• Relating back to the media center mission

• Remember that the content you are to teach is Information Literacy. You need these skills in spades yourself, along with considerable skill in facilitating them. This class is about the information itself and resources containing it.

• References: Bishop 1; Van Orden 1; Riedling 1; Wasman Appendix; AASL Position Statements
  

• How EDIT 6340 and 6360 fit together and relate back to EDIT 6300

A scenario for discussion:
Once upon a time, there was a wonderful elementary school library with an enthusiastic, smart, and new SLMS, Joe. In October, Dr. Principal called him into her office and gave him a copy of his budget allotment, which amounted to $8,000.  She told him that all money must be spent by March 1, or it would convert to another fund.

Joe was excited to be able to spend this much money on books. Within 30 minutes, however, Mrs. Smith, a first-grade teacher, came to the media center and asked about her laminating.  As Joe worked with it, he wondered, "How much does this plastic film cost, and do I have to replace it out of my precious $8,000 that I want to spend on books?"

As he thought further, he began to wonder, "How do I even know where to begin?  There are so MANY things that we need ... how can I choose?  Eight thousand dollars is a drop in the bucket to buy the ocean that we need."

After about a week of worrying about this, he ran into Sue, a five-year veteran SLMS from Nearby Elementary School.  He told her his story. She replied: "The thing you must do is begin with your program goals.  What do you want to accomplish in your Media Program? Once you know this, you will be able to apportion your money and have a starting point."

And so, Joe dug out the Media Plan he had filed with the county early in August.  There he found these goals and budget allocations:

1. Diversify the media center collection (20%)
   
2. Promote collaborative planning (10%)
3. Increase independent reading among students, faculty, and staff (30%)
   
4. Promote parent and community involvement (10%)
5. Increase overall usage of the media center (30%)
   

• First: reminder of the overall planning cycle from Program Development and Evaluation Planning (PDEP):

• Usually, the Collection figures prominently as a part of the overall SLMP.  Therefore, the collection can be part of the problem in steps 1-2, and relate to one or more Goals in steps 3-6.
• First, a change in terms relating to Selection:

• Examples: Look for Program Goals leading to Selection Objectives in these two Selection Policies:
  

• Selection Policy: Gloria, Kay
• Selection Policy: Buffalo, Sheri, Kelly
• More examples from Cohort 5

• Bishop's overview of the Collection in Context:
  
• Holistic view of the collection as a dynamic entity: we are always in the process of evaluating, using, maintaining, and replenishing the collection. 
  
• Book organization:
  
• Knowing the context, inside the school and beyond: chapters 1, 2, 3, 4
• Knowing the reasons for selection decisions: chapters 3, 4, 5 (also 12, 14, 15)
  
• Knowing how to select: chapters 6, 7, 8, 9, 16
  
• Knowing how to take care of the collection and use it best: chapters 10-16
• Knowing about special collection problems: 17
• This is the first book (in 10 years) that I've used that I feel can be read and applied immediately with very little interpretation.  It can even be used with chapters in sequence.
  

• More terms relating to the Collection:
• Collection program
• Collection analysis
• Collection mapping
  
• Collection development
  
• Collection management
• Book repair: A resource from Brodart
  
• Equipment maintenance and troubleshooting
• All misc. aspects of keeping the collection healthy and happy
• Acquisition
  
• Collection Evaluation: Where are the weaknesses in the collection? Comparing what you have to what you need
  
• Tools, methods
• Curriculum mapping compared to Collection mapping  (Loertscher, 1985)
• Use your automation system to generate profiles of different areas
• Many vendors will perform an evaluation for you online -- interpret with caution
• Comparison to relevant lists, formulas, recipes
• Circulation statistics
• Patron opinions
• Unfilled request log
• Weed replacements
• Actions:
• Weeding of things that no longer measure up
• Acquiring materials to fill gaps
• Identifying items that need maintenance
  
• Activity

Working with Criteria
Readings: Bishop 7 (General) and 8 (specific)
Blog entries: 13Feb08

• Preparation: Define "criteria" : what does text say? How is this defined elsewhere?
  
