Teacher matrix for 21st century skills

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  • 1. SchoolSMART (Staff Matrix for Assimilating Resources and Technology) GuideAt School we believe each teacher should possess and develop the necessary technologycompetencies to effectively create 21st century learning environments within the classroom. Thekey assumption is that those who lead our classrooms must be proficient users of digitaltechnologies as well as highly capable technology integrators whose instructional practice iscompatible with a student-centered, project-oriented learning environment. To thisend, the following self-evaluation will allow each staff member to evaluate his or her current 21stcentury skill level.1

2. SchoolSMART (Staff Matrix for Assimilating Resources and Technology) Guide IndicatorBasic /Emerging Proficient Exemplary (Productivity)(Instructional Presentation &(Student- Student Productivity)CenteredLearningEnvironment)Tier I focuses on the teacher using Tier II I focuses on the teacher using Tier III I focuses on the teacher using technology totechnology totechnology toa.) Accomplish curriculum a.) Accomplish curriculum objectives and a.) Accomplish curriculum objectives andobjectives and become a morebecome a more efficient 21st Century become a more efficient 21stCenturyefficient 21st Century Educator.Educator.Educator.b.) Integrate facilitation of large groupb.) Integrate facilitation of large grouplearning activities and develop studentlearning activities and develop studentproductivity usingtechnology.productivity using technology(Modeling of technology use should bec.) Advance student engagement and activepervasive) use of technology in individual and collaborative learning activities. (Modeling of technology use should be advanced and pervasive)1.Teachers: Teachers:Teachers:Internet Resource 1.1.1 Use the internet and the online 2.1.1 Gather, evaluate, modify and 3.1.1 Incorporate innovative technology-Use & School Wiki resources site and identify incorporate Internet resources to supportinfused instructional strategies in a deliberateDevelopment projects or websites to align student student learning aligned with Gradeand thoughtful manner. (eg podcasts, wiki /lessons.Level Archdiocese Expectations (GLEs).web pages, digital storytelling, develop 1.1.2 Find instructional resources on the 2.1.2 Integrate technology in aglobal connection with another classroom)Internet that are developmentally and transparent manner (not as an add on) 3.1.2 Incorporate age appropriateinstructionally appropriate (find lesson 2.1.3 Incorporate age appropriateCyberSmart internet safety curriculum.resources at School Educational Resources CyberSmart internet safety curriculumlink on Wiki)Teachers enable students to: 3.1.3 Create and use online resources to 1.1.3 Incorporate age appropriatefacilitate inquiry (eg students create and useCyberSmart internet safety curriculumonline resources such as wikis blogs and podcasts to create content for learning. 3.1.4 Explore and self-select on-line research tools2.1.2.1 Produce, store, and retrieve (via the2.2.1 Create and use technology Teachers enable students to:ElectronicSchool networked environment) learningscaffolding to communicate and support 3.2.1 Create individual versions of learningResource Use &materials electronically (eg Word documents,learning goals. (eg teachers provide opportunities (scaffolding) for their ownlesson plans or rubrics). Create and printDevelopment students with writing prompts or project projects (eg writing prompts or projecthandouts for students that can be saved andmodified in future years.)templates (study guides, quizzes etc)templates) 1.2.2 Can effectively do basiccreated using School productivity* tools) 3.2.2 Engage in individual or collaborativetroubleshooting on hardware in the classroom 2.2.2 Facilitate group discussions, andproject-based learning (eg students engage(check cords, wireless and networklessons using interactive whiteboards andin real-world projects and problem-solvingconnectivity, etc)/ or projectorsusing resources, websites, video, web2 3. SchoolSMART (Staff Matrix for Assimilating Resources and Technology) Guide 1.2.3 Capable of using School software at the 2.2.3 Lead students regularly in conferencing or e-field trips)basic level brainstorming and sharing ideas using 3.2.3 Conduct research, analyze data andavailable technology tools (eg teachersproblem solve in a lobl context (eguse word processing programs, (Word, Thinkquest, webquests, video or webPowerpoint, Keynote, Excel), graphic conferencing or efield trips) with experts ororganizers (Kidspiration and Inspiration) or classrooms in other states or countries)presentation tools (iMovie, iTunes, iPhoto, 3.2.4 Use modeling and simulations (egUnited Streaming)students conduct simulations using online 2.2.4 Use available curriculum-specificresources)tools and School software andoccasionally Web 2.0 resources fromSchool Wiki to enhance and facilitiatelearning activities.3. 1.3.1 Create and deliver a basic 2.3.1 Deliver presentations with Teachers enable students to:Presentation of presentation (eg Word, Excel, PowerPointgraphics and sound (eg teachers use 3.3.1 Deliver multimedia presentationsInformation & NoteBook, Discovery Education video,software such as NoteBook, Powerpoint(students use software such as NoteBook,Final ProductsVisual Thesaurus) using School standard or Keynote, iPhoto, Discovery EducationPowerpoint, keynote, iPhoto iMovie, Discoveryhardware and software.video and Visual Thesaurus)Education video, Visual Thesaurusand Web 2.3.2 Conduct classroom lessons using2.0 tools)available media stations (projector or 3.3.2 Write, develop and publish individualSmartboard and projector, document or collaborative products (eg students publishcamera) (eg lead virtual field trips toprojects online to be reviewed by parents ormuseums, graphic organizers) peers. 2.3.3 Use technology throughout the 3.3.3 Develop skills in leadership, groupwriting process and when developingcooperation, and self-management throughresearch projects with students. their collaborative experiences with 2.3.4Visually present information (egtechnologyteachers create graphs in Excel or with a 3.3.4 Invent products through programminggraphic calculator, teachers use graphic or production (e.g., students produce how-toorganizers regularly)videos or movies to share with others)3.3.5 Direct their own use of technology (e.g., students stay current with new information through tools such as educational blogs / RSS feeds; teachers allow students to choose their own tools for products)3.3.6 Engage in inquiry-based projects driven by essential questions that engage students in critical thinking to solve authentic, real-world, problems3.3.7 Visually represent their learning (e.g. using graphic organizers, Excel graphs, etc.)4.1.4.1 Effectively keep/organize student2.4.1 Facilitate students using Teachers enable students to:Student information and grades using Edline and technology for assessment and self-3.4.1 Be involved with their parents andinformation Gradequickreflection (e.g., teachers use onlineteachers in the analysis of student data and&Assessment , quizzes and diagnostic/data analysis meeting standards, or participate in 3 4. SchoolSMART (Staff Matrix for Assimilating Resources and Technology) Guide tools, graph and analyze progress withdeveloping their own learning plans (e.g., class using Excel or GradeQuick)students use classroom-based assessments 2.4.2 Use technology resources (i.e.and assess Senteo. MAP testing) to gather andtheir own work) analyze data to inform instruction2.4.2 Use Edline / GradeQuick to post (evaluation of student scores to inform regular comments for parents regarding instruction)student progress online. 2.4.3 Use technology to facilitate thefeedback and revision process (e.g. track changes, comments, shared folders, email, etc) 2.4.4 Select technology resources that reflect knowledge of and respect for diversity and learning styles and facilitates differentiated instruction (software, websites, etc.) 2.4.5 Use Edline / GradeQuick to post quarterly comments for parents regarding student progress online.5.1.5.1 Teacher takes proper care of the2.5.1 Teacher and students develop 3.5.1 Teacher empowers students to takeSMARTboardSMART Board keeps sharp objects away proper care and treatment proceduresresponsibility for proper care of the SMARTIntegration from board and doesnt use abrasivefor using the SMART Board.Board. Students model appropriate treatmentcleaners.2.5.2 Teacher uses the SMART Board and use of the SMART Board.1.5.2 Teacher uses the SMART Board formost of the school day, but when it is not3.5.2 Teacher uses the SMART Board thespecific applications during the week andin use (45-min or longer) the projector ismajority of the school day, but when it is not inturns the projector off if it will not be used usually turned off to save the bulb life. use (45-min or longer), the projector is alwayswithin a 45-minute time frame. 2.5.3 Teacher uses the SMART Board toturned off to save the bulb life.1.5.3 Teacher is the primary user of thepresent information and creates 3.5.3 Teacher presents information on theSMART Board. interactive lessons for students during SMART Board and creates interactive lessons1.5.4Teacher uses the SMART Board whole class and small group instruction.for students in a variety of instructionalprimarily for providing directions, DOL, 2.5.4 Teacher effectively movessettings. Teacher enables students to designDiscovery Education videos, PowerPoint between Notebook software and all and use the SMART Board for presentationspresentations, scanned worksheets andother applications. and projects.bell work exercises. 2.5.5 Teacher uses the SMART Board for 3.5.4 Teacher uses the SMART Board for1.5.5Teacher uses the basic SMART tools providing background information andproviding background information andincluding pens, erasers, handwriting directions and also has st