Michigan's Seventh Standard for Teachers

Standard 7: An ability to use information technololgy to enhance learning and to enhance personal and professional productivity.

Note: Column in bold is required minimum for entry-level teachers as adopted by the State of Michigan Board of Education in July 1998.

 

  1. Design, develop and implement student learning activities that integrate information technology for a variety of student grouping strategies and diverse student populations.
    0 - Pre-preparation: no awareness or exposure  1 - Awareness: the ability to describe, not yet applied  2 - Basic: minimal achievement, appropriate to situations  3 - Proficient: consistent, appropriate application, a solid performance  4 - Advanced: superior performance, consistently applied at all appropriate times 
    Misinterprets proficiency or does not mention issue in any exhibit.

    Is unable to define relevant terminology.

    		Describes rationales for use of technology in teaching/ learning.

    Explains how technology can be used to meet the individual needs of learners.

    Describes various configurations for technology in classrooms (e.g., one computer, five work stations, labs) and how they might be used effectively.

    Knows of state and national technology standards for students

    		Designs lessons in which technology contributes to achievement of learning goals.

    Implements lessons which others have designed which use technology in teaching/learning.

    Incorporates a variety of student grouping strategies into lessons which use technology.

    Plans for use of assistive technology when appropriate.

    Plans appropriate arrangement of space and set up of equipment for lessons using technology.

    Designs and develops learning activities which consider the needs of diverse populations.

    Is able to design lesson plans that incorporate state and/or national technology standards for students.

    		Designs and develops student learning activities which are proficient at achieving learning goals that integrate technology.

    Adapts and improves the use of technologies in lessons which others have designed.

    Incorporates a variety of student grouping strategies into lessons that take into account different individual learning needs through the use technology.

    Designs and develops learning activities which clearly addresses the needs of diverse populations.

    		Designs lessons in which technology’s unique capabilities are used to facilitate learning in ways which would not be possible without technology.

    Creates learning experiences in which the use of technology is seamless.

    Creatively varies types of application software and student grouping strategies to maximize achievement of specific instructional goals.

    Uses technology to achieve higher level learning goals and addresses individual learning needs of students.

    Uses technology in a variety of instructional roles: e.g., to provide visual examples, to facilitate communication, to manipulate or display data, etc.

    Varies uses of technology for different students to facilitate their individual learning.

    Designs and develops learning activities which clearly address the needs of diverse populations.

    Consistently integrates state and/or national technology standards for students in developing instruction.

  2. Identify and apply resources for staying current in applications of information technology in education.
    0 - Pre-preparation: no awareness or exposure  1 - Awareness: the ability to describe, not yet applied  2 - Basic: minimal achievement, appropriate to situations  3 - Proficient: consistent, appropriate application, a solid performance  4 - Advanced: superior performance, consistently applied at all appropriate times 
    Misinterprets proficiency or does not mention issue in any exhibit.

    Is unable to define relevant terminology.

    		Explains the Seventh Standard.

    Identifies a minimum of five print publications which deal with issues of technology in teaching and learning.

    Identifies a minimum of five Web sites which address issues of technology in teaching and learning.

    Identifies three online sources of lesson plans that use technology.

    Can list professional organizations that deal with issues of technology in teaching and learning.

    Identifies local sources of instructional technology.

    Describes assistive technology devices and explains their function.

    		Has a plan for staying current in applications of information technology in education that includes reading print and/or online materials.

    Accesses online collections of lesson plans that use information technology.

    		Regularly monitors print and online publications and discussions about instructional technologies.

    Is a member of at least one professional organization which deals with issues related to instructional technology.

    Draws instructional technology resources from the Internet and local sources into lessons.

    Chooses to participate in learning opportunities for further training on instructional technology.

    		Shares own uses of technology with others through conferences, publication, and electronic posting.

    Actively participates in at least one professional organization which deals with issues related to instructional technology.

    Draws ideas and resources for teaching and learning from varied sources, including but not limited to content related Web Sites, educational forums on the Internet, print publications, newsgroups, listservs, conferences, and workshops.

    Participates as a contributing, regular member in professional dialog about instructional technologies.

  3. Demonstrate knowledge of uses of multimedia, hypermedia, telecommunications, and distance learning to support teaching/learning.
    0 - Pre-preparation: no awareness or exposure  1 - Awareness: the ability to describe, not yet applied  2 - Basic: minimal achievement, appropriate to situations  3 - Proficient: consistent, appropriate application, a solid performance  4 - Advanced: superior performance, consistently applied at all appropriate times 
    Misinterprets proficiency or does not mention issue in any exhibit.

    Is unable to define relevant terminology.

    		Defines multimedia, hypermedia, telecommunications, and distance education appropriately.

    Describes instructional multimedia programs for teaching major content.

    Lists criteria for evaluating multimedia programs for instructional use.

    Describes the Internet and its various resources.

    		Integrates text and graphics in print documents and presentations on one platform (Windows or Mac).

    Uses electronic devices such as scanners, digital cameras, calculators, etc. within limits of familiar system.

    Uses electronic mail as one means of electronic communication.

    Plans for use of CD-ROM based learning materials in teaching.

    Moves around the Internet by following links, entering URLs and conducting simple searches.

    		Easily moves text, images, and sound between file formats.

    Takes output from electronic devices and formats appropriately for desired software.

    Describes conceptually how interactive video distance education classrooms work.

    Uses electronic mail, bulletin boards, and chat as means of personal and professional communication.

    Navigates the Internet easily and conducts advanced searches.

