Texas Teacher Technology and Readiness (STaR Chart) Descriptions

Texas Teacher School Technology and Readiness (STaR Chart)
Sample Performance Descriptions



Focus Area A (Teacher Use of Technology in Instruction)

Early Tech		Teacher uses presentation, word processing or spreadsheet software to present information to students.
Developing Tech		Teacher uses presentation software to present information to students and models productivity software such as word processors or spreadsheets in teacher-directed activities.
Advanced Tech		Teacher assists students in use of technology to communicate concepts, knowledge and skills and both teacher and students use text, graphics, animation, multimedia and/or video.
Target Tech		Teacher and students use text, graphics, animation, multimedia and/or video to acquire information, solve problems and communicate their learning.



Focus Area B (Productive Use of Technology for Instructional Purposes)

Early Tech		Teacher uses technology as an instructional reward and/or supplement with students. Teacher uses technology for e-mail, to produce documents, manage curriculum and administrative tasks.
Developing Tech		Teacher directs students to use software packaged with adopted textbooks and uses district student record software for attendance and grades.
Advanced Tech		Teacher structures classroom learning to student experiences based on inquiry and higher level thinking processes. Curriculum activities are integrated with the Technology Applications TEKS allowing students to solve problems and make decisions.
Target Tech		Teacher and students use appropriate technologies as a natural and necessary way of gaining knowledge and understanding. Teacher and students access and use student performance data online for evaluation and self-assessment purposes.



Focus Area C (Design of Instructionaal Setting for Student Use of Technology)

Early Tech		Computer use is scheduled for drill and practice activities or student practice in classroom, library or computer lab.
Developing Tech		Students may use desktop computers, laptops or handheld devices for writing process activities and research on the Internet in the classroom, library or labs. Wireless connections to the Internet may be used by teachers or students.
Advanced Tech		Students work in collaborative teams to produce projects in all curriculum areas, using a variety of data storage methods (e.g., school network, portable drives, disk media and electronic transfer).
Target Tech		Teachers and students work together to create a community of inquiry which includes internal and external resource people. The collaborative team works together to generate productive solutions to meaningful problems and to add and enhance the base of knowledge related to common interests. This community of learners may work at home, at school or other appropriate place with essential, networked technologies and resources.



Focus Area D (Content Area Connections)

Early Tech		Teacher and students may use technology, but use is not directly related to content objectives.
Developing Tech		Teacher or school does not or is not able to provide for technology activities related to the curriculum on a regular basis. All students use the same technology tools and participate in the same activities to reinforce content regardless of their level of knowledge or understanding of the curriculum.
Advanced Tech		Suitable, individualized technology is available and used by students with different levels of knowledge, ability and understanding.
Target Tech		Teacher and students focus on content-based learning using developmentally appropriate instructional strategies in a community of learners. Technology skills are integrated into the collaborative work of this community. Together the community works to solve real problems and to communicate the learning in diverse yet suitable ways.

Focus Area E (Integration of Technology Application TEKS)

Early Tech		Teacher has learned about the Technology Applications TEKS through professional development activities.
Developing Tech		Teacher integrates Technology Applications TEKS into student instruction occasionally.
Advanced Tech		Teacher integrates Technology Applications TEKS into student instruction consistently.
Target Tech		Teacher uses a variety of technology tools to seamlessly integrate curriculum TEKS and TA TEKS in content-based learning.



Focus Area F (Patterns of Student Use)

Early Tech		Students use the same drill and practice software no matter their knowledge or skill level.
Developing Tech		School and teacher provide student technology to locate, communicate and present information for learning purposes. External personnel may support the teacher by facilitating the use of technology accommodations and/or assistive technologies to meet diverse learning needs.
Advanced Tech		School and teacher provide student technology for research and communication of learning purposes. Students also use appropriate technology to solve real problems using complex digital tools. Teacher facilitates the use of technology accommodations and/or assistive technologies to meet diverse learning needs.
Target Tech		All students have access to and use appropriate technology to meet their diverse learning needs.

