This document outlines the requirements for a three-part strategic management plan project for a school library media center. Part 1 involves analyzing the school community through describing its location, demographics, mission, and current media center. Part 2 requires assessing the media center's current facilities, services, and budget. Part 3 consists of surveying stakeholders, developing long-term goals and short-term objectives aligned with the school's mission, and creating an evaluation plan. The project aims to demonstrate skills in developing a strategic plan for a school library media program.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
Social learning impact the classroom and the district 07-19-11Andy Petroski
Social Learning: Impact the Classroom and the District
9 AM - 12 PM
IU 8
The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connections and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.
Digital Student: Further Education and Skills projectRhona Sharpe
The
Jisc
Digital
Student
project
has
investigated
the
expectations
and
experiences
of
technology
provision
held
by
students
coming
into
higher
education,
and
also
funded
a
small
review
of
current
practice
within
secondary
schools.
The
further
education
(FE)
and
skills
project
ran
between
1
June
2014
and
30
April
2015
in
order
to
extend
the
findings
of
the
Digital
Student
project
to
further
education
and
skills.
The
project
undertook
a
comprehensive
desk
review
based
on
63
reports
from
the
FE
and
Skills
sector,
conducted
12
focus
groups
with
220
learners
across
six
general
FE
colleges,
and
contributed
to
six
national
consultation
events
and
five
other
dissemination
events.
The
project
has
produced
a
range
of
resources,
trialled
and
iteratively
improved
through
the
consultation
events
in
order
to
support
staff
in
FE
to
understand
the
experiences
of
all
learners
when
using
technology,
and
to
design
services
which
meet
their
needs.
The
project
resources
can
be
used
by
colleges
to
gather
experiences
and
expectations
from
their
own
learners.
Recommendations
are
made
for
colleges,
and
for
Jisc
and
its
sector
partners.
Social Media in a Academic Library: One piece of the puzzleUBC Library
Presentation by Jessica Woolman, Web Communications Coordinator at UBC Library, at the Canadian Library Association Conference May 28 - 31, 2014.
Social media tools, such as Facebook and Twitter, utilize an open environment with quick, real-time responses. Libraries have an opportunity to use social media as an outreach and engagement tool. But what does this mean for academic libraries, serving large populations of students, faculty and community members? UBC Library's experience using and managing multiple social media accounts will provide valuable insights to other libraries using social media. This session will utilize real-life examples and case studies that can be applied to any library organization.
Developing Digital Literacy: 5 Ps for online learningRhona Sharpe
Learner experience research has helped us to understand a great deal about the habits and strategies that effective online learners adopt and the challenges that they face. How can we use this knowledge to design online learning activities? Our online courses should support learners' ability to: prioritise, personalise, participate, present and play.
A shameless plug for my new book in the '53 series' due out later in 2016.
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
Digital Student: Further Education and Skills projectRhona Sharpe
The
Jisc
Digital
Student
project
has
investigated
the
expectations
and
experiences
of
technology
provision
held
by
students
coming
into
higher
education,
and
also
funded
a
small
review
of
current
practice
within
secondary
schools.
The
further
education
(FE)
and
skills
project
ran
between
1
June
2014
and
30
April
2015
in
order
to
extend
the
findings
of
the
Digital
Student
project
to
further
education
and
skills.
The
project
undertook
a
comprehensive
desk
review
based
on
63
reports
from
the
FE
and
Skills
sector,
conducted
12
focus
groups
with
220
learners
across
six
general
FE
colleges,
and
contributed
to
six
national
consultation
events
and
five
other
dissemination
events.
The
project
has
produced
a
range
of
resources,
trialled
and
iteratively
improved
through
the
consultation
events
in
order
to
support
staff
in
FE
to
understand
the
experiences
of
all
learners
when
using
technology,
and
to
design
services
which
meet
their
needs.
The
project
resources
can
be
used
by
colleges
to
gather
experiences
and
expectations
from
their
own
learners.
Recommendations
are
made
for
colleges,
and
for
Jisc
and
its
sector
partners.
