1. Technology Standards in Teacher Education Proficiencies and Assessment Ellen Hoffman Eastern Michigan University MDE Workshop October 10, 2003

2. Alignment of standards  Michigan’s new seventh standard brings the state into direct alignment with national standard  ISTE National Education Technology Standards (NETS)  Able to use powerful tools created by ISTE and others  Case studies  Lesson plans  Publications  Assessments

3. Inter-relationship of standards  ISTE NETS  Students  Teachers  Administrators  What teachers need to implement the student standards

4. Comparison of standards  Handout with the ISTE standard and the new Michigan Seventh Standard for comparison  Makes it clear to students and faculty that these are closely related

5. Framework for teaching with technology 1. Background knowledge 2. Prepare to teach 3. Implement learning 4. Assess learning 5. Continuous improvement 6. All within an ethical and legal context

6. Technology Operations and Concepts  Demonstrate understanding of, and continued growth in, information age learning and technology operations and concepts.

7. Planning & Designing Learning Environments & Experiences  Plan and design effective information age technology-enhanced learning environments and experiences aligned with State Board’s policy on learning expectations for Michigan students and the Michigan Curriculum Framework for all students.

8. Teaching, Learning & the Curriculum  Implement curriculum plans that include technology-enhanced methods and strategies to enhance student learning.

9. Assessment & Evaluation  Apply technology to facilitate a variety of effective assessment and evaluation strategies.

10. Productivity & Professional Practice  Use technology to enhance professional development, practice and productivity.

11. Social, Ethical, Legal & Human Issues  Understand the equity, ethical, legal, social, physical, and psychological issues surrounding the use of technology in PK-12 schools and apply that understanding in practice.

12. Proficiencies and assessment  Developmental model from college to ongoing professional development  Throughout curriculum  Levels for each stage of teaching  Multiple means of assessment  Organizational  Faculty/administrators  Personal

13. ISTE assessment model

14. Profiles for teacher education  “The Technology Performance Profiles for Teacher Preparation suggest ways programs can incrementally examine how well candidates meet the standards….providing guidelines for programs to create a set of benchmarks in planning and assessment that align with unique program design.” ISTE NETS for Teachers

15. General education  Focus on use in personal productivity  Assumes faculty in general education are actively modeling technology in teaching  Continuous with NETS for students

16. Professional education  Context of teaching and learning  Student-centered learning  Planning for lessons and managing for student needs for diverse students  First steps at implementation  Classroom demonstrations  Pre-student teaching field experiences to begin practical use

17. Student teaching  By the end of the student teaching experience, each prospective teacher should  design and teach a coherent sequence of learning activities that integrates appropriate use of technology resources to enhance student academic achievement and technology proficiency  Other areas: evaluation, troubleshooting, understanding professional collaboration, use multiple student grouping strategies

18. First-year teacher  Increased independence and control of learning environment  Multiple uses for learning and teaching  Active professional development

19. Ongoing assessment  Tools to assist in measuring results  Rubrics  Portfolios  Observation instruments

20. How are we doing?  Seventh standard has upped the level for achievement  Proficient on 1, 2, 5 & 6  Basic on 3-4  Reflects increased expectations by schools and higher information literacy of our students  No tests or other formal assessments yet

21. Michigan examples of assessment  Assessment of teacher education programs  MDE  NCATE  Teacher assessment  COATT  National Boards

22. Carrots vs. sticks  Need to establish a common voice to show our accomplishments  COATT efforts an example  Institutional cooperation  Portfolio to promote standard  Student teaching  First-year teaching  Experience teachers  Research and dissemination of our work

23. Building institutional support  ISTE Essential Conditions  Shared Vision  Access  Skilled Educators  Professional Development  Technical Assistance  Content Standards and Curriculum Resources  Student-Centered Teaching  Assessment  Community Support  Support Policies

24. Web resources  MDE site http://www.michigan.gov/mde (see Professional Preparation)  ISTE site http://www.iste.org  COATT site http://www.coatt.org

25. This presentation is based on materials developed by: Ellen Hoffman Teacher Education Eastern Michigan University ehoffman@emich.edu under grant funding from the U.S Department of Education © 2003