The document provides a summary of the analysis of the HMS Media Center based on the Georgia DOE 2010 Library Media Program Self-Evaluation Rubric. It rates the media center in three categories: Student Achievement and Instruction, Staffing, and Facilities, Access & Resources. For Student Achievement and Instruction, the media center meets proficient or exemplary levels in areas like information literacy integration, collaborative planning, and addressing diverse learners. For Staffing, it only meets the basic level due to lack of support staff. For Facilities, Access & Resources, it meets proficient or exemplary levels in areas like scheduling flexibility, resources, and online access.
The document summarizes an evaluation of the RMS Media Center conducted by O. Ingram and J. Holloman using the Georgia DOE 2010 Library Media Program Evaluation Rubric. Most categories were rated proficient or exemplary. To improve further, the evaluators recommend that the media specialist collaborate more with teachers, have assistance from a paraprofessional or volunteers, ensure the media center remains open all day, and have more frequent meetings of the media advisory committee to discuss budget, technology, and improvements. The media staff development category was rated exemplary.
This document outlines a rubric for evaluating Georgia K-12 library media programs at basic, proficient, and exemplary levels. It includes indicators related to student achievement and instruction, staffing, collection development, budget and facilities. At the exemplary level, programs actively plan instruction collaboratively, use data to design activities that promote student achievement, and assess students using various tools. Exemplary programs also employ full-time certified library media specialists to provide services and adult supervision throughout the day.
From Model to Practice: Building Successful Online Learning Programs at JeffCoBlackboard
Listen to Judy Bauernschmidt, Director of Online Learning at JeffCo Public Schools, talk about how the district grew their use of online learning from the initial professional development program to district-wide use of blended learning plus a stand-alone virtual school. Understand how this growth addressed the district’s student achievement issues while ensuring that 21st Century skills were being taught in all classrooms by qualified teachers.
The Wilkinson County Library Media Center offers a variety of services to students, teachers, staff, parents, and community members. Services include in-facility lessons for students, books and audiobooks for diverse learners, collaborative planning and resource curation for teachers, and limited materials access for parents. The media center functions in the five roles of media specialist: teacher, instructional partner, information specialist, leader, and program administrator. Circulation policies allow students, staff, and parents to check out materials with renewal requirements. Scheduling is semi-fixed with middle school scheduled on certain days and flexibility for other users. Collaboration between teachers and librarians involves lesson planning and resource sharing. Improvements could expand BYOD
The document summarizes Ryan Schrenk's presentation at the MSCA Yearly Conference. The presentation covered MTDA's history working with various education partners in Montana, statistics on MTDA course enrollment and types of courses, an example partnership with the University of Montana, and a new online math assessment and tutoring program called EdReady. It also provided an overview of MTDA resources on their website.
The Assignment: Media Literacy curriculum consists of 6 modules designed for elementary, middle, and high school students. It was developed in collaboration with Discovery Channel and aligns well with Maryland state standards. Teachers who piloted the curriculum responded very positively, finding it well-designed and effective. Students also responded favorably and teachers reported that students became more critical thinkers as a result. However, some teachers did not implement the full curriculum due to lack of training and technical support. Overall, the evaluation found the curriculum to be successful in achieving media literacy goals, but its effectiveness depended on full implementation.
Melvina L. Barton is an experienced educational management professional with over 20 years of experience in various roles such as librarian, media specialist, technology coordinator, reading and math specialist, and substitute teacher. She has a doctorate in instructional leadership from NOVA Southeastern University and is seeking an instructional leadership or assistant principal position to utilize her experience improving student achievement, implementing technology, and developing staff professionally.
The document summarizes an evaluation of the RMS Media Center conducted by O. Ingram and J. Holloman using the Georgia DOE 2010 Library Media Program Evaluation Rubric. Most categories were rated proficient or exemplary. To improve further, the evaluators recommend that the media specialist collaborate more with teachers, have assistance from a paraprofessional or volunteers, ensure the media center remains open all day, and have more frequent meetings of the media advisory committee to discuss budget, technology, and improvements. The media staff development category was rated exemplary.
This document outlines a rubric for evaluating Georgia K-12 library media programs at basic, proficient, and exemplary levels. It includes indicators related to student achievement and instruction, staffing, collection development, budget and facilities. At the exemplary level, programs actively plan instruction collaboratively, use data to design activities that promote student achievement, and assess students using various tools. Exemplary programs also employ full-time certified library media specialists to provide services and adult supervision throughout the day.
From Model to Practice: Building Successful Online Learning Programs at JeffCoBlackboard
Listen to Judy Bauernschmidt, Director of Online Learning at JeffCo Public Schools, talk about how the district grew their use of online learning from the initial professional development program to district-wide use of blended learning plus a stand-alone virtual school. Understand how this growth addressed the district’s student achievement issues while ensuring that 21st Century skills were being taught in all classrooms by qualified teachers.