Focus Area G (Professional Development Experience)

Early Tech		Teacher participates in professional development to learn technology skills specified by the State Board for Educator Certification (SBEC) Standards. Training content includes basic operations skills, electronic attendance, grade book or e-mail.
Developing Tech		Teacher participates in professional development to learn technology knowledge and skills specified by the State Board for Educator Certification (SBEC) Standards for integrating Technology Applications TEKS.
Advanced Tech		Teacher identifies task requirements, applies search strategies and uses current technology to efficiently acquire, analyze and evaluate a variety of electronic information.
Target Tech		Teacher continues to participate in professional development experiences, shares lesson plans and instructional strategies and mentors colleagues.



Focus Area H ( Technology Capabilities)

Early Tech		Teacher is aware of the SBEC Technology Applications Standards at http://www.sbec.state.tx.us/SBECOnline/standtest/standards/techapp.pdf.
Developing Tech		Teacher is proficient in one or two of the SBEC Technology Applications Standards. See standards at http://www.sbec.state.tx.us/ SBECOnline/standtest/standards/techapp.pdf.
Advanced Tech		Teacher is proficient in three or four of the SBEC Technology Applications Standards. See the standards at http://www.sbec.state.tx.us/SBECOnline/standtest/standards/techapp.pdf.
Target Tech		Teacher is proficient in all five of the SBEC Technology Applications Standards. See the standards at http://www.sbec.state.tx.us/SBECOnline/standtest/standards/techapp.pdf.



Focus Area I (Technology Leadership: Mentoring and Modeling)

Early Tech		Teacher participates in campus, district, Education Service Center, university and other professional development to learn technology skills. Teacher uses technology skills in the classroom with students and discusses technology related topics with peers.
Developing Tech		Teacher works formally and informally with other teachers on campus to become more proficient in using technology skills in work-related activities.
Advanced Tech		Teacher is identified as an experienced and successful teacher and mentors a less experienced teacher. Regular opportunities are provided for discussing, sharing, reflecting, observing and improving strategies for the two teachers.
Target Tech		Teacher is considered an expert in content and technology knowledge and integrates both daily in instruction. Teacher models lessons, mentors those in need of assistance and presents to teachers, parents and community members.



Focus Area J (Continuum of Professional Development Models)

Early Tech		Teacher listens to a presenter share ideas and expertise regarding technology skills, takes part in group discussions and/or watches demonstrations. Little or no follow-up activity is provided.
Developing Tech		Teacher attends and actively participates in large group sessions. Follow-up activities and support are offered to give feedback or coaching in the classroom.
Advanced Tech		Teacher may participate in a workshop with objectives which include awareness, knowledge and skill development. Simulated practice, feedback about performance and coaching in the workplace should be included. Teacher identifies a technology need, develops a plan to meet the need, facilitates learning activities and assesses whether or not the learning need is met.
Target Tech		Teacher and students determine professional development needs, develop a plan to meet the needs, implement the plan and evaluate learning.



Focus Area K (Levels of Understanding)

Early Tech		Teacher learns introductory knowledge, skills and understanding of concepts related to technology. Teacher attends introductory word processing, e-mail basics, operating system training and integration awareness sessions.
Developing Tech		Teacher moves from basic use of technology to discovery of its potential for increased productivity (e.g., use of word processors for student writing and Internet research).
Advanced Tech		Teacher achieves complete proficiency of technology and uses it effortlessly as a tool to accomplish a variety of instructional and management goals.
Target Tech		Teacher uses technology tools in new and different ways. Learning becomes more collaborative, interactive and customized.



Focus Area L (Technology Professional Development)

Early Tech		Teacher does not participate and/or is not required to participate in technology professional development. Teacher is not given release time or funding to participate in professional development.
Developing Tech		Teacher elects to participate in technology professional development, but is not required to do so. The school or district may give release time or funding.
Advanced Tech		Teacher is required to participate in at least six hours of technology professional development each year. The school or district gives release time or funding for the professional development.
Target Tech		Within an on-going professional growth plan, teacher initiates, participates in and documents proficiency which supports student achievement.