1. Technology Assessment Training
George Mason University
College of Education and Human Development
Accreditation and External Evaluation Office
Summer 2018

2. CAEP, the accrediting group for teacher education programs, uses the InTASC standards to assess the performance of our teacher candidates and candidates in advanced programs. Additional technology standards adopted by the Virginia Department of Education are used to assess candidate technology skills. For more information on CAEP and CCSSO, click below.

3. Accreditation: a process of self-study & external evaluation/validation
The College of Education and Human Development (CEHD), as required by the Virginia Department of Education, is pursuing accreditation by the Council for the Accreditation of Educator Preparation (CAEP). CAEP Standard 1.1 requires the use of the InTASC Model Core Teaching Standards to assess our candidates’ performance regardless of program, level, or placement. The Interstate Teacher Assessment and Support Consortium (InTASC) standards have been around since the early 1990s and were originally developed specifically for NEW teachers by the Council of Chief State School Officers. In addition to these standards, CAEP has identified technology as a cross-cutting theme that is assessed across multiple tasks in multiple CAEP standards.

4. Internship Evaluation and Technology Assessment Form
What is it?
All initial licensure programs require an internship experience. This Internship Evaluation Form was designed to assess a candidate’s performance with regard to the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers 1.0. These standards guide teacher education programs around the country and are a required part of Mason’s accreditation process. Each standard is assessed in a rubric common to all programs. Rows have been developed to assess specific elements in each standard. When applicable, further explanation for some standards is included in the first column of the rubric. For additional information, please complete the InTASC Training Module XXXX (insert link).
How does it work?
This Internship Evaluation also assesses the Virginia Department of Education (VDOE) Standards for the Professional Practice of All Teachers. Each InTASC standard is tagged with the appropriate VDOE standard, as applicable. Virginia Department of Education’s technology standards for educators are assessed after the InTASC standards assessments.
The rubric used in the internship, and the focus of this training, assesses the clinical experience performance standards in the College of Education and Human Development at George Mason University. If the average score for all standards is less than 3, or if any individual standard is less than 3, the clinical experience/internship may be extended and materials resubmitted per instruction from a candidate’s university supervisor and Program Coordinator.

5. VDOE Technology Standards for Instructional Personnel
Virginia’s Department of Education (VDOE) has identified technology standards for instructional personnel. Virginia teachers take on four roles related to the effective use of appropriate technologies. The following roles are assessed below. VDOE Tech Standards
Lifelong Learner
Digital Leadership
Learning Facilitator
Skilled Technology User

6. Additionally, CAEP identifies the following technology standards that apply to field-based experiences and instruction of P-12 students:
1.5 Providers ensure that candidates model and apply technology standards as they design, implement, and assess learning experiences to engage students and improve learning; and enrich professional practice.
2.3 The provider works with partners to design clinical experiences of sufficient depth, breadth, diversity, coherence, and duration to ensure that candidates demonstrate their developing effectiveness and positive impact on all students’ learning and development. Clinical experiences, including technology-enhanced learning opportunities, are structured to have multiple performance-based assessments at key points within the program to demonstrate candidates’ development of the knowledge, skills, and professional dispositions, as delineated in Standard 1, that are associated with a positive impact on the learning and development of all P-12 students.
3.4 The provider creates criteria for program progression and monitors candidates’ advancement from admissions through completion. All candidates demonstrate the ability to teach to college- and career-ready standards. Providers present multiple forms of evidence to indicate candidates’ developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains.