The Wilkinson County Library Media Center offers a variety of services to students, teachers, staff, parents, and community members. Services include in-facility lessons for students, books and audiobooks for diverse learners, collaborative planning and resource curation for teachers, and limited materials access for parents. The media center functions in the five roles of media specialist: teacher, instructional partner, information specialist, leader, and program administrator. Circulation policies allow students, staff, and parents to check out materials with renewal requirements. Scheduling is semi-fixed with middle school scheduled on certain days and flexibility for other users. Collaboration between teachers and librarians involves lesson planning and resource sharing. Improvements could expand BYOD
The document summarizes Ryan Schrenk's presentation at the MSCA Yearly Conference. The presentation covered MTDA's history working with various education partners in Montana, statistics on MTDA course enrollment and types of courses, an example partnership with the University of Montana, and a new online math assessment and tutoring program called EdReady. It also provided an overview of MTDA resources on their website.
The Assignment: Media Literacy curriculum consists of 6 modules designed for elementary, middle, and high school students. It was developed in collaboration with Discovery Channel and aligns well with Maryland state standards. Teachers who piloted the curriculum responded very positively, finding it well-designed and effective. Students also responded favorably and teachers reported that students became more critical thinkers as a result. However, some teachers did not implement the full curriculum due to lack of training and technical support. Overall, the evaluation found the curriculum to be successful in achieving media literacy goals, but its effectiveness depended on full implementation.
Melvina L. Barton is an experienced educational management professional with over 20 years of experience in various roles such as librarian, media specialist, technology coordinator, reading and math specialist, and substitute teacher. She has a doctorate in instructional leadership from NOVA Southeastern University and is seeking an instructional leadership or assistant principal position to utilize her experience improving student achievement, implementing technology, and developing staff professionally.
EAD 684 Selection, Development and Supervision of Educational Personnel Dr. Alan Vaughan, Ph.D. phil413alv@cox.netCambridge College, Chesapeake VA(in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration)
transition: literacy and information literacy. author: philip russellPhilip Russell
Presentation given at Seminar - 'Learning to Learn at College: Students Transitioning to Reading, Writing and Knowledge Creation at Third Level' - at the Dublin Institute of Technology, Grangegorman, Dublin, Ireland on February 6th 2015.
This seminar was supported by the National Forum for the Enhancement of Teaching and Learning in Higher Education.
The media center at New Brockton High School recently upgraded their technology resources by purchasing more computers, chromebooks, and iPads for student use. The media center specialist wears many hats, from teaching online classes to helping teachers with technology needs. The goal of the media center is to provide 21st century learning by giving students access to technology and providing teacher professional development on integrating technology. Recommendations include creating a Google Calendar for teachers to reserve the media center and having the specialist co-teach with teachers to help them use technology more effectively.
The document discusses a survey conducted at Southern Polytechnic State University about students' experiences using the learning management system Desire2Learn (D2L). It identifies several areas where D2L could better meet student needs, such as by providing easy access to instructor contact information directly on the course homepage, organizing course materials into default folders to improve searchability, and offering a task list to help students manage assignments and due dates. The document also suggests ways instructors can address these issues using D2L's current features, such as posting contact information as the first news item or providing a schedule in the syllabus.
Many students taking remedial courses in college are not doing well in them. A better approach is needed that will benefit not only students, but also taxpayers and the students who are footing the bill for unsuccessful instruction. A subscription-based model in which students can work at their own pace and get help from readily available faculty could improve outcomes and reduce costs.
Virtualizing the school during the covid 19Joshua Owolabi
The Covid-19 pandemic has affected health globally in a manner that this generation has never witnessed. The initial measures to mitigate these effects were focused on health interventions and remedies; rightly so. These had included public health measures including the lockdown, the test-and-contact-tracing and the social or physical distancing measures among others. Measures were also taken by different countries and states to mitigate the economic fallout and these had included palliatives for the people. Countries had borrowed and augmented their fiscal policies and fiscal priorities to cater for the COVID-19 effects. Then the question arises: what have we done with education in Africa? Education is arguably the most important way to address how COVID-19 would affect our future and the life of the generation whose education has been significantly impacted by this. This is the reason for this article!
FRIT 7739 - Technology Program Administrator (2)Meagan Harrelson
This document summarizes the technology resources and media center at New Brockton High School. It describes recent upgrades to WiFi infrastructure and additional computers/devices purchased for student use. It notes that the media center is run by a single staff member who helps with online classes, college advising, and teacher technology needs. Goals of the media center include providing 21st century learning opportunities through technology access and teacher professional development on integrating technology. Activities in the media center include online classes, dual enrollment work, and using computers for online assignments. Recommendations include developing an online calendar for classroom technology reservations and having a readers' night event.
The document discusses using e-mentoring as a tool for professional teacher development. It conducted research to identify the needs of English language teachers regarding formative assessment practices and the effectiveness of an online collaborative e-mentoring platform. The study found that e-mentoring helped break down barriers, improved formative assessment strategies, and was an effective supplemental tool for professional development. However, challenges included difficulties coordinating schedules and broader implications for development. The study concluded that e-mentoring has potential to support teachers' professional growth if used to incorporate new developments into English language teaching in a practical way.
This document provides information about a course titled "Social Media Tools & Strategies" being offered at Rose State College. The course will introduce students to using popular social media tools and strategies for leveraging those tools to reach a global audience. It outlines the instructor's contact information, required textbook, course objectives, policies on attendance, assignments, grading scale and key due dates. Students are expected to spend 4-8 hours per week to complete assignments and study course content online.
