Tennessee
                STaR Chart

 

Tennessee STaR Chart: A Tool for Planning and Assessing School Technology and Readiness [2002]

 

The Tennessee STaR  (School Technology and Readiness) Chart provides a means for plotting where a school's technology/readiness comes with respect to four key areas of technology and development.  By completing the STaR Chart, a school has an instrument that can be used to plan for technology and professional development.

 

The STaR Chart grid serves as a benchmarking tool because it presents four levels of progress for each of the focus points within each of the four key areas.  These four levels of progress are

1.      Early Tech

2.      Developing Tech

3.      Advanced Tech

4.      Target Tech

 

The four key areas assessed are:

1.      Teaching and Learning

2.      Educator Preparation and Development

3.      Administration and Support Services

4.      Infrastructure for Technology

 

Each year, each school in Tennessee will be expected to complete the Tennessee STaR Chart as part of the federal education technology formula funds available to school districts under No Child Left Behind.  The local district's Consolidated Application for federal funds includes the assurance that each school will complete the Tennessee STaR Chart and submit its scores as part of an online technology survey instrument.

 

For 2002-3, the data collected will be used as baseline data for federal reporting purposes.  Each subsequent year, the data will indicate school, district, and statewide progress.

 

To complete the STaR Chart, work through each key area separately.  For each key area, look at each of the focus points.  Read the descriptors at each level of progress.  Decide which level most closely describes where you are as an entire school.  Select only one level for each focus point.  Circle the number assigned to the level you select.

 

To summarize each key area:

1.      Tally the points from the boxes you have marked. 

2.      Write the total in the space provided at the bottom of key area sheet. 

3.      Transfer each key area's total to the Rating Sheet, which follows on the next page, to determine your school's progress level for each of the key areas.

 

 

NOTES

·         ISTE/NETS Standards for Teachers available online at http://cnets.iste.org/teachstand.html

·         ISTE/NETS*A Standards for Administrators available online at http://cnets.iste.org/tssa/framework.html

·         The five stages of teacher technology adoption were delineated in the Year 2 STaR Report (1998).  The stages are here sufficiently described in the parenthetical remarks.  At ENTRY, educators struggle to learn the basics of using technology.  At ADOPTION, educators move from initial struggles to successful use of technology on a basic level (e.g., correlation of drill and practice software to classroom instruction).  At ADAPTATION, educators move to discover of its potential for increased productivity (e.g., use of word processors for student writing).  At APPROPRIATION, educators have achieved complete mastery over technology and use it effortlessly as a tool to accomplish a variety of instructional and management goals.  At INVENTION, educators are prepared to develop entirely new learning environments that utilize technology as a flexible tool.  Learning becomes more collaborative, interactive, and customized.

 

 

Adapted by the Tennessee Department of Education with permission from (1) the Texas STaR Chart (developed by the Educational Technology Advisory Committee of the Texas Education Agency) and (2) the STaR Chart originally created by the CEO Forum. Find the [original] STaR Chart online at ww2.iste.org/starchart. Copyright © 2002, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org , www.iste.org . All rights reserved. Permission does not constitute an endorsement by ISTE.

 

 

Tennessee STaR Chart Rating Sheet

Full Name of School:

Horace Maynard Middle School

Full Name of District:

Union County

Date STaR Chart was completed:

July 18, 2002

Name of person completing the STaR Chart:

Wayne Goforth

Title of person completing the Chart:

Technology Supervisor

Signature of person completing the Chart:

 

 

Key Area

Total Score #

Early Tech

Developing

Advanced

Target

Your School's Level of Progress

I

Teaching and Learning

20

6-8

9-14

15-20

21-24

Developing

II

Educator Preparation and Development

20

6-8

9-14

15-20

21-24

Developing

III

Administration and Support Services

16

5-7

8-12

13-17

18-20

           Advanced

 

IV

Infrastructure for Technology

26

5-7

8-12

13-17

18-20

Advanced

 

 

After completing the Tennessee STaR Chart for your school, tally the scores for each key area and write them in the space provided in the table above.  Then, for each key area, look up the level of progress on the appropriate row.  Write out the level of progress in the space provided.  Use these results to report in the annual online school technology status report.  Keep a copy of your rating sheet for your files.

 

KEY AREAS:

I. Teaching and Learning

Focus:

 

 

Levels of Progress

A.

Impact of Technology on Teacher Role and Collaborative Learning

B.

Patterns of Teacher Use

C.

Frequency/Design of Instructional Setting Using Digital Content

D.

