Teacher Technology Standards€¦ · Web viewUses web page as an interactive communication tool with staff, colleagues, and community. Information Technology Standards: Organizational

Information Technology Standards for EmployeesDeveloped for the Burlington School District and the Chittenden South Supervisory Union

The following packet contains sections for:

1. ORG - Organizational Level : expectations for all employees 2. ADM – Administration Level : expectation for administrators (including national standards developed by the TSSA,

Technology Standards for School Administrators)3. T-PERS – Teacher Personal Productivity Level – expectations for all teachers that relate to knowledge and skills that support

teaching4. T-CURR – Teacher Curricular Level – expectations for all teachers that relate to helping students learn with information

technology.

These standards are the property of the Burlington School District and the Chittenden South Supervisory Union and may not be altered without written permission. Parts of the Standards for Administrators include material originally produced, with formal approval to reproduce, by the Technology Standards for School Administrators.

Developed by L. Paul Irish, Technology Coordinator, Burlington Schools and Greg Thweatt, Information Technology, Shelburne Community School.

May, 2001 Page 2

Information Technology Standards: Organizational Level (all employees) ORG

Area Awareness Level Basic Understanding /Usage Level

Enhanced Under-standing/Usage Level

Beyond Enhanced Level

Policies and Procedures

Is aware that policies and procedures exist related to the use of information technology in schools and learning.

Has read (and signed, if applicable) the school’s acceptable use policy.

Understands copyright law as it applies to information technology (e.g., software, web-based materials).

Practices ethical use of technology.

Is involved in the review and creation of policies and procedures related to the use of information technology in schools and learning.

Overall Computer Operations and Concepts

Understands basic keyboard layout (Function keys, Insert, Delete, Backspace, cursor keys).

Understands basic mouse functions (single vs. double click, dragging).

Can open and close programs.

Understands use of “Hot Keys” (Ctrl, Alt, Function keys).

Understands minimizing, maximizing, and resizing windows.

Understands navigation tools in programs (scroll bars, menu bars, tool bars).

Can modify basic system settings for: video display, screen saver, mouse, printer.

Can install new program.

Can modify taskbar menus, start menu programs.

Communications Understands why e-mail is an important tool for communications.

Understands that e-mail is not entirely private.

Is aware that school policies for acceptable usage of e-mail exist.

Understands why VoiceMail is an important tool for communications.

Can login to school e-mail program.

Can read e-mail. Can send e-mail (internal and external).

Understands the school policies for acceptable usage of e-mail.

Can send e-mail to groups of users.

Can delete messages.

Can access school address book to locate names.

Can retrieve VoiceMail on daily basis.

Can open e-mail attachments.

Can send attachments.

Can create folders to manage messages.

(If available) Can access school e-mail remotely.

(If available) Can leave general announcements on VoiceMail.

Can use internet-based communication tools, such as discussion forums, e-mail links, and forms.

Can create and edit personal address books.

Can create and edit distribution lists or personal groups.

Knows what “listserves” are and can subscribe if applicable.

Uses web page as an interactive communication tool with staff, colleagues, and community.

These standards are the property of the Burlington School District and the Chittenden South Supervisory Union and may not be altered without written permission. Parts of the Standards for Administrators include material originally produced, with formal approval to reproduce, by the Technology Standards for School Administrators - L.P.Irish, Technology Coordinator, Burlington Schools & G.Thweatt, Information Technology, Shelburne Community School.

May, 2001 Page 3

Information Technology Standards: Organizational Level (all employees) ORG




Tech Support Knows process for accessing Tech Support.

Understands that technical problems will occur from time to time.

Can check cords, connections for basic troubleshooting (power, video, keyboard, mouse, speaker, and network cables).

Recognizes if computer is connected to network through login or chooser.

Can recognize and resolve system errors on the computer.

.

Provides support to other faculty and staff.

Communicates with others who provide technical support on a regular basis via e-mail or user groups and not just “when needed”

File Management Understands that files can be stored in different locations.

Can open and save documents.

Can open up personal storage on network.

Can save file to more than one location (e.g., floppy, C drive).

Can make and name folders.

