Blended Learning Rubric
Blended Learning Rubric Proficiency Levels
Beginner - Displays a basic level of understanding of the strand but is inconsistent in execution
Intermediate - Executes components of the strand in accordance with how they were trained and does so with observable consistency
Proficient - Consistently executes the strand and customizes their practices to address the unique needs of each class and/or subject
Advanced - Utilizes advanced tools and processes to elevate their execution of the strand with ease and effectiveness
Blended Learning Rubric Domains
Domain I : Develops a culture that values the intention of a blended learning classroom
Strand A: Invest stakes holders (students, parents, fellow staff) in the value of using a blended classroom to achieve personalized goals
Variables: Consistency and quality of communication, breadth of stakeholders engaged (students, parents, fellow staff)
Beginner | Intermediate | Proficient |
Advanced |
At the start of the year, the teacher explain the reason for transitioning to a blended learning model to students. |
Teacher sporadically shares with parents and students how their blended classroom is meeting the needs of individual students and supporting their academic growth. |
Teacher delivers targeted parent and student messages about the value of blended learning; teacher collaborates with colleagues to discuss the effectiveness of their blended classroom in addressing each student's academic needs. |
Teacher consistently collaborates with colleagues, parents, and students to inform and enhance their blended classroom model; teacher actively engages stakeholders in creating a more personalized academic experience for students. |
Example: At the beginning of the year, Mrs. Lennon introduces her students to the goals and rationale for going blended. |
Example: At the beginning of the year, Mrs. Lennon invites parents and students to participate in a blended classroom simulation. She occasionally revisits the goals behind 'going blended' during casual conversations with parents and students. |
Example: At the beginning of the year, Mrs. Lennon invites parents and students to participate in a blended classroom simulation. She discusses the challenges and best practices for blended learning during regular grade level meetings with her colleagues. Mrs. Lennon also revisits the goals behind 'going blended' in her monthly class newsletter and during regular conferences with parents and students. |
Example: At the beginning of the year, Mrs. Lennon invites parents and students to participate in a blended classroom simulation. She discusses the challenges and best practices for blended learning during regular grade level meetings with her colleagues. During the year, she sends out bi-weekly emails to help parents better understand content providers, ed tech tools, and progress reports. Once a month, she hosts a workshop to help parents take action on the data collected in the blended classroom. Additionally, she has students communicate their personal learning goals through weekly reports to their parents. |
Strand B: Provide students with opportunities to develop and master their personalized academic goals
Variables: Level of student responsibility in setting and tracking goals, level of flexibility students have in working on and mastering goals
Beginner | Intermediate | Proficient |
Advanced |
The teacher leads students in creating academic goals as a class. Students have some opportunities to work on mastery of their goals. |
Teacher leads students in creating personalized academic goals and revisiting them periodically. Teacher provides regularly scheduled opportunities for students to work on unmastered goals during class. |
Teacher provides students with the tools to create and track their own personalized academic goals. Teacher provides regularly scheduled opportunities for students to work on unmastered goals during class. |
Teacher provides students with the tools to create and track their own personalized academic goals. Teacher provides the students the flexibility to work on their unmastered academic goals as needed during or outside of the school day. |
Example: At the beginning of a unit, Mr Lang directs his students to write out their academic goals related to making progress in adding and subtracting fractions. Some students do not master the skill, but they do not update their goal or return to work on the skill until the end of the six week unit. |
Example: At the beginning of a unit, Mr. Lang directs his students to write out their academic goals related to making progress in adding and subtracting fractions. Some students struggle to master the skill and Mr. Lang provides additional opportunities for them to work towards mastery in class both in small group reteach and additional practice in digital content. |
Example: At the beginning of a new unit, Mr Lang introduces the tracker tools that students can use to record and monitor their academic goals. The teacher schedules time each week to discuss progress towards mastery with individual students. Mr Lang provides additional opportunities for them to work towards mastery in class both in small group reteach and additional practice in digital content. |