The document outlines a marketing plan for a new student communication app at Columbia College Chicago. It includes research from student surveys and focus groups which found that students want a single source for event and activity information. A SWOT analysis determined an app would address weaknesses in the current system. The plan details the target audience, competitive apps, mock-ups of the proposed app, and an advertising strategy to encourage students to download it. The goal is to improve student engagement across campus through a convenient mobile app.
Comparing learning management systems global learn 2016 irelandDavid Brooks
This document compares two learning management systems (LMS), Moodle and Google Classroom. It discusses the advantages and disadvantages of each system. Moodle provides more comprehensive tools and flexibility, while Google Classroom is easier to set up and use, especially for schools already using Google Apps. Both systems allow teachers to communicate with students, distribute assignments, provide feedback, and track student progress online. The best choice depends on a teacher's needs and technical skills.
Delivering Online Credit Recovery: Featuring St. Tammany Parish Public SchoolsBlackboard
Often called the "silent epidemic" in our nation's high schools, high dropout rates put individual students' futures at risk and pose enormous challenges to our nation's economic and social well being. Online credit recovery is an option that is rapidly gaining acceptance thanks to its unique ability to help address the dropout crisis.
With innovative delivery options that include before/after school models, weekend programs, and offerings during the school day, online credit recovery is delivering important benefits to students and schools alike including efficiency, flexibility, and cost effectiveness.
St. Tammany Parish Public Schools (LA) describes how they are using online credit recovery, delivered through a virtual school, to engage students with personalized learning opportunities and maximize district resources in order to increase graduation rates.
Also explored is how the Blackboard Learn(TM) platform provides the foundation for a district-based online credit recovery program.
The document discusses a study exploring graduate teaching assistants' perceptions of facilitating online courses. It found that GTA's had generally positive experiences facilitating online discussions and building their technical skills, and saw online facilitation as a pathway to future online instruction. However, GTA's desired more training in online pedagogy and learning management systems. The researchers concluded that clearer expectations from instructors and opportunities to further develop online teaching skills could help online facilitation better prepare GTA's for careers in online education.
This document summarizes a Title IID grant program called Voices in History that aims to improve student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through project-based learning using technology; 2) Increase teacher ability to integrate technology in meaningful ways; 3) Foster teacher collaboration; and 4) Develop student technology literacy. The program provides professional development for teachers in project-based learning and uses of tools like blogs and online archives. Students will create graphic novels and documentaries demonstrating social studies understanding.
This document provides an overview and agenda for a Title IID technology grant focusing on improving student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through technology-based projects, 2) Increase teacher ability to integrate technology, and 3) Strengthen teacher collaboration. Teachers will attend professional development sessions on topics like digital storytelling and Google Maps. Students will create online history timelines and maps to demonstrate social studies understanding. The grant will provide ongoing support to help teachers and students develop technology and project-based learning skills.
MTDA Connect Credit Recovery began in February of 2011 and has served around 2000 enrollments already. This session discusses the issues and lessons learned in this fast-track start-up program serving over 70 districts from around Montana.
ACHE_HCForum_Online Teaching_Tozzio-Woodrum_Parts I-II (1)HPPD, Inc.
This document discusses the synergies between consulting and teaching careers in healthcare. It notes that small consulting firms face challenges like variable workloads and cash flow. However, online education is growing and universities need more part-time faculty. The skills of consultants like research, writing, and presentations align well with teaching. Pursuing both careers can smooth workloads and cash flow for consultants while giving them access to university resources. It recommends consultants consider online teaching and provides guidelines for pursuing adjunct roles, like qualifications, time commitments, pay structures, and managing online course platforms.
The document discusses the University of Waikato's Mixed Media Pathway program, which uses blended learning for their Bachelor of Teaching degree. It describes how the program allows students to complete most of their studies online or at local schools rather than having to physically attend campus each day. The program was developed in response to teacher shortages and to provide more flexible options for students. While technology plays a role, relationships and support from peers, teachers, and staff are also important factors for student success. Blended learning provides benefits for both students and teaching staff by allowing more flexibility, but also poses challenges in workload management and student support.
El documento describe fotografías del primer día de jubileo el viernes 25 de noviembre de 2011. Citando Eclesiastés 9-10, enfatiza que debemos hacer todo lo que podamos mientras estemos vivos porque después de la muerte no habrá más oportunidades.
EAD 684 Selection, Development and Supervision of Educational Personnel Dr. Alan Vaughan, Ph.D. phil413alv@cox.netCambridge College, Chesapeake VA(in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration)
transition: literacy and information literacy. author: philip russellPhilip Russell
Presentation given at Seminar - 'Learning to Learn at College: Students Transitioning to Reading, Writing and Knowledge Creation at Third Level' - at the Dublin Institute of Technology, Grangegorman, Dublin, Ireland on February 6th 2015.
This seminar was supported by the National Forum for the Enhancement of Teaching and Learning in Higher Education.
The media center at New Brockton High School recently upgraded their technology resources by purchasing more computers, chromebooks, and iPads for student use. The media center specialist wears many hats, from teaching online classes to helping teachers with technology needs. The goal of the media center is to provide 21st century learning by giving students access to technology and providing teacher professional development on integrating technology. Recommendations include creating a Google Calendar for teachers to reserve the media center and having the specialist co-teach with teachers to help them use technology more effectively.
