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4 | Technology Educator of the Year Rubric | |||||
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8 | This award recognizes outstanding educators from C.I.I. Member and C.I.I. Service Participant schools and divisions who effectively use technology with students. | |||||
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11 | Exemplary (4 points) | Strong (3 points) | Adequate (2 points) | Weak (1 point) | Not Apparent (0 points) | |
12 | Work reflects the mission and purpose of the C.I.I. | Work of improving student achievement through technology has been effective and is worthy of being imitated or modeled. | Work of improving student achievement through technology has been effective. | Work of improving student achievement through technology has been satisfactory. | Work of improving student achievement through technology has been limited. | Work of improving student achievement through technology is not evident. |
13 | Shows effective use of technology. | Provides a clear and complete description of a lesson or unit showing effective use of technology that is a model for duplication. | Provides a clear description of a lesson or unit showing effective use of technology. | Provides a clear description of a lesson or unit showing satisfactory use of technology. | Provides a description of a lesson or unit showing use of technology. | Does not provide a description of a lesson or unit showing use of technology. |
14 | Shows the impact of the technology on students. | Unit or lesson shows a significant increase (with measurable results) in learning due to the use of technology. | Unit or lesson shows an effective increase in learning (with measurable results) due to the use of technology. | Unit or lesson shows a moderate increase in learning due to the use of technology. | Unit or lesson shows an increase in learning due to the use of technology. | Work lacks evidence that there is an increase in learning due to the use of technology. |
15 | Shows the impact on the community, and/or profession. | Work has had a significant positive impact on technology use in education; locally, regionally and/or statewide and is worthy of being imitated or modeled. | Work has had an effective impact on technology use in education; locally, regionally and/or statewide. | Work has had a satisfactory impact on technology use in education; locally, regionally and/or statewide. | Work has had a limited impact on technology use in education; locally, regionally and/or statewide. | Work lacks evidence of its impact on technology use in education; locally, regionally and/or statewide. |
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4 | Technology Integrator of the Year Rubric | |||||
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8 | This award recognizes outstanding integrators from C.I.I. member and C.I.I. Service Participant schools and divisions who effectively support teachers’ integration of technology into the classroom. | |||||
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11 | Exemplary (4 points) | Strong (3 points) | Adequate (2 points) | Weak (1 point) | Not Apparent (0 points) | |
12 | Work reflects the mission and purpose of the C.I.I. | Work of improving student achievement through technology has been effective and is worthy of being imitated or modeled. | Work of improving student achievement through technology has been effective. | Work of improving student achievement through technology has been satisfactory. | Work of improving student achievement through technology has been limited. | Work of improving student achievement through technology is not evident. |
13 | Shows support of teachers using technology. | Provides a clear and complete description of supporting teachers as they integrate technology in the classroom goes above and beyond the job description. | Provides a clear description of supporting teachers as they integrate technology in the classroom. | Provides a description of supporting one or more teachers as they integrate technology in the classroom. | Provides a description of supporting one or more teachers in the classroom. | There is no description of supporting teachers’ use of technology in the classroom. |
14 | Shows effective use of technology. | Provides a clear and complete description of a lesson or unit showing support of effective use of technology that is a model for duplication. | Provides a clear description of a lesson or unit showing support of effective use of technology. | Provides a clear description of a lesson or unit showing satisfactory use of technology. | Provides a description of a lesson or unit showing use of technology. | Does not provide a description of a lesson or unit showing use of technology. |
15 | Shows the impact of the technology on students. | Unit or lesson shows a significant increase (with measurable results) in learning due to the use of technology. | Unit or lesson shows an effective increase in learning (with measurable results) due to the use of technology. | Unit or lesson shows a moderate increase in learning due to the use of technology. | Unit or lesson shows an increase in learning due to the use of technology. | Work lacks evidence that there is an increase in learning due to the use of technology. |
16 | Shows the impact on the community, and/or profession. | Work has had a significant positive impact on technology use in education; locally, regionally and/or statewide and is worthy of being imitated or modeled | Work has had an effective impact on technology use in education; locally, regionally and/or statewide. | Work has had a satisfactory impact on technology use in education; locally, regionally and/or statewide. | Work has had a limited impact on technology use in education; locally, regionally and/or statewide. | Work lacks evidence of its impact on technology use in education; locally, regionally and/or statewide. |
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4 | Technology Administrator of the Year Rubric | |||||
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8 | This award recognizes outstanding administrators from C.I.I. member and C.I.I. Service Participant schools and divisions who have effectively increased the use of technology within their school. | |||||
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11 | Exemplary (4 points) | Strong (3 points) | Adequate (2 points) | Weak (1 point) | Not Apparent (0 points) | |
12 | Work reflects the mission and purpose of the C.I.I. | Work of improving student achievement through technology has been effective and is worthy of being imitated or modeled. | Work of improving student achievement through technology has been effective. | Work of improving student achievement through technology has been satisfactory. | Work of improving student achievement through technology has been limited. | Work of improving student achievement through technology is not evident. |
13 | Has made a noteworthy contribution to promoting educational technology within his/her school. | Contributions to promoting educational technology within his/her school have been effective and worthy of being imitated or modeled. | Contributions to promoting educational technology within his/her school have been effective. | Contributions to promoting educational technology within his/her school have been satisfactory. | Contributions to promoting educational technology within his/her school have been limited. | Contributions to promoting educational technology within his/her school is not evident. |
14 | Shows the impact on the community, and/or profession. | Work has had a significant positive impact on technology use in education; locally, regionally and/or statewide and is worthy of being imitated or modeled | Work has had an effective impact on technology use in education; locally, regionally and/or statewide. | Work has had a satisfactory impact on technology use in education; locally, regionally and/or statewide. | Work has had a limited impact on technology use in education; locally, regionally and/or statewide. | Work lacks evidence of its impact on technology use in education; locally, regionally and/or statewide. |
15 | Demonstrates exceptional leadership in finding ways that technology benefits teaching and learning. | Effectively demonstrates exceptional leadership in finding ways that technology benefits teaching and learning and is worthy of being imitated or modeled. | Effectively demonstrates exceptional leadership in finding ways that technology benefits teaching and learning. | Satisfactorily demonstrates exceptional leadership in finding ways that technology benefits teaching and learning. | Demonstration of exceptional leadership in finding ways that technology benefits teaching and learning is limited. | Demonstration of exceptional leadership in finding ways that technology benefits teaching and learning is not evident. |
16 | Demonstrates a commitment to professional growth. | Effectively demonstrates a commitment to professional growth and is worthy of being imitated or modeled. | Effectively demonstrates a commitment to professional growth. | Demonstration of a commitment to professional growth is satisfactory. | Demonstration of a commitment to professional growth is limited. | Demonstration of a commitment to professional growth is not apparent. |
17 | Demonstrates creativity and innovation in dealing with issues and problems facing public education. | Effectively demonstrates creativity and innovation in dealing with issues and problems facing public education and is worthy of being imitated or modeled. | Effectively demonstrates creativity and innovation in dealing with issues and problems facing public education. | Demonstration of creativity and innovation in dealing with issues and problems facing public education is satisfactory. | Demonstration of creativity and innovation in dealing with issues and problems facing public education is limited. | Demonstration of creativity and innovation in dealing with issues and problems facing public education is not evident |