7. Internship Evaluation Form
Each rubric row in the Internship Evaluation form, is aligned to the InTASC standards. A 4-point rating scale is used for each row. Each performance level includes descriptions of the performance at each of the 4 levels. A 3 is the target score and is required for the standard to be considered mastered.
Scoring Guidelines
Use the definition of the levels of performance when scoring each standard.
4-Exceeds Standard: Candidates receive a score of 4 if they perform beyond the expectations of candidates at this point in their programs. There is evidence that candidates have done additional research, identified additional resources, and/or demonstrate exceptional understanding and application of the standard. (Few 4s will be given.)
3-Meets Standard: This is the TARGET score. This score reflects that candidates have met the standard at the level expected at this point in their program. Candidates who receive a 3 have successfully met the standard.
2-Approaching Standard: Candidates receive this score when their understanding and effort does not meet the Target, but candidates show a basic understanding of the content being assessed.
1-Does Not Meet Standard: Candidates who do not submit work, and/or who submit work that is clearly below the expectations for a candidate at this point in his or her program receive this score.
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4

8. Example Technology Standard 1: Lifelong Learner
The standard
Technology Standard 1: Lifelong Learner
Each standard has multiple rubric rows (usually 2) to ensure that all aspects of the technology standard are assessed.
Target score
Performance
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
The candidate uses digital tools to obtain feedback and to collaborate in ways that allow for reflection on educational topics to improve teaching and learning.
(Suggested evidence for documenting the use of digital tools for feedback, collaboration, and reflection to improve teaching and learning includes: examples of evaluation feedback using video reflection tools, online evaluation discussions with the university supervisor or mentor teacher, and lesson feedback from instructors, mentor, and/or supervisor.)
The candidate does not use digital technology to reflect on feedback to improve teaching and learning, nor to collaborate on educational topics to improve teaching and learning.
The candidate may or may not have used digital technology to reflect on feedback. Evidence may or may not have included collaboration on educational topics to improve teaching and learning.
The candidate uses digital technology to reflect on feedback and collaborates on educational topics to improve teaching and learning.
The candidate uses digital technologies to reflect-in-action related to feedback and collaborates to strategically improve teaching and learning.
Virginia Department of Education (VDOE)
Standards
Suggested Evidence: examples of the range of evidence that could be used.
Be certain to review suggested evidence prior to completing the assessment. These are only examples and are not required tasks. Your program may have additional examples that would better meet the standard.

9. VDOE Technology Standards
VDOE Technology Standards are grouped in 4 categories
Lifelong Learner
Digital Leadership
Learning Facilitator
Skilled Technology User

10. Exploring the Standards: Lifelong Learner
The candidate engages in ongoing professional growth related to the use of innovative instructional strategies that integrate digital technologies.
The candidate uses digital tools to obtain feedback and to collaborate in ways that allow for reflection on educational topics to improve teaching and learning.
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
Review the following rubric rows. What tasks have you completed in your program that you could use to demonstrate mastery of this standard?

11. VDOE Technology Standard 1: Lifelong Learner
Performance Standards
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
VDOE Technology Standard 1: Lifelong Learner
The candidate engages in ongoing professional growth related to the use of innovative instructional strategies that integrate digital technologies.
(Suggested evidence for documenting the identification of the candidate’s effort at professional learning to improve instruction using digital technologies includes: workshops, webinars, web searches to improve technology integration with content knowledge for a unit/lesson, one-to-one coaching with technology specialists or peers, AND how the new knowledge was used to improve instruction.)
The candidate does not attend or pursue professional learning unless it was required. If the candidate does engage in professional learning, the selection of learning experiences is neither well aligned nor related to content, pedagogy and technology.
The candidate attends or pursues professional learning only when required. When the candidate engages in professional learning, the selection of learning experiences is related to content or pedagogy and/or technology, including a minimal use of digital tools.
The candidate plans for purposeful professional learning that fills learning gaps related to classroom-specific content and explores innovative pedagogy and technology. This includes organized or informal professional development opportunities that result in the use of digital tools to improve instruction.
The candidate seeks out purposeful professional learning that fills specific learning gaps related to classroom content, and explores innovative pedagogy and technology. This includes organized, division-sponsored professional development opportunities, university workshops, and
informal learning opportunities at the placement school. The candidate uses digital tools to collaborate with a global learning community on educational topics and learning opportunities.
The candidate uses digital tools to obtain feedback and to collaborate in ways that allow for reflection on educational topics to improve teaching and learning.
(Suggested evidence for documenting the use of digital tools for feedback, collaboration, and reflection to improve teaching and learning includes: examples of evaluation feedback using video reflection tools, online evaluation discussions with the university supervisor or mentor teacher, and lesson feedback from instructors, mentor, and/or supervisor.)
The candidate does not use digital technology to reflect on feedback to improve teaching and learning, nor to collaborate on educational topics to improve teaching and learning.
The candidate may or may not have used digital technology to reflect on feedback. Evidence may or may not have included collaboration on educational topics to improve teaching and learning.
The candidate uses digital technology to reflect on feedback and collaborates on educational topics to improve teaching and learning.
The candidate uses digital technologies to reflect-in-action related to feedback and collaborates to strategically improve teaching and learning.