Can copy documents from folder to folder.

Can delete files or folders.

Can locate a file using the “Find File” feature.

Can rename file or folder.

Can use Save As feature to save in different file formats.

Organizes and backs up work to network storage on a regular basis.

Internet Use Understands basic terms (Internet, browser, URL, search, engine).

Can open up Internet browser (i.e. Netscape or Internet Explorer) to home page.

Can type in URL to access new page.

Understands copyright issues of material found on the Internet.

Can use bookmarks or favorites.

Can make bookmarks.

Can interpret URL (“.com” vs. “.edu”, use of "/" and "~").

Can save text or images from Internet to a drive (local or network).

Can perform a search using an Internet search tool (such as a search engine).

Can edit bookmark list.

Can open the history of a browser.

Can download a file from the Internet to a drive.

Understands what a “plug-in” is for audio and video use.

Can edit preferences or options in Internet browser.

Can install a plug-in.

Can identify common. graphic, audio and video files as found on the Internet by their suffixes.

Can zip and unzip files.


May, 2001 Page 4

Information Technology Standards: Administrative Level ADM*Includes material originally produced as a project of the Technology Standards for School Administrators (TSSA) Collaborative

Area Awareness Level Basic Understanding /Usage Level Enhanced Under-standing/Usage Level


Leadership and Vision*

Is aware that administrators should be competent users of information and technology tools that are common to information age professionals.

Is aware of “core” knowledge and skills to be a competent user of information, communication, and technology tools.

Recognizes the need to foster an environment and culture conducive to the realization of a shared vision for a comprehensive integration of technology.

Recognizes the need for research-based best practices in all uses of technology.

Is a “doer” with technology (does not depend on others for the acquisition of basic information such as E-mail).

Facilitates and communicates the development of the vision for technology sharing with all stakeholders.

Fosters and nurtures a culture of responsible risk-taking that promotes continuous innovation.

Uses data and research-based best practices to drive decisions.

plan is developed.

Advocates for all Basic Understanding/ Usage elements (in previous column).

Participates in school based or district wide technology planning teams (broadly defined as occasional participation.

Demonstrates leadership on a school or district-wide basis in implementing technology plans.

Generates research on best practices of local uses that is shared internally and externally.

Productivity and Professional Practice*

Is aware of the importance of information technology in the professional enhancement of educational leaders.

Recognizes that information technology can increase their productivity and that of others in the organization.

Uses technology to facilitate change for organizational improvement.

Uses technology resources to engage in sustained, job-related professional development.

Employs technology to communicate and collaborate among peers, staff, parents and the larger community.


May, 2001 Page 5



Beyond Enhanced

LevelLearning and Teaching *

Recognizes that curricular design, instructional strategies, and learning environments that integrate appropriate technologies can maximize learning and teaching.

Is aware that collaborative technology-enriched learning environments are conducive to innovation.

Can identify appropriate technologies to enhance and support curriculum and instruction that leads to higher levels of student achievement.

Provides for the use of technologies that meet the individual needs of learners in a student-centered learning environment.

Supports the use of technology with instructional methods that promote higher-level thinking, decision-making, and problem-solving skills.

Provides for quality professional development opportunities specific to information technology with learning and teaching.

Can use and evaluate appropriate technologies to enhance and support curriculum and instruction that leads to higher levels of student achievement.

Shares evidence of how technology is supporting those elements in previous column both internally and externally.

Develops, leads, and coordinates quality professional development opportunities specific to information technology with learning and teaching.

Support, Management, & Operations*

Is aware that direction must be provided to integrate technology tools into productive learning and administration system.

Directs personnel to develop policies and guidelines to ensure compatibility of technologies.

Allocates financial and human resources to ensure full implementation of technology plans.

Provides avenues for the integration of strategic, technology, and other improvement plans so as to align efforts and leverage resources.

Directs personnel to develop policies and guidelines to drive continuous system improvements and to support technology replacement cycles.

Develops, implements, and monitors policies and guidelines as described in previous column.


May, 2001 Page 6




Assessment and Evaluation*

Recognizes that technology can facilitate a comprehensive system to effective assessment and evaluation.

