IMPACT: Guidelines for North Carolina Media and Technology Programs
SBE Introduction
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State Board of Education
Acknowledgements
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Forward
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Introduction
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Table of Contents
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Table of Contents
Introduction
Implementing the IMPact Model
Teaching and Learning
Information Access and Delivery
Program Administration
System-Level Guidelines
Research and Evaluation
Appendices
Glossary
Bibliography
Introduction
Introduction
Implementing The Impact Model
Implementing The Impact Model: A How-To Guide
PHASE 1: Building Support
PHASE 2: Readiness Assessment
PHASE 3: Setting the Stage for Successful Collaboration
PHASE 4: Formal Collaboration
Phase 5: Beyond the Classroom
On-going Evaluation
Dealing With The Change That The Impact Model Will Bring
Using The Concerns-Based Adoption Model (CBAM) To Move Teachers Forward In The Impact Model
What Teachers Must Be Willing to Do
The Technology Facilitator Scenario
School Library Media Coordinator Scenario
Works Cited
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TEACHING AND LEARNING
Vision
Collaboration
Integration of Information and Technology Skills
Access to Information Resources and Services In the Teaching/Learning Process
Collaboration for assessment, research, and student achievement
Professional development
Professional Development for Media and Technology Professionals
Assessing Professional Development
Planning High Quality Professional Development
Ensuring High Quality Professional Development
The National Staff Development Council Standards
North Carolina Professional Development Standards
Collaboration through flexible access
Flexible access looks like this
Collaborating to achieve instructional goals
Leadership and the change process
Making flexible access and collaboration work
Roles and responsibilities of collaborative partners
Implementing effective collaborative planning sessions
Advocacy: communicating flexible access and collaboration
Reading and literacy
Collaboration: media and technology, reading, and literacy
Reading programs or reading?
Works cited
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INFORMATION ACCESS AND DELIVERY
Information access and delivery: the heart of effective programs
Resources, needs, and choices
Making resources accessible
The Role of Media and Technology Professionals
Vital Components for Resource Access and Delivery
Adequate and Reliable Technology and Infrastructure
Network and Desktop Software
Procedures for Loading software
Access to Online Resources
Media Automation
Getting Started with Media Automation
Planning and designing facilities for learning
People and Responsibilities
Leadership for Planning
Planning Consultants
Responsibilities of the Committee
Responsibilities of the Committee Chair
Role of Planning Committee vs. Role of Design Professionals
Overall Facility Design: Basic Considerations
Important Elements of Good Design
Access
Location
Exceptional Children Facilities
Aesthetics and Atmosphere
Ergonomics
Mechanics and Engineering
Safety
Security
Design Considerations for Spaces within the Facility
Designing for Growth and Development
Designing for the Infusion of Technology
Designing for Expanded Hours and Use
Designing for Flexible Use
Developing educational specifications
Details Matter
Four Preliminary Steps
Components of Educational Specifications
Educational specifications for school and media/technology spaces
Classrooms
Flexibly Accessed Computer Labs
Distance Learning via the N. C. Information Highway
Staff Offices
Technology Administration and Planning
Conference Areas
Workrooms
Auditoriums, Cafeterias, and Gymnasiums
Educational specifications for the school library media center
Visualizing Use of Space
Some Key Design Questions
Charts of Recommendations
Minimum Square Footage
Large Group Instruction
Reference
Story Sharing
Independent Work Areas
Small Group Activity
Informal Reading
Production
Periodical Storage
Administration and Planning
Circulation
Automated Catalog
Professional Area
Parent Resource Area
Workroom
Display and Exhibit
Secure Equipment Storage, Distribution, and Maintenance
Educational specifications for furniture, shelving, and built-ins
General Considerations
Guidelines for Shelving
Maximum Heights for Different Types of Furniture and Shelving
More Helpful Tips about Furniture and Shelving
General technology infrastructure for instruction
Network Server, Head-end Area
Video Wiring Closet Area
Works Cited
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PROGRAM ADMINISTRATION
Planning the Program
Why Plan?
