NETS-T

Standard 1: Facilitate and Inspire Student Learning and

Creativity

Status

Evidence (Linked)
1.1 Promote, support, and model creative and
innovative thinking and inventiveness.

Collaborative Learning
Project

SAMR
BLOOMS

Project Based Learning Video
1.2 Engage students in exploring real-world
issues and solving authentic problems using
digital tools and resources.

Prezi on Digital Safety

Lesson taught at field
experience

Project Based Learning Video
1.3 Promote student reflection using
collaborative tools to reveal and clarify students'
conceptual understanding and thinking,
planning, and creative processes.

Wiki Space, Google
Groups,Wiggio, and PBworks

Collaborating on google
docs
1.4 Model collaborative knowledge construction
by engaging in learning with students,
colleagues, and others in face-to-face and
virtual environments
Differentiation in the
brain chapter lessons
Standard 2: Design and Develop Digital-Age Learning
Experiences

2.1 Design or adapt relevant learning
experiences that incorporate digital tools and
resources to promote student learning and
creativity.

Webquest

Project Based Learning

DATB lessons
2.2 Develop technology-enriched learning
environments that enable all students to pursue
their individual curiosities and become active
participants in setting their own educational
goals, managing their own learning, and
assessing their own progress.

Online Learning

Mastery Flipped Model
2.3 Customize and personalize learning
activities to address students' diverse learning
styles, working strategies, and abilities using
digital tools and resources.

Screen cast

Project Based Learning Video

DATB lessons
Working with students in field
experience
2.4 Provide students with multiple and varied
formative and summative assessments aligned
with content and technology standards and use
resulting data to inform learning and teaching.

Formative Assessment

Lesson reflections
Standard 3: Model Digital-Age Work and Learning

3.1 Demonstrate fluency in technology systems
and the transfer of current knowledge to new
technologies and situations.

Blog

Blog#2

Lynda.com certificates
3.2 Collaborate with students, peers, parents,
and community members using digital tools and

Teacher Website

E-portfolio
resources to support student success and
innovation.
Goggle hangouts
Field trip blogs
3.3 Communicate relevant information and
ideas effectively to students, parents, and peers
using a variety of digital-age media and formats.

Teacher Website

SAMR
BLOOMS
3.4 Model and facilitate effective use of current
and emerging digital tools to locate, analyze,
evaluate, and use information resources to
support research and learning.
E-portfolio

SAMR
Explain everything
Apple TV
Standard 4: Promote and Model Digital Citizenship and
Responsibility

4.1 Advocate, model, and teach safe, legal, and
ethical use of digital information and technology,
including respect for copyright, intellectual
property, and the appropriate documentation of
sources.

Digital Footprint Safety

Blogs
4.2 Address the diverse needs of all learners by
using learner-centered strategies providing
equitable access to appropriate digital tools and
resources.

Online Learning

Reading DATB
4.3 Promote and model digital etiquette and
responsible social interactions related to the use
of technology and information.

Cyberbullying

4.4 Develop and model cultural understanding
and global awareness by engaging with
colleagues and students of other cultures using
digital-age communication and collaboration
tools.
Digital Footprint Safety

Standard 5: Engage in Professional Growth and
Leadership


5.1 Participate in local and global learning
communities to explore creative applications of
technology to improve student learning.

Igoogle

Blogs, field experience, field
trips
5.2 Exhibit leadership by demonstrating a vision
of technology infusion, participating in shared
decision making and community building, and
developing the leadership and technology skills
of others

E-Portfolio

Field experience books
reviews
5.3 Evaluate and reflect on current research and
professional practice on a regular basis to make
effective use of existing and emerging digital
tools and resources in support of student
learning.

Digital Story

DATB
5 minute teacher
ROLE
Flip Your Classroom
5.4 Contribute to the effectiveness, vitality, and
self-renewal of the teaching profession and of
their school and community.
CEL program




NETS-TD
Standard 1: Visionary Leadership Status Evidence (Linked)
1.1: Shared Vision
Candidates contribute to the development,
communication, and implementation of a shared
vision for the comprehensive use of technology
to support a digital-age education for all
students.
Project Based Learning Video
1.2: Strategic Planning
Candidates contribute to the planning,
development, communication, implementation,
and evaluation of technology-infused strategic
plans at the district and school levels.
PBL Video
Technology Blog
1.3: Advocacy
Candidates participate in advocacy networks to
validate and influence policies, procedures,
programs, and funding strategies to create a
technology infrastructure and professional
development and instructional programs
necessary to support a digital-age education for
all students.
Red