Example: Students in Mr Lang's class consistently use a tracker to record and monitor their academic goals. They have goal buddies who they check in with each week to discuss progress toward their goals. If a goal is unmastered, students choose from a menu of options including schedule a time with the teacher for reteach, learn from a peer, watch an online video, ask a parent, practice with digital content, join after school tutoring to help move toward mastery. Students sign up in an online schedule to retake their mastery assessment when they feel they've mastered the content. |
Strand C: Develop students' digital ethics and personal ownership of digital property
Variables: Clarity of procedures for maintaining digital resources, level of responsibility given to students
Beginner | Intermediate | Proficient |
Advanced |
At the start of the year, the teacher explain the reason for transitioning to a blended learning model to students. |
Teacher sporadically shares with parents and students how their blended classroom is meeting the needs of individual students and supporting their academic growth. |
Teacher delivers targeted parent and student messages about the value of blended learning; teacher collaborates with colleagues to discuss the effectiveness of their blended classroom in addressing each student's academic needs. |
Teacher consistently collaborates with colleagues, parents, and students to inform and enhance their blended classroom model; teacher actively engages stakeholders in creating a more personalized academic experience for students. |
Example: At the beginning of the year, Mrs. Lennon introduces her students to the goals and rationale for going blended. |
Example: At the beginning of the year, Mrs. Lennon invites parents and students to participate in a blended classroom simulation. She occasionally revisits the goals behind 'going blended' during casual conversations with parents and students. |
Example: At the beginning of the year, Mrs. Lennon invites parents and students to participate in a blended classroom simulation. She discusses the challenges and best practices for blended learning during regular grade level meetings with her colleagues. Mrs. Lennon also revisits the goals behind 'going blended' in her monthly class newsletter and during regular conferences with parents and students. |
Example: At the beginning of the year, Mrs. Lennon invites parents and students to participate in a blended classroom simulation. She discusses the challenges and best practices for blended learning during regular grade level meetings with her colleagues. During the year, she sends out bi-weekly emails to help parents better understand content providers, ed tech tools, and progress reports. Once a month, she hosts a workshop to help parents take action on the data collected in the blended classroom. Additionally, she has students communicate their personal learning goals through weekly reports to their parents. |
Domain II : Creates systems and routines that maintain an effective blended learning environment
Strand A: Develop routines for efficiently guiding students through digital and non digital worktime
Variables: Consistency of routines, maximization of instructional time, level of student responsibility
Beginner | Intermediate | Proficient |
Advanced |
Teacher convenes students as a whole group at the start of class to communicate blended classroom expectations for the day. |
Teacher posts students' daily blended classroom schedule, start up/shutdown responsibilities and lesson expectations on the whiteboard and reviews them at the start of each class. |
Teacher trains students in a class routine where they independently review their daily blended classroom schedules, start up/shutdown responsibilities and lesson expectations during key points in the class. |
Teacher provides offline and online tools for students to independently manage their blended classroom schedules, start up/shutdown responsibilities and lesson expectations in and outside of class. |
Example: After students enter the room in the morning, Mr Tang convenes the class on the rug to revisit expectations for transitions and cleanup during blended learning rotations. Mr Tang also awards the 'Star Learner' medal to the student who demonstrated the best behavior during yesterday's rotations. |
Example: Students in Mr Tang's class follow the class schedule as prescribed by the teacher and follow routines for transitioning from digital-based lessons to teacher-led instruction when prompted by the teacher. They are able to function independently in each station with little teacher support. |
Example: Each Monday, Mr Tang distributes a rotation schedule to all students, which breaks down who will go to each station on each day and for what. To manage transitions, Mr Tang assigns a student to announce when there are 5,2,1 minutes left in a rotation. When one minute remains, students begin to wrap-up, save their work, and clean up their stations. When the timer rings, students automatically move to their next station, review their agenda and begin working. |