• Examples
• Choosing your own
• Relationship to rubrics
• Overall: synthesizing an informed opinion (what if some judgments are negative and others are positive?)
• What is the place of popular/social review as a Selection Tool?  How do criteria (personal? corporate?) figure into this? Example: Golden Compass, or any controversial topic
  
• Criteria and how they fit into selection policies  (Selection Policy Assignment)
• On top of everything you have program goals, which lead in part to ...
• ... Annual selection targets.
  
• Targets must have rationales.
• Program philosophy influences selection principles and criteria.
  
• General selection criteria: these apply to most items, regardless of format. These might be: currency; sturdiness; multicultural sensitivity; age appropriateness; etc.
• Make sure your criteria each indicate a positive quality.
  
• Specific criteria...
  
• Peer opportunity: what criteria are involved in writing a book review? How can you compare your criteria with a reviewer's criteria?
• The issue of meeting all versus some selection criteria
• In your Selection Policy, you list criteria.  In your Order, you demonstrate their application.
• Another take: Cohort7 blog, 17Jan08
  

• Morris 9

Clarifying Goals, Objectives, Criteria, Principles, Targets
This is confusing.  The bottom line is: I don't care what you call them, but we need to have a common language. 

Selection Principles  may be general and tend to be large, and can be the same from year to year. You also, however, must have something (perhaps call them Annual Selection Targets) that must be specific for THIS year.  For example:

• We will purchase materials that directly support the curriculum  (<--This is a Principle - appropriate every year. You will never "finish" this task.) 
  
• This year, we will focus on the area of science, purchasing materials that will support our new inquiry-based approach. (<--This is a one-year Annual Selection Target - a directive that helps you choose how to spend dollars in the current budget cycle.)

• We will purchase and maintain materials that are current.  (Explanation: you wouldn't use this as a Target, because it's too broad. But - you could use it as a "measuring stick" to help you choose FOR or AGAINST an item, as in: "This book on elections was published in 2004, and does not contain the outcome of the 2004 presidential election; therefore, it is not current enough for our needs.")

Pieces of a Selection Policy (SP)
References: sample selection policies; assignment description
Bishop 6
Blog entries: 12Feb08 | 15Feb08 |

• Policies overall: Bishop, and most organizations, view policies as formalized statements of what actions to take in given situations. In a media program, you should have many policies in place to direct many different activities.  Examples include Circulation Policies, Copyright Policies, Behavior Policies.  You could even have a Laminating Policy if you need one. Bishop visualizes all policies collected in one Policy & Procedures Manual. Whether you have a comprehensive manual or not, one of your most important policies is the Selection Policy.
  
• Preparation for this discussion might include: Find one or more sample selection policies on the web, and read it/them. And/or, study SPs from previous cohorts. Compare these policies to the Selection Policy assignment. You could also borrow one paper copy of a past selection policy -- some people like examples, others are limited by them - your choice. Remember that quality varies. Discuss with your group via email or phone.   Read about Selection Policy development in Bishop 6.
  
• Big idea: the SP describes how selection decisions are made for your collection program. Should be
• viewable by your learning community (MAF's opinion; this is perhaps controversial. Some feel it may "bait" people or provide ammunition for those who want to "pick a fight")
  
• democratically derived, administratively approved
• handy at all times
• applied actively during the selection process
  
• revisited each year for tweaking and fresh selection objectives/evaluation
• Anatomy
  
• Discuss examples found. Remember the pros and cons of using examples.
  
