Compliance with NCATE/PSC Requirements Instructional Technology Certification Kennesaw State University

Compliance with NCATE/PSC Requirements

Instructional Technology Certification

Kennesaw State University

Please be precise and specific in responding to these items. Responses to these items will accompany the standard UPCC or

GPCC forms and, if required, PSC standards. Concise narrative will be sufficient. Contact Beverly for templates related to

Standards/Curriculum Matrix and Assessment System (next 2 tables) that are appropriate for your program.

1.

(CF) Describe how this program reflects the unit’s conceptual framework.

The Instructional Technology Cert-Only program within the Bagwell College of Education at Kennesaw

State University (KSU) aligns with and supports the following conceptual framework:

The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates’ progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

The Instructional Technology Cert-Only program in Instructional Technology supports the Bagwell

College of Education’s commitment to preparing accomplished teachers and leaders through the collaborative development of expertise in teaching and learning. This commitment is consistent with the conceptual framework of the Professional Teacher Education Unit (PTEU), which outlines a vision for developing educators from novice to proficient to expert and leader. The Instructional Technology program aims to foster the development of knowledge, skills, and dispositions required to be an effective user and facilitator of instructional technologies to improve teaching and learning. In concert with the PTEU vision, the goal of the Instructional Technology Cert-Only is to establish teachers who are experts in their field, facilitators of twenty-first century learning, and collaborative professionals who are active leaders in their profession. This program further develops Kennesaw State University’s philosophical foundation emphasizing ethics, leadership and community engagement by preparing an accomplished community of technology leaders to advocate for school improvement.

The PTEU embraces the development of educational professionals who, as collaborative partners, engage in local, state, national, and international endeavors in teaching, research, and service to become subject matter experts capable of facilitating high levels of learning within diverse student populations.

The proposed Instructional Technology Cert-Only program embraces these ideals by promoting scholarly activity that supports inquiry, research, and the validation of instructional technology initiatives aimed to bring all Georgia students to higher levels of learning. Kennesaw State University faculty are committed to promoting candidates who achieve intellectual proficiency in a challenging and

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facilitative collegial environment that fosters high-quality academic preparation, pedagogical study, and professional technology integration and facilitation experiences.

2.

(National/State Standards) Specify applicable national and/or state standards to which this program will demonstrate compliance. Please attach a copy of the applicable standards.

[APPENDIX A]

This program is based on the field-specific content standards published by the Georgia Professional Standards

Commission (GaPSC) for Instructional Technology Certification. These requirements and standards are used to approve professional education units and educator preparation programs. These standards are included in

Appendix A of this document.

Additionally, this program is based on the ISTE Instructional Technology standards for a Technology Coach.

These standards are also included in Appendix A of this document.

3. (Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during the program.

There are no institutional standards for the Instructional Technology Cert-Only Program.

4. (Assessment System) Using the curriculum matrix [APPENDIX B], indicate where the subject area standards are addressed in the proposed curriculum. Then identify in the next chart (APPENDIX C) the unit and program assessments that will be used to determine if candidates meet proficiencies and standards. The three items to follow should be addressed as well in narrative form: a) Transition Points

Describe how this program meets the applicable portions of Standard 2, element a. Your program may include some or all of the following transition points: Program Entry, Student Teaching Entry, Student Teaching Exit, Program

Exit, and Employment (or Induction after Hire). In this part of the report, describe the transition points used in your program, and relate or align them with the requirements your candidates have to satisfy to accomplish each of the transitions. Also summarize deliberative processes used by your faculty to determine which candidates are able to transition successfully at each point. (If the preparation program includes different options, please include descriptions of transition points for each option.

The Instructional Technology Cert-Only program has the following 4 transition points: (1) Admission,

(2) Beginning Point, (3) MidPoint, (4) Endpoint, and (5) Post Graduation.

1.

Admission

The admissions requirements for the Instructional Technology Cert-Only Program include:

1.

The applicant must hold at least a master’s degree and a valid T-4 Teaching Certificate in

Georgia.

2.

The applicant must submit a professional resume documenting education, teaching experiences, and record of instructional technology experiences.

3.

The applicant must have at least one year of teaching experience before enrolling in the program.

4.

The applicant must submit a statement of support from a current principal or another current school or district administrator.

5.

The applicant must submit one mentor form from a current administrator, Instructional Lead

6.

The applicant must exhibit a cumulative undergraduate grade point average of 2.75 or above (4.0 scale).

Teacher, Instructional Technology Specialist, teacher, etc. at the building or district levels with instructional technology knowledge and experience.

2.

Beginning Point (Semester 1)

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At the beginning of the program, candidates are assigned an advisor. Each semester, the advisor updates the advisement sheet for the candidate and ensures that he/she is progressing successfully. Candidates are expected to maintain at least a 3.0 GPA or they may be removed from the program. If candidate

GPAs fall below a 3.0, the advisor meets with the candidate to offer support and assistance. The advisor continues to do this throughout the program to ensure the candidates are transitioning successfully from one semester to the next.

In the beginning of the program, candidates complete one (1) program assessment: Internet Lesson Plan

& Blog Posting Assessment (ILP & BPA). Candidates are rated on a 4-pt evaluation scale (L1-L4) on this assessment. Scores of L3 and L4 meet and exceed standards and are considered desirable. Scores lower than an L3 do not meet standards and are flagged for administrative follow-up by the Candidate

Assessment Committee (CAC). The CAC consists of the program coordinator, advisor, department chair, and any professor who may have concerns regarding the candidate. The purpose of the CAC is to follow-up on any program assessment scores lower than an L3. The CAC will meet and initiate remediation procedures if deemed necessary.

3.

Midpoint (Semester 2)

In the midpoint of the program, the advisor continues to update the advisement sheet ensuring students are transitioning successfully from one semester to the next. If candidate GPAs fall below a 3.0, the advisor meets with the candidate to offer support and assistance.

In the midpoint of the program, several program assessments are completed. The candidate’s mentor completes the Candidate Performance Instrument (CPI), rating the candidate’s proficiency on the PSC

Instructional Technology program standards. The candidate also completes the CPI as an opportunity for self-evaluation and reflection. The mentor also completes the Candidate Disposition Assessment (CDA) to assess candidate dispositions. Again, the candidate completes the CDA as a form of self-evaluation and reflection. During the midpoint, candidates also complete the Multimedia Design Project

Assessment (MDPA) and the Evaluating an Emerging Technology Assessment (EETA). On each assessment, candidates are rated on a 4-pt evaluation scale (L1-L4). Scores of L3 and L4 meet and exceed standards and are considered desirable. Scores lower than an L3 do not meet standards and are flagged for administrative follow-up by the Candidate Assessment Committee (CAC).