Example: Mr Tang trains students to review and update their digital agenda, which they can access both in and outside of class. The agenda outlines goals and rotation schedules. To manage transitions, Mr Tang assigns a student to announce when there are 5,2,1 minutes left in a rotation. When one minute remains, students begin to wrap-up, save their work, and clean up their stations. When the timer rings, students automatically move to their next station and begin working. |
Strand B: Efficiently address technology related challenges during class
Variables: Amount of small group instructional time preserved
Beginner | Intermediate | Proficient |
Advanced |
Teacher pulls students into whole group, offline instruction when technology issues arise; reaches out to colleagues for tech support. |
Teacher pulls students into whole group offline instruction when technology issues arise; uses approve tech support protocol to route and efficiently resolve tech problems. |
Teacher provides students with guidelines for addressing technology issues on their own prior to reporting issues to the teacher; provides students with an offline backup option to complete lesson objectives. |
Teacher provides students with guidelines for addressing technology issues on their own prior to reporting issues to the teacher; provides students multiple offline and online backup options to complete lesson objectives. |
Example: One morning in History class, Ms Borgas notices that a number of students are experiencing issues with their digital content loading. The teacher pulls the whole class off the computers and provides students with a paper based lesson. After school, the teacher asks a fellow teacher to help identify the cause of the tech issue. |
Example: One morning in History class, Ms Borgas notices that a number of students are experiencing issues with their digital content loading. The teacher pulls the whole class off the computers and provides students with a paper based lesson. While students are working, the teacher submits a support ticket to the IT help desk to resolve the issue. |
Example: Ms Borgas has trained her students so that if their computer freezes, the know to reference the 'Computer Problem Solving Guide' in the computer station. If a student is not able to resolve the tech issue, s/he knows to turn off the computer and pick up a paper based work packet to practice the targeted skill. |
Example: Ms Borgas has trained her students so that if their computer freezes, the know to reference the 'Computer Problem Solving Guide' in the computer station. If a student is not able to resolve the tech issue, s/he knows to ask a designated classmate for help. The helper is trained to address more complicated tech issues and knows to log the issue in a Google doc that the teacher check daily. |
Strand C: Support students' ability to work purposefully while receiving digital content instruction
Variables: Quality of structures for keeping students on task, quality of support available to advance learning
Beginner | Intermediate | Proficient |
Advanced |
Teacher explains which digital content to work on and how it generally words; periodically checks on students to make sure they are on task at the computer. |
Teacher orients students to the layout and design of each digital content provider. Teacher provides a system for recording their work and requesting help that minimizes disruption to the rest of the class. |
Teacher orients students to each content provider and the digital content, help resources and scaffolding available to support their learning time; incentivizes students to record evidence of work and stay on pace in their digital learning goals. |
Teacher orients students to each content provider and the digital content, help resources and scaffolding available to support their learning time; students are incentivized to efficiently complete activities in their digital learning plan and to seek out appropriate resources to advance their learning. |
Example: At the beginning of the year, Mr Kent reviews the digital content providers that students will use in his 8th grade math class. He turns computers toward him so that he can quickly scan the room to ensure students are on task. |
Example: Mr Kent trains students to record each activity they complete and their score in their blended learning log. Mr Kent has also trained students on what to do when they get stuck on a problem in the digital content. |
Example: Mr Kent trains students on how and when to leverage each of their math content providers, some are used to instruct and others to practice. Students know to show their work on problems in digital content and to record their activity scores at the end of each session. Mr Kent awards class points to students based on their activity log. He conferences with students each week to check in on their progress toward their learning goals. |
Example: Mr Kent trains all students to use the blended learning guide. If a student struggles with an online lesson; she can consult the guide, which helps her decide how to pick another content provider to use for a supplemental lesson. Students can share out resources that helped them master skills by posting on the class blog. Mr Kent awards class points to students for time on task, standards mastered and resources shared with classmates. |
Domain III : Designs a digitally blended curriculum that supports student-centered instruction.
