APPENDICES

AMTR GUIDELINES

PURPOSE

The Annual Media and Technology Report (AMTR), a legislatively mandated instrument, allows stakeholders at the school, local educational agencies (LEA), and state level to access data related to school media and technology programs. The information is based on what a school district has on their school and district level inventory as of July 1 each year. This gives both the legislature and the public a picture of the state of media and technology programs in North Carolina’s schools.

Questions included in this report are derived from the N. C. Educational Technology Plan and requests for data from agencies within the NCDPI and state government.

Once collected and analyzed, this data is used by:

• The federal and state government
• N.C. State Board of Education
• Other divisions of the N.C. Department of Public Instruction (NCDPI)
• LEAs
• The public

Frequently, budgetary and resource allocation decisions are impacted by this data. The data may be used to:

• Determine eligibility for grant funding
• Support the needs addressed in grant proposals
• Evaluate and improve school media and technology programs

Data and reports generated from this data are disseminated:

• At state and national conferences
• In publications at the national, state, and local levels
• On NCDPI websites
• As part of the ABC Report Card process

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POSSIBLE USES OF AMTR DATA AT THE LOCAL LEVEL

• Determine trends related to acquisition of hardware and resources in media and technology programs
• Maintain equitable distribution of hardware, resources, and personnel
• Support need for additional technology and media personnel
• Support need for additional hardware and infrastructure
• Support need for additional resources/upgrades needed as compared to other LEAs of similar size and/or location
• Develop demographic sections of grant proposals
• Support the Southern Association of Colleges and Schools (SACS) accreditation process
• Use as part of a formative and summative evaluation process

DATA RETRIEVAL

A series of reports generated from AMTR data can be accessed at:
<http://tps.dpi.state.nc.us> under the Data and Statistics Menu.
The direct link to the AMTR data is:
<http://tps.dpi.state.nc.us/amtrYYYYdata> where YYYY is the year the data was collected.
Entire sections of the AMTR data or individual reports can be downloaded for analysis and comparisons at the local district and school level. Historical data also is available at the above links for at least the previous two years.

NORMAL TIMELINE FOR THE AMTR

AUGUST / SEPTEMBER

School level media and technology personnel should begin to collect data related to AMTR questions
(i.e. Questionnaire/survey to determine home access to technology for students and staff).

NOVEMBER THROUGH JANUARY

New questions are developed and edited by NCDPI.

MID FEBRUARY

The current year’s questions for both the school and district level reports are made available online at <http://tps.dpi.state.nc.us/amtrYYYY> where YYYY is the current year. The questions are downloadable in Excel format and are provided to allow school and LEA personnel to prepare for the current year’s AMTR.
This document can be modified and used as a template to organize and collect the data for the current year.

ON OR NEAR APRIL 1

The AMTR is available online for data entry.

JUNE 30

All data must be entered and verified by June 30 of each year. It is highly recommended that LEAs require schools to have their portions of the AMTR completed by mid to late May each year. This will allow data to be verified at the LEA prior to school personnel leaving for the summer. No data entry or corrections are permitted after June 30.

MID JULY

In mid July, LEAs will receive a copy of the ABC Report Card reports containing the information that will appear on this year’s ABC Report Card based on AMTR entries. LEAs and schools will have a designated period of time to make corrections to these reports. No changes will be accepted after this final deadline.

LATE SUMMER/EARLY FALL

Data analyzed and provided for local, state, and national reports and requests.

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DATA COLLECTION PROCESS

The collection of data needed to complete the school level AMTR is a collaborative process involving the school level Media and Technology Advisory Committee (MTAC), led by the media coordinator and technology facilitator, and may involve district-level media and technology personnel. Since accuracy is essential, a process must be established that insures the information gathered is correct. It should be noted that some questions are removed, added, or modified each year. The following are suggestions for assisting in data collection and entry:

• Training should be provided yearly for school level personnel by district-level media and technology leaders. This training should be on processes and procedures related to data collection and completion of the AMTR.
• Data should be collected continuously throughout the year to expedite retrieval. A database or spreadsheet with categories matching those requested in the AMTR (i.e., location of computers such as Gen/Acad Clrm, Gen/Acad Lab, Office/SIMS, amount of memory, processor speed, etc.) is one method of doing this.
• Since help screens are updated yearly to provide answers to frequently-asked questions for each section, they should be reviewed prior to beginning data entry.
• Printed copies of the previous year’s AMTR should be kept on file.
• Questions about infrastructure and hardware may need to be addressed by district personnel early in April.
• Media coordinators should keep track of number of books and equipment purchased, discarded, and lost using media retrieval software or some other method.
• It is highly recommended that LEAs establish an internal due-date that reflects their current calendar. This will guarantee that personnel complete the report prior to leaving for summer break
• Media coordinators and technology facilitators should decide early in the school year who will be responsible for various sections of the AMTR and establish a timeline for collecting and entering the data. One person should take responsibility for verifying that all sections of the report are complete by the deadline established at the local level or by June 30 at the latest.
• A printed copy of the verified report should be submitted to the principal for approval prior to the media coordinator and technology facilitator leaving for the summer.

DATA ENTRY

• Schools will be required to use their LEA-School Number (i.e., 360-336) and a password to enter the AMTR site. Passwords can be obtained from system-level technology directors.
• Each section on the AMTR must be saved before moving to the next section by clicking the SAVE button at the bottom of each screen. This saves the data entered up to that point on the AMTR server at NCDPI.
• Each section has a 10-minute time-out feature. Any data entered should be saved within this 10-minute interval. Partially completed sections can be saved and retrieved later for completion.
• Changes can be made to any section until the cut-off date established by your LEA, or June 30 at the latest.

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COLLABORATION PLANNING SESSION RUBRIC

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HOW TO TALK TO A PRINCIPAL

1. Gather and use data. Make sure you have built a case before you make a request. For instance:
   1. More money for the collection
      1. Circulation data
      2. Collection development plan
      3. Identification of MTAC priorities after input from teachers
   2. A media assistant
      1. Circulation and/or media center use data
      2. Tracking data of paraprofessional duties media coordinator must perform
      3. Planning schedule that justifies need for additional assistance
      4. Recommendation by MTAC
   3. More computers or peripherals
      1. Use data for current equipment
      2. Service records for current equipment
      3. Verification of need for additional equipment based on unfilled requests
      4. Specific curriculum units that require additional equipment (e.g., digital cameras for field trips)
      5. MTAC 3-yearplan for equipment purchases
         
2. Align data with School Improvement Plan or system-level goals.
   
   
3. Refer to the research. Provide quotes/citations, but don’t belabor the issue. For example:
   1. Elementary school students with the most collaborative teacher-librarians scored 21% higher on Colorado Student Assessment Program reading than students with the least collaborative teacher librarians. Lance, Keith Curry, Marsha J. Rodney, and Christine Hamilton-Pennell (2000). How School Librarians Help Kids Achieve Standards: The Second Colorado Study. Spring, TX. High Willow Research and Publishing.
   2. Teacher-librarians from high schools with the best Oregon Statewide Assessment reading-language scores are twice as likely as their colleagues from the lowest scoring schools to plan collaboratively with classroom teachers, and their students are more than three times as likely to visit the library as part of a class or other group.
   3. Lance, Keith Curry, Marsha J. Rodney, and Christine Hamilton-Pennell (2001). Good Schools Have School Librarians: Oregon School Librarians Collaborate to Improve Student Achievement. Terrebonne. OR: Oregon Educational Media Association.
4. For every problem, offer solutions. For example:
   1. More money for the collection
      1. Present budget to MTAC
      2. Ask MTAC representatives to bring back priorities from grade level/department, etc.
      3. Have MTAC prioritize for entire school based on grade level priorities.
   2. Media Assistant
      1. Have MTAC/School Improvement Team look at clerical allotment for school.
      2. Pilot by sharing an assistant with a classroom teacher.
      3. Talk to PTA about possible local funding opportunities.
5. Always be and positive. View every glass as half full rather than half empty.
6. Don't over-stay your welcome on any topic. Present your information, leave, and re-visit the conversation a few days later.
   1. Find ways to make this the principal's solution, not yours.
   2. Think of 3 different ways to present the same information. Use one during each conversation.
7. Be ready to negotiate.
   1. If you sense reluctance, suggest a pilot.
   2. Offer alternatives that will get you to your ultimate goal.
8. Avoid a solid “No.” There is always a chance if that has not been said.

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GUIDELINES FOR BASELINE INFORMATION IN MEDIA AND TECHNOLOGY POLICIES

INTRODUCTION

MATERIALS SELECTION POLICY*

• Developing a collection that supports teaching and learning.
• Maintaining the collection.
• Dealing with challenges to materials in the total instructional program.

WHY DO WE NEED A MATERIALS SELECTION POLICY?

WHAT IS INCLUDED IN A MATERIALS SELECTION POLICY?

A MATERIALS SELECTION POLICY SHOULD ADDRESS THE FOLLOWING:

• The purpose and function of a materials selection policy
• Criteria for the selection of materials:
  • authority
  • format
  • potential use
  • price
  • scope
  • reputation of publisher
  • subject interest
  • readability
  • timeliness
  • treatment of subject
• Weeding
• Guidelines for Reconsideration of Challenged materials
• Acceptance of gift materials
  • The department, office and/or individual job titles for those who have responsibility for procedural implementation of the policy

* See appendix for sample policy.

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DISPOSAL OF EQUIPMENT POLICY

WHY DO WE NEED A DISPOSAL OF EQUIPMENT POLICY?

WHAT IS INCLUDED IN A DISPOSAL OF EQUIPMENT POLICY?

• The purpose of the policy.
• Methods for determination of an item as surplus.
• Reference to procedures for appropriate disposal of equipment--this includes proper destruction of electronic data prior to the surplus of equipment.
• Appropriate use of funds acquired in sale of surplus items.
• A statement of adherence to environmental regulations in the disposal of computer equipment.
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of and monitoring adherence to the policy.

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HARDWARE AND SOFTWARE PROCUREMENT POLICY

WHY DO WE HAVE A HARDWARE AND SOFTWARE PROCUREMENT POLICY?

WHAT IS INCLUDED IN A HARDWARE AND SOFTWARE PROCUREMENT POLICY?

• The purpose of the policy.
• Definitions of the terms, services, and technologies addressed in the policy.
• All technology purchases involving the expenditure of public funds by agencies shall be in conformity with the “Best Value” information technology procurement requirements.
• A statement for soliciting competitive bids for goods and services in accordance with the rules established by North Carolina Administrative Code.
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of the policy.

COPYRIGHT POLICY

WHY DO WE NEED A COPYRIGHT POLICY?

WHAT IS INCLUDED IN A COPYRIGHT POLICY?

A COPYRIGHT POLICY SHOULD INCLUDE:

• The purpose of the policy;
• Fair use guidelines for all formats (books, art, on-line resources, speeches, software, music, multimedia, etc.);
• A mechanism for distribution and awareness;
• Identify of person responsible for publicizing and sharing the policy and updates;
• Ethical and professional statement of responsibility of adherence to copyright law for students and staff;
• The department, office, and/or individual job titles for those who have responsibility for maintaining an identification and password authorization system;
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of the policy.

Issues related to intellectual property rights and copyright are too broad a topic to be addressed adequately in this document. There are numerous resources to consult, including:

Becker, Gary H. Copyright: A Guide to Information and Resources, Third Edition. Lake Mary, 2003

Simpson, Carol. Copyright for Schools: A Practical Guide for Schools, Fourth Edition. Worthington: Linworth, 2005

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ACCEPTABLE USE POLICY (AUP)

WHY DO WE NEED AN AUP?

WHAT IS INCLUDED IN AN ACCEPTABLE USE POLICY?

• The purpose of the policy.
• Types of materials that can be accessed.
• Expected behaviors and proper use of computer time.
• Inappropriate behaviors: (i.e., illegal activities, vandalism, destructive behavior).
• Access rights.
• Network privileges.
• Password security.
• File storage on network drives.
• System safety.
• Copyright issues.
• Academic integrity.
• Privacy and personal safety.
• Appropriate language and material with electronic communications and content.
• Consequences of misuse.
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of the policy.

For more information about developing AUPs, refer to <http://www.rice.edu/armadillo/acceptable.html>

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EQUIPMENT MATERIALS DONATION POLICY

WHY DO WE NEED AN EQUIPMENT MATERIALS DONATION POLICY?

• assurance of compatibility between equipment, infrastructure, and software.
• technical support to maintain the operation of equipment.
• strong teacher and student technology skills.

WHAT IS INCLUDED IN AN EQUIPMENT MATERIALS DONATION POLICY?

• The purpose of the policy.
• An acknowledgement of the appreciation of individuals or organizations that support the school or school system with donations.
• A statement that recognizes that all equipment that is supported and maintained by school personnel becomes school property.
• A reference to procedures for donating equipment to a school.
• A reference to the standards of equipment that is acceptable to donate.
• The department, office, and/or individual job titles for those who have responsibility for accepting equipment donations.

DATA PRIVACY POLICY

WHY DO WE NEED IN A DATA PRIVACY POLICY?

WHAT IS INCLUDED IN A DATA PRIVACY POLICY?

A DATA PRIVACY POLICY SHOULD INCLUDE:

• The purpose of the policy;
• A definition of education records (items that are included in an education record);
• A statement on public disclosure of directory information;
• A statement on the annual notification of parents and students of their rights under the FERPA act;
• Circumstances under which the institution may charge a fee for the copy of education records;
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of the policy;
• Under what conditions and from whom prior consent is not required to disclose information.

INVENTORY CONTROL POLICY

WHY DO WE NEED AN INVENTORY CONTROL POLICY?

WHAT IS INCLUDED IN AN INVENTORY CONTROL POLICY?

• Purpose of the policy;
• Types of items that should be included in an inventory;
• Guidelines for identifying ownership of equipment and materials;
• A reference to procedures for tagging and numbering new equipment and materials;
• A reference to procedures for removing items from an inventory;
• Guidelines on the specifications for each equipment and material item that should be included on the inventory;
• Person responsible for maintaining an inventory of equipment and an inventory of materials;
• Timeline for conducting an inventory audit;
• Consequences for responsible parties not following an inventory control policy.

ACCESSIBILITY POLICY (ACCESS TO SERVICES POLICY)

WHY DO WE HAVE AN ACCESSIBILITY POLICY?

WHAT IS INCLUDED IN AN ACCESSIBILITY POLICY?

AN ACCESSIBILITY POLICY SHOULD INCLUDE:

• Purpose of the policy;
• Open, flexible access to facilities for instruction and leisure reading;
• Provisions for those with special needs, including the use of assistive/adaptive equipment;
• Standards regarding building access for parents and community members after normal school hours;
• Policy statements for intellectual access including students’ right to read and intellectual freedom;
• Department, office, and/or individual job titles for those who have responsibility for procedural implementation of the policy.

PHYSICAL ACCESS MEANS:

• Physical facilities arranged to meet the needs of students, teachers, parents, and community members (for example, assistive/adaptive equipment);
• Open hours within and beyond the school day;
• Flexible, equitable access that provides instruction for all at the point of need;
• Free, timely, and easy access to program services, resources, and facilities;
• Circulation policies and procedures that encourage optimal access and use of all types of materials.

INTELLECTUAL ACCESS MEANS:

• Well-organized collection of resources;
• Information in a variety of formats;
• Accurate, current information that meets the needs of learners;
• Methods for finding, judging, and using information;
• Equal educational opportunity;
• Atmosphere of free inquiry and life-long learning.

STUDENT DISCIPLINE AND LIABILITY POLICY

WHY DO WE NEED A STUDENT DISCIPLINE AND LIABILITY POLICY?

WHAT IS INCLUDED IN A STUDENT DISCIPLINE AND LIABILITY POLICY?

• The purpose of the policy;
• Duties of principals and teachers to instruct students in the proper care of technology equipment;
• An outline of an awareness program for students on the appropriate use of technology;
• The unique requirements for proper care of technology for the prevention, detection, and eradication of destructive software (a virus) on computer workstations and networks;
• Reference procedures for reporting inappropriate behavior or destruction of property by a student;
• Reference procedures for parent/guardian or student to appeal disciplinary action;
• The responsibility and liability of parents or legal guardians of a child who damages property including technology equipment;
• Consequences for students who violate discipline and liability policies;
• The department, office, and/or individual job titles for those who have responsibility for enforcing student discipline and liability policies and procedures;
• A scheduled review and modification of discipline and liability policies to identify new technology that needs to be included under a student discipline and liability policy.

REMOTE ACCESS POLICY

WHY DO WE NEED A REMOTE ACCESS POLICY?

WHAT IS INCLUDED IN A REMOTE ACCESS POLICY?

• The purpose of the policy;
• The scope and applicability of the policy;
• Definitions of the technologies addressed in the policy;
• A process for verifying an employee’s authorization to obtain remote access capability;
• A statement that the level of remote access to the organization’s network resources will correspond with job responsibilities;
• A reference procedure for an employee to obtain remote access;
• A reference to acceptable methods for remote access to the organization’s technology, networks, and data;
• A statement that prohibits a user from sharing remote access with unauthorized users;
• A reference to procedures for reporting unauthorized access;
• Systems management procedures that include management of stored data, monitoring of network system usage, virus protection, data encryption, and hardware to prevent unauthorized access and a breech of security;
• Consequences for users (staff, students) who do not follow the rules of the Remote Access Policy and procedures;
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of the policy;
• A scheduled review and modification of remote access policy and procedures;
• A disclaimer of liability should an employee agree to and then violate the policy.

VIRUS/THREAT PROTECTION POLICY

WHY DO WE NEED A VIRUS PROTECTION POLICY?

WHAT IS INCLUDED IN A VIRUS PROTECTION POLICY?

• The requirements for the prevention, detection, and eradication of destructive software (a virus) on computer workstations and networks;
• Approved software and hardware requirements for diminishing virus threats;
• The requirements for maintaining virus protection on workstations;
• The requirement of all users of the computing system to report a virus threat;
• The department, office, and/or individual job titles for those who have responsibility for managing virus protection procedures and utilities;
• Consequences for users (staff, students) who interfere with virus protection protocols or intentionally enable a virus or any destructive software on the organization computing system.

NC WISE ID AND PASSWORD WORKSTATION POLICY

WHY DO WE NEED AN ID/PASSWORD POLICY?

WHAT IS INCLUDED IN AN ID/PASSWORD POLICY?

• The purpose of the policy;
• A process for verifying an employee’s authorization to information;
• A confidentiality statement that prohibits sharing of IDs and passwords;
• The protocols for password composition;
• A statement that the level of access to information will correspond with job responsibilities;
• A timeline for changing passwords;
• A procedure for an employee to obtain a new password;
• The department, office, and/or individual job titles for those who have responsibility for maintaining an identification and password authorization system;
• Consequences for users (staff, students) who do not follow the rules of the password policy.

NETWORK SECURITY POLICY

WHY DO WE NEED A NETWORK SECURITY POLICY?

WHAT IS INCLUDED IN A NETWORK SECURITY POLICY?

• The purpose of the policy
• The scope and applicability of the policy
• Definitions of the technologies addressed in the policy
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of the policy
• Identification of appropriate users of equipment
• Appropriate use of equipment
• User access
• Responsible use of equipment
• Protection of individual privacy
• Prohibitive use of equipment that identifies
• Disruptive use or misuse
• Criminal Use
• Offensive or harassing activity
• Copyright or intellectual property infringement
• Systems management procedures that include
• Management of stored data
• Monitoring of network system usage
• Including the monitoring, tracking and filtering of Internet sites accessed by users
• Virus protection
• Physical Access security (authorization to equipment rooms)
• Data encryption
• Hardware
• Identify procedures for reporting security violations
• Consequences for users (staff, students) who do not follow the rules of the network security policy
• A scheduled review and modification of security policy and procedures
• A disclaimer of liability should an employee agree to and then violate the policy

SECURITY AWARENESS POLICY

WHY DO WE NEED A SECURITY AWARENESS POLICY?

WHAT IS INCLUDED IN A SECURITY AWARENESS POLICY?

• The purpose of the policy;
• Reference procedures for alerting employees to a security threat;
• An outline of the security awareness program (new employee orientation, workshops, manuals, processes for reporting security threats);
• The department, office, and/or individual job titles for those who have responsibility for maintaining a security awareness program;
• Consequences for users (staff, students) who do not follow the procedures of a security awareness program.

ADVERTISING AND COMMERCIALISM POLICY

WHY DO WE NEED AN ADVERTISING AND COMMERCIALISM POLICY?

WHAT IS INCLUDED IN AN ADVERTISING AND COMMERCIALISM POLICY?

• The purpose of the policy;
• A statement that the selection of materials and resources should support the mission and goals of the instructional program;
• Recognition that the selection of materials should be based on established criteria of a selection materials policy and procedures;
• A statement on the non-intrusiveness of advertising on instructional resources;
• A statement that instructional resources should be free from bias;
• A reference to guidelines regarding commercial advertising on instructional resources;
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of and monitoring adherence to the policy.

ELECTRONIC COMMUNICATIONS POLICY (EMAIL AND INSTANT MESSAGING )*

WHY DO WE HAVE AN ELECTRONIC COMMUNICATIONS POLICY?

WHAT IS INCLUDED IN AN ELECTRONIC COMMUNICATIONS POLICY?

• The purpose of the policy;
• Definitions of the terms, services, and technologies addressed in the policy;
• A statement that email is provided to staff for the purpose of conducting business within and outside of the organization;
• A statement that the electronic communications are public record. Electronic communications should be stored and deleted according to state and federal guidelines and managed by appropriate records management procedures;
• A statement that as a public record, electronic communications may be monitored for abuse. The organization reserves the right to retrieve and review any messages composed, sent, or received through the electronic communication system;
• A statement that prohibits users from sharing their email account;
• A reference to procedures for reporting unauthorized use of, or abusive content (spam or harassing or threatening content);
• Consequences for users (staff, students) who do not follow the rules of the Electronic Communications Policy and procedures;
• The department, office, and/or individual job titles for those who have responsibility for procedural implementation of the policy;
• A disclaimer of liability should an employee agree to and then violate the policy.

* While an email policy is not required by federal or state statute (therefore, not listed in the required policies on page six), the maintenance of email is governed by Open Records Law and is a security issue. The Instructional Technology Division of NCDPI recommends that school systems implement an Electronic Communications policy.

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WEB SITE DEVELOPMENT POLICY*

WHY DO WE NEED A WEB SITE DEVELOPMENT POLICY?

WHAT IS INCLUDED IN A WEB SITE DEVELOPMENT POLICY?

• The purpose of the policy;
• Definition of acceptable content;
• Identity of the person responsible for content hosted on school servers;
• Adherence to W3C standards for Web site Accessibility;
• Location for posting teacher or work related Web pages;
• Allowing/disallowing student access to school Web pages;
• Rules governing commercial content/links;
• Guidelines for gaining permission to use hyperlinks to other sites;
• Rules for dealing with photographs of students and/or their work;
• A reminder of copyright laws;
• Rules governing the posting of faculty/staff email addresses;
• The department, office and/or individual job titles for those who have responsibility for procedural implementation of the policy.

* While a Web Site Development Policy is not required by federal or state statute (therefore, not listed in the required policies), the Instructional Technology Division of NCDPI recommends that school systems implement a Web Site Development Policy to guide school personnel in the appropriate content and format for Web sites developed for school purposes.

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SUGGESTED GUIDELINES FOR THE RECONSIDERATION OF INSTRUCTIONAL MATERIALS IN THE NORTH CAROLINA PUBLIC SCHOOLS

1. All school systems shall have in place a system-wide selection policy in compliance with General Statute 115C-98.
2. The Department of Public Instruction recommends that each school have a building-level Media and Technology Advisory Committee whose members are responsible for assisting media and technology professionals in the selection process and the building-level challenge of materials. This committee, appointed by the principal and co-chaired by the school library media coordinator and the technology facilitator, should consist of:
   • Principal
   • Representative from each grade level or department
   • Representative from special areas
   • Parent representative
   • Student representative (at the middle and high school levels
   • All requests for reconsideration of materials should begin at this level with the submission of a Request for Reconsideration of Instructional Resources see sample).
3. In accordance with GS 115C-98 (b1), a school system’s Community Media Advisory Committee may be appointed by the local board of education to investigate and evaluate challenges. If the appointment is made, the Department of Public Instruction recommends that the committee should consist of:
   • the superintendent or his/her designee
   • the media director or his/her designee
   • the technology director or his/her designee
   • a media coordinator and technology facilitator/or teacher from each level of school within the system (i.e., elementary, middle, high school)
   • a principal from each level of school within the system
   • a parent/community member from each level of school within the system
   • a parent from the school from which the challenge originates
   • at least 1 high school student
4. The chair of this committee should be appointed by the board of education. If the person originating the challenge at the building level is not satisfied with the building-level recommendation, he/she should submit a Citizen’s Request for Review of Building-Level Recommendation within one week of the publication of the building-level decision.
5. In accordance with GS 115C-98 (bl), “The local board, at all times, has sole authority and discretion to determine whether a challenge has merit and whether challenged material should be retained or removed.”

