District Technology Rollout Rubric

DIGITAL LEARNING PLAN

The stakeholders are identified in the digital learning environment plan.

Exceeds
The stakeholders are identified in the digital learning environment plan, including staff, parents, students, and community members. Needs assessment for digital learning environment is established, and all data is based on research and best practices. A clear vision for the digital learning environment has been established and the mission statement is conveyed through words and graphics.

Meets
The stakeholders are identified in the digital learning environment plan.

Approaches
Not all the stakeholders are identified in the digital learning environment plan.

Not Evident
The stakeholders have not been identified in the digital learning environment plan.

Notes

Needs assessment for digital learning environment is established.

Needs assessment for digital learning environment is established.

Needs assessment for digital learning environment is still in the process and has not been completed.

Needs assessment for digital learning environment is not established.

A clear vision for the digital learning environment has been established.

A clear vision for the digital learning environment has been established.

A clear vision for the digital learning environment has begun, but it has not been completed.

A clear vision for the digital learning environment has not been established.

Educational goals for the digital learning environment have been established.

Educational goals for the digital learning environment have been established. The goals include all the stakeholders.

Educational goals for the digital learning environment have been established.

Educational goals for the digital learning environment are in the process of being established.

Educational goals for the digital learning environment have not been established.

The plan includes the implementation of quality feedback from all stakeholders.

The plan includes the implementation of quality feedback from all stakeholders. Feedback has been gathered, analyzed, and graphed for collaboration. SMART goals for each phase are established. The goals reflect high expectations, specific due dates, and are based on best practices and research.

The plan includes the implementation of quality feedback from all stakeholders.

The implementation of quality feedback from all stakeholders is in the process of being completed.

The plan does not include the implementation of quality feedback from all stakeholders.

SMART goals for each phase are established.

SMART goals for each phase are established.

SMART goals for each phase are still being established.

SMART goals for each phase have not been established.

Each phase of the digital learning environment is mapped out.

Each phase of the digital learning environment is mapped out, and action research is implemented throughout each phase.

Each phase of the digital learning environment is mapped out.

Each phase of the digital learning environment has not been completed, though the initial phase is mapped out.

Each phase of the digital learning environment is not mapped out.

Professional Development
Exceeds
Ample time is scheduled as part of PD for teachers to experiment with technology; Sufficient time during work is allocated for teachers to experiment with technology. Access to technical resources available so that teachers can experience and experiment with technology on their own. Teaches are afforded PD days for this purpose.

Notes Meets
Ample time is scheduled as part of PD for teachers to experiment with technology; Sufficient time during work is allocated for teachers to experiment with technology.

Approaches
There is limited access to technical resources for teachers to experiment with technology on their own. Time is also limited.

Not Evident
There is no access to technical resources for teachers to experiment on their own. There has been no extra time allocated for teachers.

The scheduled training clearly demonstrates how technology can be used to improve teacher professional productivity.

Specific connections to what teachers teach clearly demonstrates how technology can be used to improve the teaching of subject content.

The scheduled training clearly demonstrates how technology can be used to improve teacher professional productivity.

There is little connection to what teachers teach. It is not clear how technology can improve the teaching of subject or content area.

There is no connection to what teachers teach. How technology can improve the teaching of subject or content area is not evident.

Learning objectives for the intended audience and/or purpose can be readily met

There is a specific connection between the identified learning objectives and purpose of the professional development.

Learning objectives for the intended audience and/or purpose can be readily met.

There is little connection between the identified learning objectives and purpose of the professional development.

There is no evidence of connection between the identified learning objectives and purpose of the professional development. Program objectives are not established.

Program objectives are Specific, Measurable, Attainable, Relevant, and Timely.

Program objectives are Specific, Measurable, Attainable, Relevant, and Timely. The PD pre-planning demonstrates best practices and research.

Program objectives are Specific, Measurable, Attainable, Relevant, and Timely.

Program objectives are being established. Only parts of this criteria have been met.

Use of Technology
Technology is used to enhance communication, collaboration, productivity, and presentation skills.

Exceeds
Technology is used to enhance communication, collaboration, productivity, and presentation skills. Integration of media is strategic in the delivery of the message. Technical or content expert

Meets
Technology is used to enhance communication, collaboration, productivity, and presentation skills.

Approaches
Technology somewhat enhances communication, collaboration, productivity, and presentation skills.

Not Evident
Use of technology is not evident in enhancing communication, collaboration, productivity, presentation skills.

Notes

Technical or content expert available and

Technical or content expert

Technical or content expert available

Technical or content expert not

easily accessible beyond formal PD sessions.

available and easily accessible beyond formal PD sessions. Peer coaches have also been established on site.

available and easily accessible beyond formal PD sessions.

only on a limited basis or inconveniently located beyond formal PD sessions.

available beyond formal PD sessions, Tech support is only available during PD sessions.

Administrative
Exceeds
A 3-year comprehensive budget has been established to provide for all the necessary training, hardware, software, technical support and follow-up. A 3-year comprehensive budget has been established to provide for all the necessary training, hardware, software, technical support and follow-up. The budget has been shared with all the stakeholders.

Meets
A 3-year comprehensive budget has been established to provide for all the necessary training, hardware, software, technical support and follow-up.

Approaches
A 3-year comprehensive budget is still being established to provide for all the necessary training, hardware, software, technical support and follow-up.

Not Evident
A 3-year comprehensive budget has not been established to provide for all the necessary training, hardware, software, technical support and follow-up.

Notes

References
"A Rubric for Technology Professional Development." A Rubric for Technology Professional Development. Ed. Yong Zhao. Developed by the Center for Information Development, Sept. 2002. Web. 31 Mar. 2014. <http://www.michigan.gov/documents/CID-MSU-PD-Rubric-Draft-11-14-02_50330_7.pdf>.

"Scoring Rubric Description for the Professional Development Unit Example." Scoring Rubric Description for the Professional Development Unit Example. Washington State Department of Early Learning, Apr. 2012. Web. 31 Mar. 2014. <http://www.del.wa.gov/publications/PD/docs/Scoring_Rubric.pdf>.