4.

Endpoint (Semester 3)

In the endpoint of the program, the advisor continues to update the advisement sheet ensuring students are transitioning successfully from one semester to the next. If candidate GPAs fall below a 3.0, the advisor meets with the candidate to offer support and assistance.

In the endpoint of the program, several program assessments are completed. The candidate’s mentor completes the Candidate Performance Instrument (CPI), rating the candidate’s proficiency on the PSC

Instructional Technology program standards. The mentor also completes the Candidate Disposition

Assessment (CDA) to assess candidate dispositions. Once again, the candidate also completes the CPI and CDA as a form of self-evaluation. During the Endpoint, candidates also complete the Impact on

Student Learning Assessment (ISLA) and the Professional Learning Assessment (PLA). Finally, candidates complete the Diversity Survey and the Exit Survey. On each assessment, candidates are rated on a 4-pt evaluation scale (L1-L4). Scores of L3 and L4 meet and exceed standards and are considered desirable. Scores lower than an L3 do not meet standards and are flagged for administrative follow-up by the Candidate Assessment Committee (CAC).

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In the endpoint, candidates must also complete and present their professional portfolios. Work on the portfolio begins upon entry into the Instructional Technology program. The portfolio development process is dynamic and ongoing. Candidates work with professors throughout the program to develop a unique representation of their preparation for technology facilitation. The portfolio also serves as a summative evaluation tool to assure that each candidate completing the cert-only in Instructional

Technology meets the PSC Instructional Technology standards. Candidate portfolios are rated using the

Portfolio Narrative Rubric (PNR) Assessment. Candidates are rated on a 4-pt evaluation scale (L1-L4).

Scores of L3 and L4 meet and exceed standards and are considered desirable. Scores lower than an L3 do not meet standards and candidates must make revisions and resubmit that standard for another review. Candidates must receive an L3 or L4 on all items in order to graduate.

5.

Post Graduation

Candidates are required by the PSC to pass the GACE test in Instructional Technology in order to receive a certificate upgrade.

SUMMARY OF TRANSITION POINTS

Admission

Beginning Point

Midpoint

Endpoint

Post Graduation

Transition Points Assessments or Requirements

Graduate Application

Official transcripts from EACH college attended with at least a 2.75 GPA.

Georgia Teaching Certificate

Statement of Support Form

Mentor Form

Professional Resume

One Year Teaching Experience

Advisor Evaluation – minimum of 3.0 GPA

Internet Lesson Plan & Blog Posting Assessment (ILP &

BPA)

Diversity Survey


Candidate Performance Instrument (CPI) – 3 rd semester

Candidate Disposition Assessment (CDA) – 3 rd semester

Multimedia Design Project (MDP)

Evaluating an Emerging Technology (EET)


Candidate Performance Instrument (CPI) – 6 th semester

Candidate Disposition Assessment (CDA) – 6 th semester

Impact on Student Learning (ISLA)

Professional Learning Assessment (PLA)

Professional Portfolio – Portfolio Narrative Rubric

(PNR)

Diversity Survey

Exit Survey

GACE Test (not required for graduation, but required to upgrade certificate by the PSC) b) Data Collection, Analysis and Evaluation

Describe how this program meets the applicable portions of Standard 2, element b. Describe the processes and procedures used to regularly and systematically collect, compile, aggregate, summarize, and analyze candidate and program performance data.

The Instructional Technology (ITEC) departmental faculty have instituted regular and systematic

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procedures for collecting, analyzing, and evaluating candidate performance data. At the heart of this system is the Chalk and Wire assessment system. This system is used to collect program and unit level student performance data. All program assessments described in this report are collected through the Chalk and Wire assessment system.

Each semester, it is the program coordinator’s responsibility to ensure that program assessments are completed by ITEC faculty. In an ITEC departmental meeting, the Program Coordinator discusses which assessments are required in each course. An assessment schedule is given to each faculty member and reminder emails are sent throughout the semester. If any faculty member does not complete a required assessment, the program coordinator sends this information to the department chair who promptly ensures the data is collected. Faculty members are trained regularly on the use of Chalk and

Wire to ensure they understand how to enter assessment data into the system.

Once the data is entered into Chalk and Wire, the tools within the system allow program coordinators to compile, aggregate, and summarize the data. Reports are generated containing a variety of charts, tables and graphs facilitating the data analysis process. Data analysis takes place at both the unit and program levels. Twice a year, the Instructional Technology program faculty members participate in the

Professional Teacher Education Unit’s (PTEU’s) official Data Reflection meetings. At these meetings, the departmental faculty reviews data from the previous semester (or, in the case of fall meetings, data from the previous summer and spring semesters) and, using specifically designed reporting forms, adds to an ongoing record of how candidates are performing. This collaborative experience provides the departmental faculty with a snapshot of candidate performance.

In addition to the unit level data analysis meetings, monthly departmental meetings provide a venue for program level data analysis. Regular discussions of the assessment system and periodic data analysis sessions regularly and systematically occur within departmental meetings. Given that program assessment is an ongoing and evolving activity, these sessions provide the basis for re-evaluation and revision of how and what kind of data are collected. Policy, curriculum, pedagogical, and rubric changes are implemented as a result of this systematic data analysis process. The ITEC faculty reviews all assessments for fairness, accuracy, consistency and bias. The faculty reviews the effectiveness of the rubrics at the end of each semester and makes any necessary revisions. While multiple revisions make it difficult to conduct longitudinal analysis of candidate outcomes, the faculty members feel the revisions are necessary to adequately measure candidate effectiveness in meeting the standards.

c) Use of Data for Program Improvement

Describe how this program meets the applicable portions of Standard 2, element c. Describe the processes and procedures used to evaluate the efficacy of this program, the processes and procedures used to make candidate performance data available to candidates and faculty, and how candidate and program performance data are used to initiate changes in the program.

The Instructional Technology Cert-Only Program will be reviewed on a regular and systematic basis for its effectiveness. Since the program is a part of the PTEU, program faculty will participate in the annual

PTEU Data Reflections Day. This day has occurred each fall usually in October since 2003. On this day, program faculty members meet to review and discuss data from the previous academic year. Data that are reviewed include program level assessments, unit assessments, and results from the diversity survey.