The document discusses a survey conducted at Southern Polytechnic State University about students' experiences using the learning management system Desire2Learn (D2L). It identifies several areas where D2L could better meet student needs, such as by providing easy access to instructor contact information directly on the course homepage, organizing course materials into default folders to improve searchability, and offering a task list to help students manage assignments and due dates. The document also suggests ways instructors can address these issues using D2L's current features, such as posting contact information as the first news item or providing a schedule in the syllabus.
Many students taking remedial courses in college are not doing well in them. A better approach is needed that will benefit not only students, but also taxpayers and the students who are footing the bill for unsuccessful instruction. A subscription-based model in which students can work at their own pace and get help from readily available faculty could improve outcomes and reduce costs.
Virtualizing the school during the covid 19Joshua Owolabi
The Covid-19 pandemic has affected health globally in a manner that this generation has never witnessed. The initial measures to mitigate these effects were focused on health interventions and remedies; rightly so. These had included public health measures including the lockdown, the test-and-contact-tracing and the social or physical distancing measures among others. Measures were also taken by different countries and states to mitigate the economic fallout and these had included palliatives for the people. Countries had borrowed and augmented their fiscal policies and fiscal priorities to cater for the COVID-19 effects. Then the question arises: what have we done with education in Africa? Education is arguably the most important way to address how COVID-19 would affect our future and the life of the generation whose education has been significantly impacted by this. This is the reason for this article!
FRIT 7739 - Technology Program Administrator (2)Meagan Harrelson
This document summarizes the technology resources and media center at New Brockton High School. It describes recent upgrades to WiFi infrastructure and additional computers/devices purchased for student use. It notes that the media center is run by a single staff member who helps with online classes, college advising, and teacher technology needs. Goals of the media center include providing 21st century learning opportunities through technology access and teacher professional development on integrating technology. Activities in the media center include online classes, dual enrollment work, and using computers for online assignments. Recommendations include developing an online calendar for classroom technology reservations and having a readers' night event.
The document discusses using e-mentoring as a tool for professional teacher development. It conducted research to identify the needs of English language teachers regarding formative assessment practices and the effectiveness of an online collaborative e-mentoring platform. The study found that e-mentoring helped break down barriers, improved formative assessment strategies, and was an effective supplemental tool for professional development. However, challenges included difficulties coordinating schedules and broader implications for development. The study concluded that e-mentoring has potential to support teachers' professional growth if used to incorporate new developments into English language teaching in a practical way.
This document provides information about a course titled "Social Media Tools & Strategies" being offered at Rose State College. The course will introduce students to using popular social media tools and strategies for leveraging those tools to reach a global audience. It outlines the instructor's contact information, required textbook, course objectives, policies on attendance, assignments, grading scale and key due dates. Students are expected to spend 4-8 hours per week to complete assignments and study course content online.
The document outlines a marketing plan for a new student communication app at Columbia College Chicago. It includes research from student surveys and focus groups which found that students want a single source for event and activity information. A SWOT analysis determined an app would address weaknesses in the current system. The plan details the target audience, competitive apps, mock-ups of the proposed app, and an advertising strategy to encourage students to download it. The goal is to improve student engagement across campus through a convenient mobile app.
Comparing learning management systems global learn 2016 irelandDavid Brooks
This document compares two learning management systems (LMS), Moodle and Google Classroom. It discusses the advantages and disadvantages of each system. Moodle provides more comprehensive tools and flexibility, while Google Classroom is easier to set up and use, especially for schools already using Google Apps. Both systems allow teachers to communicate with students, distribute assignments, provide feedback, and track student progress online. The best choice depends on a teacher's needs and technical skills.
Delivering Online Credit Recovery: Featuring St. Tammany Parish Public SchoolsBlackboard
Often called the "silent epidemic" in our nation's high schools, high dropout rates put individual students' futures at risk and pose enormous challenges to our nation's economic and social well being. Online credit recovery is an option that is rapidly gaining acceptance thanks to its unique ability to help address the dropout crisis.
With innovative delivery options that include before/after school models, weekend programs, and offerings during the school day, online credit recovery is delivering important benefits to students and schools alike including efficiency, flexibility, and cost effectiveness.
St. Tammany Parish Public Schools (LA) describes how they are using online credit recovery, delivered through a virtual school, to engage students with personalized learning opportunities and maximize district resources in order to increase graduation rates.
Also explored is how the Blackboard Learn(TM) platform provides the foundation for a district-based online credit recovery program.
The document discusses a study exploring graduate teaching assistants' perceptions of facilitating online courses. It found that GTA's had generally positive experiences facilitating online discussions and building their technical skills, and saw online facilitation as a pathway to future online instruction. However, GTA's desired more training in online pedagogy and learning management systems. The researchers concluded that clearer expectations from instructors and opportunities to further develop online teaching skills could help online facilitation better prepare GTA's for careers in online education.
This document summarizes a Title IID grant program called Voices in History that aims to improve student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through project-based learning using technology; 2) Increase teacher ability to integrate technology in meaningful ways; 3) Foster teacher collaboration; and 4) Develop student technology literacy. The program provides professional development for teachers in project-based learning and uses of tools like blogs and online archives. Students will create graphic novels and documentaries demonstrating social studies understanding.
