St. Louis Public Schools Curriculum Integration Self-Assessment

St. Louis Public Schools Curriculum Integration Self-Assessment

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Use of Educational Software and Tools

I do not use instructional software as a part of my instructional program.

I use a few computer programs as an instructional supplement.

I use several programs (drill and practice, simulations, tutorials, etc.) to help all my students meet specific learning objectives.

I seek out new programs for evaluation and adoption. I keep current on new developments in computer technologies through professional reading and conference attendance.

Information Literacy

I am not familiar with the term information literacy, nor do I know why such skills are important.

As a part of my curriculum, I have library research projects . I am aware that there are electronic resources available to my students.

My curriculum includes student projects that require higher level thinking skills, use electronic information sources, require the use of computer productivity software, and are authentically assessed.

I guide my students in accessing, evaluating and using information and experts from world-wide sources through the Internet and video conferencing.

Using Technology for Engaged Learning

I do not use technology which requires that I change my instructional methodology.

I have tried units or projects which are student-directed, but I primarily use teacher-directed, whole group instruction.

I can design activities and approaches that best fit the learning objectives and the availability of the technology available to me. I modify instructional methods to take advantage of the learning styles of individual students.

I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to engage my students and meet curricular goals.

Approach to Student Assessment

I evaluate my students using objective tests only.

I evaluate some student performances or projects using subjective criteria. I save some student work for cumulative folders and parent conferences, and print some electronically produced student work.

I use a wide range of assessments to evaluate student projects and performance assessment tools like checklists, rubrics and benchmarks which help the student assess his/her own work.

I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to help assess student learning

Differentiated Instruction

I modify my curriculum or instructional methods only for students with identified special needs.

I occasionally give students the choice of assignments in my class, but all class members (unless they are in special education) must meet the same learning objectives within the same time frame.

With the assistance of the student, parents and appropriate specialists, I create an individualized learning plan for each of my students.

I provide individualized remediation for those students lacking the skills needed to meet my course objectives.

Using Technology for Professional Growth

I do not use electronic resources for professional growth or communication.

I can find lesson plans and some research in on-line data bases. I correspond with parents and other teachers using e-mail.

I use the Internet and other on-line resources to obtain research findings, teaching materials and information related to the content of my classes. I read electronic newsletters and journals to keep current on educational practices.

I organize professional growth opportunities for other teachers and feel comfortable teaching other staff members about the use of technology.

Evaluating Technology's Impact on Student Achievement

I have not attempted to determine whether the use of instructional technology has made a difference in my students learning or classroom climate.

I gather, use and share anecdotal information and observations about student use of technology in my classroom.

I use action research and aggregated data to accurately determine whether the technology and methodology I am using has an impact on how well my students learn and on school climate.

I participate in formal studies of the impact of technology on student learning conducted by professional groups and academics. I have designed such studies as part of my own professional education.

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Last updated,10/11/01

Use of Educational Software and Tools
	I do not use instructional software as a part of my instructional program.
	I use a few computer programs as an instructional supplement.
	I use several programs (drill and practice, simulations, tutorials, etc.) to help all my students meet specific learning objectives.
	I seek out new programs for evaluation and adoption. I keep current on new developments in computer technologies through professional reading and conference attendance.

Information Literacy
	I am not familiar with the term information literacy, nor do I know why such skills are important.
	As a part of my curriculum, I have library research projects . I am aware that there are electronic resources available to my students.
	My curriculum includes student projects that require higher level thinking skills, use electronic information sources, require the use of computer productivity software, and are authentically assessed.
	I guide my students in accessing, evaluating and using information and experts from world-wide sources through the Internet and video conferencing.

Using Technology for Engaged Learning
	I do not use technology which requires that I change my instructional methodology.
	I have tried units or projects which are student-directed, but I primarily use teacher-directed, whole group instruction.
	I can design activities and approaches that best fit the learning objectives and the availability of the technology available to me. I modify instructional methods to take advantage of the learning styles of individual students.
	I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to engage my students and meet curricular goals.

Approach to Student Assessment
	I evaluate my students using objective tests only.
	I evaluate some student performances or projects using subjective criteria. I save some student work for cumulative folders and parent conferences, and print some electronically produced student work.
	I use a wide range of assessments to evaluate student projects and performance assessment tools like checklists, rubrics and benchmarks which help the student assess his/her own work.
	I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to help assess student learning

Differentiated Instruction
	I modify my curriculum or instructional methods only for students with identified special needs.
	I occasionally give students the choice of assignments in my class, but all class members (unless they are in special education) must meet the same learning objectives within the same time frame.
	With the assistance of the student, parents and appropriate specialists, I create an individualized learning plan for each of my students.
	I provide individualized remediation for those students lacking the skills needed to meet my course objectives.

Using Technology for Professional Growth
	I do not use electronic resources for professional growth or communication.
	I can find lesson plans and some research in on-line data bases. I correspond with parents and other teachers using e-mail.
	I use the Internet and other on-line resources to obtain research findings, teaching materials and information related to the content of my classes. I read electronic newsletters and journals to keep current on educational practices.
	I organize professional growth opportunities for other teachers and feel comfortable teaching other staff members about the use of technology.

Evaluating Technology's Impact on Student Achievement
	I have not attempted to determine whether the use of instructional technology has made a difference in my students learning or classroom climate.
	I gather, use and share anecdotal information and observations about student use of technology in my classroom.
	I use action research and aggregated data to accurately determine whether the technology and methodology I am using has an impact on how well my students learn and on school climate.
	I participate in formal studies of the impact of technology on student learning conducted by professional groups and academics. I have designed such studies as part of my own professional education.