Strand A: Blend instructional pedagogies of digital and non digital content
Variables: Level of understanding and incorporation of digital content
Beginner | Intermediate | Proficient |
Advanced |
Teacher designs direct instruction focused primarily on offline resources. |
Teacher recognizes basic pedagogical themes of digital content and briefly acknowledges these themes when designing direct instruction lessons. |
Teacher has a deep understanding of digital content pedagogy and designs direct instruction lessons that reinforce or complement digital content pedagogy. |
Teacher has deep understanding of digital content pedagogy and develops an integrated pedagogy, informed by multiple content sources, for designing direct instruction lessons. |
Example: When designing a unit about natural disasters for his 4th graders, Mr Greenspan creates lesson based on the paper text book that the class has traditionally used. He then selects digital content that seems aligned in theme. |
Example: When designing a unit about natural disasters for his 4th graders, Mr Greenspan skims the "Natural Disasters" unit from his classes' digital provider for science. He assesses that the content will play a supporting role to his direct instruction, because it is best used as a way to practice skills and deepen understanding. |
Example: When designing a unit about natural disasters for his 4th graders, Mr Greenspan completes the "Natural Disasters" unit from his classes' digital provider for science. He notices that the lessons are heavy with direct instruction, diagrams and reading text. As a result, Mr Greenspan designs a collaborative end-of-unit project where students have to simulate a natural disaster using Legos and other small objects placed in an aquarium. |
Example: When designing a unit about natural disasters for his 4th graders, Mr Greenspan completes the "Natural Disasters" unit from his classes' digital provider for science. He notices that the lessons are heavy with direct instruction, diagrams and reading text. He searches for another content provider that uses special temporal reasoning to explore real world math problems related to natural disasters. Finally, Mr Greenspan designs a collaborative end-of-unit project where students have to simulate a natural disaster using Legos and other small objects placed in an aquarium. |
Strand B: Incorporate all learning domains and modalities across digital and non digital content
Variables: Extent of learning domains and modalities covered by digital and non digital content
Beginner | Intermediate | Proficient |
Advanced |
Teacher uses direct instruction to build content knowledge and comprehension; uses digital content to reinforce content knowledge. | Teacher uses digital content to develop students' content knowledge and comprehension; uses direct instruction to reinforce and assess content comprehension. |
Teacher uses the appropriate instructional tools (direct or digital) to provide instruction across all learning domains and allow students to demonstrate true content mastery. |
Teacher provides a process for students to track the types of instruction they have received (modalities, learning domains) and seek out higher order learning experiences. |
Example: Mrs Parlato teaches students how to add and subtract fractions through direct instruction and then assigns digital content for students to practice this skill. |
Example: Mrs Parlato is teaching students how to add and subtract fractions. She uses digital content to introduce basic concepts for this skill. Then, during direct instruction, she assesses the students' comprehension of these basic concepts and builds on their learning by working on more complex problems. |
Example: Mrs Parlato is teaching students how to add and subtract fractions. Using a student account, she reviewed the related lessons in the digital content provider. She found that the lessons used diagrams and short tutorial texts to teach the concepts. As a result, she decided to use manipulatives during small group instruction to reinforce the concept through a different modality. At the end of the class, Mrs Parlato lets students choose from a menu of options regarding which station and content they would like to use to practice the skill and how they would like to be assessed. |
Example: Mrs Parlato is teaching students how to add and subtract fractions. Mrs Parlato lets students choose from a menu of options regarding which station and content they would like to use to practice the skill and how they would like to be assessed. She trains students to track the types of domains or modalities they lean towards and during conferences helps them reflect on why they tend toward these and how to help round out their learning. |
Strand C: Use digital content to support the delivery of differentiated learning paths (grade level, remediation or enrichment)
Variables: Level of differentiation, frequency of adjusting learning paths
Beginner | Intermediate | Proficient |
Advanced |
When designing an instructional unit, the teacher uses digital content to deliver the same path for all students. |
When designing an instructional unit, the teacher uses digital content to deliver one path for a majority of students and another path for the subset of students that are struggling. |
When designing an instructional unit, the teacher uses digital content to support all students with the path that is appropriate for their proficiency level and re-evaluates their learning path after major assessment benchmarks. |