Uses technology to collect data, analyze data, interpret results, and communicate findings to improve instructional practice and student learning.

Assesses staff knowledge, skills, and performance in using technology. Results are used to (1) facilitate professional development and (2) inform personnel decisions.

Uses technology to evaluate managerial and operational systems.

Assesses and evaluates with multiple methods the appropriate uses of technology resources for learning, communicating, and productivity.

Social, Legal, and Ethical Issues*

Is aware that social, legal, and ethical issues exist related to technology.

Recognizes the importance of equitable use of technology resources for all learners.

Is aware that security and online safety issues exist in the use of technology.

Recognizes that environmental safety issues exist in the use of technology.

Identifies, communicates, models, and enforces social, legal, and ethical practices related to technology use.

Ensures equity of access to technology resources that enable and empower all learners.

Promotes and enforces security and online safety related to the use of technology.

Promotes and enforces environmentally safe and healthy practices in the use of technology.


May, 2001 Page 7

Information Technology Standards: Administrative Level ADM



Student Data Management System

Is aware of school management system and data that it tracks.

Understands FERPA and its relationship to data on student management systems.

Can use student management system to access basic information such as student directory or student schedule information.

Can use student management system to enter data such as student conduct, attendance, and generate pre-made reports and mailing labels.

Is involved in developing procedures and policies to improve function of student management system.

Research Is aware of the benefits of using information technology to obtain information.

Is aware of avenues to research electronically (such as the Internet).

Can use Internet sites to locate information on best practices for schools.

Can properly cite references found via the Internet.

Written Materials

Is aware of different computer programs that can be used for written materials and why one might be used over the other (i.e. word processor and desktop publishing programs).

Can access computer program to compose and print a simple memo or letter.

Routinely saves and retrieves documents to edit.

Can use basic editing functions of a writing program (delete, insert, change look of fonts).

Can move or copy sections of text from one part of a document to another.

Uses functions of writing program that emphasizes text (bullets, bold).

Incorporates changes in page layout (such as line spacing, tabs, margins).

Incorporates graphics in document.

Can save the document as another file type (that is a different writing program than the one that created the document).

Can create documents that are varied in design format (such as a newsletter, flyer, or brochure).

Can merge a document with another software application such as a spreadsheet or a databases.

Can convert document into format suitable for sharing on the Internet.

Can create and maintain a web page listing information on school activities.


May, 2001 Page 8

Information Technology Standards: Administrative Level ADM



Presentation Is aware of the potential for electronic presentations.

Is aware of limitations of electronic presentations.

Is aware of equipment needed to display an electronic presentation.

Can create a simple project using a presentation program (e.g., PowerPoint).

Can include graphs, charts, and graphics representing school data with presentation program.

Can set up equipment for electronic presentation.

Can convert presentation to an on-line format sharable on the Internet.

Calendaring Is aware that events can be managed via an electronic calendaring program.

Can use a calendar program to maintain personal schedule.

Can use school calendar system on-line.

Can share calendar with other colleagues.

Can use personal digital assistant (PDA such as Palm Pilot) and synchronize to school calendar.

Spreadsheet Tools

Is aware that spreadsheets can be used to prepare budgets and manage numeric data.

Is aware that spreadsheets can be used to analyze data, create predictions, and display findings in a graphical format.

Can create a simple spreadsheet including basic formulas of summing and averaging.

Can generate a chart representing data in spreadsheet.

Can use spreadsheet to manage budget process.

Can use spreadsheet to process data and report results.

Can use tools to analyze data, solve problems.

Can merge data into other formats such as word processing documents, desktop publications, and Internet web pages.

Database Tools Is aware that school databases exist for such areas as: student biographical data, assessment records, attendance, library resources, and human resource information.

Is aware that databases can be created to collect and report on many different forms of information.

Can create a list of “fields” or areas to label information.

Can generate a simple database based on needed “fields” of information.

Can input information into database.

Can retrieve information previously input into database.

Can generate simple reports from database.

Can create filters or queries to isolate specific data groups.

Can generate reports based on filters or queries.

Can merge data from one database to another database.


