"Rubrics
Non-Instructional Library Services
6th Grade DCF Program Rubric - IST 613 - Elisabeth Zwick
Adult Summer Reading Program - iSchool Student - Amanda Baker and Gwen Glazer
Adult Summer Reading Program - iSchool Student - Leslie Tabor and Katy Kelly
Adult Summer Reading Program - IST 613 Draft Rubric - Kathleen MacFarline
Aquabrowser - iSchool Student - Jocelyn Clark
Audiobooks - iSchool Students - Laura Deal and Amy Discenza
Book Club - iSchool Student - Jenifer Arnold and Denice Buchanan
Born-Digital Archiving by Emily Doyle (created March 2011)
Digital Download Info Sessions - IST 613 Draft Rubric - Elizabeth Hines
Discovery Interface - IST 613 Draft Rubric - Erin Eldermire
E-Reader Borrowing Program- IST 613 Draft Rubric - Lisa Matthews
E-readers and ILL - IST 613 - Gisella Stalloch
Ebook PDAs - Draft Rubric - Katrina Schell
eReaders in the Library - IST613 Draft Rubric - Katherine Taddeo
Family Literacy Program - IST 613 Draft Rubric - Jennifer Whittaker
Gaming in Correctional Libraries - iSchool Student - Renee Robbins
High School Book Club - IST 613 Draft Rubric - Karen Cronkhite
Info and Tech Literacy Workshops for Student Leaders - IST 613 Draft Rubric - Joy Ferguson
Instructional Video Service - IST 613 Draft Rubric - John Park
Integrated Digital Collections - IST 613 Draft Rubric - Lori Packer
Intel Library SharP Tool - IST 613 Draft Rubric - Paul Kandel
Internet Portal - IST 613 Draft Rubric - Hilary D Smith
Language (Learning) Lab - IST 613 Draft Rubric - Alice Bangs
Law Library Homepage Redesign - IST 613 Draft Rubric - Loreen Peritz
Law School Paging Services - IST 613 - Jim Thomas
Library Blog and Voicethread Book Reviews - iSchool Student - Gail Brisson
Library Coffee Bar - IST 613 Draft Rubric - Serena Waldron
Library Coffee Bar - SU iSchool IST 613 Students
Library Feedback - iSchool Student - Jackie Allred and Jennifer Recht
Library Instructional Programs - iSchool Student - Heidi Webb and Margaret Backus
Library Multimedia (Audio & Vid
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Rubrics may be used as a teaching tool and as an authentic assessment tool. Students are more likely to perform well if they know in advance what constitutes quality. When students receive rubrics beforehand, they understand how they will be evaluated which will lead them to assess their works-in-progress and guide revision
As an assessment tool, they provide students with informative feedback about their strengths and areas in need of improvement.
The advantages to the teacher are that rubrics help clarify assignment expectations, reduce repetitive questions from students, improve consistency in grading, decrease the time spent writing comments on student papers, and improve communication with tutors and parents.
Tips for using in the classroom:
* Give copies to the students at the beginning of the assignment. Discuss the expectations.
* Have students assess their own progress by referring to the rubric. Allow students to revise their work.
* Use the rubrics for peer-assessment.
* Share the rubrics with parents.
* Use the rubrics for grading.
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"This list of publishers and products is provided as a service to bilingual and ESL teachers as possible sources of material for classroom instruction. The list is not meant to imply an endorsement by the Department of Education of any particular products or publishing companies. Districts are responsible for evaluating these products."
educational organization that provides leadership, public education, professional development and educational resources nationally and internationally. Dedicated to promoting and supporting media literacy education as a framework for accessing, analyzing, evaluating, creating and participating with media content, CML works to help citizens, especially the young, develop critical thinking and media production skills needed to live fully in the 21st century media culture.
Lifelong learning is essential for effective educators and should be modeled for our students. With so many changes occurring in the fields of educational technology, curriculum, pedagogy, and law, it is imperative that educators receive opportunities for growth in their school and beyond. One powerful way to grow is through developing a personal learning network (PLN). PLNs enable educators to learn in accordance with their diverse interests and passions.
During a conversation with teacher leaders last year about improving how meaningful professional development is offered, a model from the business world was suggested;Training and other professional growth activities would be embedded within the school day.
the light bulb went on for me. I quickly realized that the current school schedule presented the perfect solution to offering meaningful professional development during the day in the form of noninstructional duties, which are otherwise often a waste of time. The plan that my administrative team and I have developed drastically reduces the amount of noninstructional duties the teachers have, such as lunch, hall, or in-school suspension duty. It also reduces the pe