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The
COATT Rubric
The rubric for evaluating inservice teachers seeking the 2005 Inservice
M-COATT provides the criteria by which teachers will be evaluated. For
each of the seven indicators, the rubric covers the levels of 2, 3, and
4 only. While Level 3 achievement is expected for all of the seven indicators,
the previous level is shown to help applicants gauge the progression
of criteria and determine whether they meet the minimum level. An individual
may not show all criteria for a level, but the predominance of the evidence
presented in the application and portfolio must show achievement at the
specified level.
 Download
a Word Document (.doc) of these proficiencies
2005
MCOATT Inservice Assessment Rubric
A teacher who receives the 2005 Inservice
MCOATT has demonstrated a high level proficiency in his/her ability to
use information technology to enhance learning as well as enhance personal
and professional productivity.
Note: Column in italics is required minimum for MCOATT
certification. In addition, Level 4 (advanced) must be demonstrated
for three of the seven indicators, and of these, two must be from among
A, C, or E. (Based on the Michigan Seventh Standard for Entry-Level
Teachers)
Go to: A / B / C / D / E / F / G
A. Design, develop and implement student learning
activities that integrate information technology for a variety of student
grouping strategies and diverse student populations.
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2 - Basic: minimal achievement,
appropriate to situations |
3 - Proficient: consistent,
appropriate application, a solid performance |
4 -
Advanced: superior performance, consistently applied at all appropriate
times |
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Designs
lessons in which technology contributes to achievement of learning
goals.
Implements lessons which others
have designed which use technology in teaching/learning.
Incorporates student grouping
strategies into lessons which use technology.
Plans for use of assentive technology
when appropriate.
Plans appropriate arrangement
of space and set up of equipment for lessons using technology.
Designs and develops learning
activities which consider the needs of diverse populations.
Is able to design lesson plans
that incorporate state and/or national technology standards
for students.
Uses student assessment techniques
appropriate for technology enhanced learning.
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Designs and uses student learning activities
which are proficient at achieving learning goals that integrate
technology.
Adapts and improves the use of technologies
in lessons which others have designed.
Incorporates a variety of student grouping
strategies into lessons that take into account different
individual learning needs through the use technology.
Designs and uses learning activities which
clearly addresses the needs of diverse populations.
Implements assessment techniques that may
reflect the unique possibilities for learning with technology.
Uses state and/or national technology standards
in curriculum development.
Is able to evaluate technology
enhanced learning and does so to improve lessons used.
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Designs and implements multiple
lessons and units in which technology’s unique capabilities
are used to facilitate learning in ways which would not be
possible without technology.
Demonstrates knowledge of when
technology is appropriate for learning, and applies technology
when required.
Shows ability to adapt lessons
and units to differing levels of available technology.
Creates and implements learning
experiences in which the use of technology is seamless.
Creatively varies types of application
software and student grouping strategies to maximize achievement
of specific instructional goals.
Uses technology consistently
to achieve higher level learning goals and addresses individual
learning needs of students.
Uses technology in a variety
of instructional roles: e.g., to provide visual examples, to
facilitate communication, to manipulate or display data, etc.
Varies uses of technology for
different students to facilitate their individual learning.
Designs and implements multiple
learning activities which clearly address the needs of diverse
populations.
Continuously tries new approaches
suggested by research or observation to discover the most effective
means of using technology to engage students and meet curricular
goals.
Uses the enhanced capabilities
of technology in assessing student learning and to encourage
student self-assessment.
Consistently integrates state
and/or national technology standards for students in developing
instruction.
Uses action research and aggregated
data to accurately determine whether the technology and methodology
used has an impact on how well students learn.
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B. Identify and apply resources for staying current
in applications of information technology in education.
| 2
- Basic: minimal achievement, appropriate to situations |
3 - Proficient: consistent,
appropriate application, a solid performance |
4 - Advanced: superior performance,
consistently applied at all appropriate times
|
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Has a plan for staying current
in applications of information technology in education that
includes reading print and/or online materials.