    		Uses multimedia, hypermedia, telecommunications, and/or distance learning to expand beyond the barriers of a normal classroom.

    Commonly integrates text, tables, graphs, drawings, diagrams, photographics, sound, animations, and video in presentations and communications.

    Maintains a variety of means of communication open to students, parents and colleagues (e-mail, voice mail, web pages, etc.).

    Installs, maintains and upgrades software on classroom computer.

    Given the opportunity, accepts the challenge of teaching in a two-way interactive video distance classroom.

  4. Demonstrate knowledge about instructional management resources that assist in such activities as writing and updating curriculum; creating lesson plans and tests; and promoting, reinforcing, and organizing data regarding student performance.
    0 - Pre-preparation: no awareness or exposure  1 - Awareness: the ability to describe, not yet applied  2 - Basic: minimal achievement, appropriate to situations  3 - Proficient: consistent, appropriate application, a solid performance  4 - Advanced: superior performance, consistently applied at all appropriate times 
    Misinterprets proficiency or does not mention issue in any exhibit.

    Is unable to define relevant terminology.

    		Recognizes the potential of technology for basic productivity tasks.

    Has very limited or no ability to use word processing, spreadsheets, databases, and email.

    Does not use any basic productivity tool on a regular basis.

    		Creates and edits simple word processing, spreadsheet, database, and email documents.

    Uses basic productivity tools a minimum of once daily in professional work.

    Lists specialized tools for teachers and describes their potential uses.

    Uses at least one specialized teacher tool.

    		Uses basic capabilities of productivity tools (e.g., word processing, spreadsheet, database, graphics, etc.) to organize and achieve professional work.

    Uses basic capabilities of some specialized software (e.g., test generators, concept mapping software) when appropriate to achieve professional work.

    		Uses advanced capabilities of productivity tools (e.g., word processing, spreadsheet, database, graphics, etc.) to organize and achieve professional work.

    Uses advanced capabilities of specialized software (e.g., test generators, concept mapping software) when appropriate to achieve professional work.

    Moves documents between software applications and platforms.

  5. Use information technologies to support student problem solving, data collection, information management, communications, presentations, and decision making including word processing, database management, spreadsheets and graphic utilities.
    0 - Pre-preparation: no awareness or exposure  1 - Awareness: the ability to describe, not yet applied  2 - Basic: minimal achievement, appropriate to situations  3 - Proficient: consistent, appropriate application, a solid performance  4 - Advanced: superior performance, consistently applied at all appropriate times 
    Misinterprets proficiency or does not mention issue in any exhibit.

    Is unable to define relevant terminology.

    		Describes ways in which students might use information technology in achieving their work in school. Encourages students to use information technology in accomplishing schoolwork. Creates learning situations that provide opportunities for students to use information technology in learning subject matter.

    Requires students to use information technology in accomplishing school work.

    Guides students in using information technology in ways which increase their efficiency and effectiveness.

    		Creates learning situations in which students use the unique capabilities of instructional technology to learn in ways they could not achieve without use of technology.

    Encourages and guides students as they devise their own uses of instructional technology in learning.

  6. Demonstrate appreciation of equity, ethical, legal, social, physical, and psychological issues concerning use of information technology.
    0 - Pre-preparation: no awareness or exposure  1 - Awareness: the ability to describe, not yet applied  2 - Basic: minimal achievement, appropriate to situations 

    3 - Proficient: consistent, appropriate application, a solid performance
    4 - Advanced: superior performance, consistently applied at all appropriate times
    Misinterprets proficiency or does not mention issue in any exhibit.

    Is unable to define relevant terminology.

    		Discusses equity, ethical, legal, social, physical, and psychological issues related to the use of information technology in schools in the abstract. Identifies equity, ethical, legal, social, physical, and psychological issues related to the use of information technology in real or simulated school settings. Acknowledges sources for materials used.

    Uses information technology occasionally to address individual needs of students.

    Considers access to technology within and beyond school for all students in planning activities and assignments.

    Uses appropriate safeguards to minimize risk to students using the Internet.

    Uses technology when it actually enhances likelihood of achievement of learning goals.

    		Acknowledges sources for ideas and materials in all exhibits.

    Regularly uses information technology to help in addressing individual needs of students.

    Considers access to technology within and beyond school for all students in planning activities and assignments and assists in overcoming problems with access.

    Works with school, students, parents, and community to guard safety and ensure appropriate behavior of students using the Internet.

    Uses technology only when it actually enhances likelihood of achievement of learning goals.

    Creates opportunities in instruction to educate students concerning their equitable, ethical, and legal uses of technology.
  7. Use information technology to enhance continuing professional development as an educator.
    0 - Pre-preparation: no awareness or exposure  1 - Awareness: the ability to describe, not yet applied  2 - Basic: minimal achievement, appropriate to situations  3 - Proficient: consistent, appropriate application, a solid performance  4 - Advanced: superior performance, consistently applied at all appropriate times 
    Misinterprets proficiency or does not mention issue in any exhibit.

    Is unable to define relevant terminology.

    		Defines types of learning communities.

    Lists three major learning communities available to teachers for professional development.

    		Shows evidence of capability to participate in a learning community for professional development.

    Identifies specialized learning communities for professional development, e.g., in content area.

    		Regularly monitors one or more form of learning community for professional development.

    Draws at least one idea or resource from a learning community for professional development into unit.

    		Contributes regularly and actively to more than one form of learning community for professional development.

    Draws quality ideas and resources from more than one form of learning community into activities and projects.

 

Materials on this page adapted from the Michigan Department of Education. For questions contact Jon Margerum-Leys.