• Preparation for writing a SP includes: gathering sample pieces from elsewhere; thinking about your philosophy; negotiating with your group to come up with a compromised plan; writing/compiling.
• Citations/references: remember that you must give credit for each idea authored elsewhere using inline citations. Many of the resources you will use for this assignment don't fit APA very well.  Do your best. I am more concerned that you clearly indicate where ideas came from than if your style is perfect.
• Selection Policies are often seen as static documents, seldom changed, that govern selection procedures. While this may be true, it's my belief that they should be updated each year to check for viability and to include the current focus for spending dollars.  When persistent problems arise in management of a media program, always consider: Do we need a policy to prevent this problem?
  
• Discussion continues in Selection Policy Nitty Gritty.

Topic: Evaluating information
Preparation: Read one:
Fitzgerald, M.A. (1997). Misinformation on the Internet: Applying evaluation skills to online information. Emergency Librarian, 24 (3), 9-14. Available  fulltext through GALILEO, Academic Search Premier database.
Fitzgerald, M.A. (2000).  Critical thinking 101: The basics of evaluating information.  Knowledge Quest, 29 (2), 13-20.  Click here for a draft of this article that's close to what was printed - consider this optional follow-up reading.

Bishop 7

• http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article3182091.ece
  
• Fooled me! stories
• What did you find out about the Amero and oil in Ogden, Utah?
  
• Consider exercises: Riedling pp. 113, 116
  
• Reference Scenario: A high school student in your media center finds one of these articles on the Internet while doing research on a related topic.  You suspect that these articles are not true, but the student does not notice. Why do you suspect that they are bogus? What do you do to help the student? Find a computer and look one of these up:
• Nation's Leading Alarmists Excited About Bird Flu
  
• How to Tell if Your Head's About to Blow Up
Discuss how you would handle this dilemma, and make a list of strategies you might suggest to the student.
Debrief and summarize.

• How about Wikipedia? An example: Jalal Talabani

• Understand how it works
• Study revision history
• Look for credibility cues in the article
• Look for bias
  
• Cross-verify
  

• Never trust a commercial!  Many things are commercials!
  
• Links:
• Dog Island
• Republic of Molossia
• The Fisher-Price Airplane
• Dehydrated Water
• British Stick Insect Foundation
• Pacific Northwest Tree Octopus
• McWhortle Enterprises
• Google's PigeonRank
  
• LM-NET lesson plan by Suzette LaBelle with lots of sites

• Anatomy (from assignment)
• 1-page cover letter for parents and community members, explaining the purpose of your Selection Policy in layman language
• Clear statement of the school's mission (or slogan or Annual Yearly Progress goals)
  
• Media center philosophy and mission
• Selection Principles: these are general statements that govern how materials are selected. They should change little over the years.
  
• Annual Selection Targets: this year's foci for selection; rationales relating them to program goal(s) from PDEP and the School Mission.
  
• Responsibility - Who will perform the different roles required by selection?
• Selection criteria and explanations; these should indicate a desired positive quality.
• Copyright Policy (or Information Ethics section): describes services you offer in support of intellectual property rights and ethical information use.  Include the document or procedure used to disseminate copyright information annually.  Reference an authority that you can readily use as an information source. Address the ethical information behavior expected of your students. Do not duplicate copyright law here, but it is appropriate to provide references to it.
• Acceptable Use Policy (addresses how students use the Internet, clearly stating their responsibilities, parental permission, and consequences for infractions) [Blog post reference]
• Gift policy
  
• Weeding policy (or "Collection Evaluation Policy"): When and why will existing materials be discarded? How will this be done? (Specific discarding procedure should be spelled out.)
• Position on intellectual freedom, including your media center's position on Internet filtering [Blog post reference]
• Reconsideration Procedure for handling challenges.  This should include a form for challengers to fill out.
• References - use inline citations and a Reference list in APA format.
• Make sure to check the assignment for specifics, like the reflection component and packaging, etc.
  
