| Developing |
Proficient |
Distinguished |
|
| Current Situation - Surry |
Mentions perceived attributes of the proposed technological change |
Discusses perceived attributes of the proposed technological change |
Shows a thorough understanding
of how the perceived attributes of the proposed technological change
might impact diffusion of this innovation |
| Current Situation - Ely |
Shows a limited understanding of Ely's Eight Conditions |
Describes
Ely's Eight Conditions in broad, generic terms with limited application
to the current situation and/or proposed technological change |
Shows a thorough understanding
of how Ely's Eight Conditions apply to the current situation and the
proposed technological change |
| Current Situation - ACOT |
Shows a limited understanding of the ACOT model |
Shows an understanding of the five stages of the ACOT model |
Shows a thorough understanding
of the five stages of the ACOT model and how the school as well as
select individuals fit into the stages of the model |
| Focus |
Focuses on the quantity of technology in the school and how much it is used |
Focuses on the quality of technology uses |
Relates the uses of technology to the larger goals of the school |
| Change as a process |
Uses change models to paint a static view of the school |
Describes changes as a process but focuses almost entirely on the present |
Clearly discusses change as a process and references from where the participants come and where they are heading |
| Individuals vs. Organization |
Focuses entirely on individuals or on the school, not both |
Focuses on individuals and the school without putting individuals in the context of the school |
Views individuals as individuals and as part of the larger context of the school |
| Past vs. Future |
Constrained by the past and present, views planning as a way to move very little beyond the current situation | Uses planning as a tool to enact change that is largely "symbolic" |
Informed
by past experiences, sees beyond the present and past to ways that the
future might be different and how planning can be a tool for "real"
change |
| Stakeholders |
Limited or no discussion of stakeholders' role in planning |
Describes the needs of the stakeholders in the planning process |
Describes a
planning process that takes into account the stakeholders and their
trajectory on the change-process path, the school environment’s
conditions of change, and the ability to demonstrate what would be
needed to move the school forward from its present state with technology |
| Plan: Vision and Mission |
Limited or no discussion of vision and mission |
Describes the role of vision and mission in the planning process |
Shows
a clear understanding of how shared vision and mission will enhance the
planning and change process and create buy-in from stakeholders |
| Plan: Issues |
Limited or not discussion of issues |
Briefly describes the kinds of issues that the planning process will help to resolve |
Thoroughly
addresses the kinds of issues that the planning process will help to
resolve (specifically, what it will take to help move the school
successfully through the change process) |
| Time Line, Action Steps, and Assessment Steps |
Limited or no discussion of time lines, action steps, and assessment steps |
Describes how time lines, action steps, and assessment steps will be developed |
Describes how time lines, action
steps, and assessment steps will be developed in a way that a teacher
not involved with the planning process might see how the plan would be
accomplished |
| Example Plans |
Refers to fewer than two example plans |
Briefly refers to two or more example plans |
Refers to two or more example plans and describes the positive and negative features of each |
| Mechanics |
Contains many grammar, spelling, and/or usage errors or is clearly stretching to fill space |
Contains a few grammar, spelling, and/or usage errors or is too long or too short |
Contains correct grammar,
spelling, and usage throughout, falls within the page guidelines, uses
12-point font, is double-spaced, and includes numbered pages |
This page was prepared by Dr. David M. Marcovitz.
Last Updated: August 17, 2012