Principal Sorting Rubric

Identifying Teachers for Cohorts 1, 2, and 3

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Simple Sorting Rubric

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Providing more context...

  • This resource was developed to support you in sorting your teachers into Cohorts 1, 2, and 3.
  • There are detailed examples for each cell in the rubric, including contextual information about KASABs, Student Agency, and Technology Integration.
  • There are also video examples of what transformative technology looks like in the classroom.

Please let us know if you need any additional support!

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Description of Knowledge, Attitudes, Skills, Aspirations, and Bahaviors (KASABs)

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A Detailed Look at the KASABs Portion of the Rubric...

Score of 4

This teacher:

  • has knowledge of technology integration
  • displays growth mindset with regard to student agency and ongoing professional learning
  • develops and applies new skills for technology for learning,
  • commits to changing their practice to improve the learning experience
  • consistently increases their own effectiveness and student success

Score of 3

This teacher may have some but not all of the characteristics described above.

Score of 2

This teacher may have one or two of the characteristics described above.

Deeper learning requires students to think, question, pursue, and create—to take agency and ownership of their learning. When they do, they acquire deeper understanding and skills, and most important, they become more competent learners in and out of school. They become better prepared to succeed in academics, but also in 21st century careers and in life...

Deeper learning instructional practices, such as using student-centered and self-directed learning methods, encouraging collaboration, and incorporating real-world projects, interviews, case studies and explorations, result in prolific learning when students are ready to drive their own learning.

- Excerpted from Mindsets and Student Agency, High Tech High, UnBoxed, Issue 10

A Detailed Look at Student Agency on the Rubric...

Score of 4: Students regularly have opportunities to provide input on topics, pacing, and projects drive the learning.

This teacher's students:

  • are co-designers of learning experiences,
  • regularly identify and solve authentic challenges,
  • experience learning that is personalized to their needs and interests, and
  • can access learning opportunities beyond the confines of the classroom.

Score of 3: Student voice and choice occasionally influences topics, pacing, and/or projects.

This teacher's students:

    • students guide some of the learning experiences,
    • students solve authentic challenges, though topic may be assigned by the teacher,
    • some learning is personalized, and/or
    • learning is occasionally accessible beyond the classroom.

    Score of 2: Classroom is teacher-directed with little student input or choice.

    This teacher:

    • creates the learning experiences with little student input,
    • may differentiate but does not personalize learning experiences, and
    • provides little opportunity for learning to be accessed outside the classroom.

    Technology integration is the use of technology resources -- computers, mobile devices, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:

    • Routine and transparent
    • Accessible and readily available for the task at hand
    • Supporting curricular goals and helping the students to effectively reach their goals

    When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

    - Excerpted from What is Successful Technology Education?, Edutopia

    More Detail about Technology Inegration on the Rubric...

    Score of 4: High level of student choice and higher order use of technology tools.
    • Technology use in this teacher's classroom is student-driven,
    • Students select tools and digital content based on their learning needs,
    • Students the technology to collaborate with peers and experts, and
    • Students use the technology of their choice to publish new knowledge.

    Score of 3: Guided and independent use of technology with some student choice.

    • Technology use in this teacher's classroom may be teacher-directed,
    • Students can sometimes choose the tools or the digital content for learning, and/or
    • Students may occasionaly use a teacher-assigned tool to publish new knowledge.

    Score of 2: Use of technology primarily as an instructional tool by the teacher.

    • Technology use in this classroom is teacher-directed, and
    • Students predominately consume digital content and media.

    Video Examples of Transformative Technology

    Video: Transformative Technology (1:08)

    Grade 5-8 lesson:Example of transformative technology for active student learning

    Video: Transformative Technology (2:22)

    Grade 9-12 Lesson: Example of transformative technology for authentic learning

    Video 3: Transformative Technology (2:24)

    Lesson example using transformative technology. See how students and their teacher use Google Docs to colalborate and transform the writing process.

    Use the link below to ask questions and get support: