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Standard Title 511 512 513 514 515
I. Knowing the Content
I.A.1. assessment of educational and administrative
technological needs,
Intro
Design
Develop
Utiliz
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Eval Utiliz
I.A.2.design and production of media including projected and
non-projected visual aids, audio and video production in both
analog and digital forms, and photography using film-based and
digital formats, Intro
Intro
Design
Develop
Eval Utiliz
I.A.3. implementation and maintenance of interactive
information systems, the Internet, distance learning
technologies, and networks, Design
Develop
Eval Utiliz
I.A. 4. assistive technology resources for students with special
needs,
Intro
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Develop
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I.A.5. evaluation of the performance of hardware and
software components of computer systems, Intro
Intro
Eval
I.A.6. application of basic troubleshooting strategies
Intro
Eval
I.B.1. research on and evaluation of existing and emerging
technologies,
I.B.2. use of instructional theories and teaching models, Design
Develop
Eval Utilz
The professional education program provides evidence that Instructional Technology
Specialist certification candidates complete a program at a bachelor’s or post-
baccalaureate degree level that requires them to demonstrate their knowledge of and
competence in the application of instructional technology in public school settings. The
program requires candidates to demonstrate an understanding of the fundamental and
advanced concepts of instructional technology planning and applications at elementary,
middle, and secondary levels (K-12) including:
I.A. Identification, selection, installation and maintenance of technology infrastructure,
and hardware and software applications for school administration and instruction including:
I.B. Integrating technology into curricular planning and instructional design including:
Instructional Technology Specialist Competencies as of January 1, 2013
Course:
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Standard Title 511 512 513 514 515
I.B.3. learner characteristics, developmental levels, and
individual differences as related to instructional technology
resources and modifications,
Intro
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Develop
Eval Utilz
I.B.4. access and use telecommunications for information
sharing, remote information access and retrieval, and multi-
media/hypermedia publishing, Intro Design
Develop
Eval Utilz
I.B.5. electronic mail and Internet resources for
communications and instructional support Intro Utilz Utilz Utilz Utilz
I.C.1. planning and utilization of facilities including, budgeting,
accounting, and program reporting, grantsmanship, personnel
administration, and staff development,
Intro
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Develop
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Eval
I.C.2. preparing presentations for parents, administrators, school
boards, and the public, Intro
Intro
Design
Develop
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Manage
Eval
I.C.3. monitoring and evaluating technology plans
Intro
Design
Develop
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Manage
Eval
I.D.1 basic principles of instructional design associated with the
development of instructional technology materials
Intro
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Develop
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Develop
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I.D. Research, problem solving and product development of technological applications
including:
I.C. Management and administration of technology programs at the building, district and
regional levels including:
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Standard Title 511 512 513 514 515
I.D.2. emerging programming, authoring, and problem solving
environments including team and collaborative projects such as on-
line workgroups
Intro
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Develop
Utiliz
Eval
Eval
Utilz
I.D.3. designing and publishing on-line documents that present
information and include links to critical resources
Design
Develop Utilz
II.A.1. creating an environment that fosters interest and growth in
all aspects of technology Intro Design Develop
Manage
Utilz
II.A.2. establishing and maintaining rapport with all staff and
students
Intro
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Develop
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Manage
II.A.3. communicating high learning expectations Intro Design Develop Manage
Utiliz
Eval
II.A.4. creating a safe physical environment that is conducive to
learning
Intro
Design
Develop
Utiliz
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II.B.1. Pennsylvania Academic Standards Intro Design Develop
Utiliz
Eval
II.B.2. strengths and needs of learners at all levels of
technological proficiency Intro
Intro
Design Develop Manage
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Eval
II.A. Managing instructional technology services including:
II.B. Planning, preparation and delivery of technology related in-service programs and
instruction in collaboration with other professionals at a variety of instructional levels that
utilizes technology in problem solving based upon:
The professional education program provides evidence that competencies and exit criteria
for Instructional Technology Specialist certification candidates are assessed in coursework,
field experiences, portfolios from previous employment and an internship. The program
also provides evidence that the candidates demonstrate their knowledge of and
competence in the delivery of instructional technology services that enhance administrative
and teaching capabilities and improve student learning during a minimum of 75 hours of
