Shannon Thompson - M.Ed. Portfolio

Autobiography

2010-05-29T08:36:00.000-07:00

Groucho Marx once said, “Outside of a dog, a book is a man’s best friend; inside of a dog, it’s too dark to read.” I love this quote. I used to say that I'm not much of a dog person; I'm still not, but I should clarify a bit. My wife and I got a puppy in December of 2007. His name is Jasper. We drove to Kentucky to pick him up from a Lab Rescue Center. He's a Labradoodle, a fairly new, and almost always expensive, breed. We never wanted to get a dog from a breeder, so we were thrilled to find one from a rescue facility. I don't know the full background story, but it seems that his mom was hit and killed by a car. The lady from the rescue facility cared for and nursed the tiny puppies. Before Jasper came into our lives, I would have said that Groucho was clever, but that I'd rather have a good book than a dog any day. I still wouldn't say I'm a "dog person," but I'm definitely a "Jasper person." Reading a good book with Jasper at my feet is about as good as it gets.

I've always loved reading. My first memory of a book is of my grandmother holding me in her lap reading to me. I don’t remember what the title of the book was, but I remember the feeling I had while she was reading to me – comfort. I’ve been a reader for as long as I can recall. Growing up in an environment where reading was valued is not something all children experience; I was a fortunate child. Most of my students have never had anyone to hold them at night while reading a book. Many of these students don’t feel comfortable reading. The majority of them read far below grade level and don’t enjoy the books they can read easily. But nearly all of them were mesmerized when we read The BFG by Roald Dahl. Each student had a copy of the book and followed along while I read aloud. They loved it when I changed my voices for each of the characters. And nearly everyday, when it was time to put our books away and begin our lesson, the students would moan and sigh and beg me to continue. In my five years as an educator, I’ve witnessed some amazing things. I’ve heard children tell stories that would melt your heart. I’ve seen students do well on a test they thought they’d fail. But none of those instances made me feel as happy as when I saw a child enjoy a book.

It wasn't always clear that I would be a teacher, even during my years in college. I decided sometime in high school that I wanted to be an educator, but I waivered at multiple times while studying at the University of Georgia. I very nearly changed my major to History at one point. And during my senior year, I made a big decision - to not student teach. I felt overwhelmed and underprepared during my practicums. Quite a few people tried to talk me out of my decision, but I stuck with it. I took a few History and Political Science classes while my peers were student teaching. We all graduated together, but I didn't have a certificate. I spent that next year working at the Athens public library in the Young Adult Department. That year gave me the distance to realize that something was missing. I enrolled in a certification program at Piedmont College and got a job teaching fourth grade at Fowler Drive Elementary School. I still felt overwhelmed and underprepared during the first few weeks of teaching, but I soon realized that college cannot possibly fully prepare you for a job in the classroom. I learned a great deal that first year. I now have five years of classroom experience and can't imagine leaving the field of education.

I grew up in the Athens area and, with the exception of one short year in Atlanta, have lived here all my life. I went to school at Fowler Drive Elementary School, the school at which I spent my first two years as a teacher. I changed schools frequently. I usually attended school at the county in which my mom taught. I started in Homer, switched to Athens, then to Winder, and finally to Watkinsville. Moving schools had a big impact on me; I think it's a large reason I was so shy in school. My experience as a student gives me a lot of empathy for students who don't love school. I always loved learning, but I don't remember loving school after elementary school. I always felt like the politics of teenage culture far outweighed anything academic at school. While most of my peers in high school were out doing what most high schoolers do, I was at home working on HTML for my webpage or learning how to tweak my computer to make it do exactly what I wanted it to do. Those countless hours of staring at the computer screen have come in handy many times. I can type over 90wpm accurately, I can design a webpage with HTML and CSS, and I can handle a computer with confidence. When I began my career in college I was able to reinvent myself. I didn't run for class president or join a fraternity, but I was able to shed the roll of shyguy and be more of myself. Nearly all my friends are from my years at the University of Georgia, while I keep in touch with only three or four of my friends from high school. I think that without my love of reading, I might have taken a very different path in life. My love of reading led to my love of learning. Without that love of learning, and especially combined with my dislike of the culture at school, might I have dropped out of high school? It's hard to imagine, but I think that my love of reading has shaped my life in tremendous ways.

