Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all support professionals improve and refine their practice. Currently, local education agencies (LEAs) in Rhode Island may submit a district-designed model for approval that complies with the…

Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all support professionals improve and refine their practice. This document describes the process and basic requirements for the Rhode Island Model Support Professional Evaluation and Support…

Rhode Island educators believe that implementing a fair, accurate, and meaningful evaluation and support system for support professionals will help improve student outcomes. The primary purpose of the Rhode Island Model Support Professional Evaluation and Support System (Rhode Island Model) is to help all support professionals do their best work…

This chapter examines the roles of the instructional developer and the media production specialist in the development of instructional projects in the context of a six step development process. These steps include pre-assessment, establishing goals, identifying and specifying objectives, designing strategies, selecting and/or producing resources,…

Suggestions for effectively evaluating a campus communications program are offered in a model for judging the institution's commitment, progress in program implementation, and user impact. (JMF)

Suggestions for providing more effective performance appraisals for school media specialists address questions of what performance items and evidence are appropriate for evaluating media specialists in schools of different levels and sizes, and what procedures will successfully involve media specialists, principals, and district level personnel.…

This report illustrates the steps in the development of an evaluative model for non-teaching faculty, using the school media specialist as an example. The model measures how the professional applies knowledge of a given content area to improve learning in a particular school situation, and consists of three parts: (1) documentation developed by…

This model prepared by the State of Iowa Department of Public Instruction is intended to provide assistance to schools in developing their own policy and procedures for the selection of library media and text materials. A brief model statement of policy is followed by a model statement of rules which includes (1) responsibility for selection of…

Summaries and edited transcriptions document the major content areas addressed by the institute, which exposed state teams to innovative continuing education concepts and methodologies to apply in state planning for continuing education through a week-long workshop and postworkshop, follow-up meetings and communication, consultation, document…

Guide to instructional design consultation by school library media specialist proposes four levels of activity--action education, reaction, passive participation, no involvement--to be used in assessing degree of involvement in instructional design consultation process. An eight-step model of instructional design and assessment chart are provided.…

This project report describes the development and implementation of a model of qualitative measures for evaluating the use of school library resources by students and teachers. It explains a record-keeping system for school librarians to use in tracing media from purchase, through processing, to eventual utilization. Using parts of sample…

Compiled by the Intellectual Freedom Department of the Ohio Educational Library Media Association (OELMA), this booklet contains varied materials related to issues of intellectual freedom, including an eight-point statement of the purpose of the department, the American Library Association's Library Bill of Rights, and guidelines for writing a…

This manual is a product of the Media and Mainstreaming Project and a fuller version of the manual included in the interim report "Educational Media for Handicapped Students in Regular K-12 Schools"). It focuses on the media-related needs of handicapped students being mainstreamed into regular K-12 school programs. The emphasis is on how…

This handbook was written to share the feelings, experiences, and knowledge of parents of children with emotional disturbances. The first chapter, "Feelings Come First," examines the difficulty in identifying the causes of emotional disturbances, their impact on the family, and coping strategies. The second chapter, "Finding Some Help," describes…

This monograph describes and assesses the value of a program for the certification of those aspiring to the principalship in Ontario. An existing program, offered through the Centre for Principal Development at the Ontario Institute for Studies in Education, was taken as a point of departure for the period. From this experience, a prototype…