public schools of north carolina state board of education department of public instruction...

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A

STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION

Instructional Technology Division

NCDPI

TFPAI Training:

Technology Facilitators

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


TFPAI Rating Scale

Based on TPAI scale

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Above Standard

Performance is consistently above defined job expectations.

The technology facilitator demonstrates outstanding teaching practice and program management skills.

The technology facilitator seeks to provide leadership; take initiative; expand scope of competencies; and undertakes additional, appropriate responsibilities.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


At Standard

Performance is consistently adequate/acceptable.

Teaching practices fully meet all performance expectations at an acceptable level.

The technology facilitator maintains an adequate scope of competencies and performs additional responsibilities as assigned.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Below Standard

Performance within this function is sometimes inadequate/unacceptable and needs improvement.

The technology facilitator requires supervision and assistance to maintain an adequate scope of competencies and

sometimes fails to perform additional responsibilities as assigned.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Unsatisfactory

Performance is consistently inadequate/unacceptable and

most practices require considerable improvement to meet minimum performance expectations.

The technology facilitator requires close and frequent supervision in the performance of all responsibilities.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Rating Scale

AboveStandard

At Standard BelowStandard

Unsatisfactory

Proactive Obstructionist

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Observations

Career status

One annual interview or shadowing evaluation by principal or designee (in place of snapshots)

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


C areer s ta tus techno logy fac ilita to r

N ew techno logy fac ilita to r/career s ta tus teacher*

C areer S ta tus

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Observations

Provisional/Non-career status• One instructional activity observation• One interview• One shadowing by principal/designee• One observation by peer (not mentor)• One cumulative evaluation by

principal/designee

N ewly degreed techno logy fac ilita to r

O ut-o f-s ta te transfer

Latera l en try(teacher/non-career s ta tus)

P rov is iona l/N on-career s ta tus

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


What does a good instructional

technology facilitator do?

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


3 Major Functions

• Planning and Facilitating Teaching and Learning

• Planning and Facilitating Information Access and Delivery

• Planning and Facilitating Program Administration

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Collaboration is the key to impacting

student achievement.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Observation Activity

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Teaching and Learning Practices

Instruction - Note 1.2• Make this your first observation • If teaching is satisfactory, move on to

interview/shadowing observations• If teaching is unsatisfactory, outline

suggestions for improvement and observe again

How to use the TPAI within the TFPAI

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Teaching and Learning

Modeling technology integration

Facilitating in tech

programs/activities

Staff development

Collaborating• with teachers• with media coordinator

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Information Access and Delivery

PracticesAvailability of the computer lab and

access to its resources

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Information Access and Delivery Practices

Best Practices

Flexible access to facility/resources

Technology infrastructure

Hardware/software issues

Copyright/ethics

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Program Administration

Practices

Policies and procedures for effective instructional technology administration

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Program Administration Practices

Media and Technology Advisory Committee (MTAC)• Technology program• Technology plan• Resources

Evaluation of the technology program

Budget

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Program Administration Practices

Effective interaction

Accurate reporting

Non-instructional duties

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Post-it Activity

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Getting Ready for YOUR Evaluation

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


How can you have a successful evaluation?

It’s all about TIME

Organization is the key

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Scheduling Time with Flexible Access

Keep a plan book in your office or on the network (teachers do not sign up their own classes).

Set up a color-coded folder for each class in a posting tub,hanging file rack, or on the network.• Record activities and dates for each class.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


• Include worksheets, teacher hand-outs, notes etc. in the class files.

• Check the files periodically to see who needs coaxing (the “chuckwagon approach” doesn’t work with everyone).

• Reuse the files each year, adding new records

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Planning with Teachers

• Take the file(s)/notes with you when planning with a teacher or team.

• Be prepared to share suggestions and ideas for activities, lessons, units, etc.

• Schedule dates for working with students.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Preparing for Your Observations

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Observation Preparation

Document planning meetings

Have lesson plan/activities ready

Be ready to discuss: • the curriculum • the resources• the learning styles addressed• the integration strategies• final outcome/evaluation

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Shadowing Preparation

What do you want to demonstrate:• Planning meeting?• Staff development?• Small group instruction?• Working with MTAC?

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Have resources/documents available.

Be ready to discuss process/timelines/rationale.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Interview Preparation

Invite principals to computer lab for interview.

Review Matrix of Data Sources to prepare for:• Interview questions.• Documents needed.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Have folders with sample documents ready to show.

Prepare several projects/activities/initiatives to showcase.

Follow-up the interview with any additional information requested.

PU

BLI

C S

CH

OO

LS O

F N

OR

TH

CA

RO

LIN

A


Related Documents

www.ncwiseowl.org/it/tfpai/tfpai.htm

public schools of north carolina state board of education department of public instruction...

Documents

tfpai slide

principaldesignee slide

learning practices instruction

program administration

tpai scale slide

media coordinator slide

technology facilitators

teaching practices