Vision: the Key to Success
Short-term and Long-term Planning
Being the change agent
What is a Change Agent?
Who is Responsible for Being an Agent of Change?
How Do You Fulfill This Role?
Advocating for the Program
What is Advocacy?
Building Support Within the School
Creating a Positive and Welcoming Environment
Beating the Study Hall Syndrome
Tips for Getting Support of Faculty
Additional Strategies
Building Support Within the Community
Ways to Communicate Program Development
Ways to Get the Community Involved
Developing an Advocacy Plan
Media and technology advisory committee membership and responsibilities
Media and Technology Advisory Committee Membership
Media and Technology Advisory Committee Responsibilities
Responsibilities of Committee Co-Chairs
Responsibilities of Individual Members
Budgeting for the program
Some Facts about Budget and Funding
Developing an Effective Budget
Budgeting is a Collaborative Effort
What Budgets Should Reflect
Primary Sources of Funding
Writing Budget Proposals
Policy
Policy and Procedure Defined
Creating Policy and Procedure Manuals
Policy vs. Procedure
Creating Policy and Procedure Manuals
Components of a Policy Document
Components of a Procedure Document
Policy, Procedures, and Guidelines Implementation Chart
Collection Development
Vision
Role of the MTAC in Collection Development
Role of the School Library Media Coordinator
Role of the Technology Facilitator
IMPACT Collection Guidelines
Assessing the Collection
Assessing the Collection: Methods
Assessing the Collection: Collection Mapping
Assessing the Collection: Resource Alignment
Assessing the Collection: Systematic Random Sampling
Automated Assessments
Weeding the Collection
Guide to Weeding the Collection
Collecting Data
The Non-print Collection
Writing a Collection Development Plan
Developing a Budget
Selecting Resources
Some Guiding Questions for Selecting Resources
Selecting Equipment, Hardware, and Infrastructure
Conducting an Inventory
What is inventory?
Why inventory?
Guidelines for Scheduling Inventory
School Equipment Inventory
Works Cited
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SYSTEM-LEVEL GUIDELINES
System-level leadership
Teaching and learning
Collaborating to Achieve Goals
Being Involved with the Curriculum
Providing Professional Development
Planning, Research, and Development
Information access and delivery
Establishing Infrastructure and Connectivity
Standardizing Resources and Equipment
Planning for New and Renovated Facilities
Ensuring Equity
Managing Resources
Program administration
Strengthening Communication and Public Relations
Establishing Policies and Procedures
Recruiting, Selecting, and Retaining Personnel
Attending to Budget Basics
Developing Collections
Evaluating Programs
Works Cited
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RESEARCH and EVALUATION
Compelling data from current research
Library Media Center Staffing
Library Media Center Hours
Staff Activities
Other Research
Research
Evidence Based Education
Scientifically Based Research
Action Research
Data-Driven Decision Making in the Media and Technology Program
Evaluation
How to Evaluate Programs
Guidelines for Evaluation
Using output measures for evaluation
Measures for Evaluating and Improving School Library Media and Technology Programs
Reference chart: measures and what they support
Research and evaluation models
Comprehensive Program Evaluation Model
Technology Focused Evaluation Models
Program Evaluation Rubrics
Media and Technology Program Evaluation Rubrics
System-Level Leadership and Support Evaluation Rubrics
Works Cited
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APPENDICES
AMTR Guidelines
Collaborative Planning Session Rubric
How to Talk to a Principal
Guidelines for Baseline Information in Media and Technology Policies
Suggested Guidelines for the Reconsideration of Instructional Materials
Sample Policy
Job Descriptions
Media and Technology Advisory Committee
One-to-One Computing
Media Coordinator Performance Appraisal Instrument
Technology Facilitator Performance Appraisal Instrument
Sample Schedules – Media and Technology
School Library Media Coordinator without a Technology Facilitator
Wireless Local Area Network
GLOSSARY
Glossary
BIBLIOGRAPHY
Bibliography
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©2006
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Instructional Technology Division, NC DPI
©2006