http://www.hotchalk.com/mydesk/index.php/all-articles/945-iste-netst-part-3-model-digital-age-work-and-learning
ISTE NETS*T Part 3: Model Digital-Age Work and Learning
Editorial - Expert's Corner
Written by Diane E. Main
Monday, 05 July 2010 00:00
This is the third in a series of five articles about the NETS*T (National Educational Technology Standards for Teachers) from ISTE (International Society of Technology in Education). We are accustomed to thinking about standards for student achievement. But we can really raise the bar by having a certain level of expectation for teachers in the use of technology. What better way to encourage students to gain important life skills than to model them ourselves?
The third of these standards is “Model Digital-Age Work and Learning.”
Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
(excerpted from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm)
Wow, this is tricky. Many of us in the teaching field grew up in a time when “digital-age work and learning” as we now know it did not even exist outside of science fiction. We watched “The Jetsons” and imagined a future where we would eat tiny pills of nutrition and talk to people while seeing their faces on a TV screen. Our food hasn’t gotten that small (yet), but we do have videoconferencing available to almost anyone. We don’t live in space or drive hover cars, but we do have the ability to work from almost anywhere we can get online, and this has changed the way we live. It’s harder to leave work behind when we take breaks, and we are always reachable. We have laptops, smart phones, and tablet devices that enable us to run programs and access files from where ever we have access to electricity and wifi.
Our students have never really known a world without these conveniences. There has been talk of digital natives and digital immigrants. As someone who straddles the line between these distinctions, I am not comfortable embracing these labels. However, I know that my generation often has to learn and become comfortable using tools before they can model them or instruct others in their use. But what most educators may need to overcome is the fear that they may look like they don’t know enough.
Nobody knows enough. If we begin by modeling for our students that we don’t HAVE to know everything – as long as we’re willing to work and learn new things – then we can just relax and let the kids teach us. Most of them can figure it out faster than most of us anyway. Before you think this is a cop-out, step back. Realize that this IS a form of modeling. Don’t just leave them to it and walk away; roll up your sleeves and investigate along with them.
But there are some tools you should learn how to use so you can be better at your job as an educator. These include productivity applications such as Microsoft Office and its cloud-based counterpart Google Docs. You don’t absolutely need to learn only these, but since these are the most commonly used word processing, spreadsheet, and presentation programs, it would be remiss of you to ignore them. What you learn in one is fairly easy to transfer over to another. As I have worked with students and teachers over the past several years, I have noticed that the teachers who most quickly pick up how to do things in Google Docs are the ones who regularly used Office apps. They attend and actively participate in trainings. They ask good questions. They try new things on their own.
If you’re reading this, chances are good that you’re already one of “those” teachers. But you probably know at least two or three colleagues who do not match that description. What can you do to come alongside such an educator and bring them up to speed?
If we require students to hand in typed essays that are double-spaced and a certain font size, aren’t we hypocrites if we don’t know how to change the line spacing or font size in a word processor? There will be students who don’t know how to do this and who are afraid to ask. A good idea might be to open the program in a whole-class situation, showing on the big screen where to find these settings and how to change them. Even better if you fumble a bit to find them (fake it if you have to) – your students will feel more at ease. Don’t let some kids interrupt or be pushy about showing off what they know. Just talk them through your thinking process of searching for and locating the functions in the menus.
Perhaps the most important aspect of this standard, I believe, is the part about communicating with students and their families and teaching them how to correctly find and cite information. Many schools have a centralized system they use, such as a school website with built-in tools. My school uses SchoolFusion, but there are many platforms out there. This site enables parents and students to look up assignments, download handouts, and easily contact me directly if they have questions. There are also blogging tools, message boards, and other ways to share resources, including podcasts, photographs, and videos. Sometimes, when I suspect I may need to explain something in great detail many times to different people, I will make a video in which I use screen captures to take parents and/or students through the steps of a process. That way, they don’t need to feel embarrassed and seek me out. The information is there, and no one will know whether they used the tutorial to help them.
As for research, it’s clear to me that no matter how many times you model and teach and lecture, students will not remember all there is to know about where to look, how to be discerning, and how to correctly give credit for information and media they need to use for their school work. I start each year of middle school with the same “Works Cited Scavenger Hunt” project, in which students find and cite a variety of sources on a selected topic, and I still have students struggle throughout the year with finding and citing information and images.
For each individual project, have a clear list – or even better, an online repository with links – that spells out where students may or may not get media and information for the project. Before students turn in their work, give them a checklist that reminds them to verify that the sources are acceptable and correctly credited. And then don’t be at all surprised when they still do it incorrectly. But don’t lower your standards. Take points off where needed and keep assigning these tasks. These are life skills, and the requirement for them isn’t going to go away any time soon.
Finally, and I can’t preach this enough, model failure for your students. Demonstrate for them how to react when things don’t go the way they want or hope. When you make mistakes, point them out and use them to illustrate examples of how everyone fails sometimes. Look for examples of failures or disappointments in your own life and explain to your students what you learned from each experience. Too often our students don’t get the message that trying and failing is better than not trying at all. And since it’s the best, quickest way to learn technology skills, failure is a basic building block of digital-age work and learning.
Images courtesy of NASA/courtesy of nasaimages.org.
Sunday, July 18, 2010
Thursday, July 15, 2010
Teacher Websites
Kindergarten Websites
by Janet Kelly - Wednesday, July 14, 2010, 11:29 PM
My favorite website for kindergarten teachers is: http://www.kinderkorner.com/themes_and_units.html. This site was developed Victoria Smith. She is a highly qualified kindergarten teacher in California. I really love her site because it is easy to use,has a list of big and little books to use with different themes, monthly themes, and a monthly quilt to make with your students. She also has songs and poems to go with all of her themes. My favorite part of her site is her list of resources for teachers. However, I was disappointed to find out that some of these links are no longer active.
The following two sites were listed on KinderKorner: http://www.connollyskinderkids.com/index.html. I liked that Ms. Connolly stated her philosophy on kindergarten in her website. This is something that I would like to do if I had a class website. I think it is important for parents to know what their child's teachers believe in. I like that she lists her expectations for her students. This is a great way to let your parents know what is expected from their child. They can always refer back to this page if they have any questions. She also has photos of all her classroom centers and an explaination of each site. I think this is really cool. I think the best thing on her site is her articles and hints for parents. I would definitely do this if I had a website.
http://polsellikindergarten.tripod.com/. I like that this teacher lists all the kindergarten curriculum standards. I like this idea. In my old school, we had the standards printed into little books and sent them home with the students. I just not sure how many of my parents read them or even got them. She also lists what school adopted programs they are using for each subject. One thing I would change on this site is adding a link to the top at the bottom of each page so you don't have to keep scrolling to the top to change pages. This is not my favorite website, but it is okay.
Re: Elementary Teacher Websites
by Janet Kelly - Wednesday, July 14, 2010, 11:51 PM
Boy, Mr. Blaydon must be a really fun teacher. At least he seems to have a good sense of humor. I agree that this is not a very pleasing site to look at, but it is definitely easy to use. I like that he has a page on the PTO on his site. I don't know if enough parents really know what this organization is about.
I am really impressed with the third grade site that you list. I like that they put their weekly newsletter and their class schedule on their website. I would like to do that on my website. This site was very user friendly.
Re: Kindergarten Websites
by Janet Kelly - Thursday, July 15, 2010, 12:17 AM
When I first looked at KinderTeacher, I was a little confused. I thought it was just advertising her educational materials that she was selling. When I played with the site a little more, I realized this was not the case. It is an okay site, but I think she does too much advertising on it. Mrs. Hebric has a cute site with lots of useful information on it. However, I was also put-off by her advertising. I really like the kinderthemes website. Especially her page on arts and crafts cooking.
Re: Educator Pages- Soc. Stud. & PE
by Janet Kelly - Thursday, July 15, 2010, 08:18 PM
In general I think that these are nice sites. However, I agree with you that a football video should not be the first thing you see on an educational website. I understand that he coaches football, but he still should be stressing education first. I definitely think that the red and yellow background is a little much. I am also concerned about the BMI link. I think too many children take it as a do or die measurement of their health. I think that is very dangerous.
Re: Kindergarten Websites
by Michelle Doring - Friday, July 16, 2010, 08:32 AM
I like the way Ms. Connoly (in the "Growing Pains" section, and probably others) provided honest information to parents about budget issues, decisions, problems, and proposed solutions. Her other resources are also amazing! I think the front page was very busy, and as a parent or a teacher it was hard to know where to click. Another thing that would bother me as a parent is that she included a few paragraphs about the classes this year. For 2009-2010 here is what she said, "We had several who were quite challenging in their behavior and others who were our "time consumers" - those who need a lot of reminders or extra help always." Those parents know whose kids are the challenging ones! I would be offended that she shared that information with the whole world.
by Janet Kelly - Wednesday, July 14, 2010, 11:29 PM
My favorite website for kindergarten teachers is: http://www.kinderkorner.com/themes_and_units.html. This site was developed Victoria Smith. She is a highly qualified kindergarten teacher in California. I really love her site because it is easy to use,has a list of big and little books to use with different themes, monthly themes, and a monthly quilt to make with your students. She also has songs and poems to go with all of her themes. My favorite part of her site is her list of resources for teachers. However, I was disappointed to find out that some of these links are no longer active.
The following two sites were listed on KinderKorner: http://www.connollyskinderkids.com/index.html. I liked that Ms. Connolly stated her philosophy on kindergarten in her website. This is something that I would like to do if I had a class website. I think it is important for parents to know what their child's teachers believe in. I like that she lists her expectations for her students. This is a great way to let your parents know what is expected from their child. They can always refer back to this page if they have any questions. She also has photos of all her classroom centers and an explaination of each site. I think this is really cool. I think the best thing on her site is her articles and hints for parents. I would definitely do this if I had a website.
http://polsellikindergarten.tripod.com/. I like that this teacher lists all the kindergarten curriculum standards. I like this idea. In my old school, we had the standards printed into little books and sent them home with the students. I just not sure how many of my parents read them or even got them. She also lists what school adopted programs they are using for each subject. One thing I would change on this site is adding a link to the top at the bottom of each page so you don't have to keep scrolling to the top to change pages. This is not my favorite website, but it is okay.
