The document provides information for students serving as peer facilitators in the school media center. It outlines the media center's mission to promote information literacy. As peer facilitators, students will assist media center staff with various daily tasks to gain work experience and encourage responsibility. Students must adhere to school conduct rules and the code of conduct for peer facilitators, which prohibits horseplay, food/drinks, and sharing of private patron information. Potential tasks are described, such as shelving, laminating, copying, and printing. Proper procedures and a rubric for performance evaluation are also included.
The document provides details about the media center at Ben Hill County Elementary School. It describes the current layout, furnishings, book sections, technology access, and policies. Several issues are identified, such as limited soft seating and computer access. Suggested improvements include adding murals, cushions, and laptop carts. The circulation desk has limited visibility, so installing security cameras is proposed. Window tinting is suggested to address glare from skylights. Updating and consolidating media center policies into a handbook is also recommended.
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 provides an environmental scan and collection evaluation of the media center at Hopkins Elementary School in Lilburn, GA. Some key details:
- Hopkins Elementary is the largest elementary school in GA with over 1,800 students, many from low-income backgrounds or learning English.
- The media center has around 10,000 books and materials are also available through online subscriptions. Usage was over 73,000 checkouts last year.
- An evaluation of the media center's science materials found strengths in recent publication dates but weaknesses in limited non-English and fiction materials about science topics.
- An order is placed for additional multicultural, bilingual, and audio-visual materials to support the school's dem
The Hopkins Elementary Media Center strives to promote literacy and assist students in their learning. It serves over 1,800 students from kindergarten through 5th grade. The media center is staffed by one full-time media specialist and two clerks. It houses over 10,000 books and 200 media titles. Based on surveys of teachers and staff, some improvements could be made to the layout, including adding more seating for pleasure reading, improving the storytime area, and upgrading the technology. A proposed renovation includes these changes at a total estimated cost of $12,796.63. Updated policies were also suggested to accommodate the new layout and extended hours of operation.
This document contains a book order form listing titles related to astronomy and space science. It includes 45 book titles, 1 eBook, and 7 audiovisual materials. The total cost of the book order is $1,068.64. The document provides bibliographic information and summaries for each title, including publication details, reading level, and reviews when available. A variety of materials are ordered, including fiction and nonfiction books, an eBook, and DVDs. The materials cover topics like the solar system, planets, stars, constellations, and the history of space exploration.
1) The collection on magnets for third grade needs updating as the current ratio of students to books is 12.9 to 1, and materials are from 1999-2004. Additional titles in English and Spanish are needed across reading levels.
2) No resources are available in languages other than English despite the school serving ESOL students. New audio/visual materials like DVDs and e-books are also needed.
3) A proposed order of $1,736.36 was made for 46 books, 5 e-books, 4 DVDs, 2 CD-ROMs, 2 science kits, and 2 Spanish books to improve the collection.
The document discusses best practices for weeding, or removing outdated materials, from library collections. It emphasizes that weeding is an important part of maintaining a relevant collection and using limited space efficiently. The CREW method advocates ongoing, regular weeding guided by a collection development policy and mission statement. Materials may be considered for weeding if they are misleading, unattractive, superseded, irrelevant, easily obtained elsewhere, or potentially offensive. The benefits of weeding include creating space, saving time, enhancing the library's reputation, and providing feedback to improve the collection.
The document outlines expectations for an online graduation project seminar, focusing on respect, responsibilities, and initiative. Students are expected to respect their peers, keep the classroom neat, be on time, and submit original work. Responsibilities include taking ownership of learning, checking announcements daily, and helping peers. Regarding initiative, students should communicate issues promptly, determine academic goals, and commit sufficient time to coursework outside of class. The overall goal is to create a collaborative learning community.
