There is an intrinsic value in knowing and understanding a teacher’s technology leadership knowledge and skills as well as their student’s. In order to align with the StaR Chart and the LRPT and NCLB initiatives a teacher must be technologically literate beyond the student to help further skills and successfully integrate technology based curriculum; successful for both the teacher incorporating the lessons and the student having the ability to perform the expectation. Evaluating both the teacher and the student provides a baseline for instruction and measuring improvement. These skills should be assessed annually to show the learning stages and skills increasing each year.
Being able to access the knowledge and skills of educators and students makes evaluation, planning, and remediation (if necessary) possible and measurable. This will also allow the educator to maintain a position of the learned over the student to help them increase their knowledge or ability to apply their knowledge to educational endeavors.
Unfortunately, the only real means of teacher measurement at this time are through self reporting methods as with the StaR Chart where teachers may see their technology prowess as advanced when it really lacks the rigor or full incorporation into curriculum and lesson planning that would allow for a richer and more diverse learning experience. There are also many teachers, of different experience levels, that are not savvy with technology and do not find issues with that. Asking a teacher to change may feel like being told they are not a good teacher instead of understanding that they are able to reach more kids by being more diverse.
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