Re: Elementary Teacher Websites
by Janet Kelly - Wednesday, July 14, 2010, 11:51 PM
Boy, Mr. Blaydon must be a really fun teacher. At least he seems to have a good sense of humor. I agree that this is not a very pleasing site to look at, but it is definitely easy to use. I like that he has a page on the PTO on his site. I don't know if enough parents really know what this organization is about.
I am really impressed with the third grade site that you list. I like that they put their weekly newsletter and their class schedule on their website. I would like to do that on my website. This site was very user friendly.
Re: Kindergarten Websites
by Janet Kelly - Thursday, July 15, 2010, 12:17 AM
When I first looked at KinderTeacher, I was a little confused. I thought it was just advertising her educational materials that she was selling. When I played with the site a little more, I realized this was not the case. It is an okay site, but I think she does too much advertising on it. Mrs. Hebric has a cute site with lots of useful information on it. However, I was also put-off by her advertising. I really like the kinderthemes website. Especially her page on arts and crafts cooking.
Re: Educator Pages- Soc. Stud. & PE
by Janet Kelly - Thursday, July 15, 2010, 08:18 PM
In general I think that these are nice sites. However, I agree with you that a football video should not be the first thing you see on an educational website. I understand that he coaches football, but he still should be stressing education first. I definitely think that the red and yellow background is a little much. I am also concerned about the BMI link. I think too many children take it as a do or die measurement of their health. I think that is very dangerous.
Re: Kindergarten Websites
by Michelle Doring - Friday, July 16, 2010, 08:32 AM
I like the way Ms. Connoly (in the "Growing Pains" section, and probably others) provided honest information to parents about budget issues, decisions, problems, and proposed solutions. Her other resources are also amazing! I think the front page was very busy, and as a parent or a teacher it was hard to know where to click. Another thing that would bother me as a parent is that she included a few paragraphs about the classes this year. For 2009-2010 here is what she said, "We had several who were quite challenging in their behavior and others who were our "time consumers" - those who need a lot of reminders or extra help always." Those parents know whose kids are the challenging ones! I would be offended that she shared that information with the whole world.
Monday, July 12, 2010
Standard 3
http://soe.unc.edu/academics/requirements/standards/NCDPI_Core_Diversity_Technology_Standards.pdf
CORE STANDARDS FOR ALL TEACHERS
Introduction
Articulated by the North Carolina Professional Teaching Standards Commission, and adopted by the State Board of Education in November 1999, the Core Standards reflect what teachers in North Carolina should know and be able to do. They reflect the following beliefs.
Teachers serve as role models of educated citizens. To teachers, the world is a fascinating place. They pass on to their students a high level of interest in and curiosity about all aspects of knowledge. Teachers are dedicated to learning and knowing in the same way an athlete is dedicated to physical fitness or an orchestra conductor is dedicated to music. All teachers have a background in basic subject areas--the arts, humanities, mathematics, and sciences. They have broad understanding of the major cultures, religions, geography, political systems, philosophies and economic systems by which people organize their lives. Teachers know and appreciate the great creative works of world cultures.
Some teachers, often teachers of young children, are generalists. Because they teach everything, generalists have a broad knowledge of every discipline. They are prepared to direct a child’s natural curiosity into an interest in learning about science, mathematics, the arts, and social sciences.
Some teachers are specialists in a specific subject. Specialists know their subjects considerably beyond the content they are expected to teach. This allows them to bring richness and depth of understanding to their classrooms, and to work well with students who wish to go beyond the curriculum. They understand how technological advances affect their discipline. Specialists also have a strong background in the subjects related to their specialty area--algebra teachers know calculus and geometry, physical science teachers know biology and chemistry. In addition to knowledge of content, specialist teachers know how professionals in their field think and analyze the world.
Teachers know how their teaching specialty connects to the general curriculum. In order to deepen understanding and make learning more interesting for students, teachers help students understand how different subjects are related to each other. Teachers know the links between the grade or subject they teach and what comes before and after their course or grade.
Students often ask their teachers, “What difference does this make?” “Why does this matter?” Teachers have the answers to these questions. They understand ways in which the subjects they teach have an impact on the world in which we live.
Teachers in elementary schools know how young children think, and teachers in secondary schools understand adolescents. Even within age and grade levels, however, there is a wide scope of expected skills and behaviors. Teachers design their instruction for the range of students that they teach. Teachers recognize when students think and act outside of the expected range and when to refer such students to specialists for evaluation.
There is no single way to teach all of the students all of the time. Teachers choose the methods and techniques that are successful in helping a specific class or a specific student learn on a specific day. This may be direct, teacher-centered instruction, it may be small group projects, or it may be student-directed discovery. What is appropriate for one class may not work for another. To teach all students successfully, teachers must have command of a wide range of techniques.
Teachers express their thoughts and ideas in ways that are clearly understood by their students. Teachers also understand that communication is a two-way process. They are expert listeners and interpreters of what students mean. Teachers are skilled at distinguishing the difference between a student’s expression of deep anger or mild annoyance, between expressions of true fear or of brief anxiety, and between a student who is momentarily frustrated and one who is seriously discouraged.
1 - 1 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
1 - 2 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
Teachers are skilled at using technology to teach. They know when and how to use current educational technology, and they understand the most appropriate type and level of technology to use to maximize student learning.
Teachers develop short and long-range plans for their instruction. These plans reflect understanding of how students learn, and allow for students who learn at a faster or slower pace than others to be successful and engaged in learning. Teachers understand that plans are general guidelines and must be constantly monitored and modified to enhance the learning that is occurring in the classroom.
Teachers make teaching decisions based on what individual and groups of students know and understand. Gathering and interpreting data about what students know and are able to do is the basis for making good teaching decisions. Teachers use formal tests, responses to quizzes, evaluation of class assignments, student performances and projects, and standardized achievement tests to understand what students know. Teachers also evaluate informal measures of student understanding, such as the questions asked in class and the level of student enthusiasm.
Students need to know how to use their knowledge. Teachers help students evaluate information, consider alternatives, and make wise choices. For example, teachers encourage students to synthesize knowledge, draw conclusions, and ask questions. Teachers encourage their students to think creatively and critically.
Surveys of employers identify teamwork and the ability to work with others as highly important workplace skills. Our neighborhoods and communities also require these skills for a high quality of life. There is no better place to teach teamwork and cooperation than in schools, where children from diverse backgrounds gather daily. Teachers take advantage of this opportunity to teach students how to live and work together productively and in a positive manner.
Successful adults in the 21st century will have both the skills and the desire to continue learning and growing long after they leave formal education. They will hold high personal standards for achievement, appreciate and enjoy learning, and have confidence in their abilities. Skilled teachers lay the groundwork for these skills and attitudes during the years students are in school. They observe and nurture hidden talents and skills, and encourage young people to make decisions and follow a path that will use these talents. Teachers know and teach the importance of cooperation and working together in order for students to be successful both in school and in their adult lives.
Teachers know the North Carolina Standard Course of Study and local curriculum framework. They are familiar with the content standards developed by professional organizations in their specialty areas. Teachers develop and apply strategies to make this curriculum significant to the students they teach. Teachers are skilled at meeting the requirements of the entire curriculum, while recognizing and focusing on those concepts in the curriculum which are fundamental to student understanding. Among the basic components of the curriculum are reading, communicating orally, and using mathematics. Teachers know how to develop literacy, communication, and mathematical skills appropriate to their specialty areas. They know how to assess a student’s level of competence in these fundamentals, to recognize problems and to help the student find assistance and resources when necessary.
Teachers show their commitment to this belief by their daily conduct. They do not allow subtle or overt intolerance or bigotry in their classrooms or schools, and they actively select materials and develop lessons that counteract stereotypes.
Teachers maintain high expectations for children of all backgrounds. Teachers avoid stereotypes or jumping to conclusions about individual children based on race and ethnicity, gender, language, family economic level, or any of the other ways in which our society defines groups.
Teachers have and actively seek knowledge of others through reading, personal interaction, and direct experience. They strive to understand how an individual child’s culture and background influence his or
1 - 3 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
her school performance. In schools and communities where population diversity is limited, teachers find ways to acquaint children with the wide variety of people who make up our society and world.
Teachers make inclusion of special needs students in the regular classroom a positive experience for each student in the class. Teachers collaborate with the range of support specialists to help them meet the needs of all students.
Teachers recognize that educating children is a shared responsibility involving the school, parents, and the larger community. Teachers reach out beyond the school to promote trust and understanding, and build partnerships with all segments of the school community. Teachers overcome obstacles that stand in the way of effective family and community involvement in the education of their children.
Teachers exercise leadership by taking personal responsibility for the progress of all students. They organize and motivate their students to act in ways that meet the needs of both the individual student and the class as a whole. In their classrooms, teachers maximize efficiency, maintain discipline and morale, promote teamwork, plan, communicate, focus on results, evaluate progress, and make constant adjustments.
Teachers assume additional responsibility in the schools. They help develop school goals and strategies, mentor new teachers, improve the effectiveness of their departments or grade levels, and work with their school improvement committees to improve student achievement. Teachers frequently lead extra-curricular activities, such as coaching, sponsoring student clubs, editing the yearbook, directing the school musical, or organizing field trips.
Teachers are informed about policy issues, and they initiate or assist in implementing initiatives to improve the education of children. They contribute to discussions of education and social policy affecting children. Teachers are respected members of the community who play key roles in helping improve communication and collaboration between the members of the community and educators in the school and the school system.
Teachers understand that many factors beyond their control affect the classroom and school environment, and they find ways for students to learn despite everything that happens. They realize that everything that happens in the community, between individual students, with families, or with colleagues has an impact in the classroom. Teachers work to minimize disruptions in student learning and take advantage of unexpected events to teach students. They are resourceful and flexible in meeting the demands of their profession and are skilled at facilitating consensus and mediating conflict. Teachers are enthusiastic about teaching even when faced with obstacles and frustrations.
Teachers keep the needs of students at the center of their professional thoughts and actions. They live up to universal ethical principles of honesty, truthfulness, integrity, fair treatment, and respect for others. Teachers meet ethical standards for competent practice, for example, by only accepting a teaching assignment for which they are qualified and adhering to the confidentiality procedures for student testing. Teachers maintain a clear distinction between personal values and professional ethics. Teachers have opinions and beliefs, but they do not impose their personal religious, political, or social values on students. Teachers recognize that families are the primary shapers of children’s values, and they treat any conflict between school and family values with great caution and care.