The document provides details about the media center at Ben Hill County Elementary School. It describes the current layout, furnishings, book sections, technology access, and policies. Several issues are identified, such as limited soft seating and computer access. Suggested improvements include adding murals, cushions, and laptop carts. The circulation desk has limited visibility, so installing security cameras is proposed. Window tinting is suggested to address glare from skylights. Updating and consolidating media center policies into a handbook is also recommended.
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 provides an environmental scan and collection evaluation of the media center at Hopkins Elementary School in Lilburn, GA. Some key details:
- Hopkins Elementary is the largest elementary school in GA with over 1,800 students, many from low-income backgrounds or learning English.
- The media center has around 10,000 books and materials are also available through online subscriptions. Usage was over 73,000 checkouts last year.
- An evaluation of the media center's science materials found strengths in recent publication dates but weaknesses in limited non-English and fiction materials about science topics.
- An order is placed for additional multicultural, bilingual, and audio-visual materials to support the school's dem
The Hopkins Elementary Media Center strives to promote literacy and assist students in their learning. It serves over 1,800 students from kindergarten through 5th grade. The media center is staffed by one full-time media specialist and two clerks. It houses over 10,000 books and 200 media titles. Based on surveys of teachers and staff, some improvements could be made to the layout, including adding more seating for pleasure reading, improving the storytime area, and upgrading the technology. A proposed renovation includes these changes at a total estimated cost of $12,796.63. Updated policies were also suggested to accommodate the new layout and extended hours of operation.
This document contains a book order form listing titles related to astronomy and space science. It includes 45 book titles, 1 eBook, and 7 audiovisual materials. The total cost of the book order is $1,068.64. The document provides bibliographic information and summaries for each title, including publication details, reading level, and reviews when available. A variety of materials are ordered, including fiction and nonfiction books, an eBook, and DVDs. The materials cover topics like the solar system, planets, stars, constellations, and the history of space exploration.
1) The collection on magnets for third grade needs updating as the current ratio of students to books is 12.9 to 1, and materials are from 1999-2004. Additional titles in English and Spanish are needed across reading levels.
2) No resources are available in languages other than English despite the school serving ESOL students. New audio/visual materials like DVDs and e-books are also needed.
3) A proposed order of $1,736.36 was made for 46 books, 5 e-books, 4 DVDs, 2 CD-ROMs, 2 science kits, and 2 Spanish books to improve the collection.
The document discusses best practices for weeding, or removing outdated materials, from library collections. It emphasizes that weeding is an important part of maintaining a relevant collection and using limited space efficiently. The CREW method advocates ongoing, regular weeding guided by a collection development policy and mission statement. Materials may be considered for weeding if they are misleading, unattractive, superseded, irrelevant, easily obtained elsewhere, or potentially offensive. The benefits of weeding include creating space, saving time, enhancing the library's reputation, and providing feedback to improve the collection.
The document outlines expectations for an online graduation project seminar, focusing on respect, responsibilities, and initiative. Students are expected to respect their peers, keep the classroom neat, be on time, and submit original work. Responsibilities include taking ownership of learning, checking announcements daily, and helping peers. Regarding initiative, students should communicate issues promptly, determine academic goals, and commit sufficient time to coursework outside of class. The overall goal is to create a collaborative learning community.
This document provides an orientation for work-study students at the JWU Florida campus library. It outlines general library policies and procedures, as well as work-study policies. General information includes types of materials available, loan periods, printing and copying procedures. Work-study policies cover attendance, dress code, timecard procedures, computer use, phone etiquette and potential disciplinary actions.
This document provides an orientation for work-study students at the JWU Florida campus library. It outlines general library policies and procedures, as well as work-study policies. General information includes types of materials available, loan periods, printing and copying procedures. Work-study policies cover attendance, dress code, timecard procedures, computer use, phone etiquette and potential disciplinary actions.
