The document provides a rubric for evaluating library media programs at four levels of proficiency: basic, proficient, and exemplary. It includes 16 target indicators across four categories: 1) student achievement and instruction, 2) staffing, 3) facilities, access, and resources, and 4) administrative support. Each indicator lists criteria for programs at the basic, proficient and exemplary levels of meeting state rules, guidelines, and standards for library media programs.
1. The document discusses various e-resources including electronic resources, social networking sites, educational blogs, podcasting, e-learning, and electronic commerce.
2. Key e-resources discussed include educational resources like online journals and databases, as well as social media platforms like Facebook, LinkedIn, and Twitter that can be used as educational tools.
3. The benefits of e-resources for education are their ability to provide wider access to information, support collaborative learning, and make resources available anywhere at any time.
The document discusses the importance of computers in education. It outlines objectives to discuss the features of computers as teaching aids, and the advantages and disadvantages of using computers in teaching and learning. It also aims to define technical terms related to computer applications. The advent of computers has revolutionized teaching methods and roles. Today, basic computer literacy is required for most jobs, including teaching. The document then defines various computer hardware, software, and technical terms to help teachers understand and utilize computer applications in the classroom.
The document outlines an IST workshop on promoting student interaction that took place in December 2015. The workshop agenda included defining interaction, identifying interaction patterns, discussing the benefits of student interaction, challenges that hinder it, and ways to promote it. Participants discussed interaction definitions, patterns like IRF and group work configurations. Benefits included participation, practice time, collaboration and motivation. Challenges included teacher talk, student resistance and language ability. Suggestions to promote interaction focused on language support, preparation time, and varying interaction types. The workshop concluded with participants reflecting on applying the ideas to their own teaching.
This document outlines the requirements and format for a portfolio on a field study completed at several high schools by a student teacher. The portfolio includes an introduction, table of contents, resume, statement of purpose, organized entries with reflections on teaching experiences, overall reflections, faculty comments, a rubric, and appendices. The entries document the student teacher's experiences, lessons, and evaluations over the course of the field study placement. Completion of the portfolio and field study account for 40% of the student's grade, with additional components including observation, attendance, and seminar participation.
Use of ICT for development of learning materialDr.Suresh Isave
The presentation describes briefly, how ICT tools can be used to develop various kind of learning material. It needs to elaborate points mentioned in the presentation.
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.
1. The document discusses various e-resources including electronic resources, social networking sites, educational blogs, podcasting, e-learning, and electronic commerce.
2. Key e-resources discussed include educational resources like online journals and databases, as well as social media platforms like Facebook, LinkedIn, and Twitter that can be used as educational tools.
3. The benefits of e-resources for education are their ability to provide wider access to information, support collaborative learning, and make resources available anywhere at any time.
The document discusses the importance of computers in education. It outlines objectives to discuss the features of computers as teaching aids, and the advantages and disadvantages of using computers in teaching and learning. It also aims to define technical terms related to computer applications. The advent of computers has revolutionized teaching methods and roles. Today, basic computer literacy is required for most jobs, including teaching. The document then defines various computer hardware, software, and technical terms to help teachers understand and utilize computer applications in the classroom.
The document outlines an IST workshop on promoting student interaction that took place in December 2015. The workshop agenda included defining interaction, identifying interaction patterns, discussing the benefits of student interaction, challenges that hinder it, and ways to promote it. Participants discussed interaction definitions, patterns like IRF and group work configurations. Benefits included participation, practice time, collaboration and motivation. Challenges included teacher talk, student resistance and language ability. Suggestions to promote interaction focused on language support, preparation time, and varying interaction types. The workshop concluded with participants reflecting on applying the ideas to their own teaching.
This document outlines the requirements and format for a portfolio on a field study completed at several high schools by a student teacher. The portfolio includes an introduction, table of contents, resume, statement of purpose, organized entries with reflections on teaching experiences, overall reflections, faculty comments, a rubric, and appendices. The entries document the student teacher's experiences, lessons, and evaluations over the course of the field study placement. Completion of the portfolio and field study account for 40% of the student's grade, with additional components including observation, attendance, and seminar participation.
Use of ICT for development of learning materialDr.Suresh Isave
The presentation describes briefly, how ICT tools can be used to develop various kind of learning material. It needs to elaborate points mentioned in the presentation.
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.
This document contains the titles of 57 books related to the 1920s and Great Depression era in America. The books cover topics such as the stock market crash of 1929, Franklin D. Roosevelt, the Dust Bowl, and life during the 1920s. Several of the books are also available in Spanish language translations. The books are from various publishers and range from fiction to non-fiction works suitable for grades 5-12 as well as young adult and adult readers. Reviews from sources like School Library Journal, Booklist, and Publishers Weekly are listed for some of the books.
The March monthly report for Wayne County High School's media center summarizes circulation, overdue items, activities, and additions/lessons for the month. Circulation included 199 checked out items, with most being fiction titles. There were 108 overdue books checked out to 102 students. Activities included 11th grade research papers, 9th grade research units, current events submissions, and displays. The collection was updated and calculators were added to the online catalog. Lessons taught covered Galileo, researching knights, and scientists.
This document is a reference materials order form for the Jesup Elementary School reference section. It lists 14 reference titles being ordered, including biographies, almanacs, dictionaries, atlases and a book on writing research papers. Details provided include title, publisher, publication date, recommended grade level, review sources, price and source for each item, as well as totals. The order contains reference books on various topics for grades K-6.