This document provides an overview and agenda for a Title IID technology grant focusing on improving student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through technology-based projects, 2) Increase teacher ability to integrate technology, and 3) Strengthen teacher collaboration. Teachers will attend professional development sessions on topics like digital storytelling and Google Maps. Students will create online history timelines and maps to demonstrate social studies understanding. The grant will provide ongoing support to help teachers and students develop technology and project-based learning skills.
MTDA Connect Credit Recovery began in February of 2011 and has served around 2000 enrollments already. This session discusses the issues and lessons learned in this fast-track start-up program serving over 70 districts from around Montana.
ACHE_HCForum_Online Teaching_Tozzio-Woodrum_Parts I-II (1)HPPD, Inc.
This document discusses the synergies between consulting and teaching careers in healthcare. It notes that small consulting firms face challenges like variable workloads and cash flow. However, online education is growing and universities need more part-time faculty. The skills of consultants like research, writing, and presentations align well with teaching. Pursuing both careers can smooth workloads and cash flow for consultants while giving them access to university resources. It recommends consultants consider online teaching and provides guidelines for pursuing adjunct roles, like qualifications, time commitments, pay structures, and managing online course platforms.
The document discusses the University of Waikato's Mixed Media Pathway program, which uses blended learning for their Bachelor of Teaching degree. It describes how the program allows students to complete most of their studies online or at local schools rather than having to physically attend campus each day. The program was developed in response to teacher shortages and to provide more flexible options for students. While technology plays a role, relationships and support from peers, teachers, and staff are also important factors for student success. Blended learning provides benefits for both students and teaching staff by allowing more flexibility, but also poses challenges in workload management and student support.
El documento describe fotografías del primer día de jubileo el viernes 25 de noviembre de 2011. Citando Eclesiastés 9-10, enfatiza que debemos hacer todo lo que podamos mientras estemos vivos porque después de la muerte no habrá más oportunidades.
This document provides tips for improving Google search skills, including using specific keywords rather than questions, avoiding ambiguous terms, keeping searches brief, and learning about Boolean operators to refine results. It recommends becoming familiar with operators like minus signs, wildcards, and quotes to exclude or include exact phrases. The bibliography lists image sources.
Georgia Military College was established in 1879 in Milledgeville, Georgia as a military junior college. It has since expanded to include satellite campuses across Georgia. The college aims to educate students in an environment that fosters good citizenship and leadership through a liberal arts curriculum. Its strategic plan from 2003-2009 had goals of improving enrollment, student learning, and character education. The college serves over 95% commuter students and prepares them for further education or careers through its associate's degree programs.
Leapfrog tag, i pod touch, $100 funding grantlanelee77
The document is a grant application from Laura L. Lee, a media center student at Carter Elementary School in Macon, Georgia, for a Leap Frog Tag reading system. Her project idea is to create a virtual literacy center in the media center using the Tag system to develop literacy skills for pre-K and kindergarten students through activities like recording students reading passages aloud and comparing to a recording, and having students work in small groups with sight words. She describes how students would benefit from individual and group work developing reading skills using the interactive Tag system.
The media center received an exemplary rating for staffing, access, and resources as it is adequately staffed and resources are easily accessible. It received proficient ratings in areas like student instruction, facilities, administrative support, and staff development. There is room for improvement in displays, student assessments, and involvement of school/system media committees. The summary suggests increasing collaboration between the media specialist and teachers to help move more areas to an exemplary rating.
The document summarizes the results of a recent evaluation of the library media program at Harlem Middle School using a rubric from the Georgia Library Media Association. Several categories were assessed and most indicators were rated as basic or proficient, with no indicators rated as exemplary. An action plan was developed to improve basic indicators to proficient levels and one proficient indicator to exemplary. The action plan involves the media specialist collaborating more with teachers and offering new activities and events to promote reading and use of resources.
This document describes the current state of the Altamaha Elementary School media center and plans for renovations. It details that the media center is too small due to the addition of a computer lab, leaving little space for books, seating or classes. Survey results found needs for more computers, a separate AR testing area, wireless access, and seating. Renovation plans include expanding the space by moving the computer lab and circulation desk, adding furniture and shelving, designating areas for reading, research and AR testing, and installing new flooring and wireless technology to create a more welcoming environment conducive to learning.
The Midway Elementary media center offers various services to students and teachers. The media specialist coordinates with teachers on lessons and provides story time for younger grades related to classroom topics. Older students can research topics in the media center using available computers and books. The media center is also used for homework, projects, and has technology like TVs, DVD players, and laptops available for classroom use. It is accessible for those with disabilities and has audio books. The media specialist fills roles like teacher, instructional partner, information specialist, leader, and program administrator through story time, collaborating on lessons, technology assistance, and effectively managing the library programs and budget.
Practicum exemplary library media programAlinaOdom
The document provides a self-evaluation of the media program at Statesboro High School. It describes how the media center is the hub of the school and is actively used for research, instruction, and collaboration between teachers and media specialists. Resources and technology available support all subject areas and student needs. Collaboration ensures information literacy skills are taught. Assessment of student achievement and using data to better meet diverse learning needs could be improved. Overall the program demonstrates support for students, teachers, and the community.