Program evaluations completed by program candidates, P-12 personnel and employers are also reviewed.

In addition to the annual data reflection meetings, engaging in data reflections is a standing item on our monthly departmental meeting agendas. The program coordinator aggregates the data from various

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program level assessments and presents the information to faculty to analyze and review. The data is used to make changes to our instruction, as well as to our assessments. We also make changes to our program sequence if necessary. These monthly data reflections determine what types of changes we make to our overall curriculum. We engage in the data analysis process to ensure continuous improvement of our program.

The Instructional Technology Advisory Board is also consulted for information about current trends, needs, and issues in the field of Instructional Technology. The Advisory Board consists of professionals and individuals working in a variety of Instructional Technology positions. Based on the information gathered, the faculty will note strengths and weaknesses in our program and make any necessary changes to improve our program.

5. (Field Experiences) Describe required field experiences and clinical practice that help candidates develop knowledge and skills in helping all students learn. Include: a) How members of the professional community work with the program to design, deliver and evaluate field experiences

The Instructional Technology Cert-Only program is a sub-set of courses offered in the Master’s Degree in

Instructional Technology. The field experiences were developed by a curriculum committee in a collaborative manner with faculty in the Department of Instructional Technology, Instructional

Technology Specialists in KSU’s iTeach Center, K-12 classroom teachers, and instructional technology leaders in school districts. Additionally, members of the curriculum committee worked with the advisory board to seek input on content, activities, and field experiences. b) Required qualifications for school-based faculty who supervise candidates in clinical practice (i.e. cooperating teachers, coaches, mentors, etc.)

The Instructional Technology Certificate-Only program provides candidates with authentic, field-based learning experiences in every course. Completion of these experiences requires the facilitation of an educator (current administrator, instructional lead teacher, instructional technology specialist, technology-savvy teacher, etc.) who agrees to serve as the candidate’s mentor during his or her certificate program. The candidate’s field experiences require mentor cooperation and facilitation, but do not require the mentor’s daily oversight. The program is careful to respect the time commitment involved, endeavoring to supplant quantity with quality. Candidates frequently work with mentors in completing field experiences, and candidates report that these experiences engender and guide substantive conversations regarding instructional technology. Additionally, mentors are responsible for completing the Candidate Disposition Assessment (CDA) and Candidate Performance Instrument (CPI) at the conclusion of each candidate’s second (midpoint) and third (endpoint) semesters. Moreover, while the required field experiences provide candidates an adequate opportunity to demonstrate mastery of course content in the field, mentors and candidates must also collaboratively devise 10 hours of additional field experiences per course to enhance the candidate’s professional growth in each of the

PSC Instructional Technology standard areas.

The mentor operates as part of a learning team with the candidate and university faculty, ensuring the candidate has an opportunity to complete his or her field experiences and/or working with university faculty and candidates to identify appropriate alternative experiences. The candidate selects a mentor at the building or district level with instructional technology knowledge and experience and other qualifications listed below:



Teaching Certificate or Service Certificate



Minimum of 2 years teaching experience



Knowledge or experience in instructional technology

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

Previous experience with mentoring

 Master’s Degree or Technology Certifications

The mentor is required to sign a mentor form indicating they agree and are capable of fulfilling the roles as outlined below.

Roles of the mentors:

 Provide access to a wide range of instructional technology experiences required by the candidate’s degree program (such as participating on school data teams, serving on the school technology committee, and conducting a technology inventory).

 Facilitate, as necessary, the candidate’s access to school and/or district resources necessary to complete his or her field experiences (such as providing the candidate with access to appropriate student performance data).



If the candidate is unable to complete field experiences assigned by university faculty due to district or school constraints, working with the candidate and university faculty to identify appropriate alternative experiences.



Provide time for meaningful reflection on field experiences with the candidate.

 Provide, as necessary, feedback to the candidate and/or university faculty on the mentor’s perceptions of the candidate’s growth as a technology facilitator in the school.



Complete university-required assessments of the candidate’s progress by completing the Candidate

Performance Instrument (CPI) and Candidate Disposition Assessment (CDA) during the 3 rd and 6 th semesters. c) Methods used to ensure that candidates have field experiences in all required grade levels:

Early Childhood: grades PK-K, 1-3, and 4-5;

Middle Grades: grades 4-5 and 6-8;

P-12: grades PK-2, 3-5, 6-8, and 9-12;

Secondary fields: grades 6-8 and 9-12

Candidates are expected to engage in field experiences in diverse settings with diverse populations at all

P-12 school levels. This expectation is made very clear in each course. See the ‘Statement for Field

Experiences’ below included in every course syllabi in the program of study.

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Statement for Field Experiences:

In the Certification-Only Program in Instructional Technology, candidates are required to engage in 40 hours of field experiences in each ITEC course. Thirty ( 30 ) hours of the field experience will involve completing field-based course assignments required in each ITEC class. The course assignments will be identified in each course syllabus with [Field Experience] beside the assignment name. This means you must complete a field experience log for that assignment. The log documents the activities you engage in to complete the assignment, the number of hours it took you to complete, the diverse populations you worked with while completing the assignment, and a reflection of what you learned. The field experience log will be provided to you by your instructor in a Word document. You are required to submit the field experience log at the same time you turn in your assignment.

In addition to the 30 hours of structured field experiences described above, candidates are required to complete 10 hours of UNSTRUCTURED field experiences. Each candidate should work with their mentor and other school/district personnel to identify technology-related activities that the candidate could complete in the school/district. For example, you may offer a professional learning session on whiteboards to your grade-level team. You might work on the school website. You might develop a class website for an upcoming unit you are teaching. For additional ideas, candidates are encouraged to review the PSC standards and evaluate areas of weakness in order to determine what types of field experiences to complete. Candidates are particularly encouraged to focus on standards involving diversity. A field experience log should also be completed to document the 10 hours of unstructured field experiences. This log should be turned in to the instructor by the end of the semester. Candidates are required to include all field experience logs in their portfolio.

Candidates are required to complete field experiences in diverse settings with diverse populations and at all P-12 school levels (P-2, 3-5, 6-8, and 9-12). In order to meet these requirements, you should complete several of your field experiences in diverse settings at other schools. You are required to document in your field-experience log the diverse settings and various P-12 school levels in which you complete your field experiences.