Accesses online collections
of lesson plans that use information technology.
Evaluates applications and
tools for use in learning and teaching.
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Regularly monitors print and online publications
and discussions about instructional technologies.
Is a member of at least one professional
organization which deals with issues related to instructional
technology.
Draws instructional technology resources
from the Internet and local sources into lessons.
Chooses to participate in learning opportunities
for further training on instructional technology.
Uses formal techniques to evaluate technology
applications and tools for use in learning and teaching.
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Shares own uses of technology
with others through conferences, publication, and electronic
posting.
Actively participates in professional
organizations which deal with issues related to instructional
technology.
Draws ideas and resources
for teaching and learning from varied sources, including
but not limited to content related web sites, educational
forums on the Internet, print publications, newsgroups, listservs,
conferences, and workshops.
Participates as a contributing,
regular member in professional dialog about instructional
technologies.
Consistently seeks out and
formally evaluates new applications and tools that can be
used in learning and teaching using formal evaluation methods
and action research where appropriate. May be involved in
formal research projects on technology efficacy.
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C. Demonstrate knowledge and use of multimedia,
hypermedia, telecommunications, and distance learning to support teaching/learning.
| 2 -
Basic: minimal achievement, appropriate to situations |
3 - Proficient: consistent, appropriate application, a solid
performance
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4 -
Advanced: superior performance, consistently applied at all appropriate
times |
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Integrates text and graphics
in print documents and presentations on one platform (Windows
or Mac).
Uses electronic devices such
as scanners, digital cameras, calculators, etc. within limits
of familiar system.
Uses electronic mail as one
means of electronic communication.
Plans for use of CD-ROM based
learning materials in teaching.
Moves around the Internet by
following links, entering URLs and conducting simple searches.
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Easily moves text, images, and sound between
file formats.
Takes output from electronic devices and
formats appropriately for desired software.
Describes conceptually how interactive video
distance education classrooms work.
Uses electronic mail, bulletin boards, and
chat as means of personal and professional communication.
Navigates the Internet easily and conducts
advanced searches.
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Uses multimedia, hypermedia,
telecommunications, and/or distance learning to expand beyond
the barriers of a normal classroom.
Commonly integrates text, tables,
graphs, drawings, diagrams, photographs, sound, animations,
and video in presentations and communications.
Maintains a variety of means
of communication open to students, parents and colleagues (e-mail,
voice mail, web pages, etc.).
Installs, maintains and upgrades
software on classroom computer as appropriate.
Understands the applications
that support multimedia and telecommunications, and is able
to make appropriate recommendations for school evaluation and
purchasing.
Given the opportunity, accepts
the challenge of teaching in a two-way interactive video distance
classroom.
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D. Demonstrate knowledge about and use of instructional
management resources that assist in such activities as writing and
updating curriculum; creating lesson plans and tests; and promoting,
reinforcing, and organizing data regarding student performance.
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2 - Basic: minimal achievement, appropriate
to situations
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3 - Proficient: consistent, appropriate application, a solid
performance
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4 - Advanced: superior performance,
consistently applied at all appropriate times
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Creates and edits simple word
processing, spreadsheet, database, and email documents.
Uses basic productivity tools
a minimum of once daily in professional work.
Lists specialized tools for
teachers and describes their potential uses.
Uses at least one specialized
teacher tool.
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Uses basic capabilities of productivity tools
(e.g., word processing, spreadsheet, database, graphics,
etc.) to organize and achieve professional work.
Uses basic capabilities of some specialized
software (e.g., test generators, concept mapping software)
when appropriate to achieve professional work.
Able to test new tools and evaluate appropriateness
for personal productivity and improved teaching practice.
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Uses advanced capabilities of
productivity tools (e.g., word processing, spreadsheet, database,
graphics, etc.) to organize and achieve professional work.
