This document outlines a rubric for evaluating Georgia K-12 school library media programs at basic, proficient, and exemplary levels. It includes indicators in two categories: 1) Student Achievement and Instruction and 2) Staffing. For each indicator, it provides descriptions of what constitutes basic, proficient, and exemplary implementation. For example, for the indicator on integrating information literacy standards into instruction, basic level involves basic orientation skills while exemplary level fosters critical thinking skills and independent inquiry. The rubric aims to help schools meet state requirements and national standards to support student learning.
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.
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.
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.
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.
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.
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.
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.
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 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 outlines the standards and proficiencies required for entry-level teachers in Michigan. It describes 7 key areas of understanding and ability: 1) appreciation of liberal arts and respect for diversity, 2) commitment to student learning and development, 3) knowledge of subject matter and pedagogy, 4) ability to manage and monitor student learning, 5) ability to systematically organize teaching practices, 6) commitment to participating in learning communities, and 7) ability to use information technology to enhance learning.
The document outlines the curriculum for Information and Communication Technology (ICT) in Malaysian secondary schools, including the aims, objectives, content organization, teaching approaches, and syllabus content which is organized into 6 learning areas such as Information and Communication Technology and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
This document provides the curriculum specifications for the Information and Communication Technology (ICT) subject in Malaysian secondary schools. It outlines the following:
1) The six learning areas covered in the ICT curriculum: ICT and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
2) Recommended teaching approaches including knowledge-based, skills-based, and task-based approaches. Learning strategies like self-directed learning are also suggested.
3) Details of the curriculum content including the knowledge, skills and values to be developed.
4) Requirements for schools to offer the ICT subject, including infrastructure, hardware, software and teacher qualifications.
5)
This document discusses concepts and domains of educational technology. It defines educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It describes how the instructional technology domain involves analyzing problems and designing, evaluating and managing solutions. The domain includes teaching management, development, and learning resources functions. Later, the document outlines five domains of educational technology from 1994: design, development, use, management, and evaluation. It also discusses the role of educational technology in teaching and learning, including how it can promote positive learning environments and change decision-making, systems, learning experiences, and approaches through cooperative and collaborative learning.
The document summarizes the ongoing curriculum reforms in Kenya led by the Kenya Institute of Curriculum Development. It discusses the shift from a content-focused to competency-based curriculum to better prepare students with 21st century skills. A pilot of the new early years education curriculum was conducted in 470 schools across Kenya and received positive feedback from teachers, parents, and students. The full implementation of the competency-based curriculum will be rolled out progressively through 2025.
This study focused on developing information literacy skills and global competencies among teacher candidates through project-based learning modules. Participants studied myths about higher education by researching the topic and creating posters presenting their findings. They gained a renewed understanding of and commitment to their education program. The study showed that project-based activities using new technologies can help develop critical thinking and global perspectives when integrated into teacher education courses.
Why curriculum reforms are being conducted in Kenyan education sector:paper p...Joseph Mwanzo
International Bureau of education recommends that curricula should be reviewed every five years:Find out how the process of curriculum reform is being conducted in Kenya.
The document discusses the key components and qualities of a Malaysian Smart School. It outlines that a Smart School has (1) a philosophy that all students can learn if taught, (2) a broad curriculum tailored to student needs and abilities, and (3) uses technology to enhance the teaching-learning process, management/administration, and communication. It also details the teaching-learning components in Smart Schools which include policies, technology, human resources and processes to ensure students receive a well-rounded education.
These are unprecedented times for educators. Never before, and possibly never again, will we see the massive infusion of financial resources flowing into education that can provide extraordinary opportunities to improve educational outcomes. This infusion of funds will allow districts to advance reforms and improvements that will, if appropriately directed, create long-lasting results for all of America’s students. The urgency to spend the funds quickly, coupled with the pressure of thinking creatively and wisely to build sustainable infrastructures, is a tremendous challenge.
Design and application of multimedia network course based on webWatcharanon Over
This document discusses the design and application of a multimedia network course based on web. It introduces:
1) The theoretical foundations for course design, drawing from instructional design theory, constructivism learning theory, and theories of autonomous learning.
2) The teaching design strategy, including setting clear objectives, designing comprehensive content, and emphasizing student-centered and autonomous learning.
3) The importance of system design for the network course, including reasonable organization of teaching media, feedback mechanisms, and attention to navigation, interaction and personalization.
