As a principal, I’d like to work with the teachers to develop some indicators to use during walkthroughs and classroom visits to assess how instructional practices in our science classes are changing as a result of the technology we’re using. Rather than reinventing the wheel, are you familiar with existing protocols we could use?
–Delores from Washington
It’s a good idea to develop a common language regarding what effective teaching could look like, especially when an entire school or department is engaged in a project. This common language clarifies discussions and fosters collaboration. You’re very wise to consider existing resources first to find descriptions and examples of this language.
I’m familiar with several protocols, including a few relating to science teaching in general.  These protocols do not have indicators for technology integration per se, so you would have to determine how your technology initiative would relate:

• The Science Classroom Observation Guide from the North Cascades and Olympic Science Partnership is a user-friendly and concise tool. This one-page document includes indicators (or look-fors) on classroom culture, science content, instruction for understanding, and organizing/applying scientific knowledge. This protocol is different in that it focuses on what the students are doing as a result of the teacher’s instruction, rather than strictly on the teacher’s performance.
• Inside the Classroom Observation and Analytic Protocol from Horizon Research is a comprehensive instrument that can be used in both science and mathematics classes. It’s very lengthy, however, and could be overwhelming for the observer and the teacher. But you might get some ideas from it.
• The Reformed Teaching Observation Protocol (RTOP) is used in many math-science partnership projects. RTOP is divided into five sections with statements related to lesson design and implementation, content (propositional knowledge and procedural knowledge), and culture (communicative interactions and student/teacher relationships). Each of the five sections has statements that further define the section and assist in documenting what was observed in the classroom. RTOP is an excellent tool for understanding the culture of the classroom and what the students are engaged in to enhance their learning experiences. The website includes not only the instrument but also professional development resources, such as videos of classrooms.

The HEAT framework can be used to look at how students are integrating higher order thinking, engaged learning, authentic connections, and technology use. It’s not related to science specifically. The website includes a one-page document that summarizes look-fors.
A tool I’ve recently learned about is the Technology Integration Matrix from the Florida Center for Instructional Technology. The matrix shows the relationship between levels of technology integration (entry, adoption, adaptation, infusion, and transformation) and characteristics of the learning environment (active, collaborative, constructive, authentic, and goal directed). This matrix is applicable to K-12 and includes detailed descriptors and sample lessons in science, mathematics, social studies, and language arts. The samples can be searched by grade level and type of technology. The matrix site also has resources for professional development, including presentations, videos, and handouts of the matrix. I’m considering it for some projects I’m involved with because it considers not just doing things better with technology (taking notes from a PowerPoint instead of an overhead or looking up answers on a website instead of a textbook) but also doing better things with technology (collaborative activities, authentic learning, student reflection, or creative problem solving).
In my experience, however, it’s not the technology itself that changes classroom practices. Providing effective teachers with technology can make them more effective; providing technology to less effective teachers will not guarantee that instruction will improve. The key is focused and continuous feedback and professional development.
 
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