12. Exploring the Standards: Digital Leadership
The candidate promotes safe and ethical behavior with students through collaborative online experiences, including the development of an understanding of the rights and obligations of student privacy and security when collecting and using student data and selecting digital content, tools, and resources.
The candidate models the use of technology to communicate, creates appropriate digital content (including tools and resources that meet local, state, and/or federal policies), collaborates, and solves problems.
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
Review the following rubric rows. What tasks have you completed in your program that you could use to demonstrate mastery of this standard?

13. VDOE Technology Standard 2: Digital Leadership
Performance Standards
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
VDOE Technology Standard 2: Digital Leadership
The candidate promotes safe and ethical behavior with students through collaborative online experiences, including the development of an understanding of the rights and obligations of student privacy and security when collecting and using student data and selecting digital content, tools, and resources.
(Suggested evidence for the identification of the candidate’s promotion of safe and ethical behavior with students includes: examples of lessons on safe and ethical behaviors (cyberbullying, internet safety, etc.), completion of safe technology use training, examples of ways the candidate protects privacy and security of student information and data during the internship [e.g., photo releases, changing names in online posts.])
The candidate does not take purposeful actions to promote safe and ethical behavior with students through collaborative online experiences. The candidate does not effectively use digital communication and collaboration tools and resources.
The candidate takes actions to promote safe and ethical behavior with students through collaborative experiences, but actions were not consistently observed. The technology used was often ineffective or not well aligned to digital safety and security best practices.
The candidate teaches safe and ethical behavior to students through collaborative online experiences.
The candidate applies strategies to protect the rights and obligations of student privacy and security when collecting and using student data and selecting digital content, tools, and resources.
The candidate consistently applies strategies to protect the rights and obligations of student privacy and security when collecting and using student data and selecting a variety of digital content, tools, and resources in all technology tasks.
The candidate models the use of technology to communicate, creates appropriate digital content (including tools and resources that meet local, state, and/or federal policies), collaborates, and solves problems.
(Suggested evidence for the identification of the candidate’s use of technology to communicate, create appropriate digital content, collaborate, and solve problems includes: the use of virtual field trips, blogs, teaching students to use digital tools to support content mastery [websites, online educational gaming and assessments, technology-enhanced student presentations, access to outside experts using /video conferencing, etc.])
The candidate does not use available technology to communicate and to create appropriate digital content, (including tools and resources that meet local, state, and/or federal policies). There is no evidence of collaboration or problem solving.
The candidate occasionally uses available technology to make responsible instructional decisions—grounded in knowledge of digital safety and security best practices—that pertain to various digital communication and collaboration tools and methods.
The candidate uses available technology to make responsible instructional decisions—grounded in knowledge of digital safety and security best practices—that pertain to various digital communication and collaboration tools and methods.
The candidate effectively uses available and appropriate technology, as well as additional technology, to make purposeful instructional decisions. The candidate consistently uses digital communication and collaboration tools and methods in his/her own classroom to enhance student learning.