The document provides a photo tour and floor plan of the Wayne County High School media center. It summarizes the current layout, including the main seating area with 18 computers, fiction and nonfiction book sections, reference and periodical rooms, and teacher workrooms. Teacher and student surveys found that while they like the computer access, they would like quiet study spaces, more audio books, and the ability to check out technology for classrooms. The revised floor plan aims to address these issues.
This document provides information about a professional development lesson for teachers on screencasts. The lesson was designed for all teachers at Wayne County High School, but focuses particularly on the English department. The lesson uses the ARCS model of motivation to grab teachers' attention with the lesson topic and make screencasts relevant to their work. Teachers will learn how to create screencasts through resources provided and have opportunities to try it themselves. Assessments include answering essential questions and participating in discussion about screencasts.
The document is a reference materials order form for Jesup Elementary School's reference section. It lists 17 reference books from various sources such as TitleWave/Follet, Amazon, and individual publishers. The books cover topics like biographies, dictionaries, almanacs, and atlases. It provides details on each book such as title, publisher, publication date, grade level, review sources, price, and number needed. The total cost of all the reference books on the order is $566.86.
This document summarizes a baby shower held for Nikky and Aaron Cope. Photos show the decorated cake, refreshments, and piles of gifts waiting to be opened. Guests patiently waited as Nikky opened clothes, diapers, a bouncy seat, and other baby items. The proud parents-to-be posed for photos with family and thanked the guests who spoiled their child-to-be.
The document is a memorial message honoring someone named Pop from August 13, 1933 to June 1, 2009. The message expresses that Pop will always have a special place in their hearts, that they were blessed to have had him in their lives, and thanks him for all he did, expressing their love for him.
This document outlines a rubric for evaluating Georgia K-12 library media programs at basic, proficient, and exemplary levels. It includes indicators in two categories: student achievement and instruction, and staffing. For student achievement, indicators address how well the program integrates information literacy standards, supports collaborative planning between teachers and librarians, utilizes librarians in active teaching roles, encourages reading and learning, and assesses student achievement. For staffing, it addresses requirements for librarian staffing based on school size. Exemplary programs meet or exceed all definitions and have achieved all legal and standards-based requirements.
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.
Summary of the library media program evaluationAysha Farooqi
This document provides a rubric for evaluating K-12 library media programs in Georgia. It outlines four categories (Student Achievement and Instruction, Staffing, Facilities/Access/Resources, and Administrative Support) and lists indicators of performance at basic, proficient, and exemplary levels within each category. For example, under student achievement, a basic program provides basic instruction on information skills while an exemplary program fosters independent inquiry and critical thinking. This rubric aims to help schools improve their library programs by meeting higher standards of performance.
The document provides a rubric to evaluate library media programs at basic, proficient, and exemplary levels across four categories: student achievement and instruction, staffing, facilities/resources/access, and administrative support. At the exemplary level, programs foster critical thinking, include all students in collaborative planning, have flexible scheduling and technology resources, and receive strong administrative support.
The document provides a rubric for evaluating library media programs at basic, proficient, and exemplary levels across 5 categories: student achievement and instruction, staffing, facilities/access/resources, administrative support, and staff development.
At the basic level, programs integrate basic information literacy skills, have part-time staff, and meet minimum space and resource requirements. At the proficient level, programs have full-time staff, collaborate more with teachers, and exceed minimum requirements. At the exemplary level, programs foster critical thinking, collaborate with all teachers, and actively support student achievement through flexible access and resources.
The document provides a rubric for evaluating library media programs at basic, proficient, and exemplary levels across 5 categories: student achievement and instruction, staffing, facilities/access/resources, administrative support, and staff development.
At the basic level, programs integrate basic information literacy skills, have part-time staff, and meet minimum space and resource requirements. At the proficient level, programs have full-time staff, collaborate more with teachers, and exceed minimum requirements. At the exemplary level, programs foster critical thinking, collaborate with all teachers, and actively support student achievement through flexible access and resources.
This document outlines a rubric for evaluating Georgia K-12 school library media programs. It includes 14 categories with basic, proficient, and exemplary criteria for staffing, facilities, resources, instruction, and administration. The goal is for programs to meet or exceed requirements and national standards to effectively support student achievement and instruction.
The document outlines a rubric for evaluating library media programs at basic, proficient, and exemplary levels across 5 categories:
1) Student achievement and instruction
2) Staffing
3) Facilities, access, and resources
4) Administrative support
5) Staff development
The rubric provides target indicators and descriptions of program characteristics for each category at the different evaluation levels.
The document outlines a rubric for evaluating Georgia library media programs at basic, proficient, and exemplary levels. It includes categories such as student achievement and instruction, staffing, facilities and resources, administrative support, and staff development. Requirements include integrating information literacy skills, collaborative planning between teachers and library staff, engaging teaching roles of library staff, and assessing student achievement. [END SUMMARY]
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 contains the titles of 57 books related to the 1920s and Great Depression era in America. The books cover topics such as the stock market crash of 1929, Franklin D. Roosevelt, the Dust Bowl, and life during the 1920s. Several of the books are also available in Spanish language translations. The books are from various publishers and range from fiction to non-fiction works suitable for grades 5-12 as well as young adult and adult readers. Reviews from sources like School Library Journal, Booklist, and Publishers Weekly are listed for some of the books.
The March monthly report for Wayne County High School's media center summarizes circulation, overdue items, activities, and additions/lessons for the month. Circulation included 199 checked out items, with most being fiction titles. There were 108 overdue books checked out to 102 students. Activities included 11th grade research papers, 9th grade research units, current events submissions, and displays. The collection was updated and calculators were added to the online catalog. Lessons taught covered Galileo, researching knights, and scientists.
This document is a reference materials order form for the Jesup Elementary School reference section. It lists 14 reference titles being ordered, including biographies, almanacs, dictionaries, atlases and a book on writing research papers. Details provided include title, publisher, publication date, recommended grade level, review sources, price and source for each item, as well as totals. The order contains reference books on various topics for grades K-6.
The document provides a photo tour and floor plan of the Wayne County High School media center. It summarizes the current layout, including the main seating area with 18 computers, fiction and nonfiction book sections, reference and periodical rooms, and teacher workrooms. Teacher and student surveys found that while they like the computer access, they would like quiet study spaces, more audio books, and the ability to check out technology for classrooms. The revised floor plan aims to address these issues.
This document provides information about a professional development lesson for teachers on screencasts. The lesson was designed for all teachers at Wayne County High School, but focuses particularly on the English department. The lesson uses the ARCS model of motivation to grab teachers' attention with the lesson topic and make screencasts relevant to their work. Teachers will learn how to create screencasts through resources provided and have opportunities to try it themselves. Assessments include answering essential questions and participating in discussion about screencasts.
The document is a reference materials order form for Jesup Elementary School's reference section. It lists 17 reference books from various sources such as TitleWave/Follet, Amazon, and individual publishers. The books cover topics like biographies, dictionaries, almanacs, and atlases. It provides details on each book such as title, publisher, publication date, grade level, review sources, price, and number needed. The total cost of all the reference books on the order is $566.86.
This document summarizes a baby shower held for Nikky and Aaron Cope. Photos show the decorated cake, refreshments, and piles of gifts waiting to be opened. Guests patiently waited as Nikky opened clothes, diapers, a bouncy seat, and other baby items. The proud parents-to-be posed for photos with family and thanked the guests who spoiled their child-to-be.
The document is a memorial message honoring someone named Pop from August 13, 1933 to June 1, 2009. The message expresses that Pop will always have a special place in their hearts, that they were blessed to have had him in their lives, and thanks him for all he did, expressing their love for him.
This document outlines a rubric for evaluating Georgia K-12 library media programs at basic, proficient, and exemplary levels. It includes indicators in two categories: student achievement and instruction, and staffing. For student achievement, indicators address how well the program integrates information literacy standards, supports collaborative planning between teachers and librarians, utilizes librarians in active teaching roles, encourages reading and learning, and assesses student achievement. For staffing, it addresses requirements for librarian staffing based on school size. Exemplary programs meet or exceed all definitions and have achieved all legal and standards-based requirements.
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.
Summary of the library media program evaluationAysha Farooqi
This document provides a rubric for evaluating K-12 library media programs in Georgia. It outlines four categories (Student Achievement and Instruction, Staffing, Facilities/Access/Resources, and Administrative Support) and lists indicators of performance at basic, proficient, and exemplary levels within each category. For example, under student achievement, a basic program provides basic instruction on information skills while an exemplary program fosters independent inquiry and critical thinking. This rubric aims to help schools improve their library programs by meeting higher standards of performance.
The document provides a rubric to evaluate library media programs at basic, proficient, and exemplary levels across four categories: student achievement and instruction, staffing, facilities/resources/access, and administrative support. At the exemplary level, programs foster critical thinking, include all students in collaborative planning, have flexible scheduling and technology resources, and receive strong administrative support.
The document provides a rubric for evaluating library media programs at basic, proficient, and exemplary levels across 5 categories: student achievement and instruction, staffing, facilities/access/resources, administrative support, and staff development.
At the basic level, programs integrate basic information literacy skills, have part-time staff, and meet minimum space and resource requirements. At the proficient level, programs have full-time staff, collaborate more with teachers, and exceed minimum requirements. At the exemplary level, programs foster critical thinking, collaborate with all teachers, and actively support student achievement through flexible access and resources.
The document provides a rubric for evaluating library media programs at basic, proficient, and exemplary levels across 5 categories: student achievement and instruction, staffing, facilities/access/resources, administrative support, and staff development.
At the basic level, programs integrate basic information literacy skills, have part-time staff, and meet minimum space and resource requirements. At the proficient level, programs have full-time staff, collaborate more with teachers, and exceed minimum requirements. At the exemplary level, programs foster critical thinking, collaborate with all teachers, and actively support student achievement through flexible access and resources.
This document outlines a rubric for evaluating Georgia K-12 school library media programs. It includes 14 categories with basic, proficient, and exemplary criteria for staffing, facilities, resources, instruction, and administration. The goal is for programs to meet or exceed requirements and national standards to effectively support student achievement and instruction.
The document outlines a rubric for evaluating library media programs at basic, proficient, and exemplary levels across 5 categories:
1) Student achievement and instruction
2) Staffing
3) Facilities, access, and resources
4) Administrative support
5) Staff development
The rubric provides target indicators and descriptions of program characteristics for each category at the different evaluation levels.
The document outlines a rubric for evaluating Georgia library media programs at basic, proficient, and exemplary levels. It includes categories such as student achievement and instruction, staffing, facilities and resources, administrative support, and staff development. Requirements include integrating information literacy skills, collaborative planning between teachers and library staff, engaging teaching roles of library staff, and assessing student achievement. [END SUMMARY]
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 summarizes levels of proficiency (basic, proficient, exemplary) for a school library media program self-evaluation rubric across several categories including student achievement and instruction, staffing, facilities, access, and resources. An exemplary program meets or exceeds all criteria for basic and proficient programs and fully integrates information literacy standards into content instruction through collaborative planning between library staff and teachers.