Curriculum Areas

E.

Technology Applications Assessment

F.

 Patterns of Student Use

Early Tech

Teacher-centered lectures

 

Students use technology to work on individual projects

 

Use technology as a supplement

 

Weekly

 

Computer labs only; scheduled use only

 

Restricted to technology skills classes

 

Some but not all grade level benchmarks met

 

Irregular basic tool use and drill and practice, integrated learning labs

 

1

1

1

1

1

1

Developing Tech

Teacher-directed learning

 

Students use technology for cooperative projects in their own classroom

 

Use technology to streamline administrative functions

 

3-4 times per week

 

Labs, libraries, some classroom; flexible scheduling

 

Use of technology is minimal in foundation subject

 

PK-12 and least four high school courses offered

 

Regular individual use; access information resources; use technology for communication and presentation projects

 

2

2

2

2

2

2

Advanced Tech

Teacher facilitated learning

 

Students use technology to create communities of inquiry within their own community

 

Use technology for research, lesson planning, multimedia and graphical presentations and simulations, and to correspond with experts, peers, and parents

 

Daily, with activities organized by grade, discipline, or classes

 

Labs, libraries, all classrooms and some portable technology; flexible scheduling

 

Integrated into subject area and activities are separated by grade, discipline, or classes

 

PK-12 and more than four high school courses offered

 

Benchmarks established PK-12

 

Work with peers and experts, evaluate information, analyze data and content in order to problem solve

 

3

3

3

3

3

3

Target Tech

Student-centered learning, teacher as mentor/facilitator with national /international business, industry, university communities of learning

 

Integration of evolving technologies transforms the teaching process by allowing for greater levels of interest, inquiry, analysis, collaboration, creativity and content production

 

Seamlessly integrated throughout all classes and subjects on a daily basis

 

Integral to all content areas and integrated on a daily basis

 

PK-12 and all high school courses offered, or included as new courses developed as local elective or included as independent study course

 

Work collaboratively in communities of inquiry to propose, assess, and implement solutions to real world problems

 

Communicate effectively with a variety of audiences

 

4

4

4

4

4

4

TOTAL SCORE FOR KEY AREA I:

12

Teaching and Learning
                         

 

 



 

KEY AREAS:

II. Educator Preparation and Development

Focus

Levels of Progress

G.
Content of Training

H.
 Capabilities of Educators

I.
 Leadership Capabilities of Administrators

J.
Models of Professional Development

K.
Levels of Understanding and Patterns of Use

L.
Technology Budget Allocated to Technology Professional Development

Early Tech

Technology literacy skills

 

10% meet technology proficiencies and implement in the classroom

 

Recognizes benefits of technology in instruction

 

Minimal personal use

 

Whole group

 

Most at entry or adoption stage (Students learning to use technology; teachers use technology to support traditional instruction)

 

5% or less

 

1

1

1

1

1

1

Developing Tech

Technology, including multimedia and the Internet, in support of learning

 

Use of technology in the administration and management of classroom

 

30% meet technology proficiencies and implement in the classroom

 

Supports use of technology in instruction

 

Uses technology in some aspects of daily work

 

Whole group, with follow-up to facilitate implementation

 

Most at adaptation stage (Technology used to enrich curriculum)

 

Most beginning to use with students

 

6-24%

 

2

2

2

2

2

2

Advanced Tech

Integration of technology, including multimedia and the Internet, into the curriculum and instruction

 

50% meet technology proficiencies and implement in the classroom

 

Recognizes and identifies exemplary use of technology in instruction

 

Often uses technology skills in daily work such as research and communication

 

Coaching, modeling best practices, campus-based mentoring

 

Involvement in a development/improvement process

 

Study groups

 

Most at appropriation stage (Technology is integrated, used for its unique capabilities)

 

25-29%

 

3

3

3

3

3

3

Target Tech

Creation and communication of new technology-supported, student-centered projects

 

Vertically aligned integration of all Technology Applications into Tennessee essential knowledge and skills

 

100% meet technology proficiencies and implement in the classroom

 

Promotes exemplary use of technology in instruction

 

Models use in daily work in communications, presentations, on-line collaborative projects, and management tasks

 

Advocates to the community integration of technology in instruction

 

Creates communities of inquiry and knowledge building

 

Anytime learning available through a variety of delivery systems

 

Inquiry/action research

 

Individual guided activities

 

Most at invention stage (Teachers discover and accept new uses for technology)

 

30% or more

 

4

4

4

4

4

4

 

TOTAL FOR KEY AREA II:

14