This set of rubrics was written to for teachers who already knew how to word-process. That wanted to do more than just do the traditional stuff but with something shiny. That want to make best practices even better.

Here is their intended purpose:

The rubrics below are designed to help teachers move to a second (and final?) level of professional computer use. Rather than the computer simply being a tool which allows a common task to be done more efficiently, these skills fundamentally change how instruction is delivered, how student performance is measured, and how teachers view themselves as professionals. The technology is used to actually restructure the educational process to allow it to do things it has never been able to do before. These include using technology to assure:
  • all students master the basic skills of writing, reading and computation
  • all students practice authentic information literacy and research skills, and the higher order thinking skills inherent in them
  • all students have access to top quality resources, including human resources, regardless of location
  • all teachers can use technology to provide students and parents
    • individual education plans
    • continuous feedback on how well students are meeting their learning goals
    • opportunities for virtual student performance assessments
  • all teachers have the tools and ability:
    • to locate the research findings that will guide their use of technology
    • to collect the data that measures the effectiveness of their practices.

These have been written to guide teachers as they write and complete Professional Growth Plans rather than as frameworks for classes. See examples here



Self-Evaluation Rubrics for Advanced Teacher Computer Use: Rubrics for Restructuring (2017)


I. Instructional software use
Level 1 I do not use instructional software as a part of my instructional program, nor am I aware of any titles that might help my students meet their learning goals.
Level 2 I use a few computer programs as an instructional supplement, as a reward, or with special needs children.
Level 3 I regularly use several programs (drill and practice, simulations, tutorials, etc.) chosen by my department or grade level to help all my students meet identified learning objectives. The software and applications allow me to teach and to reinforce concepts more effectively than traditional methods. When it is available, I use the software’s management system to help assess individual student performance. When expected, I use the school’s integrated learning system in a purposeful way and help assess its overall effectiveness. I am knowledgeable about game theory and know the role gaming can play in motivating and engaging learners.
Level 4 I seek out new programs for evaluation and adoption. I have found ways to use instructional applications on student owned devices to supplement my teaching. I know sources of software reviews and keep current on developments in computer technologies through professional reading and conference attendance. I share my findings with other professionals.

II. Using technology to improve student writing
Level 1 I am not familiar any technologies that would allow me to help my students improve their writing skills.
Level 2 I ask that the final draft of some student writing assignments be word-processed. I do not expect or encourage my students to compose or edit using the computer.
Level 3 I help students use the computer in all phases of the writing process from brainstorming to editing to publishing. This may included the use of idea generators, graphic organizers, portable writing computers,personally-owned technologies, outlining tools, spelling and grammar checkers, desktop publishing tools, and webpage generators. Students use cloud-based tools such as GoogleDocs to do collaborative writing and peer editing work. I help students share their work for a global reading audience in safe and appropriate ways. I can find and use best practices data on improving writing with technology.
Level 4 I encourage students to build digital portfolios of their own work. I share successful writing units with others through print and electronic publishing, through social media tools, and through conference presentations and workshops. I look for specific technology tools for helping my students improve their writing skills.

III. Information literacy skills using secondary sources
Level 1 I am not familiar with the term information literacy, nor do I know why such skills are important.
Level 2 As a part of my curriculum I have library research projects, and I support the library skills taught by the media specialist. I am aware that there are electronic resources available to my students.
Level 3 My curriculum includes at least two information literacy projects, team-taught with the librarian. I understand the Big6 or a similar information literacy process and design student projects that require higher level thinking skills, use and cite electronic information sources, demand analysis of source validity, require the use of computer productivity software, and are authentically assessed. I ask students to use technology to help them collaborate and share the results of their research with others. I reinforce information literacy skills on a daily basis as opportunities arise. I help my students document their research using online tools such as wikis.
Level 4 My primary teaching method is based on authetic problem-solving activities. I am actively involved in curriculum planning teams and advocate for multidisciplinary units and activities that require information literacy skills. I share successful units with others through print and electronic publishing and through conference presentations and workshops.

IV. Information literacy skills - primary sources
Level 1 When asking students to do research, I expect them to only use secondary resources like books, magazines, or reference materials.
Level 2 As a part of my curriculum, I have some units which require the collection and use of original data. I generally can predict the outcome of such experiments.
Level 3 My curriculum includes at least two information literacy projects that require the collection of original data to answer a genuine question. I may use tools to collect data like computerized probes and sensors, online surveys, interviews, or digitized sources of historical records, as well as tools to record, organize, and communicate the data such as databases and spreadsheets. I help my students document their research using online tools such as wikis. I ask students to use technology to help them collaborate and share the results of their research with others.
Level 4 My primary teaching method is based on authetic problem-solving activities. I am actively involved in curriculum planning teams and advocate for multidisciplinary units and activities that require information literacy skills. I share successful units with others through print and electronic publishing and through conference presentations and workshops.

V. Modification of instructional delivery
Level 1 I have one or two effective methods of delivering content to my students. I do not use technology in ways that require that I change my instructional methodology.
Level 2 I have tried units or projects that are student-directed, use small, collaborative groups, or are highly individualized, but I primarily use teacher-directed, whole group instruction.
Level 3 I use a variety of instructional delivery methods and student grouping strategies routinely throughout the year. I can design activities and approaches that best fit both the learning objectives and the availability of the technology available to me, including individual student devices. I can use small groups working cooperatively or in rotation to take advantage of student to equipment ratios of greater than one to one. My whole group instruction includes using technology to increase attention and engagement including interactive white board use, student response systems, and web-based resources for student polling.
Level 4 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. I work with a team of fellow teachers to create, modify and improve my practices in this area.