The document outlines a rubric for evaluating exemplary library media programs. It covers 6 categories: student achievement and instruction, technology management, technology integration, program administration, professional development, and collaboration and outreach. Each category contains 3-6 indicators of basic, proficient, and exemplary performance levels for library programs to meet. The rubric provides detailed criteria and standards for library programs to assess and improve their services, resources, instruction, use of technology, staff development, and partnerships with teachers and the community.
The document outlines a rubric for evaluating exemplary library media programs. It covers 6 categories: student achievement and instruction, technology management, technology integration, program administration, professional development, and collaboration and outreach. Each category contains 3-6 indicators of basic, proficient, and exemplary performance levels for library programs to meet. The rubric provides detailed criteria and expectations for library programs to be considered exemplary in supporting student learning.
This document outlines a rubric for evaluating exemplary library media programs. It provides indicators and criteria for evaluation across four categories: student achievement and instruction, technology, staffing, and facilities/access/resources. Each indicator lists requirements for basic, proficient and exemplary levels of implementation. For example, in the student achievement category, collaborative planning between teachers and the library media specialist is considered basic if the specialist participates when initiated by teachers, proficient if the specialist encourages collaboration, and exemplary if the specialist actively plans with all teachers.
This document outlines a rubric for evaluating exemplary library media programs. It provides indicators and criteria for evaluation across several categories including student achievement and instruction, technology, staffing, and facilities/resources. For each indicator, it describes the characteristics of basic, proficient, and exemplary library programs. For example, under student achievement, it explains how information literacy standards should be integrated into instruction at the basic, proficient, and exemplary levels.
This document outlines a rubric for evaluating exemplary library media programs. It provides indicators and categories for basic, proficient, and exemplary levels of performance in areas such as student achievement and instruction, technology, staffing, and facilities/resources. For each indicator, it describes what is required to meet the standard at each level. For example, under student achievement, a basic program integrates information literacy skills into curriculum through library orientation, while a proficient program collaboratively teaches these skills. An exemplary program fosters critical thinking using national and state standards.
The document provides details about the East Central Elementary School Media Center facility plan. It begins with an overview of the school's mission and details the media center's mission and objectives. It then provides data about the school and media center. The remainder of the document outlines the existing facility layout, policies, and survey findings. It proposes several changes to improve the facility including adding colorful stripes, new seating, redesigning the story time area, and installing new technology. The goal is to create a more modern, student-friendly learning environment.
The media center staff conducted a self-evaluation and found room for improvement in several areas. They scored basic in staffing due to budget constraints, and in student achievement assessment. To improve, they propose collaborating with teachers to develop rubrics to better assess student learning. They also plan to enhance use of student data and provide resources to teachers. They scored basic in scheduling flexibility but plan to open before and after school for more access. Feedback is requested on areas outlined for media center improvement.
The document summarizes the media facility plan for East Central Elementary School in Rome, GA. It outlines the school and media center missions, objectives, data, learning environment, facilities, personnel, resources, programs, policies and proposed layout. The media center aims to encourage lifelong learning and be the heart of the school through access to resources, teaching information skills, and supporting the curriculum. It currently serves over 500 students and plans to improve facilities to better achieve its mission.
This memorandum summarizes the results of an evaluation of the Media Center according to the Department of Education. It received high ratings in most categories, with two areas rated as "Basic." Suggestions are provided for improving those areas, such as having the media specialist more involved in student assessments and updating the computer system to allow online access to library resources from anywhere. One area rated "Proficient" could be improved to "Exemplary" by having the media specialist use student data to better tailor lessons and materials to individual learning needs and styles.
The document provides details about the East Central Elementary Media Center including its mission, objectives, facilities, policies, and special programs. It summarizes the media center's goals of promoting lifelong learning, encouraging knowledge pursuit, and assisting students and teachers. It also outlines the existing facility layout, circulation policies, and special events like book fairs and author visits.
The document summarizes the media facility plan for East Central Elementary School in Rome, GA. It outlines the school and media center missions, objectives, data, learning environment, facilities, personnel, resources, programs, policies, and proposed layout. The media center aims to encourage lifelong learning and be the heart of the school through access to resources, teaching information skills, and supporting the curriculum. It serves over 500 students and plans to improve its facilities.
The document provides details about the East Central Elementary Media Center including its mission, objectives, facilities, policies, and special programs. It outlines the center's goal of encouraging lifelong learning and being the heart of the school. It also summarizes the center's existing layout, circulation desk, computer area, collections, and teacher resource area. The center aims to provide daily opportunities for students to explore resources and support learning assignments.
An exemplary school library media program supports the curriculum, enhances student learning beyond textbooks, and serves as the information center for the school community. The program fosters critical thinking skills and teaches students to choose reliable information sources. Collaboration between teachers and the library media specialist is essential, with planning of lessons that incorporate literacy, technology, and academic standards. An exemplary program provides print and digital resources, flexible scheduling, and community involvement to support student achievement.
The media center at Union Elementary School provides resources like books, periodicals, and technology to approximately 650 students and staff. It is overseen by one full-time media specialist and one part-time clerk. The center aims to develop students' literacy and technology skills but is currently undergoing changes that have limited access. Recommendations include establishing a student visit schedule, providing teacher orientations, and improving technology support response times.