Social Media in a Academic Library: One piece of the puzzleUBC Library
Presentation by Jessica Woolman, Web Communications Coordinator at UBC Library, at the Canadian Library Association Conference May 28 - 31, 2014.
Social media tools, such as Facebook and Twitter, utilize an open environment with quick, real-time responses. Libraries have an opportunity to use social media as an outreach and engagement tool. But what does this mean for academic libraries, serving large populations of students, faculty and community members? UBC Library's experience using and managing multiple social media accounts will provide valuable insights to other libraries using social media. This session will utilize real-life examples and case studies that can be applied to any library organization.
Developing Digital Literacy: 5 Ps for online learningRhona Sharpe
Learner experience research has helped us to understand a great deal about the habits and strategies that effective online learners adopt and the challenges that they face. How can we use this knowledge to design online learning activities? Our online courses should support learners' ability to: prioritise, personalise, participate, present and play.
A shameless plug for my new book in the '53 series' due out later in 2016.
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
This is a presentation I gave at the Cartesis World Conference in 2007 that described how I created a roadmap for a regional bank to improve their operating and financial reporting systems and processes.
Convergytics - Data Management, Reporting & Visualization CapabilitiesRandhir Hebbar
Convergytics - One of the fastest growing analytics companies in Asia (as per UK based Global Brands Magazine) talks about its BI & Reporting Capabilities and presents some sample work.
(Part 5 of 6) Top Google ranked "Search engine optimization expert" @Rob Bertholf shares his insight on improving your search engine placement and content marketing success. Desired takeaways include how to structure and manage your SEO team.
This is a ficticious library that Krista and I created. Our goal was to assess what library needs were most critical to present to the town manager. We worked off a five year plan. See what you think...
Management Reporting and Innovation - IPA Conference 2015Chris Catto
Management Reporting that Drives Innovation and Entrepreneurship. IPA NSW Conference Presentation on how Management Reporting can be a catalyst for innovation.
Assignment 1 is the first part of a five-part project to plan the .docxfelicitytaft14745
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a three to four (3-4) page paper in which you:
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
Describe the program's history, primary purpose(s), and / or expected outcomes.
Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
Discuss three (3) advantages of evaluating the program at this time.
Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. Review the video titled Research Starter: Finding Peer-Reviewed References for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Format your assignment according to the following formatting requirements:
Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow APA format. The reference page is not included in the required page length.
The specific course learning outcomes associated with this assignment are:
Explore the need for evaluating school programs.
Develop a program evaluation plan for education.
Write clearly and concisely about education program evaluation using proper writing mechanics.
Use technology and information resources to research issues .
. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
Total Reviews(0)
·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
Total Reviews(0)
EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. Each answer must be at least 50 words in length and written in complete sentences. Submit Parts I, II, & III in Week Two.
Silence of the Lambs
Question
Your Response
Identify aspects of cinematography in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of cinematography add value to your experience? If so, how? If not, why not?
Identify aspects of sound in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of sound effects add value to your experience?
If so, how? If not, why not?
Identify the type of music in your selected film. Discuss them in terms of how it affected your viewing experience; in other words, did the score or songs add value to your experience?
If so, how? If not, why not?
Identify the types of editing in your selected film. Discuss them in terms of how it affected your viewing experience; in other words, did the different types of shots and framing add value to your experience?
If so, how? If not, why not?
Part III: What is the Cultural Value of Film?
In completing Parts I & II, you have engaged your critical thinking skills by becoming aware of and assessing various elements of film. How do these exercises connect the study of film to real-world experience? Additionally, in what other ways do films have cultural value? Explain and defend your opinion. Your response should be at least 50 words in length and written in complete sentences.
<Type your response here.>
...
Module 5 Module 5 - M5 Assignment 2 RA 2Assignment 2 RA 2 Pro.docxjacmariek5
Module 5: Module 5 - M5 Assignment 2 RA 2
Assignment 2: RA 2: Program Evaluation Plan
Program evaluation is an essential practice in human services organizations that provides a systematic and scientific approach for decision-making and program intervention. This process ensures that agencies perform effectively by being outcome-oriented and accountable. Since human services are often made up of many elements with complex relationships and dynamics, an evaluator needs to engage in collaborative reflection with key stakeholders, be grounded in people's experiences, and use data to ask good questions.
