Melissa Blazejak
ePortfolio: Educational Technology
Matrix of Standards
A Matrix of Standards from the Connecticut Common Core of Teaching (CCCT), the Performance Indicators of the Connecticut Teacher Technology Competencies (CTTC), and the ISTE (International Society for Technology in Education) National Educational Technology Standards (NETS) and Performance Indicators for the Educational Technology Foundations for All Teachers
Website references:
The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Connecticut Common Core of Teaching -
http://www.sde.ct.gov/sde/lib/sde/PDF/Curriculum/Curriculum_Root_Web_Folder/ccteach_all.pdf
NETS*T Standards - Specialty Professional Association (SPA) Standards
1. Facilitate and Inspire Student Learning and Creativity
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.
Teachers:
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
2. Design and Develop Digital-
Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic
learning experiences and assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
Teachers:
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
3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
Teachers:
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
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit
legal and ethical behavior in their professional practices.
Teachers:
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 and 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
5. Engage in Professional Growth and Leadership 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.
Teachers:
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 self-renewal of the teaching profession and of their school
and community
2008 Unit Conceptual Framework
(CF)-ECSU Proficiencies
4: Technology as a Tool to Teach (TTT)
4.1 Candidates/Graduates integrate appropriate digital and non-digital technology throughout their courses and clinical experiences to support student learning.
2: Pedagogical Knowledge (PDK)
2.1 Candidates/Graduates are able to formulate developmentally appropriate
learning goals and objectives for students based upon knowledge of subject matter, students, the community,
curriculum goals (both state and national), and theories of human development, and to plan and implement
instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a
safe and nurturing environment.
2.2 Candidates/Graduates use methods, activities, and grouping arrangements
appropriate for lesson goals and objectives in an environment that is
conducive to learning.
3: Integration of Knowledge (INT)
3.1 Candidates/Graduates demonstrate how different concepts, themes, and
principles are interconnected within and across the discipline(s) and promote
connections between content knowledge and pedagogical knowledge to help
students learn concepts, principles, skills, tools of inquiry, and structure of
the discipline(s) they teach.
3.2 Candidates/Graduates demonstrate an ability to integrate learning theories
and other pedagogical knowledge in their clinical experiences and student
teaching.
2.3 Candidates/Graduates conduct learning activities in a logical sequence and respond to the developmental needs,
interests, ability, and background of students to promote their development of
critical thinking, independent problem-solving, and collaborative inquiry.
2.4
Candidates/Graduates use
multiple forms of assessment to evaluate student learning and modify instruction as
appropriate to ensure the continuous intellectual, social, ethical, and physical
development of the learner.
1: Content Knowledge (CNK)
Candidates/Graduates demonstrate in-depth understanding of content
knowledge including central concepts, principles, skills, tools of inquiry, and structure of the discipline(s) by engaging students through meaningful questions
and learning experiences
5: Diversity (DIV)
5.1 Candidates/Graduates demonstrate their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, gender, culture, and
socioeconomic status.
6: Professionalism (PRF)
Candidates/Graduates collaborate with cooperating teachers, other teachers,
school administrators and other school professionals, parents, families, and
communities in a professional and ethical manner to help students reach their maximum potential.
Connecticut Common Core of Teaching (CCCT)
IIB4–
Teachers employ a variety of instructional strategies that enable students to think critically, solve problems,and demonstrate skills.
IA1-
Teachers understand
how students learn and
develop.
IA2-
Teachers understand
how students differ in their
approaches to learning
IIA1-
IIC1–
Teachers use various assessment techniques to evaluate student learning and modify instruction as
appropriate.
IB1-
Teachers are proficient in reading, writing, and mathematics.
IB2-
Teachers understand the central concepts and skills, tools of inquiry, and structures of the discipline(s) they teach.
IIB4–
Teachers employ a variety of instructional strategies that enable
students to think critically, solve problems, and demonstrate skills.
IC1-
Teachers know how to design and deliver instruction
IC2-
Teachers recognize the need to vary their instructional methods.
IIA2–
Teachers select and/or create learning tasks that make subject matter
meaningful to students.
IIB1–
Teachers establish and maintain appropriate standards of behavior and
create a positive learning environment that shows a commitment to students and their success.
IIB3-
Teachers use effective verbal, nonverbal, and media communications techniques which foster individual and collaborative
inquiry.
IIB2-
Teachers create instructional opportunities that support students' academic, social, and personal development.
IIA1-
Teachers plan instruction based upon
knowledge of subject matter, students, the curriculum, and the community.
IIIA2-
Teachers share responsibility for student achievement and well-
being.
IIIA1–
Teachers conduct themselves as professionals in accordance with the Code of Professional Responsibility for Teachers.
IIIB2–
Teachers seek out opportunities to grow professionally.
IIIC1–
Teachers serve as leaders in the school community.
IIIB1-
Teachers continually engage in self-
evaluation of the effects of their choices and actions on students and
the school community.
IIIC2–
Teachers demonstrate a commitment
to their students and passion for improving their profession.
Proficiency
Documentation
(Hyperlink)