Georgia doe 2010 library media program selfLaurie Roberts
The document is a rubric from the Georgia Department of Education that evaluates library media programs across multiple categories on a basic, proficient, and exemplary scale. It covers student achievement and instruction, staffing, facilities, access to resources, and use of technology. The rubric provides detailed criteria for each category to determine if a program is meeting basic standards, achieving proficiency, or operating at an exemplary level.
The document is a rubric from the Georgia Department of Education that evaluates K-12 school library media programs across multiple categories at basic, proficient, and exemplary levels. It addresses topics such as how information literacy standards are integrated into instruction, collaborative planning between teachers and library staff, the role of library staff in teaching, resources that support reading, and services for diverse learners. Requirements outlined in the rubric include staffing levels according to school size, facilities and access, and print/digital resources. Schools are evaluated based on the extent to which their library media program meets or exceeds the criteria defined at each level of the rubric.
The document is a rubric from the Georgia Department of Education that evaluates K-12 school library media programs across multiple categories at basic, proficient, and exemplary levels. It addresses factors such as student achievement and instruction, staffing, facilities and resources, and administrative support. The rubric provides detailed criteria and standards for each category to help schools assess and improve their library media programs.
The document provides a rubric for evaluating library media programs at basic, proficient, and exemplary levels across four categories: student achievement and instruction, staffing, facilities/access/resources, and administrative support. Each category contains multiple target indicators describing the characteristics of programs at each evaluation level, with exemplary programs exceeding expectations for proficient programs.
The document provides a sample information literacy curriculum framework for K-12 schools. It includes a sample mission statement, belief statements, and 3 standards for information literacy. Standard 1 addresses promoting reading literacy. Standard 2 contains the core components of information literacy - accessing, evaluating, using, creating, and communicating information. Standard 3 includes developing skills like respecting diverse ideas, using information responsibly, and collaborating with others. The framework is intended as a starting point that teachers and librarians can adapt to their local standards and integrate into classroom instruction.
This document contains titles of books related to the Great Depression and 1920s eras. There are over 50 titles listed from various publishers including Enslow, Delacorte Press, Scholastic, and Compass Point Books. The books cover topics such as the stock market crash of 1929, Franklin D. Roosevelt, the Dust Bowl, and life during the 1920s. Many of the books are recommended for grade levels between 5-8 but some are aimed at young adult and adult readers.
This document provides information about Wayne County High School and outlines a collection development plan focused on standards about the Roaring Twenties and Great Depression taught in 11th grade US History and Language Arts classes. It describes the student population and resources at Wayne County High School. The plan analyzes standards and instructional approaches used to teach about the causes and consequences of the Great Depression, Franklin Roosevelt's New Deal programs, and relates literary works to the time periods. The goal is to build the media center collection to support teaching and learning about these eras.
Evaluation of the reference collection at jesup elementary schoolNicole Wingate
The assistant evaluated the reference collection at a local elementary school library. They observed that the reference section was very small compared to other sections of the library and was extremely dusty, showing it was seldom used. Most of the reference materials were over 10 years old on average and desperately needed updating to better serve the broader range of grade levels the school now contains from Pre-K to 5th grade.
The document provides information and instructions for Nicole Wingate to apply for a Dollar General Back to School Grant. It outlines the application process, including sections on contact information, school details, project overview and goals, budget, and compliance. It notes a maximum request of $5,000 and that impact reports will be required if funding is received.
This document provides a list of literary works that have been referenced on the Advanced Placement (AP) Literature exams from 1971 to 2009. It is organized alphabetically and includes the title of the work, author, and specific years it appeared on exams. There are over 250 entries spanning various genres, time periods, and countries of origin. The list serves as a guide for students and teachers of works commonly assessed on the AP Literature exams.
Sample mla 7 paper w annotations from owl at purdue universityNicole Wingate
This document provides a summary of a paper analyzing three 19th century farming handbooks in historical context. It begins by introducing the paper's goal of examining the handbooks and connecting them to important events in 19th century agricultural history. It then outlines the paper's organization into sections on historical context, analyses of the three handbooks, research questions, and importance of the project. The document provides context on population growth and technological advances impacting 19th century farming before discussing how new agricultural knowledge was distributed through periodicals and handbooks. It notes the influence of printed information on education and the rise of agricultural colleges.
This document provides a template for students to fill out when reviewing a novel or play. It includes spaces to identify the title, author, main characters, setting, symbols, genre, and quote. It also lists several topics for analysis and asks students to check off which topics apply and take notes on each selected topic.
This document provides over 30 open-ended essay prompts for the Advanced Placement English Literature and Composition exam from 1970 to 2005. The prompts cover a wide range of topics and ask students to analyze characters, themes, symbols, and other elements in recognized works of literary merit. They require explaining how various techniques, devices, or elements contribute to an author's purpose or the meaning of a work as a whole, rather than merely summarizing plots.
The document appears to be a library catalog listing books available for checkout. It includes the book title, author, reading level, number of pages, and location for over 150 books. The books are sorted by reading level (grade 9-12, honors, and advanced placement) and include both novels and plays from various periods. Locations listed include the bookroom, computer lab, and conference room.