When designing an instructional unit, the teacher uses digital content to support all students with the path that is appropriate for their proficiency level and re-evaluates their learning path after every major learning objective. |
Example: Mr West assigns the same digital content to all students to practice problems related to the class' current unit on Acids and Bases. |
Example: Mr West groups his class into a high and low group based on their pre-unit assessment. He assigns unique digital content to each of these two subgroups, with more scaffolded materials for the students who are struggling. He also differentiates his direct instruction for the two groups' proficiency levels. |
Example: Based on a pre-unit diagnostic, Mr West finds that 20 percent of his Chemistry class is far below basic on material related to Acids and Bases, 30 percent of students are performing at a basic level and 50 percent have mastered the material. Mr West decides that he will use the digital content to differentiate instruction for students. Mr West uses the pre-assessment data to assign each student a unique learning path based on their performance. Mr West gives an end of unit assessment and regroups students for re-teaching and advancement at that time. |
Example: Based on a pre-unit diagnostic, Mr West finds that 20 percent of his Chemistry class is far below basic on material related to Acids and Bases, 30 percent of students are performing at a basic level and 50 percent have mastered the material. Mr West decides that he will use the digital content to differentiate instruction for students. Mr West uses the pre-assessment data to assign each student a unique learning path based on their performance on the pre-assessment. Mr West gives end of week quizzes throughout the unit and adjusts the students learning path accordingly. |
Strand D: Use small group instruction to effectively address student learning needs
Variables: How small group instruction is used, level of differentiation, how often small groups are regrouped
Beginner | Intermediate | Proficient |
Advanced |
Teacher plans small group instruction for introducing new content; delivers the same teacher-led instruction to each group of students. |
Teacher plans small group instruction for multiple purposes (introducing new material, guided practice, tutoring, etc); delivers the same teacher-led instruction to each group of students. |
Teacher routinely plans small group instruction for multiple purposes (introducing new material, guided practice, tutoring, etc); delivers differentiated teacher-led instruction to each group of students using strategic grouping formats (homogenous, heterogenous, etc) |
Teacher routinely plans small group instruction for multiple purposes (introducing new material, guided practice, tutoring, etc); delivers differentiated teacher-led instruction to each group of students using strategic grouping formats (homogenous, heterogenous, etc), changing groups and grouping strategy to address individual student learning needs |
Example: Each Monday, Ms Rivera splits her class into two groups, having students practice recently learned objectives on the computer. Ms Rivera works with the other half of the class through a direct-instruction lesson. Half way through the class period the groups switch and Ms Rivera delivers the same lesson to the second group of students. |
Example: Each week Ms Rivera divides her class into two groups. One group engages in independent practice using digital content and small group collaborative projects. The second group meets with the teacher, who varies her time between introduction to new material, guided practice and tutoring, delivering the same lesson to each group. |
Example: Before the start of a new unit, Ms Rivera divides the class into three homogenous groups based on their pre-unit assessment scores. She delivers differentiated, targeted direct instruction to each group and assigns digital content to help fill in skill gaps or advance students who have demonstrated mastery in the pre-unit assessment. |
Example: After assessing student in a Friday quiz, Ms Rivera sees that four students are struggling to grasp the concept of main idea. Ms Rivera uses homogenous small groups to support these four students and assigns them an online instructional video on the concept of main idea. For students who have mastered the concept, she subdivides them into students who need practice on related skills and students who are ready for enrichment, leading differentiated activities for these subgroups. |
Domain IV : Measures and analyzes students' academic performance using multiple offline and online data sources
Strand A: Administer teacher-created and third-party assessment plan (standardized test and digital content vendors) to accurately measure student proficiency
Variables: How assessments are used, number of assessment types
Beginner | Intermediate | Proficient |
Advanced |
Teacher uses teacher-created assessment (summative and formative) to measure student proficiency |
Teacher uses teacher-created assessment (summative) to measure student proficiency; uses digital content assessments to measure student progress toward proficiency (formative) |
Teacher administers a blend of standardized, teacher-created, and digital content assessments (summative and formative) to measure student proficiency |
Teacher integrates teacher created and third party assessments (summative and formative) across multiple learning domains (Bloom's taxonomy) to accurately measure students' true proficiency level |
