In 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 (pdf, 181kb), 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 (pdf, 177kb) 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.