For this assignment, build upon the needs assessment conducted in
M3 Assignment 2 RA 1
and design a program evaluation plan using appropriate evaluation frameworks discussed in the earlier modules.
Tasks:
Using at least 3–5 scholarly resources from the professional literature, research program evaluation. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov).
Create a 10- to 12-page evaluation plan, including the following:
Program's Context
: Identify the setting (including mission and objectives of the program), target population, and environmental influences within which the program operates.
Purpose of Evaluation
: State the purpose of your evaluation. Having a clear purpose prevents hasty decisions in how an evaluation should be conducted. It could be for introducing a new approach to practice, to change an existing one, or to evaluate the effect of existing program activities.
Expected Effects
: Describe the desired outcomes (short- and long-term ones) for the program to be successful.
Stakeholders
: Identify all the stakeholders who would need to be engaged in the evaluation.
Design of Framework
: Choose an evaluation framework that will influence what type of resources will be used as evidence, how that evidence will be gathered and analyzed, and what kind of claims can be made.
Resources (What Is the Required Data?)
: Determine criteria for effectiveness of the program and the data that would need to be collected to meet the selected criteria.
Selection of Methods (How Can We Get It?)
: Evaluate the strengths and weaknesses of different data-gathering techniques and information analysis approaches to ensure quality in the evidence gathered.
Findings (What Does the Data Mean?)
: Highlight important evaluation findings, including effective strategies to interpret, and present results and recommendations for the program to the stakeholders.
Dissemination of the Findings
: Select appropriate communication strategies and develop a communication plan using appropriate media and technology to inform the stakeholders.
Plan for Follow Up for Ongoing Improvement (What Are We Going to Do Now?)
: Determine how the results will be implemented and monitored.
Submission Details:
W.
Professional Development PlanCUR520 Version 11Directi.docxbriancrawford30935
Professional Development Plan
CUR/520 Version 1
1
Directions
Your principal has asked you to facilitate a Plan and collaborate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session (a training for teachers) that will help a selected group of teachers increase the academic gains of their diverse classroom populations.
Include the following:
· A needs assessment of the area you have chosen (based on student achievement data)
· Goals for the session, a communication plan for the school and the community, activities that are research-based, and an assessment (aligned with session goals)
· Future plans for on-going evaluation and monitoring
Include consultation and direct communication with stakeholders (teachers, administrators, community, families, and others) and how you would use the media, technology, and both human and fiscal capital to organize and implement the session. Provide examples of the types of professional development opportunities that could be assisted by collaboration with the various groups.
Consider collaboration among the following groups:
· Staff and teachers at the school level
· Parents and community members in the school community
· Online with others in the teaching profession nationally and worldwide
The professional development session is one that would be facilitated by you and would be a minimum of one-hour in length. Write a report that includes the following:
1. Development, articulation, and implementation of a vision of student learning
· Include how your vision of student learning supported the vision of the school
· Describe how you will communicate your vision
· List the attributes that you will needed to implement and promote your vision and explain how they will be used to facilitate planning and implementation
2. Planning, collaboration, and implementation
· List the stakeholders involved in the process and their roles
· Explain how you included stakeholders to collaborate in the process
· List the planning steps you will take prior to implementation and include how you will organize and develope your plan using technology applications
· Discuss issues of school climate or culture uncovered during planning and who you will include in the discussions of your findings
· Describe how you will use internal and external resources to implement your plan
3. Goals and topic(s) of the session
· Identify the goals and topics for the session and how they align with the district/school’s improvement goals. Goals and topic(s) must be related to curricular, instructional, and/or assessment issues
· Explain how you will use student demographic data and other school/community contextual data in preparing the se.
Course SyllabusCourse DescriptionA progressive primer .docxvanesaburnand
Course Syllabus
Course Description
A progressive primer for students who want more knowledge about fire and emergency services administration. The course
demonstrates the importance of the following skills necessary to manage and lead a fire and emergency services
department through the challenges and changes of the 21st century: Persuasion and influence; accountable budgeting;
anticipation of challenges; the need for change; and using specific management tools for analyzing and solving problems.