Integrated Learning Module Development on Department of PGSD Students, Goront...IJAEMSJORNAL
The problems in this study are 1) What are the conditions of integrated learning objectives for students majoring in PGSD UNG? 2) How is the quality of integrated learning modules developed for students majoring in PGSD UNG? 3) What is the effectiveness of integrated learning modules for students majoring in PGSD UNG? This study aims to 1) Describe the objective conditions of integrated learning in students majoring in PGSD UNG; 2) Producing quality integrated learning development modules for students majoring in PGSD UNG; and 3) To find the effectiveness of integrated learning modules in students majoring in PGSD UNG. The results showed that the integrated learning objective conditions in the Department of PGSD UNG include the RPS that were designed not in accordance with the appropriate learning structure, good teaching materials were not yet owned by lecturers who were able to take courses, between lecturers supporting integrated learning subjects did not discuss each other as a team teaching so that learning outcomes are not achieved, there are no good teaching materials so students do the assignments correctly and copy and paste assignments and download them from the internet, learning so far without raising problems first to challenge students to be motivated in learning activities, Student less involved in learning, lecturers as learning centers, lack of communication between lecturers and students, students and other students, and lectures are not well structured. After doing research and development in the fourth semester PGSD Department students get better with positive student responses. The quality of integrated learning modules has met the aspects that have been determined. Quality integrated learning modules after being measured based on the characteristics of quality modules there are 5 aspects. The quality of integrated learning modules is also developed based on the input of validators who are media experts, material experts and linguists so that the quality of integrated learning modules becomes better, and the effectiveness of integrated learning modules with 4D stages has fulfilled well-defined aspects.
The roles of stakeholders in curriculum implementation presentation transcriptTacker Sio
Stakeholders, including learners, teachers, administrators, parents, and community members, all play important roles in curriculum implementation. Learners are at the center of the curriculum and are directly impacted by it. Teachers act as curriculum developers and implementers by designing lessons. Administrators oversee implementation and ensure necessary resources are available. Parents are supportive of and influence the curriculum. Technology can help deliver curriculum content and enable new approaches to teaching and learning. Pilot testing, monitoring, and evaluation are important parts of the implementation process to assess effectiveness and make improvements.
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.
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 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.
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.
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 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 outlines the standards and proficiencies required for entry-level teachers in Michigan. It describes 7 key areas of understanding and ability: 1) appreciation of liberal arts and respect for diversity, 2) commitment to student learning and development, 3) knowledge of subject matter and pedagogy, 4) ability to manage and monitor student learning, 5) ability to systematically organize teaching practices, 6) commitment to participating in learning communities, and 7) ability to use information technology to enhance learning.
The document outlines the curriculum for Information and Communication Technology (ICT) in Malaysian secondary schools, including the aims, objectives, content organization, teaching approaches, and syllabus content which is organized into 6 learning areas such as Information and Communication Technology and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
Descriptive Indicators of Future Teachers’ Technology Integration in the PK-1...Joan E. Hughes, Ph.D.
This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation.Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies,and moderate constructivist philosophy. During their preparation,productivity software activities were used most widely for educational purposes.Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development.Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
This document provides the curriculum specifications for the Information and Communication Technology (ICT) subject in Malaysian secondary schools. It outlines the following:
1) The six learning areas covered in the ICT curriculum: ICT and Society, Computer Systems, Computer Networks and Communications, Multimedia, Programming, and Information Systems.
2) Recommended teaching approaches including knowledge-based, skills-based, and task-based approaches. Learning strategies like self-directed learning are also suggested.
3) Details of the curriculum content including the knowledge, skills and values to be developed.
4) Requirements for schools to offer the ICT subject, including infrastructure, hardware, software and teacher qualifications.
5)
This document discusses concepts and domains of educational technology. It defines educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It describes how the instructional technology domain involves analyzing problems and designing, evaluating and managing solutions. The domain includes teaching management, development, and learning resources functions. Later, the document outlines five domains of educational technology from 1994: design, development, use, management, and evaluation. It also discusses the role of educational technology in teaching and learning, including how it can promote positive learning environments and change decision-making, systems, learning experiences, and approaches through cooperative and collaborative learning.
The document summarizes the ongoing curriculum reforms in Kenya led by the Kenya Institute of Curriculum Development. It discusses the shift from a content-focused to competency-based curriculum to better prepare students with 21st century skills. A pilot of the new early years education curriculum was conducted in 470 schools across Kenya and received positive feedback from teachers, parents, and students. The full implementation of the competency-based curriculum will be rolled out progressively through 2025.
