ICT PD Rubrics

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ICT PD Rubrics
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ICT competency standards for teachers
http://tinyurl.com/283oe8
UNESCO and partners set up ICT competency standards for teachers
As part of its mandate to build capacity in education worldwide and enable all students to benefit from high quality teaching standards, UNESCO initiated, in 2006, a project aimed at providing core standards for the integration of information and communication technology (ICT) into the classroom.
The Competency Standards for Teachers (CST) project was launched on 8 January 2008 after two years of development at the Moving Young Minds conference, an international seminar gathering 100 education ministers from around the world to discuss the role of technology in enhancing education.

Technology / ICT Self-assessment Tool for Teachers
http://www.doe.mass.edu/edtech/standards/tool.pdf
Massachusetts Department of Education Technology Self-assessment Tool for teachers
This technology instrument has been designed for:
1. Teachers: to determine their own levels of technology proficiency and to identify personal technology professional development needs.
2. Schools/Districts: to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology.
3. The State: to gather and report data on technology competencies and technology professional development.

Staff ICT Skills Audit
http://easyweb.easynet.co.uk/~etfreedman/downloads/skills_audit.pdf
Staff ICT Skills Audit Proforma (pdf file)

Samples of Teacher Technology Competencies (USA)
http://www.tcet.unt.edu/START/assess/standard.htm
Samples of Teacher Technology Competencies | Samples of Administrator Technology Competencies | Technology Competencies and Standards | Samples of Student Technology Competencies |

Teachers ICT Skills Framework EEP
http://www.eep-edu.org/innservice/Skills/ICTSkillsF.htm
Teachers ICT Skills Framework EEP
The E.E.P. is starting to explore the range of new skills that education professionals will need in ICT-rich learning environments.
Click each major area of skills to view the range of skills we believe each contains. We are not suggesting that all teachers will need to acquire all these skills. Some skills will be needed by all teachers and some by only a few teachers. We are also not suggesting that teachers should already have these skills. In the next ten to twenty years there will be major changes in the ways that education and learning happen; teachers' skills will need to develop alongside these changes.
Resources for learning | Learning approach | Communication and collaboration | Learning management and recording |

The Matrix
http://matrix.becta.org.uk/
The matrix is an online tool, developed by NCSL and Becta (UK), which facilitates self-evaluation and action planning. Use the matrix to review your current position against a set of levelled statements. There are exemplars available that place the statements into helpful scenarios and context.
As you complete the matrix, an action plan, based on your results, is produced. This action plan contains helpful support and guidance, which you may wish to consider. Some matrices may have links to online resources, which open up a new window, allowing you to return quickly to the matrix.
Leadership and Mabagement | Personal Computer Competences | Presentation Technology |

SMART Education Online Audit Tools
http://www.smart-education.org/shared/audit-tools.asp
The SMART Education Audit Tools have been designed to help you identify your ICT skills and your Professional Development needs.
The Audit Tools will also enable Senior Managers in schools and colleges to create a profile of needs that will inform individual development plans. It is important that users make use of these tools and redo their profile as skills knowledge and understanding develops. A copy of the individual needs profile can be printed and placed in a Professional Development Portfolio.

Assessment Schemes for Teachers?ICT competence
http://insight.eun.org/eun.org2/eun/en/Insight_Policy/content.cfm?ov=34120&lang=en
Assessment Schemes for Teachers?ICT competence
The latest EUN report "Assessment Schemes for teachers?ICT competence" analyses the state of the art of ICT related training and assessment for teachers in sixteen European countries. The report, which is primarily aimed at policy makers at various levels responsible for school education, identifies main developments and emerging key issues of teachers?ICT professional development in policy and practice that are of similar concern between countries. It therefore can help to identify partners to work on the issues together and to connect to existing initiatives.
The report also suggests that training policies, aiming now to enhance teachers?pedagogical ICT competence, focus mainly on educational targets, which are important for teachers to identify with. However, a precise definition of terms such as digital literacy, and means of implementation need to be included likewise in training policies in the future.

20 Technology Skills All Educators Should Have
http://thejournal.com/magazine/vault/A5387.cfm
20 Technology Skills Every Educator Should Have (USA)
Artical in 'The Journal'
Here is a comprehensive listing of the technology skills that every educator should have. Because as computer and associated technologies continue to change and evolve, educators must continue to strive for excellence in their work. Today that includes continued time and effort to maintain and improve their technology skills (as much as some educators do not want to admit).

Personal Computer Competences Matrix
http://tinyurl.com/89hfj
Personal Computer Competences Matrix
The new PCC matrix is divided into three categories, allowing you to focus on one area at a time. It forms part of the SLICT (Strategic Leadership of ICT) course for headteachers.
1. General Computer Skills | 2. Personal Productivity Skills | 3. Communications and Organisational Skills |

ICT Expectations for Teachers in Tasmania
http://www.education.tas.gov.au/ictpl/irt/EET.htm
Embedding Educational Technologies into Professional Practice : Teaching and Learning Strand
What ICT skills are expected from teachers in Tasmania
ICT | IT | teacher | capability | competence )

BASIC Technology Competencies for Educators
http://www.dpi.state.nc.us/tap/assess.htm#BASIC
Basic and Advanced Technology Competencies for Educators Self-Assessment Tool
This sample assessment tool was developed by NC technology educators in cooperation with the Instructional Technology Division of NCDPI. It contains supporting skills to mastering the required technology competencies and aligns the technology competencies with the student Computer Skills curriculum and the Information Skills curriculum.
teacher | ICT | capability | competence | assessment | technology | INSET | audit |

The National Educational Technology Standards (NETS)
http://cnets.iste.org/
The National Educational Technology Standards (NETS) Project is an ongoing initiative of the International Society for Technology in Education (ISTE) and a consortium of distinguished partners and co-sponsors.
The primary goal of the ISTE NETS Project is to enable stakeholders in PreK-12 education to develop national standards for educational uses of technology that facilitate school improvement in the United States. The NETS Project will work to define standards for students, integrating curriculum technology, technology support, and standards for student assessment and evaluation of technology use.

