Will You Hit The Ground Running?

1. "Change Management | Kronos Workforce Central Fans Blog - The Kronos Guy Lives Here!" Kronos Workforce Management Software Implementation Experts. Web. 06 July 2010. <http://www.improvizations.com/kronosblog/?Tag=Change Management>.

2. Will You Hit The Ground Running? Julius Zuke New Teacher Institute I August, 2010

3. Are You Really a Teacher? Teachers Librarians Have an entire total school population to instruct. See students infrequently. Are seen as a flexible, discretionary items in the school budget. Have an immense impact upon children. Can improve their impact via… • Have a specific subset of the total school population to instruct. • See students daily. • Are indispensible parts of the school budget. • Have an immense impact upon children. • Can prove their impact via test scores and grades.

4. Why are you at your work site? To think about: Why do people get frustrated with the Motor Vehicle Administration? Is the frustration justified? Is the amount of documentation unnecessary? "Index of /Cow_cartoons." Strange Breed. Web. 06 July 2010. <http://www.strangebreedcartoons.com/Cow_cartoons/>.

5. Heads-Up: If you don’t know your role, one may be assigned to you, and you may not like it. Cheezburger.com - All Your Funny in One Place. Web. 06 July 2010. <http://cheezburger.com/>.

6. How will others know the extent of your impact on DAY ONE? How will you document this information initially and ever after? • Mission Statement? • Role Definition/Services Provided? • Number of Students Serviced/How Serviced? • Materials and Facilities Management? • Alignment of Instruction to Standards? • Student Products? • Emails? • Co-Planning and Co-Teaching? • Other Documentation?

7. Here’s Help!

8. Documentation doesn’t have to be overwhelming. "Heads-Up for Accounts Payable." Calyx Software (Pacific) Pty., Ltd. - Comprehensive, Flexible & Reliable Business Solutions. Web. 06 July 2010. <http://www.caylx.com.au/heads_up.html>.

9. Collection Development Plan

10. Collection Development Plan for School 040 Lake Clifton-Eastern High School Campus 2004-2005 Mission Baltimore City Public School System: The mission of the BCPSS, in concert with students, families, and the broader community, is to prepare all students to be responsible citizens and afford them the opportunity to acquire the skills, knowledge, and abilities necessary to make informed decisions that lead to meaningful and productive lives.

11. Information Literacy Program: Today’s student lives and learns in a world that has been radically altered by the ready availability of vast stores of information in a variety of formats. The learning process and the information search process mirror each other: students actively seek to construct meaning from sources they encounter and to create products that shape and communicate that meaning effectively. Developing expertise in accessing, evaluating, and using information is in fact the authentic learning that modern education seeks to promote. The BCPSS will produce students who possess information literacy skills. A student who is information literate is exhibited as follows: A. The student who is information literate can access information efficiently and effectively, evaluate information accessed, and use information effectively and creatively. B. The student who is an independent learner pursues information related to personal interests, appreciates and enjoys literature, and strives for excellence in information seeking and knowledge generation. C. The student who contributes positively to the learning community recognizes the importance of information, practices ethical behavior, and participates in groups to pursue and generate information.

12. Information Resource Center Mission: The mission of the Information Resource Center on the Lake Clifton Campus is to support the curriculum of the Baltimore City Public School System, and to promote a personal, lifelong use of libraries, print media, and electronic media. It is further the mission of the Information Resource Center to familiarize its patrons with the arrangement of materials, basic research strategies, and the use of information technology. This mission will be carried out in an atmosphere of caring and professionalism, where creative and critical thinking are stressed, and the work ethic is rigorously promoted.

13. Objectives The objectives of the BCPSS Information Literacy Program are: To provide intellectual and physical access to information outside the information resource center and within the school building through systematic learning and a diverse media collection; To provide direct learning experiences which encourage users to become discriminating consumers and skilled creators of media and information; To provide resources and activities which contribute to lifelong learning, training in the latest information technologies, and reading guidance; To provide a partnership with the classroom teacher for the full integration of the information literacy program with classroom teaching through instructional design and curriculum development; To provide experiences which support the concept of intellectual and free access to information as prerequisites to effective and responsible citizenship in a democracy.

14. The objectives of the Information Resource Center are: to train students to interact effectively with various types of text to train students to conduct efficient electronic searches to train students in critical thinking skills to foster a sense of cooperation and community among students and staff to provide learning situations which support an increase in student grades to an average of 75 percent, as stated in the school improvement plan.

15. III. Program of Services The information resource center serves the students and faculty in the following ways: Students: • Circulation of books and nonprint materials • Walk-in service during instructional time, with a pass • After-school access to the information resource center at least once a week • Formal instruction, in collaboration with subject-area teachers • Web pages on TSS which support the high school curriculum • Card catalog availability over the internet • Internet accessibility • Photocopying • Printing of student-generated word processing documents • Use of audiovisual production equipment • Individualized instruction as requested • Book talks through staff from the Enoch Pratt Free Library as requested • Opportunities to earn service learning hours for graduation

16. Faculty: • Planning and scheduling of curriculum-related classes • Scheduling of groups and individuals into the information resource center • Duplicator access • Transparency production access • Book binding • Laminating • Digital still photography • Channel One programming • Cable TV programming • Closed circuit television • School web site and email • Circulation of audiovisual equipment • Scantron automated test scoring • Generation of custom bibliographies as requested • Assembly of classroom collections • Inservice training for technology skills • All services which are available to students

17. IV. Characteristics of users to be served. • The Lake Clifton Campus is composed of two small learning communities:#425 Heritage High School and #426 Doris Murphy High School. There are a total of 1,118 students. • Students in grades 9 to 12 attend the schools on this campus. • There are 54 teachers on this campus. • This campus is a reconstitution eligible campus.

