IMYM Teacher's Rubric for Pedagogical Skill in Integrating ...



Interdisciplinary Middle Years Multimedia (IMYM) Model

Self-Assessment of Pedagogical Skill in

Integrating Information and Communication Technology (ICT) with

Curriculum and Classroom Practice*

| Level | | | | |

| |Beginning |Developing |Accomplished |Exemplary |

|Pedagogy Skill | | | | |

|I. |□ I do not use educational software, |□ I use some educational software as an |□ I use educational software that has been |□ I seek out new educational software for evaluation |

|Using Educational |such as drill and practice, |instructional supplement, or for children |evaluated as a learning resource to match outcomes|and adoption. I access sources of software reviews |

|Software |simulations, and tutorials as part of |with special needs. |in Manitoba Foundation for Implementation |and keep current on developments in educational |

| |my instruction. However, I am aware of| |documents. I use these resources to provide |technologies through professional reading and |

| |some titles that may help my students | |experiences otherwise unavailable to my students |conference attendance. I share my findings with my |

| |meet their learning goals. | |and to address diverse learning styles. |colleagues. |

|II. |□ I do not use any technologies that |□ I encourage my students to use concept |□ I help my students use technology in all phases|□ I store collections of my students' writing |

|Using information and |would allow me to help my students |mapping to activate their prior knowledge as |of the writing process from brainstorming and |electronically. I use technology to help students |

|communication technology|improve their writing skills. However, |they write. I expect my students to compose |outlining to writing and editing. This may |share their writing with a wide reading audience. I |

|to improve student |I ask that the final draft of some |or edit using the computer. I ask that the |include concept mapping software, spelling and |look for specific technology tools to help my students|

|writing |student writing assignments be word |final draft of most student writing |grammar checkers, electronic dictionary and |improve their writing skills. I share successful |

| |processed. |assignments be word processed. |thesaurus, desktop publishing tools, and the use |strategies with colleagues through print and |

| | | |of hand held devices and portable computers. |electronic publishing and through conference |

| | | | |presentations and workshops. |

|III. |□ I am not familiar with the term |□ As a part of my instructional strategies, |□ I collaborate with a teacher-librarian or with |□ I am actively involved in curriculum implementation|

|Teaching information |information literacy, and I am not sure|I have students engage in resource-based |other classroom teachers to teach information |teams in my school or division and advocate for and |

|literacy skills using |why such skills are important. |learning projects where information literacy |literacy skills. I design resource-based learning|use interdisciplinary units, web quests, and learning |

|resource-based learning | |skills are developed. My students use and |projects so that students ask essential questions,|experiences that develop information literacy skills |

| | |cite electronic resources in the |use higher-level thinking skills, use and cite |and resource-based learning. I share successful units|

| | |resource-based learning process. |electronic information sources, use computer |with colleagues through print and electronic |

| | | |productivity software, and are authentically |publishing and through conference presentations and |

| | | |assessed. |workshops. |

|IV. |□ When asking students to do research,|□ As part of my instructional strategies I |□ I expect my students to participate in |□ I am actively involved in curriculum implementation|

|Teaching information |I expect them to only use secondary |include student projects that require the |information literacy projects that require the |teams in my school or division and advocate for and |

|literacy skills using |resources such as books, magazines, or |collection and use of original data and |collection of original data to answer a real-world|use interdisciplinary units and learning experiences |

|primary sources |reference materials. |information. I generally can predict the |question. They use a variety of tools to gather |that require information literacy skills and the use |

| | |outcome of such experiments or surveys. |data, such as online surveys, interviews, digital |of primary sources of data. I share successful |

| | | |cameras, digitized sources of historical records, |strategies with other teachers through print, |

| | | |computerized probes and sensors, or GPS devices. I|electronic publishing, conference presentations, and |

| | | |teach my students to use electronic tools such as |workshops. |

| | | |tables, spreadsheets, or databases to record, | |

| | | |organize, analyze and communicate the results. | |

|V. |□ I rely on a few effective methods of|□ I have tried learning experiences that |□ I use a variety of instructional delivery |□ I continually try new approaches suggested by |

|Differentiated |delivering content to my students. I |have a technology component, however, I |methods and student grouping strategies routinely |research or observation to discover the most effective|

|Instruction |do not use technology that requires |primarily use teacher-directed, whole group |throughout the year. I design learning |means of using technology to engage my students and |

| |that I change my instructional |instruction. I occasionally give my students|experiences and approaches that best fit |meet curricular outcomes. I work with a team of |

| |methodology. |a choice of assignments. |curricular learning outcomes, student learning |like-minded teachers either face-to-face or online to |

