This presentation is based on Doug Johnson's blog post (http://www.doug-johnson.com/dougwri/self-evaluation-rubrics-for-basic-administrative-technology.html) Doug Johnson has been the Director of Libraries and Technology for the Mankato (MN) Public Schools since 1991 and has served as an adjunct faculty member of Minnesota State University since 1990. His teaching experience has included work in grades K-12 both here and in Saudi Arabia. He is the author of nine books including Teaching Right from Wrong in the Digital Age; Machines are the Easy Part; People are the Hard Part; and The Classroom Teachers Survival Guide to Technology. His columns appear in ASCD’s Educational Leadership and in Library Media Connection. Doug’s Blue Skunk Blog averages over 50,000 visits a month, and his articles have appeared in over forty books and periodicals. Doug has conducted workshops and given presentations for over 200 organizations throughout the United States and internationally and has held a variety of leadership positions in state and national organizations, including ISTE and AASL.

1. Self-evaluation Rubrics
for Basic Administrative
Technology Use, 2013
Doug Johnson
WRITING, SPEAKING AND CONSULTING ON SCHOOL TECHNOLOGY AND LIBRARY ISSUES
www.doug-johnson.com
Formatted by
Craig Hansen
Globaledtalk.com

2. 
Doug Johnson has been the Director of Libraries
and Technology for the Mankato (MN) Public
Schools since 1991 and has served as an adjunct
faculty member of Minnesota State University
since 1990. His teaching experience has included
work in grades K-12 both here and in Saudi
Arabia. He is the author of nine books
including Teaching Right from Wrong in the Digital
Age;Machines are the Easy Part; People are the
Hard Part; and The Classroom Teachers Survival
Guide to Technology. His columns appear in
ASCD’s Educational Leadership and in Library
Media Connection. Doug’s Blue Skunk
Blog averages over 50,000 visits a month, and his
articles have appeared in over forty books and
periodicals. Doug has conducted workshops and
given presentations for over 200 organizations
throughout the United States and internationally
and has held a variety of leadership positions in
state and national organizations, including ISTE
and AASL.
Doug
Johnson

3.  Level
One: I rarely use … I
am not aware of or have
interest in learning about
using a computer,
smartphone, tablet, or other
digital communication and
information access device.
Personal Productivity

4.  Level
Two: I use a computing
device to keep a calendar …; to track
addresses and phone numbers …;
and to compose/review professional
correspondence. I use technology to
do routine tasks …. I can access my
calendar and other information
remotely ….
Personal Productivity

5. 
Level Three: I not only use technology to
increase my productivity, but encourage
my office staff to do so as well. All
correspondence from my school looks
professional. All building/district staff use
a shared calendar system for easy
scheduling of meetings and shared
document creation applications for
collaborative work. My school has nearly a
paperless work flow, providing both
economic and ecological benefits.
Personal Productivity

6. 
Level One: My office uses a student
information system (SIS) to accurately track
student information including parent/guardian
contact information, grade reports, discipline
reports, and health records. The system is used
to build a master class schedule. Selected
building personnel and I can access the
SIS through the network and use it for decisionmaking purposes. I can access the system from
my smart phone or tablet computer. The system
is secure and back-up procedures are in place.
Student Information Systems Use

7. 
Level Two: Appropriate student information is used by all
staff as well as by building leaders. Teachers are trained
and proficient in the use of the SIS. The system is
integrated with a district census database that is also tied
to finance, transportation, and personnel/payroll records. I
know the philosophy of SIF (School Interoperability
Framework) and use it as a criterion when selecting new or
upgraded information systems. The district information
plan has these attributes:
◦ record and maintain basic student contact information
including address, parent-guardian information, and
telephone information
◦ For eight more, see here http://www.dougjohnson.com/dougwri/self-evaluation-rubrics-for-basicadministrative-technology.html
Student Information Systems Use

