Administrator Walk Through

Bay Area ACOT Administrator Walk-Through Checklist This tool is designed for use by site administrators when observing a lesson to determine a teacher’s level of skill, or stage of use in incorporating technology use into the lesson. The observation checklist is based on the Apple Classrooms of Tomorrow (ACOT) research. Levels include: Entry:

Learn the basics of using a new technology

Adoption:

Use new technology to support traditional instruction. Focus in often on personal use or teaching basic Technology to students.

Adaptation:

Integrate new technology into traditional classroom practice. Here teachers often focus on increased student productivity and engagement by using word processors, spreadsheets, and graphic tools.

Appropriation:

Focus on cooperative, project-based, and interdisciplinary workincorporating the technology as needed and as one of many tools

Invention:

Discover new uses for technology tools, for example, developing spreadsheet macros for teaching algebra or designing projects that combine multiple technologies.

It is important to understand that even the most experienced users progress through these levels each time they learn to work with a new technology. It is recommended that following the observation, administrators meet with teachers one-on-one and use coaching strategies that match their level of technology integration. The administrator should spend 5-10 minutes per EETT classroom observing. They should take another 5-10 minutes to put a tally mark next to any of the descriptions observed. Please submit your data electronically at http://www.zoomerang.com/Survey/?p=WEB229KQNFBCR4 no later than October 1, 2009. Questions should be directed to Tammy Stephens, Bay Area EETT Evaluator at (800) 408.4935 x 0 or [email protected] .

The Stephens Group 2009

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Bay Area ACOT Administrator Walk-Through Checklist Administrator Name: District: School: Date of walk-through observation: Number of classrooms observed: Learning Environment Students have no interaction with other students Students collaborate with peers Students are provided opportunities to use higher order thinking skills Technology access is adequate to meet lesson objectives Students with special needs have access to appropriate hardware and software

Observed

Technology Use: Who used the technology in the lesson or activity observed? All students Some students One student The teacher

Observed

Teacher Role: What was the role of the teacher during the lesson or activity observed? Leader Facilitator Observer

Observed

The Stephens Group 2009

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Bay Area ACOT Administrator Walk-Through Checklist

Lesson Implementation

Technology use is not clearly related to lesson objectives The lesson is focused on learning a technology skill Traditional assessment methods including paper and pencil are used to measure student outcomes Technology use is somewhat related to lesson objectives Technology is used for drill and practice, tutorials, or as a free time activity Productivity tools and courseware are used to augment the lesson Technology is used with little or no management problems Student outcomes are often measured using teacher developed rubrics

Observed

Objective, Instruction, or Assessment O

Level

Adoption

I

Adoption

A

Adoption

O

Adoption

I

Adaptation

I

Adaptation

I

Adaptation

A

Adaptation

The Stephens Group 2009

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Bay Area ACOT Administrator Walk-Through Checklist

Lesson Implementation

Technology skills are learned in the context of the lesson objectives Would not be possible to meet lesson objectives without the use of technology Students use technology to engage in authentic tasks Lesson objectives including technology use encourage student choice and planning to complete assignments Lesson objectives are designed to provide students with opportunities to demonstrate learning outcomes using technology Lesson objectives permit students to initiate technology use for learning and assessment Technology use provides opportunities to expand student interactions beyond the classroom Students are encouraged to seek new uses of hardware and software for learning Student products are assessed using student developed rubrics and portfolios. Comments:

Observed

Objective, Instruction, or Assessment O

Level

Appropriation

O

Appropriation

I

Appropriation

O

Invention

O

Invention

O

Invention

I

Invention

I

Invention

A

Invention

This checklist was modified from the one created by Susan Brooks & Harvey Barnett (2002). The Stephens Group 2009

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