This document outlines the English department policies and guidelines for Wayne County High School. It provides details on:
1. Grading protocols and categories for tests, quizzes, homework, and exams across 9th-12th grade English classes.
2. Requirements for syllabi, textbooks, novels, and supplementary materials. Summer reading is also required for accelerated and AP classes.
3. Resources for GHSGT/EOCT test preparation, SAT prep courses, and scope and sequence outlines.
4. Pacing guides, research guidelines, and curriculum notebooks for each grade are available to teachers. Accelerated and AP course information is also included.
This document is a summer reading form from Wayne County High School's English Department. It requires students and parents to select and sign for approval of at least two reading selections for the student's upcoming grade level. The form explains that students must read the selections over the summer and be tested on their choices in the fall. It lists four titles of reading material for each grade level (9th-12th) for students and parents to choose from and sign next to. It notes that parents and students should obtain copies of the texts early since stores and libraries may have limited availability of the popular titles.
This unit was designed for kindergarten students to learn about rhyming words through reading the book "I'm a Duck!" over multiple lessons. Students will identify rhyming words in the story, create rhymes of their own, and write a narrative paragraph imagining what their named duckling did the next day. Formative assessments include identifying rhyming words, matching rhyming word cards, and pre-writing a cluster diagram. The summative assessment has students illustrate their duckling, write a sentence with its name and rhyme, and create 3 rhyming word pairs from their paragraph scored on a rubric.
The document discusses a survey conducted at Wayne County High School to identify technology needs. Based on teacher and student surveys, a prioritized list of needed technology items was created: [1] Classroom response systems to enhance instruction, [2] Read aloud software for students who require material to be read aloud, and [3] MP3 players with headsets so students can listen to read aloud material without interrupting class. Several product options are provided for each identified need.
This annotated bibliography summarizes 10 research articles on collaboration between media specialists and secondary teachers to implement technology and information literacy in schools. The articles discuss the benefits of collaboration, provide models and strategies for effective collaboration, and emphasize the media specialist's role in teaching information literacy skills. Several articles highlight increased student achievement outcomes from collaboration between teachers and media specialists.
The document summarizes and critiques an Acceptable Use Policy (AUP) from the ***** County School System. It finds that the AUP has several strengths, including clearly stating that internet access is for educational purposes only, acknowledging the risk of inappropriate content online, providing detailed lists of acceptable and unacceptable uses, and requiring signature pages. However, it notes that the AUP is missing a definition section to clarify key terms, as recommended by experts. Overall, the document analyzes the components and effectiveness of the ***** County AUP based on industry standards for AUP policies.
This document proposes implementing a copyright policy for the ***** County School System. It acknowledges that while the school system's Acceptable Use Policy mentions copyright, a full policy is needed. The proposed policy would define copyright, include sections on internet, print, software and educational use guidelines, and disclaim liability. It would cite relevant copyright laws and include sample permission forms to help teachers and students navigate permissions.
The article discusses how educational games can be effective learning tools when designed based on principles that ensure active student engagement and appeal to different learning styles, arguing they allow students to master standards while having fun in a low-risk environment, and citing research showing students who used games from his company doubled their benchmark scores.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
This document provides information on a unit plan for an 11th grade American Literature class focusing on a women's literature research paper. It includes an analysis of the diverse group of learners, motivational strategies using the ARCS model to gain students' attention, establish relevance and build confidence and satisfaction. Technology resources like the computer lab and Galileo database will be used. Essential questions are provided to guide students' research and writing on how women were repressed in 19th century literature and how to complete a research paper while avoiding plagiarism using reliable sources. State writing and research standards are also addressed.
This document provides a learner analysis of a group of 15 ninth grade students that will be used as a try-out group. It summarizes their characteristics including gender, race, age, education level, interests, computer use, socioeconomic status, learning modalities, academic performance, and special needs. The analysis found diversity in these areas. It recommends that instruction engage multiple modalities and include culturally diverse material to accommodate all learners. Accommodations are suggested for students with disabilities or limited English proficiency.
1. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
All Exemplary programs will meet or exceed the definitions below for Basic, Proficient, and Exemplary programs. All Exemplary
programs will have achieved the requirements set out in state education laws, state board policies, state guidelines, and selected
National Standards.
Target Indicators Levels of Proficiency
And Categories
Category 1 - Student Basic Proficient Exemplary
Achievement and Instruction
1. Information Literacy Standards, Information Literacy Skills Information literacy skills are The library media program fosters critical thinking
are integrated into content instruction curriculum is comprised of integrated into the curriculum through skills and independent inquiry so students can
(Information Power; Principle 2; Pg. basic library media orientation the collaborative efforts of the Library learn to choose reliable information and become
58) skills and instruction on how Media Specialist and teachers. Georgia proactive and thoughtful users of information and
AASL Standards for the 21st-Century to find information. Performance Standards are used as a resources. The Library Media Specialist and
Learner are integrated into content basis for teaching. classroom teacher collaborate using Georgia
instruction. ( Performance Standards to plan and teach the units
http://tinyurl.com/3q8dpa) of study. The library media program uses the
AASL standards to help shape the learning of
students in the school
2. Collaborative planning includes The Library Media Specialist The Library Media Specialist The Library Media Specialist actively plans with
Library Media Specialists and teachers participates in collaborative encourages collaborative planning and encourages every teacher to participate in the
to ensure use of library media center planning when initiated by the among teachers who are teaching units design of instruction. Learning strategies and
resources that support on-going teacher. of similar content. The Library Media activities for all students are designed with all
classroom instruction and Specialist is familiar with the Georgia teachers who are willing to plan collaboratively.
implementation of state curriculum Standards.org) web site and encourages All students with diverse learning styles, abilities,
and the Georgia Performance teachers to use the resources available and needs are included in collaborative plans.
