How does the school regularly evaluate its use of technology to support its mission, goals, and program?(I think this question is perhaps too easy to answer. Perhaps change to: Who is responsible for making sure this evaluation happens and how does s/he work with all of the constituencies involved?-Demetri)
Who is responsible for making sure this evaluation happens?
How is technology integrated into the strategic plan or school renewal process?(I just noticed that Questions 1.2 and 4.1 are nearly identical. I suggest removal from section 1, and perhaps addition of a new question in its place: How is the evaluation process made meaningful and result in improvement?-Demetri)
What components of the school’s mission, goals and program reflect the best of 21st century learning and education? (I am not sure the phrase "the best of 21st century learning and education" will mean much to people unless we can define that more, which I don't think we are prepared to do here. What are we after in this item - that program should reflect use of the latest technologies? If so we should say that. - Peter)
What are the best metrics to determine the success of educational technology initiatives? (It seems weird that we'd be asking them that - do we mean for their specific school? Bill)
How do the learning outcomes that are measured reflect the evolving nature of 21st century knowledge?
What components of the technology program may need the objective expertise of an outside consultant?
How are school heads, curriculum leaders, and professional development leaders actively involved in the development, implementation, and evaluation of technology integration goals?
What role do curriculum coordinators and department heads play in developing and implementing technology goals in the curriculum and learning environments?
How is professional development for technology integration included in the school's overall approach to professional development?
(How does the school articulate the technology skills required of faculty and how are they trained in these skills?- Peter)
(How does the school articulate the technology skills required of students and how are they trained in these skills?- Peter)
How are technology goals in curriculum and professional growth evaluated?
How are supervisors equipped to understand and evaluate effective use of technology in learning environments?
How does school leadership articulate the rationale for educational use of technology and build widespread consensus for its adoption?
How do the faculty and parents learn what technology is used and why it is used at the different grade levels?
In what ways do the technology goals complement or conflict with the school's mission and its pedagogical approach?(Suggest changing "complement or conflict" to "support"- Peter)
In what ways does the school’s professional development program reflect the need for life-long learning in the art of teaching in the 21st century? (What definition will people have for the "art of teaching in the 21st century"? Are we moving beyond our technology scope when we get into these areas? Suggest limiting this to how the professional development program "reflect technology skills that support the school's mission and program." - Peter)
What accountability measures are built into the professional development program?
How has school leadership incorporated technology considerations into strategic planning and created a sustainable financial model for school technology commitments?
How is technology integrated into the strategic plan?
In what ways do budget and calendar encourage technology growth?
How is the funding for technology purchases, repairs, and replacements made sustainable in the school's budget?
How does the school's technology spending (and staffing? Bill) compare to that of similar schools?
How effectively does the school leverage existing technology resources currently owned by the school?
How does the staff member responsible for the technology program contribute leadership to the school's administrative team?
By what regular means is the technology leader given an ear and a voice in the administration?
How is the dual nature of technology, as both curriculum and infrastructure, reflected in the technology staff’s placement in the school’s organizational chart?
How does the school provide faculty, staff, and students with equitable access to technology?
What kind of access does each teacher have to a computer?
What kind of access does the school provide for students who do not own a home computer or who do not have Internet access?
If a school requires a computer purchase or leases from each student, how does financial aid reflect that additional financial burden?
How does the school’s technology expectations fit with its budgets and replacement cycles?
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?
What support is given to the teacher who pioneers technology initiatives?
What time or compensation is provided for teachers to build curriculum that meaningfully integrates technology?
Does allocated class time support the integration of technology? [this seems unclear to me; what are we really asking here? -demetri]
How does the school leadership model and embrace their own use of technology for educational and administrative uses?
What technologies do the faculty observe the key administrators using?
In professional work, do key administrators go "beyond the basics" in technology use?
In what ways is technology proficiency included in the staff's yearly evaluation?
How does the school leadership encourage and personally embrace administrative professional development around technology?