A technology professional development initiative was launched in a school district with the goal of extending technology use in the classroom. For teachers to teach expertly, the aim was for them to "be the technology" by modeling technology use in the classroom, applying technology across the curriculum, applying technology to problem-solving and decision-making activities, and applying technology to facilitate collaboration and cooperation among learners. To implement this technology initiative, a set of technology standards and indicators was established to describe best practices for expert teaching and student learning using technology. It was that hypothesized teachers would experience several stages as they developed into expert technology integrators and that this technology initiative could be evaluated by tracking their progress through these stages. This study analyzes the developmental model for technology integration based on the stages, standards, and indicators of the technology professional development initiative and validates its use as a tool for use in the evaluation of technology integration. (Contains 12 references, 3 tables, and 2 figures.) (Author)