Standards. on GSO web page.
(IFBD 160-4-4-.01)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 1 of 10
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2. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
3. Professional library media staff are The Library Media Specialist The Library Media Specialist and The Library Media Specialist uses a variety of
engaged in active teaching role/s. makes recommendations to teachers plan and teach collaboratively teaching styles to meet diverse needs of students.
(Information Power; students for class projects and so that the library media program is an Collaborative planning, which takes place on a
Principle 4, p. 58) pleasure reading. The Library extension of classroom instruction. regular basis, determines where and how student
Media Specialist provides basic assessment takes place, and whether the teacher or
orientation and instruction on the Library Media Specialist does the assessment.
information location skills. The Georgia Performance Standards are integrated
into the units led by the LMS and classroom
teacher.
4. The library media center resources Bulletin boards and displays of The library media center offers events The library media center is a critical element in the
encourage and support reading, books and reading materials and activities that appeal to a wide school’s reading program. The library media
viewing, and listening. reflect different aspects of the range of interests. Attendance statistics program meets the needs of both the
(Information Power; curriculum, holidays, and verify students’ use. reading/language arts curriculum and recreational
Principle 6, p. 58) community interests to support reading.
recreational reading.
5. Services are provided to students The library media center The library media staff selects The Library Media Specialist and teachers collect
who have diverse learning abilities, resources reflect diverse resources and informs teachers of these and use student data to design activities that will
styles, and needs. learning abilities, styles, and resources with recommendations to lead to student achievement. The library media
(Information Power; Principle 7, needs. support students’ diverse learning program supports instructional strategies and
p. 58) abilities and styles. learning activities that meet individual needs.
6. Student achievement is routinely The classroom teacher is Together the teacher and Library The teacher and Library Media Specialist use a
assessed. responsible for assessing Media Specialist develop a rubric(s) or variety of collaboratively designed tools for
(A Planning Guide for Information student achievement. another effective means for assessing assessing student achievement, e.g., rubrics,
Power; p. 36) student achievement. student self-evaluations, and student
presentations to peers and/or adult professionals
in a field of study.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 2 of 10
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3. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
Target Indicators
Category 2 - Staffing Basic Proficient Exemplary
7a. If less than base size: In compliance with state board A full-time Library Media Specialist is Full-time Library Media Specialist is employed
A school system shall provide no less rule. employed and is not shared at any other and is not shared at any other time with other areas
than half-time services of a Library time with other areas in the school nor in the school nor does he/she provide services
Media Specialist for each school less does he/she provide services outside outside the library media center. Adult
than base size and shall provide adult the library media center. Adult supervision by certified personnel is available for
supervision in the library media center supervision by certified personnel is the entire day.
for the entire instructional day. available for the entire day.
(Base size defined by unweighted
FTE: K-5, 450; 6-8, 624; 9-12, 970)
(CGB, 160-5-1-.22)
7b. If base size or larger: In compliance with state board Library Media Specialist is not required The following criteria that exceed state rules are
A school system shall employ a full- rule, but the Library Media to perform other duties on a daily or in place: Additional support personnel are
time Library Media Specialist for each Specialist may be required to frequent basis. A part-time library employed in areas of the library media program.
base size school or larger. perform other duties on a daily media paraprofessional is employed. Library media staff is always available
(Base size defined by unweighted or frequent basis. throughout the instructional day to assist teachers
FTE: K-5, 450; 6-8, 624; 9-12, 970) and students. Support staff is not shared in other
(CGB, 160-5-1-.22) areas of the school. A full-time paraprofessional
person (clerk) is on staff in the library media
center.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 3 of 10
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4. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
Target Indicators
Category 3 - Facilities, Access, Basic Proficient Exemplary
and Resources
8. There shall be a plan for flexibly Flexible scheduling makes Flexible scheduling and library media Flexible scheduling is maintained allowing full
scheduled library media center access resources and assistance staff are available throughout the day to participation of teachers and the Library Media
for students and teachers in groups or available at the time of learning assist teachers and students regardless Specialist in collaborative planning and allowing
as individuals simultaneously need, but school schedules may of ability or disability. The library students to come to the library media center at any
throughout each instructional day. override this preferable media center is available either before time. The library media center is available both
Accessibility shall refer to the facility, flexibility. Library media staff or after school. before and after school. Some evening hours may
the staff, and the resources and shall be is available to teachers and be scheduled for instructional needs of students
based on instructional need. students for most of the school and families.
(IFBD 160-4-4-.01) day.
9. School library media center square Based on FTE, the library Based on FTE, the library media center Based on FTE, the library media center exceeds
footage requirements based on FTE. media center meets minimum exceeds minimum square footage minimum square footage requirements and is large
(Square Footage Requirements for square footage requirements. requirements and is large enough to enough to accommodate large and small groups
Use in Developing the Local Facilities accommodate large and small groups and individuals working simultaneously. Shelving,
Plans) and individuals working storage areas, and electric wiring meet the needs of
simultaneously. Shelving, storage the collection. In addition, production and
areas, and electric wiring meet the presentation space is available. Students with
needs of the collection. special needs are easily accommodated in the
Library Media Center.
