Rubric+for+ITRT+Evaluation


 * || **Unacceptable** || **Needs Improvement** || **Meets Expectations** || **Exceeds Expectations** ||
 * ||
 * **1.1** |||||||| **The ITRT helps teachers design lesson plans using technology appropriate to the subject matter and student instructional level.** ||
 * || The ITRT makes technology errors and/or fails to correct errors teachers make. The ITRT displays little understanding of prerequisite knowledge and of pedagogical issues important for integration of technology with content. || The ITRT displays knowledge of technology but cannot articulate connections with other parts of the discipline or other technologies. The ITRT indicates some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate. The ITRT does not anticipate teacher misconceptions or correct errors. || The ITRT displays knowledge of technology and makes connections between the content and other technologies. The subsequent plans and practices reflect understanding of technologies and teacher articulated topics. Pedagogical practices reflect current research on best pedagogical practice within adult learning of instructional technology with some anticipation of teacher misconceptions. || The ITRT displays solid knowledge and a command of instructional technology with evidence of a continuing pursuit of additional skill. The ITRT actively builds on an existing knowledge when attempting to correct teacher misunderstanding. The ITRT displays continuing search for best practices in adult learning and instructional technology, anticipating teacher needs. ||
 * **1.2** |||||||| **The ITRT assists the teacher in planning instruction to achieve objectives that reflect the Virginia Standards of Learning.** ||
 * || The designed objectives: a) focus technology on insignificant learning rather than content and Virginia Standards of Learning, b) are unsuitable for teacher use with students, and/or c) are stated only as activities involving technology. || The designed objectives focus technology on significant content and Virginia Standards of Learning but are unsuitable for students in the class. || The designed objectives focus technology on significant content and Virginia Standards of Learning that are suitable for most students in the class; they reflect opportunities for technology/curriculum integration. || The designed objectives focus technology on high-level learning related to the content and Virginia Standards of Learning; they are adapted, based on the teacher’s knowledge of technology and are appropriate for student’s grade level. ||
 * **1.3** |||||||| **The ITRT demonstrates knowledge of individual teacher and school needs and selects the appropriate resources and methodologies to meet those needs.** ||
 * || Technology workshops or lessons do not support the ITRT's objectives and offer no variety. Materials and resources do not support the objectives or engage teachers in meaningful learning. || Technology workshops or lessons are inconsistent in suitability to the ITRT's objectives and offer minimal variety. Some of the materials and resources support the objectives, and some engage teachers in meaningful learning. || Technology workshops or lessons are varied, as appropriate to the ITRT's objectives. All materials and resources support the objectives and engage teachers in meaningful learning. || Technology workshops or lessons are varied, as appropriate to the ITRT's objectives. There is evidence of teacher choice in selecting different methods of instruction such as in-services, individualized training, workshops, classes, or modeling. All materials and resources support the ITRT's objectives and engage teachers in meaningful learning. There is evidence of teacher participation in selecting or adapting materials as is developmentally appropriate for the age of the students. ||
 * **1.4** |||||||| **The ITRT demonstrates knowledge of the state's Educational Information Management System (EIMS) to assist other personnel, when needed, in making instructional decisions which maximize student learning.** ||
 * || The ITRT displays no knowledge of EIMS. || The ITRT displays knowledge of EIMS but cannot assist personnel in making instructional decisions. || The ITRT displays knowledge, and a command of the EIMS system, and assists personnel as requested. || The ITRT displays solid knowledge, and a command of the EIMS system, and assists personnel as requested. ||
 * **CATEGORY 2: INSTRUCTION** ||
 * **2.1** |||||||| **The ITRT assists teachers in integrating SOL content with technology and helps teachers engage students in meaningful learning experiences.** ||
 * || The ITRT does not model lessons in which teachers and/or students are engaged in activities using technology in their exploration of content. || The ITRT has difficulty modeling lessons in which teachers and/or students are engaged in activities using technology in their exploration of content. || The ITRT models lessons in which teachers and/or students are somewhat engaged in activities using technology in their exploration of content. || The ITRT models lessons in which teachers and students are cognitively engaged in activities using technology in their exploration of content. ||