Standard 2: Digital-Age Learning Culture
2.1: Digital Tools and Resources
Candidates assist district and school leaders to
identify, evaluate, and select exemplary digital
tools and resources that support learning goals,
incorporate research-based instructional design
principles, and are compatible with the school
technology infrastructure.
Technology Blog
E-portfolio
2.2: Research-Based Learning Strategies
Candidates locate, develop, and disseminate
models of face-to-face, blended, and online
instruction that illustrate how technology can
support standards-aligned, research-based
instruction and meet the needs and preferences
of digital-age learners.
Yell ow

PBL Video
Skype
Adobe Connect
2.3: Assessment and Differentiation
Candidates assist educators in identifying and
implementing technology resources to support
research-based differentiation and assessment
practices that meet the identified needs of all
students.
Red


2.4: Student Technology Standards
Candidates ensure technology standards for
students and computer science/ICT coursework
are implemented, assessed, and supported by a
scope and sequence and curriculum alignments.
Yell ow NETS-S
2.5: Learning Communities
Candidates locate, develop, and disseminate
models of local and global learning communities
Yell ow E-portfolio
and support implementation through local
infrastructure and policies.
Standard 3: Excellence in Professional Practice
3.1: Professional Learning Programs
Candidates design, implement, and evaluate
professional learning programs (face-to-face,
blended, and online) that help educators
integrate technology effectively into all
instructional and business practices - including
assisting program directors in infusing
technology into all professional learning
initiatives.
Yell ow Adobe Connect
Google Hangout
3.2: Information and Communication
Infrastructure
Candidates ensure a robust information and
communication infrastructure to support learning
communities and assist educators in using this
infrastructure for professional learning.
Re d
3.3: Communication and Collaboration
Candidates provide technologies to support
effective communication and collaboration and
model their use among colleagues, parents,
students, and the community.
E-Portfolio
Blog
Technology Tool
Presentation
3.4: Current Research and Emerging
Technologies
Candidates maintain in-depth knowledge of
current educational research and emerging
technologies and evaluate potential benefits and
implementation requirements (purchase cost,
training, human resources, installation,
maintenance, compatibility).
Blog
Technology Tool
Presentation
Standard 4: Systemic Improvement
4.1: Innovation and Change
Candidates collaborate with school personnel to
lead purposeful change by identifying teacher
and student learning needs and implementing
technology innovations to address those needs.
Yell ow PBL Video
Field Experience
4.2: Program Evaluation
Candidates conduct evaluations on professional
development programs, technology
infrastructure, and instructional technology
interventions by establishing metrics, collecting
and analyzing data, interpreting results, and
sharing findings to improve staff performance
and student learning.

Re d
4.3: Human Resource Management Re d
Candidates hire, organizer, supervise, evaluate,
and retain highly qualified technology staff to
advance and maintain the technology
infrastructure and promote academic and
operational goals.
4.4: Partnerships
Candidates establish partnerships to support the
technology infrastructure and provide
technology resources for the effective
integration of technology to advance district
programs and goals.
Re d
4.5: Technology Infrastructure
Based on a comprehensive technology plan,
candidates acquire and leverage resources to
advance and sustain a robust technology
infrastructure and continually evaluate its
effectiveness at supporting management,
operations, learning, and teaching.
E-Portfolio
Blog
Web quest
Standard 5: Digital Citizenship
5.1: Digital Equity
Candidates facilitate equitable access to digital
tools and resources, including adaptive and
assistive technologies, to support the diverse
needs of all learners.
Yell ow Blog

5.2: Policies for Safe, Healthy, Legal, and
Ethical Use
Candidates lead district in the collaborative
development, dissemination, and evaluation of
district policies and procedures designed to
guide, in the least restrictive manner possible,
the safe, legal, and ethical use of digital
information and technology resources among all
stakeholders.
Digital Footprint Safety
Cyber bullying
5.3: Programs for Safe, Healthy, Legal, and
Ethical Use
Candidates develop and implement programs to
educate all stakeholders about the safe, legal,
and ethical use of information and technology
resources, including district policies and
procedures regarding filtering, netiquette,
cyberbullying, acceptable use and fair-use
guidelines for online resources.
Yell ow Cyber bulling Prezi
Digital Footprint Safety
5.4: Diversity, Cultural Understanding, and
Global Awareness.
Candidates model and promote diversity,
cultural understanding, and global awareness by
providing and supporting digital-age
communication and collaboration tools for
students and faculty to engage in cross-cultural,
Re d





NETS-CSE

Principle 1: Knowledge of Content Status Evidence (Linked)
Standard I.A

I.A.1 Effectively use primitive data types.
Re d

I.A.2 Demonstrate an understanding of static
and dynamic data structures
Re d

I.A.3 Effectively use, manipulate, and explain
various external data stores - various types
(text, images, sound, etc.), various locations
(local, server, cloud), etc.
Re d
collaborative projects addressing global issues
in the context of curricular goals and objectives.
Standard 6: Content Knowledge and Professional
Growth

