Instructional Technology Specialist Competencies as of ... · advanced concepts of instructional technology planning and applications at elementary, middle, and secondary levels (K-12)

Standard Title 511 512 513 514 515

I. Knowing the Content

I.A.1. assessment of educational and administrative

technological needs,

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I.A.2.design and production of media including projected and

non-projected visual aids, audio and video production in both

analog and digital forms, and photography using film-based and

digital formats, Intro

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Develop

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I.A.3. implementation and maintenance of interactive

information systems, the Internet, distance learning

technologies, and networks, Design

Develop

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I.A. 4. assistive technology resources for students with special

needs,

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I.A.5. evaluation of the performance of hardware and

software components of computer systems, Intro

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I.A.6. application of basic troubleshooting strategies

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I.B.1. research on and evaluation of existing and emerging

technologies,

I.B.2. use of instructional theories and teaching models, Design

Develop

Eval Utilz

The professional education program provides evidence that Instructional Technology

Specialist certification candidates complete a program at a bachelor’s or post-

baccalaureate degree level that requires them to demonstrate their knowledge of and

competence in the application of instructional technology in public school settings. The

program requires candidates to demonstrate an understanding of the fundamental and

advanced concepts of instructional technology planning and applications at elementary,

middle, and secondary levels (K-12) including:

I.A. Identification, selection, installation and maintenance of technology infrastructure,

and hardware and software applications for school administration and instruction including:

I.B. Integrating technology into curricular planning and instructional design including:

Instructional Technology Specialist Competencies as of January 1, 2013

Course:

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I.B.3. learner characteristics, developmental levels, and

individual differences as related to instructional technology

resources and modifications,

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I.B.4. access and use telecommunications for information

sharing, remote information access and retrieval, and multi-

media/hypermedia publishing, Intro Design

Develop

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I.B.5. electronic mail and Internet resources for

communications and instructional support Intro Utilz Utilz Utilz Utilz

I.C.1. planning and utilization of facilities including, budgeting,

accounting, and program reporting, grantsmanship, personnel

administration, and staff development,

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I.C.2. preparing presentations for parents, administrators, school

boards, and the public, Intro

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I.C.3. monitoring and evaluating technology plans

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I.D.1 basic principles of instructional design associated with the

development of instructional technology materials

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I.D. Research, problem solving and product development of technological applications

including:

I.C. Management and administration of technology programs at the building, district and

regional levels including:

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I.D.2. emerging programming, authoring, and problem solving

environments including team and collaborative projects such as on-

line workgroups

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I.D.3. designing and publishing on-line documents that present

information and include links to critical resources

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II.A.1. creating an environment that fosters interest and growth in

all aspects of technology Intro Design Develop

Manage

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II.A.2. establishing and maintaining rapport with all staff and

students

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II.A.3. communicating high learning expectations Intro Design Develop Manage

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II.A.4. creating a safe physical environment that is conducive to

learning

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II.B.1. Pennsylvania Academic Standards Intro Design Develop

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II.B.2. strengths and needs of learners at all levels of

technological proficiency Intro

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II.A. Managing instructional technology services including:

II.B. Planning, preparation and delivery of technology related in-service programs and

instruction in collaboration with other professionals at a variety of instructional levels that

utilizes technology in problem solving based upon:

The professional education program provides evidence that competencies and exit criteria

for Instructional Technology Specialist certification candidates are assessed in coursework,

field experiences, portfolios from previous employment and an internship. The program

also provides evidence that the candidates demonstrate their knowledge of and

competence in the delivery of instructional technology services that enhance administrative

and teaching capabilities and improve student learning during a minimum of 75 hours of

participation in sequential field experiences, practica, and an internship at diverse

educational levels including:

II. Performances

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Standard Title 511 512 513 514 515

II.B.3. established technology implementation plans

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II.E.1. developing plans to assess the technological needs and

resources, and to evaluate technology implementation and

outcomes

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II.E.2. developing plans to configure computer/technology

systems and related peripherals in laboratory, classroom clusters,

and other instructional and administrative arrangements

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II.E.3. developing systems for the secure maintenance of

student records

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The professional education program provides evidence that Instructional Technology

Specialist certification candidates demonstrate knowledge and competencies that foster

professionalism in school and community settings including:

II.C. Selecting, implementing and adapting technology to teaching methodologies,

curriculum resources and administrative functions in collaboration with other educators and

integrating a variety of software, applications, and learning tools

II.D. Selecting, developing and administering assessments that utilize technological

applications and involve multiple indicators of student progress and using technology to

maintain records on student achievement

II.E. Developing leadership techniques for working with all levels of the educational

community and to manage and administer instructional technology programs at the building

and district levels including:

III. Professionalism

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Standard Title 511 512 513 514 515

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IV.A.1. Demonstrates the appropriate use of data in forming

decisions, utilizing resources, setting targets and interpreting

results aimed at continuous improvement in curriculum, personnel

and/or programs. X

IV.A.2. Accesses and interprets data from available

technologies and resources to address long-term and strategic

planning needs of the school in areas of personnel, fiscal

operations, facilities, technology and/or other school district

initiatives. X

IV.A.3. Examines data from local, state and national sources to

monitor and enhance student achievement. X

IV.A.4. Determines the type of data that is communicated to

each group of stakeholders, how data is presented and the

implications of information dissemination. X X

IV.B.1. Demonstrates clear connections between theory and

practice in curricular ad instructional leadership. X X

IV. General

A. Assessment and Evaluation

B. Curriculum and Instruction

III.D. Communicating effectively with parents/guardians, other agencies and the

community at large to support learning by all students

III.A. Professional organizations, publications and resources

III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s

Code of Professional Practice and Conduct for Educators; and local, state, and federal

laws and regulations

III.C. Collaborating with school colleagues to enhance student, teacher and

administrative capabilities and improve student learning

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IV.B.2. Participates in the process of development, assessment

and/or refinement of standards-based curriculum. X X

IV.B.3. Demonstrates knowledge, skills and dispositions

related to one's leadership responsibilite to support curricular and

instructional excellence. X

IV.B.4. Articulates a vision for student success and apositive

school climate that supports equal access to curricular and


IV.C.1. Fosters relationships with stakeholders and acts with

integrity, fairness and in an ethical manner as stated in the "PA

Code of Professional Practice and Conduct for Educators". X

IV.C.2. Evaluates the effectiveness of his/her actions and

interactions with all stakeholders via verbal and non-verbal

communication. X

IV.C.3. Actively seeks current information to support their on-

going short-and long-term professional development goals. X

IV.C.4. Maintains a curent level of knoweldge of school district,

state and federal regulations, policies and professional practices. X

IV.D.1. Reports on examples of field-based federal, state and

local legislation, regulations, mandates, policies, and procedures

that impact school district operations at macro and micro levels. X

IV.D.2. Determines specific roles and responsibilities for

adherence/compliance with federal, state and local legislation,

regulations, mandates, policies and procedures. X

IV.D.3. Assists with the completion of all compliance

documentation XIV.D.4. Reports on how the school district disseminates

information on regulatory changes to appropriate stakeholders. X

C. Professionalism

D. Statutory and Regulatory Compliance

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IV.D.5. Identifies example(s) of compliance problems and

assists with alternative actions to resolve targeted compliance

issues. X

IV.E.1. Describes the working relationships within the school

district's organizational-chart including external partnerships. X

IV.E.2. Demonstrates knowledge of functional relationships in

the organizational chart to systemic functions. X

IV.E.3. Identifies the role of their certification area within the

organization to include responsibilities, relationships, constraints,

opportunities and resources. X

IV.E.4. Identifies a problem within the scope of their certification

area and creates a visionary action plan, consistent with the

organization and sensitive to the change process; including

resolution of conflicts, communication, collaboration, needs

assessment and advocacy. X

F. Diverse Learners

The Candidate:

IV.F.1. Reports on current policies and practices designed to

support children, caregivers and families from diverse

backgrounds. X

IV.F.2. Analyzes current efforts to support diverse learners and

how the broader community views learning differences. X X X

IV.F.3. Fosters communication with families of English language

learners (ELL) to ensure that learners and their families have

access to communication in the native language. X X X

IV.F.4. Identifies the use of strategies and resources for students

with diverse needs including, but not limited to, gifted, ELL and

students with disabilities. X X X

IV.F.5. Advises and supports educators in modifications to the

learning environment that are evidence-based practices that do

not compromise curricular intent and rigor. X X X

E. Organizational Leadership

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Standard Title 511 512 513 514 515

