Staff+Standards

Indicators || Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments ||  ||   ||   ||   || Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching ||  ||   ||   ||   || Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning ||  ||   ||   ||   || Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools ||  ||   ||   ||   || Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. Contribute to the effectiveness, vitality, and selfrenewal of the teaching profession and of their school and community ||  ||   ||   ||   || Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment. a. Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels c. Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms ||  ||   ||   ||   || Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students. a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, meta-cognition, and selfregulation) e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning ||  ||   ||   ||   || Technology coaches create and support effective digital-age learning environments to maximize the learning of all students. a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments iste.org/nets b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community ||  ||   ||   ||   || Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning. a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital-age best practices in teaching, learning, and assessment c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning ||  ||   ||   ||   || Technology coaches model and promote digital citizenship. a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies c. Model and promote diversity, cultural understanding, and global awareness by using digital-age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community ||  ||   ||   ||   || Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise. a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS·S and NETS·T b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences ||  ||   ||   ||   || Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. a. Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders b. Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision c. Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan ||  ||   ||   ||   || Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. a. Ensure instructional innovation focused on continuous improvement of digital-age learning b. Model and promote the frequent and effective use of technology for learning c. Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners d. Ensure effective practice in the study of technology and its infusion across the curriculum e. Promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital age collaboration ||  ||   ||   ||   || Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. a. Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration b. Facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology c. Promote and model effective communication and collaboration among stakeholders using digital age tools d. Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning ||  ||   ||   ||   || Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources. a. Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources b. Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning c. Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals d. Establish and leverage strategic partnerships to support systemic improvement e. Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning ||  ||   ||   ||   || Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. a. Ensure equitable access to appropriate digital tools and resources to meet the needs of all learners b. Promote, model and establish policies for safe, legal, and ethical use of digital information and technology c. Promote and model responsible social interactions related to the use of technology and information d. Model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools ||  ||   ||   ||   ||
 * ==NETS-T Standards== || Staff Classification || TechnologyInventory || Program Development ||= Reflection-Performance
 * **1. Facilitate and Inspire Student Learning**
 * and Creativity**
 * **2. Design and Develop Digital Age Learning**
 * Experiences and Assessments**
 * **3. Model Digital Age Work and Learning**
 * **4. Promote and Model Digital Citizenship**
 * and Responsibility**
 * **5. Engage in Professional Growth and Leadership**
 * ==NETS-C Standards== ||  ||   ||   ||   ||
 * **1. Visionary Leadership**
 * **1. Visionary Leadership**
 * **2. Teaching, Learning, & Assessments**
 * **3. Digital Age Learning Environments**
 * **4. Professional Development & Program Evaluation**
 * **5. Digital Citizenship**
 * **6. Content Knowledge and Professional Growth**
 * ==NETS-A Standards== ||  ||   ||   ||   ||
 * **1. Visionary Leadership**
 * **2. Digital Age Learning Culture**
 * **3. Excellence in Professional Practice**
 * **4. Systemic Improvement**
 * **5. Digital Citizenship**