In order to monitor the settings in which students are working, candidates are required to document this information in the field experience log. The log requires the candidates to indicate the diversity involved in each field experience—including P-12 faculty, staff, and students. The university professor of each course reviews the logs to ensure the candidates are meeting this requirement.

Placing graduate students in other school settings while they are fulfilling teaching duties in their own school is indeed challenging. However, faculty members in the Instructional Technology Department at

KSU are committed to ensuring that candidates gain experience in diverse settings with diverse populations at all P-12 school levels. Therefore, several field experiences require candidates to partner with other candidates working in diverse settings at different P-12 school levels. Working in partnership with other candidates will facilitate meaningful access to other schools, enabling them to complete field experiences in diverse settings at all P-12 school levels. Faculty members make specific recommendations regarding field experiences that might best lend themselves to such partnering. Owing to the logistics and permissions that must be obtained at the school level, faculty will provide candidates with flexibility in selecting field experiences in which they are able to complete at different schools.

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d) How field experiences will be assessed and be intensive and extensive enough to demonstrate that candidates:

1) demonstrate the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student learning.

As indicated in the Field Experience table below, candidates in the Instructional Technology Certificate-

Only Program engage in a series of field experiences that require them to apply course work in classroom and school settings, analyze P-12 student learning, and reflect on their practice in the context of theories on teaching and learning. Candidates engage in these field experiences in each course in the program of study for approximately 240 hours. Candidates are required to log their field experience activities and hours. The course assignments have been developed as field-based experiences and a minimum of 30 hours of field work is required to complete the class assignments. In addition to the 30 hours, candidates are required to work with their mentor to design and complete a minimum of 10 additional hours of field experiences for each course. Candidates are encouraged to review the PSC standards and evaluate areas of weakness in order to determine what types of field experiences to design with their mentors. Candidates are particularly encouraged to focus on standards involving diversity.

During the 2 nd

and 3 rd

semesters, the mentors complete the Candidate Performance Instrument (CPI) and evaluate candidates on the PSC standards. Candidates are also evaluated by their mentor on the

Candidate Disposition Assessment (CDA). This data is used to help faculty determine how to improve field experiences in the future.

Course Title

ITEC 7400: 21 st Century

Teaching and Learning

Field Experience Activities

Engaged learning project, analysis of technology integration in local schools, and core content area report.

# of Hours

30

ITEC 7410: Instructional

Technology Leadership

ITEC 7430: Internet Tools in the Classroom

Candidates are required to work with their mentor to design and complete a minimum of 10 additional hours of field experiences.

These field experiences should be focused in areas of weakness on the PSC or ISTE standards.

School technology plan, current reality report, one year action/evaluation plan



Internet-based lesson plan.



Multimedia project (WebQuest).

10

30

10

30

10

30 ITEC 7445: Multimedia and

Web Design in Education

10

ITEC 7305: Data Analysis &

School Improvement



Elevator speech, data inventory summary, instructional initiatives inventory, data inventory, data overview presentation, and action plan.



30

10

9

ITEC 7460: Professional

Learning and Technology

Innovation

Current reality & GAPSS Review, Needs Assessment,

Professional Learning Plan, Professional Learning Session, and

Evaluation Plan.



30

10

240 hours Total

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Field Experience Log

Candidates are required to document their field experience activities using the field experience log. For each field experience, they are required to document the grade level (P-2, 3-5, 6-8, 9-12), race/ethnicity, and subgroup (ELL, economically disadvantaged, students with exceptionalities) with which they worked. Additionally, candidates are required to reflect on their field experiences describing what they learned, how their learning relates to the standards, and how the field experience impacted school improvement, faculty development or student learning.

Part I. Log

FIELD EXPERIENCE LOG

Title of the Field Experience

Description of the Field Experience

The PSC standards/elements met by the Field Experience

Course/Semester

# of Hours

DIVERSITY TABLE

Place an X in the box representing the ethnic population(s) or subgroup(s) involved in the completion of the field experience.

Ethnicity P-12 Faculty/Staff P-12 Students

Race/Ethnicity:

Asian

Black or African American

Hispanic

American Indian/Alaskan

Aleuts

White

Native Hawaiians/Other Pacific

Islanders

Two or more races

Subgroups:

Students with Exceptionalities

English Language Learner

Eligible for Free/ReducedMeals

P-2 3-5 6-8 9-12 P-2 3-5 6-8 9-12

FIELD EXPERIENCE REFLECTION

1.

What did you learn about technology facilitation and leadership from completing this field experience?

2.

How did this learning relate to the knowledge (what must you know), skills (what must you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator? Refer to the standards/elements you selected for this field experience and use the language of the standards in your answer. Reflect on all 3— knowledge, skills, and dispositions.

3.

Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?

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Part II: Reflection

CANDIDATE REFLECTIONS:

(Minimum of 3-4 sentences per question)

1. Briefly describe the field experience. What did you learn about technology facilitation and leadership from completing this field experience?

2. How did this learning relate to the knowledge (what must you know), skills (what must you be able to do) and dispositions (attitudes, beliefs, enthusiasm) required of a technology facilitator or technology leader? (Refer to the standards you selected in Part I. Use the language of the PSC standards in your answer and reflect on all 3—knowledge, skills, and dispositions.)

3. Describe how this field experience impacted school improvement, faculty development or student learning at your school. How can the impact be assessed?

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6. (Field Experiences and Diversity) Describe how the program ensures that all candidates have opportunities to work with P-12 students with exceptionalities and from diverse populations. Include: a.

Curriculum that supports knowledge about diverse populations; ensuring diverse placements

Design, Implementation and Evaluation of Curriculum and Experiences

The Certificate-Only Program in Instructional Technology has been designed and implemented with diversity components integrated into each course in the curriculum.

ITEC 7400 – 21st Century Teaching & Learning

In this course, candidates learn how instructional design should accommodate racial, gender, socioeconomic, and geographic diversity among K-12 students. Students examine software, web resources, and technology integration practices in schools through the lens of culturally-relevant pedagogy and gender bias. Students also explore how technology can assess the individual needs of learners and provide key differentiation options for effective instruction. Students will learn how technology can enhance learning--or even make learning possible--for students with special cognitive, physical, behavioral and attention needs. Students explore how technologies can be used to support cross-cultural understanding and global engagement.