Example: Ms Woo delivers teacher-created online quizzes each week to students during a unit. She gives a paper-based, teacher-created assessment to her class at the end of each unit to determine student proficiency for a given set of standards/skills |
Example: Ms Woo uses a paper-based, teacher-created assessment to measure student proficiency at the end of a unit. She uses formative assessment data (from online content providers) to measure students' comprehension of particular standards/skills during the unit. |
Example: Ms Woo uses a combination of paper based and digital content assessments to measure her students' mastery of particular standards/skills, both during a unit and at the end of a unit. |
Example: To ensure the consistency of her students' performance, Ms Woo has her students complete a division activity on one math content provider, a division quiz on another math content provider and a division exam she created using division-based questions from her state's standards-based assessment. The students' proficiency levels are confirmed, as students demonstrate the same mistakes across all three assessments and receive a similar score on each. |
Strand B: Utilize online tools to streamline assessment data collection and analysis
Variables: Frequency of online assessments, granularity of student data reporting
Beginner | Intermediate | Proficient |
Advanced |
Teacher manually enters student grades into a teacher-created tracking tool or grade book. |
Teacher manually enters student data into a tracking tool. The tool tracks standards proficiency data but does not generate reports on student trends. |
Teacher uses data tool to automatically collect student assessment data from online assessments; tools aggregate student proficiency data and generate performance trend reports. |
Teacher uses data tool to automatically collect student assessment data from online assessments; tools provide analytics on standards-aligned proficiency data, reading levels, student productivity. |
Example: Mr McCrea enters student scores by hand into his Excel gradebook and uses this to generate weekly progress grades. |
Example: Mr McCrea administers paper-based assessments at the end of each unit and enters them by hand into his Excel gradebook. Mr McCrea also looks at data from digital content providers each week by downloading Excel spreadsheets that detail student proficiency on standards. |
Example: Mr McCrea administers daily exit tickets through an online system and reviews data nightly, using the student reports generated by the online system. Through these reports he is able to identify and analyze student trends in proficiency |
Example: Mr McCrea administers a cell biology exam through an online assessment tool. The test is scored instantly online and all questions on the exam are tied to standards, providing Mr McCrea insights into his students' performance on specific standards. The online tool provides reporting options to help Mr McCrea target subgroups of students for remediation and advancement. Mr McCrea uses this data to plan differentiated instruction for each of his small groups the following week. |
Strand C: Analyze data from multiple sources, online and offline, to identify students' individual learning needs
Variables: Frequency of reviewing data, breadth of data sources, degree of analysis
Beginner | Intermediate | Proficient |
Advanced |
Teacher conducts ad-hoc review of data (exit tickets, quizzes) to identify the learning needs of students at-large |
Teacher periodically analyzes standards-aligned data from multiple sources (exit tickets, quizzes, unit tests), online and offline, to determine the instructional needs of distinct student groups (high, medium, low) |
Teacher frequently compares standards and objective-level assessment results from multiple sources (exit tickers, quizzes, unit tests), online and offline, to confirm student's true proficiency level and identify the instructional needs of individual students. |
Teacher frequently compares standards, objective and related skill-level (eg. Lexile level) assessment data results from multiple sources, online and offline, to confirm student's true proficiency level and identify the instructional needs of individual students. |
Example: Mr Dannhaus occasionally uses exit tickets to gauge their mastery of daily objectives and uses this data to determine the level of re-teaching needed for the whole class the following day. |
Example: Mr Dannhaus uses data from his exit tickets and weekly quizzes to determine which subgroups of students need re-teaching on standards and which are ready for advancement and enrichment |
Example: Mr Dannhaus uses data from his daily exit tickets, weekly quizzes, and unit tests to identify the standards proficiency of individual students. Mr Dannhaus offers online and offline instruction targeted to the skills gaps of each individual student. |
Example: Mr Dannhaus uses standards data from daily exit tickets, weekly quizzes and unit tests along with Lexile level scores and data from his NWEA benchmark to identify the specific learning needs of individual students. Combining insights from this data with observations from project-based work samples for these students, Mr Dannhaus identifies the specific skills where individual students need targeted instruction |
Domain V : Adopts technology solutions that improve the effectiveness of a blended classroom.