Teachers believe in the teaching profession. They advocate for teacher professionalism, for school conditions that encourage teaching and learning, and for decision-making structures that take advantage of the expertise of teachers. Teachers promote professional growth and assist their colleagues in improving their teaching skills. They support and assist new teachers, either formally as mentors or informally as colleagues. They strive to create learning communities in their schools and participate in their professional organizations. Teachers encourage talented students to consider becoming teachers, and they work with teacher cadet and internship programs.
Teachers think systematically about what happens in their classrooms and schools, why it happens, and
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Revised January 5, 2006
what can be done to improve student achievement. They search in their own practice for reasons why a student has difficulty with comprehending a reading passage, or why one class has great success in learning a math concept. Teachers collect and use data on student performance to analyze and improve school and classroom effectiveness.
Teachers value and learn from the expertise of other educators. They offer and accept support, encouragement, and advice. Teachers assume responsibility for the effectiveness of their colleagues and of the entire school. Teachers observe and learn from professionals in other schools and communities. They collect the best ideas and practices to use in their own schools.
Teachers study educational literature and can interpret research and apply it in their classrooms and schools. They discuss research-based books and articles, either in study groups or more informally. Teachers conduct action research in their classrooms and schools to determine the most effective teaching strategies.
Teachers recognize that life-long learning is an integral part of their profession. They know they can always be more effective. Teachers are constantly looking for new and better ways to teach.
Teachers find young people interesting and enjoy interacting with them. Teachers understand that young people make mistakes and act in ways that are difficult to understand, but that such behavior is part of growing up. Teachers find pleasure and satisfaction in helping children develop into responsible adults.
Teachers know about each child’s interests, hobbies, and activities. Teachers find out what is special about each student and use this knowledge to help students grow and develop self-confidence and a sense of self-worth.
Teachers teach students to respect themselves, other students, and adults in the school. They establish a respectful, caring classroom atmosphere where every student feels worthy and valued. Even when it is necessary to correct student behavior, it is done in ways that maintain the dignity of the student.
Teachers encourage students to set and achieve high standards for themselves by praising their accomplishments and celebrating their successes.
1 - 5 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
Standards and Indicators
Core Standard 1: Teachers know the content they teach.
Indicator 1: Teachers have a broad knowledge of content.
Indicator 2: Teachers know the content appropriate to their teaching specialty.
Indicator 3: Teachers understand the ways in which their teaching area connects to the broad curriculum.
Indicator 4: Teachers know relevant applications of the content they teach.
Core Standard 2: Teachers know how to teach students.
Indicator 1: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.
Indicator 2: Teachers use a variety of methods to teach students.
Indicator 3: Teachers are expert communicators.
Indicator 4: Teachers are able to use communication skills to circumvent or manage conflict as it arises in the classroom.
Indicator 5: Teachers are able to use positive student behavior management strategies for defusing and deescalating disruptive or dangerous behavior. They understand the safe and appropriate use of seclusion and restraint.
Indicator 6: Teachers have strong and current technology skills.
Indicator 7: Teachers plan instruction that is appropriate for the students they teach.
Indicator 8: Teachers use a variety of methods to assess what students have learned.
Indicator 9: Teachers teach communication, thinking, and problem solving skills.
Indicator 10: Teachers help students develop skills of teamwork, leadership, and cooperation in their classrooms and schools. They understand the importance of building a positive classroom climate through emphasizing constructive communication.
Indicator 11: Teachers instill a love of learning and self-confidence based on achievement.
Indicator 12: Teachers align their instruction with the required curriculum.
Core Standard 3: Teachers are successful in teaching a diverse population of students.
1 - 6 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
Indicator 1: Teachers demonstrate their belief that diversity in the classroom, in the school, and in the society is a strength.
Indicator 2: Teachers treat students as individuals.
Indicator 3: Teachers know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child’s development and personality. They understand how an individual’s belief system affects behavior.
Indicator 4: Teachers adapt their teaching for the benefit of students with special needs.
Indicator 5: Teachers work collaboratively with the families and significant adults in the lives of their students.
Core Standard 4: Teachers are leaders.
Indicator 1: Teachers lead in their classrooms.
Indicator 2: Teachers lead in the school.
Indicator 3: Teachers lead in advocating for schools and children.
Indicator 4: Teachers function effectively in a complex, dynamic environment.
Indicator 5: Teachers meet high ethical standards of practice.
Indicator 6: Teachers support the teaching profession.
Core Standard 5: Teachers are reflective about their practice.
Indicator 1: Teachers analyze the results of teaching.
Indicator 2: Teachers collaborate with their colleagues.
Indicator 3: Teachers use research in their classrooms.
Indicator 4: Teachers continue to grow professionally.
Core Standard 6: Teachers respect and care about students.
Indicator 1: Teachers enjoy spending time in the company of children and young adults.
Indicator 2: Teachers learn all they can about each of their students.
Indicator 3: Teachers maintain the dignity of each student.
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Revised January 5, 2006
Indicator 4: Teachers express pride in their students’ accomplishments.
DIVERSITY STANDARDS
Introduction
Effective beginning teachers are successful in teaching a diverse population of students. They affirm that diversity truly exists and believe that education is fundamentally a cultural process that ultimately contributes to the academic success or failure of students. Diversity includes exceptionalities, race, ethnicity, religious backgrounds, gender, language (linguistic differences) socio-economic levels, and any of the other ways in which our society defines human differences (age, geography, sexual orientation, and national origins).
Beginning teachers of diverse students have a keen sense of equity, a strong commitment to their profession, knowledge of their students’ cultures and needs, and the ability to translate cultural knowledge into pedagogical strategies. These are the teachers who hold high expectations for all students and legitimize their students’ backgrounds as part of the school’s curriculum.
The ultimate goal of these diversity standards is to develop in every child’s teacher the knowledge, skills, and dispositions to ensure success for all students. Embracing and implementing these standards will have profound implications on the education of all our children.
Given the increased diversity of students, the standards in this document are intended to both stand alone and be infused across content areas in grades P-12. Concepts of accessibility, integration, cultural relevance and mutual respect are central to all avenues of learning. To implement these concepts, effective beginning teachers use multiple and unbiased teaching strategies, instructional materials and assessment procedures. In addition, teachers foster an inclusive and safe environment (cognitively, socially, emotionally and physically) in which all students grow as individuals and as a community of learners.
In order for children to be successful learners, effective beginning teachers must welcome and accept all students in their classrooms. These teachers must have knowledge of the diverse backgrounds, cultures and learning styles of their students. In doing so, they are able to apply sound pedagogical practices that will enhance their selection of goals, methods, and materials for diverse learners.
One method by which effective beginning teachers develop and refine their practice is through a culturally responsive professional development program, which invites the entire school community to meet the needs of individual learners. Since teaching is learning, beginning teachers engage in ongoing self-reflection of instructional and social practice. Their analyses result in adapted plans to enhance the learning experiences of P-12 students. With such reflections effective beginning teachers evolve as leaders in the advancement of academic excellence and educational equity. Teachers as leaders sustain and maintain the value of a community of diverse leaders.
Approved by the NC State Board of Education
March 7, 2002
Revised November 22, 2004
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Approved by the NC State Board of Education
March 7, 2002
Revised November 22, 2004
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Standards and Indicators
Standard 1: Teachers understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create classroom environments and learning experiences that make these aspects of subject matter accessible, meaningful and culturally relevant for diverse learners.
Indicator 1: Teachers select, evaluate and incorporate unbiased instructional materials
Indicator 2: Teachers use multiple strategies to address the needs of individual learners.
Indicator 3: Teachers create a safe, inclusive and caring environment in which all students can learn.
Indicator 4: Teachers understand and utilize anger management and conflict resolution strategies as appropriate in the classroom.
Indicator 5: Teachers use a variety of assessment procedures/instruments.
Standard 2: Teachers understand how students’ cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and address these factors when making instructional decisions.
Indicator 1: Teachers seek and apply good matches among instructional goals, methods, and materials, and students’ skills and abilities
Indicator 2: Teachers assist students in developing multiple learning strategies to address discipline specific content, communication, critical thinking, and problem solving skills
Indicator 3: Teachers modify instruction and assessment to meet the needs of individual student.
Standard 3: Teachers work collaboratively to develop linkages with parents/caretakers, school colleagues, community members and agencies that enhance the educational experiences and well being of diverse learners.
Indicator 1: Teachers develop strategies to communicate with the families of their students, help them understand and value the educational process and encourage their participation in a variety of school activities.
Indicator 2: Teachers recognize and value the family’s role in education and offer them suggestions on how to help their children complete school-related tasks.
Indicator 3: Teachers make links with the learners’ other environments on behalf of students, by working with in-school personnel, and community professionals and agencies.
Indicator 4: Teachers talk with and listen to the student, are sensitive and responsive to clues of distress or conflict, investigate situations, and seek outside help as needed and appropriate to remedy problems.
Approved by the NC State Board of Education
March 7, 2002
Revised November 22, 2004
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Standard 4: Teachers acknowledge and understand that diversity exists in society and utilize this diversity to strengthen the classroom environment to meet the needs of individual learners.
Indicator 1: Teachers become knowledgeable of diverse cultures and encourage families to share the richness of their backgrounds.
Indicator 2: Teachers provide opportunities for students and their families to share their diversities.
Indicator 3: Teachers promote appreciation and respect for diversity by rejecting the use of stereotypes.
Indicator 4: Teachers provide P-12 students with the skills necessary for evaluating their beliefs, attitudes, and behaviors to enable them to understand how their attitudes affect their behaviors.
Standard 5: Teachers of diverse students demonstrate leadership by contributing to the growth and development of their colleagues, their school and the advancement of educational equity.
Indicator 1: Teachers become strong advocates for educational equity.
Indicator 2: Teachers continually refine practices that address the individual needs of diverse learners.
Indicator 3: Teachers are proactive and deliberate in promoting and fostering respect among students.
Standard 6: Teachers of diverse students are reflective practitioners who are committed to educational equity.
Indicator 1: Teachers identify own biases and reflect on them in terms of practice.
Indicator 2: Teachers provide equity and access to learning in classroom.