Course Textbook(s)
Purchase, D. J. (2017). Chief officer: Principles and practice (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Assess the importance of positively influencing community leaders by demonstrating effective leadership.
2. Analyze the concept of change and the need to be aware of future trends in fire management.
3. Outline the priorities of a budget planning document while anticipating the diverse needs of a community.
4. Develop a clear understanding of the national assessment models and their respective approaches to certification.
5. Discuss the elements of effective departmental organization.
6. Analyze the value of a community-related approach to risk reduction.
7. Classify what training and skills are needed to establish departmental organization.
8. Report on the importance of communications technology, fire service networks, and the Internet when conducting
problem-solving analysis and managing trends.
Prerequisite(s)
No prerequisite courses are required by CSU for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Learning Activities (Non-Graded): Non-Graded Learning Activities are provided to aid students in their course of
study.
7. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
FIR 4303, Fire and Emergency
Services Administration
FIR 4303, Fire and Emergency Services Administration 1
8. Unit Assignments: Students are requir.
My project idea is developing a grant that will assist with disruptiAlyciaGold776
My project idea is developing a grant that will assist with disruptive/unruly high school students. Once this proposal is developed and funded it will assist schools and their teachers with methods that will allow them to be more in control of their classrooms which will ultimately promote effectiveness and a higher graduation rate. Better classroom management techniques will be more appealing to stakeholders and other organizations because it will make education in the public school system more marketable when compared to private schools.
Assignment 2: Final Project: Writing the Grant Part 2: Methodology and Evaluation Plans
The methodology section is one of the core components of the grant. This section is concerned with addressing the question: “How will you carry out the project?” (Gitlin & Lyons, 2014, p. 92). For example, if your proposal is for a nonprofit-related project, you might identify the population served or indicate who will receive services. Depending on the grant type, you may also include the research sample and associated inclusion criteria. A research proposal may also include the research design strategy, assumptions, validity, reliability, statistical analysis, timeline, and evaluation plans. Finally, in this section you may address human resources requirements and materials or supplies needed to complete the project.
In recent years, evaluation plans have become increasingly important to prospective funders. Competition for grants is intense, and funders must feel confident that money will be well spent and that projects can be appropriately evaluated. This is an important consideration for the grant seeker as well. Your organization will also want to be assured that the time and effort put into a project proves that the objectives are met and if not, why.
For this Assignment:
Review the Final Project Guidelines provided in this module’s Learning Resources.
Carefully review your Gitlin & Lyons text, the University of Wisconsin-Extension resource, and the Community Tool Box resource as well as other Learning Resources that focus on methodology and evaluation. You may also find additional online information from reputable grant-related organizations, such as Foundation Center and individual private funders.
Remember that this content must demonstrate that it addresses funder interests as well as the grantee perspective.
In 3–5 pages, provide your Methodology and Evaluation Plans.
In developing the methodology for your project, keep these thoughts in mind:
A project should undertake only activities that will move it toward the objectives.
If any activities are not necessary for reaching the objectives, do not include them in the proposal.
The methodology includes the day-to-day, week-to-week, and/or month-to-month activities that will be carried out during the project period.
The Methodology includes:
Program description
Research design
Human subjects (sample)
Study validity and reliability
Assumpti ...
Introduction to the mission and goals of the Non-Profit FOSS Institute, a non-profit dedicated to connecting universities, non-profits, and software developers.