10. Streaming video is used Streaming video is used on a Streaming video is used on a regular Streaming video and other technologies are used
throughout the school to support the regular basis to support the basis to support the curriculum. on a regular basis to support the curriculum. The
curriculum. Interactive whiteboards and curriculum. Library Media Center has a whiteboard and it is
computers are used for teaching and The school has several white boards used on a regular basis.
learning throughout the school. A The school has several white located throughout the building and
central electronic media distribution boards located throughout the used on a frequent basis. The school has several white boards located
system is also available. building and used on a frequent throughout the building and used on a frequent
(Square Footage Requirements for basis. Electronic distribution system meets basis.
Use in Developing the Local Facilities state requirements.
Plans) Electronic distribution system Electronic distribution system meets state
meets state requirements. requirements.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 4 of 10
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5. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
11. Print and non-print resources and Print and non-print library Print and non-print resources, including Print and non-print resources, including
access to online information are basic media center resources are subscription databases and other library subscription databases, access to the Internet, and
to a library media program. A school adequate to support the core media center resources are available other library media center resources are available
network is effective for delivering curriculum. Two or three online to multiple networked computers on a LAN throughout the school. Some library
media resources to the classroom and computers for student access to within the library media center only. A media center resources are accessible via Internet
beyond. Multiple computers are online resources are available in LAN (Local Area Network) is fully access outside the school. Students use library
available for student access to online the library media center. functional. Network services are media center technology independently for
resources that enhance instruction. delivered to all classrooms. extended projects and information retrieval.
(FY02 Computers in the Classroom
Technology Project - A Georgia
Lottery Grant)
12. All library media resources are Management and circulation The OPAC is electronically networked The OPAC is available on a LAN throughout the
managed for maximum efficient use. workstations and at least one to several computers within the library school. All resources are recorded in MARC
The library media center has an online catalog access (OPAC) media center. New acquisitions are format so that access is available on the LAN and
electronic online public access catalog exist in the library media center. added based on reliable review sources, weeding of out-of-date materials can be timely.
(OPAC). Funds for acquisition of MARC format is used. state and national award books, and The OPAC is up-to-date and reflects the library
computers are utilized to implement curriculum needs. Weeding is an media center holdings. Some library media center
the goals/objectives set forth in the ongoing process. A network resources are accessible via Internet access outside
System Three-Year Technology Plan distribution of resources beyond the the school.
1999 - 2002 or in the System library media center is not available.
Comprehensive School Improvement
Plan.
(FY02 Computers in the Classroom
Technology Project - A Georgia
Lottery Grant)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 5 of 10
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6. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
13. One of the national educational Number of GALILEO searches Instruction and promotion of Instruction and promotion of GALILEO will be in
technology goals states: “Effective by students and staff will be the GALILEO will be in an organized an organized manner and conducted on a frequent
and engaging software and on-line same as the previous year. manner and conducted on a frequent basis. . Searches will be conducted in such a way
resources will be an integral part of basis. Number of GALILEO searches that maximize efficiency and result in a high
every school’s curriculum.” The by students and staff will be more than quality product Best Practices and Learning
GALILEO on-line service provides the previous year. Models that encourage and endorse GALILEO will
Georgia students and teachers access be produced, taught, and shared with other Library
to exceptional on-line resources at no Media Specialists throughout the state. The
cost to the local school district. . Library Media Specialist conducts Staff
Searches performed in GALILEO Development classes with the faculty and staff
databases will exceed one million
annually and the number of full-
content items viewed will exceed one
million annually.
State of Georgia Technology Plan
2003-2006.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 6 of 10
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7. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
Target Indicators
Category 4 - Administrative Basic Proficient Exemplary
Support
14. The local system superintendent A system media contact person The SMCP coordinates communication The SMCP maintains communication among
shall appoint a system media contact (SMCP) is appointed and among all Library Media Specialists in Library Media Specialists in the district. District
person (SMCP) to serve as a liaison to communication from the SMCP the district, and disseminates messages level administrators facilitate the communication
the department. is received and posted for all from DOE, GALILEO, and other among the SMCP, Library Media Specialists, and
(IFBD, 160-4-4.-.01 ) Library Media Specialists and entities. themselves. The SMCP understands the role of the
staff. The media coordinator or Library Media Specialist and encourages
curriculum coordinator may opportunities for Library Media Specialists to meet
serve as the SMCP to facilitate regularly. The district encourages links on school
communication to and from and district websites for library media center
DOE. announcements and services.
15. Administrative staff support at The school principal provides The school principal and district The school principal and district administrators
both the school and district levels is support to the library media administrators take an active role in take a leadership role in encouraging teachers to
essential for the development of a program and makes time to encouraging teachers to integrate integrate library media resources into the
strong library media program. meet with the Library Media library media resources into the curriculum, fostering a climate of collaboration and
(Information Power; Principle 4, p. Specialist occasionally. curriculum. School, department, and inquiry, encouraging the Library Media Specialist to
100) district level administrators meet be knowledgeable about current educational trends,
regularly with the Library Media promoting occasional visits to exemplary programs,
Specialist. and providing budgetary support.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 7 of 10
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8. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
16. Each local board of education System and local school library A library media advisory committee A library media advisory committee is effective in
shall adopt a library media policy that media committees support exists and meets a minimum of twice a the development of library media policy, e.g.,
provides for the establishment of a implementation of the library year. Planning and evaluation of the budget development, acquisition of resources, and
media committee at the system level media program. A media library media program is executed reconsideration of materials. This policy, which
and at each school. A library media advisory committee exists and regularly. (This committee may be the may be the media/technology plan in some schools,
committee makes recommendations meets once or twice a year. same as the technology committee in is the basis of operation for actions of the advisory
and decisions relating to planning, (This committee may be the some schools.) committee, the library media staff, and
operation, evaluation, and same as the technology administration. It is evaluated, reviewed, and
improvement of the library media committee in some local updated annually.
program. This committee shall schools.)
annually evaluate library media
services and develop a multi-year
media plan for budget services and
priorities.