Technology Standards
Introduction
The panel that reviewed the technology standards concluded that the International Society for Technology in Education (ISTE) standards for beginning teachers, without modification, represented the knowledge, skills, and dispositions that we should expect beginning teachers to possess and recommended that they be adopted for use in North Carolina. The wording of the standards has not been changed. We have, however, modified the formatting to match that used in the other standards.
Adapted with permission from National Educational Technology Standards for Teachers (NETS*T), copyright 8 2000, International Society for Technology in Education (ISTE), 800.336.5191 (U.S. & Canada) or 541.302.3777 (International), iste@iste.org, www.iste.org. All rights reserved.
Approved by the NC State Board of Education
3 - 1
March 7, 2002
Approved by the NC State Board of Education
3 - 2
March 7, 2002
Standards and Indicators
Adapted with permission from National Educational Technology Standards for Teachers (NETS*T), copyright 8 2000, International Society for Technology in Education (ISTE), 800.336.5191 (U.S. & Canada) or 541.302.3777 (International), iste@iste.org, www.iste.org. All rights reserved.
Standard 1: Teachers demonstrate a sound understanding of technology operations and concepts.
Indicator 1: Teachers demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).
Indicator 2: Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
Standard 2: Teachers plan and design effective learning environments and experiences supported by technology.
Indicator 1: Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
Indicator 2: Teachers apply current research on teaching and learning with technology when planning learning environments and experiences.
Indicator 3: Teachers identify and locate technology resources and evaluate them for accuracy and suitability.
Indicator 4: Teachers plan for the management of technology resources within the context of learning activities.
Indicator 5: Teachers plan strategies to manage student learning in a technology-enhanced environment.
Standard 3: Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.
Indicator 1: Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
Indicator 2: Teachers use technology to support learner-centered strategies that address the diverse needs of students.
Indicator 3: Teachers apply technology to develop students' higher order skills and creativity.
Indicator 4: Teachers manage student learning activities in a technology-enhanced environment.
Standard 4: Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Indicator 1: Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques.
Indicator 2: Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Indicator 3: Teachers apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
Standard 5: Teachers use technology to enhance their productivity and professional practice.
Indicator 1: Teachers use technology resources to engage in ongoing professional development and lifelong learning.
Indicator 2: Teachers continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
Indicator 3: Teachers apply technology to increase productivity.
Indicator 4: Teachers use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
Standard 6: Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.
Indicator 1: Teachers model and teach legal and ethical practice related to technology use.
Indicator 2: Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Indicator 3: Teachers identify and use technology resources that affirm diversity.
Indicator 4: Teachers promote safe and healthy use of technology resources.
Indicator 5: Teachers facilitate equitable access to technology resources for all students.
Approved by the NC State Board of Education
3 - 3
March 7, 2002
CORE STANDARDS FOR ALL TEACHERS
Introduction
Articulated by the North Carolina Professional Teaching Standards Commission, and adopted by the State Board of Education in November 1999, the Core Standards reflect what teachers in North Carolina should know and be able to do. They reflect the following beliefs.
Teachers serve as role models of educated citizens. To teachers, the world is a fascinating place. They pass on to their students a high level of interest in and curiosity about all aspects of knowledge. Teachers are dedicated to learning and knowing in the same way an athlete is dedicated to physical fitness or an orchestra conductor is dedicated to music. All teachers have a background in basic subject areas--the arts, humanities, mathematics, and sciences. They have broad understanding of the major cultures, religions, geography, political systems, philosophies and economic systems by which people organize their lives. Teachers know and appreciate the great creative works of world cultures.
Some teachers, often teachers of young children, are generalists. Because they teach everything, generalists have a broad knowledge of every discipline. They are prepared to direct a child’s natural curiosity into an interest in learning about science, mathematics, the arts, and social sciences.
Some teachers are specialists in a specific subject. Specialists know their subjects considerably beyond the content they are expected to teach. This allows them to bring richness and depth of understanding to their classrooms, and to work well with students who wish to go beyond the curriculum. They understand how technological advances affect their discipline. Specialists also have a strong background in the subjects related to their specialty area--algebra teachers know calculus and geometry, physical science teachers know biology and chemistry. In addition to knowledge of content, specialist teachers know how professionals in their field think and analyze the world.
Teachers know how their teaching specialty connects to the general curriculum. In order to deepen understanding and make learning more interesting for students, teachers help students understand how different subjects are related to each other. Teachers know the links between the grade or subject they teach and what comes before and after their course or grade.
Students often ask their teachers, “What difference does this make?” “Why does this matter?” Teachers have the answers to these questions. They understand ways in which the subjects they teach have an impact on the world in which we live.
Teachers in elementary schools know how young children think, and teachers in secondary schools understand adolescents. Even within age and grade levels, however, there is a wide scope of expected skills and behaviors. Teachers design their instruction for the range of students that they teach. Teachers recognize when students think and act outside of the expected range and when to refer such students to specialists for evaluation.
There is no single way to teach all of the students all of the time. Teachers choose the methods and techniques that are successful in helping a specific class or a specific student learn on a specific day. This may be direct, teacher-centered instruction, it may be small group projects, or it may be student-directed discovery. What is appropriate for one class may not work for another. To teach all students successfully, teachers must have command of a wide range of techniques.
Teachers express their thoughts and ideas in ways that are clearly understood by their students. Teachers also understand that communication is a two-way process. They are expert listeners and interpreters of what students mean. Teachers are skilled at distinguishing the difference between a student’s expression of deep anger or mild annoyance, between expressions of true fear or of brief anxiety, and between a student who is momentarily frustrated and one who is seriously discouraged.
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March 7, 2002
Revised January 5, 2006
1 - 2 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
Teachers are skilled at using technology to teach. They know when and how to use current educational technology, and they understand the most appropriate type and level of technology to use to maximize student learning.
Teachers develop short and long-range plans for their instruction. These plans reflect understanding of how students learn, and allow for students who learn at a faster or slower pace than others to be successful and engaged in learning. Teachers understand that plans are general guidelines and must be constantly monitored and modified to enhance the learning that is occurring in the classroom.
Teachers make teaching decisions based on what individual and groups of students know and understand. Gathering and interpreting data about what students know and are able to do is the basis for making good teaching decisions. Teachers use formal tests, responses to quizzes, evaluation of class assignments, student performances and projects, and standardized achievement tests to understand what students know. Teachers also evaluate informal measures of student understanding, such as the questions asked in class and the level of student enthusiasm.
Students need to know how to use their knowledge. Teachers help students evaluate information, consider alternatives, and make wise choices. For example, teachers encourage students to synthesize knowledge, draw conclusions, and ask questions. Teachers encourage their students to think creatively and critically.
Surveys of employers identify teamwork and the ability to work with others as highly important workplace skills. Our neighborhoods and communities also require these skills for a high quality of life. There is no better place to teach teamwork and cooperation than in schools, where children from diverse backgrounds gather daily. Teachers take advantage of this opportunity to teach students how to live and work together productively and in a positive manner.
Successful adults in the 21st century will have both the skills and the desire to continue learning and growing long after they leave formal education. They will hold high personal standards for achievement, appreciate and enjoy learning, and have confidence in their abilities. Skilled teachers lay the groundwork for these skills and attitudes during the years students are in school. They observe and nurture hidden talents and skills, and encourage young people to make decisions and follow a path that will use these talents. Teachers know and teach the importance of cooperation and working together in order for students to be successful both in school and in their adult lives.
Teachers know the North Carolina Standard Course of Study and local curriculum framework. They are familiar with the content standards developed by professional organizations in their specialty areas. Teachers develop and apply strategies to make this curriculum significant to the students they teach. Teachers are skilled at meeting the requirements of the entire curriculum, while recognizing and focusing on those concepts in the curriculum which are fundamental to student understanding. Among the basic components of the curriculum are reading, communicating orally, and using mathematics. Teachers know how to develop literacy, communication, and mathematical skills appropriate to their specialty areas. They know how to assess a student’s level of competence in these fundamentals, to recognize problems and to help the student find assistance and resources when necessary.
Teachers show their commitment to this belief by their daily conduct. They do not allow subtle or overt intolerance or bigotry in their classrooms or schools, and they actively select materials and develop lessons that counteract stereotypes.
Teachers maintain high expectations for children of all backgrounds. Teachers avoid stereotypes or jumping to conclusions about individual children based on race and ethnicity, gender, language, family economic level, or any of the other ways in which our society defines groups.
Teachers have and actively seek knowledge of others through reading, personal interaction, and direct experience. They strive to understand how an individual child’s culture and background influence his or
1 - 3 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
her school performance. In schools and communities where population diversity is limited, teachers find ways to acquaint children with the wide variety of people who make up our society and world.
Teachers make inclusion of special needs students in the regular classroom a positive experience for each student in the class. Teachers collaborate with the range of support specialists to help them meet the needs of all students.
Teachers recognize that educating children is a shared responsibility involving the school, parents, and the larger community. Teachers reach out beyond the school to promote trust and understanding, and build partnerships with all segments of the school community. Teachers overcome obstacles that stand in the way of effective family and community involvement in the education of their children.
Teachers exercise leadership by taking personal responsibility for the progress of all students. They organize and motivate their students to act in ways that meet the needs of both the individual student and the class as a whole. In their classrooms, teachers maximize efficiency, maintain discipline and morale, promote teamwork, plan, communicate, focus on results, evaluate progress, and make constant adjustments.
Teachers assume additional responsibility in the schools. They help develop school goals and strategies, mentor new teachers, improve the effectiveness of their departments or grade levels, and work with their school improvement committees to improve student achievement. Teachers frequently lead extra-curricular activities, such as coaching, sponsoring student clubs, editing the yearbook, directing the school musical, or organizing field trips.
Teachers are informed about policy issues, and they initiate or assist in implementing initiatives to improve the education of children. They contribute to discussions of education and social policy affecting children. Teachers are respected members of the community who play key roles in helping improve communication and collaboration between the members of the community and educators in the school and the school system.
Teachers understand that many factors beyond their control affect the classroom and school environment, and they find ways for students to learn despite everything that happens. They realize that everything that happens in the community, between individual students, with families, or with colleagues has an impact in the classroom. Teachers work to minimize disruptions in student learning and take advantage of unexpected events to teach students. They are resourceful and flexible in meeting the demands of their profession and are skilled at facilitating consensus and mediating conflict. Teachers are enthusiastic about teaching even when faced with obstacles and frustrations.