There are two broad reasons I want to be a media specialist. The first is that I enjoy what a media specialist does; I love books, technology, teaching, and helping people. That's a pretty succinct job description of a media specialist, if I say so myself. The other reason is that I want to get as many young people as I can hooked on reading. If I can help instill a love of reading in children, I know that I will have made an awesome impact on the world.

AASL Standards

2009-05-29T14:38:00.003-07:00

Standard 1: Use of Information and Ideas

School library media candidates encourage reading and lifelong learning by stimulating interests and fostering competencies in the effective use of ideas and information. They apply a variety of strategies to ensure access to resources and information in a variety of formats to all members of the learning community. Candidates promote efficient and ethical information seeking behavior as part of the school library media program and its services.

Applicable Big 8 Assessments: Reading & Literacy Project, PDEP, I-Search, Selection Policy, Order, Internship

Standard 2: Teaching and Learning

School library media candidates model and promote collaborative planning with classroom teachers in order to teach concepts and skills of information processes integrated with classroom content. They partner with other education professionals to develop and deliver an integrated information skills curriculum. Candidates design and implement instruction that engages the student’s interests, passions, and needs which drive their learning.

Applicable Big 8 Assessments: Reading & Literacy Project, I-Search, Collaborative Unit, Internship

Standard 3: Collaboration and Leadership

School library media candidates provide leadership and establish connections with the greater library and education community to create school library media programs that focus on students learning and achievement; encourage the personal and professional growth of teachers and other educators, and model the efficient and effective use of information and ideas.

Applicable Big 8 Assessments: Reading & Literacy Project, PDEP, Collaborative Unit, Internship

Standard 4: Program Administration

School library media candidates administer the library media program in order to support the mission of the school, and according to the principles of best practice in library science and program administration.

Applicable Big 8 Assessments: PDEP, Selection Policy, Order, Internship

Vision & Philosophy

2009-05-29T14:38:00.001-07:00

I view the media center as a large classroom in which learners of all ages are provided with tools and instruction for information seeking. The media specialist must encourage students and teachers alike to take advantage of what the media center has to offer. This means reaching out to teachers in order to foster collaboration. The more often students and teachers are in the media center, the more learning is taking place.

The media center should be warm and inviting to all visitors. With its high ceilings and thousands of books, the media center can be intimidating to young children. It is the job of the media specialist to create an atmosphere in which learners are comfortable. The media specialist can help students feel more comfortable by helping them become acquainted with the structure of the media center and by making the time spent in the media center enriching and enjoyable.

The media center should provide access to all learners in the school. This means taking into account students with disabilities, students who speak foreign languages, students on all reading levels, classroom teachers, support personnel, and administrators on issues like selection, programs, and instruction.

Finally, the media center should be active. There should be movement, talking, and learning; a visitor to the media center should most definitely not feel as if they're inside a museum or a funeral parlor.

Goals

2009-05-29T14:37:00.001-07:00

I once saw a bumper sticker that said something like, "I wish I were half the person my dog thinks I am," or something to that effect. I think that sums up my life goals fairly succinctly, but in an effort to provide more details I will provide a bulleted list.

Life Goals

be happy
bring happiness to others
continue to learn

Professional Goals

~~obtain a Media Specialist position~~
earn my Specialist's degree (and MAYBE my doctorate)
instill a love of reading & learning in as many children as possible
remain passionate about teaching and learning and stop teaching the moment the passion fades

Program Goals

learn how to successfully balance the many hats a Media Specialist wears
gain practical experience in a Media Center
memorize the Dewey Decimal System

Achievement of Goals

I feel very comfortable in the amount of success I've had in the SLM program. The Big 8 Assessments have been challenging and meaningful. I will be able to appreciate their full benefit in just a few short months. I've very much enjoyed the cohort model and the opportunity for strong personal connections, professional contacts, and friendships it provides. Despite the disjointed nature of my experiences in the SLM program, I've always been able to make quick friends. Perhaps I'm unique in that I've been a member of three cohorts - five, seven, and eight. I feel both excited and nervous about starting this new chapter in my teaching career. On the one hand, I know I've learned a great deal and that the foundation for becoming a successful Media Specialist has been laid. But I also know that nothing compares to the real thing. It's very similar to my first year in the classroom. I learned a great deal in my undergraduate years, but I learned so much more that first month of teaching. I imagine my experience this first year in a Media Center will be very much like that first year teaching. I still haven't memorized the Dewey Decimal System, but I think that may be one of the skills a Media Specialist quickly achieves on the job.