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The document outlines classroom procedures, rules, and consequences for an English course. It states that students are expected to actively participate in class, complete all assignments, and respect each other. Daily procedures include being prepared with materials, taking part in discussions, and taking notes. Rules require being on time, following directions, participating, and respecting others. Positive consequences include prizes for reading, while negative consequences range from warnings to office referrals. Emergency procedures and an action plan for reviewing expectations are also provided.
The document outlines classroom procedures, rules, and consequences for an English course. It states that students are expected to actively participate in class, complete all assignments, and respect each other. Daily procedures include being prepared with materials, taking part in discussions, and taking notes. Rules require being on time, following directions, participating, and respecting others. Positive consequences include prizes for reading, while negative consequences range from warnings to office referrals. Emergency procedures and an action plan for reviewing expectations are also provided.
This document discusses instructional design models for online courses, including the ADDIE and ASSURE models. It outlines the steps in the ASSURE model: analyze learners and context, state learning objectives, select methods and materials, utilize the methods and materials, require learner participation, and evaluate and revise. Each step is described in detail, with tips provided on writing objectives, selecting appropriate technology, facilitating discussions, and evaluating effectiveness. The goal is to explain the process of designing high-quality online instruction.
This document provides an overview and policies for a Business Information Management class. It outlines the curriculum goals, student behaviors, attendance policies, grading scale, and course overview. It also discusses internet safety, including risks of online predators and internet addiction. Students are encouraged to get involved in extracurricular activities like Business Professionals of America and asked to write about their goals and motivations for the school year.
This document provides an orientation for students on the policies and procedures of the Metter High School Library Media Center. It outlines the mission of providing intellectual and physical access to information resources. Students are expected to follow circulation policies, use materials appropriately, and practice quiet study. The media center offers books, computers, research help and curriculum support for student use.
Classroom management presentation nov 20thAhmed Hussein
This document provides guidance on effective classroom management strategies for teachers. It discusses establishing clear procedures and routines to maximize instructional time and minimize disruptions. Specific recommendations include developing 3-5 simple, positively stated class rules with logical consequences, explicitly teaching procedures to students, maintaining authority through prepared lessons and organized transitions between activities, and building rapport with students and parents. Overall, the key aspects of classroom management outlined are setting expectations, maximizing engagement, and fostering respectful relationships to facilitate student learning.
Classroom management involves establishing procedures, routines, and discipline strategies to create an effective learning environment. Key aspects of classroom management include establishing clear expectations and consequences for student behavior, developing well-structured lessons that minimize downtime, and building positive relationships with students. Effective classroom managers demonstrate care for students, command respect, are organized and fair, and engage students through active instruction.
This document provides guidance for new teachers on their first year of teaching. It discusses common concerns for new teachers such as classroom discipline, planning curriculum, setting up the classroom environment, and communicating with parents. The document emphasizes the importance of establishing routines and procedures to create an orderly classroom. It also provides tips for preventing misbehavior through clear expectations, meeting student needs, and offering meaningful activities. Overall, the document aims to help new teachers effectively manage their first year in the classroom.
The document outlines the procedures, rules, and expectations for a classroom. It states that students are expected to actively participate in class, complete all assignments, and respect each other. Daily procedures include being prepared with materials before class starts and contributing to discussions. Rules require students to be responsible, on-time, and respectful. The document also describes positive consequences like prizes for reading, and negative consequences like warnings, detention, and possible removal from class. Emergency procedures and an action plan for reviewing expectations are also provided.
This document outlines a classroom management plan with the following key elements:
1. It establishes rules and procedures to maximize learning opportunities in a respectful environment. Rules include listening carefully, being prepared, persevering through challenges, and contributing to each other's success.
2. Detailed procedures are provided for various classroom routines like entering the room, completing homework, using the bathroom, and participating in group activities.
3. Both positive consequences like rewards and negative consequences involving warnings, timeouts, and office referrals are defined to promote appropriate student behavior.