Personal Computer Competencies (uk)
http://matrix.becta.org.uk/user/index.cfm?matrix=62
Personal Computer Competencies (uk)
The purpose of this is not to judge your competencies, but to gather information about the skill staff possess and if this effects the use of ICT in the school. It can also be used to identify the appropiate training.
Online needs analysis ... from which an identified ICT skills baseline can be seen.
Begin an assessment - Complete the matrix by answering the questions in each category. This will generate an action plan that you can follow to meet the needs identified during your matrix assessment.
Review an action plan - Review the action plan that is generated from your matrix assessment. You can allocate tasks and set deadlines to ensure that you meet the needs identified during your matrix assessment and progress to the next stage of the matrix.
ICT | IT | INSET | rubric | rubrics | expected outcomes | training | needs analysis | General Computer Skills | Personal Productivity Skills | Communications and Organisational Skills |

Australia ICT - Teacher Training .. goals
http://www.tdd.nsw.edu.au/tilt/index.asp
Australia ICT - Teacher Training .. goals
The Training and Development Directorate has developed a program of training and support for teachers. The aim of the program is to enable teachers to integrate technology in their current teaching and learning practices.
The program is a thirty hour technology course for teachers K-12 known as Technology in Learning and Teaching (TILT)
Details of the Australian Programme and the goals (rubrics) they are trying to achieve can be found on this site.
ICT | IT | INSET | rubric | rubrics | expected outcomes | training |

UK TTA Teacher ICT Training Outcomes Summary
/csmith_ITinset/ICAA/TTAsum.doc
UK TTA Teacher Expected ICT Training Outcomes Summary
The Expected Outcomes are divided into two sections,
Section One deals with the skills, knowledge and understanding necessary to ensure effective teaching and assessment methods when using ICT.
Section Two deals with the skills, knowledge and understanding that teachers need in order to become competent in using ICT for effective teaching. All competencies should be interpreted according to subject and phase of education ICT | IT | INSET | rubric | rubrics | expected outcomes | training |

UK TTA Teacher ICT Expected Outcomes of Training
http://www.canteach.gov.uk/publications/community/ict/nof/tta00_05.pdf
UK TTA Teacher ICT Expected Outcomes of Training
The main aim of the ICT training initiative is to raise the standard of pupils?achievements by increasing the expertise of serving teachers in the use of ICT in subject teaching, to the level expected of all Newly Qualified Teachers who enter the profession, and by improving the competence and confidence of school librarians in the use of ICT.
The training will therefore enable teachers to reach the knowledge, understanding and skills set out in the Expected Outcomes on the following pages. The Expected Outcomes are based on the Initial Teacher Training National Curriculum for the use of ICT in subject teaching.
ICT | IT | INSET | rubric | rubrics | expected outcomes | skills |

US Standards for Basic Educ.Computing & Tech Literacy
http://www.iste.org/Standards/NCATE/basic.cfm
Standards for Basic Endorsement in Educational Computing and Technology Literacy (USA)
International Society for Technology in Education
Professional studies culminating in the educational computing and technology literacy endorsement prepare candidates to use computers and related technologies in educational settings. All candidates seeking initial certification or endorsements in teacher preparation programs should have opportunities to meet the educational technology foundations standards.
The National Council for Accreditation of Teacher Education (NCATE) is the official body for accrediting teacher preparation programs. The International Society for Technology in Education (ISTE) is the professional education organization responsible for recommending guidelines for accreditation to NCATE for programs in educational computing and technology teacher preparation.
ICT | IT | INSET | rubric | rubrics | expected outcomes |

The CODE 77 Rubrics (USA)
http://www.doug-johnson.com/dougwri/Rubbeg.HTM
Parents and administrators want "computer-literate" teachers. Students seek out teachers who meanlingfully use technology. And teachers themselves acknowledge that computer skills are increasingly necessary and important in fulfilling their professional duties. The specific computer skills which comprise computer literacy, however, are rarely articulated. "Computer literacy" as it applies to teachers can easily remain ill-defined: a politically correct buzz word without meaning or purpose.
When Mankato Area Public Schools began its formal staff development program to train teachers how to use technology five years ago, I wrote a series of rubrics (graduated performance indicators) which described what the district expected a computer using teacher to be able to do after 30 hours of formal computer instruction and six to nine months of practice. (The CODE 77 stands for Computers On Desks Everywhere in District #77, the name of our program.)
These rubrics primarily address professional productivity. They are the foundation on which more complex technology and technology-related professional skills are built. Teachers who have mastered these skills are able to use the computer to improve their traditional instructional tasks such as writing, record-keeping, designing student materials, and presenting lessons. These skills also build the confidence teachers need to use technology to restructure the educational process.
ICT | IT | INSET | rubric | rubrics | expected outcomes |