educational chat rooms and customized news or information feeds to enhance the educational program. Knows the hardware and software requirements for Web-based videoconferencing.	Utilizes real-time applications for “virtual” classroom and interactive learning experiences. Is involved in project collaboration with other educational programs to improve Web-based learning.
Web Page and Web Site Construction	Understands the importance of Internet Web sites for educational use but cannot create a Web page which can be viewed by a browser.	Can create a word processed document which can be saved as a Web page. Understands basic HTML commands and how a browser views a Web page.	Can use software to create formatted Web pages using backgrounds, font styles, alignment, graphics, and tables. Knows basic guidelines for good Web page construction related to educational needs.	Can create Web pages and sites and register them with search engines to maximize results of placing them on the Web.
Learning Opportunities Using the Internet	Is aware of how the Internet can be used in the classroom but cannot maximize use of its resources for teaching and learning.	Actively encourages students to research the Internet to enhance class discussions and find useful information for projects and activities.	Can direct students to use on-line tutorials, web quest activities, key-pal opportunities and other projects which effectively use the Internet to instruct and involve students.	Can design and implement an Internet project or maintain and educational Internet site for use with my students or collaborative programs.