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CODE77 Rubrics - Beginning 2009 version

CODE77 Rubrics - Beginning 2009 version

These rubrics primarily address professional productivity. They are the foundation on which more complex technology and technology-related professional skills are built. Teachers who have mastered these skills are able to use the computer to improve their traditional instructional tasks such as writing, record-keeping, designing student materials, and presenting lessons. These skills also build the confidence teachers need to use technology to restructure the educational process.

I. Basic computer operation (NETS TBD)

Level 1 I do not use a computer.

Level 2 I know the basic operations of using a mouse and trackpad, clicking, and working with a windows-type interface. I can use the computer to open, run and close a few specific, preloaded programs. Computer use has little effect on how I work. I am somewhat anxious I might damage the machine or its programs.

Level 3 I can set-up my computer and peripheral devices, load software, print, and use most of the operating system tools like the clipboard, clock, note pad, find command, and trash can (recycling bin). I can connect to my school’s network and access programs and resources on the network. I have a virus protection program that scans my files on a regular basis. I can identify the type and version of operating system my computer uses. I can put my computer in a sleep mode for energy conservation.

Level 4 I can run several programs simultaneously, and have multiple windows open at the same time. I can customize the look and sounds of my computer. I use techniques like shift-clicking to work with multiple files and right-clicking to access contextual menus. I can so some basic trouble-shooting if my computer is not working properly. I feel confident enough to teach others some basic operations.

II. File management (NETS TBD)

Level 1 I do not save any documents I create using the computer.

Level 2 I save documents I’ve created but often have difficulty finding them. I store duplicates of my files on disks, servers or flash memory for back-up purposes on an irregular basis.

Level 3 I have a filing system for organizing my files, and can locate files quickly and reliably in folders and subfolders. I can use the search command in my operating system to locate a file by name, type or content. I back-up my files to writable CD or DVD disks, separate hard drive, network file server, or Internet storage site on a regular basis. I use local network or Internet file storage server when provided so I can access my files from any computer, including my home computer. I save my files with the appropriate extension (.txt, .jpg, doc, , etc.) to facilitate cross-platform use. I can use a portable flash drive to transport my files.

Level 4 I regularly run a disk-optimizer on my hard drive, and use an automated back-up program to make copies of my files on a regular schedule. I have a system for archiving files which I do not need on a regular basis to conserve my computer’s hard drive space. I keep my back up files in physical locations that are at a distance.

III Time management and organization (NETS TBD)

Level 1 I do not use electronic tools or devices to help me keep a calendar or organize my tasks and address book.

Level 2 I can access the school’s calendar for basic schedule information. I can use the directory on the school’s website to locate staff e-mail addresses.

Level 3 I use an integrated electronic calendar program, to-do list, and address book that includes e-mail addresses to help organize and schedule my professional activities. I can synchronize the information on my computer with that in my PDA (personal digital assistant) or cell phone and my shared online calendar. I can set alerts to help remind me of upcoming meetings or events.

Level 4 I store my calendar, task manager, web bookmarks, and address book online so it can be accessed from any Internet-worked computer. I can access the shared calendars of other staff members to help schedule meetings and events. I help my students with using technology for time management and organizational purposes.

IV. Word processing (NETS TBD)

Level 1 I do not use a word processor, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I occasionally use the word processor for simple documents that I know I will modify and use again. I generally find it easier to handwrite or type most written work I do.

Level 3 I use the word processor for nearly all my written professional work: memos, tests, worksheets, and home communication. I can edit my document using commands like copy and paste, find, undo, and save as. I can spell check, and change the format of a document. I can paginate, preview and print my work. I can use tables within my documents and insert graphics. I can save my document as a .pdf file. I feel my work looks professional.

Level 4 I can save my document as a text or rtf document so it can be opened by others who may not use the same word processor I use. I take advantage of collaborative writing/editing environments when available, including online word processors and wikis. I can suggest an open source word processor for those who wish or need to use one. I use the word processor not only for my work, but have used it with students to help them improve their own communication skills.

V. Spreadsheet use (NETS TBD)

Level 1 I do not use a spreadsheet, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I understand the use of a spreadsheet and can navigate within one. I can create a simple spreadsheet that adds a column of numbers. I understand the basic types of data that can be placed in cells: labels, numbers, formulas, and references.

Level 3 I use a spreadsheet for several professional applications such as keeping a budget or analyzing student data. I can change the format of the spreadsheets by changing column widths and text style. I can use the spreadsheet to make a simple graph or chart. I can import and export data from a spreadsheet. I understand the difference between a workbook and a worksheet, and can create a workbook with multiple worksheets.

Level 4 I can import or link a spreadsheet into a word processing document or presentation program when needed. I can custom design a variety of graphs and charts. use the spreadsheet not only for my work, but have used it with students to help them improve their own data keeping and analysis skills. I can use cloud-based spreadsheets for collaborative and shared work.

VI. Database use (NETS TBD)

Level 1 I do not use a database, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I understand the function of a database and can locate information within one that has been pre-made. I can add or delete data in a database.

Level 3 I use databases for professional applications. I can create a simple original database that has a professional application such as an address book by defining fields and creating layouts. I can find, sort and print information that is useful to me. I can use database information to do mail merge in a word processing document. I can use my building’s student information system database to find information about students in my class.

Level 4 I can use formulas with my database to create summaries of numerical data. I use the database not only for my work, but have used it with students to help them improve their own data keeping and analysis skills. I can use cloud-based databases for collaborative and shared work.

VII. Graphics and digital image use (NETS TBD)

Level 1 I do not use graphics in my word processing or presentations, nor can I identify any uses or features they might have which would benefit the way I work.