Strand A: Select technology solutions that enable greater instructional differentiation and personalization for students (hardware and software)
Variables: Level of differentiation, level of personalization
Beginner | Intermediate | Proficient |
Advanced |
Teacher implements technology that enhances the delivery of direct instruction. |
Teacher uses technology that frees up more time for the teacher to deliver teacher-led differentiated instruction for subgroups of students |
Teacher uses technology that delivers or enables differentiated instruction for individual students; meets with students to help individualize their learning experience |
Teacher uses technology that delivers or enables differentiated instruction for each individual student; technology also allows students to personalize their own learning experience |
Example: Mr Lui uses on grade-level digital content to supplement the lessons he leads with students |
Example: Mr Lui uses leveled digital content to enable students to fill in skills gaps or push forward in content, while he delivers differentiated direct instruction to subgroups of students |
Example: Mr Lui uses an online math content provider that administers a standards-aligned level set test at the beginning of the semester and then provides learning paths for individual students based on their mastery of individual standards. He tracks student progress on standards and meets with individual students weekly to set goals and discuss their progress |
Example: Mr Lui uses an online math content provider that administers a standards-aligned level set test at the beginning of the semester and then provides individualize learning paths for students based on their mastery of individual standards. He tracks student progress on standards and meets with individual students weekly to discuss their goals and progress, which they set on their own and update in an online goal tracking program. |
Strand B: Acquire the technical knowledge and skills required to successfully adopt education technology solutions
Variables: Level of technical proficiency, quality of use, level of self-sufficiency
Beginner | Intermediate | Proficient |
Advanced |
Teacher adopts classroom technology but continues to request in-person assistance to execute standard technology functions. |
Teacher adopts basic functions of classroom technology and uses as directed; requires in-person or online assistance when encountering scenarios not covered in training. |
Teacher masters basic technology and gradually adopts advanced functions as new in-class applications emerge; requires outside assistance only when faced with unexpected technology malfunctions. |
Teacher masters basic and advanced features of classroom technology and innovates on its intended use; teacher is able to solve the majority of unexpected technology malfunctions using online resources, help guides, etc |
Example: Mrs Espinoza uses digital content in her classroom. She has trouble logging in to access students reports online and requests a member of the school staff come by the help her log in after school |
Example: Mrs Espinoza is able to log into relevant online programs and tools in her class. When Mrs Espinoza's computers are unable to load the students' digital content program due to a required software update, she emails IT staff to support her with making the update |
Example: Mrs Esponiza regularly monitors student computer use to ensure that the technology is working correctly. For example, one day she notices that students are taking longer than usual to log in. She notices that the digital content provider is experiencing a bug. Mrs Espinoz restarts the computer, but the error persists. She emails the support desk for the content provider and is able to resolve the issue with their guidance |
Example: Mrs Espinoza uses her digital content provider for students to practice grade level science problems and locates additional online tools for students to create related, real world science projects. Additionally, Mrs Espinoza regularly monitors student computer use to ensure that the technology is working correctly. For example, one day she notices that students are taking longer than usual to log in. After school she logs onto a student computer and finds that a software update is needed. Mrs Espinoza runs the software update on all of the computers. The following morning she asks a student to test the log in process for her and observes that all computers are back up to speed |
>Strand C: Continuously reflect on and evaluate the effectiveness of current education technology solutions
Variables: Level of reflection, level of drive to improve effectiveness, level of awareness of ed-tech market
Beginner | Intermediate | Proficient |
Advanced |
Teacher uses classroom technology assigned by their school |
Teacher reflects on technology effectiveness as measured by efficiency of use; discontinues using technology if it feels inefficient |
Teacher reflects on which technologies most efficiently and effectively improve student learning; attempts to improve use of underpinning technology or researches alternative solutions on the market. |
Teacher reflects on which technologies most efficiently and effectively improve student learning; teacher is up to date on the latest education technology innovations and is continuously looking for opportunities to enhance the role of technology in the classroom. |
Example: Mrs Long uses the digital math content purchased by the school district for the entirety of the school year. |
Example: Mrs Long sets goals for student growth based on work in digital content. Mrs Long notices that many students are not progressing in their math digital content, so she stops using this primary content and focuses students on using their class' secondary digital content provider. |
Example: Mrs Long sets goals for student growth based on work in digital content. At the end of each unit, she measures the effectiveness of digital content in moving her students forward. In the case of her math content, she feels that students are not able to practice mastery of grade level standards in a meaningful way and researches alternative online tools and digital content to supplement her offline math instruction |
Example: Mrs Long reads an education technology newsletter each week to find out about education technology innovations that could support student investment, engagement and learning in her classroom. For example, after using her online math content provider for six weeks, she discerns that it is not appropriately scaffolding for students far below grade level. Through investigation in the ed tech newsletter, Mrs Long find a supplemental program targeting students far below grade level and is able to get a free demo to use with a subgroup of students in her class.
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© Ed Elements
©Kelly Coban 2015