participation in sequential field experiences, practica, and an internship at diverse
educational levels including:
II. Performances
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Standard Title 511 512 513 514 515
II.B.3. established technology implementation plans
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Intro Design Develop
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Intro
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Develop
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II.E.1. developing plans to assess the technological needs and
resources, and to evaluate technology implementation and
outcomes
Intro
Design Develop
Utiliz
Manage
Eval Eval
II.E.2. developing plans to configure computer/technology
systems and related peripherals in laboratory, classroom clusters,
and other instructional and administrative arrangements
Intro
Design
Develop
Utiliz
Manage
Eval
II.E.3. developing systems for the secure maintenance of
student records
Intro
Design
Develop
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Manage
Eval
The professional education program provides evidence that Instructional Technology
Specialist certification candidates demonstrate knowledge and competencies that foster
professionalism in school and community settings including:
II.C. Selecting, implementing and adapting technology to teaching methodologies,
curriculum resources and administrative functions in collaboration with other educators and
integrating a variety of software, applications, and learning tools
II.D. Selecting, developing and administering assessments that utilize technological
applications and involve multiple indicators of student progress and using technology to
maintain records on student achievement
II.E. Developing leadership techniques for working with all levels of the educational
community and to manage and administer instructional technology programs at the building
and district levels including:
III. Professionalism
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Standard Title 511 512 513 514 515
Intro
Utiliz Eval
Intro
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IV.A.1. Demonstrates the appropriate use of data in forming
decisions, utilizing resources, setting targets and interpreting
results aimed at continuous improvement in curriculum, personnel
and/or programs. X
IV.A.2. Accesses and interprets data from available
technologies and resources to address long-term and strategic
planning needs of the school in areas of personnel, fiscal
operations, facilities, technology and/or other school district
initiatives. X
IV.A.3. Examines data from local, state and national sources to
monitor and enhance student achievement. X
IV.A.4. Determines the type of data that is communicated to
each group of stakeholders, how data is presented and the
implications of information dissemination. X X
IV.B.1. Demonstrates clear connections between theory and
practice in curricular ad instructional leadership. X X
IV. General
A. Assessment and Evaluation
B. Curriculum and Instruction
III.D. Communicating effectively with parents/guardians, other agencies and the
community at large to support learning by all students
III.A. Professional organizations, publications and resources
III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s
Code of Professional Practice and Conduct for Educators; and local, state, and federal
laws and regulations
III.C. Collaborating with school colleagues to enhance student, teacher and
administrative capabilities and improve student learning
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Standard Title 511 512 513 514 515
IV.B.2. Participates in the process of development, assessment
and/or refinement of standards-based curriculum. X X
IV.B.3. Demonstrates knowledge, skills and dispositions
related to one's leadership responsibilite to support curricular and
instructional excellence. X
IV.B.4. Articulates a vision for student success and apositive
school climate that supports equal access to curricular and
instructional excellence. X
IV.C.1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the "PA
Code of Professional Practice and Conduct for Educators". X
IV.C.2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and non-verbal
communication. X
IV.C.3. Actively seeks current information to support their on-
going short-and long-term professional development goals. X
IV.C.4. Maintains a curent level of knoweldge of school district,
state and federal regulations, policies and professional practices. X
IV.D.1. Reports on examples of field-based federal, state and
local legislation, regulations, mandates, policies, and procedures
that impact school district operations at macro and micro levels. X
IV.D.2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures. X
IV.D.3. Assists with the completion of all compliance
documentation XIV.D.4. Reports on how the school district disseminates
information on regulatory changes to appropriate stakeholders. X
C. Professionalism
D. Statutory and Regulatory Compliance
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Standard Title 511 512 513 514 515
IV.D.5. Identifies example(s) of compliance problems and
assists with alternative actions to resolve targeted compliance
issues. X
IV.E.1. Describes the working relationships within the school
district's organizational-chart including external partnerships. X
IV.E.2. Demonstrates knowledge of functional relationships in
the organizational chart to systemic functions. X
IV.E.3. Identifies the role of their certification area within the
organization to include responsibilities, relationships, constraints,
opportunities and resources. X
IV.E.4. Identifies a problem within the scope of their certification
area and creates a visionary action plan, consistent with the
organization and sensitive to the change process; including
resolution of conflicts, communication, collaboration, needs