The document outlines the procedures, rules, and expectations for a classroom. It states that students are expected to actively participate in class, complete all assignments, and respect each other. Daily procedures include being prepared with materials before class starts and contributing to discussions. The rules require students to be responsible, on-time, listen to directions, participate, and respect others. Both positive consequences like prizes and negative consequences like warnings and detention are described. An emergency plan and procedures for fire/tornado drills are also outlined. The action plan discusses reviewing expectations at the start of the year and getting student and parent signatures.
Delivering on-demand knowledge to your workforce is essential to aid their productivity.
In this presentation we explore how modern technology is altering how people think and what we as instructional designers can do to engage learners.
This is a copy of the presentation given by Dr Adam Chester at Training With Technology 2014.
This document provides an overview and guidelines for the Business Information Management class. It outlines expectations for student behavior including being prompt, responsible, honest, and following rules. It discusses attendance policies, grading which is based on labs, projects, exams and a 9 week exam. It also covers internet safety, advising students that not everything online can be trusted and to be aware of internet addiction and online predators. Students are encouraged to get involved in extracurricular programs. The document concludes with information on reviewing the CCRP, class website, and starting the reading for the first class activity.
This document provides information for students starting their freshman year at Florida Christian School. It discusses the school's mission to provide a Christian education while developing well-rounded students. It outlines expectations for academic rigor and participation. The document stresses the importance of attendance, time management, organization, note-taking, and developing self-discipline to achieve good grades. It emphasizes that freshman year lays the foundation for the next four years and students' college and career prospects.
This document provides an overview and guidelines for the Business Information Management class. It outlines expectations for student behavior, attendance and grading policies, as well as safety tips for internet use. Students are expected to be prompt, responsible, honest, productive and respectful. They should follow rules and turn assignments in on time. Grades are based on labs, projects and exams. The document also provides information on getting involved in extracurricular activities and how to access the class website and assignments.
This document provides an orientation for work-study students at the JWU Florida campus library. It outlines general library policies and procedures, as well as work-study policies. General information includes types of materials available, loan periods, printing and copying procedures. Work-study policies cover attendance, dress code, timecard procedures, computer use, phone etiquette and potential disciplinary actions.
This document provides an orientation for work-study students at the JWU Florida campus library. It outlines general library policies and procedures, as well as work-study policies. General information includes types of materials available, loan periods, printing and copying procedures. Work-study policies cover attendance, dress code, timecard procedures, computer use, phone etiquette and potential disciplinary actions.
Introduction to volunteering academy tutoring project ocof power point presen...literacymidsouth
This document provides guidance and information for volunteers tutoring students through an academy tutoring project. It outlines the program's purpose of improving student achievement, confidence, and attitude towards school. It describes the types of students who will be tutored, such as those living in poverty or single-parent homes. It provides tips for tutors on building trust with students, setting expectations, identifying learning styles, and offering encouragement. It also includes dos and don'ts for tutors and next steps after the training.
The document outlines classroom procedures, rules, and consequences for an English course. It states that students are expected to actively participate in class, complete all assignments, and respect each other. Daily procedures include being prepared with materials, taking part in discussions, and taking notes. Rules require being on time, following directions, participating, and respecting others. Positive consequences include prizes for reading, while negative consequences range from warnings to office referrals. Emergency procedures and an action plan for reviewing expectations are also provided.
The document outlines classroom procedures, rules, and consequences for an English course. It states that students are expected to actively participate in class, complete all assignments, and respect each other. Daily procedures include being prepared with materials, taking part in discussions, and taking notes. Rules require being on time, following directions, participating, and respecting others. Positive consequences include prizes for reading, while negative consequences range from warnings to office referrals. Emergency procedures and an action plan for reviewing expectations are also provided.
This document discusses instructional design models for online courses, including the ADDIE and ASSURE models. It outlines the steps in the ASSURE model: analyze learners and context, state learning objectives, select methods and materials, utilize the methods and materials, require learner participation, and evaluate and revise. Each step is described in detail, with tips provided on writing objectives, selecting appropriate technology, facilitating discussions, and evaluating effectiveness. The goal is to explain the process of designing high-quality online instruction.
