Professional Portfolio

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Professional Portfolio
Introduction
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• Lynnie Brooke Morris
• 1248 Brooklet South Drive, Brooklet, GA
  30415912-842-5475lynniebrooke_at_netscape.net or
  ltaylor_at_bryan.k12.ga.us

Media Center Vision
AASL Standard I
Media Specialist Philosophy
AASL Standard II
Resume Objective Education
Resume Relevant Experience
Resume Licenses Honors
AASL Standard III
Goals
Ideas
AASL Standard IV
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Information
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• Objective To obtain the Bryan County Elementary
  school media specialist position.
• Education Master of Education in
• Instructional Technology
• Georgia Southern University,
• Statesboro, GA
• Began Summer 2002, 6 hours remaining,
  Overall GPA 4.00
• Bachelor of Science in
• Early Childhood Education
• Georgia Southern University,
• Statesboro, GA Graduated Fall 2002,
  Overall GPA 3.28

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Relevant Experience
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• Bryan County Elementary Pembroke, GA
• Field Experience
• School Media Center Practicum in progress
• Observing, assisting, and working with students
  and faculty to locate resources and information
• Serving as teacher through planning of reading
  enrichment unit and staff development unit
• Serving as instructional partner through
  collaboration with other teachers
• Serving as information specialist through
  processing materials and evaluating collection
• Serving as program administrator through budget
  planning and surveying of media needs

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Licenses and Honors
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• Licenses Georgia Level Four (PK-5)
  Professional Certificate
• Certified Project Wild Teacher
• Completed Project SENSE Training
• Passed Praxis II
• (Library Media Specialist)will receive
  scores in March 2005
• Passed Praxis II
• (Early Childhood Education)
• Exempted Praxis I
• Passed Georgia Regents Test
• Honors Bryan County Elementary
• 2004-2005 Teacher of the Year
• Hope Promise Scholarship Recipient
  (2000-2002)
• Georgia Hope Scholarship Recipient
  (1998-2002)

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Media Center Vision
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• I believe that the Bryan County Elementary School
  media program should strive to be an integral
  part of the schools total instructional program
  by providing resources that are aligned with the
  Georgia state curriculum standards and the
  individual goals of our schools classroom
  teachers.

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Media Specialist Philosophy
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• I believe that the media specialist should serve
  Bryan County Elementary as the administrator of
  the media center. This includes taking on the
  multiple roles of leader, teacher, instructional
  partner, and information specialist.
• As a leader in the school, the media specialist
  should remain current on trends and issues in
  education and chair school wide events pertaining
  to the development of information processing
  skills and the intellectual freedom of students.
• As a teacher the media specialist should design
  and implement units and lessons on topics such as
  problem solving, find resources, using the
  internet, reading enrichment, reading for
  enjoyment, student use of the media center,
  taking care of books and resources.
• As an instructional partner, the media specialist
  should assist teachers in locating and providing
  resources on individual units of study.
• As an information specialist, it is the job of
  the media specialist to remain current on trends
  and issues in technology and classroom resources.

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Goals for the Bryan County Elementary Media
Program
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• For the media center to be viewed as a place to
  locate information and resources as well as check
  out books for reading enjoyment by increasing
  awareness of services and materials offered
• To maintain a inviting atmosphere for students
  and teachers by offering assistance and support
• To increase awareness of services and materials
  provided by creating a monthly newsletter
• Goals continued

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Goals for the Bryan County Elementary Media
Program
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• To improve circulation of print and non-print
  materials by increasing awareness of available
  resources
• To increase use of computer lab as a result of
  providing electronic resources for teachers to
  implement in lesson planning

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Ideas for theBryan County ElementaryMedia
Program
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• To collaborate with classroom teachers on lessons
  such as
• Using the Media Center
• Proper Book Care
• Locating Information (Internet Use, Galileo,
  search engines, etc.)
• Parts of a Book/Using Reference Materials
• Test Taking Tips and Strategies
• Importance of Creating a Works Cited
  Page/Bibliography
• To collaborate with Curriculum Coordinator
  provide an instructional resource center for
  teachers to include
• Pathfinders
• WebQuests
• TrackStar Pages
• Magazines
• Non-print materials
• Ideas continued

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Ideas for theBryan County ElementaryMedia
Program
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• To work with Technology Specialist and Curriculum
  Coordinator to construct staff developments on
  new technology and useful teaching tools
• To implement a student reading center
• To implement a student assistant program
• To work with other media specialist in Bryan
  County to develop and utilize an interlibrary
  loan system
• To enrich the school media center web page so
  that it includes current information about the
  activities of the media center, a monthly
  newsletter to spotlight student achievement as
  well as books, resources, and materials of
  interest

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AASL Standard IUse of Information and Ideas
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• Efficient and Ethical Information-Seeking
  Behavior
• Literacy and Reading
• Access to Information
• Stimulating the Learning Environment

Artifact
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WebQuest
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• Can our pond be saved? is the WebQuest I am
  including to demonstrate use of information and
  ideas.
• All resources were included to support the use of
  efficient and ethical information-seeking
  behavior.
• Literacy and reading are included through the
  tasks to be performed. Students are provided
  with resources and access to information to
  develop ways to reduce and reverse pollution.
• The learning environment is stimulated by the use
  of technology and utilizing resources found in
  the classroom, media center, and community.

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AASL Standard IITeaching and Learning
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• Knowledge of Learners and Learning
• Effective and Knowledgeable Teacher
• Information Literacy Curriculum

Artifact
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Information Literacy Lesson and Pathfinder
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• To create the lesson plan it was critical to have
  an understanding of the knowledge of the learners
  and the learning that would take place.
• Throughout the lesson effective teaching
  strategies such as activating prior knowledge and
  recall strategies, providing opportunities for
  implementing the objectives taught in the lesson,
  and review strategies illustrate being an
  effective and knowledgeable teacher.
• The lesson plan is based on using the Big6
  information literacy strategy to complete a
  project on Explorers. The pathfinder included in
  the lesson provides the students with information
  to support the implementation of the Big6
  strategies.

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AASL Standard IIICollaboration and Leadership
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• Connection with the Library Community
• Instructional Partner
• Educational Leader

Artifact
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Collection Development Plan
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• The evaluation of the current collection and
  review of the curriculum associated with present
  materials was done in collaboration with the
  library community.
• Teachers in the school were consulted when
  developing the materials order plan.
  Instructional partnership was a major
  consideration in the development of the simulated
  materials order.
• Assessing the current collection for its ability
  to accommodate the needs of the schools patrons
  and developing ways to better the current
  collection are part of the role of a media
  specialist as an educational leader.

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AASL Standard IVProgram Administration
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• Managing Information Resources
• Managing Program Resources
• Comprehensive and Collaborative Strategic
  Planning and Assessment

Artifact
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Facilities Plan
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• The plan was based on current location and
  availability of information resources.
• Improvements to be made to the existing facility
  would aid in management of information resources
  and program resources.
• Comprehensive and collaborative strategic
  planning and assessment was conducted before
  beginning the plan. Several surveys were
  conducted to gain the views of both faculty and
  staff members and students. The results of the
  surveys were compiled and the facilities plan was
  created based on the responses given.