Internship

2009-05-29T13:01:00.001-07:00

I had a great experience during my internship at Chase Street Elementary School. I had a very talented and hardworking mentor and I learned a great deal. These are just a few of the highlights:

helping organize the visit from local author Pam Alexander

working on bilingual books order using Titlewave

attending conferences at UGA and Kennesaw State University

helping set up, run, and close down Book Fair

teaching pre-K, Kindergarten, and first grade classes

Program of Study

2009-05-29T10:33:00.001-07:00

EDIT 6340 - Information Services in School Media Programs - Spring '06
EDIT 6360 - Information Literacy in the School Media Program - Spring '06
EDIT 6000 - Special Problems in Instructional Technology - Summer '06
EDIT 6380 - Cataloging for Automated School Media Centers - Summer '06
EDIT 6300 - Administration of Media Programs - Fall '08
EDIT 6320 - Information Technology - Fall '08
EDIT 6400 - Emerging Approaches in Teaching, Learning, and Technology - Fall '08
EDIT 6900 - Research Methods in Instructional Technology - Spring '09
EDIT 6190 - Design and Development Tools - Spring '09
ELAN 7410 - Guided Reading of Young Adults, Grades 7-12 - Spring '09
EDIT 6170 - Introduction to Instructional Design - Summer '09
EDIT 7460 - Internship in Instructional Technology - Summer '09

Big 8 Assessments

2009-05-29T07:58:00.001-07:00

Reading & Literacy Project

One of the goals of this project is to think about ways to encourage leisure reading in students, which is also one of my top goals as a Media Specialist. This was an interesting project to plan. It's also one I'd love to implement at some point. It would take a great deal of planning and work to create a successful Day of Reading like the one we described, but it could also become a valued tradition at a school and have a major impact on students. I especially enjoyed learning more about reading therapy dogs with Kathy.

Standard 1: Use of Information and Ideas

1.1 Efficient and Ethical Information-Seeking Behavior

1.2 Literacy & Reading

1.4 Stimulating Learning Environment

Standard 2: Teaching and Learning

2.1 Knowledge of Learners and Learning

Standard 3: Collaboration and Teaching

3.1 Connection with the Library Community

3.3 Educational Leader

Program Development & Evaluation Plan

I view this project to be the second most meaningful to me. I'm very anxious to get to work creating a PDEP for my media center! I can't imagine a more valuable document. I've only visited my future media center once so far and I didn't see any sign of an existing PDEP, but I'm holding out hope.

Standard 1: Use of Information and Ideas

1.3 Access to Information

1.4 Stimulating Learning Environment

Standard 3: Collaboration and Leadership

3.2 Instructional Partner

3.3 Educational Leader

Standard 4: Program Administration

4.2 Managing Program Resources: Human, Financial, Physical

4.3 Comprehensive and Collaborative Strategic Planning and Assessment

I-Search

I had a lot of fun working on this project and I don't think there's much I would change about it. I never really hated doing research or writing papers, so I wasn't one of the folks excited about a new way to research. The few times I've disliked conducting research and writing research papers have been when I was denied choice and forced to write on a subject about which I have little interest. The beauty of the I-Search is the amount of freedom the writer enjoys.

Standard 1: Use of Information and Ideas

1.1 Efficient and Ethical Information-Seeking Behavior

Standard 2: Teaching and Learning

2.3 Information Literacy Curriculum

Selection Policy

This was one of the first Big 8 Assessments I completed when I was working with Cohort 5. I don't know if there is an existing Selection Policy document at my new school, but this project will provide a good starting point for me.