 * **2.2** |||||||| **The ITRT assists the teacher in using technology to differentiate instruction in order to meet student needs.** ||
 * || The ITRT is unfamiliar with the different approaches to learning that typical and special needs students exhibit. When requested, the ITRT does not assist the teacher in meeting the needs of all children. || The ITRT displays a general understanding of the different approaches to learning that typical and special needs students exhibit. When requested, the ITRT has difficulty assisting the teacher in meeting the needs of all children. || The ITRT displays a solid understanding of the different approaches to learning that typical and special needs students exhibit. When requested, the ITRT is sometimes able to assist the teacher in meeting the needs of all children. || The ITRT assists the teacher when appropriate, in using varied approaches to learning in instructional planning. The ITRT displays knowledge of typical age appropriate skills and technical understanding, including those with special needs. When requested, the ITRT assists the teacher in meeting the needs of all children. ||
 * **2.3** |||||||| **The ITRT effectively utilizes instructional software and the Internet within the structure of classroom lessons.** ||
 * || The ITRT is not able to effectively train teachers and/or model lessons in the use of instructional software and the Internet. The ITRT’s instruction does not assist the teachers in integrating technology into the curriculum. || The ITRT has difficulty training teachers and/or modeling lessons in the use of instructional software and the Internet. The ITRT’s instruction does not necessarily assist the teachers in integrating technology into the curriculum. || The ITRT trains teachers and models lessons in the use of instructional software and the Internet which may not necessarily assist the teachers in integrating technology into the curriculum. || The ITRT trains teachers and models lessons in the use of instructional software and the Internet which will assist the teachers in integrating technology into the curriculum. ||
 * **2.4** |||||||| **The ITRT conducts technology workshops and in-services that include a variety of instructional strategies to actively engage teachers in learning.** ||
 * || Instructional strategies, methods, and technologies are inappropriate for instructional goals and do not reflect recent instructional technology research. || Only some of the instructional strategies, methods, and technologies are suitable to instructional goals. Some activities reflect recent instructional technology research. || Instructional strategies, methods, and technologies are suitable to instructional goals. Many activities reflect recent instructional technology research. || Instructional strategies, methods, and technologies are highly relevant to instructional goals. Activities reflect recent instructional technology research. ||
 * **CATEGORY 3: ORGANIZATIONAL MANAGEMENT FOR SAFETY AND LEARNING** ||
 * **3.1** |||||||| **The ITRT assists with development of procedures which promote computing and Internet safety.** ||
 * || There is little or no evidence that the ITRT assists in developing procedures which promote computing and Internet safety. || There is some evidence that the ITRT assists in developing procedures which promote computing and Internet safety. || There is evidence that the ITRT assists in developing procedures which promote computing and Internet safety. || There is substantial evidence that the ITRT assists in developing procedures which promote computing and Internet safety. ||
 * **3.2** |||||||| **The ITRT helps teachers develop individual web sites which adhere to Salem’s web publishing policy and maintains the school's web site.** ||
 * || There is little or no evidence that the ITRT helps teachers develop individual web sites which adhere to Salem’s web publishing policy or that the ITRT maintains the school's web site. || There is some evidence that the ITRT helps teachers develop individual web sites which adhere to Salem’s web publishing policy and/or that the ITRT maintains the school's web site. || There is evidence that the ITRT helps teachers develop individual web sites which adhere to Salem’s web publishing policy and that the ITRT maintains the school's web site. || There is substantial evidence that the ITRT helps teachers develop individual web sites which adhere to Salem’s web publishing policy and that the ITRT maintains the school's web site. ||
 * **3.3** |||||||| **The ITRT establishes and maintains rapport with teachers, students, administrative and staff personnel, and serves as a school liaison to central administration.** ||