This study focused on developing information literacy skills and global competencies among teacher candidates through project-based learning modules. Participants studied myths about higher education by researching the topic and creating posters presenting their findings. They gained a renewed understanding of and commitment to their education program. The study showed that project-based activities using new technologies can help develop critical thinking and global perspectives when integrated into teacher education courses.
Why curriculum reforms are being conducted in Kenyan education sector:paper p...Joseph Mwanzo
International Bureau of education recommends that curricula should be reviewed every five years:Find out how the process of curriculum reform is being conducted in Kenya.
The document discusses the key components and qualities of a Malaysian Smart School. It outlines that a Smart School has (1) a philosophy that all students can learn if taught, (2) a broad curriculum tailored to student needs and abilities, and (3) uses technology to enhance the teaching-learning process, management/administration, and communication. It also details the teaching-learning components in Smart Schools which include policies, technology, human resources and processes to ensure students receive a well-rounded education.
These are unprecedented times for educators. Never before, and possibly never again, will we see the massive infusion of financial resources flowing into education that can provide extraordinary opportunities to improve educational outcomes. This infusion of funds will allow districts to advance reforms and improvements that will, if appropriately directed, create long-lasting results for all of America’s students. The urgency to spend the funds quickly, coupled with the pressure of thinking creatively and wisely to build sustainable infrastructures, is a tremendous challenge.
Design and application of multimedia network course based on webWatcharanon Over
This document discusses the design and application of a multimedia network course based on web. It introduces:
1) The theoretical foundations for course design, drawing from instructional design theory, constructivism learning theory, and theories of autonomous learning.
2) The teaching design strategy, including setting clear objectives, designing comprehensive content, and emphasizing student-centered and autonomous learning.
3) The importance of system design for the network course, including reasonable organization of teaching media, feedback mechanisms, and attention to navigation, interaction and personalization.
Integrated Learning Module Development on Department of PGSD Students, Goront...IJAEMSJORNAL
The problems in this study are 1) What are the conditions of integrated learning objectives for students majoring in PGSD UNG? 2) How is the quality of integrated learning modules developed for students majoring in PGSD UNG? 3) What is the effectiveness of integrated learning modules for students majoring in PGSD UNG? This study aims to 1) Describe the objective conditions of integrated learning in students majoring in PGSD UNG; 2) Producing quality integrated learning development modules for students majoring in PGSD UNG; and 3) To find the effectiveness of integrated learning modules in students majoring in PGSD UNG. The results showed that the integrated learning objective conditions in the Department of PGSD UNG include the RPS that were designed not in accordance with the appropriate learning structure, good teaching materials were not yet owned by lecturers who were able to take courses, between lecturers supporting integrated learning subjects did not discuss each other as a team teaching so that learning outcomes are not achieved, there are no good teaching materials so students do the assignments correctly and copy and paste assignments and download them from the internet, learning so far without raising problems first to challenge students to be motivated in learning activities, Student less involved in learning, lecturers as learning centers, lack of communication between lecturers and students, students and other students, and lectures are not well structured. After doing research and development in the fourth semester PGSD Department students get better with positive student responses. The quality of integrated learning modules has met the aspects that have been determined. Quality integrated learning modules after being measured based on the characteristics of quality modules there are 5 aspects. The quality of integrated learning modules is also developed based on the input of validators who are media experts, material experts and linguists so that the quality of integrated learning modules becomes better, and the effectiveness of integrated learning modules with 4D stages has fulfilled well-defined aspects.
The roles of stakeholders in curriculum implementation presentation transcriptTacker Sio
Stakeholders, including learners, teachers, administrators, parents, and community members, all play important roles in curriculum implementation. Learners are at the center of the curriculum and are directly impacted by it. Teachers act as curriculum developers and implementers by designing lessons. Administrators oversee implementation and ensure necessary resources are available. Parents are supportive of and influence the curriculum. Technology can help deliver curriculum content and enable new approaches to teaching and learning. Pilot testing, monitoring, and evaluation are important parts of the implementation process to assess effectiveness and make improvements.
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.
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 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.
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 outlines the University of Tasmania's Information Literacy Policy. The policy aims to ensure all students develop strong information literacy skills by embedding these skills into the academic curriculum. It defines information literacy and lists the responsibilities of key stakeholders - including academic staff, the library, and students - in helping students develop these important skills. The policy's effectiveness will be measured by how well information literacy objectives are incorporated into coursework and how academic staff and librarians collaborate on training programs.
