Technology Standards for School Administrators
V. Assessment and Evaluation
Educational leaders use technology to plan and implement comprehensive
systems of effective assessment and evaluation.
Performance Indicators
Educational leaders:
- use multiple methods to assess and evaluate appropriate uses of technology
resources for learning, communication, and productivity.
- use technology to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and student learning.
- assess staff knowledge, skills, and performance in using technology
and use results to facilitate quality professional development and to
inform personnel decisions.
- use technology to assess, evaluate, and manage administrative and
operational systems.
Role-Specific Technology Leadership Tasks:
Superintendent
Superintendents who effectively lead integration of technology typically
perform the following tasks:
- engage administrators in using district-wide and disaggregated data
to identify improvement targets at the campus and program levels.
- establish evaluation procedures for administrators that assess demonstrated
growth toward achieving technology standards for school administrators.
District Program Director
District program directors who effectively lead integration of technology
typically perform the following tasks:
- continuously monitor and analyze performance data to guide the design
and improvement of program initiatives and activities.
- employ multiple measures and flexible assessment strategies to determine
staff technology proficiency within the program and to guide staff development
efforts.
Principal
Principals who effectively lead integration of technology typically
perform the following tasks:
- promote and model the use of technology to access, analyze, and interpret
campus data to focus efforts for improving student learning and productivity.
- implement evaluation procedures for teachers that assess individual
growth toward established technology standards and guide professional
development planning.
- include effectiveness of technology use in the learning and teaching
process as one criterion in assessing performance of instructional staff.
These standards are the property of the TSSA
Collaborative and may not be altered without written permission.
The following notice must accompany reproduction of these standards: “This
material was originally produced as a project of the Technology Standards
for School Administrators Collaborative.”
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