DTL Standards

There are four types of standards addressed this section:

Student Standards
The Information and Technology Essential Standards are currently in place and will be replaced with the International Society for Technology in Education Standards for Students effective 2020-2021 school year.

NC Competencies for Educators
The Digital Learning Competencies for Teachers, informed by International Society for Technology in Education (ISTE), International Association for K-12 Online Learning (iNACOL), and the NC Professional Teaching Standards, are to be viewed within the context of the current North Carolina Professional Teaching Standards as extensions in relationship with the ways that digital technologies impact and affect schools.

The Digital Learning Competencies for Administrators are to be viewed within the context of the current North Carolina Standards for School Executives as extensions in relationship with the ways that digital technologies impact and affect schools. School and district administrators should use these competencies to improve their practice, build capacity in their staff, and drive student learning within their schools

Professional Standards
Professional Standards have been established for North Carolina Media Coordinators and Instructional Technology Facilitators and are used in the evaluation of these professionals. 

Professional Organizations
The American Association of School Librarians, the Consortium for School Networking and the International Society for Technology in Education Standards are voluntary standards published by respective professional organizations including student, professional and administrator standards organizations.

NC Student Standards

NC Student Standards

NCDLSDIGITAL LEARNING STANDARDS (effective 2020-2021)

The State Board of Education and the North Carolina Department of Public Instruction are committed to providing personalized, digital-age education that K-12 students need to be successful in college, careers, and as globally engaged, productive citizens. For student standards in the areas of Digital Learning (K-12), NC has adopted the International Society for Technology in Education Standards for Students.

Implementation of the NC Standard Course of Study for Digital Learning Grades K-12 will begin in the 2020-2021 school year. North Carolina’s Digital Learning Standards are designed to be delivered by classroom teachers in all curricular areas and grade levels providing students the equitable opportunity to learn in a digitally enabled classroom. The Digital Learning Standards encompass the following:

  • Digital citizenship, data privacy, and cyber safety
  • Digital-aged skills that enable students to be college and career ready
  • Creation, collaboration, communication, and critical thinking skills
  • Inquiry and design thinking learning opportunities

Additional information and resources for the Digital Learning Standards are available from the DTL Google site.


INFORMATION & TECHNOLOGY ESSENTIAL STANDARDS for STUDENTS (Current through 2019-2020)

During 2009, Digital Teaching and Learning staff members worked with LEA representatives and other DPI staff to create Information and Technology Essential Standards. These standards were developed using Bloom's Revised Taxonomy and replace the Computer Skills and Information Literacy Standard Courses of Study. The standards were piloted in 2010-2011.

These standards are critical building blocks for the education of our students. ITES represent the "must have" information and technology skills and knowledge that each student must have in order to achieve success at the next level. The standards are designed to be delivered by classroom teachers in all curricular areas and grade levels. As the ITES are taught throughout all classrooms and across all curricular areas, it is essential that classroom teachers collaborate with school library media coordinators and instructional technology facilitators in delivering this instruction. School library media coordinators and instructional technology facilitators should be active participants in grade level and/or curricular area planning groups as these teams analyze student data, identify learning goals, plan and deliver instruction, and assess student progress.

Five Strands:

  • Sources of Information 
  • Informational Text 
  • Technology as a Tool 
  • Research Process 
  • Safety and Ethical Use 

Supporting documents include learning progressions, standards alignment and clarifying objectives.

NC Educators Digital Learning Competencies

NC Educators Digital Learning Competencies

NC Digital Learning CompetenciesIn 2013, the North Carolina General Assembly passed House Bill 23, which called on the State Board of Education to develop digital teaching and learning competencies that would “provide a framework for schools of education, school administrators, and classroom teachers on the needed skills to provide high-quality, integrated digital teaching and learning.” These competencies demonstrate skills that teachers and leaders should integrate into their practice in order to create digital learning environments. The State Board of Education approved the competencies on June 2016.

The teaching and learning process is a complex balance of content knowledge, pedagogical strategies, and technological resources. The Digital Learning Competencies for Teachers, informed by International Society for Technology in Education (ISTE), International Association for K-12 Online Learning (iNACOL), and the NC Professional Teaching Standards, are to be viewed within the context of the current North Carolina Professional Teaching Standards as extensions in relationship with the ways that digital technologies impact and affect schools.

The Digital Learning Competencies for Administrators are to be viewed within the context of the current North Carolina Standards for School Executives as extensions in relationship with the ways that digital technologies impact and affect schools. School and district administrators should use these competencies to improve their practice, build capacity in their staff, and drive student learning within their schools. Each Focus Area carries with it a subset of competencies that help to explain and ‘unpack’ the Focus Area.

Throughout all of the competencies is the underlying assumption of leadership and excellence with regard to digital citizenship. Administrators should model the behavior they expect from their staff and students and should continually seek to represent their schools and districts with the way they convey themselves both on and offline. Teachers and administrators should use these competencies to improve their practice and drive student learning within their classrooms.

NCDPI’s Digital Teaching and Learning Division engaged district teams across the state in regional professional learning on the Digital Learning Competencies throughout July 2016. These sessions were well attended and provided district teams with a robust overview of the Digital Learning Competencies as well as an opportunity to begin the planning process for implementation in July 2017. The North Carolina Digital Learning Plan provided recommendations for state actions that will support K-12 schools as they become digital-age learning organizations.

Please find the Digital Learning Competencies for Teaches and Administrators attached below.

 

 

NC Professional Standards

NC Professional Standards

The purpose of these Professional Standards is to guide the curriculum development and instruction in North Carolina graduate programs in Information & Library Science and Instructional Technology. The Standards set expectations by describing what new graduates should know and be able to do. These Professional Standards are the foundation for the Evaluation Instrument for library media and technology educators.  

Instructional Technology Facilitator (ITF)
School Library Media Coordinator (SLMC)

  • The new Professional Standards use a format and elements that align closely with other recently revised NC professional educator standards.
  • The Professional Standards were written to correlate with other national and state standards and Guidelines including AASL, ISTE, Partnership for 21st Century Skills, ALA/AASL Standards for Initial Preparation of School Librarians, CCSSO's Model Core Teaching Standards, NBPTS, the 2011 NC State School Technology Plan, IMPACT Guidelines, and State Board of Education priorities and policies
  • The Professional Standards are not an evaluation instrument. The revised Professional Standards provide a foundation from which new evaluation instruments for Technology Facilitators and Library Media Coordinators were developed. Rubrics for new evaluation instruments were approved at the September 2012 SBE meeting and were utilized during the 2012-13 pilots.

Timeline: (updated January 2014)

  • April 2012 - ITF and SLMC Professional Standards adopted by SBE
  • Spring 2012 - Rubrics for Evaluation Instrument developed by committees
  • September 2012 - Rubrics for ITF and SLMC approved by SBE
  • Fall 2012 - New Evaluation Instruments piloted (utilizing rubrics)
  • Spring 2013 - Validation study to evaluate reliability of the new Instrument
  • August 2013 - Evaluation Instruments available for use
  • Fall 2013 - Professional development designed and delivered to state
  • December 2013 - Report on validation study presented to SBE
Organizations

Associated Files