This document provides an overview and policies for a Business Information Management class. It outlines the curriculum goals, student behaviors, attendance policies, grading scale, and course overview. It also discusses internet safety, including risks of online predators and internet addiction. Students are encouraged to get involved in extracurricular activities like Business Professionals of America and asked to write about their goals and motivations for the school year.
This document provides an orientation for students on the policies and procedures of the Metter High School Library Media Center. It outlines the mission of providing intellectual and physical access to information resources. Students are expected to follow circulation policies, use materials appropriately, and practice quiet study. The media center offers books, computers, research help and curriculum support for student use.
Classroom management presentation nov 20thAhmed Hussein
This document provides guidance on effective classroom management strategies for teachers. It discusses establishing clear procedures and routines to maximize instructional time and minimize disruptions. Specific recommendations include developing 3-5 simple, positively stated class rules with logical consequences, explicitly teaching procedures to students, maintaining authority through prepared lessons and organized transitions between activities, and building rapport with students and parents. Overall, the key aspects of classroom management outlined are setting expectations, maximizing engagement, and fostering respectful relationships to facilitate student learning.
Classroom management involves establishing procedures, routines, and discipline strategies to create an effective learning environment. Key aspects of classroom management include establishing clear expectations and consequences for student behavior, developing well-structured lessons that minimize downtime, and building positive relationships with students. Effective classroom managers demonstrate care for students, command respect, are organized and fair, and engage students through active instruction.
This document provides guidance for new teachers on their first year of teaching. It discusses common concerns for new teachers such as classroom discipline, planning curriculum, setting up the classroom environment, and communicating with parents. The document emphasizes the importance of establishing routines and procedures to create an orderly classroom. It also provides tips for preventing misbehavior through clear expectations, meeting student needs, and offering meaningful activities. Overall, the document aims to help new teachers effectively manage their first year in the classroom.
The document outlines the procedures, rules, and expectations for a classroom. It states that students are expected to actively participate in class, complete all assignments, and respect each other. Daily procedures include being prepared with materials before class starts and contributing to discussions. Rules require students to be responsible, on-time, and respectful. The document also describes positive consequences like prizes for reading, and negative consequences like warnings, detention, and possible removal from class. Emergency procedures and an action plan for reviewing expectations are also provided.
This document outlines a classroom management plan with the following key elements:
1. It establishes rules and procedures to maximize learning opportunities in a respectful environment. Rules include listening carefully, being prepared, persevering through challenges, and contributing to each other's success.
2. Detailed procedures are provided for various classroom routines like entering the room, completing homework, using the bathroom, and participating in group activities.
3. Both positive consequences like rewards and negative consequences involving warnings, timeouts, and office referrals are defined to promote appropriate student behavior.
The document outlines the procedures, rules, and expectations for a classroom. It states that students are expected to actively participate in class, complete all assignments, and respect each other. Daily procedures include being prepared with materials before class starts and contributing to discussions. The rules require students to be responsible, on-time, listen to directions, participate, and respect others. Both positive consequences like prizes and negative consequences like warnings and detention are described. An emergency plan and procedures for fire/tornado drills are also outlined. The action plan discusses reviewing expectations at the start of the year and getting student and parent signatures.
Delivering on-demand knowledge to your workforce is essential to aid their productivity.
In this presentation we explore how modern technology is altering how people think and what we as instructional designers can do to engage learners.
This is a copy of the presentation given by Dr Adam Chester at Training With Technology 2014.
This document provides an overview and guidelines for the Business Information Management class. It outlines expectations for student behavior including being prompt, responsible, honest, and following rules. It discusses attendance policies, grading which is based on labs, projects, exams and a 9 week exam. It also covers internet safety, advising students that not everything online can be trusted and to be aware of internet addiction and online predators. Students are encouraged to get involved in extracurricular programs. The document concludes with information on reviewing the CCRP, class website, and starting the reading for the first class activity.
