Doug Johnson

These rubrics are part of the The Indispensable Teacher’s Guide to Computer Skills, 2nd edition, Linworth Publishing.

Please note that the letters and numbers following the rubric name indicate with which ISTE’s National Educational Technology Standards (NETS) or Technology Standard for School Administrators it can be correlated.

The Beginning (Basic) Rubrics have been validity tested. E-mail me if you want more information.

Self-evaluation Rubrics for Basic Administrative Technology Use (2002)

You can find the link to the 2010 version here.

I.     Personal Productivity (TSSA Standards III.B, III.D)
Level 1:    I do not use a computer nor other related information technologies, nor do I expect my office staff to use such technologies. I am not aware of ways that technology can improve my productivity or the productivity of my office staff.
Level 2:     I use a computer to keep a calendar to which my secretary has access; to track addresses and phone numbers of professional contacts; and to compose professional correspondence. I use technology to do routine tasks more effectively and efficiently, which gives me more time for work with staff and on long-term goals and major projects.
Level 3    I not only use technology to increase my productivity, but encourage my office staff to do so as well. All correspondence from my office looks professional. All building/district leaders use a shared calendar system for easy scheduling of meetings.

II.     Information Systems Use (TSSA Standards IV.A, V.A, V.C)
Level 1:     My office staff uses a stand-alone student information system to keep track of basic student data and information needed for district and state reports. Networked access is not given.
Level 2:     My office uses a system to accurately track student information including parental contact information, grade reports, discipline reports, and health records. The system is used to build a master class schedule. Selected building personnel and I can access the system through the network and use it for decision-making purposes. The system is secure and back-up procedures are in place.
Level 3:     Appropriate student information is used by all staff as well as by building leaders. The system is integrated with a district census database that is also tied to finance, transportation, and personnel/payroll records. I know the philosophy of SIF (School Interoperability Framework) and use it as a criterion when selecting new or upgraded information systems. The district information plan has these attributes:
•     No data is entered manually more than once.
•     All databases allow for easy importing and exporting of information into spreadsheets, graphic packages, word processors, and other databases.
•     Electronic data replaces paper when possible, including forms and seldom-used or often-modified documents, such as policy manuals and curriculum guides.
•     All staff members have the skills and access needed to use the system.

III.    Record Keeping and Budgeting (TSSA Standards IV.B, IV.C)
Level 1:     I rely on a district system with paper reports for keeping track of budgets, inventories, and other financial records. I keep track of my budgets in a paper ledger format.
Level 2:     I use a spreadsheet or simple packaged record keeping system to track my department or building’s budget accounts. It is accurate and kept up-to-date. I can use my accounting system to cross check the district’s financial system if discrepancies arise.
Level 3:     I use the district’s online accounting system to track my budget accounts. I can submit purchase orders electronically. I use networked inventory databases to keep track of my building’s textbooks, supplies, and equipment.

IV.    Data Use (TSSA Standards I.E, III.A, IV.D)
Level 1:     I do not use reports or data that can be produced by information systems in the district to help make operational or policy decisions.
Level 2:     I can analyze census, discipline, scheduling, attendance, grading, and financial data reports produced by administrative systems to spot trends and highlight problems in my building or department. I can communicate the conclusions to staff, parents, and the community in understandable ways.
Level 3:    I recognize areas in administration for which additional data is needed for the efficient and effective operation of the building, department, or district and can make recommendations about how that data can be gathered, stored, and processed electronically. I can use data mining techniques to draw conclusions about programs’ effectiveness.

V.    Communications and Public Relations (TSSA Standards I.A, I.C, III.B, VI.B)
Level 1:     I ask that my secretary word-process out-going communications. Telephone messages are hand written. When I speak to the public, I use overhead transparencies or no audio-visual aids.
Level 2:     I effectively use a variety of technologies to communicate with students, teachers, parents, and the public. I can use voice mail and the fax machine. I have an e-mail address, check my e-mail on a regular basis, and communicate with building and district staff using e-mail. When speaking, I can use presentation software and the necessary hardware to effectively communicate my message. I use the district’s cable television capabilities for public information uses in the school and community.
Level 3:    I contribute information and policy advice for our school’s web pages. I encourage my staff to use technology to communicate with each other, students, parents, and the public. The public is encouraged to communicate electronically with the school.

VI.    Online Research and Professional Development (TSSA Standards I.B, I.F, II.A, III.C)
Level 1:     I do not use online resources to gather professional information or research.
Level 2:     I can effectively search and extract information from online resources such as educational journal databases, ERIC, and the Internet. I subscribe to electronic journals and newsletters with news of professional relevance. I subscribe to electronic mailing lists (listservs) to gather information and problem solve with fellow professionals. I have participated in satellite-delivered educational forums.
Level 3:     I understand and can use online interactive communications (chat or messaging) and have taken classes using the Internet or interactive television.

VII.    Teacher Competencies (TSSA Standards I.F, II.E, V.B, V.D)
Level 1:     I cannot identify any specific skills teachers in my school or district should have in order to use technology effectively.
Level 2:     Our school or district has a set of technology skills that teachers are expected to master correlated to the NETS or other national standards. A formal staff development program that offers teachers a range of staff development opportunities in technology and a means for assessing the effectiveness of those opportunities is in place. Technology and training in its use for teachers has a high funding priority in my school/district.
Level 3:    All teachers are expected to use technology to increase their pedagogical effectiveness and integrate high-level technology uses into their classes.

VIII.    Student Competencies (TSSA Standards I.F, II.A, II.B. II.C, II.D, V.D)
Level 1:     I cannot identify any specific skills students in my school or district should have in order to use technology effectively after graduation.
Level 2:     My district has a well-articulated and well-taught information literacy curriculum that integrates technology into a problem-solving research process. Students have a wide-variety of opportunities in nearly all classes to practice the use of technology in meaningful ways. Benchmarks for student technology proficiency are written and understood by the staff and public. Our curriculum is based on national standards such as NETS or AASL’s Information Literacy Standards for Student Learning.
Level 3:    I serve on curriculum committees comprised of both educators and community leaders that help identify the skills and competencies future graduates will need to successfully participate in society. I can clearly articulate how technology use impacts student achievement.

IX.    Envisioning, Planning, and Leading (TSSA Standards I.A, I.B, I.C, I.D, V.D)
Level 1:     I let others in my district or school create technology plans. We purchase equipment, software, and technical support on an “as needed” basis.
Level 2:     I use software to facilitate brainstorming activities, to plan and conduct meetings, and to create decision-making models. I take an active leadership role in building and district technology planning efforts helping make decisions about hardware acquisition, staff development in technology, and integration of technology into the curriculum. Our school and district have a model long-range plan and short-term goals for technology use that are regularly assessed and updated.
Level 3:     I have a leadership role in my professional organization that stresses the effective use of technology in education. I write and speak for my fellow practitioners on technology issues.

X.    Ethical Use and Policy Making (TSSA Standards VI.A, VI.B, VI.C, VI.D)
Level 1:     I am not aware of any ethical or policy issues surrounding computer use.
Level 2:     I clearly understand copyright and fair use issues as they apply to information technology resources. I understand the school board policy on the use of copyrighted materials. I demonstrate ethical usage of all software and let my staff know my personal stand on legal and moral issues involving technology. I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. I am aware of the issues as technology relates to student safety and security and the physical health and environmental risks associated with technology use. I have a personal philosophy I can articulate regarding the use of technology in education.
Level 3:     I am aware of other controversial aspects of technology use including data privacy, equitable access, and free speech issues. I can speak to a variety of technology issues at my professional association meetings, to parent groups, and to the general community.