ITEC 7410 – Instructional Technology Leadership

In this course, candidates learn how race, gender, socio-economic, and geographic diversity commonly affects K-12 students’ access to school and beyond-school access to high-speed Internet, modern computing devices, software, knowledgeable technology mentors, culturally-relevant digital content, and other affordances critical to technology literacy acquisition. They assess current conditions related to digital equity in their own schools, and develop strategies in their technology planning assignment to promote digital equity for all students. As candidates compare findings related to digital equity at their individual schools, they learn how digital opportunities vary across diverse contexts. In addition to exploring students’ access to digital tools, candidates study how legislation mandates that schools provide assistive technology to the disabled student.

ITEC 7430 Internet Tools in the Classroom

In this course, candidates learn to use and integrate a variety of Internet tools and resources in the classroom. In their lesson plan assignment, candidates are required to differentiate content and process to accommodate various learning styles and abilities. Additionally, one of the modules in the class focuses on Digital Equity. In this module, candidates are required to read and blog about issues related to digital access across a wide variety of populations.

ITEC 7445 Multimedia and Web Design

In this course, candidates focus on multimedia and web design and are required to develop and implement a WebQuest. The WebQuest must adhere to principles of universal design and utilize instructional strategies appropriate for a variety of learner characteristics and learning situations.

Candidates also analyze the need for adaptive and assistive technologies required to complete the

WebQuest. Finally, candidates are required to implements strategies to ensure equitable access to the

Internet while implementing the WebQuest.

ITEC 7305 Data Analysis & School Improvement

In this course, candidates learn to lead data teams in collaborative inquiry and high capacity uses of data.

Candidates discuss how to use data as a catalyst for having powerful conversations about race/ethnicity, class, educational status, gender, and language differences. Candidates engage in an analysis of

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assessment data to plan for continuous improvement for each student, subgroup of students, and the school as a whole. Candidates study the cultural proficiency framework and learn how to classify responses to diversity on the different stages of the continuum so they can be proactive about recognizing the various stages (from cultural blindness to cultural proficiency), challenging assumptions, and facilitating deeper conversations about the team’s response to diversity. The cultural proficiency continuum provides the data team with a common language for reflecting on their assumptions about data and students. The goal is for candidates to function as a data coach who models respect for the differences among cultures, views diversity as a benefit, and interacts knowledgeably and respectfully among a variety of cultural groups.

ITEC 7460 Professional Learning & Technology Innovation

In this course, candidates are required to complete a professional learning current reality. One component of this assignment if for candidates to determine how professional learning offered at the school assists teachers in working with students with special needs and with those who come from culturally and linguistically diverse backgrounds. Candidates complete the GAPSS review rubric, including evaluating the school on how t eachers and administrators collaboratively analyze disaggregated student learning data, demographic data, perception data, and process data to identify student and adult learning needs and goals . Additionally, the candidates examine classroom practices (e.g., considering interests, backgrounds, strengths, and preferences to provide meaningful, relevant lessons and assess student progress, differentiating instruction, and nurturing student capacity for self-management) to determine if these practices reflect an emotionally and physically safe environment where respect and appreciation for a diverse population is evident. Candidates determine if there are high achievement expectations for all students and teachers, and if the principal and other leaders provide professional learning for teachers lacking understanding of the impact that attitudes regarding race, disabilities, background, culture, high expectations, and social class of both students and teachers have on the teaching and learning process. Candidates develop a professional learning plan reflecting the diverse needs of teachers and students as it relates to the use of technology. Additionally, they develop and deliver a professional learning session that addresses the diverse needs of the teachers.

ITEC 7500 Capstone Experience & Portfolio

Candidates are required to document their knowledge, skills, and dispositions related to working with diverse students and candidates through artifacts, field experience logs, mentor and self evaluations, and reflective writing in an end-of-program portfolio. Instructionally-related capstone projects are required to address the diverse needs of all students.

Assessments & Diversity

Candidates are assessed repeatedly throughout the program on their ability to work in diverse settings with diverse populations.

1.

On the Internet Lesson Plan & Blog Posting Assessment (ILP & BPA), candidates are assessed on their ability to differentiate an Internet lesson by content and/or process to accommodate various learning styles and abilities.

2.

On the Multimedia Design Project Assessment (MDPA), candidates are assessed on their ability to develop a WebQuest using instructional strategies appropriate for a variety of learner characteristics and learning situations. Candidates are assessed on how they differentiate instruction and the special accommodations they incorporate using adaptive or assistive technology.

3.

On the Candidate Performance Instrument (CPI), candidates are assessed by their mentors on their ability to model and facilitate the design and implementation of technology-enhanced

14

learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. Additionally, they are assessed on their ability to model and facilitate the use of digital tools and resources to support diverse student needs

4.

On the Impact on Student Learning Assessment (ISLA), candidates are assessed on their ability to disaggregate demographic and student performance data into subgroups (i.e.,

African American/Black, American Indian/Native Alaskan, Asian/Pacific Islander, Hispanic,

White, Multiracial, students with disabilities, limited English proficiency, and economically disadvantaged) to promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.

5.

On the Candidate Disposition Assessment (CDA), candidates are evaluated by their mentors on their ability to demonstrate cultural sensitivity and respect for the diversity of all students, including those with learning disabilities and those from linguistically and culturally diverse backgrounds and other underrepresented populations.

6.

On the Evaluation of an Emerging Technology Assessment (EETA), candidates are evaluated on their ability to describe how an emerging technology could be used to meet the diverse needs of all students.

7.

On the Professional Learning Assessment (PLA), candidates are assessed on their ability to identify and describe the types of professional learning offered in the school that assists teachers in working with students with special needs and those from culturally and linguistically diverse backgrounds.

Candidates in the Certificate-Only Program in Instructional Technology work in schools all over the metropolitan Atlanta Area and North Georgia, including Atlanta Public Schools, Cobb County, Fulton

County, Cherokee County, Forsyth County, Dekalb County, Marietta City, Clayton County, and

Cartersville City. These districts include a diverse student population. For example, the ethnic breakdown of students in the Cobb County School District is as follows: White – 44.5%, Black - 31.2%,

Hispanic – 16.5%, Multi-Racial – 2.7%, American Indian - <1%. The ethnic breakdown of students in the Atlanta Public School System is as follows: Black – 80.4%, White – 11.5%, Hispanic – 3.7%,

Multi-racial – 1.4%, Asian .8%, and American Indian/Alaskan – 1.9%.

The PSC Instructional Technology standards emphasize diversity. Therefore, candidates completing field experiences in the Instructional Technology program are required to work with students with exceptionalities and from diverse populations. Candidates are required to document their field experience activities using the field experience log. For each field experience, they are required to document the grade level (P-2, 3-5, 6-8, 9-12), race/ethnicity, and subgroup (ELL, economically disadvantaged, students with exceptionalities) with which they worked.

See the table below for the PSC standards referencing diversity.

PSC Standards

Element 2.2 Research-Based Learner-Centered Strategies

Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students.

15

Element 2.5 Differentiation

Candidates model and facilitate the design and implementation of technologyenhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.

Element 2.8 Data Analysis

Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.

Element 3.4 Adaptive and Assistive Technology

Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs.

Element 4.1 Digital Equity

Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.

Element 4.3 Diversity, Cultural Understanding & Global Awareness

Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness.

The Teacher Quality Partnership Grant (TQP) was awarded to Kennesaw State University in 2008 with the mission to build partnerships with P-12 schools in urban settings. The Instructional Technology program is partnering with Smitha Middle School in Cobb County effective Fall 2011 to offer the

Instructional Technology program with an urban focus to teachers in Area 2. This is an opportunity for both faculty and candidates to concentrate on how technology can be used to promote culturally-relevant pedagogy and better meet the needs of students in an urban setting. b.

Experiences working with diverse faculty

The Professional Teacher Education Unit (PTEU) has a diverse faculty with respect to gender and ethnicity, including faculty who are American Indian or Alaskan Native, Asian or Pacific Islander,

Black, Hispanic, and White. Additionally, the PTEU has faculty with a variety of religious affiliations and sexual orientations. The PTEU is committed to increasing the number of minority faculty. All efforts will continue within the college and the PTEU to recruit, hire, and retain a diverse faculty.

Within the PTEU, full-time faculty includes representation from both genders. Minority faculty account for 16.1% of the total full time Bagwell College of Education, compared with a university-wide minority

(Asian/Pacific Islander, Black, and Hispanic) presence of 18.8%. Instructional Technology education faculty members account for 2% of the total number of PTEU faculty. c.

Experiences working with diverse peers

Candidates work with a wide variety of diverse candidates within the PTEU. PTEU candidates come from all over the metropolitan Atlanta Area and North Georgia. In Fall 2010, the PTEU enrollment included 1,963 candidates, 83% female and 17% male and 81% white, 8% black, 4% Hispanic, 3% undeclared, less than 2% Asian or Pacific Islander, less than 2% multiracial, and less than 1% Pacific

Islander.

16

Faculty and staff within the Professional Teacher Education Unit (PTEU) actively recruit candidates for all educational programs from a variety of diverse settings. The Department of Instructional

Technology participates in campus-wide recruitment activities such as campus visits to individual districts and schools. In spring 2011, the Instructional Technology Department aggressively recruited candidates from Area 2 in Cobb County, a very diverse setting within the Cobb County School District.

This recruitment effort yielded a cohort of 20 candidates with 50% white, 20% black, 5% Hispanic, 5%

Asian, and 5% undeclared.

Within the coursework for the Instructional Technology Cert-Only Program, candidate work teams are frequently created to ensure candidates have an opportunity to communicate and collaborate with diverse peers. In addition, candidates are encouraged to complete field experiences with diverse candidates in diverse settings with diverse populations at all P-12 school levels.

7. (Technology) Describe how the program ensures candidates can integrate technology in their practice.

The Instructional Technology Cert-Only Program fosters the development of knowledge, skills, and dispositions required to be an effective user and facilitator of instructional technologies to improve teaching and learning. Technology integration is the primary goal of the program and the use of technology is immersed throughout the program and emphasized in each course. The goal of the program is to establish technology teachers who are experts in their field, facilitators of twenty-first century learning, and collaborative professionals who are active leaders in their profession.

Courses in the Instructional Technology program require candidates to use technology to demonstrate mastery of the standards. Candidates will use technology in a variety of ways, including developing presentations, creating word processing documents, analyzing spreadsheet data, using email to correspond with professors and cohort members, conducting research on the Internet, creating blogs, wikis, and podcasts, developing web pages, using interactive whiteboards, conducting surveys on the web, developing technology plans, evaluating hardware and software, seeking technology grants, and developing an electronic portfolio.

8. (Capacity) How does the program ensure that its resources are adequate to prepare candidates to meet professional, state, and institutional standards?

The growth of the Instructional Technology Certificate-Only program will be monitored to ensure that the necessary resources, such as full-time faculty, are available to sustain the program. Additionally, technology purchases are made each year to ensure that the equipment and software is maintained and up-to-date.

17

APPENDIX A

PSC State Standards

Instructional Technology Certification

Standard 1: Visionary Leadership

Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the development and implementation of a shared vision for the effective use of technology to promote excellence and support transformational change throughout the organization.

1.1 Shared Vision

Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.

1.2 Strategic Planning

Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.

1.3 Policies, Procedures, Programs & Funding

Candidates research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals.

1.4 Diffusion of Innovations & Change

Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools.

Standard 2: Teaching, Learning, & Assessment

Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate technology into their own teaching practice and to collaboratively plan with and assist other educators in utilizing technology to improve teaching, learning, and assessment.

2.1 Content Standards & Student Technology Standards

Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.

2.2 Research-Based Learner-Centered Strategies


2.3 Authentic Learning

Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.

2.4 Higher Order Thinking Skills

Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-

18

solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection).

2.5 Differentiation

Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.

2.6 Instructional Design

Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.

2.7 Assessment

Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.

2.8 Data Analysis

Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.

Standard 3: Digital Learning Environments

Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments.

3.1 Classroom Management & Collaborative Learning

Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources.

3.2 Managing Digital Tools and Resources

Candidates effectively manage digital tools and resources within the context of student learning experiences.

3.3 Online & Blended Learning

Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators.

3.4 Adaptive and Assistive Technology


3.5 Basic Troubleshooting

Candidates troubleshoot basic software and hardware problems common in digital learning environments.

3.6 Selecting and Evaluating Digital Tools & Resources

19

Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure.

3.7 Communication & Collaboration

Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community.

Standard 4: Digital Citizenship & Responsibility

Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital citizenship and responsibility.

4.1 Digital Equity


4.2 Safe, Healthy, Legal & Ethical Use

Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies.