| | | |styles and needs, and the technology available to |create, modify, and improve my practices in |

| | | |me. I use small groups working collaboratively in|instructional delivery. |

| | | |learning centres to take advantage of | |

| | | |student-to-equipment ratios of greater than | |

| | | |one-to-one. | |

|VI. |□ I assess my students using primarily|□ I gather evidence of student learning and |□ I use a wide range of assessment strategies to |□ I have developed strategies to assess both |

|Assessing student |summative and objective written tests. |collect print copies of electronic work (such|evaluate student products and performances. I |interdisciplinary work and collaborative work. I |

|performance |I assess some student performances or |as word-processed documents, graphics, and |create assessment tools such as checklists and |continuously try new strategies suggested by research |

| |products using formative and subjective|presentations) to demonstrate student |rubrics that help students assess themselves and |or observation to discover the most effective means of|

| |criteria. I am aware that ICT can be |achievement in student portfolios and parent |their peers and allow me to objectively determine |using technology to help assess student learning. I |

| |used to assess student achievement. |conferences. |the quality of student work. I ask students to |work with a team of like-minded teachers, in person or|

| | | |keep both a physical and electronic portfolio of |virtually, to create, modify, and improve my |

| | | |their achievements. I have a computerized means |assessment practices. |

| | | |of aggregating performance data for my class that | |

| | | |I use to modify my instructional strategies. | |

|VII. |□ I do not use information and |□ I use online tools to find learning |□ I access specialized databases such as ERIC, |□ I participate in electronic discussion groups or |

|Using technology for |communication technologies for |experiences, learning resources, and |CBCA, and EBSCO to research educational topics. I|chat rooms related to my area of expertise. I use |

|professional research |professional research or communication.|promising practices for my classroom. I |read electronic newsletters and journals. |electronic tools when giving workshops or speaking at |

|and communication | |correspond electronically with other | |conferences. I organize professional learning |

| | |educators. | |opportunities for other teachers and feel comfortable |

| | | | |teaching colleagues how to use technology to enhance |

| | | | |instruction. |

|VIII. |□ I am uncertain whether the use of |□ I gather, and share with colleagues, |□ I analyze and self-reflect on how the |□ I have designed action research as part of my own |

|Researching and |information and communication |anecdotal information and observations about |technology and methodology I use affects my |professional learning. I report electronically, in |

|reflecting on the use of|technology would make a difference in |how students use technology to learn in my |students’ learning and the climate of my |person, and in print, the findings of my research, to |

|technology in education |my students' learning or in classroom |classroom. |classroom. I use the results of others’ research |other professionals. |

| |climate. | |on ICT integration to inform my own classroom | |

| | | |practice. | |

|IX. Engaging in online |□ I am aware that professional |□ I have participated in online professional|□ I have taken at least one online professional |□ I engage in a variety of online professional |

|professional learning |learning is available online. |learning but it did not involve online |learning course in which I engaged in online |learning experiences in addition to online courses, |

| | |discussions and posting of student samples. |discussions. I shared online samples of my work |including web casts, online conferences, and web logs.|

| | | |and/or digital photos of my classroom with the | |

| | | |other teachers in my online learning community. | |

|X. Setting up my |□ My classroom is set up primarily for|□ My classroom is set up to accommodate |□ My classroom is often set up to accommodate |□ My classroom is set up with learning centres for |

|classroom |independent learning. There are no |occasional collaborative learning. I have at|collaborative learning. I create learning centres|both collaborative and independent learning. My |

| |computers in my classroom. Most of my |least one computer in my classroom but it is |that often have computers or other technology in |students use classroom computers throughout the day |

| |use of technology with students is |not connected to the Internet. |them. At least one classroom computer is |whenever they need to do Internet research or create |

| |scheduled in a computer lab. | |connected to the Internet. |an electronic product. |

*Adapted from Rubrics to Guide Professional Technology Development by Doug Johnson, Learning and Leading with Technology, Volume 28 Number 4, December/January 2000-2001

Name: _____________________________________ Grade level(s): _____________________________________

School: _____________________________________ Subject area(s): _____________________________________

Division: ___________________________________ # classroom computers: _____________________________

Phone: _____________________________________ Email: ___________________________________________

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This self-assessment will help you and your technology mentor to develop an individual professional growth plan to increase your pedagogical skill in integrating ICT with your classroom practice. It will also help you to determine areas in which you might continue to learn and practice in a self-directed manner. Please judge your competency level in each of the following areas by checking the box that best describes your current skill level. (Be honest, but be kind!)

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