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SAMPLE MEDIA AND TECHNOLOGY SELECTION POLICY

1. RESPONSIBILITY FOR SELECTING MEDIA AND TECHNOLOGY
   • In accordance with PUBLIC SCHOOL LAWS OF NORTH CAROLINA, General Statute 115C-98 (b) “Local boards of education shall adopt written policies concerning the procedures to be followed in their local administrative units for the selection and procurement of supplementary textbooks, library books, periodicals, and other instructional materials needed for instructional purposes in the public schools of their units . . .” The Board of Education delegates the responsibility for coordinating the selection of instructional resources and recommendation for purchase to the professional media and technology professionals in the administrative unit.
   • Each school’s Media and Technology Advisory Committee will assist media and technology professionals in the selection process and the school-level challenge of materials. The Media and Technology Advisory Committee is appointed by the principal and co-chaired by the school library media coordinator and the technology facilitator. This committee includes teachers representing all subject areas and/or grade levels, students (in middle and high school), and parent/community representatives. Under the leadership of professional media personnel, this group sets priorities for resources to be acquired based on school-wide objectives and on strengths and weaknesses in the existing collection. It is also the first level of response to any challenge of resources within the school system.
   • In 1996, GS 115C-98 wasamended by adding a new subsection to read, “A local board of education may establish a community Media Advisory Committee to investigate and evaluate challenges from parents, teachers, and members of the public ... The local board, at all times, has sole authority and discretion to determine whether a challenge has merit and whether challenged material should be retained or removed.”
2. OBJECTIVES FOR SELECTING MEDIA AND TECHNOLOGY
   • The primary objective of each school’s library media and technology program is to enrich and support the instructional program of the school. The media and technology program makes available, through the school’s collections, a wide range of print, nonprint, and technology on varying levels of difficulty with a diversity of appeal compatible with the different needs, interests, and viewpoints of students and teachers.
   • To this end, the __________________ Board of Education in keeping with the ideas expressed in the Library Bill of Rights, asserts that the responsibility of the media program is as follows:
   1. to provide resources that will enrich and support the curriculum, taking into consideration the varied interests, abilities, socio-economic backgrounds,learning styles, and developmental levels of the students served.
   2. to provide resources that stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards.
   3. to provide a background of information enabling students to comprehend their role as citizens in society and to make intelligent judgments in their daily lives.
   4. to provide resources on opposing sides of controversial issues so that students may develop, under guidance, the practice of critical thinking and of critical analysis of all media.
   5. to provide resources representative of the many religious, ethnic, and cultural groups in our nation and the contributions of these groups to our American heritage.
   6. to place principle above personal opinion and reason above prejudice in selecting media of the highest quality in order to assure a comprehensive collection appropriate for all users.

III. CRITERIA FOR SELECTING MEDIA AND TECHNOLOGY Individual teaching and learning styles, the curriculum, and the existing collection are given consideration in determining the needs for resources in individual schools. After a careful needs assessment, resources considered for purchase are judged on the basis of the following criteria:

PURPOSE: Overall purpose and its direct relationship to instructional objectives/curriculum
RELIABILITY: Accurate, authentic, up-to-date, authoritative treatment: Clear, skillful, well-organized, unbiased, comprehensive, well-balanced

TECHNICAL QUALITY: Relevant to content, sound and visuals consistent with state-of-the-art capabilities

FORMAT: Well-organized, attractive, appropriate

CONSTRUCTION: Durable, manageable

POSSIBLE USES: Individual, small group, large group, introduction, in-depth study, remediation, enrichment

IV. PROCEDURES FOR SELECTING AND MAINTAINING THE MEDIA AND TECHNOLOGY COLLECTION In coordinating the selection of resources, the media and technology professionals, assisted by the Media and Technology Advisory Committee, should:

1. use reputable, unbiased selection tools prepared by professional educators and arrange, when possible, for firsthand examination of resources to be purchased
2. judge gift items and classroom collection purchases by standard selection criteria
3. weed continuously and purchase replacements for worn, outdated, damaged, or missing resources basic to the collection

1. Inform the complainant of the selection procedures and request that the complainant file his/her objections in writing by completing the Request for the Reconsideration of Instructional Resources form to be submitted to the building-level Media and Technology Advisory Committee.
2. The building-level Media and Technology Advisory Committee will:
   • examine the item and the objection(s)
   • survey reviews of the item in professional reviewing sources
   • determine the extent to which the item supports the curriculum
   • weigh the merits against the alleged weaknesses, considering the whole item instead of isolated passages
   • discuss the item and prepare a written report of the findings and recommendations of the committee
   • send copies of the report to the principal, the media director, and technology director. The media director and technology director should discuss the report with the superintendent, who may present it to the board.
3. If the complainant is not satisfied, he/she may file a Citizen’s Request for Review of Building-Level Recommendation with the Community Media Advisory Committee if such a committee exists. Following the steps outlined above, the community-level committee will re-examine all documentation from the original reconsideration decision. They will prepare a written report of their findings and recommendation and report directly to the local school board.
4. In accordance with GS 115C-98 (bl), “The local board, at all times, has sole authority and discretion to determine whether a challenge has merit and whether challenged material should be retained or removed.”

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REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL RESOURCES

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JOB DESCRIPTIONS

MEDIA DIRECTOR/SUPERVISOR (078) JOB DESCRIPTION

MEDIA DIRECTOR/SUPERVISOR JOB DESCRIPTION

DUTIES AND RESPONSIBILITIES

1. MAJOR FUNCTION: Program Management
   • Provides effective leadership in developing, implementing, and evaluating plans for a comprehensive, system wide school library media program
   • Coordinates the planning and design of new, renovated, and existing school library media facilities and school wide infrastructure.
   • Assists in the development of inservice staff development for school library media staff and other school system personnel especially in the area of print and electronic resources and services
   • Communicates the system’s vision, goals, and priorities especially regarding school library media programs to the public
   • Coordinates system-level programs and resources
2. MAJOR FUNCTION: Fiscal Management
   • Prepares budgets, coordinates with other departments or agencies to assure maximum services and
   • resources, and maintains records/reports/inventories in accordance with local/state/federal policies.
   • Guides building level school library media coordinators and principals in the selection and purchase of materials and equipment
   • Advocates standardization and investigates licensing issues for system wide resources
   • Researches, initiates, and encourages a wide range of grants and external funding opportunities for the support and enhancement of school library media programs
3. MAJOR FUNCTION: Information Management
   • Advocates for school library media programs within the school system and the community
   • Serves as a liaison between the school and other agencies especially in regards to school library media and technology issues
   • Adheres to and advises all school personnel regarding copyright as well as other laws and guidelines pertaining to the distribution and use of resources
   • Advocates the principles of intellectual freedom and ethical behavior
4. MAJOR FUNCTION: Collaboration
   • Collaborates with other program directors to affect student achievement and teacher effectiveness
   • Teams with other technology staff to assure standardization of equipment and software across programs and buildings
   • Initiates collaboration with other libraries and agencies to share resources that enhance the educational community’s learning environment
   • Works with principals, teachers, and system-level directors to assure standardization and equity of resources across programs and buildings
5. MAJOR FUNCTION: Personnel Management
   • Assists principals and site-based committees in the selection and placement of school library media personnel
   • Assists principals in the delegation and supervision of school library media personnel responsibilities
   • Supports school library media personnel in the day-to-day operation of the school library media program
   • Works with principals and/or teacher evaluators to appraise the performance of school library media personnel.
   • Supervises district level media and technology support personnel

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SCHOOL LIBRARY MEDIA COORDINATOR (076) JOB DESCRIPTION

SCHOOL LIBRARY MEDIA JOB DESCRIPTION

DUTIES AND RESPONSIBILITIES

1. MAJOR FUNCTION: Planning and Implementing for Teaching and Learning
   1. Assesses learning and information needs of students and staff
   2. Plans and works collaboratively with teachers to use appropriate resources that address curricular needs and learning goals
   3. Works with the principal and school leadership team to provide flexible access to the instructional services of the school library media coordinator
   4. Instructs students and staff in the effective use of the media center and its resources
   5. Incorporates information literacy into day-to-day instruction
   6. Advocates and promotes reading and life-long learning through motivational activities
   7. Collaborates with the Technology Facilitator to provide leadership in the school’s use of instructional technology resources to enhance learning
   8. Follows a plan for personal professional development and actively seeks out opportunities to grow professionally
2. MAJOR FUNCTION: Planning and Implementing for Information Access, Evaluation, and Use
   1. Creates and maintains an environment conducive to learning
   2. Works with the principal and school leadership team to provide flexible access to school library media center resources to accommodate individuals and groups simultaneously
   3. Organizes school library media facilities and resources in a manner that supports the mission, goals, and objectives of the school and maximizes intellectual and physical access to resources
   4. Encourages the widest possible use of print and electronic resources and services--within the school library media center, throughout the school, and through remote access
   5. Works cooperatively with other libraries and agencies to share resources that enhance teaching and learning
   6. Adheres to and communicates copyright as well as other laws and guidelines pertaining to the distribution and ethical use of all resources
   7. Advocates the principles of intellectual freedom
3. MAJOR FUNCTION: Planning and Implementing for Program Administration
   1. Works with school staff to design and implement short- and long-range plans that ensure balance among all aspects of the school library media coordinator’s role and responsibilities
   2. Develops and implements an ongoing collection development and evaluation planning process, in collaboration with the Media and Technology Advisory Committee, that focuses on a variety of formats and resources to meet diverse learning needs
   3. Evaluates and selects resources that build a collection addressing curricular needs and learning goals in collaboration with teachers, technology staff, and students
   4. Maintains a collection addressing curricular needs and learning goals
   5. Evaluates the school library media program on a continual basis according to accepted standards of quality
   6. Plays a leading role in the school’s budgetary process to ensure funding for the school library media program to support school-wide goals
   7. Leads, in partnership with the Technology Facilitator, the Media and Technology Advisory Committee in effective decision making to promote the media and technology program
   8. Interacts effectively with students, staff, administration, parents, and the community to promote and expand the school library media program
   9. Prepares and submits accurate reports as required
   10. Adheres to established laws, policies, rules, and regulations
   11. Carries out non-instructional duties as assigned and/or as need is perceived