Standard 1: Use of Information and Ideas

1.3 Access to Information

Standard 4: Program Administration

4.1 Managing Information Resources: Selecting, Organizing, Using

4.2 Managing Program Resources: Human, Financial, Physical

Order & Order Powerpoint

This assignment was very helpful to me. When I first started the program, I think I would have said that I was both excited and nervous about the order process. I was able to use Titlewave during this project and again during my internship. I'm confident this experience will prove valuable to me as I become a media specialist. This project really helped me understand the importance of having a focus when ordering new materials for the media center.

Standard 1: Use of Information and Ideas

1.3 Access to Information

Standard 4: Program Administration

4.1 Managing Information Resources: Selecting, Organizing, Using

4.2 Managing Program Resources: Human, Financial, Physical

Collaborative Unit 1

The colloborative unit was one of the easier assessments. As a classroom teacher, I've had countless experiences collaborating with other educators. Each year I've taught in the classroom I've collaborated with EIP, ESOL, and SPED teachers. I've also had experiences collaborating with the Gifted teacher, the media specialist, literacy coaches, science coaches, and my fellow classroom teachers. Being an instructional partner is one of the many hats a media specialist wears. I feel very comfortable in my ability to successfully work with my peers.

Standard 2: Teaching and Learning

2.1 Knowledge of Learner and Learning

2.2 Effective and Knowledgeable Teacher

2.3 Information Literacy Curriculum

Standard 3: Collaboration and Leadership

3.2 Instructional Partner

Internship

My internship experience was, by far, the most rewarding and educational experience in the SLM program. This is more of a reflection on the internship experience than on any of the other Big 8 Assessments. By not working this past year, I was able to stretch out my internship experience over the course of about six months. My mentor, a former UGA SLM graduate, was outstanding. I was able to gain experience in author visits, ordering books, teaching lessons, and running the Book Fair.

Standard 1: Use of Information and Ideas

1.1 Efficient and Ethical Information-Seeking Behavior

1.2 Literacy & Reading

1.4 Stimulating Learning Environment

Standard 2: Teaching and Learning

2.1 Knowledge of Learners and Learning

Standard 3: Collaboration and Leadership

3.2 Instructional Partner

Standard 4: Program Administration

4.1 Managing Information Resources: Selecting, Organizing, Using

GACE

Tests Taken: Media Specialist Tests I and II

Test Date: 28 March 2009

Results: passed both tests

Resumé

2009-05-29T07:38:00.000-07:00

EDIT 6000: Technology and the Modern Media Center

2008-08-26T20:04:00.000-07:00

* taken Summer 2006

Trouble Tree

Exported Online Resources List

Staff Development Agenda

Morning News Show Plan

Interactive Whiteboard Lesson

PowerPoint Proposal to Media Committee

Assistive Technology

EDIT 6300: Administration of Media Programs

2008-08-25T20:07:00.000-07:00

* taken Fall 2008

Exhibition Project - Crinkles Magazine

Reading and Literacy Project

EDIT 6340: Information Services in School Media Programs

2008-08-24T14:20:00.000-07:00

* taken Spring 2006

Instructional Material Review

Information Literacy Lesson Plan

Minilesson on Student Periodicals

EDIT 6360: Information Literacy

2008-08-24T14:00:00.000-07:00

* taken Spring 2006

Process Model Comparison

Personal Web and Journal Entry #1

Topic Web and Journal Entry #2

Pre-Note Taking and Entry #3

Preliminary Notes and Journal Entry #4

Double Draft Entires / Learning Logs and Journal Entry #5

EDIT 6380: Cataloging for Automated School Media Centers

2008-08-23T20:59:00.001-07:00

* taken Summer 2006

Bibliography

Service Project Reflection

Capstone Reflection

Access Enabler

Articles

2008-07-06T06:14:00.000-07:00

Young Minds, Fast Times: The Twenty-First-Century Digital Learner

[excerpt] - It is a measure of the malaise of our educational system that these old folk -- smart and experienced as they may be -- think they can, by themselves and without the input of the people they're trying to teach, design the future of education.