 are targeted at those whom our program directly affects: students, teachers, administrators, parents, and the community. Also available are videos that allow everyone to see and expand their understanding of how an IMPACT Model School functions on a day-to-day basis. <http://video.dpi.state.nc.us/eforums/impact_videos/> Only when everyone concerned with the education of our children understands the integral part that the media and technology program plays in high student achievement will the commitment to fund these resources be made. Thus, it is imperative that we use IMPACT to inform all citizens in North Carolina of the importance of our role in education. Media and technology professionals live in exciting times. The public is beginning to understand the link between our programs and services and a high quality education. We dare not squander this opportunity. IMPACT is a tool that will help media and technology personnel at both the state and local levels work together to plan and build effective, comprehensive teaching and learning environments for the 00st Century. We look forward to the challenge! Frances Bryant Bradburn, Director Division of Instructional Technology TABLE OF CONTENTS TABLE OF CONTENTS INTRODUCTION INTRODUCTION ...............................................................................................................0 IMPLEMENTING THE IMPACT MODEL IMPLEMENTING THE IMPACT MODEL: A HOW-TO GUIDE ..................................................0 PHASE 0: Building Support ....................................................................................0 PHASE 0: Readiness Assessment ............................................................................0 PHASE 0: Setting the Stage for Successful Collaboration ..........................................0 PHASE 0: Formal Collaboration ...............................................................................0 PHASE 0: Beyond the Classroom .............................................................................0 On-going: Evaluation ...............................................................................................0 DEALING WITH THE CHANGE THAT THE IMPACT MODEL WILL BRING ...............................0 Using the Concerns-Based Adoption Model (CBAM) to Move Teachers Forward in the IMPACT Model .................................................................................0 What Teachers Must Be Willing to Do .....................................................................00 THE TECHNOLOGY FACILITATOR SCENARIO ....................................................................00 SCHOOL LIBRARY MEDIA COORDINATOR SCENARIO .......................................................00 WORKS CITED ...............................................................................................................00 TABLE OF CONTENTS i TEACHING AND LEARNING VISION ..........................................................................................................................00 COLLABORATION ...........................................................................................................00 INTEGRATION OF INFORMATION AND TECHNOLOGY SKILLS ............................................00 ACCESS TO INFORMATION RESOURCES AND SERVICES IN THE TEACHING/ LEARNING PROCESS .....................................................................................................00 COLLABORATION FOR ASSESSMENT, RESEARCH, AND STUDENT ACHIEVEMENT ..............00 PROFESSIONAL DEVELOPMENT .....................................................................................00 Professional Development for Media and Technology Professionals ............................00 Assessing Professional Development .......................................................................00 Planning High Quality Professional Development .....................................................00 Ensuring High Quality Professional Development .....................................................00 The National Staff Development Council Standards .................................................00 North Carolina Professional Development Standards ................................................00 COLLABORATION THROUGH FLEXIBLE ACCESS ..............................................................00 FLEXIBLE ACCESS LOOKS LIKE THIS ..............................................................................00 COLLABORATING TO ACHIEVE INSTRUCTIONAL GOALS ...................................................00 LEADERSHIP AND THE CHANGE PROCESS .....................................................................00 MAKING FLEXIBLE ACCESS AND COLLABORATION WORK ...............................................00 ROLES AND RESPONSIBILITIES OF COLLABORATIVE PARTNERS .....................................00 IMPLEMENTING EFFECTIVE COLLABORATIVE PLANNING SESSIONS ................................00 ADVOCACY: COMMUNICATING FLEXIBLE ACCESS AND COLLABORATION .........................00 READING AND LITERACY ...............................................................................................00 COLLABORATION: MEDIA AND TECHNOLOGY, READING, AND LITERACY ..........................00 READING PROGRAMS OR READING? ..............................................................................00 WORKS CITED ...............................................................................................................00 ii IMPACT: Guidelines for North Carolina Media and Technology Programs INFORMATION ACCESS AND DELIVERY INFORMATION ACCESS AND DELIVERY: THE HEART OF EFFECTIVE PROGRAMS ..............00 RESOURCES, NEEDS, AND CHOICES ..............................................................................00 MAKING RESOURCES ACCESSIBLE ................................................................................00 The Role of Media and Technology Professionals .....................................................00 Vital Components for Resource Access and Delivery .................................................00 PLANNING AND DESIGNING FACILITIES FOR LEARNING .................................................00 People and Responsibilities ...................................................................................00 Overall Facility Design: Basic Considerations ...........................................................00 Important Elements of Good Design .......................................................................00 Access .................................................................................................................00 Location ..............................................................................................................00 Exceptional Children Facilities ...............................................................................00 Aesthetics and Atmosphere ...................................................................................00 Ergonomics ..........................................................................................................00 Mechanics and Engineering ...................................................................................00 Safety ..................................................................................................................00 Security ...............................................................................................................00 Design Considerations for Spaces within the Facility ................................................00 Designing for Growth and Development ...................................................................00 Designing for the Infusion of Technology .................................................................00 Designing for Expanded Hours and Use ..................................................................00 Designing for Flexible Use .....................................................................................00 DEVELOPING EDUCATIONAL SPECIFICATIONS ................................................................00 Details Matter ......................................................................................................00 Four Preliminary Steps ..........................................................................................00 Components of Educational Specifications ..............................................................00 EDUCATIONAL SPECIFICATIONS FOR SCHOOL AND MEDIA/TECHNOLOGY SPACES ..........00 Classrooms ...........................................................................................................00 Flexibly Accessed Computer Labs .........................................................................00 Distance Learning via the N.C. Information Highway ...............................................00 Staff Offices ........................................................................................................00 Technology Administration and Planning .................................................................00 Conference Areas .................................................................................................00 Workrooms ..........................................................................................................00 Auditoriums, Cafeterias, and Gymnasiums .............................................................00 TABLE OF CONTENTS iii EDUCATIONAL SPECIFICATIONS FOR THE SCHOOL LIBRARY MEDIA CENTER ..................00 Visualizing Use of Space ......................................................................................00 Some Key Design Questions .................................................................................00 Charts of Recommendations .................................................................................00 Minimum Square Footage .....................................................................................00 Large Group Instruction .......................................................................................00 Reference ...........................................................................................................00 Story Sharing ......................................................................................................00 Independent Work Areas .......................................................................................00 Small Group Activity ............................................................................................00 Informal Reading .................................................................................................00 Production ..........................................................................................................00 Periodical Storage ................................................................................................00 Administration and Planning .................................................................................00 Circulation ..........................................................................................................00 Automated Catalog ..............................................................................................00 Professional Area .................................................................................................00 Parent Resource Area ...........................................................................................00 Workroom ...........................................................................................................00 Display and Exhibit ..............................................................................................00 Secure Equipment Storage, Distribution, and Maintenance .....................................00 EDUCATIONAL SPECIFICATIONS FOR FURNITURE, SHELVING, AND BUILT-INS ................00 General Considerations .........................................................................................00 Guidelines for Shelving .......................................................................................000 Maximum Heights for Different Types of Furniture and Shelving .............................000 More Helpful Tips about Furniture and Shelving ...................................................000 GENERAL TECHNOLOGY INFRASTRUCTURE FOR INSTRUCTION .....................................000 Network Server, Head-end Area ...........................................................................000 Video Wiring Closet Area ......................................................................................000 WORKS CITED ..............................................................................................................000 iv IMPACT: Guidelines for North Carolina Media and Technology Programs PROGRAM ADMINISTRATION PLANNING THE PROGRAM ............................................................................................000 Why Plan? ..........................................................................................................000 Vision: the Key to Success ..................................................................................000 Short-term and Long-term Planning .....................................................................000 BEING THE CHANGE AGENT .........................................................................................000 Advocating for the Program ..................................................................................000 MEDIA AND TECHNOLOGY ADVISORY COMMITTEE MEMBERSHIP AND RESPONSIBILITIES ...............................................................................................000 BUDGETING FOR THE PROGRAM ..................................................................................000 Some Facts about Budget and Funding ................................................................000 Developing an Effective Budget ...........................................................................000 Primary Sources of Funding ................................................................................000 Other Sources of Funding ...................................................................................000 Writing Budget Proposals ....................................................................................000 POLICY ........................................................................................................................000 Policy and Procedure Defined ...............................................................................000 Creating Policy and Procedure Manuals .................................................................000 Components of a Policy Document ........................................................................000 Components of a Procedure Document .................................................................000 Policy, Procedures, and Guidelines Implementation Chart .......................................000 COLLECTION DEVELOPMENT ........................................................................................000 Vision .................................................................................................................000 Role of the MTAC in Collection Development .........................................................000 Role of the School Library Media Coordinator ........................................................000 Role of the Technology Facilitator .........................................................................000 Assessing the Collection ......................................................................................000 Assessing the Collection: Methods ........................................................................000 Assessing the Collection: Collection Mapping .........................................................000 Assessing the Collection: Resource Alignment ........................................................000 Assessing the Collection: Systematic Random Sampling .........................................000 Automated Assessments ......................................................................................000 Weeding the Collection ........................................................................................000 Guide to Weeding the Collection ...........................................................................000 Collecting Data ...................................................................................................000 The Non-print Collection ......................................................................................000 Writing a Collection Development Plan ..................................................................000 Developing a Budget ...........................................................................................000 TABLE OF CONTENTS v Selecting Resources ............................................................................................000 Some Guiding Questions for Selecting Resources ...................................................000 Selecting Equipment, Hardware, and Infrastructure ................................................000 Conducting an Inventory ......................................................................................000 What is inventory? ...............................................................................................000 Why inventory? ....................................................................................................000 Guidelines for Scheduling Inventory ......................................................................000 School Equipment Inventory .................................................................................000 WORKS CITED ..............................................................................................................000 SYSTEM-LEVEL GUIDELINES SYSTEM-LEVEL LEADERSHIP ........................................................................................000 TEACHING AND LEARNING ...........................................................................................000 Collaborating to Achieve Goals ............................................................................000 Being Involved with the Curriculum .....................................................................000 Providing Professional Development .....................................................................000 Planning, Research, and Development .................................................................000 INFORMATION ACCESS AND DELIVERY .........................................................................000 Establishing Infrastructure and Connectivity .........................................................000 Standardizing Resources and Equipment ..............................................................000 Planning for New and Renovated Facilities ...........................................................000 Ensuring Equity .................................................................................................000 Managing Resources ...........................................................................................000 PROGRAM ADMINISTRATION .......................................................................................000 Strengthening Communication and Public Relations ..............................................000 Establishing Policies and Procedures ...................................................................000 Recruiting, Selecting, and Retaining Personnel .....................................................000 Attending to Budget Basics .................................................................................000 Developing Collections ........................................................................................000 Evaluating Programs ...........................................................................................000 WORKS CITED ..............................................................................................................000 vi IMPACT: Guidelines for North Carolina Media and Technology Programs RESEARCH AND EVALUATION COMPELLING DATA FROM CURRENT RESEARCH ...........................................................000 RESEARCH ...................................................................................................................000 Scientifically Based Research ...............................................................................000 Action Research ..................................................................................................000 Data-Driven Decision Making in the Media and Technology Program ........................000 Measuring the Media and Technology Program .......................................................000 Using School Data for Program Decisions ..............................................................000 EVALUATION ................................................................................................................000 HOW TO EVALUATE PROGRAMS ....................................................................................000 Guidelines for Evaluation .....................................................................................000 USING OUTPUT MEASURES FOR EVALUATION ...............................................................000 REFERENCE CHART: MEASURES AND WHAT THEY SUPPORT .........................................000 RESEARCH AND EVALUATION MODELS ..........................................................................000 Comprehensive Program Evaluation Model .............................................................000 Technology Focused Evaluation Models .................................................................000 PROGRAM EVALUATION RUBRICS .................................................................................000 Media and Technology Program Evaluation Rubrics ................................................000 System-Level Leadership and Support Evaluation Rubrics .......................................000 WORKS CITED ..............................................................................................................000 TABLE OF CONTENTS vii APPENDICES APPENDICES TABLE OF CONTENTS .............................................................................000 AMTR Guidelines ................................................................................................000 Collaborative Planning Session Rubric ...................................................................000 How to Talk to a Principal ....................................................................................000 Guidelines for Baseline Information in Media and Technology Policies .....................000 Suggested Guidelines for the Reconsideration of Instructional Materials - Sample Policy .....................................................................................................000 Job Descriptions ..................................................................................................000 Media and Technology Advisory Committee ............................................................000 One-to-One Computing ........................................................................................000 Media Coordinator Performance Appraisal Instrument .............................................000 Technology Facilitator Performance Appraisal Instrument ........................................000 Sample Schedules - Media and Technology ...........................................................000 School Library Media Coordinator without a Technology Facilitator ...........................000 Wireless Local Area Network ................................................................................000 GLOSSARY GLOSSARY ..................................................................................................................000 BIBLIOGRAPHY BIBLIOGRAPHY ...........................................................................................................000 viii IMPACT: Guidelines for North Carolina Media and Technology Programs INTRODUCTION INTRODUCTION 0 INTRODUCTION "TECHNOLOGY IGNITES OPPORTUNITIES FOR LEARNING, ENGAGES TODAY'S STUDENTS AS ACTIVE LEARNERS AND PARTICIPANTS IN DECISION-MAKING ON THEIR OWN EDUCATIONAL FUTURES AND PREPARES OUR NATION FOR THE DEMANDS OF A GLOBAL SOCIETY IN THE 00ST CENTURY." Toward A New Golden Age In American Education: How the Internet, the Law, and Today's Students are Revolutionizing Expectation, National Education Technology Plan 0000, U.S. Department of Education, 