MEDIA ASSISTANT JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Assume general clerical responsibilities
• Compile statistics
• Order and process print and non-print materials
• Maintain inventory of and order supplies
• Circulate print and non-print materials
• Perform other clerical duties as assigned

• Maintain the online catalog
• Perform preventive maintenance and minor repairs on equipment
• Maintain the school library media center collection
• Provide timely resolution of computer problems by providing assistance or referral
• Perform other technical support responsibilities as assigned

• Assist students and staff with location and use of materials and equipment
• Prepare displays
• Schedule use of and deliver materials and equipment
• Assist with the preparation of instructional materials
• Assist with the preparation of bibliographies and pathfinders
• Perform other instructional support responsibilities as assigned

• Competency in basic clerical procedures such as filing, sorting, organizing, and shelving
• Competency in maintaining records, inventory, and accounting
• General knowledge of computers
• Competency with word processing and other basic office applications
• General knowledge of information technology devices
• General knowledge of software packages utilized in the school library media center
• Competency in online searching
• Ability to communicate with users to determine the nature of assistance needed
• Ability to establish and maintain effective working relationships
• Ability to solve independently most minor problems

SUGGESTED TRAINING AND EXPERIENCE Graduation from high school or GED and experience in office clerical procedures and the use of computer and information technology resources. An equivalent combination of training and experience which provides the required knowledge, skills, and abilities for the position.

This specification has been designated to represent the general nature and level of work found in positions in this class.As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job). Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

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DIRECTOR OF TECHNOLOGY JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Provides leadership for short- and long-range planning for all technology initiatives: vision, goals, program objectives/strategies/activities, infrastructure, staffing, training, evaluation, budgeting, and collaboration with others. Assist the coordinators and facilitators with implementing the system and the building-level technology plans in accordance with the North Carolina Instructional Technology Plan, the North Carolina Technological Recommendations and Standards, and other state recommendations and guidelines.
• Plans, develops, and implements staff development activities to meet established instructional technology integration needs, computer skills curriculum, and the North Carolina Educator Technology Competencies licensure renewal.
• Works with other Directors to integrate technology in the ongoing instructional program for all curriculum areas by identifying strategies and materials, and by implementing activities for integration.
• Is knowledgeable of the hardware configurations and computer-related items on state contract and of the other technology-related state contract products. Use the state and local technology plans to establish standards for the purchase of equipment, software, related media, and supplies for instructional technology integration and management activities according to the local purchasing guidelines.
• Supervises the system-wide inventory of technology assets.
• Assists technology users in resolving problems associated with ordering, service, and support.
• Plans and coordinates the implementation of special activities to promote technology.
• Serves as a clearinghouse of information on trends, research, applications, and effective practices related to the use of technology in the school program and school system.
• Serves as a system contact for all technology-related communication.

KNOWLEDGE, SKILLS, AND ABILITIES

• General knowledge of computers and related technologies as they apply to pre K-12 education.
• General knowledge of resources that support the North Carolina Computer/Technology Skills Curriculum, the North Carolina Educator Technology Competencies, and instructional integration of technology.
• General knowledge of infrastructure requirements and components of local and wide area networks, Internet, intranets, and distributed learning.
• Ability to communicate effectively with all levels of school system staff.
• Ability to assist users and trainers with software and hardware direction, guidance, and vision-setting.
• Ability to establish evaluation strategies and implement formative and summative activities.
• Ability to train educators in the use of hardware and software to meet the NC Technology Competencies for Educators.
• Ability to lead technology planning efforts including activities to develop, implement, and evaluate both system and school technology plans.
• Ability to manage financial resources.

SUGGESTED TRAINING AND EXPERIENCE

• Master’s degree in related field with 077 licensure
• Teaching experience

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TECHNOLOGY COORDINATOR JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Provides onsite assistance to staff in the selection of technology resources and solutions.
• Develops, coordinates, and implements technology professional development.
• Works with system-level personnel to assess and plan for new technologies.
• Facilitates planning and implementation of local and wide area networks.
• Investigates and disseminates information on best practices for technology integration.
• Communicates with technology vendors.
• Supports school staff in the operation of instructional and administrative technology systems.
• Assists in the integration of technology into the instructional program.
• Develops and models instructional activities for staff within the district.
• Serves as a source of information on trends, research, applications, and effective practices related to technology use in the school program.

KNOWLEDGE, SKILLS, AND ABILITIES

• Knowledge of pre K-12 curriculum.
• Effective communication and interpersonal skills.
• Knowledge of technology resources and systems.

SUGGESTED TRAINING AND EXPERIENCE

• 18079 Special Endorsement in Computer Education required
• Teaching experience in pre K-12 required
• Master’s degree in related content area with 077 licensure preferred

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TECHNOLOGY FACILITATOR JOB DESCRIPTION

TECHNOLOGY FACILITATOR JOB DESCRIPTION

DUTIES AND RESPONSIBILITIES

1. MAJOR FUNCTION: Planning and Facilitating Teaching and Learning
   • Collaborates with teachers and other instructional staff to develop curriculum materials and specific lesson plans that integrate technology
   • Models the integration of technology in all curriculum areas
   • Facilitates school participation in technology programs and activities Conducts staff development in the areas of technology integration, the North Carolina Computer/Technology Skills Curriculum, and the North Carolina Technology Competencies for Educators
   • Collaborates with the school library media coordinator to provide leadership in the school’s use of instructional technology resources to enhance learning
   • Follows a plan for professional development and actively seeks out opportunities to grow professionally
2. MAJOR FUNCTION: Planning and Facilitating Information Access and Delivery
   • Implements best practices related to technology use in the school program based on research, pilot programs, and state/national standards
   • Works with the principal and school leadership team to provide access to technology resources and services of the technology facilitator at point of need
   • Works with teachers and technology staff in the selection of resources that are compatible with the school technology infrastructure
   • Assists with planning the design of the technology infrastructure so that information resources are continually available to the school community
   • Promotes family, business, and community partnerships that support the academic success, career readiness, and general well-being of all children
   • Adheres to and communicates copyright as well as other laws and guidelines pertaining to the distribution and ethical use of all resources
   • Assists in maintaining hardware, software, and network infrastructure
   • Serves as the school contact for addressing hardware and software issues
3. MAJOR FUNCTION: Planning and Facilitating Program Administration
   • Leads, in partnership with the School Library Media Coordinator, the Media and Technology Advisory Committee in effective decision making to promote the media and technology program.
   • Provides leadership and collaborates with the Media and Technology Advisory Committee to develop, implement, and update a school instructional technology plan aligned with the system-level technology plan
   • Collaborates with teachers, media and technology staff, and students to evaluate and select resources addressing curricular needs and learning goals
   • Plays a leading role in the school’s budgetary process to ensure funding for the instructional technology program to support school-wide goals
   • Leads in the ongoing evaluation of the effectiveness of the instructional technology program
   • Prepares and submits accurate reports as required
   • Carries out non-instructional duties as assigned and/or as needed to ensure student safety

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TECHNOLOGY ASSISTANT (SALARY GRADE 61) JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Ensure teachers know how to use available software and hardware.
• Ensure equipment is working properly.
• Perform disk backups as required.
• Train users for full utilization of hardware and software.
• Provide timely resolution of computer problems by providing answers or referral.
• Install new software.
• Develop applications for users.
• Evaluate hardware and software and make purchase recommendations.

KNOWLEDGE, SKILLS AND ABILITIES

• General knowledge of computers.
• General knowledge of related information technology devices.
• General knowledge of software packages utilized.
• Ability to communicate with users to determine the nature of problems.
• Ability to communicate effectively with users who may not be adept in clarifying problem situations.
• Ability to assist users with applications development.
• Ability to train teachers in the use of hardware and software.
• Ability to establish and maintain effective working relationships.
• Ability to comprehend the purpose of teacher designed strategies as a fulfillment of the instructional objectives.
• Ability to solve independently most minor problems.

SUGGESTED TRAINING AND EXPERIENCE

• Graduation from high school and three years of experience in the use of computing and information technology resources. Specific knowledge of the particular software or systems supported may be required. An equivalent combination of training and experience which provides the required knowledge, skills, and abilities for the position.
• This specification has been designated to represent the general nature and level of work found in positions in this class.
• As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job)
• Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

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TECHNOLOGY TECHNICIAN I (SALARY GRADE 64) JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Repairs, maintains, and upgrades technology-related equipment.
• Reads and interprets schematics, wiring diagrams, and manuals.
• Operates standard and specialized electronics devices in testing and troubleshooting computers and other technology-related equipment.
• Maintains an inventory of electronics components needed to make timely repairs.
• Uses a work-order tracking system for routine repair and maintenance of equipment. Refers complex problems to higher level technical support.

