I think a perfect way to know if teachers meet these competencies is to incorporate the standards into our digital professional portfolio. This year, we had to evaluate ourselves using Kim Marshall’s Teacher Evaluation Rubric and then choose our goals based on our self-evaluation. This would be a great place to include the ISTE-T (I don’t think any of the teachers in my building have even heard of them) and have teachers also choose a technology goal. All our students in grades 2-12 are 1:1 so it is imperative that we integrate technology into our curriculums. Using the NET-T and the NET-S would be a perfect format. Afterwards teachers should reflect on their technology goal once a month. I also think that the administrators should use the NETS-T as a basis for their observation and reflection when they complete their mini-observations; one administrator completes a mini-observation each month for each teacher. For our professional portfolios, we also have to request student feedback. As part of that survey, teachers should include questions based on the NETS-T. Who better to ask if we're meeting these standards?
In regards to measuring how administrators meet the competencies as found in the NETS-A, I think they should elicit feedback from their staff. I also think that administrators should self-reflect on a monthly basis so as keep these standards in the forefront of their minds.
Below is a write-up provided by my administrator from this past week. It would be a perfect place to make a connection to the NETS-T, especially since the “list of options” include many digital choices. Click here for this menu of options.
posted Dec 4, 2013, 5:25 PM by JA [ updated Dec 4, 2013, 5:26 PM ]
The students were focused on you, pausing to take notes as you talked through the information regarding prominent figures of the Gilded Age. You provided them with descriptions of Frank Baum, JP Morgan, Andrew Carnegie and Rockefeller. The students added pieces of character trait information to the discussion.
I liked how you facilitated a conversation about the word epitaph, explaining that it’s a way to sum up a person’s life. You asked the students if they wanted to try to write an epitaph for one of the people being discussed. The kids came up with, “I like money”, “Oil, oil, oil”, and “The true wizard of Oz”.
The students were able to clearly explain the assignment, and their task to me. They told me that they had a list of options for work that they could complete to earn points as they learned about this era in history. They shared some of their work with me, and told me about plans to create a review game.
The students flipped to the back of their sheets when you asked them to, and quickly understood the valuable review tool you had created for them. They were engaged with the builders/dreamers format, and began to talk with their tablemates about the problem the dreamers were trying to solve by building the specific items outlined on the page.
Of special note during this observation was the engagement of every single student in the room. The students emanated a seriousness of purpose, while clearly enjoying the independence that this work allows.”
I really like your list of tasks as we know it is not about the tool, but the learning. So what ever helps the kids learn and show what they know is fine using technology or not. I do love how there is independent learning and once kids can take charge of their own learning, as long as they are engaged, they will do so much better and take ownership.
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