Teachers keep the needs of students at the center of their professional thoughts and actions. They live up to universal ethical principles of honesty, truthfulness, integrity, fair treatment, and respect for others. Teachers meet ethical standards for competent practice, for example, by only accepting a teaching assignment for which they are qualified and adhering to the confidentiality procedures for student testing. Teachers maintain a clear distinction between personal values and professional ethics. Teachers have opinions and beliefs, but they do not impose their personal religious, political, or social values on students. Teachers recognize that families are the primary shapers of children’s values, and they treat any conflict between school and family values with great caution and care.
Teachers believe in the teaching profession. They advocate for teacher professionalism, for school conditions that encourage teaching and learning, and for decision-making structures that take advantage of the expertise of teachers. Teachers promote professional growth and assist their colleagues in improving their teaching skills. They support and assist new teachers, either formally as mentors or informally as colleagues. They strive to create learning communities in their schools and participate in their professional organizations. Teachers encourage talented students to consider becoming teachers, and they work with teacher cadet and internship programs.
Teachers think systematically about what happens in their classrooms and schools, why it happens, and
1 - 4 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
what can be done to improve student achievement. They search in their own practice for reasons why a student has difficulty with comprehending a reading passage, or why one class has great success in learning a math concept. Teachers collect and use data on student performance to analyze and improve school and classroom effectiveness.
Teachers value and learn from the expertise of other educators. They offer and accept support, encouragement, and advice. Teachers assume responsibility for the effectiveness of their colleagues and of the entire school. Teachers observe and learn from professionals in other schools and communities. They collect the best ideas and practices to use in their own schools.
Teachers study educational literature and can interpret research and apply it in their classrooms and schools. They discuss research-based books and articles, either in study groups or more informally. Teachers conduct action research in their classrooms and schools to determine the most effective teaching strategies.
Teachers recognize that life-long learning is an integral part of their profession. They know they can always be more effective. Teachers are constantly looking for new and better ways to teach.
Teachers find young people interesting and enjoy interacting with them. Teachers understand that young people make mistakes and act in ways that are difficult to understand, but that such behavior is part of growing up. Teachers find pleasure and satisfaction in helping children develop into responsible adults.
Teachers know about each child’s interests, hobbies, and activities. Teachers find out what is special about each student and use this knowledge to help students grow and develop self-confidence and a sense of self-worth.
Teachers teach students to respect themselves, other students, and adults in the school. They establish a respectful, caring classroom atmosphere where every student feels worthy and valued. Even when it is necessary to correct student behavior, it is done in ways that maintain the dignity of the student.
Teachers encourage students to set and achieve high standards for themselves by praising their accomplishments and celebrating their successes.
1 - 5 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
Standards and Indicators
Core Standard 1: Teachers know the content they teach.
Indicator 1: Teachers have a broad knowledge of content.
Indicator 2: Teachers know the content appropriate to their teaching specialty.
Indicator 3: Teachers understand the ways in which their teaching area connects to the broad curriculum.
Indicator 4: Teachers know relevant applications of the content they teach.
Core Standard 2: Teachers know how to teach students.
Indicator 1: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.
Indicator 2: Teachers use a variety of methods to teach students.
Indicator 3: Teachers are expert communicators.
Indicator 4: Teachers are able to use communication skills to circumvent or manage conflict as it arises in the classroom.
Indicator 5: Teachers are able to use positive student behavior management strategies for defusing and deescalating disruptive or dangerous behavior. They understand the safe and appropriate use of seclusion and restraint.
Indicator 6: Teachers have strong and current technology skills.
Indicator 7: Teachers plan instruction that is appropriate for the students they teach.
Indicator 8: Teachers use a variety of methods to assess what students have learned.
Indicator 9: Teachers teach communication, thinking, and problem solving skills.
Indicator 10: Teachers help students develop skills of teamwork, leadership, and cooperation in their classrooms and schools. They understand the importance of building a positive classroom climate through emphasizing constructive communication.
Indicator 11: Teachers instill a love of learning and self-confidence based on achievement.
Indicator 12: Teachers align their instruction with the required curriculum.
Core Standard 3: Teachers are successful in teaching a diverse population of students.
1 - 6 Approved by the State Board of Education
March 7, 2002
Revised January 5, 2006
Indicator 1: Teachers demonstrate their belief that diversity in the classroom, in the school, and in the society is a strength.
Indicator 2: Teachers treat students as individuals.
Indicator 3: Teachers know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child’s development and personality. They understand how an individual’s belief system affects behavior.
Indicator 4: Teachers adapt their teaching for the benefit of students with special needs.
Indicator 5: Teachers work collaboratively with the families and significant adults in the lives of their students.
Core Standard 4: Teachers are leaders.
Indicator 1: Teachers lead in their classrooms.
Indicator 2: Teachers lead in the school.
Indicator 3: Teachers lead in advocating for schools and children.
Indicator 4: Teachers function effectively in a complex, dynamic environment.
Indicator 5: Teachers meet high ethical standards of practice.
Indicator 6: Teachers support the teaching profession.
Core Standard 5: Teachers are reflective about their practice.
Indicator 1: Teachers analyze the results of teaching.
Indicator 2: Teachers collaborate with their colleagues.
Indicator 3: Teachers use research in their classrooms.
Indicator 4: Teachers continue to grow professionally.
Core Standard 6: Teachers respect and care about students.
Indicator 1: Teachers enjoy spending time in the company of children and young adults.
Indicator 2: Teachers learn all they can about each of their students.
Indicator 3: Teachers maintain the dignity of each student.
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March 7, 2002
Revised January 5, 2006
Indicator 4: Teachers express pride in their students’ accomplishments.
DIVERSITY STANDARDS
Introduction
Effective beginning teachers are successful in teaching a diverse population of students. They affirm that diversity truly exists and believe that education is fundamentally a cultural process that ultimately contributes to the academic success or failure of students. Diversity includes exceptionalities, race, ethnicity, religious backgrounds, gender, language (linguistic differences) socio-economic levels, and any of the other ways in which our society defines human differences (age, geography, sexual orientation, and national origins).
Beginning teachers of diverse students have a keen sense of equity, a strong commitment to their profession, knowledge of their students’ cultures and needs, and the ability to translate cultural knowledge into pedagogical strategies. These are the teachers who hold high expectations for all students and legitimize their students’ backgrounds as part of the school’s curriculum.
The ultimate goal of these diversity standards is to develop in every child’s teacher the knowledge, skills, and dispositions to ensure success for all students. Embracing and implementing these standards will have profound implications on the education of all our children.
Given the increased diversity of students, the standards in this document are intended to both stand alone and be infused across content areas in grades P-12. Concepts of accessibility, integration, cultural relevance and mutual respect are central to all avenues of learning. To implement these concepts, effective beginning teachers use multiple and unbiased teaching strategies, instructional materials and assessment procedures. In addition, teachers foster an inclusive and safe environment (cognitively, socially, emotionally and physically) in which all students grow as individuals and as a community of learners.
In order for children to be successful learners, effective beginning teachers must welcome and accept all students in their classrooms. These teachers must have knowledge of the diverse backgrounds, cultures and learning styles of their students. In doing so, they are able to apply sound pedagogical practices that will enhance their selection of goals, methods, and materials for diverse learners.
One method by which effective beginning teachers develop and refine their practice is through a culturally responsive professional development program, which invites the entire school community to meet the needs of individual learners. Since teaching is learning, beginning teachers engage in ongoing self-reflection of instructional and social practice. Their analyses result in adapted plans to enhance the learning experiences of P-12 students. With such reflections effective beginning teachers evolve as leaders in the advancement of academic excellence and educational equity. Teachers as leaders sustain and maintain the value of a community of diverse leaders.
Approved by the NC State Board of Education
March 7, 2002
Revised November 22, 2004
2 - 1
Approved by the NC State Board of Education
March 7, 2002
Revised November 22, 2004
2 - 2
Standards and Indicators
Standard 1: Teachers understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create classroom environments and learning experiences that make these aspects of subject matter accessible, meaningful and culturally relevant for diverse learners.
Indicator 1: Teachers select, evaluate and incorporate unbiased instructional materials
Indicator 2: Teachers use multiple strategies to address the needs of individual learners.
Indicator 3: Teachers create a safe, inclusive and caring environment in which all students can learn.
Indicator 4: Teachers understand and utilize anger management and conflict resolution strategies as appropriate in the classroom.
Indicator 5: Teachers use a variety of assessment procedures/instruments.
Standard 2: Teachers understand how students’ cognitive, physical, socio-cultural, linguistic, emotional, and moral development influences learning and address these factors when making instructional decisions.
Indicator 1: Teachers seek and apply good matches among instructional goals, methods, and materials, and students’ skills and abilities
Indicator 2: Teachers assist students in developing multiple learning strategies to address discipline specific content, communication, critical thinking, and problem solving skills
Indicator 3: Teachers modify instruction and assessment to meet the needs of individual student.
Standard 3: Teachers work collaboratively to develop linkages with parents/caretakers, school colleagues, community members and agencies that enhance the educational experiences and well being of diverse learners.
Indicator 1: Teachers develop strategies to communicate with the families of their students, help them understand and value the educational process and encourage their participation in a variety of school activities.
Indicator 2: Teachers recognize and value the family’s role in education and offer them suggestions on how to help their children complete school-related tasks.
Indicator 3: Teachers make links with the learners’ other environments on behalf of students, by working with in-school personnel, and community professionals and agencies.
Indicator 4: Teachers talk with and listen to the student, are sensitive and responsive to clues of distress or conflict, investigate situations, and seek outside help as needed and appropriate to remedy problems.
Approved by the NC State Board of Education
March 7, 2002
Revised November 22, 2004
2 - 3
Standard 4: Teachers acknowledge and understand that diversity exists in society and utilize this diversity to strengthen the classroom environment to meet the needs of individual learners.
Indicator 1: Teachers become knowledgeable of diverse cultures and encourage families to share the richness of their backgrounds.
Indicator 2: Teachers provide opportunities for students and their families to share their diversities.
Indicator 3: Teachers promote appreciation and respect for diversity by rejecting the use of stereotypes.