KNOWLEDGE, SKILLS AND ABILITIES

• Basic knowledge of electronic principles and fundamentals of physics as applied in electronics.
• General knowledge of computers and related technology devices.
• General knowledge of electronics devices.
• Familiarity with the operation and uses of standard test equipment.
• Basic knowledge of mathematical principles as applied in electronic circuit analysis.
• Ability to systematically troubleshoot standard electronics devices.
• Ability to communicate effectively with users.

SUGGESTED TRAINING AND EXPERIENCE

• Graduation from a two-year college or technical school and one year experience; or equivalent combination of training and experience.
• This specification has been designated to represent the general nature and level of work found in positions in this class.
• As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job).
• Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

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TECHNOLOGY TECHNICIAN II (SALARY GRADE 68) JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Under the supervision of the Technician III or Network Engineer, assists with the installation of hardware, software, and related peripherals
• Ensures the maintenance of all computers, software, an local area networks by monitoring performance
• Installs upgrades to hardware and software
• Makes recommendations to building-level staff regarding upgrades and replacement of technology-related equipment
• Reads and interprets schematics, wiring diagrams, and manuals.
• Operates standard and specialized electronics devices in testing and troubleshooting computers and other technology-related equipment.
• Attends classes and seminars to enhance knowledge of equipment and operating systems

KNOWLEDGE, SKILLS AND ABILITIES

• Strong knowledge of computers and related technologies
• General knowledge of components of local area networks
• Understanding of mechanical, electronic, and computer principles as applied to the repair and maintenance of computers and peripherals
• Ability to communicate effectively with all levels of technology users
• Ability to establish and maintain effective working relationships

SUGGESTED TRAINING AND EXPERIENCE

• Graduation from a two-year college or technical school with a degree in a related field and eighteen months experience; or equivalent combination of education and experience. Experience in computer and peripheral troubleshooting.
• This specification has been designated to represent the general nature and level of work found in positions in this class.
• As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job).
• Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

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TECHNOLOGY TECHNICIAN III (SALARY GRADE 72) JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Works with the technology director and/or network engineers in the development and implementation of all technical aspects of the local technology plan
• Supervises the daily activities of the Levels I and II technical support staff
• Assigns, monitors, and evaluates all repair and maintenance work done by the technical support staff to ensure reliability of performance
• Supervise and/or perform the installation of hardware, software, and related peripherals
• Assist with the installation of local area networks, file servers, and other related peripherals under the supervision of the network engineer
• Ensure the maintenance of all local area networks by tracking significant problems, monitoring performance, and installing upgrades to hardware and software
• Develop and implement training for technical support staff
• Attend classes and seminars to enhance knowledge of equipment and operating

KNOWLEDGE, SKILLS AND ABILITIES

• Strong knowledge of computers and related technologies
• Strong knowledge of infrastructure requirements and components of local area networks
• Ability to supervise technical support staff
• Ability to communicate effectively with all levels of technology users

SUGGESTED TRAINING AND EXPERIENCE

An associate’s degree in Computer Science or related field, two years’ experience in a network environment, or any equivalent combination of training and experience. This specification has been designated to represent the general nature and level of work found in positions in this class. As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job). Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

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DISTANCE LEARNING FACILITATOR (SALARY GRADE 54) JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Attend training sessions
• Monitor equipment operation and install software updates & plug-in as required.
• Demonstrate proper use of equipment
• Report technical difficulties
• Record courses for replay
• Support instruction/staff development
• Disseminate and return, as needed, course materials
• Monitor and facilitate instruction (keep students on task, maintains an orderly classroom, has necessary instructional materials/handouts available for each session)
  Keep records, e.g., registration, attendance, facility scheduling
• Consult with DL instructors (for direct instruction)
• Administer evaluations

KNOWLEDGE, SKILLS, AND ABILITIES

• Ability to operate and troubleshoot hardware and software
• Organizational skills
• Classroom management skills
• Effective communication and interpersonal skills

SUGGESTED TRAINING AND EXPERIENCE

• High school diploma or GED
• Training on specific distance learning equipment and network procedures
• Training in specific course provider platforms
• This specification has been designed to represent the general nature and level of work found in positions in this class.
• As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job).
• Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

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WIDE AREA NETWORK (WAN) ENGINEER (SALARY GRADE 76) JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Designs and implements wide area networks including network servers, hubs, routers, workstations and other peripheral devices.
• Installs and configures wide area network servers for email, Internet, and Proxy services.
• Installs and configures all necessary telecommunication devices.
• Operates and maintains wide area networks, tracks significant problems, monitors performance, and performs upgrades to hardware and software as required.
• Installs or modifies existing installations of networked computer hardware, software, and other components.
• Participates in long- and short-range technology planning.
• Trains technical staff at the system and building level to follow proper operating procedures necessary to maintain the integrity of the network.
• Maintains documentation regarding network configurations, operating procedures, and service records relating to network hardware and software.
• Assists in developing training for building level faculty and staff in the proper operation of the wide and local area networks.
• Attends classes, seminars, conferences and reviews professional literature to enhance knowledge of trends and developments related to wide and local area network systems.

KNOWLEDGE, SKILLS AND ABILITIES

• Strong knowledge of wide and local area network architecture
• Strong knowledge of computers and related technologies
• Strong knowledge of infrastructure requirements and components of wide and local area networks
• Strong knowledge of network operating systems
• Considerable knowledge of wide and local area network protocols and diagnostic tools
• Ability to supervise technical support staff
• Ability to communicate effectively with all levels of technology users

SUGGESTED TRAINING AND EXPERIENCE

Associate’s degree in Computer Science or related field, two years’ experience in a wide area network environment, or any equivalent combination of training and experience. Knowledge of networking protocols, experience in routed and frame relay network environments, experience with network management utilities. Certification as a Novell Administrator, Novell Engineer, or Microsoft Engineer or any equivalent combination of training, certification, and/or experience which provides the required knowledge, skills, and abilities.
This specification has been designated to represent the general nature and level of work found in positions in this class. As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job). Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

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LOCAL AREA NETWORK (LAN) ENGINEER (SALARY GRADE 74) JOB DESCRIPTION

NATURE OF WORK

ILLUSTRATIVE EXAMPLES OF WORK

• Installs local area networks including network servers, hubs, routers, workstations, printers, and other peripheral devices.
• Operate and maintain local area networks, track significant problems, monitor performance, and perform upgrades to hardware and software as required.
• Install or modify existing installations of networked computer hardware, software, and other components.
• Participates in long and short range technology planning.
• Trains technical staff at the building level to follow proper operating procedures necessary to maintain the integrity of the network.
• Maintains documentation regarding network configuration, operating procedures, and service records relating to network hardware and software.
• Assists in developing and providing training to building level faculty and staff in the proper operation of the local area network.
• Attends classes, seminars, conferences and reviews professional literature to enhance knowledge of trends and developments related to local area network systems.

KNOWLEDGE, SKILLS AND ABILITIES

• Strong knowledge of local area network architecture
• Strong knowledge of computers and related technologies
• Strong knowledge of infrastructure requirements and components of local area networks
• Strong knowledge of network operating systems
• Considerable knowledge of local area network protocols and diagnostic tools
• Ability to supervise technical support staff
• Ability to communicate effectively with all levels of technology users

SUGGESTED TRAINING AND EXPERIENCE

Associate’s degree in Computer Science or related field, two years’ experience in a network environment, or any equivalent combination of training and experience. Certification as a Novell Administrator, Novell Engineer, or Microsoft Engineer preferred. This specification has been designated to represent the general nature and level of work found in positions in this class. As such, it is not intended to contain all of the duties and qualifications required of an employee in a single position (job). Consequently, it is not to be perceived as a position (job) description or as identification of essential functions as required by ADA.

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MEDIA AND TECHNOLOGY ADVISORY COMMITTEE

MAKE-UP OF THE MTAC

ADVISORY COMMITTEE MEMBERSHIP

• Principal
• School library media coordinator (co-chair)
• Technology facilitator (co-chair)
• Representative from each grade level or department
• Representative from resource areas
• Parent representative
• Student representative (at the middle and high school levels)

FUNCTIONS AND RESPONSIBILITIES

WHAT ARE SOME THINGS THE MTAC CAN DO TO PROMOTE THE MEDIA AND TECHNOLOGY PROGRAM?