 * || There is little or no evidence that the ITRT demonstrates an effort to maintain positive relationships with all staff with whom he or she works. This fairness and mutual respect enhances both teacher and student learning as it relates to technology. || There is limited evidence that the ITRT demonstrates an effort to maintain positive relationships with all staff with whom he or she works. This fairness and mutual respect enhances both teacher and student learning as it relates to technology. || There is clear evidence that the ITRT demonstrates an effort to maintain positive relationships with all staff with whom he or she works. This fairness and mutual respect enhances both teacher and student learning as it relates to technology. || There is clear, consistent, and convincing evidence that the ITRT demonstrates an effort to maintain positive relationships with all staff with whom he or she works. This fairness and mutual respect enhances both teacher and student learning as it relates to technology. ||
 * **3.4** |||||||| **The ITRT creates a supportive environment among all major stakeholders in the learning community, by serving on the school's technology committee and assisting with the development of the school's technology budget.** ||
 * || There is little or no evidence that the ITRT creates a supportive environment among all stakeholders in the learning community. || There is limited evidence that the ITRT creates a supportive environment among all stakeholders in the learning community. || There is clear evidence that the ITRT creates a supportive environment among all stakeholders in the learning community. || There is clear, convincing, and consistent evidence that the ITRT creates a supportive environment among all stakeholders in the learning community. ||
 * **CATEGORY 4: COMMUNICATION AND COMMUNITY RELATIONS** ||
 * **4.1** |||||||| **The ITRT uses the school's web site to convey ideas and information to the community.** ||
 * || The ITRT's written language is poor. The school’s web site does not show evidence of good design and/or is not easy to navigate. || The ITRT's written language is correct but limited. The school’s web site shows some evidence of good design and/or ease of navigation. || The ITRT's written language is clear and correct, with well-chosen vocabulary. The school’s web site is well designed and easy to navigate. || The ITRT's written language is correct and expressive, with well-chosen vocabulary. The school’s web site is well designed and easy to navigate. ||
 * **4.2** |||||||| **The ITRT uses verbal, non-verbal, and media communication techniques in conveying ideas and information to teachers.** ||
 * || The ITRT’s verbal and non-verbal communication skills are weak. Vocabulary is not correct. || The ITRT’s spoken and written language is correct. Vocabulary is correct but is difficult for the average participant to understand. || The ITRT’s spoken and written language is clear and correct with well chosen vocabulary that avoids use of technology jargon. || The ITRT’s spoken and written language is correct and expressive with well chosen vocabulary that avoids use of technology jargon. ||
 * **4.3** |||||||| **The ITRT effectively communicates and coordinates with other ITRT's and members of the technology department to support the use of technology throughout the school division.** ||
 * || There is little or no evidence that the ITRT communicates and coordinates with other ITRT's and members of the technology department to support the use of technology throughout the school division. || There is limited evidence that the ITRT communicates and coordinates with other ITRT's and members of the technology department to support the use of technology throughout the school division. || There is clear evidence that the ITRT communicates and coordinates with other ITRT's and members of the technology department to support the use of technology throughout the school division. || There is clear, convincing and consistent evidence that the ITRT communicates and coordinates with other ITRT's and members of the technology department to support the use of technology throughout the school division. ||
 * **CATEGORY 5: PROFESSIONALISM** ||
 * **5.1** |||||||| **The ITRT models professional, moral, and ethical standards as well as personal integrity in all interactions.** ||
 * || The ITRT does not apply ethical and professional standards in relationships with colleagues, students, and others in written and oral exchanges. Expected confidentiality is not maintained. Appearance and demeanor often do not meet professional standards. || The ITRT is usually, but not consistently, ethical and professional in relating to colleagues, students, and others in written and oral exchanges. The ITRT occasionally breaches confidentiality. Appearance and demeanor do not always reflect appropriate professional standards. || The ITRT relates to colleagues, students, and others in an ethical and professional manner in both written and in oral exchanges. Confidentiality is maintained, and any concerns or problems are resolved in a constructive manner. Appearance and demeanor are professional. || The ITRT models exemplary ethical and professional relationships with colleagues, students, and others in both written and oral exchanges. The ITRT anticipates and resolves concerns and problems constructively. The ITRT maintains a high and appropriate level of confidentiality. Appearance and demeanor are consistently professional. ||
 * **5.2** |||||||| **The ITRT demonstrates a knowledge of and compliance with requisite laws, policies, regulations, and practices.** ||
