| Competencies | Job Descriptions | Evidence |
| Domain of Instructional Design | ||
| Conduct performance analysis and determine the appropriateness
of instructional solutions for the problem |
Assess training and performance needs
of client population. |
530
project – Center for Teaching Excellence Training Needs Assessment
Report 530 project – Center for Teaching Excellence Training Needs Assessment Report 510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report 500 project-Geometry proofs tutorial – LearnerAnalysis, Context Analysis, and Needs Assessment |
| Plan and conduct needs assessment. | ||
| Assess learner/trainee characteristics. | ||
| Analyze the characteristics of a setting (learning environment). |
||
| Conduct analysis of jobs/tasks and content. | Specifies learning objectives | 500 project-Geometry
proofs tutorial - Task analysis |
| Sequence learner outcome. | Establish performance outcomes for all programs and ensure that they meet the needs of clients. | 500 project-Geometry Proofs Tutorial – Objectives and Assessment items |
| Specify instructional strategies and sequence the instructional strategies |
Select and use a variety of techniques for determining instructional content and strategies |
500 Project
– Geometry Proofs Tutorial – Instructional Strategies |
| Determine instructional resources (media/computer technology) appropriate to instructional activities. |
Specifies learning materials design specifications | |
| Select appropriate applied information technologies to achieve instructional objectives. |
||
| Domain of Instructional Development | ||
| Develop projected and non-projected graphic instructional materials. | Experience creating digital and online instructional resources required | |
| Demonstrate ability to produce audio scripts and audiotapes. |
513 – Algebra tutorial audio | |
| Demonstrate the ability to produce still and motion photographic instructional materials, including knowledge and competencies in: film characteristics, camera operation, exposure, darkroom processes, lighting and color photography. | Must have expert knowledge of computer graphic production software applications and interface design | 513 project – graphics for Algebra tutorial |
| Demonstrate knowledge of the principles of perception and visual learning applicable to the design and production of photographic instructional materials | 513 project – graphics for Algebra tutorial | |
| Demonstrate knowledge of computer utilization practices and the ability to apply them in instructional settings including: computer literacy, software selection and evaluation, instructional management, hypermedia development and distance learning | Knowledge of instructional resources and the use of technology resources for instruction course management systems required | |
| Design and produce computer-based instruction, including drill-and-practice and tutorial programs. |
Works a part of instructional design team to develop digital curriculum and instructional support materials. |
|
| Design and produce interactive multimedia systems. |
Program or direct programming of web-based training for interactive multimedia delivery | |
| Develop curriculum and apply instructional technology to the curriculum at the systems level, the macro level, and the micro level. |
Assists teachers in developing curriculum materials to utilize and integrate technology into the secondary curriculum | 500 project-Geometry Proofs Tutorial–PowerPoint and Print Materials 510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report |
| Demonstrate knowledge and ability to design and produce self-instructional modules, training manuals, instructor's guides, and job aids. |
Must have expertise in web design and course management software | 500 project-Geometry Proofs Tutorial–PowerPoint and Print Materials |
| Design and produce mediated instruction. | Must have multimedia design skills to incorporate text, graphics, video, and animation into educational resources. | |
| Domain of Utilization | ||
| Apply principles of selection and use of materials and techniques relevant to a multicultural society (e.g., non-print, print, mass media, hardware, software, otheraudiovisual strategies. | Collaborated with school library media coordinator to provide leadership in the schools use of instructional technology resources to enhance learning. | |
| Apply leadership techniques with individuals and groups (interpersonal skills, group dynamics, team building and diffusion of innovations). | Facilitates school participation in technology programs and activities Promotes family, business, and community partnerships that support the academic success, career readiness, and general well-being of all children. |
510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report 530 project – Center for Teaching Excellence Training Needs Assessment Report |
| Promote the diffusion and adoption of the instructional development process. | Conducts staff development in areas of technology integration, technology skills and competencies for educators. | 510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report 530 project – Center for Teaching Excellence Training Needs Assessment Report |
| Demonstrate a knowledge of the laws and regulations which govern the selection and utilization of media/emerging technology, including copyright, censorship, State Board Regulations, Local Board Policies, etc | Implements best practices related to technology use in the school program based on research, pilot programs, and state and national standards. Adheres to and communicates copyright as well as other laws and guidelines pertaining to the distribution and ethical use of all resources |
522 project – Ashley High School Project Management Report |
| Domain of Management | ||
| Plan, create, monitor, and facilitate instructional design projects. | Works with the principal and school leadership team to provide access to technology resources and services of the technology facilitator at point of need. | 510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report |
| Organize the instructional project or service unit to operate effectively and efficiently. | Works with teachers and technology staff in the selection of resources that are compatible with the school technology infrastructure | 510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report 530 project – Center for Teaching Excellence Training Needs Assessment Report |
| Manage personnel and facilities. | Establish systems and procedures that serve to monitor programs’ use and effectiveness. | 510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report |
| Plan and implement organizational change. | Assists in planning and implementation of instructional technology program | 510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report 530 project – Center for Teaching Excellence Training Needs Assessment Report |
| Design instructional management systems | Assists with planning and the design of the technology infrastructure so that information resources are continually available to the school community | 510 project RiverdeepSoftware Usage of New Hanover County Schools Secondary Teachers Report 530 project – Center for Teaching Excellence Training Needs Assessment Report |
| Domain of Evaluation | ||
| Plan and conduct needs assessment. | Assess and design training and performance needs of client population. | 530 project – Center for Teaching Excellence Training Needs Assessment Report |
| Plan and conduct evaluation of instruction/training. | Leads in the ongoing evaluation of the effectiveness of the instructional technology program | |
| Plan and conduct summative evaluation of instruction/training. | ||
| Plan and conduct product evaluation. | Monitors the computer competency assessment plan for staff in grades 6-12 Specifies learning impact and measures of student learning |
512 project – Web Evaluation Instrument |
| Communication Skills | ||
| Must have excellent professional customer service skill, interpersonal communication skills, and time management experience. Must have the ability to work independently or part of a team. |
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