May, 2001 Page 9

Information Technology Skills: Teacher Personal Productivity Level T-PERS



Record-keeping Is aware that information technology can be used to maintain and evaluate the progress of learners.

Uses electronic tools to maintain grades (such as electronic grade book software, database or spreadsheet).

Can generate simple reports to support evaluation process.

Uses electronic tools to collect information beyond numeric or letter grades (such as narratives, evidence of change over time, and collections of artifacts as in portfolios).

Uses portable personal digital assistant (PDA such as Palm Pilot) to collect data and merge with assessment records.

Communicates assessment with parent and learners using technology.

Student Management System

Is aware that a student management system exists.

Is aware of the types of information that the system collects (such as student biographical, attendance, discipline, etc).

Can use the student management system to retrieve basic student biographical information (such as address, phone numbers, parents names).

Can access student records that relate to job-related needs (attendance, discipline, special education plans).

(If available): Can enter student data such as daily attendance.

Can generate reports on specific populations based on job-related needs (such as “all students of a certain grade who have been absent more than 10 times during a grading period”).

Personal Productivity Tools

Is aware of tools which are available to improve personal productivity, such as: Word Processors, Web Page Authoring Tools, Presentation Tools, Communication Tools

Can search internet for materials appropriate for curricular area and create bookmarks or print.

Uses word processors to create and archive most teaching materials.

Can use presentation tools (e.g., PowerPoint) to create a lesson for students.

Communicates with colleagues using e-mail or list-serves.

Can use web authoring tools to make a basic web page.

Can use digital media tools to get a picture into word processor or web page.

Uses web pages to provide information to students or parents on a regular basis.


May, 2001 Page 10

Information Technology Standards: Teacher Curricular Level T-CUR



InformationTechnology Application

Is aware that information technology can be used in all aspects of learning and at all ages.

Is aware that the focus of information technology should be to support existing curricular needs.

Is aware that information technology should be used in conjunction with other non-technical delivery methods.

Is familiar with practices that allow the learner to create information using information technology (write a story, draw a picture, build a multimedia presentation, compose a song) connected to curricular needs.

Allows learner to create information using information technology in addition to non-technical ways.

Allows learner to share and communicate their findings or creation with others using information technology.

Creates and maintains bookmarks of relevant Internet sites for students AND/OR web page providing information on curriculum and classroom activities.

Includes ”basic understandings/practices” with all aspects of daily activity.

Regularly looks for new ways to expand knowledge of practices that include information technology.

Invents new uses of information technology that are applied to information gathering and sharing/ communicating by the learner.

Creates and maintains a web page providing information on curriculum and classroom activities AND student work.

Facilitates student created web pages demonstrating learning and student work.

Shares practices with others, in-side the school and out-side the school via E-mail, web page, workshops or conferences. Groups communicated to might include educational organizations, colleagues, parents and community.

Develops unit, activities, rubrics, or resources that are linked to standards and shared with others (such as on the Internet via a juried process).

Presentation Is aware of the potential for electronic presentations.

Is aware of limitations of electronic presentations.

Is aware of equipment needed to display an electronic presentation.

Helps learners to incorporate effective communication skills reinforced by an electronic presentation.

Helps learners to create a project using a presentation program including simple graphics and text.

Helps learners to include graphs, charts, and graphics representing data within a presentation program.

Helps learners include audio, animations, or full motion video with a presentation program.

Helps learners to convert a presentation to an on-line format sharable on the Internet.


May, 2001 Page 11





Written Materials Is aware of different computer programs that can be used for written materials and why one might be used over the other (i.e. word processor and desktop publishing programs).

Help learners access computer programs to compose and print a simple written report.

Helps learners to routinely saves and retrieves documents to edit.

Helps learners to use basic editing functions of a writing program (delete, insert, change look of fonts).

Helps learners to move or copy sections of text from one part of a document to another.

Helps learners incorporate changes in a page layout (such as line spacing, tabs, margins).

Helps learners to use functions of writing program that emphasize text (bullets, bold, shading, borders).

Helps learners incorporates graphics in a document.

Helps learners to save a document as another file type (that is a different writing program than the one that created the document).

