Bidder’s solution. See Appendix E, State Profiles – Maine for a list of software titles included in the current MLTI solution. 10.2. Curriculum Integration Professional Development RFP Requirement Apple Response 10.2.1. Educator Professional Development APD proposes offering each school a complimentary assessment of where their The integration of technology into teachers’ instructional practices appear on the teaching and learning processes SAMR scale. The Education Technology Profile remain the keystone to any 1:1 is a 15-minute online self-assessment that program. gathers information about educators’ technology skills and infusion practices across The Provider will develop and deliver a school or district. The data provides school professional development materials and district leaders information that spotlights and opportunities for educators faculty strengths and professional throughout the term of the development opportunities. Agreement to support the effective integration of the solution into Done in the fall of 2013, the results of the teaching and learning. Bidders must Education Technology Profile will offer a address how it plans to provide baseline assessment of teacher instructional professional development practices across the school or district. opportunities to educators Conducting the Education Technology Profile a throughout the State. The second time in the spring of will display a Department has recognized many growth model resulting from the professional challenges over the past decade of development implementation throughout the implementing Maine’s 1:1 program school year. and providing professional development to educators including Heterogeneous skills and Data from the Education Technology Profile experience using technology will help APD, Maine Department of Education among the educators. While the staff, and local school leaders determine program has been in place for over professional development needs across school a decade and the base skills and districts. This will result in a more needs-based
Bidder’s solution. See Appendix E, State Profiles – Maine for a list of software titles included in the current MLTI solution. 10.2. Curriculum Integration Professional Development RFP Requirement Apple Response 10.2.1. Educator Professional Development The integration of technology into teaching and learning processes remain the keystone to any 1:1 program. The Provider will develop and deliver professional development materials and opportunities for educators throughout the term of the Agreement to support the effective integration of the solution into teaching and learning. Bidders must address how it plans to provide professional development opportunities to educators throughout the State. The Department has recognized many challenges over the past decade of implementing Maine’s 1:1 program and providing professional development to educators including APD proposes offering each school a complimentary assessment of where their teachers’ instructional practices appear on the SAMR scale. The Education Technology Profile is a 15-minute online self-assessment that gathers information about educators’ technology skills and infusion practices across a school or district. The data provides school and district leaders information that spotlights faculty strengths and professional development opportunities. Done in the fall of 2013, the results of the Education Technology Profile will offer a baseline assessment of teacher instructional practices across the school or district. Conducting the Education Technology Profile a second time in the spring of will display a growth model resulting from the professional development implementation throughout the school year. Heterogeneous skills and experience using technology among the educators. While the program has been in place for over a decade and the base skills and Data from the Education Technology Profile will help APD, Maine Department of Education staff, and local school leaders determine professional development needs across school districts. This will result in a more needs-based