Georgia Technology Performance Descriptors for Certified ...
Georgia Technology Performance Descriptors for Certified Teachers
|I. TECHNOLOGY OPERATIONS AND USE OF COMPUTERS |
|Operate computer hardware and software as an integral component of the teaching and learning process. |
|Store and retrieve personal documents and student files on hard drive, network and floppy disk. |
|Use peripheral hardware to extend and enhance instruction. |
|Troubleshoot basic operating system malfunctions. |
|Seek appropriate technical assistance as needed to maintain classroom technology. |
|Use appropriate computer terminology when planning and delivering instruction. |
|Use computer terminology to articulate technical problems. |
|Use appropriate computer terminology to communicate instructional software and hardware needs. |
|Demonstrate competency using basic software applications: word processor, database, spreadsheet, e-mail, Internet, instructional |
|software. |
|Participate in learning opportunities that heighten awareness to new applications that use technology in classroom settings. |
|II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES |
|Plan assignments and tasks that require applications of technologies in an authentic, real world context. |
|Plan for instructional technologies to accommodate objectives in multiple disciplines (content areas). |
|Plan cooperative learning tasks to maximize the use of school technologies. |
|Plan cooperative learning tasks to support opportunities for socialization and peer interaction. |
|Design instructional practice on research-based principles. |
|Plan for use of technology as a tool through which students construct new knowledge. |
|Design an active, cooperative, technology enhanced learner-centered environment. |
|Design technology assignments and tasks to promote peer-to-peer teaching. |
|Design technology assignments and tasks to connect technology to best pedagogical practice. |
|Plan technology enhanced tasks to heighten student awareness of thinking processes (metacognition). |
|Maintain a current knowledge base of best practices related to technology integration. |
|Consult with media/ technology specialists to identify hardware, software and technology in the school or school system. |
|Match appropriate instructional technologies learning objectives, grade level and subject area when planning technology enhanced |
|lessons. |
|Plan for all students to have access to school technologies as an integral part of lesson activity. |
|Design and implement rotation strategies to ensure that all students have equal access to technologies needed to complete lesson |
|activity. |
|III. TEACHING, LEARNING AND THE CURRICULUM |
|Present technology enhanced lessons to include QCC, IEP or appropriate curriculum standards, procedures, materials, technologies, |
|assessment. |
|Implement lessons that simultaneously assist students in building content knowledge and skills in the use of a variety of modern |
|technologies. |
|Model the use of modern technologies in the context of curricular lessons. |
|Assign academic tasks require students to apply developmentally appropriate technology skills. |
|Implements interdisciplinary lessons which technology is used an instructional tool. |
|Use information technologies in the context coherent, integrated curriculum. |
|Use technology to accommodate student-learning styles, individual and academic needs. |
|Identify and provide recommendations and assistive technologies as addressed in the lesson and IEP. |
|Deliver instructional lessons that use a variety software, hardware, and learning tools to support instruction. |
|Deliver instructional units/ lessons that reflect best practices for teaching and accelerated learning with technologies. |
|Facilitate student analysis, synthesis and evaluation of information resources. |
|Facilitate student analysis productivity tools to select appropriate tool for a specific learning tasks. |
|Presents a variety of support materials that assist students in mastering learning tasks independently. |
|Presents technology enhanced lessons that lead students to analyze, synthesize evaluate relevant problems. |
|Arrange and manage physical space to promote and enhance the use of technologies. |
|Manage student movement within the physical space to promote and enhance the use of technologies. |
|Direct technology enhanced lessons to accommodate a variety of grouping strategies. |
|IV. ASSESSMENT AND EVALUATION |
|Quantify student technology skill acquisition in the context of instructional tasks. |
|Use technology enhanced projects to advance authentic assessment methods. |
|Establish clear criteria upon which student performance will be measured. |
|Use assessment as an opportunity for teaching and learning. |
|Use self-assessment as an opportunity for teaching and learning. |
|Use assessment as an opportunity to redesign and improve instruction. |
|V. PRODUCTIVITY AND PROFESSIONAL PRACTICE |
|Use the Internet for research and professional reference. |
|Locate and use technology resources for personal and professional development. |
|Use modern technologies to shape the role of the teacher as a life-long learner. |
|Examine professional practice to critically evaluate the value of modern technologies in the contemporary classroom. |
|Use technologies to increase personal and professional productivity. |
|Create multimedia presentations to disseminate information. |
|Create management and instructional materials rosters, rubrics, storyboards, Recording sheets, task cards). |
|Organize and manage general student information electronically (class rosters, student information databases, grade books). |
|Use web-based technologies to accomplish specific personal and professional tasks. |
|Use presentation software for routine communications information kiosks, daily agendas, and announcements. |
|Use email and web-based publications to communicate with students, parents, administrators, and peers. |
|Use e-mail to expedite professional communication and collaboration. |
|Use technology to extend classroom instruction and school resources to students and their families in their homes. |
|VI. SOCIAL, ETHICAL, LEGAL AND HUMAN ISSUES |
|Practice legal, ethical social responsibility in the use information technologies. |
|Identify and communicate clear rules, policies and procedures to support legal and ethical use of technologies in the classroom. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- course syllabus johns hopkins university
- guidance on enhancing education through technology ed
- infrastructure baruch computing technology center
- fsa for ela technology enhanced items cheat sheet
- georgia technology performance descriptors for certified
- technology for integration of students with disabilities
- ed383 educational technology and computer literacy
- u n i v e r s i t y of h o u s t o n
- teaching with technology showcase
Related searches
- appraisal performance wording for supe
- appraisal performance wording for supervisors
- technology is good for us
- technology is good for people
- performance review for a supervisor
- technology is good for society
- technology is bad for children
- technology is bad for kids
- sample performance reviews for supervis
- performance evaluations for teachers samples
- performance goals for it analysts
- example performance objectives for managers