8. 
Level Three: The information system is used as a
communication tool to inform parents/guardians and
students of real-time student work reporting. Using a
secure portal, parents/guardians and students
themselves can access demographic data, attendance,
grades, schedules and gradebook information including
test scores, quizzes and daily work completion
information. The data in the student information system
is used with telephone calling and e-mailing systems to
communicate with households. The system integrates
with state reporting systems and with data
warehousing/data mining programs. All my staff update
information in the reporting section of the SIS on a
regular basis.
Student Information Systems Use

9.  Level
One: I use and prefer a paper
system, a spreadsheet or simple
packaged record keeping system to
track my department or building’s
budget accounts. It is accurate and
kept up-to-date. I can use my
accounting system to cross check
the district’s financial system if
discrepancies arise.
Record Keeping and Budgeting

10. 
Level Two: I use the district’s online
accounting system to track my budget
accounts. My office can submit purchase
orders electronically. My school uses
networked inventory databases to keep
track of my building’s textbooks, supplies,
and equipment. My school uses the library
automation system to check out
textbooks and equipment, as well as
library books.
Record Keeping and Budgeting

11.  Level
Three: I give access to
the accounts I manage to
anyone interested in the spirit of
transparency. I use shared
budgeting tools that allow a
collaborative budgeting process
working with a wide range of
stakeholders.
Record Keeping and Budgeting

12.  Level
One: I do not use, or
have available to me, reports
or data produced by
information systems in the
district to help make
operational or policy
decisions.
Data Use

13. 
Level Two: I can analyze census, discipline,
scheduling, attendance, grading, and financial
data reports produced by administrative
systems to spot trends and highlight problems
in my building or department. I can
communicate the conclusions to staff, parents,
and the community in understandable ways. I
help my staff access, analyze and use student
performance data to design instructional
strategies. I have the statistical knowledge to
make meaningful and accurate judgements
based on data.
Data Use

14. 
Level Three: I recognize areas in
administration for which additional data is
needed for the efficient and effective
operation of the building, department, or
district and can make recommendations
about how that data can be gathered,
stored, and processed electronically. I can
use data mining techniques to draw
conclusions about programs’ effectiveness
and use such data to create building plans
and evaluated their success.
Data Use

15.  Level
One: I ask that my
secretary word process outgoing communications. When I
speak to the public, I use
overhead transparencies or no
audio-visual aids. I do not have
a professional online presence.
Communications and Public Relations

16. 
Level Two: I effectively use a variety of
technologies to communicate with students,
teachers, parents, and the public. I use e-mail.
When speaking, I can use presentation software
and the necessary hardware to effectively
communicate my message. I use the district’ or
building’s video capabilities for public information
uses in the school and community. I have
presence on the district’s website that is current
and useful to students, staff, parents, and the
community. I can use the mass calling, texting,
and e-mail systems in our district to notify the
public of events and emergencies.
Communications and Public Relations

17. 
Level Three: I communicate online using a variety
of technologies - blogs, wikis, podcasts, videos,
microblogging (Twitter), and emerging
technologies. I contribute policy advice for our
school’s web pages. I encourage my staff to use
technology to communicate with each other,
students, parents, and the public. The public is
encouraged to communicate electronically with the
school. I understand the powerful impression that
my school’s online presence can play in the public
perception of the school and can use online tools
for recruiting and keeping students. I am cognizant
of my own “digital footprint” as a professional.
Communications and Public Relations

18.  Level
One: I prefer not to
use online resources to
gather professional
information or research nor
do I use technology to
communicate with my peers
to share information.
Online Research, and Professional Development, and
Personal Learning Networks

19. 
Level Two: I can effectively search and
extract information from online resources
such as educational journal databases, ERIC,
and other credible sources on the Internet. I
subscribe to electronic journals and
newsletters of professional relevance. I
subscribe to electronic mailing lists (listservs)
and RSS feeds of blogs and news sites to
gather information and problem-solve with
fellow professionals. I have participated in
educational forums or training
delivered online.
Online Research, and Professional Development, and
Personal Learning Networks

20.  Level
Three: I use
technology to remain
actively engaged by
contributing to an ongoing professional learning
community of my peers.
Online Research, and Professional Development, and
Personal Learning Networks

