District Technology Plan: Teacher Survey #1

This survey is completely anonymous and is being delivered as part of our District's 2016-2018 Technology Plan for MDE.


 
Your responses will help the district to move forward with digital learning initiatives district-wide. There will be 4 surveys in this series. Please read each question and choose the response that most closely represents your proficiency in that area.
 
The questions in this survey are based off the Rubric for Effective Teacher Technology Use, which is organized by the Four Domains of Danielson's Framework for Teaching.
 
The full rubric can be found here: https://drive.google.com/a/isd423.org/file/d/0ByFnr3uJ9xOZbnlKRS1oQ0NIb00/view?usp=sharing
 
Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.
 
Rubric coauthored by Doug Johnson (doug0077@gmail.com), director of media and Technology, Mankato Area Public Schools, Mankato, Minnesota, and Nathan Mielke (ndmielke@gmail.com), data coordinator and instructional technology integrator, Germantown Public Schools, Germantown, Wisconsin.


A red asterisk (*) indicates required questions.

  1. The teacher uses online resources, including professional social networking sites, to stay current on the latest research and best practices in his or her field.

    *
    Not Present: The teacher has not utilized online resources.
    Developing: The teacher reviews information online, discusses it with colleagues, but practice is minimally affected.
    Proficient: The teacher interacts in online networks with professionals. Teaching reflects what has been learned from those interactions.
    Advanced: The teacher creates and shares innovative content and teaching practices with other professionals online.


  1. The teacher is aware of the characteristics of “net generation” learners and their relationship with technology and uses this information to design engaging activities.

    *
    Not Present: The teacher is not aware of the characteristics of "net generation" learners and their relationship with technology.
    Developing: The teacher is aware of the characteristics of “net generation” learners and their relationship with technology and uses this information to design engaging activities.
    Proficient: The teacher uses technologies to offer students a variety of resources to learn and solve problems.
    Advanced: The teacher asks students to use technology resources of their choosing to learn and solve problems every day in class.


  1. The teacher determines the technology skill level of students, knows the expected competencies for productivity and research, and finds means of remediation of individual students when needed.

    *
    Not Present: The teacher does not determine the technology skill of students and is not aware of the expected competencies for productivity and research.
    Developing: The teacher knows individual skill levels, but moves on according to predetermined lesson plans.
    Proficient: The teacher has appropriate expectations of students based on their technology skill levels. Creates separate predetermined pathways for low and high skilled students.
    Advanced: The teacher uses formative assessments to gauge student skill development and provides flexible pathways, including student choice, for all learners.


  1. The teacher uses adaptive and adoptive technologies with students with special needs.

    *
    Not Present: The teacher does not utilize adaptive and adoptive technologies with students with special needs.
    Developing: The teacher uses technologies based on IEP requirements.
    Proficient: The teacher uses technologies to meet the special needs of students with and without IEP requirements.
    Advanced: The teacher empowers students with special needs to be independent.


  1. The teacher establishes appropriate goals for technology applications for students.

    *
    Not Present: The teacher does not establish goals for technology applications for students.
    Developing: The teacher establishes technology goals that are not related to curricular content.
    Proficient: The teacher establishes clear quality criteria that apply the technology in a context. Students know what is expected of the products they create with technology.
    Advanced: The teacher asks students to create quality criteria related to technology use.


  1. The teacher knows, accesses, and uses digital resources provided by the state and district, including productivity tools, online teaching and reference materials, and textbook supplemental materials.

    *
    Not Present: The teacher does not access or use available digital resources.
    Developing: The teacher uses school-provided technology for learning during technology units during the school year.
    Proficient: The teacher uses school-provided technology for learning in all units during the school year and complements school-provided resources with carefully chosen external resources.
    Advanced: The teacher provides leadership in the use of school-provided technologies.


  1. The teacher designs learning activities that use the technology resources available to them.

    *
    Not Present: The teacher does not utilize technology resources that are available.
    Developing: The teacher creates learning activities with technology that focus on lower-order thinking skills.
    Proficient: The teacher creates learning activities with technology that enable students to learn independently, to be creative, and to think critically.
    Advanced: The teacher creates learning activities with technology that enable students to learn independently, to be creative, and to think critically about issues relevant to their own lives.





Mrs. Buckentin
Technology Innovation Specialist
Hutchinson Public Schools #423
Hutchinson, MN