VI. Assessment of student performance
Level 1 I evaluate my students using objective tests only.
Level 2 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.
Level 3 I use a wide range of assessments to evaluate student projects and performances. I can use technology to help create assessment tools like checklists, rubrics, and benchmarks that help the student assess his own performance and allow me to objectively determine the quality of student work. I ask students to keep both a physical and electronic portfolio of their work. I have a computerized means of aggregating performance data for my class that I use to modify and individualize my teaching activities and strategies. I actively work toward asking for and assessing authentic problem-solving and creativity in student work.
Level 4 I continuously try new approaches suggested by research or observation to discover the most effective means of using technology to help assess student learning. I work with a team of fellow teachers to create, modify, and improve my work in this area.

VII. Individualization of instruction and educational program
Level 1 I modify my curriculum or instructional methods only for students with identified special needs.
Level 2 I occasionally give students the choice of assignments in my class, but all class members (unless they are in special education) must meet in the same learning objectives within the same time frame. Skill remediation is done during summer school or informally during or after school.
Level 3 With the assistance of the student, parents, and appropriate specialists, I create a learning plan for each of my students. I identify specific student needs and learning styles and track the accomplishment of learning goals in the plan using a computerized tool. I use this tool during parent conferences and for school or state reporting. I take advantage of online resources as well as print in finding materials at comprehension levels for a range of students in my classes. I allow students to move at their own pace whenever possible.
Level 4 I provide suggestions about the content and design of the individualized computerized planning and report tools. Results of formative assessments guide my instruction for individuals and small groups throughout the school year.

VIII. Fostering home-school communications and parental involvement
Level 1 I use the traditional methods of communication with my students’ homes: telephone, report cards, progress reports, parent-teacher conference, and print school or classroom newsletters..
Level 2 I send e-mail to parents who request it in response to specific inquiries. I use my district or building’s generic parent/guardian mailing list to distribute messages of general interest.
Level 3 I maintain a parent/guardian mailing list to distribute information about happening in my classroom. I maintain a classroom webpage that has basic information about my classroom and curriculum including study guides, notification of upcoming evaluation, assessment criteria of projects, class expectations, and other information parents may find useful.
Level 4 I use the student information system parent portal to my gradebook to provide real-time information to parents about individual student’s progress in my class in a regular and timely manner. I formally work with parent organizations to teach parents how to access school information electronically. I use school-approved social networking tools to keep parents (and students) informed of class activities and news.

IX. Assistive and adaptive technologies
Level 1 I am not aware of how technology can help students with learning problems or with physical or mental limitations.
Level 2 I work with students who may bring with them special devices that allow them to work and communicate in the classroom. I allow some students to use electronic aides to help overcome special learning problems.
Level 3 I use technology when appropriate to help students with special learning needs. These may include detailed individualized education plans, specialized communications devices, or other compensatory devices. I can identify technologies that may help students with learning disablilites even when they do not have a special education IEP.
Level 4 I provide professional growth opportunities for other teachers in the use of assistive and adaptive technologies. I work with my district's adaptive/adoptive special education specialist to identify technologies of value to students.

X. Professional growth and communication
Level 1 I do not use electronic resources for professional growth or communication.
Level 2 I can find lesson plans and some research in online data bases or on the commercial web. I correspond with parents and other teachers using email.
Level 3 I use the Internet and other online resources to obtain research, teaching materials and information related to the content of my classes. I read electronic newsletters and journals to keep current on educational practices. I participate in electronic discussion groups that are related to my area of education. Ieffectively use a computerized presentation program when giving workshops or speaking at conferences. I take part in distance learning opportunities using technology. I have a Professional Learning Network of peers and experts that extends beyond my school with whom I exchange information and ideas.
Level 4 I organize professional growth opportunities for other teachers and feel comfortable teaching other staff members about the use of technology. I share my best practices and materials in electronic formats and use Creative Commons licenses that allow others use and modify my work.

XI. Use of online resources to supplement classroom learning and provide out of school learning opportunities
Level 1 I do not provide online resource for students to use as part of their out of school learning. I expect my students to gain all skills and knowledge directly from classroom activities.
Level 2 I gather, evaluate and make available some learning sites that may supplement units studied in class.
Level 3 I use a variety of online resources, including my school's Content Management System (Moodle, D2L, GoogleSites) to reinforce and expand classroom activities. I create instruction materials, including video lessons for students to view outside the classroom. Students have a means of communicating with electronically when they have questions or need assistance. I know best practices for teaching online.
Level 4 I am modeling new instructional strategies such as blended instruction, hybrid classes, online classes or "flipped classrooms." I no longer use a print text book but create learning resources that are unique to my curriculm and teaching strategies.

XII. Research and evaluation of technology use
Level 1 I have not attempted to determine whether the use of instructional technology has made a difference in my student’s learning or classroom climate.
Level 2 I gather, use, and share anecdotal information and observations about student use of technology in my classroom.
Level 3 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. There is a measurable learning objective identifies before any technologies are adopted in my classroom
Level 4 I participate in formal studies of the impact of technology on student learning conducted by my district, professional groups and academics. I have designed such studies as part of my own professional education. I report electronically and in print the findings of my research to other professionals.