21.  Level
One: I cannot specifically
identify any specific skills
teachers in my school or district
should have in order to use
technology effectively. My school
or district has no written set of
technology skill competencies for
teachers.
Teacher Technology Competencies

22. 
Level Two: Our school or district has a set of
technology skills that teachers are expected to
master correlated to the NETS-T or other
national standards. A formal staff development
program that offers teachers a range of staff
development opportunities in technology and a
means for assessing the effectiveness of those
opportunities is in place. The effective use of
technology in supporting all teaching
improvement efforts is recognized and
addressed in staff development initiatives.
Teacher Technology Competencies

23. 
Level Three: All teachers are expected
to use technology to increase their
pedagogical effectiveness and integrate
high-level technology uses into their
classes when appropriate. I can identify
effective technology uses in the classroom
and know how they support other
effective teaching practices such as
Danielson’s Frameworks for Learning.
Teacher Technology Competencies

24.  Level
One: I cannot identify
any specific skills students in
my school or district should
have in order to use
technology effectively after
graduation to be successful
students, workers, or
citizens.
Student Technology Competencies

25. 
Level Two: My district has a well-articulated and
well-taught information literacy curriculum that
integrates technology into a problem-solving
research process. I help assure that my school has
a librarian who provides instruction to both
students and staff in these skills. Students have a
wide variety of opportunities in all classes to
practice the use of technology in meaningful ways.
Benchmarks for student technology proficiency are
written and understood by the staff and public. Our
curriculum is based on national standards such as
NETS or AASL’s Information Literacy Standards for
Student Learning.
Student Technology Competencies

26. 
Level Three: I serve on curriculum
committees comprised of both educators
and community leaders that help identify
the skills and competencies future
graduates will need to successfully
participate in society. I can clearly
articulate how technology use impacts
student achievement. I work to make sure
technology access is adequate to meet all
students’ learning needs.
Student Technology Competencies

27.  Level
One: I let others in
my district or school create
technology plans. We
purchase equipment,
software, and technical
support on an as-needed
basis.
Envisioning, Planning, and Leading

28. 
Level Two: I use software to facilitate
brainstorming activities, to plan and conduct
meetings, and to create decision-making models. I
take an active leadership role in building and
district technology planning efforts helping make
decisions about hardware selection and acquisition,
staff development in technology, and integration of
technology into the curriculum. Our school and
district have a long-range plan and short-term
goals for technology use that are regularly
assessed and updated. I have a personal
philosophy I can articulate regarding the use of
technology in education.
Envisioning, Planning, and Leading

29.  Level
Three: I have a leadership
role in my professional organization
that stresses the effective use of
technology in education. I write and
speak for my fellow practitioners on
technology issues. I work to inspire
others to use technology when it
supports best practices in education.
Envisioning, Planning, and Leading

30. Level
One: I do not
feel I need to be
concerned with any
ethical, safety, or policy
issues surrounding
computer use.
Ethical Use, Student Safety and Policy Making

31. 
Level Two: I understand copyright and fair use
issues as they apply to information technology
resources. I demonstrate ethical usage of all software
and let my staff know my personal stand on legal and
moral issues involving technology. I know and enforce
the school’s technology policies and guidelines,
including its Internet Acceptable Use Policy and
policies relate to the use of social networking tools by
the professional staff. I am aware of the issues as
technology relates to student safety and security and
the physical health and environmental risks
associated with technology use. I have a personal
philosophy I can articulate regarding the use of
technology in education.
Ethical Use, Student Safety and Policy Making

32. 
Level Three: I am aware of other valueladen aspects of technology use including
data privacy, equitable access, and free
speech issues. I can speak to a variety of
technology issues at my professional
association meetings, to parent groups,
and to the general community. I
encourage all staff members in all classes
to address the issues of safe and
responsible use of technology and the
Internet.
Ethical Use, Student Safety and Policy Making

33. www.doug-johnson.com
www.globaledtalk.com
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