Clarifying Activities

Nomination Form—Campus Technology Applications Best Practices

Note: Please use the enclosed Campus Best Practices Assessment Rubric prior to completing this form.

Return completed form to: Texas Center for Educational Technology, University of North Texas, P.O. Box 311337, Denton, Texas, 76203.

Or fax to: 940 565 4425, Attention: TCET

Name of Campus
 Telephone
School District
 Campus Enrollment
Address
 Grades Served

ESC #   Co./Dist. #
Contact Person
 E-mail

Position
Campus Demographics:

Number of professional staff (teachers, counselors, etc.):
Number of non-certified staff (instructional aides, secretaries, etc.):
Number of building administrators:

"Best Practice" Category for which this campus is nominated: (check all those that apply)

Teaching and Learning:   Planning    Implementation    Results
Professional Development:   Planning    Implementation    Results
Brief narrative of why this campus should be considered as an example of educational technology best practice. (Please provide a vivid example(s) of what makes this campus exceptional):

 

Campus Best Practices Assessment Rubric

The following Assessment Rubric is designed to help district leaders identify truly innovative and consistently high-level technology planning, implementation, and results in Teaching and Learning and/or Professional Development. Use of this rubric should precede nomination of a campus as an exemplar of technology best practice.

Directions:

  1. Identify a campus you think might serve as an example of technology best practices in Teaching and Learning and/or Professional Development.

  2. Review any technology planning materials and the campus improvement plan to identify campus technology goals.

  3. Verify implementation and results of any plans with a visit(s) to the campus.

  4. Have a conversation with administrators, teachers, parents, and students (where appropriate) from that campus about your observations.

  5. Complete the rubric by “bubbling in” your perception of what level (traditional, transitional, innovative) the campus operates in Teaching and Learning and/or Professional Development.

Teaching and Learning
Traditional Practice   Transitional Practice Innovative Practice

There is evidence of some planning to use technology to provide curricular, instructional, and assessment opportunities to enhance teaching and learning.

There is evidence of shared planning to use technology to provide students with a variety of curricular, instructional, and assessment opportunities to enhance teaching and learning. Planning is aligned with the campus improvement plan.

There is evidence of shared, comprehensive planning to use technologies to provide students with a variety of curricular, instructional, and assessment opportunities to enhance teaching and learning. Planning is aligned to improvement plan and regularly communicated, evaluated, and refined.

Consistent with the plan, some teachers and students use technologies to improve and assess academic knowledge and skills, and address individual needs. Some teachers and students use technologies to gather, analyze and present information.

Consistent with the plan, many teachers and students use technologies effectively in multiple ways to improve and assess academic knowledge and skills, and to address individual needs. Many use technologies to gather, analyze, and present information and share their learning informally within the school.

Consistent with the plan, most teachers and students use technologies effectively in multiple ways to improve and assess academic knowledge and skills, and to address individual needs. Most use technologies to gather, analyze, and present information. Promising practices are formally and informally shared school-wide and beyond.

There is some evidence of improved academic achievement (e.g., improved test scores, writing samples, quality of student work) linked to the use of technologies

An increase in academic achievement is linked to the use of technologies as suggested by systematically collected and analyzed results-based data/evidence.

A significant increase in academic achievement is linked to the use of technologies as suggested by systematically collected, analyzed, and reported results-based data/evidence.

There is little evidence that the Technology Application TEKS are consistently used for instruction.

There is some evidence of use of the Technology Applications TEKS for instruction. Small groups of faculty and staff use the Technology Application TEKS.

There is overwhelming evidence of use of the Technology Application TEKS for instruction. Most faculty and staff work together to systematically deliver instruction on the Technology Application TEKS.
 

Professional Development
Traditional Practice   Transitional Practice Innovative Practice

There is evidence of some planning among staff for professional development in technology to enhance teaching and learning

There is evidence of shared planning based on needs analyses among staff for professional development in technology to enhance teaching and learning. Planning is aligned to the campus improvement plan.

There is evidence of shared, comprehensive planning based on identified goals and needs analyses among staff for professional development in technology that enhances teaching and learning. Planning is aligned with the campus improvement plan and regularly communicated, evaluated, and refined.

Consistent with the plan, some staff complete skills-based technology training. There is some evidence that professional development is beginning to focus on using technology as a tool for enhancing teaching and learning.

Consistent with the plan, many staff complete technology training and use technologies for enhancing teaching and learning. There is some opportunity for practice with low-risk feedback.

Consistent with the plan and as a result of the professional development, most staff use technologies for enhanced teaching and learning and regularly expand their technology skills. Staff collaborates, shares knowledge, and coaches each other.

Staff exhibits an expanding sense of confidence in using technologies for teaching and learning. Evidence (e.g., increased test scores, improved attendance, greater engagement) links improved student academic  achievement to staff use of learned technologies.

Staff displays a moderate degree of knowledge and skill in using technologies for teaching and learning. Systematically collected and analyzed results-based data/evidence (e.g., student learning behaviors, staff development attendance) links improved academic achievement to staff use of learned technologies.

Staff displays a high degree of collaboration, knowledge, and skill in their individual and collective ability to use technologies effectively for teaching and learning. Systematically collected, analyzed, and reported results-based data/evidence links significantly improved student academic achievement to staff use of learned technologies.