The document outlines the roles and responsibilities of an education leader including being a leader, meeting the needs of all students, being a 21st century program facilitator, pedagogical expert, reflective practitioner, and media coordinator. As a leader, they provide professional development, guide teachers in selecting instructional materials, and assume leadership roles on committees. They meet student needs by ensuring a safe, welcoming, accessible learning environment emphasizing flexibility and key skills. As a 21st century program facilitator, they guide digital instruction and collaboration. As a pedagogical expert, they create and deliver standards-aligned rich instruction. As a reflective practitioner, they analyze data to improve programs and assess library impact on student growth.
The document outlines the National Professional Standards for Teachers in Australia. It is organized into three domains: Professional Knowledge, Professional Practice, and Professional Engagement. Each domain contains several focus areas or standards that teachers are expected to demonstrate. The document then provides examples of how information and communication technology (ICT) can be integrated to support teachers in meeting the various standards across the three domains. Specifically, it gives developmental examples of how teachers can use ICT strategies and tools to enhance their professional knowledge, practice, and engagement.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
The document discusses CIS of Chicago's process for observing community partner programs that provide services in schools. It outlines three core areas - Instruction, Program Model, and Facilitator - that CIS will assess during observations. Under each area are 3 competencies that summarize best practices. For example, under Instruction the competencies are that lessons should be well-structured, engaging for students, and help amplify learning beyond the classroom. CIS uses these competencies as guidelines to provide feedback and encourage high-quality, impactful programming for students.
The document outlines the standards and indicators for a Library Information Specialist. It details 12 standards covering areas like information access and delivery, teaching and learning, communication, and administration. Some key responsibilities include providing equitable access to information resources, collaborating with teachers on curriculum planning, teaching information literacy skills, communicating about the library program, and efficiently administering the library operations and resources. The specialist is expected to be a leader in supporting student learning through the library program.
School librarians from across New York state attended three summer workshops in 2011 focused on serving students with disabilities. Participants reported low initial knowledge in making library spaces and services accessible and contributing to individualized education plans. Through presentations and activities, participants gained knowledge in disability types, laws, universal design, assistive technology, and lesson planning with 21st century skills. Post-tests showed significant knowledge gains in these areas, as well as collaboration skills and adapting instruction. Participants created action plans and online resources to apply skills in their schools.
This document outlines the process standards for primary and secondary education in Indonesia according to Government Regulation No. 19 of 2005. It discusses the planning, implementation, and assessment of the learning process. The planning process includes developing syllabi and lesson plans (RPP) that cover competency standards, learning objectives, time allocation, teaching methods, and assessment. Implementation requires adherence to student-teacher ratios and textbook guidelines. Learning activities involve introduction, core, and closing sections, and core activities are designed to be interactive. Assessment measures student achievement of competencies.
The document summarizes the key concepts of the Malaysian Smart School, including its philosophy, qualities, components, curriculum, pedagogy, assessment, management, people, technology, processes, and policies. The Smart School aims to prepare students for the information age through a broad, integrated curriculum; varied teaching methods; ongoing assessment; strong leadership; community involvement; and appropriate use of technology.
This document appears to be instructions for analyzing historical documents. It provides questions for students to discuss in groups about the historical context, intended audience, purpose, point of view, outside information that could help explain the document, and how Manifest Destiny and Sectionalism affected the Antebellum period in the United States. The format suggests it is meant to guide classroom discussion and analysis of primary source materials from history.
This document provides instructions for signing into a citation management website or app, saving sources to create a bibliography, and generating a bibliography from the saved sources. The key features mentioned are signing in, saving sources, and creating a bibliography from those saved sources.
This document contains metadata about a book read including the title, author, number of pages, and a brief note on the main idea or fact learned from reading it today. In just a few words, it outlines some key details from a reading.
The document provides guidelines for citing sources in MLA format, including examples of citations for various source types such as books, websites, periodicals, and more. It explains the general MLA guidelines for arranging works cited pages alphabetically and double spacing. Sample citations are given for different source formats, such as books, websites, periodicals, and databases. Parenthetical citation formats are also described and exemplified.