 * || There is little or no evidence that the ITRT seeks out or uses knowledge of laws, regulations, policies, or practices that govern the school/division. || There is limited evidence that the ITRT has an understanding of and applies laws, regulations, policies, or practices that govern the school/division to promote teaching and learning. || There is clear evidence that the ITRT is aware of and applies laws, regulations, policies, and practices that govern the school/division to promote teaching and learning. || There is clear, convincing, and consistent evidence that the ITRT is knowledgeable of and utilizes laws, regulations, policies, and practices that govern the school/division to promote teaching and learning. ||
 * **5.3** |||||||| **The ITRT works in a collegial and collaborative manner with peers, school personnel, central administrative personnel, and the community to promote and support the mission and goals of the school and the school division.** ||
 * || There is little or no evidence that the ITRT sees any potential benefit in developing partnerships or collaborating with other staff members or community groups to support the instructional program or provides any opportunities that might support school division and community communication. || There is limited evidence that the ITRT has developed partnerships or relationships with other staff members and community groups to support the instructional program or provides any opportunities that might support school division and community communication. || There is clear evidence that the ITRT works flexibly and collaboratively with other staff members as well as a variety of school, business, and community groups to support the instructional program and provides opportunities that might support school division and community communication. || There is clear, convincing, and consistent evidence that the ITRT works collaboratively and flexibly with other staff members as well as a variety of school, business, and community groups to support the instructional program and provides opportunities that support school division and community communication. ||
 * **5.4** |||||||| **The ITRT takes responsibility for and participates in a meaningful and continuous process of professional development that results in the enhancement of classroom technology integration.** ||
 * || There is little or no evidence that the ITRT attends or participates in professional development activities. || There is limited evidence that the ITRT attends required professional development activities or participates in professional development activities. || There is some evidence that the ITRT attends required professional development activities and participates in professional development activities. || There is clear, convincing, and consistent evidence that the ITRT actively pursues opportunities for professional development, often serves as the leader, and shares experiences with staff and colleagues that are used to enhance teaching and learning. ||
 * **5.5** |||||||| **The ITRT provides service to the profession, the division, and the community.** ||
 * || There is little or no evidence that the ITRT makes any professional contributions to others' pursuit of professional development, the division, or the community. || There is limited evidence that the ITRT makes any consistent contributions in providing assistance to others' pursuit of professional development and volunteers or agrees only when asked to participate in division and community initiatives. || There is clear evidence that the ITRT participates actively in assisting others' pursuit of professional development and actively participates in professional development activities and division and community initiatives with colleagues. || There is clear, convincing, and consistent evidence that the ITRT initiates important activities to contribute to the profession (e.g., mentoring others, writing articles for publications, making presentations) and that the ITRT substantially contributes to division and community initiatives by taking a leadership role and/or encouraging the involvement of others. ||
 * || There is little or no evidence that the ITRT makes any professional contributions to others' pursuit of professional development, the division, or the community. || There is limited evidence that the ITRT makes any consistent contributions in providing assistance to others' pursuit of professional development and volunteers or agrees only when asked to participate in division and community initiatives. || There is clear evidence that the ITRT participates actively in assisting others' pursuit of professional development and actively participates in professional development activities and division and community initiatives with colleagues. || There is clear, convincing, and consistent evidence that the ITRT initiates important activities to contribute to the profession (e.g., mentoring others, writing articles for publications, making presentations) and that the ITRT substantially contributes to division and community initiatives by taking a leadership role and/or encouraging the involvement of others. ||