Skip to main content
iRubric: Analytical Rubric ISTE Standards for Educators Year 1

iRubric: Analytical Rubric ISTE Standards for Educators Year 1

find rubric

edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
Analytical Rubric ISTE Standards for Educators Year 1 
ISTE Standards for Students
This rubric breaks the ISTE Standards for Educators (2016) into manageable chunks for assessment of Educator use of Technology in professional practice.
Rubric Code: Q23583A
By dburch1117
Ready to use
Public Rubric
Subject: Communication  
Type: Reflection  
Grade Levels: 9-12

Powered by iRubric ISTE Standards for Educators
https://www.iste.org/standards/iste-standards-for-teachers
  Exceeds 4

Student driven, student focused, student-centered...teacher is "guide on the side".

"exceeds"

(N/A)

Meets 3

meets, "Consistently".

(N/A)

Approaches 2

"Approaching, meets some"

(N/A)

Begins 1

Beginning, with support?

(N/A)

2.1.a Empowered Learner

Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Exceeds 4

The educator exceeds professional learning goals by exploring, applying, and refining pedagogical approaches made possible by technology and reflects on their effectiveness on student learning outcomes.
Meets 3

The educator meets professional learning goals by exploring and applying pedagogical approaches made possible by technology and accurately reflects on their effectiveness on student learning outcomes.
Approaches 2

The educator is approaching when they meet professional learning goals by applying some pedagogical approaches made possible by technology and reflects on their effectiveness on student learning outcomes.
Begins 1

With support, the educator is beginning to meet professional learning goals by applying pedagogical approaches made possible by technology and reflects on their effectiveness on student learning outcomes
2.3.a Digital Citizen

Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
Exceeds 4

The educator exceeds when learners self-monitor, take ownership of positive, socially responsible contributions, and exhibit empathetic behavior online that build relationships and community.
Meets 3

The educator consistently create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
Approaches 2

The educator is approaching when they monitor, take ownership of positive, socially responsible contributions, and exhibit empathetic behavior online that build relationships and community.
Begins 1

With support, the educator is beginning to create experiences where learners self-monitor, take ownership of positive, socially responsible contributions, and exhibit empathetic behavior online that build relationships and community.
2.4.b Collaboration

Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
Exceeds 4

The educator exceeds when students initiate collaboration and co-learning to discover and use new digital resources, and diagnose and troubleshoot technology issues autonomously.
Meets 3

The educator consistently collaborates and co-learns with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
Approaches 2

The educator is approaching when they collaborate and co-learn with students to discover and use some new digital resources and diagnose and troubleshoot technology issues.
Begins 1

With support, the educator is beginning to collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.
2.5.a Designer

Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Exceeds 4

The educator exceeds when the students independently self-select technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Meets 3

The educator consistently uses technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Approaches 2

The educator is approaching when some technology is used to create, adapt and personalize some learning experiences that foster independent learning and accommodate some learner differences and needs.
Begins 1

With support, the educator is beginning to use technology for creating, adapting and personalizing learning experiences that foster independent learning and accommodate learner differences and needs.
2.6.b Facilitator

Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
Exceeds 4

The educator exceeds when students independently manage the use of technology to practice strategies within digital platforms, virtual environments, hands-on makerspaces or in the field.
Meets 3

The educator consistently manages the use of technology to practice strategies within digital platforms, virtual environments, hands-on makerspaces or in the field.
Approaches 2

The educator is approaching when they manage some aspects of the use of technology to practice strategies within digital platforms, virtual environments, hands-on makerspaces or in the field.
Begins 1

With support, the educator is beginning manages aspects of the use of technology to practice strategies within digital platforms, virtual environments, hands-on makerspaces or in the field.
2.7.b Analyst

Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
Exceeds 4

The educator exceeds when they use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students, and inform instruction in order for students to autonomously improve their areas of growth.
Meets 3

The educator consistently uses technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students, and inform instruction
Approaches 2

The educator is approaching when technology is used to design and implement some variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students, and inform instruction.
Begins 1

With support, the educator is beginning to use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students, and inform instruction.





Types:

Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
Test run

Test run

Test this rubric or perform an ad-hoc assessment.
Grade

Grade

Build a gradebook to assess students.
Collaborate

Collaborate

Apply this rubric to any object and invite others to assess.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n16