This document provides information about technology staff development sessions for teachers to earn professional learning units (PLUs). It lists various session topics like using SMART boards, tablets in the classroom, web tools, and test preparation resources. Teachers can participate in at least 10 hours of sessions to earn 1 PLU. Sessions are optional and aim to support teachers in using technology to collaborate, communicate, create, and engage students in learning.
The document provides a list of photo-based tasks for a team to complete, including: taking a team photo dressed up, spelling out GIVE without writing utensils, staging an infraction photo, conducting an announcement over the intercom, finding and photographing a pumpkin/witch on campus, staging a reason to receive a prize, reciting a pledge while using hula hoops, taking a selfie with the school leader, proving the school motto in a photo/video, staging photos of a search process, and having a member photo bomb another team.
The document discusses the First and Second Amendments of the U.S. Constitution. It explains that the First Amendment guarantees freedom of speech and religion, and protects individuals' right to express themselves without government interference. It notes that in many other countries, people can face punishment including death for practicing their religion or voicing certain opinions. The summary concludes that the First Amendment continues to ensure Americans can freely practice religion and have their voices heard through protest and debate.
Databases are a better resource than Google for research because they contain accurate, up-to-date information written by experts. When searching for information on a topic, databases provide relevant results sorted by category, allowing for a better use of time compared to sifting through millions of results from an open search engine. Students can access GCPS databases through their eClass account to find valid sources for school projects and papers.
- People enjoy solving problems but not working on unsolvable problems. Thinking occurs when combining new information from the environment and long-term memory in novel ways.
- Working memory is where thinking takes place, pulling from external information and long-term memory to make connections.
- For thinking to be successful, students need some satisfaction from the mental work; teachers should provide problems to solve, respect cognitive limits, clarify problems, and vary activities.
The document outlines a 4-week social studies unit plan for 3rd grade focused on ancient Greece and the roots of democracy. It includes standards from Georgia Performance Standards for Social Studies and Quality Core Curriculum standards for technology integration. Key understandings for students are that Athens, Greece was the birthplace of democracy, Greek architecture has influenced the US, and technology can be used to learn about other cultures. Essential questions guide students to compare Athenian and US democracy, explore the role of citizens, and examine Greece's influence on the US. Students will learn about Greek democracy, architecture, and location while building skills in using technology for research and communication.
This document summarizes plans for improvements to the J.C. Magill Elementary School media center. It describes the current state of the media center, including feedback from students and teachers. The plans include moving the technology specialist's office to open up more space, relocating teacher resources for better accessibility, adding a stool for shorter students, and moving books down on shelves. New furnishings like floor pillows will be added for student comfort. Policies around computer and equipment scheduling will be updated to allow for more flexible individual student use.
The media center had a busy and productive month of October with over 1,800 students signing in and 126 classes visiting. Staff received technology and reading training, and teachers dressed up for Halloween to raise money, with the media center staff dressing as information scientists. At the end of the month there were over 700 books checked out, nearly 200 overdue books, and unpaid fines of $125, while the media center contained over 14,000 books.
The media center at this exemplary school supports students as independent researchers by teaching reliable research skills and resources. Media specialists collaborate with classroom teachers and support the reading program. The media center is well-staffed and funded, with two media specialists and a clerk as the county policy recommends. Technology is integrated throughout the school, with an interactive whiteboard in every classroom and online resources accessible through the media center website.
This lesson plan is designed for a 3rd grade special education class to teach students about protecting the environment. It uses online resources and activities over 3 class periods. Students will learn how their actions affect the environment, ways to help the environment, and how to find relevant information online. Assessments include a worksheet on being part of an "Environmental Kids Club", graphic organizers on cause and effect, and a KWL chart to track learning. The plan aims to engage students through interactive games and allow them to work independently while addressing their special needs.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Digital Artefact 1 - Tiny Home Environmental Design
Media program rubric
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
All Rights Reserved
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
All Rights Reserved
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
All Rights Reserved
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 is available to teachers and be scheduled for instructional needs of students
be 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 curriculum. Library Media Center has a whiteboard and it is
and computers are used for teaching The school has several white boards used on a regular basis.
and learning throughout the school. The school has several white located throughout the building and
A 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
All Rights Reserved
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
All Rights Reserved
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
All Rights Reserved
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
100) district level administrators meet to be knowledgeable about current educational
regularly with the Library Media trends, promoting occasional visits to exemplary
Specialist. programs, and providing budgetary support.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
December 17, 2009 Page 7 of 10
All Rights Reserved
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
All Rights Reserved
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
All Rights Reserved
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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