Similar to Ga doe media center standards 2010 hms (20)
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1. November 21, 2011
Laura L. Lee, Student Practicum
HMS Media Center
Principal Jones:
The media specialist and I have conducted a thorough analysis of Houston County’s
HMS Media Center based on the guidelines set forth in the Georgia DOE 2010 Library
Media Program Self-Evaluation Rubric.
In the following paragraphs, I will rate each of the allocated categories according to one
of three levels of proficiency as set forth in the above rubric.
Category I: Student Achievement and Instruction
a. Information Literacy Standards integration into the media center.
The HMS media center exhibits a proficient integration of the Information Literacy
Standards Skills as addressed in Information Power and the AASL Standards for the
21st-Century Learner. The basic skills are met with the media center orientation
sessions offered to all entering 6th grade students, as well as to any new students
transferring into the 7th and 8th grade classes. Each school year students are provided
lessons on the understanding of the Dewey Decimal System. The media center meets the
proficient standard due to the media specialist’s exemplary relationship with classroom
teachers. She meets with teachers on each grade level periodically to address their needs
and they partner to provide lessons for students incorporating the Georgia Performance
Standards. The media specialist did not feel the media center meets the Exemplary
Standard, as they do not utilize the AASL Standards in shaping the student learning
environment.
b. Collaborative planning initiatives support classroom learning.
The HMS media center receives an exemplary rating for the media specialist’s proactive
initiatives with teachers. She meets the basic level by participating when initiated by the
teachers. She meets the proficient level due to her participation in grade level and
subject-level meetings with the teachers in her school. She also promotes the active use
of GSO based resources with her teachers. She also meets the exemplary bar for efforts
to reach every teacher and pattern collaborative teaching efforts in regular classroom
instruction.
c. Professional library media staff areengaged in active teaching roles.
2. The HMS media specialist receives an exemplary rating for her role as an information
steward who promotes and encourages engagement actively. She goes above and beyond
to get to know each of her students and recognize their individual needs. This allows her
to be proactive in assisting her student population in locating appropriate materials in
the media center. Additionally she conducts routine orientation sessions with her
students. Her media center serves as an additional supplement to the traditional
classroom learning experience as she regularly partners with the teachers to plan and
implement instructional technology-based lessons for the HMS students. Her door is
always open to discuss one-on-one with teachers ways to collaborate on lessons to meet
the Georgia Performance Standards and suggests varying methods to accomplish this
delivery.
d. Library Media Center resources encourage and support reading,
viewing and listening.
The media specialist creates bulletin boards and displays that create visual interest in
her media center. She has one main bulletin board that resides in the hallway just
outside her media center entrance. She also has a cork strip that continually features
students’ artwork and other students are able to vote on their favorites by placing gold
star stickers on the board. She also maintains a centrally-located book display in the
media center where she periodically features themes, often seasonally based. The media
center offers multiple events and activities each year. An example of a popular event is
her Fall and Winter Coffee Shop initiative. She has brought in a few round high-top
tables with chairs and a portable fireplace to set up a “coffee shop vibe” in her center.
During her coffee shops, she brews Starbuck’s coffee and sets out a bevy of condiments
(whipped cream, sprinkles, cinnamon, chocolate syrup) to create a do-it-yourself-coffee-
bar where students can custom make their own fancy coffee beverage for $1.00,
purchase snacks and mingle in the media center before school and during 1st period
(which is similar to an activity period). She takes attendance numbers at all of these
events to track and report. These type of ventures aid in boosting the recreational
reading and meeting the reading and language arts criteria in the school.
e. Diverse learning abilities, styles and needs are readily addressed.
The HMS earns an exemplary ranking for having such an open stance on meeting the
needs of the school’s diverse population of learners. Diverse learning styles and abilities
are addressed promptly when applicable. For those students who prefer the print in
hand, or perhaps a larger font, these accommodations are readily made. Students who
prefer to use the computer for certain skills are given ample time to meet these needs
when applicable. Students who require technological adjustments can painlessly make
these modifications with ease, i.e. adjustments to the monitor for virtually impaired
students. The media specialist keeps the teachers abreast of resources and applications
3. on hand for these varying diverse learning styles through programs such as Hi-Lo where
she secures books that’s subjects often appeal to the middle school reader but are
written on a slightly lower than middle school reading level in order to appeal to unique
learners and readers. The MS goes even further to support instructional strategies and
learning activities through appropriate data collection and utilizing resources to meet
unique student needs.
f. Student achievement is routinely assessed.
The HMS classroom teacher assesses the student achievement levels to meet the basics.
The HMC media specialist and the classroom teachers meet periodically and collaborate
on lessons where they discuss varying methods of student assessment. They discuss
what the teacher’s anticipated outcome and student achievement levels are based on the
lesson activities to meet the exemplary level.
Category II: Staffing
a. HMS serves more than the state of Georgia’s base size mandates for a library
media center (624+ student population), but the MS is the only staff in the
middle (and elementary school media centers in Houston County). There are no
paid part-time or full-time media clerks. This was phased out by the county a
couple of years ago. HMS got by with a part-time media clerk for the last couple
of years as there was a grant in this school that employed a minimum wage part-
time employee who assisted the MS. Since she was not a full-fledged clerk, the
MS tasked her much like a volunteer. She checked in and out books, shelved
books, greeted students, dusted and cleaned the center, etc. She did not handle
money, repair broken technology or participate in lessons. The media center
would not earn even the basic ranking in this category.