EDUC 8103-6: A7: Program Proposal, Section 5—Program Evaluationeckchela
This is Walden University course (EDUC8103-6) Section 5: Program Evaluation. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
Guide to Helping With Paper· Description of the key program .docxshericehewat
Guide to Helping With Paper
· Description of the key program elements:
https://obamawhitehouse.archives.gov/blog/2011/11/30/prisoner-reentry-programs-ensuring-safe-and-successful-return-community
Drake, E. B., & Lafrance, S. (2007). Findings on Best Practices of Community Re-Entry Programs ... Retrieved from http://www.eisenhowerfoundation.org/docs/Ex-Offender Best Practices.pdf
Mosteller, J. (2019). Why Reentry Programs are Important. Retrieved from https://www.charleskochinstitute.org/issue-areas/criminal-justice-policing-reform/reentry-programs/
· A description of the strategies that the program uses to produce change
Caprizzo, C. (2011, November 30). Prisoner Reentry Programs: Ensuring a Safe and Successful Return to the Community. Retrieved fromhttps://obamawhitehouse.archives.gov/blog/2011/11/30/prisoner-reentry-programs-ensuring-safe-and-successful-return-community
INTEGRATED REENTRYand EMPLOYMENT. (2013). Retrieved from https://www.bja.gov/Publications/CSG-Reentry-and-Employment.pdf
· A description of the needs of the target population
· An explanation of why a process evaluation is important for the program
See attachment to answer this question (Workbook for Designing a Process Evaluation) also look at this link below
Berghuis, M. (2018, October). Reentry Programs for Adult Male Offender Recidivism and Reintegration: A Systematic Review and Meta-Analysis. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6139987/
· A plan for building relationships with the staff and management
STRONG PROFESSIONAL RELATIONSHIPS - Leading Teams. (2015). Retrieved from http://www.leadingteams.net.au/wp-content/uploads/2015/10/Whitepaper-Strong-Professional-Relationships-Drive-High-Performance.pdf
See attachment can help you in answering this question (Workbook for Designing a Process Evaluation)
· Broad questions to be answered by the process evaluation
Rossman, S., Willison, J., Lindquist, C., Walters, J., & Lattimore, P. (2016, December). The author(s) shown below used Federal funding provided by ... Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/250469.pdf
See attachment can help you in answering this question (Workbook for Designing a Process Evaluation)
· Specific questions to be answered by the process evaluation
· A plan for gathering and analyzing the information
https://www.ncjrs.gov/pdffiles1/nij/grants/213675.pdf
Make Sure All Bullets Are Answered
:
· A description of the key program elements
· A description of the strategies that the program uses to produce change
· A description of the needs of the target population
· An explanation of why a process evaluation is important for the program
· A plan for building relationships with the staff and management
· Broad questions to be answered by the process evaluation
· Specific questions to be answered by the process evaluation
· A plan for gathering and analyzing the information
Workbook
for
Designing
a Process
Evaluation
Produced for the ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
FRIT 7331 School Library Strategic Management Plan Assignment
1. Georgia Southern University Instructional Technology Program
FRIT 7331 Strategic Management Plan
Key Assessment #3 Planning--Description and Rubric
According to Empowering Learners (AASL, 2009, p. 31) one of the responsibilities of the school
library media specialist is to “use evidence-based practice to develop a strategic plan that
identifies the school library media program’s goals and objectives and the steps taken to meet
these goals.” In this three part project, you will demonstrate your ability to develop a strategic
management plan for a specific school library media center.
PART 1 CONTEXTUAL ANALYSIS OF THE LEARNING COMMUNITY
REQUIRED COMPONENTS:
1) School description: An environmental scan of the demographics and relevant characteristics
of the school community that includes the following elements.
Geographical location
Grade levels
Socioeconomic makeup of community
Size of student population
Scholastic standing (Annual Yearly Progress [AYP] status, recent standardized test scores)
Size of faculty, number of certified teachers
Special education services
School mission statements and goals (these might be from the school improvement plan or
developed for Adequate Yearly Progress)
General description of media center.
2) School library philosophy: Describe the media center’s educational philosophy and the
purpose of the media center. This is your own philosophy of media service and mission;
however, it is important that the school library media program’s mission and philosophy be
closely aligned with those of the school. Clearly express your position on (1) the purpose of
the media center, (2) providing access to information, (3) the need to provide a climate
conducive to learning; and (4) the proactive connection of the school media program to the
local learning community and beyond.