Indicator 4: Teachers provide P-12 students with the skills necessary for evaluating their beliefs, attitudes, and behaviors to enable them to understand how their attitudes affect their behaviors.
Standard 5: Teachers of diverse students demonstrate leadership by contributing to the growth and development of their colleagues, their school and the advancement of educational equity.
Indicator 1: Teachers become strong advocates for educational equity.
Indicator 2: Teachers continually refine practices that address the individual needs of diverse learners.
Indicator 3: Teachers are proactive and deliberate in promoting and fostering respect among students.
Standard 6: Teachers of diverse students are reflective practitioners who are committed to educational equity.
Indicator 1: Teachers identify own biases and reflect on them in terms of practice.
Indicator 2: Teachers provide equity and access to learning in classroom.
Technology Standards
Introduction
The panel that reviewed the technology standards concluded that the International Society for Technology in Education (ISTE) standards for beginning teachers, without modification, represented the knowledge, skills, and dispositions that we should expect beginning teachers to possess and recommended that they be adopted for use in North Carolina. The wording of the standards has not been changed. We have, however, modified the formatting to match that used in the other standards.
Adapted with permission from National Educational Technology Standards for Teachers (NETS*T), copyright 8 2000, International Society for Technology in Education (ISTE), 800.336.5191 (U.S. & Canada) or 541.302.3777 (International), iste@iste.org, www.iste.org. All rights reserved.
Approved by the NC State Board of Education
3 - 1
March 7, 2002
Approved by the NC State Board of Education
3 - 2
March 7, 2002
Standards and Indicators
Adapted with permission from National Educational Technology Standards for Teachers (NETS*T), copyright 8 2000, International Society for Technology in Education (ISTE), 800.336.5191 (U.S. & Canada) or 541.302.3777 (International), iste@iste.org, www.iste.org. All rights reserved.
Standard 1: Teachers demonstrate a sound understanding of technology operations and concepts.
Indicator 1: Teachers demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).
Indicator 2: Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
Standard 2: Teachers plan and design effective learning environments and experiences supported by technology.
Indicator 1: Teachers design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
Indicator 2: Teachers apply current research on teaching and learning with technology when planning learning environments and experiences.
Indicator 3: Teachers identify and locate technology resources and evaluate them for accuracy and suitability.
Indicator 4: Teachers plan for the management of technology resources within the context of learning activities.
Indicator 5: Teachers plan strategies to manage student learning in a technology-enhanced environment.
Standard 3: Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.
Indicator 1: Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.
Indicator 2: Teachers use technology to support learner-centered strategies that address the diverse needs of students.
Indicator 3: Teachers apply technology to develop students' higher order skills and creativity.
Indicator 4: Teachers manage student learning activities in a technology-enhanced environment.
Standard 4: Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Indicator 1: Teachers apply technology in assessing student learning of subject matter using a variety of assessment techniques.
Indicator 2: Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Indicator 3: Teachers apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
Standard 5: Teachers use technology to enhance their productivity and professional practice.
Indicator 1: Teachers use technology resources to engage in ongoing professional development and lifelong learning.
Indicator 2: Teachers continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
Indicator 3: Teachers apply technology to increase productivity.
Indicator 4: Teachers use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
Standard 6: Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.
Indicator 1: Teachers model and teach legal and ethical practice related to technology use.
Indicator 2: Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
Indicator 3: Teachers identify and use technology resources that affirm diversity.
Indicator 4: Teachers promote safe and healthy use of technology resources.
Indicator 5: Teachers facilitate equitable access to technology resources for all students.
Approved by the NC State Board of Education
3 - 3
March 7, 2002
Sunday, July 11, 2010
Three Lesson Mini-Unit
Three Lesson Mini-Unit
By Janet Kelly
Standards
The standards that I am addressing in this unit are:
EL.00.RE.19-Listen to and experience a wide variety of children’s literature including alphabet books, informational stories, classic and contemporary literature, and nursery rhymes.
EL.00.RE.20-Demonstrate listening comprehension of more complex text through discussions.
El.00.RE.21-Understand, learn, and use new vocabulary that is introduced and taught directly through orally -read stories and informational text.
EL.00.RE.22-Develop vocabulary by listening to and discussing both familiar and conceptually challenging sections read aloud.
EL.00.L1.01- Listen, make connections and respond to stories based on well-known characters, themes, plots, and settings.
El.00.L1.06- Retell, reenact, dramatize, or draw stories, or parts of stories.
EL.00.WR.02- Write by moving from left to right and from top to bottom.
EL.00.WR.03- Independently write many uppercase and lowercase letters.
EL.00.WR.07- Write (unconventionally) to express own meaning.
EL.00.SL.01- Recite short poems, rhymes, and songs.
EL.00.SL.07- Speak audibly
EL.00.SL.08- Look at listeners most of the time.
EL.00.SL.09- Listen when others are speaking.
K.1.1- Read and write whole numbers to 10.
K.1.2- Connect numbers, including written numerals, to the quantities they represent, using various physical models and representations.
OETS/ISTE 1b- Create original works as a means of personal or group expression.
OETS2b- Effectively communicate and publish to multiple audiences using a variety of media and formats.
ISTE2b- Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
OETS/ISTE4b- Plan and manage activities to develop a solution or complete a project.
OETS5a- Advocate and practice safe, legal, and responsible use of information and digital technology.
ISTE5a- Advocate and practice safe, legal, and responsible use of information and technology.
OETS5b- Model and practice a positive attitude toward using digital technology that supports collaboration, learning, and productivity.
ISTE5b- Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
OETS/ISTE5c- Demonstrate personal responsibility for lifelong learning.
OETS6a- Select, use, and troubleshoot tools efficiently.
ISTE6a-Understand and use technology systems.
ISTE6b-Select and use applications effectively and productively.
NETS/T2a- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
NETS/T2b- develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
NETS/T2c- customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
NETS/T3b- collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
NETS/T3c- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
NETS/T3d- model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
NETS/T4a- advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
NETS/T4b-address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
NETS/T4c-promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Lesson Plan-Johnny Appleseed
Day One
Objective: to have the students become familiar with John Chapman (Johnny Appleseed) and realize the importance of his life.
Hide an apple in a brown sack.
Have the children try to guess what it is.
Pull the apple out of the sack and tell the children that they are going to learn about Johnny Appleseed.
Make a KWL chart with the children. (What they know/What they want to know/What they learned).
Read the book Johnny Appleseed, by Reeve Lindbergh to the children.
Take the students to the computer lab and have them play one of the games on Crispy’s Apple Stand at: http://www.bestapples.com/kids/games/
Have the children watch the Johnny Appleseed video by Rabbit Ears Productions.
Teach the children the Johnny Appleseed song.
Have the students do the word puzzle that I made at: http://puzzlemaker.discoveryeducation.com/
Day Two
Read the book Johnny Appleseed, A Tall Tale, by Stephen Kellogg to the children.
Have the students practice the Johnny Appleseed song.
Show the class an apple and have them guess and make a graph as to how many seeds they think are in it.
Cut the apple in half and have the students count how many seeds are in the apple. Put this information on the graph.
Take the students to the computer lab and have them make and print out their class graph. Let them use any type of graph, (bar, circle, line, etc.) that they want. I put their graphs into a graph book that they get to take home at the end of the year.
When they are done with their graph, have them do the Find the Hidden Picture page of Johnny Appleseed at: http://kids.niehs.nih.gov/apples.htm
Cut several apples into different sizes and shapes and let the students make apple prints at their desks.
Day Three
Have the students practice the Johnny Appleseed song. Have the students record their singing on a tape. At the end of the year, I will give each student a copy of the tape that we made with the songs and poems that we learned during the year.
Read the book The Story of Johnny Appleseed, by Aliki to the children.
Take the students to the computer lab to make and print out the information on the class graph. Let them use any type of graph that they want.
When they are done with their graph, have them go to http://www.dltk-kids.com/crafts/miscellaneous/mjohnnyposter.html to print out a poster of Johnny Appleseed that they can take home with them.
Have the students see what information they can find out about Johnny Appleseed on the web. Monitor them closely.
Have the students draw and write something that they learned from this lesson.
Have the students videotape themselves explaining the pictures that they drew.
Use this information to complete the KWL chart.
Use their pictures and video to make a Power Point presentation on Johnny Appleseed. Share this presentation with parents on Conference Night.
Assessment: I will know if my goals have been met by observing and listening to the students explain their pictures while making their videotape.
Reflection: The use of web resources and other types of technology enhance this lesson on Johnny Appleseed. Instead of just listening to books and doing worksheets, my students will have a more active role in this lesson and in what they learn. I have planned a lesson that will promote my students’ learning and creativity. They can choose what kind of products they will create for these lessons.
I think that by using the web to help me create lessons, I will have more time to devote to my students. They will also be learning by having fun. By letting my students use the web, they can learn that there is valuable information that can be learned by using it. They will also learn that there is a lot of information on the web that can be useful to them.
By Janet Kelly
Standards
The standards that I am addressing in this unit are:
EL.00.RE.19-Listen to and experience a wide variety of children’s literature including alphabet books, informational stories, classic and contemporary literature, and nursery rhymes.
EL.00.RE.20-Demonstrate listening comprehension of more complex text through discussions.
El.00.RE.21-Understand, learn, and use new vocabulary that is introduced and taught directly through orally -read stories and informational text.
EL.00.RE.22-Develop vocabulary by listening to and discussing both familiar and conceptually challenging sections read aloud.
EL.00.L1.01- Listen, make connections and respond to stories based on well-known characters, themes, plots, and settings.
El.00.L1.06- Retell, reenact, dramatize, or draw stories, or parts of stories.
EL.00.WR.02- Write by moving from left to right and from top to bottom.
EL.00.WR.03- Independently write many uppercase and lowercase letters.
EL.00.WR.07- Write (unconventionally) to express own meaning.
EL.00.SL.01- Recite short poems, rhymes, and songs.
EL.00.SL.07- Speak audibly
EL.00.SL.08- Look at listeners most of the time.
EL.00.SL.09- Listen when others are speaking.
K.1.1- Read and write whole numbers to 10.
K.1.2- Connect numbers, including written numerals, to the quantities they represent, using various physical models and representations.
OETS/ISTE 1b- Create original works as a means of personal or group expression.
OETS2b- Effectively communicate and publish to multiple audiences using a variety of media and formats.
