This is an example of a rubric we have used with several schools and districts in Northern California. Each time we use this rubric in assessing teachers technology proficiency, we customize it for the school. Then we take the results and, working with the technology committee, design individual learning plans for each teacher. Any use of this rubric in any form is prohibited without express permission from the author. Please contact Computer Strategies for permission info@compstrategies.com.

Your Name

Grade/Subject

Date

This assessment instrument is designed to help you create your individual learning plan for technology use as it relates to you and your curriculum. Rate yourself for each section. If you can’t choose between two levels, pick the lower level. Write the level you choose in the (____) for each section.

I. Basic Computer and Technology Use
(Current Level____ Preferred Level___)

Level 1	Level 2	Level 3	Level 4	Level 5	Level 6
I am aware of the technology available but do not use it. I am uncomfortable with the thought of using technology.	I do simple tasks on the computer as long as they do not overwhelm me. I can use a computer if someone sets it up for me and is available to support me if there are problems.	I am comfortable using technology, but I still ask for help. I use technology for my written and oral communications and personal use.	I realize technology can affect student achievement and the curriculum. I can manage the technology, paper, and files I create. I have started using technology with my students.	I use technology with my students as an instructional tool. Technology is just like a pencil or a book. I use new ways of enhancing the curriculum with technology.	I explore, evaluate, and use digital information for my work and play. I share student work and enjoy collaborating with colleagues. I am learning from my students.

II. Management of Files and Resources
(Current Level____ Preferred Level___)

Level 1	Level 2	Level 3	Level 4
I let someone else take care of my computer and handle the inventory of the resources. I am not sure how to save files or set up folders.	I save files but sometimes have trouble finding them later. I have some folders where I store my files. My inventory of all the technology I use is in paper form.	I have folders organized in a systematic way on my hard drive. I know how to customize the desktop, create shortcuts, and do some minor troubleshooting. I have started to put my inventory of the technology I use in a database.	I can optimize the computer system, troubleshoot most software and hardware problems, and have a database of all the technology I use. I am part of a team that works to keep technology in the school running efficiently.

III. Productivity Tools

Level 1	Level 2	Level 3	Level 4
I do not use a word processor and still use a typewriter or hand write my work. I am not comfortable with typing on a computer and looking at a screen.	I use a simple word processor but do not know all the features included with it. I use an AlphaSmart keyboard or a simple word processor as part of the writing process.	I use a word processor for most of my written work and know the basic features. I have started to create templates that I use with my students. I use some of the advanced features such as macros and styles.	I can create professional looking documents using the drawing tools and advanced features. I use several different word processors and can transfer files between them. I can create a word processing document to use as a web page.

Level 1	Level 2	Level 3	Level 4
I cut pictures with scissors and paste them into my documents. I do not know the difference between draw and paint. I have trouble using a mouse to draw.	I use a draw program to create simple flyers and borders. I import graphics and move, resize, and copy them into my documents. I know when to use paint or draw for the different documents I create.	My students create their own pictures using paint and draw programs and import graphics that they modify to use in their documents.. I use a scanner, digital camera, and grab pictures from the internet to use in my documents.	I use the draw feature for desktop publishing. I make professional looking newsletters, brochures, and flyers. Both my students and myself use programs like ClarisWorks, Pagemaker, Photoshop and/or Illustrator.

Level 1	Level 2	Level 3	Level 4
I am not sure what PowerPoint is and how it can benefit me. If I do any presentations, I may use overhead transparencies, posters, or no visual aids.	I can create a simple presentation with PowerPoint. I can present my lessons or rules to my class or student's parents using PowerPoint.	I can create an organized presentation and transfer my outline from another program to PowerPoint that I present to my students. I use the advanced features such as animation and automatic timer.	I use good strategies for my presentations. I include video and digital pictures in my presentations and post my presentations on the Internet. My students use PowerPoint for their oral presentations.

Level 1	Level 2	Level 3	Level 4
I do not use spreadsheets, because I do not understand what they are. I am not sure how spreadsheets can benefit my students or myself.	I use spreadsheets to compile data for my personal work. I can create some charts or graphs that represent some of the data I have collected.	My students create simple graphs and charts of the data they compiled. I format spreadsheets to use as templates and can create simple calculations.	I use advanced functions and auto features such as macros and autoformat. My students and I create templates with calculations.