3) School library mission statement: a single action statement that summarizes and condenses
the media center’s philosophy
Guidelines and Advice-Some of this information in No. 1 is public and can be found readily
on the web. Georgia has school reports available from the Department of Education. Some of
the other information is specific to schools so you will have to ask school personnel. Be sure
1
Stephanie A. Jones, PhD
2. Georgia Southern University Instructional Technology Program
to give credit to all your sources. For No. 2 you may draw liberally from Empowering
Learners. It is okay to borrow and adapt, but credit all your sources. You should present
much of the school description into the form of an infographic or use colorful graphs and
charts to present the information.
References
Include references to accompany any external resources that you use. Use current APA style to
format your references.
SUBMISSION FORMAT
The strategic management plan should be created using a variety of tools and hosted on a
PBWorks wiki (make commenting possible). The site should be open to the public. Be sure to
include your name on all pages.
DUE DATE: Check the assignment drop box for the due date for Part 1.
2
Stephanie A. Jones, PhD
3. Georgia Southern University Instructional Technology Program
FRIT7331 Strategic Management Plan
Key Assessment Description and Rubric
PART 2 THE SCHOOL LIBRARY MEDIA CENTER: FACILITIES AND
SERVICES
REQUIRED COMPONENTS
4) School library services overview: An assessment of the school library media center current
situation and services. This must address the 21st century library and its learners including
issues such as bring your own technology (BYOT), web 2.0, e-books, and creative commons.
Include the following elements:
a) Circulation policy for students (consider different grade levels), staff, and parents.
Include policies with regard to all types of resources such as print, ebooks, and
computers. Describe privileges, responsibilities, and consequences.
b) Scheduling: hours of operation, and how you schedule (addressing flexible/open access).
c) Services: list programming and services for students, teachers, staff, and parents.
Specifically address services for diverse patrons (including disabilities).
5) School library facilities
a) Describe the facility as it is now, including an analysis of the overall learning climate and
a description of media center personnel. Describe furnishings and provide a listing of
different sections. Include virtual and technological elements, such as wireless access and
online resources available to students at home. Include work/production areas that may or
may not be accessible to students. Consider sounds, light, traffic patterns, and possible
problems with temperature and moisture as a part of this description. Also consider the
accessibility of the media center facility for the special needs population. (Inclusion of a
floor plan and photos is optional.)
b) Explore the virtual facility through websites and OPACs. In general, what kinds of
resources are available? What part does filtering software play in online access? Provide
a link to the media center website if there is one.
c) Analyze the facility for needed changes. Compliment the elements that work well. What
changes need to be made to improve facilities? What barriers exist between learners and
equitable access to resources and services? Is the library media environment conducive to
learning? Is the facility attractive? Is the educational climate positive, overall? Is there
adequate space for individuals, small groups, and whole classes? If no improvement is
needed, state this clearly and provide supporting evidence.
3
Stephanie A. Jones, PhD
4. Georgia Southern University Instructional Technology Program
6) Budget sources: Name current sources of funds and state any formulas that apply (such as
dollar amount per FTE). Include typical fundraising efforts such as book fairs and any local
supplements, as well as potential sources of revenue. Evaluate the adequacy of funding for
the program based on current needs.
References
Include references to accompany any external resources that you use. Use current APA style to
format your references.
SUBMISSION FORMAT
This part should be added to the site you created for Part 1 of the Strategic Management Plan.
Clearly label the new sections and be sure to include your name on all web pages.
DUE DATE: Check the assignment drop box for the due date for Part 2.
4
Stephanie A. Jones, PhD
5. Georgia Southern University Instructional Technology Program
FRIT7331 Strategic Management Plan
Key Assessment Description and Rubric
PART 3 THE SCHOOL LIBRARY MEDIA CENTER PROGRAM PLAN: GOALS,
OBJECTIVES, AND EVALUATION
REQUIRED COMPONENTS
7) Stakeholder Survey: Use an online survey tools such as SurveyMonkey or Polly Daddy to
conduct a survey of one group in your school community (administrations, teachers, students,
or parents) to assess their wants and needs in relation to the school library media program.
Include the survey link as well as a summary of the results. The results should be provided in
graphic format.