• Encourage the integration of information and technology skills into the study of other subjects by planning with teachers to provide appropriate activities to enhance student learning.
• Promote access to the media center and computer labs through flexible scheduling.
• Promote access to the services of the school library, media coordinator, and technology facilitator to support classroom instruction.
• Determine if circulation procedures and policies are as simple as possible and allow students access to resources when needed.
• Initiate book fairs, technology nights, family reading programs, technology literacy classes, and other activities which strengthen and promote the media and technology program.
• Communicate expectations — what teachers expect from the media and technology program and what the media coordinator and technology facilitator expect from teachers.
• Solve problems (i.e., insufficient materials on a given topic for several classes/grades to study it at the same time; computer labs for remedial packages vs. flexibly accessed computer labs for curriculum-related activities; levels that certain material should be used).

The function of maintaining a well-balanced media and technology collection is a primary responsibility of the MTAC. The media coordinator and technology facilitator are responsible for coordinating the acquisition of all hardware, software, and resources in the school, but cannot assume the total responsibility for selecting every item. All members of the MTAC need to provide input. A well-balanced collection is balanced in terms of the needs of the school—balanced in curriculum areas, learning styles, formats, and interests. Building a balanced collection involves: (1) careful planning, which should be provided by the media coordinator and technology facilitator; (2) an understanding of the school’s instructional program; (3) an understanding of the abilities, interests, and problems of students; (4) a broad current knowledge of resources available and related equipment provided or determined by school and system level media/technology personnel; and (5) an understanding of the system’s selection policy and budget procedures. Decisions about resources and equipment purchased for the school are a serious responsibility. With the cost of resources constantly increasing, thoughtful consideration should be given to every item recommended for purchase. A systematic procedure for the MTAC should be developed to ensure the acquisition of media and technology resources to provide a well balanced collection. The process should include:

1. Examine the present collection—review inventory records, recent Annual Media and Technology Reports, circulation records.
2. Review the budget—the MTAC should be informed of all available funds in order to set priorities for expenditures.
3. Examine the objectives and curriculum of the school—changes in curriculum, new textbook adoptions, etc.
4. Consider special needs—replacement of materials and equipment, requests that cannot be met, school-wide emphasis on certain areas.
5. Consider needs and interests of students.
6. Consider new technologies—The MTAC should initiate and plan for acquisition and maintenance of up-to-date technologies throughout the school.
7. Review the selection policy.
8. Determine and prioritize school-wide needs.
9. Review, evaluate, and preview materials—media and technology personnel should
10. use approved lists and selection tools
11. Make recommendations for purchase.
12. Assist in evaluating resources when they are received—read books, preview software.
13. Assist in evaluating gift materials—use same procedures and criteria as selecting new materials.
14. Assist in the continuous evaluation of the collection—which materials and equipment should be weeded from the collection. Worn and obsolete materials discourage students and teachers in their search for reliable information, they encourage users to handle materials carelessly, and they distract from the appearance of the collection. It is much worse to provide misinformation than to provide no information.
15. Serve on reconsideration committees to re-evaluate challenged materials.

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RESPONSIBILITIES OF THE TECHNOLOGY FACILITATOR AND SCHOOL LIBRARY MEDIA COORDINATOR

• Be an effective leader —plan well and be prepared for MTAC meetings. Don’t waste the time of committee members. Make certain everyone is aware of their responsibilities and committee procedures. Provide agendas prior to the meeting.
• Keep up-to-date on available materials and equipment.
• Be involved in the school curriculum— attend grade level or departmental meetings, be familiar with courses of study, competency goals, and textbooks.
• Provide the MTAC with appropriate reviewing sources, criteria, and procedures for evaluations.
• Conduct interest inventories with students to determine current topics of interest.
• Provide the MTAC with inventory, circulation, and request information.
• Provide materials for hands-on examination when possible.
• Keep a consideration file—important to verify information for ordering and to justify the purchase.
• Make professional judgments regarding the addition of new resources to the school and its collection.

RESPONSIBILITIES OF TEACHERS

1. Keep the faculty informed of the selection process.
2. Actively seek input from teachers and students.
3. Inform teachers of what the MTAC has determined to be school wide priorities and support the decisions of the committee.
4. Ask opinions of other teachers when searching reviews.
5. Inform teachers of recommendations for purchase.
6. Actively participate in and support the selection process.

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RESULTS OF AN ACTIVE MTAC

While the selection of materials, allocation of the media and technology budget, and weeding of the collection are the traditional roles of the MTAC, this committee is a public relations tool for the school’s media program. Because the members work so closely with the materials housed within the media center and computer labs, they also realize the potential for increased instructional enrichment and enhance-ment when these resources are used. Because, by the nature of their positions, the committee members are usually the instructional leaders within their schools, MTAC members can model the effective use of a variety of resources available to supplement the textbooks. The MTAC can also make media and technology needs known to the principal and other teachers. It can, in turn, be a wealth of information, conveying new curriculum offerings, program ideas, and educational trends to media and technology personnel. In short, the MTAC can be the eyes, ears, and mouthpiece for the media and technology program. It is the key to quality.

revised and updated from the original article by Bradburn, F. B. (Spring, 1988). "The School Media Advisory Committee: Key to Quality." North Carolina Libraries, p. 16.

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ONE-TO-ONE COMPUTING

“TECHNOLOGY IS LIKE THE AIR. KIDS LOOK AT COMPUTERS THE SAME WAY THAT BOOMERS LOOK AT TV. WE DON’T MARVEL AT THE TECHNOLOGY OR WONDER HOW TELEVISION TRANSFERS VIDEO AND AUDIO THROUGH THIN AIR - WE SIMPLY WATCH THE SCREEN. TV IS A FACT OF LIFE. SO IT IS WITH KIDS AND COMPUTERS” (Tapscott, 2005).

One-to-one computing is an educational environment where students have ubiquitous access to technology and resources that allow them to gather, organize, analyze, and communicate information. As the size and price of technology have grown smaller, the power of this personal technology – personal computers, laptops, handhelds, cell phones – has grown exponentially. As we move into the 21st Century, schools should consider providing one-to-one computing to students. In the 21st Century, many children have access to computers and educational technology beginning in infancy. Known as the millennials, these children were born from 1980-2000 into a world that has always had home computers, Internet access, and cell phones. Consider the following statistics from Connected to the Future: A Report on Children’s Internet Use that included data available through the end of 2002:

• 83% of family households with children ages 2-17 have a computer
• 78% of these household have Internet access (a 70% increase from 2000 to 2002)
• 35% of children ages 2-5 years old access the Internet from their home computer, typically under adult supervision.
• 65% of low-income families own a home computer

Soloway provides this summary “. . . in order for computing technology to be effective in classroom instruction, there must be enough hardware for all the students, teachers must know how to use it, and administrators and parents must be supportive of the curriculum that incorporates it” (Soloway, August 2001). The potential benefits of using technology as a tool for learning will not be achieved without access. Equitable access and appropriate application of technology are required for the benefit to be realized. The student to technology ratio should be one-to-one. The technology should be appropriate for the task and available when and where it is needed rather than when it “fits into the schedule.”

EXAMPLES OF AN EDUCATIONAL ONE-TO-ONE COMPUTING ENVIRONMENT

• All middle and high school students have a laptop that they use both in school and at home to complete schoolwork.
• Many of their textbooks are electronic rather than in book form. They collaborate in small groups, working together to solve a teacher-posed problem, accessing the school’s network for the media center’s catalog of resources, online subscription databases, and Web conferences with university or business experts.
• Teachers often ask the entire class to “Go to a certain Web site.”
• A high school provides wireless laptops inside each core content classroom. Students pick up their laptops as they enter the classroom and use them throughout the period. They save their files to the school’s network. The media center and computer labs are available throughout the day for the students to continue to use computers to complete assignments.
• Upper elementary school and middle school students are issued Personal Digital Assistants for the year to help them keep track of assignments, complete teacher-directed worksheets, and take quick fact-check tests.
• High school administrators have every student’s schedule on a handheld computing device. If they find a student in the hallway or campus parking lot, they can quickly tell where that student is supposed to be.
• Elementary students may have a handheld device with full keyboard that they use for all their writing assignments. They also take them on field trips and enter data as they gather it, exporting it to their lab or classroom computers for analysis once they return to the school.
• Students write directly on the screen of a Tablet PC when taking notes. The handwriting recognition software converts the students’ handwriting to text. This special feature of a Tablet PC is especially useful for those with limited keyboard skills or in an environment where the note taker is moving around.
• School administrators use the Tablet PC for tasks such as making classroom observations or logging a “punch list” for building repairs.

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SCHOOL LIBRARY MEDIA COORDINATOR WITHOUT A TECHNOLOGY FACILITATOR

IMPACT guidelines specify that schools should employ the services of a full-time school library media coordinator and a full-time technology facilitator. It would be difficult for the school library media coordinator to fulfill both roles effectively. Media and technology materials and equipment constitute a major investment in the learning environment of our schools. The potential impact to student achievement of this investment cannot be realized if sufficient personnel are not in place to manage these resources and provide instructional services. The North Carolina Department of Public Instruction has aligned the school library media coordinator and technology facilitator job descriptions in three function areas:

• Planning and Facilitating Teaching and Learning
• Planning and Facilitating Information Access and Delivery
• Planning and Facilitating Program Administration
• Although their major function headings are the same, the individual job responsibilities that fall under each function are specific to each role.

