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Based on NAIS Principles of Good Practice 5.0. Please edit or add more essential questions for each item below. If the question you are adding is a sub-topic to the item above, then precede it with ## .

Next draft: Critical_Questions for PGP 2.0. Also See: Technology Accreditation

Leadership

  1. How does the school regularly evaluate its use of technology to support its mission, goals, and program?
    1. Who is responsible for making sure this happens?
    2. Does the school ever draw on the objective expertise of an outside consultant?
    3. Is technology integrated into the strategic plan or school renewal process?
    4. What are the best metrics to determine the success of educational technology initiatives?
  2. How are school heads, curriculum leaders, and professional development leaders actively involved in the development, implementation, and evaluation of technology integration goals?
    1. Are curriculum coordinators and department heads responsible for integration of technology goals within the curriculum?
    2. Is professional development for technology integration included in the school's overall approach to professional development?
  3. How has school leadership articulated the rationale for educational use of technology and built widespread consensus for its adoption?
    1. Do the faculty and parents know what technology is used and why it is used at the different grade levels?
    2. Do technology goals complement or conflict with the school's mission and its pedagogical approach?
  4. How has school leadership incorporated technology considerations into strategic planning and created a sustainable financial model for school technology commitments?
    1. Has the school compared its technology spending to similar schools?
  5. How does the staff member responsible for the technology program contribute leadership to the school's administrative team?
  6. How does the school provide faculty, staff, and students with equitable access to technology?
    1. Does each teacher have access to a computer?
    2. Does the school provide students with no home computer with some type of loaner?
    3. Are students on financial aid offered aid also for any required technology purchases?
  7. In what ways does the school recognize that advancing technology integration often requires significant support for risk taking, time for faculty planning, and adjustment in the allocation of instructional time?
    1. Has the integration of technology been accompanied by any change in the length of the class period or the scope of the curriculum?
  8. How does the school leadership model and embrace their own use of technology for educational and administrative uses?
    1. In teaching, do key administrators use smartboards, create Web pages, maintain blogs or demonstrate proactive use of technlogy?
    2. In professional work, do key administrators go past the mundane (e-mail and word processing) to use more sophisticated tools (spreadsheets, graphs, blogs, Web pages, Inspiration) for modelling organizational and communication tools that are "beyond the basics"
  9. How does the school leadership encourage and personally embrace administrative professional development around technology?
    1. Is technology proficiency an area that is reviewed in the staff's yearly evaluation?


Teaching and Learning

  1. In what ways do educators research, evaluate, and employ technology to support curricular goals and to meet the range of learning styles, abilities, and life experiences of their students?
    1. What sources do educators look at to learn about integrating technology?
    2. Do educators visit other schools to see best practices of technology integration?
    3. How do educators use technology to differentiate instruction?
  2. How do educators appreciate and recognize that technology can create learning opportunities for students that would not otherwise be possible, fundamentally transforming the nature of the relationship between teacher and learner?
    1. Are educators open to exploring technologies that may fundamentally transform classroom dynamics?
  3. In what ways do educators embrace technologies that promote project-based, student-centered learning, the acquisition of problem-solving skills, and the development of media and information literacy?
    1. Is there a consistent school-wide approach to information literacy?
  4. How does the school educate students, teachers, and parents about the safe, healthy, ethical, legal, and appropriate use of technology resources?
    1. Does the school require safety curriculum for students who are required to use a computer and the Internet?
  5. Is technology use articulated in the position description for teachers and integrated in the evaluation protocols for teachers?
    1. What are the expectations for teachers' competency with and integration of technology?
    2. How are teachers evaluated for their integration of technology?
  6. In what ways are teachers encouraged to know and understand solid exemplars of educational technology for their own disciplines, subject areas, and grade levels?

Professional Development

  1. How does the school acknowledge that the single most important factor in technology integration is the teacher?
  2. In what ways do educators seek out opportunities to learn technology and implement research-based best practices for technology use within their discipline?
  3. In what ways does the school include technology integration as an essential component of its professional development, provide the necessary time and resources for it, and ensure that educators acquire and demonstrate essential technology skills and proficiencies?
    1. In what ways are professional development results and feedback tracked and assessed?
    2. Is there an online or intranet component to technology professional development?

Infrastructure and Administrative Operations

  1. In what ways does the school use technology to improve the efficiency and effectiveness of administrative operations?
    1. Are there known, shared conventions for standard data entry across school offices?
    2. Is there a compelling rationale for any parallel databases that may exist?
    3. Is there a clearly articulated process for reviewing and revising administrative data management?
  2. Does the school have adequate technology staffing and infrastructure, appropriate for its size and operations?
    1. Does each technology position have a written job description in place, and if so, are the job's actual tasks congruent with the description?
  3. How does the school maintain and protect its data, network, and hardware?
    1. Are there systematic back-ups of critical data?
    2. Are critical data stored off-site?
    3. Is a diaster recovery plan in place? and is it tested annually?
    4. Are there programs in place [filters, packet shapers, virus protection] that provide a standard of security to the school's computers, data, and students?
  4. In what ways does the school provide timely support for computers and the people who use them?
    1. What expectations do school constituent groups have for break/fix technical support, technology project support, and technology training? Are they reasonable, and if so, what strategies are in place to determine whether they are being met?
    2. Has the school considered the Information Technology Infrastructure Library (ITIL) framework in determing its approach to providing technology support? (http://en.wikipedia.org/wiki/ITIL) particularly #5)
    3. Do hiring practices for technology staff demonstrate a balanced concern for technical, interpersonal, and communication skills?
    4. Do hiring practices for technology educators follow the same rigor and requirements as for all educators?

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