8) Long-range goals: based on analysis of the program from prior activities, design at least 4
goals for improvement, written to be accomplished over a 5-year span. Give a short rationale
for each goal, referencing Empowering Learners or some other authority. These goals must
also connect to the school's mission and student achievement. Overall, your goals should
align resources, services, and information literacy standards with the school's goals and
objectives. Goals should demonstrate a proactive (rather than passive) role in the overall
school mission. They should take into consideration the results of the stakeholder
survey. They may be based on existing problems discovered through program analysis and
data collection. They should address specific needs of the library media program, such as
collection development and maintenance.
9) Short-range goals (or objectives): in order to accomplish the long range goals, list
component goals that can be worked on over the next year. Some long-range goals may not
be addressed by these short-range goals. Short-range goals must relate logically to the longrange goals. If the relationship is not obvious, provide an explanation of the relationship.
These short-range goals should have measurable outcomes. Suggested format is below.
Goals
Objectives
Evaluation
Goal 1
Objective 1a
Evaluation 1a
Objective 1b
Evaluation 1b
5
Stephanie A. Jones, PhD
6. Georgia Southern University Instructional Technology Program
Objective 1c
Objective 2a
Evaluation 2a
Objective 2b
Evaluation 2b
Objective 2c
Goal 2
Evaluation 1c
Evaluation 2c
etc.
10) Evaluation: describe your annual review process, to include program evaluation and
strategic planning. How will you know when your goals are met? What data will be
collected? Make sure goals are mapped to evaluation strategies and that data are used for
decision-making. Who decides what needs to be done, and when? Sketch an annual time
line for implementing and evaluating and revising the strategic plan.
11) Advocacy: develop a plan for communicating the library’s strategic plan to your stakeholders
and to the professional library community.
References
Include references to accompany any external resources that you use. Use current APA style to format
your references.
SUBMISSION FORMAT
This part should be added to the site you created for Parts 1 and 2 of the Strategic Management
Plan. Clearly label the new sections and be sure to include your name on all web pages.
DUE DATE: Check the assignment drop box for the due date for Part 3.
6
Stephanie A. Jones, PhD
7. Georgia Southern University Instructional Technology Program
Strategic Management Plan Evaluation Rubric
(PSC/NCATE Assessment #3 Planning)
FRIT 7331
Standard
Unacceptable
1
Acceptable
2
Target
3
AASL 1.1
AASL 3.3
SLO-SLM
1b
Site description is
missing or incomplete.
Description is
missing some of
the required
components and/or
description lacks
details.
Description includes all
required components.
Description is detailed and
accurate.
Geographical location
Grade levels
Socioeconomic
makeup of
community
Size of student
population
Scholastic standing
(AYP status, test
scores)
Size of faculty,
number of certified
teachers
Special education
services
School mission
statements and goals
from the school
improvement plan
General description
of media center
Philosophy is well written
and clearly reflects (1) the
purpose of the media
center, (2) providing
access to information, (3)
the need to provide a
climate conducive to
learning; and (4) the
proactive connection of
the school media program
to the local learning
community and beyond.
Mission statement is a
succinct statement that
reflects the media center
philosophy
Rating
1
Required
Element
School
description
(counts twice)
2
School library
philosophy and
mission
statement
AASL 3.1
AASL 3.2
SLO 3a
SLO 4 a
SLO 5b
Philosophy is missing
or incomplete.
Mission statement is
missing or incomplete.
Philosophy
adequately
addresses most of
the 4 required
elements. Mission
statement is present
and shows some
relationship to the
media center
philosophy.
3
School library
services
overview
AASL 1.1
AASL 3.1
AASL 3.2
Overview is missing or
incomplete
The overview
adequately
addresses the
The overview is wellwritten, contains accurate,
and rich detail. It contains
7
Stephanie A. Jones, PhD
8. Georgia Southern University Instructional Technology Program
AASL 5.2
AASL 5.4
SLO 2d
SLO 5b
4
Facilities
(AASL 3.1,
3.2, 5.3, 5.4;
C1, C4)
AASL 3.1
AASL 3.2
AASL 5.2
AASL 5.4
SLO 2d
Component is missing,
is incomplete, or lacks
sufficient detail.