14. Exploring the Standards: Learning Facilitator
The candidate cultivates and manages his/her digital identity and reputation and displays awareness of the permanence of his/her actions in the digital world.
The candidate assists students in selecting and using appropriate and available digital tools for learning, creating, problem solving, and communicating.
The candidate incorporates learning strategies that use technology to accommodate learner variability, personalize learning, and engender student choice, self-direction, and goal setting, including the use of data to effectively respond to students’ needs and communicate findings to various stakeholders.
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
Review the following rubric rows. What tasks have you completed in your program that you could use to demonstrate mastery of this standard?

15. VDOE Technology Standard 3: Learning Facilitator
Performance Standards
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
VDOE Technology Standard 3: Learning Facilitator
The candidate cultivates and manages his/her digital identity and reputation and displays awareness of the permanence of his/her actions in the digital world.
(Suggested evidence of a candidate’s awareness of his/her digital identity and reputation and the permanence of his/her actions in the digital world includes a reflection of how he/she handled the digital identity and reputation, including the permanence of his/her actions, examples of lessons or activities about appropriate online behaviors to students, etc.)
The candidate makes multiple poor choices (personal and instructional) that are evidence he/she was unaware of the permanence of his/her actions in the digital world.
The candidate makes singular personal and instructional decisions that are evidence he/she was unaware of the permanence of his/her actions in the digital world.
The candidate makes appropriate personal and instructional decisions that are evidence he/she was clearly aware of the permanence of his/her actions in the digital world.
The candidate makes appropriate personal and instructional decisions that are evidence he/she was clearly aware of the permanence of his/her actions in the digital world. The candidate extends instruction, and models for students the permanence of the students’ actions in the digital world.
The candidate assists students in selecting and using appropriate and available digital tools for learning, creating, problem solving, and communicating.
(Suggested evidence of a candidate’s ability to assist students in selecting appropriate tools includes: lesson plans, learning stations, simulations, and/or examples of student work on problem-solving activities, and communication activities that include written, oral, or presentation skills.)
The candidate does not teach students to use available digital tools to enhance thinking skills, problem solving, decision making, and communication.
The candidate occasionally teaches students to use available digital tools to enhance thinking skills, problem solving, decision making, and communication skills.
The candidate assists students in selecting and using appropriate and available digital tools for learning, creating, problem
solving, and communicating.
The candidate consistently and purposefully teaches students to use effective and appropriate digital tools to enhance high-order thinking skills, authentic problem solving, decision making, and communicating.

16. VDOE Technology Standard 3: Learning Facilitator (cont.)
Performance Standards
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
VDOE Technology Standard 3: Learning Facilitator
The candidate incorporates learning strategies that use technology to accommodate learner variability, personalize learning, and engender student choice, self-direction, and goal setting, including the use of data to effectively respond to students’ needs and communicate findings to various stakeholders.
(Suggested evidence is the candidate’s ability to use technology tools and learning/ assessment strategies to communicate findings to stakeholders includes: lesson plans that integrate technology to make accommodations to meet student needs, evidence of data collection and review that uses technology, s, virtual meetings that communicate data findings to stakeholders, and assessment tasks/ assignments that use technology to communicate results, etc.)
The candidate does not use available technology as a tool for adapting instruction to meet the needs of learners in a variety of educational settings. The candidate does not provide opportunities for learners to use available and appropriate technologies.
The candidate uses available technology as a tool for instruction but does not adapt instruction to meet the needs of learners. The candidate does not provide opportunities for learners to use available and appropriate technologies to meet learner needs.
The candidate uses available data to purposefully use available and appropriate technology to adapt instruction to meet the needs the learners, including engendering student choice, self-direction, and goal setting, and communicates student needs to various stakeholders.
The candidate takes the initiative to seek out additional appropriate technology to adapt instruction to meet the needs of all learners, including engendering student choice, self-direction, and goal setting. The candidate effectively and consistently communicates student needs to various stakeholders.

