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well-defined (6 pts.) |
needs clarification (4 pts.) |
beginning (2 pts.) |
| Vision |
- The vision statement is clearly stated for the beliefs and values of
the school/district.
- The statement defines the perceived ideal future for all learners.
- The technology vision supports the whole school/district vision.
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- The vision statement lacks clarity of the beliefs and values of the
school/ district.
- The statement needs definition of the perceived ideal future for all
learners.
- The technology vision is an add-on to the whole school/district vision.
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- The vision statement does not include the beliefs and values of the
school/ district.
- The statement does not recognize the future for all learners.
- The technology vision is an add-on and separate to the whole school/district
vision.
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| Current Situation |
The current reality of the school/ district is stated regarding:
- school/community interaction.
- engaged learning.
- professional development.
- technology hardware, infrastructure, software, and technology support.
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The current reality of the school/ district is stated, but only defines
three of the four areas of development:
- school/community interaction
- engaged learning
- professional development
- technology hardware, infrastructure, software, and technology support
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The current reality of the school/ district is stated, but defines less
than three of the four areas of development:
- school/community interaction
- engaged learning
- professional development
- technology hardware, infrastructure, software, and technology support
|
| Community/School
Support |
A clearly defined statement which addresses:
- increase community awareness to the need and importance of technology
to learners in the 21st Century
- implementation goal and strategies
- person/persons responsible for overseeing implementation
- cost and funding for implementation
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Statement addresses four areas of support, but "how" it will
be acquired is not clearly defined:
- increase community awareness to the need and importance of technology
to learners in the 21st Century
- implementation goal and strategies
- person/persons responsible for overseeing implementation
- cost and funding for implementation
|
Statement does not address all four areas of support, and/or "how"
it will be acquired is not clearly defined:
- increase community awareness to the need and importance of technology
to learners in the 21st Century
- implementation goal and strategies
- person/persons responsible for overseeing implementation
- cost and funding for implementation
|
| Engaged Learning
Goals and Activities |
- A statement is made to the high priority of improvement toward engaged
learning. Activities and goals reflect and/or include many indicators of
engaged learning. Examples would be: activities that support standards
and benchmarks of learner outcomes, indicators of EL are reflective in
the activities of the learners, tasks are authentic and driven by higher
order cognitive skills, focuses on the changing student role in learning,
etc.
- Best use of high technology indicators are established to promote EL.
All necessary technical support people and items are firmly in place.
Plugging
In (1995) |
- A statement is made to the priority of improvement toward engaged learning.
Activities and goals reflect and/or include many indicators of engaged
learning. Examples would be: activities that support standards and benchmarks
of learner outcomes, indicators of EL are reflective in the activities
of the learners, tasks are authentic and driven by higher order cognitive
skills, focuses on the changing student role in learning, etc.
- Best use of high technology indicators are present to promote EL. All
necessary technical support people and items are in a growth phase.
Plugging
In (1995) |
- The statement does not mention priority of improvement toward engaged
learning. Activities and goals reflect and/or include some indicators of
engaged learning. Examples would be: activities that support standards
and benchmarks of learner outcomes, indicators of EL are reflective in
the activities of the learners, tasks are authentic and driven by higher
order cognitive skills, focuses on the changing student role in learning,
etc.
- Best use of high technology indicators are needed to promote EL. All
necessary technical support people and items are minimal.
Plugging
In (1995) |
| Professional Development
Goals and Activities |
All of the following items are present:
- Plan supports all staff within the school/district.
- Staff development is supported through collaboration with peers.
- Technical assistance is provided.
- Time to promote learning and knowledge acquisition.
- Goals and activities support student learning through:
- new instructional methods.
- involving teachers in curriculum design.
- exploration of the possibilities of technology innovations in education.
- meeting the individual learner needs.
- ongoing and sequential course work.
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Many of the following items are present:
- Plan supports all staff within the school/district.
- Staff development is supported through collaboration with peers.
- Technical assistance is provided.
- Time to promote learning and knowledge acquisition.
- Goals and activities support student learning through:
- new instructional methods.
- involving teachers in curriculum design.
- exploration of the possibilities of technology innovations in education.
- meeting the individual learner needs.
- ongoing and sequential course work.
|
A few of the following items are present:
- Plan supports all staff within the school/district.
- Staff development is supported through collaboration with peers.
- Technical assistance is provided.
- Time to promote learning and knowledge acquisition.
- Goals and activities support student learning through:
- new instructional methods.
- involving teachers in curriculum design.
- exploration of the possibilities of technology innovations in education.
- meeting the individual learner needs.
- ongoing and sequential course work.
|
| Timeline |
A clearly defined statement for implementation of goals and strategies. |
A loosely defined statement for implementation of goals and strategies. |
Statement of implementation does not follow a sequential course. |
| Assessment/Evaluation |
The plan clearly identifies:
- data collection for effective evaluation (quantitative and qualitative).
- goals and indicators of achievement.
- integration into the curriculum.
- realistic accomplishments to individual situation.
- process as ongoing.
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The plan identifies:
- data collection for effective evaluation (quantitative and qualitative).
- goals and indicators of achievement.
- integration into the curriculum.
- realistic accomplishments to individual situation.
- process as ongoing.
|
The plan is missing and/or does not address one or all of the following:
- data collection for effective evaluation (quantitative and qualitative)
- goals and indicators of achievement
- integration into the curriculum
- realistic accomplishments to individual situation
- process as ongoing
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| Design |
- uses the template
- easy to read and understand
- spelling/grammar/punctuation correct
- header/footer completed
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- uses the template
- easy to read and understand
- spelling/grammar/punctuation correct
- header/footer completed
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