Standards
Purpose
The purpose of this page is to present the Standards identified and used during development of the Professional Learning Module to align professional learning for educators.
International Society for Technology in Education (ISTE) Standards for Educators (ISTE, 2007): (Level 1)
Learner: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.
Educators:
a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
b. Pursue professional interests by creating and actively participating in local and global learning networks.
c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
Leader: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
Educators:
a. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
c. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital world.
Educators:
a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
c. Mentor students in the safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
d. Model and promote management of personal data and digital identity and protect student data privacy
Collaborator: Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems.
Educators:
a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.
b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
c. Use collaborative tools to expand students’ authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co- collaborators in student learning.
Designer: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
Educators:
a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
Facilitator: Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students.
Educators:
a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
Analyst: Educators understand and use data to drive their instruction and support students in achieving their learning goals.
Educators:
a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
Digital Learning Competencies Alignment (NCDPI, 2011): (Level 2 & Level 3)
Leadership in Digital Learning Teachers will demonstrate leadership in accelerating their integration of digital teaching and learning pedagogies.
Engage in virtual and face-to-face learning communities to expand mastery of technological applications for professional growth and student learning.
Take initiative with own professional growth to inform practice. Demonstrate leadership for technology innovation beyond my own classroom.
Engage in peer collaborative problem solving through continuous planning, designing, testing, evaluation, and recalibration of teaching methods using appropriate digital technology.
Promote open, lifelong learning as an iterative process of success, failure, grit, and perseverance.
Digital Citizenship Teachers will model and teach digital citizenship by the ethical, respectful, and safe use of digital tools and resources that support the creation of a positive digital school culture.
Engage in responsible and professional digital social interaction.
Ensure full, equitable access and participation of all learners through high-quality technology tools and resources
Digital Content and Instruction Teachers will know and use appropriate digital tools and resources for instruction.
Design technology-enriched learning experiences that encourage all students to pursue their individual interests, preferences, and differences.
Lead all students in becoming active participants in setting educational goals, managing learning, and assessing their progress through digital tools.
Identify, evaluate, and utilize appropriate digital tools and resources to challenge students to create, think critically, solve problems, establish reliability, communicate their ideas, collaborate effectively.
Immerse students in exploring relevant issues and analyze authentic problems through digital tools and resources.
Evaluate and appropriately modify the form and function of the physical learning environment to create a conducive digital learning environment.
Data and Assessment Teachers will use technology to make data more accessible, adjust instruction to better meet the needs of a diverse learner population, and reflect upon their practice through the consistent, effective use of assessment.
Integrate digitally enhanced formative and summative assessments as a part of the teaching and learning process.
Use performance data and digital tools to empower student metacognition for self-assessment & self-monitoring their own learning progress.
Utilize multiple and varied forms of assessment including examples of student work products. Utilize technology and digital tools to synthesize and apply qualitative and quantitative data to:
● Create individual learner profiles of strengths, weaknesses, interests, skills, gaps, preferences.
● Inform, personalize, and calibrate individual learning experiences.
● Identify specific plans of action related to weaknesses, gaps, and needed skills as identified in the learner profile.
● Reflect and improve upon instructional practice.