IV.F.6. Demonstrates positive and appropriate interactions with

all stakeholders in the school environment and community at large. X

IV.F.7. Participates with educators and social agencies working

with diverse learners to create learning opportunities. X

V. Practicum Competencies

A. Assessment and Evaluation

Requirement is Met When the candidate:

V.A.1. Uses data from multiple sources including PSSA and PVAS

in forming decisions, utilizing resources, setting targets, and

interpreting results aimed at continuous improvement in student

achievement, curriculum, personnel and/or programs. X

V.A.2. Accesses and interprets data from available technologies

and resources to address long-term and strategic planning needs

of the school in areas of student achievement, personnel, fiscal

operations, facilities, technology and/or other school district

initiatives. X

V.A.3. Compares data from local, state and national sources to

develop an action plan designed to enhance student success. X

V.A.4. Communicates an action plan to a select group of

stakeholders that is responsive to how data is presented and the

implications of information dissemination. X

B. Curriculum and Instruction


V.B.1. Presents clear connections between theory and practice

in curricular and instructional leadership. X

V.B.2. Participates in the development, assessment and/or

refinement of standards-based curriculum. XV.B.3. Demonstrates knowledge, skills and dispositions related

to one’s leadership responsibility to support curricular and


V.B.4. Creates a vision for student success and a positive

school climate that supports equal access to curricular and


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Standard Title 511 512 513 514 515

C. Professionalism


V.C.1. Fosters relationships with stakeholders and acts with

integrity, fairness and in an ethical manner as stated in the “PA

Code of Professional Practice and Conduct for Educators.” X

V.C.2. Evaluates the effects of his/her actions and interactions

with all stakeholders via verbal and non-verbal communication. X

V.C.3. Engages in programs designed to support his/her on-going

short- and long-term professional development goals. X

V.C.4. Avoids inappropriate relationships, conduct, and contact

with students, colleagues, families and the broader community. X

V.C.5. Demonstrates an understanding of current school district,

state and federal regulations, policies and professional practices. X

D. Statutory and Regulatory Compliance


V.D.1. Participates in site-based federal, state and local

legislation, regulations, mandates, policies, and procedures that

impact school district operations at macro and micro levels. X

V.D.2. Performs in the specific roles and responsibilities for

adherence/compliance with federal, state and local legislation,

regulations, mandates, policies and procedures. X

V.D.3. Assists with the completion of all compliance documentation. X

V.D.4. Participates in the school district dissemination of

information on regulatory changes to appropriate stakeholders. X

V.D.5. Identifies example(s) of compliance problems and

designs alternative actions to resolve targeted compliance issues. X

V.D.6. Develops and presents plans on the allocation of

resources needed to maintain and/or improve compliance. X

E. Organizational Leadership


V.E.1. Demonstrates knowledge of all systemic relationships in

the organizational chart and their corollary systemic functions. X

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Standard Title 511 512 513 514 515

V.E.2. Participates within the defined role of their certification

area within the organization to include responsibilities,

relationships, constraints, opportunities and resources. X

V.E.3. Identifies a problem within the scope of their certification

area and creates and presents a visionary action plan, consistent

with the organization and to promote a culture of change; including

resolution of conflicts, communication, collaboration, needs

assessment and advocacy. X

F. Diverse Learners


V.F.1. Reports on current policies and practices designed to

support children, caregivers and families from diverse

backgrounds. X

V.F.2. Analyzes, reports and presents on current efforts to

support diverse learners and how the broader community views

learning differences. X

V.F.3. Communicates with families of English language learners

(ELL) and culturally diverse learners to ensure that learners and

their families have access to communication in their native

language. X

V.F.4. Advocates for the use of effective strategies and

resources for students with diverse needs including, but not limited

to, gifted, ELL and students with disabilities. XV.F.5. Advises and supports educators in modifications to the

learning environment that are evidence-based practices that do

not compromise curricular intent and rigor. X

V.F.6. Demonstrates positive and appropriate interactions with all

stakeholders in the school environment and community at large. X

V.F.7. Collaborates with educators and social agencies working

with diverse learners to create a coherent vision for learning

opportunities. X

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Documents

Instructional Technology Specialist Competencies as of ... · advanced concepts of instructional technology planning and applications at elementary, middle, and secondary levels (K-12)