Level 1	Level 2	Level 3	Level 4
I do not use databases or I don’t think I do. I am not sure what they are. I would like someone else to create one that I can use. Most of my files are paper generated including my address book.	I can create a simple database of my address book, so I can have a digital rolodex. I can create mailing labels. I use existing databases that others have created and can sort and find information in the database.	I create databases that my students can use. I can merge the data I have collected into my word documents. I can create different layouts for the same information.	I can create different databases including a relational database. I can create an online database that my students can use. I can do calculations in different fields, and my students create databases that other classes can use.

Level 1	Level 2	Level 3	Level 4
I do not see the use of email just yet. I use the phone to discuss issues and talk to my friends.	I use email just like I do the phone. I send and receive messages to and from my colleagues, family and friends. I need to check my email more often.	I use email for my work and collaborative projects more than I use the phone. My students participate in online projects. I can attach files and carbon copy messages.	I am part of a listserv or a newsgroup, Both my students and myself can attach and retrieve files from any platform or program. Email projects are built into the curriculum.

Level 1	Level 2	Level 3	Level 4
I have not been on the internet and do not understand why there is so much excitement about it. I do much of my research using books or periodicals in the library.	I use the internet to search for information and use it as a reference. I use good searching strategies so the sites I find are relevant to the topic I am teaching or learning about.	My students use the internet to research the topics they are studying. I teach my students searching strategies, how to evaluate a site, appropriate use policies, copyright issues and how to cite a source.	I post resources or point to resources that my students use as part of the curriculum. My students use information literacy strategies in their research. They use sites they find for problem-solving and decision making.

Level 1	Level 2	Level 3	Level 4
I show videos in my classroom. I do not use laserdiscs and am not sure when I would use them.	I use active learning strategies for viewing videos and instructional TV. I use a camcorder to videotape lessons, field trips or student presentations. I may use laserdiscs if we have them at our school.	My students use videos, laserdiscs, or instructional TV as a resource for their projects. I make QuickTime videos and then import them into some of my projects. I have participated in a video-conference.	I can edit videos that my students and I make. My students share multimedia projects that have video segments. I include video-conferencing in student projects.

Level 1	Level 2	Level 3	Level 4
I do not know how to use programs like HyperStudio or Hypercard. I may have used linear multimedia programs like Kid Pix slide show or PowerPoint.	I use HyperStudio or other non-linear multimedia programs as a tool. I can create a simple presentation that has around 4 cards, some graphics, text, buttons, and sound. I have seen projects others have made.	I can create presentations about the curriculum that my students use. I plan, storyboard, and manage student projects. I have used some of the advanced features of Hyperstudio or a more advanced program like Director.	My students use HyperStudio or Director so they can present their topics and ideas. I collaborate with other teachers from my department or grade level to create curriculum driven multimedia projects.

Level 1	Level 2	Level 3	Level 4
I am not ready to learn how to make a site. If I come up with curriculum I would like posted, I give it to someone else to do.	I can create a simple site either using Pacific Bell’s Filamentality or a web creation tool like PageMill, Home Page or FrontPage. I have someone else manage and post the site to the server.	I can create a site that I can easily modify and add to. I post homework assignments, rules of my class, information for parents, etc. I use a web authoring program, and I know how to change the HTML code.	I create and manage a site that is part of my curriculum. My students help me maintain it and post information. I useJava scripting and import student projects that include Hyperstudio, QuickTime videos, and other plug-ins.

IV. Integration of Technology in Core Curriculum
(Current Level____ Preferred Level___)

Level 1	Level 2	Level 3	Level 4	Level 5	Level 6
I have my students go to the computer lab or library on their own. The computer teacher or librarian supervises them. I have not included technology as part of the curriculum.	I have programs on computer(s) in the classroom that students can use, but they are used as a stand alone program and as a supplement to the curriculum. When my students go to the lab, they are working on a project that the computer teacher developed.	I use my computer connected to a TV or projector to present projects and demonstrate programs. My students are using technology for writing projects. I use interesting software programs, internet sites, and support materials as part of the curriculum.	I have reviewed the curriculum and found technology resources that enhance it. My students are using technology as one more tool that is in the classroom. I have found ways to adapt technology to fit the curriculum and align with state or district content standards.	I am interested in creating exciting curriculum that involves and motivates the students. I have seen what other teachers in the same grade and subject area are doing with technology as part of the curriculum. I have invented new strategies of using technology as part of the curriculum.	My students create exciting projects that expand the curriculum. I collaborate with other teachers (critical friends) that teach the same subject so we are not reinventing the wheel. I have formed partnerships with companies, agencies, or parents that see new ways of teaching and learning.

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