17. Exploring the Standards: Skilled Technology User
The candidate uses a variety of formative and summative assessments that leverage the power of technology to provide immediate and specific feedback and offer alternative learning paths to students, including competency-based approaches.
The candidate demonstrates the ability to choose and use digital technologies, including hardware, software, and web- based resources to support classroom instruction, including basic computing operations such as accessing accounts, selecting appropriate applications to perform tasks, file management, and web navigation.
The candidate demonstrates the ability to troubleshoot typical classroom technologies.
In your own words, what does this standard seek assess?
In addition to the Common Assessments, where is this standard assessed in your program? Courses, field experiences, internship?
What indicators would you be looking for to demonstrate a candidates’ mastery of the standard?
Review the following rubric rows. What tasks have you completed in your program that you could use to demonstrate mastery of this standard?

18. VDOE Technology Standard 4: Skilled Technology User
Performance Standards
Does Not Meet Standard 1
Approaching
Standard 2
Meets 3
Exceeds 4
VDOE Technology Standard 4: Skilled Technology User
The candidate uses a variety of formative and summative assessments that leverage the power of technology to provide immediate and specific feedback and offer alternative learning paths to students, including competency-based approaches.
(Suggested evidence of a candidate’s ability to use a variety of technology-powered formative and summative assessments to provide immediate feedback and inform instruction that meets student needs includes: assessment projects that use technology, homework/
assessment feedback given in electronic form, use of technology to evaluate learner success, plan options for learning based upon assessment data. Alternative learning paths are identified, and lessons are designed based upon data, etc.)
The candidate does not use formative and summative assessments to meet the needs of students and stakeholders.
The candidate uses formative or summative assessments and uses quantitative or qualitative data to meet the needs of students and stakeholders.
The candidate uses both formative and summative assessments, and gathered both quantitative and qualitative data to meet the needs of students and stakeholders. Technology-assisted feedback is provided and alternative learning paths identified to meet the needs of specific learners.
The candidate uses a variety of effective formative and summative assessments, and assesses using both quantitative and qualitative data techniques to meet the specific needs of a range of students and stakeholders. Technology-assisted feedback is provided, and multiple alternative learning paths are identified to meet the needs of all learners.
The candidate demonstrates the ability to choose and use digital technologies, including hardware, software, and web-based resources to support classroom instruction, including basic computing operations such as accessing accounts, selecting appropriate applications to perform tasks, file management, and web navigation.
(Suggested evidence of a candidate’s ability to use digital technologies to support instruction includes: lesson plans that reference hardware, software, and web-based resources that support instructional technologies; evidence of using school-based file management and the use of storage and communication operations; mentor verification that this standard was met, etc.)
The candidate does not use technology to support instruction.
The candidate uses limited or archaic technologies to support instruction.
The candidate uses effective, appropriate, and contemporary digital technologies to support instruction, including basic computing operations, such as accessing accounts, selecting appropriate applications to perform tasks, file management, and web navigation.
The candidate systematically uses effective, appropriate, contemporary, and digital technologies to support instruction, including basic computing operations, such as accessing accounts, selecting appropriate applications to perform tasks, file management, and web navigation.
The candidate demonstrates the ability to troubleshoot typical classroom technologies.
(Suggested evidence of a candidate’s ability to demonstrate the ability to troubleshoot typical classroom technologies includes: reflections/journal/post-observation discussion notes about troubleshooting skills, lesson plans/activities where basic troubleshooting skills are taught to students, mentor verification that this standard was met, etc.)
The candidate cannot perform basic computing operations or troubleshoot classroom technology issues.
The candidate can perform only very basic computing operations. The candidate is able to troubleshoot basic classroom technology issues.
The candidate can perform basic computing operations and troubleshoot classroom technology issues.
The candidate solves a range of technology issues and creates a variety of technology-supported activities to help learners troubleshoot issues. The candidate can easily perform computing operations and troubleshoot a wide-range of classroom technology issues.

19. Questions or Clarifications?
Contact your program coordinator or Dr. Teresa T. Edkins at