(IFBD, 160-4-4.-.01)
17. Local Board approved library A library media policy and A library media policy exists is A library media policy sets out clear and
media policy is current. This policy exists and is implemented implemented consistently, and the comprehensive policies and is reviewed annually
requires development of procedures inconsistently. Library Media Specialist recommends with guidance from the library media advisory
for the school system and for selecting periodic revisions. committee for update consideration and subsequent
materials locally, handling requests local board approval. It is used by the library
for reconsideration of materials, media staff as a guiding document for the operation
considering gifts of instructional of the library media center.
resources, using non-school owned
materials, and complying with the
copyright law.
(IFBD, 160-4-4.-.01)
18. Each local school system shall The library media program The library media program budget The Library Media Specialist, with guidance from
spend 100 percent of the funds receives an allocation for exceeds the minimum state allocation. the library media advisory committee, is a partner
designated for library media center expenditures every year. This Local funding supplements state with school and district administrators in planning
costs.(O.C.G.A. 20-2-167) amount meets the minimum allocation. the media budget. Long-range strategic planning
expenditure tests. and supplemental funding plans are made
cooperatively, and can include bond issues, grants,
school fundraising, and business partnerships to
supplement the budget.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 8 of 10
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9. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
Target Indicators
Category 5 - Staff Basic Proficient Exemplary
Development
19. Staff development opportunities Library Media Specialist Library Media Specialist seeks to Library Media Specialist continually seeks to
are available both for the library participates in staff enhance his/her professional skills, enhance his/her professional, particularly
media staff to enhance their own development options and particularly technology skills, beyond technology, skills. The Library Media Specialist,
professional knowledge and for the provides informal staff those required for recertification or by when funding permits, also participates annually in
library media staff to provide development instruction during the school district. Library Media state or national conferences. The Library Media
information and technology literacy collaborative planning with Specialist provides occasional formal Specialist is included in planning the staff
skills to other teachers and teachers. Current professional staff development instruction and development program for the school staff and
administrative staff. Professional resources are maintained in the informal instruction during assists in teaching and organizing sessions. The
resources and services for all faculty library media center if the collaborative planning with teachers. Library Media Specialist is recognized as a master
members are provided in the library district does not provide a The school system makes staff teacher and provides staff development options
media center for the "learning centralized professional development options available for beyond routine planning, e.g., providing a formal
community". resource center. library media support staff. The needs assessment to determine staff development
(Information Power; Principle 8, p. Library Media Specialist is needs of the faculty and designing formal courses to
100) knowledgeable of the district address those needs. The Library Media Specialist
professional development services. draws on professional resources both at the local
and district levels and online to provide individual
assistance to teachers using technology and
designing curriculum. The Library Media
Specialist may also assist the teacher in his/her
graduate research and secure professional resources
for them through interlibrary loan.
Category 6 - Other
(Give additional indicators that
describe the quality of your school
library media program as it relates to
technology integration)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 9 of 10
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10. Georgia DOE 2010 Library Media Program Self-Evaluation Rubric
List of citations used in this rubric:
Information Power: Building Partnerships for Learning.
http://www.ala.org/Content/NavigationMenu/AASL/Professional_Tools10/Information_Power/Information_Power.htm
American Association of School Librarians [and] Association for Educational Communications and Technology, Chicago:
American Library Association, 1998. ISBN 0-8389-3470-6
Official Code of Georgia: O.C.G.A. 20-2-167, 12/03/01 and O.C.G.A 20-2-184, http://www.legis.state.ga.us/cgi-
bin/gl_codes_detail.pl?code=20-2-167 http://www.legis.state.ga.us/cgi-bin/gl_codes_detail.pl?code=20-2-184
A Planning Guide for Information Power. .American Association of School Librarians a division of the American Library Association,
Chicago, 1999, ISBN # 0-8389-8073-2
AASL Standards for 21st Century Learners. American Association of School Librarians: a division of the American Library
Association. Chicago, 2007. http://www.ala.org/aasl/standards.
State Board Rule: IDA (1), 160-4-2-.01The Quality Core Curriculum and Student Competencies
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.01.pdf
State Board Rule: IFBD, 160-4-4.-.01 Media Programs
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-4-.01.pdf
State Board Rule: CGB, 160-5-1-.22 Personnel Required
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.22.pdf
State Lottery Guidelines: FY02 Computers in the Classroom Technology Project - A Georgia Lottery Grant
http://techservices.doe.k12.ga.us/edtech/edtechcomputerclass.htm
State Facilities Guidelines: Square Footage Requirements for Use in Developing the Local Facilities Plans;
http://www.doe.k12.ga.us/_documents/schools/facilities/squareft.pdf
The State of Georgia K-12 Technology Plan: 2003-2006. Georgia Department of Education.
http://techservices.doe.k12.ga.us/edtech/2003techplan.php
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 10 of 10
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