Goals for learning technology must be established at four levels: students, teachers, administrators, and schools/school corporations. At all levels, once the school sets goals, rubrics and associated assessments and benchmarks must be established to determine what progress is expected.

Student performance should be a driving force, but until the school system ensures that all students have quality access to learning with technology, students should not be held accountable. For the same reasons, teachers should not be held accountable until the schools in which they teach have adopted the principles, rules, and regulations that provide the support structure necessary for effective technology use.

Steps to Explore
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Resources to Explore:
Criteria for Successful Professional Development
Examples of Assessment Tools
Examples of Rubrics
Reports on Program Effectiveness
Formative Processes Using Evaluation Data

Guiding Questions

• What indicators of success will be used and how will they be measured?
• What data will be used and how will evidence be collected?
• Who will monitor the collection of data?
• How will the data be used to review and adjust the professional development plan?
• Once the goals have been reached, how will the data be used to set new goals?
• How will you celebrate success?