Helps learners to create documents that are varied in design format (such as a newsletter, flyer, or brochure).

Helps learners to merge a document with another software application such as a spreadsheet or a databases.

Helps learners to convert a document into a format suitable for sharing on the Internet.

Spreadsheet Tools Helps learners to be made aware that spreadsheets can be used to manage numeric data.

Helps learners to be made aware that spreadsheets can be used to analyze, make predictions, and display data in a graphical format.

Helps learners to create a simple spreadsheet including basic formulas of summing and averaging.

Helps learners to generate a chart representing data from a spreadsheet.

Helps learners to use a spreadsheet to process data and report results using formulas more advanced than summing and averaging.

Helps learners to analyze data and solve problems with a spreadsheet.

Helps learners to merge data from a spreadsheet to other applications such as word processing documents, desktop publications, or Internet web pages.


May, 2001 Page 12





Database Tools Is aware that school databases exist for such areas as: student biographical data, assessment records, attendance, library resources, and human resource information.

Helps students to be made aware that databases can be created to collect and report on many different forms of information.

Helps learners to create a list of “fields” or areas to label information.

Helps learners to generate a simple database specific to information gathered.

Helps learners to retrieve information previously inputted into a database.

Helps learners to generate simple reports from a database.

Helps learners to create filters or queries so as to isolate specific data groups.

Helps learners to generate reports based on filters or queries.

Helps learners collect data with a remote data collection device (such as a laptop or PDA/Palm Pilot ).

Helps learners to merge data from one database to another database.

Helps learners to merge existing database with an Internet browser for online data collection.

Internet Access (criteria will vary dependent upon local access guidelines such as limitations of access by users).

Helps learners to understand basic terms (Internet, browser, URL, search, engine).

Helps learners to open up an Internet browser (such as Netscape or Internet Explorer) to a specified web page.

Helps learners to type in an address to access a new page.

Helps learners to understand copyright issues of material found on the Internet.

Helps learners to save favorite Internet addresses.

Helps learners to critically evaluate the validity of information found on an Internet web site.

Helps learners to interpret parts of an Internet address (“.com” vs. “.edu”, use of "/" and "~").

Helps learners to edit a list of favorite addresses.

Helps learners to identify common graphic (JPG, GIF), audio (MP3, MID, WAV) and video (MPEG) files as found on the Internet.

Helps learners to save an image from the Internet to a drive (local or network).

Helps learners to download a file from the Internet to a drive (local or network).

Helps learners to understand what a “plug-in” is for audio and video use.


May, 2001 Page 13




Research Helps learners’ awareness of the benefits of using information technology to obtain information.

Helps learner to be aware of the need to use basic research rules when gathering information electronically.

Helps learners to access electronic card catalog and perform a simple search for in-house materials or resources with key words.

Helps learners to understand basic Boolean logic when searching for information (such as “and” vs. “or”).

Can access Internet sites for curricular applications and information based on best practices.

Evaluates sources of information based on local resources (such as library/media specialist or school/ district content evaluation guidelines).

Aligns research findings with local standards (if not already aligned).

Applies research within learning environment (such as an activity or unit).

Reviews impact of research on learning (while in process and after activity or unit is completed).

Shares findings with colleagues.

Publishes own research via Internet or in print.

Evaluates research as submitted by others.

Digital Media Helps learner to be aware that a picture or sound can be captured and used in a computer application.

Helps learner to understand the most common types of picture, audio, and video files.

Helps learner to use a flat-bed scanner to capture a picture as a digital image.

Helps learner to use a digital camera to capture images of classroom activities or events (still AND/OR full motion images).

Helps learner to capture a short audio segment as a digital file.

Helps learner to merge a digital image AND/OR sound into a computer application.

Helps learner to alter the look of a digital image (adjust brightness, colors, crop, add labels).

Helps learner to alter the attributes of a digital audio file.

Helps learner to edit a digital video segment (or segments).

Helps learner to archive a digital image or sound files onto a mass storage device.


Documents

Teacher Technology Standards€¦ · Web viewUses web page as an interactive communication tool with staff, colleagues, and community. Information Technology Standards: Organizational