4.3 Diversity, Cultural Understanding & Global Awareness


Standard 5: Professional Learning & Program Evaluation

Candidates demonstrate the knowledge, skills, and dispositions to conduct needs assessments, develop technology-based professional learning programs, and design and implement regular and rigorous program evaluations to assess effectiveness and impact on student learning.

5.1 Needs Assessment

Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs.

5.2 Professional Learning

Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment.

5.3 Program Evaluation

Candidates design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.

20

Standard 6: Candidate Professional Growth & Development

Candidates demonstrate the knowledge, skills, and dispositions to engage in continuous learning, reflect on professional practice, and engage in appropriate field experiences.

6.1 Continuous Learning

Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice.

6.2 Reflection

Candidates 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.

6.3 Field Experiences

Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards.

APPENDIX A

ISTE National Educational Technology Standards (NETS-C)

Technology Coach

1. Visionary Leadership. 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. Technology

Coaches: 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

2. Teaching, Learning, & Assessments. 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. Technology Coaches: 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 self-regulation)

21

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 teacher 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

3. Digital-Age Learning Environments. Technology coaches create and support effective digital-age learning environments to maximize the learning of all students. Technology Coaches: 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 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

4. Professional Development & Program Evaluation. Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning. Technology Coaches: 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

5. Digital Citizenship. Technology coaches model and promote digital citizenship. Technology

Coaches: 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

22

c. Model and promote diversity, cultural understanding, and global awareness by using digitalage communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community

6. Content Knowledge and Professional Growth. 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. Technology

Coaches: 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

23

APPENDIX B

Instructional Technology Cert-Only Program

Standards/Curriculum Matrix

Standards Based On: PSC Instructional Technology Standards

Directions: In the far left column, use numbers corresponding to the specific standards in the set or use 1-2 word descriptors (preferred) so as to identify the specific standard. Replace the generic prefix and course number in the columns with the actual prefix and number of each course. Then determine where the standard is addressed in the curriculum by using a “

 ” or “X” in the intersecting cell. If additional columns are needed for courses, develop a second table. You may also wish to develop this chart in EXCEL and download into this document. We will accept whatever works best for you.

1.Visionary Leadership

PSC Standards/Courses

ITEC

7400

21 st

ITEC

7410

TL

ITEC

7430

Int

ITEC

7445

MWeb

ITEC

7305

Data

ITEC

7460

PL

ITEC

7500

Cap

1.1 Shared Vision

Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.

X X X X X

1.2 Strategic Planning

Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans.

1.3 Policies, Procedures, Programs & Funding

Candidates research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, and state technology plans and guidelines. Funding strategies may include the development, submission and evaluation of formal grant proposals.

1.4 Diffusion of Innovations & Change

Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools.

2.Teaching, Learning & Assessment

2.1 Content Standards & Student Technology Standards

Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards.

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

2.2 Research-Based Learner-Centered Strategies


X X X X

24


2.3 Authentic Learning

Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.

2.4 Higher Order Thinking Skills

Candidates model and facilitate the use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation and reflection).

2.5 Differentiation

Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals.

2.6 Instructional Design

Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences.

2.7 Assessment

Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.

2.8 Data Analysis

Candidates model and facilitate the effective use digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning.

3.Digital Age Learning Environments

3.1 Classroom Management & Collaborative Learning

Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources.

3.2 Managing Digital Tools & Resources

Candidates effectively manage digital tools and resources within the context of student learning experiences.

3.3 Online & Blended Learning

Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices

ITEC

7400

21 st

ITEC

7410

TL

X

X

X

X

X

X

ITEC

7430

Int

X

X

X

X

X

X

X

X

ITEC

7445

MWeb

ITEC

7305

Data

X

X

X

X

X

X

X

X

X

X

ITEC

7460

PL

ITEC

7500

Cap

X

X

X

X

X

X

X

X

X

X

X

25

PSC Standards/Courses for professional learning for teachers and administrators.

3.4 Adaptive & Assistive Technology


3.5 Basic Troubleshooting

Candidates troubleshoot basic software and hardware problems common in digital learning environments.

3.6 Selecting & Evaluating Digital Tools and Resources

Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure.

3.7 Communication & Collaboration

Candidates utilize digital-age communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community.

4. Digital Citizenship & Responsibility

4.1 Digital Equity


4.2 Safe, Healthy, Legal & Ethical Use

Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies.

4.3 Diversity, Cultural Understanding & Global Awareness


5. Professional Learning & Program Evaluation

5.1 Needs Assessment

Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs.

5.2 Professional Learning

Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment.

ITEC

7400

21 st

ITEC

7410

TL

ITEC

7430

Int

ITEC

7445

MWeb

ITEC

7305

Data

ITEC

7460

PL

ITEC

7500

Cap

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

26


5.3 Program Evaluation

Candidates design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.

6. Candidate Professional Growth & Development

6.1 Continuous Learning

Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice.

6.2 Reflection

Candidates 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.

6.3 Field Experiences

Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards.

ITEC

7400

21 st

ITEC

7410

TL

ITEC

7430

Int

ITEC

7445

MWeb

ITEC

7305

Data

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

ITEC

7460

PL

ITEC

7500

Cap

X

X

X

X

X

X

X

X

27

APPENDIX C

Assessment System

Instructional Technology Cert-OnlyProgram

This chart is designed to 1) identify the 6-8 assessments that will be used to verify how your candidates meet SPA/PSC/PTEU standards, 2) the course or field experience in which the assessment is required, 3) the semester the course is scheduled, and 4) faculty who teach the course or supervise the experience. This form should be completed at the beginning of the current semester and distributed to all full-time and part-time faculty who have responsibilities in professional education course work/supervision. Please send a copy to Debbie Lawson dlawson@kennesaw.edu

and Jessica Chafin jchafin4@kennesaw.edu

each semester

Type of

Assessment

- - WHAT – a) Actual Title of The

Assessment 1 b) Actual Title of Rubric in

C & W or Location if not in

C &W

- WHERE -

In What Course/Transition

Point The Assessment is

Administered 2

- WHEN –

Semester(s)

Course/

Assessment is

Offered

- WHO –

Faculty

Responsible for

Course/Assessment

-NOTES-

Record any special circumstances, changes or locations of anomalies

1 – PAAR/PSC

[Program entrylevel benchmark, or licensure tests or professional examinations of content knowledge]

Required

NCATE

Standard 1e:

Knowledge and a) GACE b) N/A

Post Graduation Summer 12

Fall 12

Spring 13

N/A

N/A

N/A

1 Examples: CPI, ISLA, PNR, Major Project, Lesson Plan – TOSS, etc

2 Indicate the point in the program when assessment is administered (e.g. course, decision point (eg, admission to TOSS, midpoint, end of program, etc)

28

Type of

Assessment




C &W

- WHERE -



Administered 2

- WHEN –

Semester(s)

Course/

Assessment is

Offered

- WHO –

Faculty

Responsible for


-NOTES-


Skills for Other

School

Professionals

2 – PAAR/PSC

[Assessment of content knowledge in the field of

Educational

Technology

Facilitation] –

Required

NCATE

Standard 1e:

Knowledge and

Skills for Other

School

Professionals

3 – PAAR/PSC

[Assessment that a) Internet Lesson Plan

& Blog Posting

Assessment (ILP &

BPA) b) ITEC M.Ed. Internet

Lesson Plan & Blog

Posting Assessment

(ILP & BPA)

Rubric #1963 a) Multimedia Design Project

Assessment (MDPA)

Beginning Point

ITEC 7430

Internet Tools in the

Classroom

Mid Point

ITEC 7445

Summer 12

Fall 12

Spring 13

Summer 12

N/A

N/A

Cohort 1

ILP & BPA

#1963

N/A

29

Type of

Assessment demonstrates candidates can collaborate effectively; plan, design, and model effective learning environments; and plan and implement professional experiences required of a technology leader] –

Required

NCATE

Standard 1e:

Knowledge and

Skills for Other

School

Professionals

4 – PAAR/PSC

[Assessment of




C &W b) ITEC M.Ed. Multimedia

Design Project Assessment

(MDPA)

Rubric #1964 a) Candidate Performance

Instrument (CPI)

- WHERE -



Administered 2

- WHEN –

Semester(s)

Course/

Assessment is

Offered

- WHO –

Faculty

Responsible for


Multimedia & Web Design

Midpoint (2 nd

&

Semester)

Fall 12

Spring 13

Summer 12

N/A

N/A

-NOTES-


30

Type of

Assessment internship, practicum, or other clinical experience] –

Required

NCATE

Standard 1e:

Knowledge and

Skills for Other

School

Professionals

5 – PAAR/PSC

[Assessment that shows candidate’s impact on student learning] –

Required




C &W b) ITEC M.Ed. CPI

Mentor 2 nd Semester

Rubric #1982 and

ITEC M.Ed. CPI Candidate

2 nd

Semester

Rubric #1981

OR

ITEC M.Ed. CPI

MENTOR 3 rd Semester

Rubric #1984

And

ITEC M.Ed. CPI

CANDIDATE

3 rd

Semester

Rubric #1983 a) Impact on Student

Learning Analysis

(ISLA) b) ITEC M.Ed. Impact on Student Learning

(ISLA)

- WHERE -



Administered 2

- WHEN –

Semester(s)

Course/

Assessment is

Offered

- WHO –

Faculty

Responsible for


Endpoint (3 rd

Semester)

(Collected by program coordinators and input into

C&W)

Endpoint:

ITEC/EDL 7305

Data Analysis & School

Improvement

Fall 12

Spring 13

Summer 12

Fall 12

-NOTES-


31

Type of

Assessment

NCATE

Standard 1f:

Student Learning for Other School

Professionals

6 – PAAR/PSC

[Dispositions] –

Required

NCATE

Standard 1e:

Knowledge and

Skills for Other

School

Professionals




C &W

Rubric #1980 a) Candidate Disposition

Assessment (CDA) b) ITEC M.Ed.

Candidate Disposition

Assessment (CDA)

2 nd Semester

MENTOR

Rubric #1792

AND a) ITEC M.Ed.

Candidate Disposition

Assessment (CDA)

- WHERE -



Administered 2

- WHEN –

Semester(s)

Course/

Assessment is

Offered

- WHO –

Faculty

Responsible for


Midpoint (2 nd

&

Semester)

Endpoint (3 rd

Semester)

(Collected by program coordinators and input into

C&W)

Spring 13

Fall 12

Spring 13

Summer 12

-NOTES-


32

Type of

Assessment

7 – PAAR/PSC

[Institutional

Assessment] –

Required

NCATE




C &W

2 nd Semester

CANDIDATE

Rubric #1897

OR

ITEC M.Ed. Candidate

Disposition Assessment

(CDA) 3 rd Semester

MENTOR

Rubric #1896

AND

ITEC M.Ed. Candidate

Disposition Assessment

(CDA) 3 rd Semester

CANDIDATE

Rubric #1898 a) Evaluation of an

Emerging Technology

Assessment (EETA) b) ITEC M.Ed.

Evaluation of an

- WHERE -



Administered 2

- WHEN –

Semester(s)

Course/

Assessment is

Offered

- WHO –

Faculty

Responsible for


Midpoint:

ITEC 7445 – Multimedia in

Education

Summer 12

Fall 12

N/A

-NOTES-


33

Type of

Assessment

Standard 1e:

Knowledge and

Skills for Other

School

Professionals

8 – PAAR/PSC

[Institutional

Assessment]

NCATE

Standard 1e:

Knowledge and

Skills for Other

School

Professionals

9 – UNIT

Assessment

PNR

NCATE

Standard 1e:

Knowledge and




C &W

Emerging Technology

Assessment (EETA)

Rubric #1965

- WHERE -



Administered 2

- WHEN –

Semester(s)

Course/

Assessment is

Offered

- WHO –

Faculty

Responsible for


-NOTES-


Spring 13

Summer 12 a) Professional Learning

Assessment (PLA) a) ITEC M.Ed.

Professional Learning

Assessment (PLA)

Rubric #1985 a) Portfolio Narrative

Rubric (PNR) b) ITEC M.Ed.

Portfolio Narrative

Rubric (PNR)

Rubric #1998

Endpoint:

ITEC 7460 Professional

Learning and Technology

Innovation

Endpoint:

ITEC 7500

Capstone Experience &

Portfolio

Fall 12

Spring 13

Summer 12

N/A

N/A

34

Type of

Assessment

Skills for Other

School

Professionals




C &W

- WHERE -



Administered 2

- WHEN –

Semester(s)

Course/

Assessment is

Offered

- WHO –

Faculty

Responsible for


-NOTES-


Fall 12 N/A

Spring 13

35

36

Compliance with NCATE/PSC Requirements Instructional Technology Certification Kennesaw State University

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