ISTE2b- Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
OETS/ISTE4b- Plan and manage activities to develop a solution or complete a project.
OETS5a- Advocate and practice safe, legal, and responsible use of information and digital technology.
ISTE5a- Advocate and practice safe, legal, and responsible use of information and technology.
OETS5b- Model and practice a positive attitude toward using digital technology that supports collaboration, learning, and productivity.
ISTE5b- Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
OETS/ISTE5c- Demonstrate personal responsibility for lifelong learning.
OETS6a- Select, use, and troubleshoot tools efficiently.
ISTE6a-Understand and use technology systems.
ISTE6b-Select and use applications effectively and productively.
NETS/T2a- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
NETS/T2b- develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
NETS/T2c- customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
NETS/T3b- collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
NETS/T3c- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
NETS/T3d- model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
NETS/T4a- advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
NETS/T4b-address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
NETS/T4c-promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Lesson Plan-Johnny Appleseed
Day One
Objective: to have the students become familiar with John Chapman (Johnny Appleseed) and realize the importance of his life.
Hide an apple in a brown sack.
Have the children try to guess what it is.
Pull the apple out of the sack and tell the children that they are going to learn about Johnny Appleseed.
Make a KWL chart with the children. (What they know/What they want to know/What they learned).
Read the book Johnny Appleseed, by Reeve Lindbergh to the children.
Take the students to the computer lab and have them play one of the games on Crispy’s Apple Stand at: http://www.bestapples.com/kids/games/
Have the children watch the Johnny Appleseed video by Rabbit Ears Productions.
Teach the children the Johnny Appleseed song.
Have the students do the word puzzle that I made at: http://puzzlemaker.discoveryeducation.com/
Day Two
Read the book Johnny Appleseed, A Tall Tale, by Stephen Kellogg to the children.
Have the students practice the Johnny Appleseed song.
Show the class an apple and have them guess and make a graph as to how many seeds they think are in it.
Cut the apple in half and have the students count how many seeds are in the apple. Put this information on the graph.
Take the students to the computer lab and have them make and print out their class graph. Let them use any type of graph, (bar, circle, line, etc.) that they want. I put their graphs into a graph book that they get to take home at the end of the year.
When they are done with their graph, have them do the Find the Hidden Picture page of Johnny Appleseed at: http://kids.niehs.nih.gov/apples.htm
Cut several apples into different sizes and shapes and let the students make apple prints at their desks.
Day Three
Have the students practice the Johnny Appleseed song. Have the students record their singing on a tape. At the end of the year, I will give each student a copy of the tape that we made with the songs and poems that we learned during the year.
Read the book The Story of Johnny Appleseed, by Aliki to the children.
Take the students to the computer lab to make and print out the information on the class graph. Let them use any type of graph that they want.
When they are done with their graph, have them go to http://www.dltk-kids.com/crafts/miscellaneous/mjohnnyposter.html to print out a poster of Johnny Appleseed that they can take home with them.
Have the students see what information they can find out about Johnny Appleseed on the web. Monitor them closely.
Have the students draw and write something that they learned from this lesson.
Have the students videotape themselves explaining the pictures that they drew.
Use this information to complete the KWL chart.
Use their pictures and video to make a Power Point presentation on Johnny Appleseed. Share this presentation with parents on Conference Night.
Assessment: I will know if my goals have been met by observing and listening to the students explain their pictures while making their videotape.
Reflection: The use of web resources and other types of technology enhance this lesson on Johnny Appleseed. Instead of just listening to books and doing worksheets, my students will have a more active role in this lesson and in what they learn. I have planned a lesson that will promote my students’ learning and creativity. They can choose what kind of products they will create for these lessons.
I think that by using the web to help me create lessons, I will have more time to devote to my students. They will also be learning by having fun. By letting my students use the web, they can learn that there is valuable information that can be learned by using it. They will also learn that there is a lot of information on the web that can be useful to them.
Evaluating Websites
Evaluating Websites
By Janet Kelly
I looked at the following websites on evaluating websites: Elementary CCs For Evaluating Websites, 5 Criteria for Evaluating Web Pages, and Kathy Schrock’s Critical Evaluation Survey-Teacher Sites. I found two of these sites on Kathy Schrock’s page and one in an article that one of my classmates posted this week. I decided to use Kathy Schrock’s evaluation because it seemed more complete and appropriate for the younger students that I work with.
I tried to look at two more sites on Kathy Schrock’s page, but was surprised to find out that the links didn’t work. One gave a message that the site was outdated (Evaluation of Internet Websites: An Annotated Bibliography-ERIC) and the other one could not be found (Bibliography on Evaluating Internet Resources).
15 Websites
KinderKorner- This website is produced by Victoria Smith. Ms. Smith is a kindergarten and 1st grade teacher in California. On her website, Ms. Smith lists a monthly calendar of lessons that she teaches, pictures of her classroom and students, teaching materials that you can buy, and teacher websites that she recommends. After going through Kathy Schrock’s Critical Evaluation Survey, I decided that I would recommend this website to other educators because it has up-to-date information and relevant lesson plans that can be used in kindergarten classrooms. The site is pleasing to look at and is easy to use. I trust the information that Victoria Smith puts on her site because she is an expert in her field. I do not see any bias on the part of Victoria Smith. I would use KinderKorner as a resource for expanding my lesson plans.
Google- This website is much more than a search engine. It also allows you to access books, maps, news, a language translator, videos, and images. It now also has a desktop application. I had a hard time evaluating this site using Kathy Schrock’s guide. It seems like most of the questions were not relevant to this site. However, I do like this site and would recommend it to others because it has different ways to obtain information through the site. For example, it can show you books on your subject as well as show you videos. I would use this site to find information that I am looking for. This is a very easy site to use.
Oregon Department of Education: Oregon Virtual School District- This website gives educators a place to find lesson plans, a list of professional development opportunities, tutorials on using ORVSD tools, and a place to share information with other educators. I believe this site would meet all the criteria on Kathy Schrock’s evaluation guide. I would recommend this site to teachers because it has lesson plans that are matched up to the state standards on it. It also has on-line classes that you can take to improve your teaching skills and knowledge. I would use this site to take the professional development classes.
American Library Association: Color With Leo- This site has interactive activities, coloring sheets, games, and lesson plans for educators. Using the evaluation guide, I decided that this site would meet all of the criteria that are required for a good site. It has a link that states the purpose of the site, which I believe benefits children. I would recommend this site to teachers because it has good activities for children to use that will enhance their learning. I would use this site to teach my students about art.
Enchanted Learning- This site is a great resource for primary teachers. It has theme units, printable books, summer activities, calendars and bookmarks to make, and little multi-language dictionaries that can be printed out. I believe that this site would meet all the criteria that are required for a good site. I would use this site for the printable books and multi-language dictionaries.
Starfall- This site is dedicated to teaching children how to read. It has interactive videos that teach children letter sounds, sight words, and how to sound out words. This site is highly recognized by experts and has been recognized as a top website four times. It meets the criteria for a good website, especially since the information is researched based. I would use this site to supplement my reading lessons.
Jan Brett- This website has links to videos that teach children how to draw different things and watch Jan Brett talk about some of her books. It also has printable coloring sheets and games, computer games, and a blog from Jan Brett. I really like this site and think that it has all the criteria of a good website. I would use this site for the math flashcards that is available on it. I would also use it to introduce my students to Jan Brett before sharing her books with them.
The K Crew- This is a good site for kindergarten teachers. It has thematic units, handouts from workshops they have presented (for example, Turning Your Technology Woes into Whoa’s), freebies, and a blog. This site is okay, but not perfect. It did not have a link back to the homepage on each page. It did not have a list of other resources that you could use. I think this would have been helpful. I would use this site for the workshop handouts that are on it.
Kinderpond- This site has links to theme units, discovery bags, units, center ideas, and a link to her favorite websites. I believe this site meets the criteria of a good website. It has a stated purpose and contact information for the creator. I would use this site to supplement my lesson plans.
ABC123 Kindergarten- This site has links to 65 observable verbs to use in lesson plans, classroom management, theme units, phonemic awareness, and teacher resources. Based on the evaluation guide, I believe that this is a good website. One thing I would change on this site is how the purpose of it is presented. It is listed at the bottom of the page in a small box with very small print. I would make this bigger so that it is easier to see. I would use this site for the educator links.
The Virtual Vine- This site has themes and units, Promethean Board resources, displays, printables, and teacher tips. I believe that this is a good website. The purpose of the website is stated on the home page in large print and is signed by the creator. It has a date that it was created and dates when it was updated. I would use this site for the teacher tips and the cooking with kids section.
Education.com: - This site lists hundreds of activities that you can do with your students in all subject areas. It also has information on child development, printable worksheet, a place to ask questions, help on finding schools and colleges for parents, and information on on-line learning. When I first found this site, I was really impressed with it. However, when I went back to evaluate it, I wasn’t as impressed. One thing that really bothered me was the ads that kept flashing on the screen. The two ads I saw the most were for e-schools and HPV. Upon further research, I discovered that this site was really for parents and not for teachers. I believe the title of the page is very misleading. I believe that this would qualify as a good website for parents, but not for teachers. I probably would not recommend this site to other educators. I don’t think that I would use this site.
PBSKids- This site has games and videos on all subject matters. It also has printable coloring sheets, storytime, and music that children can listen to. Although this site has good activities for children on it, I don’t believe that it would qualify as a good website. There is no stated objective nor is the creator of the site listed. It does not contain a list of other resources or list dates that it was updated. I am not sure if I would use this site or recommend it to others.
edHelper.com- This site has printable worksheets on different subjects like library, telling time, and dot 2 dots. This site does not list the creator of it. It also does not list other resources that you can go to. I would use this site because it has great worksheets that I can use with my students.
SoftSchools.com- This site has printable games and worksheets on reading, math, language arts, science, and social studies. This site does not list the creator, the date it was created, or if it has been updated. It also does not have a stated purpose. I would use this website for the math games that it has.
NOTE: When I started this assignment, I was filling out the Evaluation Guide for each website. Unfortunately, I was not able to get them to attach to this page. Or maybe, I just don’t know how to do that yet. Consequently, I had to go back to this page and just make comments.
