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Self-Assessment Instruments 6, 7, and 8 are
under development. Ideas for possible content areas are
given below.
Self-Assessment
Instrument for Topic 6
School computer coordinator:
- Takes a lead role in the development and
implementation of a school's ICT in instruction
plans.
- Takes a lead role in building and maintaining a
school's software collection.
- Takes a lead role in planning for and implementing a
school's ICT-oriented staff development.
- Takes a lead role in maintaining a school's hardware
(including its network, servers, etc.). In a larger
school, supervises an employee (who may not be a
certified teacher) who does the actual hardware
maintenance.
- Works with the school's teachers to make effective
use of the school computer labs and the pods of computers
that are in individual teachers' classrooms.
- Works with teachers to team teach and/or assume full
responsibility for teaching certain ICT topics in a
computer lab.
- Provides some ICT training and technical support for
school administrators and their staff, especially in
areas that relate to instructional uses of ICT.
- Is a certified teacher with substantial knowledge of
the curriculum at the grade levels offered by the
school.
- Is an experienced user of ICT in the classroom.
Self-Assessment
Instrument for Topic 7
District computer coordinator:
- Takes a lead role in the development and
implementation of a school district's ICT in instruction
plan.
- Takes a lead role in building and maintaining a
school district's software collection.
- Takes a lead role in planning for and implementing a
school district's ICT-oriented staff development.
- Takes a lead role in maintaining a school district's
hardware (including its network, servers, etc.). In all
but the smallest school districts, supervises one or more
employees who do the actual hardware maintenance, or
deals with outside contractors who perform these
services.
- Works with the school's teachers to make effective
use of the school computer labs and the pods of computers
that are in individual teachers' classrooms.
- In some school districts, is also the ICT coordinator
for the business and administrative uses of ICT in the
school district. The combination of dealing with both
instructional and administrative ICT often warrants a
title such as Assistant Superintendent for Technology and
requires an appropriate level of credentialing to go
along with this title,
- Plays a significant role in state or regional ICT in
education conferences. Routinely attends and presents at
such conferences. Perhaps in on the Board of of a state
or regional ICT in Education organization, and perhaps
occasionally serves on the committee of volunteers who do
the bulk of the work in organizing and putting on such
conferences.
- Usually, but not always, is a certified teacher with
considerable experience in making instructional use of
ICT in the classroom.
Self-Assessment
Instrument for Topic 8
National or World Class:
- Has a wide range of ICT and educational formal and
informal training and experience. (This comes from years
of "working in the "trenches" and/or in other ways
"paying their dues.")
- Routinely attends national ICT conferences and the
larger state or regional ICT conferences, typically being
a presenter at these conferences.
- Has a broad and deep knowledge of education at a
state and national level.
- Has developed a national reputation through working
(often as a volunteer) in a variety of ICT in education
capacities at a national level.
- Has ICT knowledge and skills that qualifies him/her
to teach graduate-level ICT courses on a variety of ICT
in education topics. (Note: The issue of "credentials"
probably needs to be discussed here. We still live at a
time in which some people have a very high level of ICT
in Education knowledge, skills, and experience, but lack
a formal credential above the bachelor's degree level.
)
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Self-Assessment Instrument for
…
This self-assessment instrument focuses on the discipline
of computer and information science. Please rate yourself
using the following 7-point scale for each question.
Click here for a
discussion of the meaning of the scale points.
Each question is accompanied by a brief discussion of the
topic being assessed. If you do not understand the details
given in a particular brief discussion, the chances are that
you are at the (1) or (2) level on this topic. After you
give yourself a numerical rating on the 7-point scale, write
a paragraph that explains and justifies your numerical
rating.
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