assessment and advocacy. X
F. Diverse Learners
The Candidate:
IV.F.1. Reports on current policies and practices designed to
support children, caregivers and families from diverse
backgrounds. X
IV.F.2. Analyzes current efforts to support diverse learners and
how the broader community views learning differences. X X X
IV.F.3. Fosters communication with families of English language
learners (ELL) to ensure that learners and their families have
access to communication in the native language. X X X
IV.F.4. Identifies the use of strategies and resources for students
with diverse needs including, but not limited to, gifted, ELL and
students with disabilities. X X X
IV.F.5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor. X X X
E. Organizational Leadership
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Standard Title 511 512 513 514 515
IV.F.6. Demonstrates positive and appropriate interactions with
all stakeholders in the school environment and community at large. X
IV.F.7. Participates with educators and social agencies working
with diverse learners to create learning opportunities. X
V. Practicum Competencies
A. Assessment and Evaluation
Requirement is Met When the candidate:
V.A.1. Uses data from multiple sources including PSSA and PVAS
in forming decisions, utilizing resources, setting targets, and
interpreting results aimed at continuous improvement in student
achievement, curriculum, personnel and/or programs. X
V.A.2. Accesses and interprets data from available technologies
and resources to address long-term and strategic planning needs
of the school in areas of student achievement, personnel, fiscal
operations, facilities, technology and/or other school district
initiatives. X
V.A.3. Compares data from local, state and national sources to
develop an action plan designed to enhance student success. X
V.A.4. Communicates an action plan to a select group of
stakeholders that is responsive to how data is presented and the
implications of information dissemination. X
B. Curriculum and Instruction
Requirement is Met When the candidate:
V.B.1. Presents clear connections between theory and practice
in curricular and instructional leadership. X
V.B.2. Participates in the development, assessment and/or
refinement of standards-based curriculum. XV.B.3. Demonstrates knowledge, skills and dispositions related
to one’s leadership responsibility to support curricular and
instructional excellence. X
V.B.4. Creates a vision for student success and a positive
school climate that supports equal access to curricular and
instructional excellence. X
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Standard Title 511 512 513 514 515
C. Professionalism
Requirement is Met When the candidate:
V.C.1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.” X
V.C.2. Evaluates the effects of his/her actions and interactions
with all stakeholders via verbal and non-verbal communication. X
V.C.3. Engages in programs designed to support his/her on-going
short- and long-term professional development goals. X
V.C.4. Avoids inappropriate relationships, conduct, and contact
with students, colleagues, families and the broader community. X
V.C.5. Demonstrates an understanding of current school district,
state and federal regulations, policies and professional practices. X
D. Statutory and Regulatory Compliance
Requirement is Met When the candidate:
V.D.1. Participates in site-based federal, state and local
legislation, regulations, mandates, policies, and procedures that
impact school district operations at macro and micro levels. X
V.D.2. Performs in the specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures. X
V.D.3. Assists with the completion of all compliance documentation. X
V.D.4. Participates in the school district dissemination of
information on regulatory changes to appropriate stakeholders. X
V.D.5. Identifies example(s) of compliance problems and
designs alternative actions to resolve targeted compliance issues. X
V.D.6. Develops and presents plans on the allocation of
resources needed to maintain and/or improve compliance. X
E. Organizational Leadership
Requirement is Met When the candidate:
V.E.1. Demonstrates knowledge of all systemic relationships in
the organizational chart and their corollary systemic functions. X
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Standard Title 511 512 513 514 515
V.E.2. Participates within the defined role of their certification
area within the organization to include responsibilities,
relationships, constraints, opportunities and resources. X
V.E.3. Identifies a problem within the scope of their certification
area and creates and presents a visionary action plan, consistent
with the organization and to promote a culture of change; including
resolution of conflicts, communication, collaboration, needs
assessment and advocacy. X
F. Diverse Learners
Requirement is Met When the candidate:
V.F.1. Reports on current policies and practices designed to
support children, caregivers and families from diverse
backgrounds. X
V.F.2. Analyzes, reports and presents on current efforts to
support diverse learners and how the broader community views
learning differences. X
V.F.3. Communicates with families of English language learners
(ELL) and culturally diverse learners to ensure that learners and
their families have access to communication in their native
language. X
V.F.4. Advocates for the use of effective strategies and
resources for students with diverse needs including, but not limited
to, gifted, ELL and students with disabilities. XV.F.5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor. X
V.F.6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at large. X
V.F.7. Collaborates with educators and social agencies working
with diverse learners to create a coherent vision for learning
opportunities. X
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