This document provides information for students starting their freshman year at Florida Christian School. It discusses the school's mission to provide a Christian education while developing well-rounded students. It outlines expectations for academic rigor and participation. The document stresses the importance of attendance, time management, organization, note-taking, and developing self-discipline to achieve good grades. It emphasizes that freshman year lays the foundation for the next four years and students' college and career prospects.
This document provides an overview and guidelines for the Business Information Management class. It outlines expectations for student behavior, attendance and grading policies, as well as safety tips for internet use. Students are expected to be prompt, responsible, honest, productive and respectful. They should follow rules and turn assignments in on time. Grades are based on labs, projects and exams. The document also provides information on getting involved in extracurricular activities and how to access the class website and assignments.
Similar to New Hampstead Peer Facilitator Handbook (20)
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2. Media Center Mission Statement
The media center aims to create
an environment that produces
information literate lifelong
learners who evaluate the
reliability and validity of multiple
resources to effectively produce
and communicate their own
knowledge and understanding.
Purpose of Peer Facilitators
The purpose of Media Center peer
facilitators at New Hampstead is to
augment media center resources by
aiding the media specialist and media
clerk in performing their daily tasks.
This opportunity is intended to
encourage responsibility and
accountability, as well as provide real-
world work experience to the students
who are selected to participate.
Rest assured that the work will be
interesting and different every day.
3. Code of Conduct
You have been selected to represent the student body as media center peer facilitators. You
are required to adhere to the school rules of student conduct, as well as this code of
conduct for peer facilitators. Failure to adhere to the rules of conduct will result in a failing
grade in this class.
While performing your tasks in the library, please do not engage in horseplay with other
students, chew gum, or bring in any food or drinks. You may listen to music while
performing your tasks if you use headphones, and other staff or patrons cannot overhear
the music. Please use quiet voices at all times while in the media center. You are required
to have a hall pass or media center volunteer ID pass whenever you leave the media center
on official business.
Above all:
•Interact with all library patrons in a polite and professional manner at all times.
•Be prepared to work independently, but don’t be afraid to ask questions if necessary.
•Use your time efficiently to complete your assigned tasks.
4. Privacy
Peer facilitators must adhere to strict privacy rules while working in the media center.
You are prohibited from sharing any private information about any patrons or their
work in the media center with anyone. Peer facilitators who fail to follow privacy
rules will be immediately dismissed from the position, receive a failing grade in the
class, and will be subject to penalties from the student rules of conduct.
5. Procedures
When you enter the library during
your designated class period, please
sign-in using the student sign-in
computer located in the entrance
area of the media center. Please
check the box designated “MC
Assistant.” Place your personal items
on the rolling cart in the Student ID
office.
The first thing you should do after you
sign in is ask Mrs. Shearer or Mrs.
Munden if there are any specific tasks
that they have planned for you that
day.
6. Potential Tasks
• assisting with circulation and inventory
• making student ID card
• placing labels and bar codes on
materials
• placing due date cards in professional
library materials
• laminating and cutting out items for
teachers
• copying materials for staff
• collecting work from ISS
• posting flyers and information in the
hallways while ensuring that outdated
information is promptly removed
• special multimedia projects
7. Shelving
• Check the book cart located on the right side of the circulation desk to see
if there are books that need to be shelved.
• Fiction books are shelved in alphabetical order according to the first three letters of
the author’s last name.
• Non-fiction books are shelved according to the Dewey Decimal System, in numeric
order AND alphabetical order according to the first three letters of the author’s last
name.
8. Laminating
• Turn on the laminator and let it warm up for a few minutes.
• Make sure that there is at least six inches of laminating paper
at the back of the laminator to prevent the paper from
wrapping around the roll and jamming the laminator.