Level 2 I can open and create simple pictures with stand-alone painting and drawing programs or with graphics tools within wordprocessing documents. I can use photo-editing software to crop and resize digital photographs.

Level 3 I use both pre-made clip art and simple original graphics in my word-processed documents and presentations. I know sources of royalty-free clipart and photographs. I can edit clip art, change its size, and place it on a page. I can use most of the drawing tools, and can group and un-group objects. I can use the clipboard to take graphics from one application for use in another. I can take, import, edit, and use images from a digital camera in my work. I can use a scanner. The use of graphics in my work helps clarify or amplify my message.

Level 4 I use graphics not only for my work, but have used them with students to help them improve their own communications. I can use graphics and digital images to create a professional looking newsletter and website. I can do basic editing of digital video production. I can share my photographs and artwork with others using file sharing Interent sites. I can use cloud-based image generation and editing tools.

VIII. Presentation software use (NETS TBD)

Level 1 I do not use presentation software, nor can I identify any uses or features it might have which would benefit the way I work.

Level 2 I can navigate through a pre-made presentation program. I can create a simple presentation using a program’s templates or wizards.

Level 3 I can create my own computer presentations that can be used to accompany a lesson in my classroom. These slideshows use navigation buttons, dissolves, graphics, and text fields. I can embed sounds, movies, and links to other files and to websites. I know basic rules of graphic design that apply when designing the presentation. I can use an LCD projection device to display the presentation to a class. The computer generated slides help reinforce or amplify my message.

Level 4 I use presentation programs with students in their own information keeping and communication efforts. I can use cloud-based presentation creation tools and can share my slideshows with others using file sharing Interent sites.

IX. Network and Internet use (NETS TBD)

Level 1 I do not use the on-line resources available in my building or on the Internet, nor can I identify any uses or features they might have which would benefit the way I work.

Level 2 I understand that there is a large amount of information available to me as a teacher that can be accessed through networks, including the Internet. With the help of the media specialist, I can use the resources on the network in our building. I use the online student information system to take attendance and record grades. I can do a simple search for information on the World Wide Web. I can send and receive e-mail.

Level 3 I use the networks to access professional and personal information from a variety of sources including on-line library catalogs, periodical databases, and the World Wide Web. I use my e-mail account on a regular basis to communicate with parents and other professionals. I use the district-specific networked resources that are available to me such as file storage space, student information systems, IEP forms, curriculum guides, and online forms. I have a strategy for analyzing the quality of information I find online. I maintain a professional website for my classroom that includes information of use to students and parents. With the assistance of the media specialist, I can created a content-specific webquest.

Level 4 Using telecommunications, I am an active participant in on-line discussions, can download files and programs from remote computers. I use the network to share documents with my colleagues for collaborative review and editing. I accept student work sent to me electronically. I read blogs and track them with RSS feeds and use a variety of social networking tools to create a personal learning network. I use telecommunications activities with my students.

X. Student Assessment (NETS TBD)

Level 1 I do not use the computer for student assessment.

Level 2 I understand that there are ways I can keep track of student progress using the computer. I keep some student produced materials on the computer, and write evaluations of student work and notes to parents with the word processor. I use an electronic gradebook and electronically complete report cards/progress reports.

Level 3 I effectively use an electronic grade book to both keep track of student data and to give students and parents access to real-time information on assignments and outcomes of projects, tests and quizes via a student/parent portal. I keep portfolios of student produced materials on the computer. I use the electronic data during parent/teacher conferences. I can access my district’s data-mining program to find useful data about my students. I can use a rubric/checklist generator to create authentic assessment tools for formative assessment.

Level 4 I rely on the computer to keep track of outcomes and objectives individual students have mastered. I use that information in determining assignments, teaching strategies, and groupings. I have access and use the district curriculum management and common assessments systems.

XI. Safe and ethical use understanding (NETS TBD)

Level 1 I am not aware of any ethical or safety issues surrounding computer use.

Level 2 I know that some copyright restrictions apply to computer software and I can advise students on some safety issues surrounding Interent use.

Level 3 I clearly understand the difference between freeware, shareware, open source, and commercial software and the fees and responsibilities involved in the use of each. I know the programs for which the district or my building holds a site license. I demonstrate ethical use of intellectual property and let my students know my personal stand on legal, moral, and safety issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. In each lesson I teach that involves technology, I address issues of safe and ethical behaviors online. I have a personal philosophy I can articulate regarding the use of technology in education.

Level 4 I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I understand and teach copyleft practices such as Creative Commons and ask that students license their own creative works. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.

Posted on Sunday, January 11, 2009 at 11:45AM by Registered CommenterDoug Johnson | Comments3 Comments

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Reader Comments (3)

Thanks for doing this again Doug. We all need to struggle with what it means for a teacher to be literate and with how do we help each teacher get better.

January 13, 2009 | Unregistered CommenterTim Staal

Thanks, Tim.

Now onward and upward to update the other three sets!

All the best,


January 14, 2009 | Unregistered CommenterDoug Johnson

After completing our Milestone report for East School one of the key things that we need to work on is providing our staff with individualized learning steps in ICT. I found Doug Johnsons website a great help with the 'CODE77 Rubrics - Beginning 2009' version provided a terrific up to date resource that provides clear steps for teacher development in ICT.

I am checking with you Doug is it ok to share your ideas with my Waihi East Primary School staff and our wider ICT cluster in New Zealand. I have modified your levels for assessment to our novice, apprentice, practitioner, expert scale. I also adapted your content to a rubric format with our East School styled Individual Teacher Action Plan at the end of the rubric sections.

November 11, 2009 | Unregistered CommenterRobbie McGougan

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