18. V. Circulation policy A. Circulation 1. The Information resource Center circulates all books, except reference and reserve books, for two weeks with the privilege of one renewal 2. Overnight – The information resource center limits circulation of materials that are in demand for assignments to overnight borrowing. 3. Classroom Collections Collections of materials are loaned to teachers for classroom use for varying lengths of time according to the size and needs of the class. For supplementary needs- When teachers borrow collections to supplement curricular needs in the classroom, the loan period accommodates class needs. These loans are made for one period, for one day, for several days, or a week, provided the class does not monopolize the use of materials that are in great demand for other students and teachers. When the information resource center is available, it invites classes to the center to use the materials that are in great demand. B. Explaining rules All students and teachers are informed about loan privileges, procedures, and responsibilities by publishing the rules at the beginning of each school year, and by conducting orientation lessons in September. Neatly printed graphics are placed strategically around the information resource center to remind students and staff of the various procedural and social expectations expected of patrons. C. Overdue Materials Within one day of a book becoming overdue, a letter is sent to the borrower’s home, informing him or her of the obligation to return the materials. This process is repeated weekly until the materials are either returned or paid for.

19. D. Lost or damaged books • The charge for lost or damaged books is the cost of the book as determined by current catalog prices (e.g., Sagebrush Publishing Company). • Money for damaged books is requested as soon as the damage is assessed and the necessity for replacement determined. Money for lost books is requested after a reasonable time to allow the book to surface. If a lost book is found and returned, the money is refunded.

20. VI.Ordering Resources Periodic additions to the collection keep it vital and alive by supplying fresh selections from the best of new publications, by providing up-to-date information on new developments in science, world affairs, and all other areas of the instructional program, as well as fulfilling the needs of changing enrollments and new curricula. (BCPSS Selection and evaluation tools can be located at http://www.bcpss.org.) The principal of the school is legally responsible for the selection of resources for the school. All materials ordered or accepted as a donation are reviewed according to BCPSS selection and evaluation procedures. All orders are placed according the guidelines established by the Procurement Office. All materials are ordered pre-processed.

21. VII. Size of the collection. See the attached Visual Analysis.

22. VIII. Systematic review of each category of materials. All information resource centers are weeded following a three-year schedule. Weeding is completed using the guidelines published by MSDE and the CREW Method. CREW is an acronym for Continuous Review, Evaluation, and Weeding. The CREW Method considers weeding to be a necessary part in the flow of the collection building process. This process is described as a continuous one, going from selection and acquisition, to cataloging and processing, to circulation and reference, to CREW and back to selection in a never ending circle with each stage smoothly succeeding into the next. CREW identifies six benefits of weeding - save space, save time, make the library more appealing, enhance the reputation of the collection, provide a continuous check, and provide continuous feedback on the strengths and weaknesses of the collection. The CREW Method emphasizes that weeding needs to be included in the regular yearly work schedule. MUSTY is an easily remembered acronym for five negative factors that frequently ruin a book's usefulness and mark it for weeding. M = Misleading (and/or factually inaccurate) U = Ugly (worn and beyond mending or rebinding) S = Superseded (by a truly new edition or by a much better book on the subject) T = Trivial (of no discernible literary or scientific merit.) Y = Your collection has no use for this book (irrelevant to the needs and interests of your community.) The schedule for weeding is as follows: 000, 300, 500, 600, Fiction 100, 200, 400, 700, Audiovisual • 800, 900, Reference

23. Visual Analysis of the Collection

24. Now that you have examined the Visual Analysis, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

25. Lesson Plans See separate presentation.

26. Now that you have examined the Lesson Plans, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

27. Emails

28. Now that you have examined the emails, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

29. Daily Report/Monthly Report

32. Now that you have examined the Monthly Report, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

33. Progression of Skills Chart

34. Now that you have examined the Progression of Skills Chart, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

35. Plan Book

36. Thursday 1022 11:34 ILT Meeting Room B100 Prd 1 Thompson Students will know resources for studying third world nations and will compose a Power Point presentation or a poster about one third world nation. 2:05-2:50 PreK 2:05-2:50 Students will know how to access and move around in a web site and will be able to answer basic questions about fire safety. Biden English 2,4,5,7 You will know the procedures for using the drop box and will be able to submit a proofread draft of your short story into the drop box. Pd 5 Quickley Career Choices Students will know the location and organizational structure of the Occupational Outlook Handbook and will be able to synthesize and complete a graphic organizer about a career of interest. Also on 10/22: Douglas D210 9-10, 10-11, 1250-150

37. Now that you have examined the Plan Book, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

38. Sign In Log

39. Now that you have examined the Sign In Log, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

40. Orientation Brochure

42. Now that you have examined the Orientation Brochure, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

43. Individual Development Plan

44. Now that you have examined the Individual Development Plan, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

45. Initial Planning Conference

46. Now that you have examined the Individual Planning Conference, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

47. Equipment Inventory

48. Now that you have examined the Equipment Inventory, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation

49. Overdue Materials Management

50. Now that you have examined the Overdue Management System, check the data that is communicated by this document. • Mission Statement • Role Definition/Services Provided • Number of Students Serviced/How Serviced • Materials and Facilities Management • Alignment of Instruction to Standards • Student Products • Co-Planning and Co-Teaching • Other Documentation