• Laminate at a slow speed to ensure that the item is straight
and laminated correctly.
• Leave a small margin between laminated items to prevent
waste, but allow enough room for cutting.
• When finished laminating, allow at least six inches of paper to
roll through so that there is enough to prevent the paper
from wrapping around the roll for the next patron.
• Deliver completed job to the appropriate teacher and room.
9. Copying
• You will be trained to use the copy machine
when you start the peer facilitator class
• When you come in, please check the copy
machine to make sure it has paper
• Copy jobs are located in the white crate
located on the far right side of the
circulation desk.
• Teachers have included their copy code and
any specific instructions for the job on the
attached job slip.
• Please place all unusable copies in the
recycling box located on the circulation
desk.
• Please deliver the completed job to the
teacher and room indicated on the job slip.
• If there is a sign on the copier that says
“Service Has Been Called,” the copier is not
available for use
10. Printing
• You are only allowed to print school documents for students
• Students should print small jobs ONLY- a few pages at most
• Use one of the computers at the circulation desk
• Go to “My Computer,” and click “Computer”
• Click on the “Student Data” drive
• Go to “Media Center Shared” drive
• Go to the appropriate job and click “Print”
• Select the appropriate available printer
11. Maintaining the MC
Help staff keep the media center looking sharp!
• Check student computer workstations to make sure they are clean and
organized
• Check bookshelves to make sure books are pushed to the front and neatly
placed on the shelf.
• Make sure chairs are pushed in throughout the media center
• Wipe tables and clean up trash as necessary
12. Rubric
Performance (Out of 100) Excellent: 20 Good: 15 Needs Improvement:
10
1) Punctuality: Absentism/Tardees Always on Time 1-2 Excused
Absences-0
Tardies
3 or more absences—
have been tardy to
class
1) Professional Attire:
Compliance of SCCPSS Dress code Policy
∀ uniforms;
∀ ID badges Visibly Displayed and
∀ Mesh or Clear bookbags/8 ½ x 11 inch or smaller purse/handbag)
Meets 3 of 3 Meets 2 of 3 Meets 1 or Less:
1) Professionalism:
Interaction with others: (students/staff/visitors and supervisor in Media Center)
∀ Positive Attitude towards duties/responsibilities
∀ Polite and Courteous Tone in Conversation and body language with others—fellow
students and adults
∀ Productively engaged in surrounding environment to support the media
center/school (Promotes school spirit and high level of expectations by setting an
example for others to follow)
∀ Understanding and adhering to policies/procedures for school—no infractions
outside of peer facilitation class (No ISS, OSS or Detention)
Meets 4 of 4 Meets 3 of 4 Meets 2 or Less
1) Work Ethic:
∀ Takes initiative to complete projects without direction;
∀ Task/Assigned Projects are completed correctly and in a timely manner;
∀ Keeps confidential information private
∀ Constantly productive—not sitting around “socializing” with peers or other
patrons
∀ Never on personal devices—personal phones, devices or ear buds in your ear;
∀ Works Independently but ask for further explanation if directions are not clear
Meets 6 of 6 Meets 5 of 6 Meets 4 or Less
1) Adopt-A-Shelf
• Checked shelves 2 times this week for accuracy of organization
• Checked shelves 2 times this week for neat display—pushed to the edge of the
shelf/standing up neatly
• Shelved books on the cart or laying on top of the tables/chairs or shelf without
back to its proper location
Meets 3 of 3 Meets 2 of 3 Meets 1 or Less
13. Student Code of Conduct Agreement Form
When you are finished reading the handbook, please sign and print this page, and give it to Mrs. Shearer or Mrs.
Munden.
I, _________________________ have read and understand the Media Center Peer
Facilitator Handbook. I agree to abide by the student code of conduct and rules laid
out in this handbook so that I may be successful in this class.
___________________________________
Print Name
___________________________________ ______________
Signature Date