Uses advanced capabilities of
specialized software (e.g., test generators, concept mapping
software) when appropriate to achieve professional work.
Moves documents between software
applications and platforms.
Regularly tests and evaluates
new tools for enhancing personal productivity and improving
classroom management, including making recommendations to others
through formal and informal means.
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E. Use information technologies to support
student problem solving, data collection, information management, communications,
presentations, and decision making including word processing, database
management, spreadsheets and graphic utilities.
| 2
- Basic: minimal achievement, appropriate to situations |
3 - Proficient: consistent,
appropriate application, a solid performance |
4
- Advanced: superior performance, consistently applied at all
appropriate times |
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Encourages students to use
information technology in accomplishing schoolwork.
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Creates learning situations that provide
opportunities for students to use information technology
in learning subject matter.
Requires students to use information technology
in accomplishing school work.
Guides students in using information technology
in ways which increase their efficiency and effectiveness.
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Creates learning situations
in which students use the unique capabilities of instructional
technology to learn in ways they could not achieve without
use of technology on a regular basis.
Encourages and guides students
as they devise their own uses of instructional technology
in learning.
Encourages peer learning to
enhance technology capabilities of students.
Is able to facilitate student
technology use that may go beyond personal knowledge of tools
and applications when appropriate for student learning.
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F. Demonstrate appreciation of equity, ethical, legal,
social, physical, and psychological issues concerning use of information
technology.
| 2 -
Basic: minimal achievement, appropriate to situations |
3 - Proficient: consistent, appropriate application, a solid
performance |
-
4 - Advanced: superior performance,
consistently applied at all appropriate times
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Identifies equity, ethical,
legal, social, physical, and psychological issues related to
the use of information technology in real or simulated school
settings.
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Acknowledges sources for materials used.
Uses information technology occasionally
to address individual needs of students.
Considers access to technology within and
beyond school for all students in planning activities and
assignments.
Uses appropriate safeguards to minimize risk
to students using the Internet.
Uses technology when it actually enhances
likelihood of achievement of learning goals.
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Acknowledges sources for ideas
and materials in all exhibits.
Creates opportunities in instruction
to regularly educate students concerning their equitable, ethical,
and legal uses of technology.
Regularly uses information technology
to help in addressing individual needs of students.
Considers access to technology
within and beyond school for all students in planning activities
and assignments and assists in overcoming problems with access.
Works with school, students,
parents, and community to guard safety and ensure appropriate
behavior of students using the Internet.
Uses technology only when it
actually enhances likelihood of achievement of learning goals.
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G. Use information technology to enhance continuing
professional development as an educator.
| 2
- Basic: minimal achievement, appropriate to situations |
3 - Proficient: consistent, appropriate application, a
solid performance
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4
- Advanced: superior performance, consistently applied
at all appropriate times |
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Shows evidence of capability
to participate in a learning community for professional development.
Identifies specialized learning
communities for professional development, e.g., in content
area.
Participates in training opportunities
to enhance current skills.
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Regularly monitors one or more form of
learning community for professional development.
Draws at least one idea or resource from
a learning community for professional development into
unit.
Is familiar with professional development
opportunities locally and online, and uses these as needed
for improving personal skills and knowledge.
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Contributes regularly and
actively to more than one form of learning community for
professional development.
Draws quality ideas and resources
from more than one form of learning community into activities
and projects.
Regularly uses professional
development resources within and outside the district, and
regularly seeks opportunities for personal improvement.
Is able to assist others in
locating professional development resources, and may use
insights from personal learning to provide resources for
others.
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The rubric developed to assess MCOATT applicants is
based on the proficiencies defined by the state for entry level teachers,
who are required to achieve basic levels on indicators A- C and G,
and proficient levels on D-F. The basis for these levels can be found
online at the Michigan Department
of Education site.
Previous Page: The COATT Standard
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