6.1: Content and Pedagogical Knowledge
Candidates demonstrate content and
pedagogical knowledge, skills, and dispositions
in technology integration and current and
emerging technologies necessary to effectively
implement the NETS-S, NETS-T, and NETS-A.
Blog
E-portfolios
Collaborative Learning
Project
6.2: Technical Knowledge
Candidates demonstrate knowledge, skills, and
dispositions in all the technical areas necessary
to ensure a sound technology infrastructure,
including industry standards, data
analysis/warehousing, and safety and security of
data.
Re d
6.3: Leadership and Management Knowledge
Candidates demonstrate knowledge, skills, and
dispositions in leadership and management
areas including leadership theory and practice,
organizational change, project management,
and budget and contract management.
Re d
6.4: Continuous Learning
Candidates engage in continuous learning to
deepen their content, technical, and leadership
and management knowledge, skills, and
dispositions.
Yell ow E-Portfolio
Blog
6.5: Reflection
Candidates regularly evaluate, reflect on, and
synthesize their work and research to improve
and strengthen their professional practice.
Yell ow Blog

I.A.4 Effectively use modeling and simulation to
solve real-world problems.
Re d
Standard I.B

I.B.1 Using a modern high-level programming
language, construct correctly-functioning
programs involving simple and structured data
types; compound boolean expressions; and
sequential, conditional, and iterative control
structures.
Ye ll ow Dream-weaver Coded
Website

I.B.2 Design and test algorithms and
programming solutions to problems in different
contexts (textual, numeric, graphic, etc.) using
advanced data structures.
Re d

I.B.3 Analyze algorithms by considering
complexity, efficiency, aesthetics, and
correctness.
Re d

I.B.4 Demonstrate knowledge of two or more
programming paradigms.
Re d

I.B.5 Effectively use two or more development
environments.
Re d

I.B.6 Demonstrate knowledge of varied software
development models and project management
strategies.
Re d
Standard I.C

I.C.1 Demonstrate an understanding of data
representation at the machine level.
Re d

I.C.2 Demonstrate an understanding of
machine-level components and related issues of
complexity.
Re d

I.C.3 Demonstrate an understanding of
operating systems and networking in a
structured computer system.
Re d

I.C.3 Demonstrate an understanding of the
operation of computer networks and mobile
computing devices.
Re d
Standard I.D

I.D.1 Demonstrate an understanding of the
social, ethical, and legal issues and impacts of
computing, and attendant responsibilities of
computer scientists and users.
Re d

I.D.2 Analyze the contributions of computer
science to current and future innovations in
sciences, humanities, the arts, and commerce.
Re d
Principle II: Effective Teaching and Learning Strategies
Standard II

II.A.1 Select a variety of real-world computing
problems and project-based methodologies that
support active and authentic learning and
provide opportunities for creative and innovative
Yell ow Project Based Learning
Video
thinking and problem solving.

II.A.2 Demonstrate the use of a variety of
collaborative groupings in lesson plans/units and
assessments.
Collaboration Project
Civil War Presentation

II.A.3 Design activities that require students to
effectively describe computing artifacts and
communicate results using multiple forms of
media.
Webquest
Civil War Presentation

II.A.4 Develop lessons and methods that
engage and empower learners from diverse
cultural and linguistic backgrounds.
Re d

II.A.5 Identify problematic concepts and
constructs in computer science and appropriate
strategies to address them.
Yell ow Webquest
Civil War Presentation

II.A.6 Design and implement developmentally
appropriate learning opportunities supporting the
diverse needs of all learners.
Re d

II.A.7 Create and implement multiple forms of
assessment and use resulting data to capture
student learning, provide remediation, and
shape classroom instruction.
Yell ow Formative Assessment
Principle III: Effective Learning Environments
Standard III

III.A.1 Promote and model the safe and effective
use of computer hardware, software,
peripherals, and networks.
Yell ow Digital Footprint Safety
Cyber bullying

III.A.2 Plan for equitable and accessible
classroom, lab, and on-line environments that
support effective and engaging learning.
Re d
Principle IV: Effective Professional Knowledge and
Skills

Standard IV

IV.A.1 Identify and participate in professional
computer science and computer science
education societies, organizations, and groups
that provide professional growth opportunities
and resources.
CEL program member

IV.A.2 Demonstrate knowledge of evolving
social and research issues relating to computer
science and computer science education.
Re d

IV.A.3 Identify local, state, and national content
and professional standards and requirements
affecting the teaching of secondary computer
science.
E-Portfolio