NETS-T Standard 1: Facilitate and Inspire Student Learning and Creativity 1.

1 Promote, support, and model creative and innovative thinking and inventiveness. 1.2 Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 1.3 Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. 1.4 Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 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. 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. 2.3 Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. 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. 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. 3.2 Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. 3.3 Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. 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.

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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. 4.2 Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. 4.3 Promote and model digital etiquette and responsible social interactions related to the use of technology and information. 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. 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. 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 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. 5.4 Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

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NETS-TD Standard 1: Visionary Leadership 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. Status Green Evidence (Linked)
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1.2: Strategic Planning

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Candidates contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels. 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. 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. 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. 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. 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. 2.5: Learning Communities Candidates locate, develop, and disseminate models of local and global learning communities 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, greengreen safsfYellow dasfsadfasdfs

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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. 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. 3.3: Communication and Collaboration greengreengreen Candidates provide technologies to support effective communication and collaboration and model their use among colleagues, parents, students, and the community. 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). 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. 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. yellowyellow
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4.3: Human Resource Management Candidates hire, organizer, supervise, evaluate, and retain highly qualified technology staff to advance and maintain the technology infrastructure and promote academic and operational goals.

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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. 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. 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. 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. 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. 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 crosscultural, collaborative projects addressing global issues in the context of curricular goals and objectives. Standard 6: Content Knowledge and Professional

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Growth 6.1: Content and Pedagogical Knowledge greengreengreen 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. 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. 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. edredred
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6.4: Continuous Learning greengreengreen Candidates engage in continuous learning to deepen their content, technical, and leadership and management knowledge, skills, and dispositions. 6.5: Reflection Candidates regularly evaluate, reflect on, and synthesize their work and research to improve and strengthen their professional practice. yellowyellow

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NETS-CSE Principle 1: Knowledge of Content Standard I.A I.A.1 Effectively use primitive data types. I.A.2 Demonstrate an understanding of static and dynamic data structures I.A.3 Effectively use, manipulate, and explain various external data stores - various types (text, images, sound, etc.), various locations (local, server, cloud), etc. I.A.4 Effectively use modeling and simulation to solve real-world problems. Status Evidence (Linked)

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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. I.B.2 Design and test algorithms and programming solutions to problems in different contexts (textual, numeric, graphic, etc.) using advanced data structures. I.B.3 Analyze algorithms by considering complexity, efficiency, aesthetics, and correctness. I.B.4 Demonstrate knowledge of two or more programming paradigms. I.B.5 Effectively use two or more development environments. I.B.6 Demonstrate knowledge of varied software development models and project management strategies. Standard I.C I.C.1 Demonstrate an understanding of data representation at the machine level. I.C.2 Demonstrate an understanding of machine-level components and related issues of complexity. I.C.3 Demonstrate an understanding of operating systems and networking in a structured computer system. I.C.3 Demonstrate an understanding of the operation of computer networks and mobile computing devices. 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. I.D.2 Analyze the contributions of computer science to current and future innovations in sciences, humanities, the arts, and commerce. Principle II: Effective Teaching and Learning Strategies

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Standard II II.A.1 Select a variety of real-world computing greengreen problems and project-based methodologies that support active and authentic learning and provide opportunities for creative and innovative thinking and problem solving. II.A.2 Demonstrate the use of a variety of edredred

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collaborative groupings in lesson plans/units and assessments. II.A.3 Design activities that require students to effectively describe computing artifacts and communicate results using multiple forms of media. II.A.4 Develop lessons and methods that engage and empower learners from diverse cultural and linguistic backgrounds. II.A.5 Identify problematic concepts and constructs in computer science and appropriate strategies to address them. II.A.6 Design and implement developmentally appropriate learning opportunities supporting the diverse needs of all learners. II.A.7 Create and implement multiple forms of assessment and use resulting data to capture student learning, provide remediation, and shape classroom instruction. 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. III.A.2 Plan for equitable and accessible classroom, lab, and on-line environments that support effective and engaging learning. 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. IV.A.2 Demonstrate knowledge of evolving social and research issues relating to computer science and computer science education. IV.A.3 Identify local, state, and national content and professional standards and requirements affecting the teaching of secondary computer science.

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