5
Budget Sources
(AASL 5.3
AASL 5.3
Missing, incomplete, or
lacks sufficient detail
6
Online Survey
(AASL 3.3,
3.4, 4.1
AASL 3.3
AASL 3.4
AASL 4.1
SLO 2d
Survey is missing or
incomplete
7
Long range
goals
(AASL 5.4
AASL 4.2
AASL 5.4
SLO 1d
SLO 3 a
SLO 4 a
Missing or inadequate
8
Short term
goals or
objectives
(AASL 5.4
AASL 5.4
SLO 1d
SLO 3a
SLO 4 a
Missing or inadequate
required elements.
One of the
elements may be
missing or not
adequately
described with
enough detail.
The facility is
adequately
described. Contains
the required
elements:
description, virtual
elements, and
analysis.
Adequate
description of
school library
budget sources and
evaluation of
funding.
Needs Survey was
administered to one
group in school
community via an
online tool. Results
of survey are
adequately
presented. One
element may be
missing.
Contains 4 long
range goals with
rationales partially
supported by
authority. The
relationship among
facilities, programs,
and environment
that impact student
learning is not
always clear.
The 5 year plan
partially aligns
resources, services,
goals, with the
school’s mission
statement.
Relationship to
long range goals is
not clear. Goals are
not clearly
measurable.
all the required elements:
Circulation policies
Scheduling
Services
Personnel
Both the physical and
virtual aspects of the
facility are described in
rich detail. The needs
analysis is based on best
practices. Contains the
required elements:
description, virtual
elements, and analysis.
Rich, detailed description
of school library budget
sources and evaluation of
funding.
Needs Survey was
administered to one group
in school community via
an online tool. Contains
link. Results of survey are
clearly presented.
Contains 4 long range
goals with rationales
supported by authority.
Long range goals clearly
identify relationships
among facilities,
programs, and
environment that impact
student learning.
The 5 year plan aligns
resources, services, goals,
with the school’s mission
statement.
Clearly reflect the
relationship to the long
range goals. Goals are
measurable and specific.
8
Stephanie A. Jones, PhD
9. Georgia Southern University Instructional Technology Program
9
Evaluation
(AASL 3.3, 3.4
AASL 3.3
AASL 3.4
SLO 1d
SLO 2d
SLO 3d
Missing or inadequate
10
Advocacy
(AASL 4.3, 4.4
AASL 4.3
AASL 4.4
Missing or inadequate
11
Presentation of
information
(AASL,
3.4(C3)
AASL 3.4
Information is poorly
organized. Technology
not used to
summarize/present
required elements.
12
Grammar,
spelling, and
APA format
Numerous errors in
grammar and spelling.
Numerous errors in
APA format.
Partially describes
when and how the
plan will be
evaluated and by
whom. Contains a
timeline.
Plan for
communicating
strategic plan to
some stakeholders
lacks detail.
Presentation of
information is clear
and easy-tointerpret.
Technology has
been used
appropriately to
present the
information.
Minor errors in
grammar spelling
and APA.
Completely describes
when and how the plan
will be evaluated and by
whom. Contains a detailed
timeline.
Well-organized plan for
communicating strategic
plan to all stakeholders.
Share strategic
management plan with the
professional library
community.
Presentation of
information is creative
and interesting.
Technology has been used
appropriately to gather
input and to present the
information.
Practically perfect
grammar and spelling and
APA.
Abbreviations:
AASL refers to AASL/NCATE Standards
SLO refers to the Student Learning Outcomes for Instructional Technology
Candidates earning unacceptable scores must correct deficiencies by revising their work before a letter
grade can be assigned in the course. Candidates should consult the course syllabus for policies regarding
revisions of key assessments.
Assignment is adapted from the EDIT 6300 Program and Development Plan Assignment with
permission of Dr. Mary Ann Fitzgerald.
(https://sites.google.com/site/slmdawgs/6300/assignments)
9
Stephanie A. Jones, PhD