Category III: Facilities, Access & Resources
a. A plan of flexibility for media center scheduling is in place.
In order to achieve the basic rating, HMS maintains flexible scheduling in the media
center. Due to the lack of support staff in the HMC media center (i.e. elimination of
media clerks and grant position funding was exhausted), it is very difficult now for the
MS to have the most flexible schedulingavailability in her media center – as far as
providing the most ample access to her and the media center’s resources. For instance,
open times for students to check out books have been limited to certain blocks of times
that run before and after school or during the 1st period activity period. Different grades
4. or classes have certain times during the regular school day when their classes come in
and either complete book check-in and checkout and/or lessons.
b. Student media center square footage is based on FTE.
The HMS media center scores a basic and proficient level in their center for meeting
square footage criteria, as this school was designed and built within the last few years
and is still current. The HMS media center would not meet the exemplary level Georgia
DOE status, due to the lack of electrical outlets and wiring available in the media center
especially in the central areas away from the walls.
c. Streaming video is used in support of the school curriculum.
The schools have access to a video streaming program called Peach Star that allows all
Georgia schools to have equal access to a plethora of video titles and subjects that can be
utilized in collaboration with classroom curriculum. The teachers each set up an online
account where they can go into the database and perform a search for what they need.
The HMS media center also supplies titles that may be checked out by teachers in
addition to the streaming video account access. The school meets the exemplary criteria
by providing white boards around campus and the media center now has its own
Promethean board that the MS was able to secure through a grant.
d. Print and non-print resources and access to online information is
basic to the library media program.
The HMS media center can be ranked as exemplary in this category. There are more
than the state allotted caps for computer per student ratios. Each of these computers has
easy access to the internet and online database resource capabilities. The school does
not have wireless access but students may access all of the school media center database
resources at home or anywhere off campus. Their AR and E-Books programs are also
available to students for access off site.
e. All library resources are managed for maximum efficiency in use.
The HMS media center meets and exceeds the basic and proficient rankings, because the
center provides an online catalog through SAFARI and it is networked within multiple
computers on campus. Each year the MS purchases new acquisitions of titles based on
needs, surveys, national literary reviews, etc. Weeding is performed by the MS based on
need.
Category IV: Administrative Support
a. Local system superintendent appoints a media contact person.
5. The county and HMS media center receive an exemplary rating as there is a county
appointed technology spokesperson that represents a voice for the media center (as
well as many other technology-related services managed within the county school
district). The county provides web links on the school webpage to the media center in
order to encourage and promote the media centers as a tool for students, faculty and
staff.
b. Administrative staff support at both the school and district levels.
At the most basic level the HMS Principal provides ample support of the school library
media center program and makes time for periodic meetings with the media specialist.
In the proficient level, the Principal of HMS as well as the district goes above and
beyond to promote the integration of technology and media center resources within the
classroom curriculum. The main element that holds the center back from receiving the
exemplary rating is the budgetary support dilemma mentioned above, where vital
resources such as support staff have been entirely removed from the equation. This
hinders the center’s ability to function at 100% levels.
c. Library media center policy is current and up to date.
The center receives an exemplary ranking for maintaining up to date policies that are
consistent and adherent within each of the schools in this county.
d. Funding for media center resources are spent 100% on these centers.
The HMS is fortunate in that the Principal makes every effort to adhere to channeling all
of her resource money earmarked for library technology strictly to the school’s media
center. Local and state funding is directed to these coffers. The media centers stops
short of receiving exemplary status as the school district administration does not always
abide by these guidelines when deciding on media centers budgets as a whole. Some
monies are directed to other technology resources that are necessarily media center
driven.
Category V: Staff Development
a. Staff development opportunities are encouraged for media center staff
to enhance their professional knowledge and leadership skills.
The HMS media center earns an exemplary rating on this assessment as the media
specialists are encouraged to pursue continuing education initiatives when budgets and
funding resources allow. The MS also provide support for teachers who may be electing
to pursue higher degrees as well.
6. Recommendations:
Based on the information compiled in this report for the Georgia DOE 2010 Library
Media Program Evaluation, the weakest link in this media center is staffing issues.
There is the one, full-time media specialist who is doing the job of multiple individuals
in her center. It is physically impossible for her to meet every single check in the box for
this evaluation without extra sets of hands on board. The media specialist has enlisted
the assistance of several students to serve as helpers before and after school. They are
tasked such duties as shelving books, dusting and cleaning the tables and making copies.
But this really does not provide much assistance for the media specialist throughout the
school day. She has never had significant parent support in the past, but it may be time
to kick it up a notch. She needs to reconsider enlisting the help of parents. This would
require more aggressive recruiting. If this still does not suffice, then contact local
colleges and initiate a volunteer program for students either interested in education,
counseling or library science. In a tough economy, students who are looking for projects
to become involved in to gain experience, network and build community connections
may be able to provide a necessary resource to the center and the media specialist.