By Janet Kelly
I looked at the following websites on evaluating websites: Elementary CCs For Evaluating Websites, 5 Criteria for Evaluating Web Pages, and Kathy Schrock’s Critical Evaluation Survey-Teacher Sites. I found two of these sites on Kathy Schrock’s page and one in an article that one of my classmates posted this week. I decided to use Kathy Schrock’s evaluation because it seemed more complete and appropriate for the younger students that I work with.
I tried to look at two more sites on Kathy Schrock’s page, but was surprised to find out that the links didn’t work. One gave a message that the site was outdated (Evaluation of Internet Websites: An Annotated Bibliography-ERIC) and the other one could not be found (Bibliography on Evaluating Internet Resources).
15 Websites
KinderKorner- This website is produced by Victoria Smith. Ms. Smith is a kindergarten and 1st grade teacher in California. On her website, Ms. Smith lists a monthly calendar of lessons that she teaches, pictures of her classroom and students, teaching materials that you can buy, and teacher websites that she recommends. After going through Kathy Schrock’s Critical Evaluation Survey, I decided that I would recommend this website to other educators because it has up-to-date information and relevant lesson plans that can be used in kindergarten classrooms. The site is pleasing to look at and is easy to use. I trust the information that Victoria Smith puts on her site because she is an expert in her field. I do not see any bias on the part of Victoria Smith. I would use KinderKorner as a resource for expanding my lesson plans.
Google- This website is much more than a search engine. It also allows you to access books, maps, news, a language translator, videos, and images. It now also has a desktop application. I had a hard time evaluating this site using Kathy Schrock’s guide. It seems like most of the questions were not relevant to this site. However, I do like this site and would recommend it to others because it has different ways to obtain information through the site. For example, it can show you books on your subject as well as show you videos. I would use this site to find information that I am looking for. This is a very easy site to use.
Oregon Department of Education: Oregon Virtual School District- This website gives educators a place to find lesson plans, a list of professional development opportunities, tutorials on using ORVSD tools, and a place to share information with other educators. I believe this site would meet all the criteria on Kathy Schrock’s evaluation guide. I would recommend this site to teachers because it has lesson plans that are matched up to the state standards on it. It also has on-line classes that you can take to improve your teaching skills and knowledge. I would use this site to take the professional development classes.
American Library Association: Color With Leo- This site has interactive activities, coloring sheets, games, and lesson plans for educators. Using the evaluation guide, I decided that this site would meet all of the criteria that are required for a good site. It has a link that states the purpose of the site, which I believe benefits children. I would recommend this site to teachers because it has good activities for children to use that will enhance their learning. I would use this site to teach my students about art.
Enchanted Learning- This site is a great resource for primary teachers. It has theme units, printable books, summer activities, calendars and bookmarks to make, and little multi-language dictionaries that can be printed out. I believe that this site would meet all the criteria that are required for a good site. I would use this site for the printable books and multi-language dictionaries.
Starfall- This site is dedicated to teaching children how to read. It has interactive videos that teach children letter sounds, sight words, and how to sound out words. This site is highly recognized by experts and has been recognized as a top website four times. It meets the criteria for a good website, especially since the information is researched based. I would use this site to supplement my reading lessons.
Jan Brett- This website has links to videos that teach children how to draw different things and watch Jan Brett talk about some of her books. It also has printable coloring sheets and games, computer games, and a blog from Jan Brett. I really like this site and think that it has all the criteria of a good website. I would use this site for the math flashcards that is available on it. I would also use it to introduce my students to Jan Brett before sharing her books with them.
The K Crew- This is a good site for kindergarten teachers. It has thematic units, handouts from workshops they have presented (for example, Turning Your Technology Woes into Whoa’s), freebies, and a blog. This site is okay, but not perfect. It did not have a link back to the homepage on each page. It did not have a list of other resources that you could use. I think this would have been helpful. I would use this site for the workshop handouts that are on it.
Kinderpond- This site has links to theme units, discovery bags, units, center ideas, and a link to her favorite websites. I believe this site meets the criteria of a good website. It has a stated purpose and contact information for the creator. I would use this site to supplement my lesson plans.
ABC123 Kindergarten- This site has links to 65 observable verbs to use in lesson plans, classroom management, theme units, phonemic awareness, and teacher resources. Based on the evaluation guide, I believe that this is a good website. One thing I would change on this site is how the purpose of it is presented. It is listed at the bottom of the page in a small box with very small print. I would make this bigger so that it is easier to see. I would use this site for the educator links.
The Virtual Vine- This site has themes and units, Promethean Board resources, displays, printables, and teacher tips. I believe that this is a good website. The purpose of the website is stated on the home page in large print and is signed by the creator. It has a date that it was created and dates when it was updated. I would use this site for the teacher tips and the cooking with kids section.
Education.com: - This site lists hundreds of activities that you can do with your students in all subject areas. It also has information on child development, printable worksheet, a place to ask questions, help on finding schools and colleges for parents, and information on on-line learning. When I first found this site, I was really impressed with it. However, when I went back to evaluate it, I wasn’t as impressed. One thing that really bothered me was the ads that kept flashing on the screen. The two ads I saw the most were for e-schools and HPV. Upon further research, I discovered that this site was really for parents and not for teachers. I believe the title of the page is very misleading. I believe that this would qualify as a good website for parents, but not for teachers. I probably would not recommend this site to other educators. I don’t think that I would use this site.
PBSKids- This site has games and videos on all subject matters. It also has printable coloring sheets, storytime, and music that children can listen to. Although this site has good activities for children on it, I don’t believe that it would qualify as a good website. There is no stated objective nor is the creator of the site listed. It does not contain a list of other resources or list dates that it was updated. I am not sure if I would use this site or recommend it to others.
edHelper.com- This site has printable worksheets on different subjects like library, telling time, and dot 2 dots. This site does not list the creator of it. It also does not list other resources that you can go to. I would use this site because it has great worksheets that I can use with my students.
SoftSchools.com- This site has printable games and worksheets on reading, math, language arts, science, and social studies. This site does not list the creator, the date it was created, or if it has been updated. It also does not have a stated purpose. I would use this website for the math games that it has.
NOTE: When I started this assignment, I was filling out the Evaluation Guide for each website. Unfortunately, I was not able to get them to attach to this page. Or maybe, I just don’t know how to do that yet. Consequently, I had to go back to this page and just make comments.
Introduction/Standards Comparison
Introduction
My name is Janet Kelly and I am a student in the Masters of Science in Education Information Technology program. I am also working on my Educational Media/Library Science endorsement. This is my first semester in both of these programs. I am also working on getting my Oregon teaching license. I received a Bachelor of Science in Social Sciences degree from Western Oregon State College in 1991.
I started volunteering in schools when my daughter was in preschool. As a volunteer, I worked with students in their classrooms, did classroom preparations for teachers, and helped with field trips. I helped coach soccer, basketball, volleyball, and cheerleading after school. I also helped with Girl Scouts, the Parent Teacher Association, and the Women in Science and Engineering program. I volunteered for eight years.
My first official job in a school was as a Special Education teacher assistant. During this time, I also did substitute teaching in preschool through sixth grade. I quit this job and moved to Washington State to get my teaching license. I have a Kindergarten through eighth grade teaching license. I did my student teaching in a first grade class. I have taught kindergarten and English Language Learners. I loved teaching kindergarten!
I have not worked for the last four years because I have been a personal caregiver for my parents. I am now ready to be working in a school again. I recently got a job as a Food Service Assistant in a high school. I am very happy to be back working in a school. However, I would like to be in a different position. I would like to be a librarian in an elementary school. I love books and think that I would make a good librarian.
Standards Comparison
I compared the National Educational Technology Standards for Students released in 2007 with the Oregon Educational Technology Standards released in December 2008.
I general, I found both standards to be very similar. In fact, the wording in both of them is exactly the same in most places. All of the Oregon standards are listed in the National standards.
The main difference is that they use different wording in some places and the National standards break down the student objectives more. Consequently, it gives more details as to what is expected of the students.
I was surprised to learn how much technology is being integrated into schools. I was especially amazed at how much technology students need to learn and be able to use efficiently. I am glad that this is happening. At my last school I never heard any one talk about standards or what we should be teaching our students, as far as technology goes. In fact, when I took my students to the computer lab it was up to me to find ways for them to use the computers. This was very hard because the district only bought two programs for kindergartners and they were going to get rid of one of them.
My name is Janet Kelly and I am a student in the Masters of Science in Education Information Technology program. I am also working on my Educational Media/Library Science endorsement. This is my first semester in both of these programs. I am also working on getting my Oregon teaching license. I received a Bachelor of Science in Social Sciences degree from Western Oregon State College in 1991.
I started volunteering in schools when my daughter was in preschool. As a volunteer, I worked with students in their classrooms, did classroom preparations for teachers, and helped with field trips. I helped coach soccer, basketball, volleyball, and cheerleading after school. I also helped with Girl Scouts, the Parent Teacher Association, and the Women in Science and Engineering program. I volunteered for eight years.
My first official job in a school was as a Special Education teacher assistant. During this time, I also did substitute teaching in preschool through sixth grade. I quit this job and moved to Washington State to get my teaching license. I have a Kindergarten through eighth grade teaching license. I did my student teaching in a first grade class. I have taught kindergarten and English Language Learners. I loved teaching kindergarten!
I have not worked for the last four years because I have been a personal caregiver for my parents. I am now ready to be working in a school again. I recently got a job as a Food Service Assistant in a high school. I am very happy to be back working in a school. However, I would like to be in a different position. I would like to be a librarian in an elementary school. I love books and think that I would make a good librarian.
Standards Comparison
I compared the National Educational Technology Standards for Students released in 2007 with the Oregon Educational Technology Standards released in December 2008.
I general, I found both standards to be very similar. In fact, the wording in both of them is exactly the same in most places. All of the Oregon standards are listed in the National standards.
The main difference is that they use different wording in some places and the National standards break down the student objectives more. Consequently, it gives more details as to what is expected of the students.
I was surprised to learn how much technology is being integrated into schools. I was especially amazed at how much technology students need to learn and be able to use efficiently. I am glad that this is happening. At my last school I never heard any one talk about standards or what we should be teaching our students, as far as technology goes. In fact, when I took my students to the computer lab it was up to me to find ways for them to use the computers. This was very hard because the district only bought two programs for kindergartners and they were going to get rid of one of them.
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