In the absence of a fully-staffed media and technology program, difficult decisions must be made. The principal and the school library media coordinator need to collaborate to develop a plan of action that supports the desired student outcomes and impacts student achievement. Priorities need to be established that reflect reasonable expectations of the time and energy of the school library media coordinator. The school library media coordinator needs the flexibility to schedule use of media and technology facilities to meet the needs of teachers and students. In order to create the most effective learning environment for students, the principal and the school library media coordinator, with input from the system-level Technology Director and the Media Director, should examine the Technology Facilitator job description and the MCPAI-R to determine which job responsibilities will be assumed by the school library media coordinator. The school library media coordinator can then prioritize media and technology responsibilities. If the school library media coordinator assumes some of the technology facilitator responsibilities, the school library media coordinator needs professional development to maintain or acquire both media and technology skills. Both a full-time media assistant and technology assistant are needed to support the media and technology program. The media assistant performs clerical tasks and provides support for reading, reference, and research activities throughout the day. A technology assistant can perform minor troubleshooting in the school and assist in the use of the flexibly accessed computer lab(s). These two assistants can free the school library media coordinator for collaborative planning sessions with teachers to integrate information skills and technology skills with SCOS curriculum objectives. It is important to note that this approach to staffing (without a technology facilitator) will shortchange the school’s media and technology program. “For those schools without technology coordinators, districts often try to control their soaring technology support costs by using library media specialists. Some library media specialists have found they now have two jobs instead of one…This strategy ‘does not really save money; it simply transfers the cost to teacher [or librarian] salaries.

What’s more, relying on teachers and other non-technical staff could have an impact on their productivity’ (Fitzgerald, 2002). It is common sense that when school librarians are shouldering the burden for school or district-wide technology support, the library program will suffer. These duties are exceptionally time-consuming” (Everhart, 2003). WORKS CITED: Everhart, Nancy. Controversial Issues in School Librarianship: Divergent Perspectives. Worthington, OH: Linworth, 2003.

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WIRELESS LOCAL AREA NETWORK

WHAT IS A WIRELESS NETWORK?

STANDARDS FOR WIRELESS EQUIPMENT

• 802.11b is the oldest standard widely adopted in schools and public facilities. It easily allows up to 10 concurrent users to share the bandwidth. Twenty to 30 concurrent users are possible, but access speeds may be unsatisfactory unless users are working on very low bandwidth tasks. Drawbacks of 802.11b are speed, with rates considerably slower than wired networks, interference, and reliability problems.
• 802.11a delivers faster performance and is less prone to interference, because it uses a less widely-used radio band than 802.11b. However, its shorter range is not as good as 802.11a at penetrating walls. It is not compatible with 802.11b. For these reasons 802.11a is usually considered only for point-to-point wireless access such as connecting nearby buildings to one another.
• 802.11g is the newest standard and is compatible with 802.11b. It also offers fast speeds comparable to 802.11a. The higher speed 54 Mbps products using 802.11a or 802.11g provide higher bandwidths which mean a larger number of concurrent users can comfortably share the signal.

ADVANTAGES

ADVANTAGES INCLUDE:

• MOBILITY: Wireless networking allows users of laptops, notebooks, PDAs, tablet PCs, and wireless Voice-over IP (VoIP) telephone devices to roam freely while remaining connected to the school’s network.
  • Wireless networks provide great freedom for users.
  • Wireless networks allow smaller more mobile devices access to the Internet without the confines of hard-wired networks.
• FLEXIBILITY: With frequently-changing needs, schools are often faced with moving classrooms, adding “portables,” retrofitting older buildings, and reconfiguring computer networks. WLAN technology makes it possible to connect portables or older buildings that have hard-to-access walls and to change lab locations and classroom set-ups frequently and easily without the need for hard-wire drops.
  • Schools can offer better technology access for students with disabilities or behavioral issues.
  • Laptop computers and wireless networking provide great flexibility for different class sizes and multi-mode teaching spaces. (e.g., large exploratory classes, etc.)
  • WLANs reduce the tangle of cables.
  • Wireless laptops can be used in a variety of different ways and are suitable for a range of teaching styles. Teachers appreciate the easy visual supervision of students -- no longer are heads obscured by clunky desktop computers or monitors.
  • Mobile carts with 10 to 30 laptops are popular for classroom use and sharing among classrooms. Wireless connectivity enhances the use of mobile labs. The laptop computers are small, light, and can be shifted easily around the classroom.
  • Classrooms are more flexible, because premium space is not reserved strictly for computers.
• EXPANDABILITY: By adding on to existing networks rather than replacing the wired with the wireless, schools can expand their options without losing the initial investment in infrastructure.

WHAT ARE THE DISADVANTAGES?

Wireless networking can provide a cost-effective, efficient method for networking schools and allow greater flexibility in the use of equipment, but there are some disadvantages to consider in the decision to install a wireless school network.

DISADVANTAGES INCLUDE:

• SECURITY: Although a number of security measures are built into the 802.11 standard, it is almost universally accepted that wireless networks are considerably less secure than wired ones. A number of vulnerabilities can allow hackers to gain access to a school’s wireless network. Although the goal of such intrusions is often to gain free Internet access, these security holes can potentially be used to access confidential student information, alter records, or inflict malicious damage of other sorts on school LANs.

THINGS TO CONSIDER IN IMPLEMENTATION

• INSTALLATION AND HARDWARE COSTS: WLAN components include access points, computers, or other devices equipped with wireless interface cards (NICs), and management software to oversee it all. Costs vary tremendously depending on a school’s needs. Other implementation costs include consultant fees for site surveys and purchasing advice. Wireless technology leads to the increased use of laptop and mobile hardware, so the cost of these devices must be factored into the equation.
• MAINTENANCE, SUPPORT, AND UPGRADING: As with most new technologies, deployment of wireless networking involves a considerable amount of work on the part of technology directors, network managers, and support staff. New management tasks range from the security monitoring described above to managing upgrades as new options are rolled out, to maintaining and scheduling the use of mobile labs. Cost estimates should include such human resource issues.
• TRAINING AND PROFESSIONAL DEVELOPMENT: Although smooth implementation of wireless technology often means that teachers need little in the way of technical training, schools must find ways to train and support technical staff, allowing them to stay up-to-speed on the technology choices, and security protocols.

STEPS IN DESIGNING A WLAN

Schools should have high bandwidth fiber-optic cable between buildings, suitable network switches, and a reasonable number of physically cabled data jacks. This allows the maximum speed of data transfer and minimizes the amount of radio traffic required for network coverage. A greater number of users and wireless devices will require more access points or higher bandwidth access points (e.g., 802.11g).

A site survey to measure how the radio signal strength varies through walls, fittings, and furniture should be performed by a wireless vendor. Wireless networks cope well with low to moderate bandwidth tasks (typical use is distances less than 100 feet). An average user may use low bandwidth 80% of the time. Very high bandwidth tasks such as editing video are still best done on local hard drives. If you have a network engineer/manager, discuss all options before plugging any wireless equipment into your network. Several steps should be followed before beginning a wireless network installation project including:

DETERMINING THE SCOPE OF THE PROJECT

Scope determination defines the performance specification for a site, including the desired applications of the wireless network and the number and type of devices to be used. Performance specifications go on to define what the wireless infrastructure must be able to do. For example, a project’s scope might be to support up to 50 laptops simultaneously connecting to and using the Internet.

PLANNING THE LAYOUT

Once the scope of the implementation has been determined, it is necessary to design the layout of access points to maximize coverage and minimize cost. This generally involves a professional site survey to determine the number of access points needed, their placement, and whether they will be fixed or mobile. Maximum coverage needed and total devices available must be balanced to create the most cost-effective layout. A plan should be in place for extra access points to be added as additional users and connections enter the picture.

SELECTING WIRELESS DEVICES

Access points and wireless mobile devices vary in price and feature. Factors to consider in determining what a school should buy include: manageability (what sorts of control the network administrators will want to have over the system - and at what cost?); scalability (do the devices fit into a long-term strategy, with upgrade paths as needs change?); level of manufacturer support; dependability and performance; and compatibility with existing devices.

EVALUATING AND PLANNING FOR EXPANSION

The planning process does not stop once the wireless network is purchased and installed. Many districts are choosing to phase in wireless installations gradually, piloting them in one school or department to analyze the feasibility of expansion. Careful monitoring of usage patterns, unexpected problems and costs, and user opinion is essential to determining next steps.top

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