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Cathy Nelson,
 
<ul><li>Instructional Collaboration    </li></ul><ul><li>Fostering an Appreciation  of Literature  </li></ul><ul><li>Integ...
Assessments  Image: '2-Way Traffic’  http://www.flickr.com/photos/80974239@N00/2611679744
Assessments <ul><li>Organizational Management = 3.00 </li></ul><ul><li>Ethical and Legal Tenets  = 3.75 </li></ul><ul><li>...
 
 
<ul><li>275 </li></ul>
 
LibraryMedia Yahoo Group: Differing Perspectives  <ul><li>Frank Moore North Myrtle Beach High School North Myrtle Beach, S...
What is my expertise for the portfolio entries? <ul><li>Entry 2 </li></ul><ul><ul><ul><li>Appreciation of Literature </li>...
Entry 2:  Fostering an  Appreciation  of Literature
Image: 'Jeanette’  http://www.flickr.com/photos/48335075@N00/2909805756
<ul><li>Image: 'Taking Notes’  http://www.flickr.com/photos/28430474@N05/4305363750 </li></ul>
<ul><li>Students visibly engaged </li></ul>
 
http://farm1.static.flickr.com/24/49591950_b24a408025_z.jpg?zz=1 Interaction with students
Entry 2 <ul><li>Students making inferences. </li></ul>Image: 'Port-15’  http://www.flickr.com/photos/21745851@N00/364244930
Entry 2 <ul><li>Students interacting with library resources. </li></ul>Image: 'Reading is fun’  http://www.flickr.com/phot...
 
 
Entry 4:   Documented Accomplishments
Entry 4
http://www.flickr.com/photos/visualogist/3202396970/
Webinar’s Resources: http://sigms.iste.wikispaces.net/ NBCT+Committee
Best of Luck! <ul><li>Cathy Jo Nelson </li></ul><ul><li>Teacher Librarian </li></ul><ul><li>NBCT cathyjonelson </li></ul><...
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National Board Certification for Media Specialists: What you need to know

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Cathy Nelson presents her expertise on portfolio entry 2 and portfolio entry 4 in the journey towards National Board Certification for Library Media.

Published in: Education
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National Board Certification for Media Specialists: What you need to know

  1. 1. Cathy Nelson,
  2. 3. <ul><li>Instructional Collaboration </li></ul><ul><li>Fostering an Appreciation of Literature </li></ul><ul><li>Integration of Instructional Technologies </li></ul><ul><li>Documented Accomplish- ments: Contributions to Student Learning </li></ul>2.75 3.00 3.00 3.00
  3. 4. Assessments Image: '2-Way Traffic’ http://www.flickr.com/photos/80974239@N00/2611679744
  4. 5. Assessments <ul><li>Organizational Management = 3.00 </li></ul><ul><li>Ethical and Legal Tenets = 3.75 </li></ul><ul><li>Technologies = 3.5 </li></ul><ul><li>Collection Development= 2.375 </li></ul><ul><li>Information Literacy = 2.75 </li></ul><ul><li>Knowledge of Literature = 2.25 </li></ul>
  5. 8. <ul><li>275 </li></ul>
  6. 10. LibraryMedia Yahoo Group: Differing Perspectives <ul><li>Frank Moore North Myrtle Beach High School North Myrtle Beach, SC </li></ul><ul><li>Jessica Felker Nursery Road Elementary Columbia, SC </li></ul>
  7. 11. What is my expertise for the portfolio entries? <ul><li>Entry 2 </li></ul><ul><ul><ul><li>Appreciation of Literature </li></ul></ul></ul><ul><li>Entry 4 </li></ul><ul><ul><ul><li>Documented Accomplishments </li></ul></ul></ul>
  8. 12. Entry 2: Fostering an Appreciation of Literature
  9. 13. Image: 'Jeanette’ http://www.flickr.com/photos/48335075@N00/2909805756
  10. 14. <ul><li>Image: 'Taking Notes’ http://www.flickr.com/photos/28430474@N05/4305363750 </li></ul>
  11. 15. <ul><li>Students visibly engaged </li></ul>
  12. 17. http://farm1.static.flickr.com/24/49591950_b24a408025_z.jpg?zz=1 Interaction with students
  13. 18. Entry 2 <ul><li>Students making inferences. </li></ul>Image: 'Port-15’ http://www.flickr.com/photos/21745851@N00/364244930
  14. 19. Entry 2 <ul><li>Students interacting with library resources. </li></ul>Image: 'Reading is fun’ http://www.flickr.com/photos/24742305@N00/3537327425
  15. 22. Entry 4: Documented Accomplishments
  16. 23. Entry 4
  17. 24. http://www.flickr.com/photos/visualogist/3202396970/
  18. 25. Webinar’s Resources: http://sigms.iste.wikispaces.net/ NBCT+Committee
  19. 26. Best of Luck! <ul><li>Cathy Jo Nelson </li></ul><ul><li>Teacher Librarian </li></ul><ul><li>NBCT cathyjonelson </li></ul><ul><li>@gmail.com </li></ul>

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