• Readings: What questions do you have? Any disagreements? Onwards to application!
• Refer to the Collection Program Activities chart on Van Orden page 30 (available in WebCT6340/Resources).  Reading about Selection Procedures (Bishop, Chapter 6) gives you a concrete feel, taste, and overview for how the process plays out.   Bishop Chapter 12 (Evaluating the Collection) in some ways comes in the beginning.  You need to know weaknesses in your collection before you buy anything, because this informs your Program Goals and Annual Selection Targets.  Don't worry about the how-to's of evaluation right now; this chapter gives you the idea, any my bullets give the thumbnail version.
• Advice from Cohort 1
• Slides: another resource/organizer

Take advantage of examples! Share exemplars you've encountered.

Searching

Chad's Search Engine Presentation: see WebCT/6340/Resources

Read: Riedling 10; Riedling ex. pp 112, 115

Supplemental:
Gunn, H. (2005). Become a power Google user. Teacher-Librarian, 32 (5), 14-21. [Available fulltext in GALILEO.]
Curtis, A. & Dorner, D.G. (2005). Why federated search? Knowledge Quest 33 (3), 35-37. [Available fulltext in GALILEO.] Highly recommended!

Highlights and things you really must understand:

• Boolean Logic (see Chad's presentation)
  
• The basic and most useful GALILEO databases for your school-age group AND for professional education literature
• Google: Try Patrick Crispen's Google conference presentations.
  
• Hint: Use Google to search large websites.  For example, to find something in the universe of UGA, type "University of Georgia" plus the other terms you need into Google.  Works more consistently than onsite search engines.
• Have 2 other search engines in your repertoire -- one should be a MetaSearch engine. That's because not even Google covers half the Net yet.  Click for an interesting graphic representation.
  
• The Digital Natives and how they behave
  
• Fitzgerald's Facts about Searching: 1. No one knows enough about searching.  2. Most non-librarians think they know how to search. 3. The technology really is getting better for searching.  4. Eyes glaze over very quickly when you try to teach "how to search."
  
• Sample search
  
• What else?

We will not solve this problem today (or ever).  I want you to start thinking about the relevant issues, and begin to form a personal position.  I do not want to dictate this position for you, although I will probably be guilty of considerable bias. This topic is always current, hot, and relevant in the SLM field.
 

Reflection about Controversial Issues in School Library Media Materials
We won't share feelings on these issues.  Are some issues missing from the list?


• Readings: What questions do you have? Any disagreements? Onwards to application!
• What did you think about the reflection exercise?
• A placeholder for a perspective from children's literature (BF)
  
• Landmark case: Board of Education, Island Trees (NY) Union Free School District 26 v. Pico (1982) (Covered in ALA's Notable First Amendment Cases. ) Quick story: 1. School Board removed 9 books because "anti-American, anti-Christian, anti-Semitic, filthy." 2. Internal committee had recommended retention. 3. 5 students challenged removal, sued. 4. District Court supported BOE. 5. Appeal - US Court of Appeals remanded for trial. 6. US Supreme Court: 5-4 reversal. 7. To avoid trial, BOE returned books.
• Optional group activity: Case studies of Legal Cases (18 examples) - Groups (look for SLM censorship cases)
• Summarize your case - feel free to obtain more info if necessary
• Explain the original challenge (why was the material objectionable?)
• Using the selection policies represented (you will want a copy of your own), point out the procedure that would have circumvented the problem OR design a fix
• Current Cases and Issues

Slides: see WebCT/6340/Resources/Selection Policy.ppt
Interesting current cases?

Kristie M. took care of this topic for us. Her slides coming soon.

-------------

supplemental: read Morris 8 (pp. 318-320)

section refreshed 1-22-08

Consideration, budgeting, and acquisition, Part 1

Read: Bishop 9,  16

Supplemental:

• Wasman, 1998, chap 14 
• Dickinson, G. (2004). Budgeting: As easy as 1-2-3. Library Media Connection, March, p. 14. (Available in GALILEO.)

Class Discussion

Transforming budgeted dollars to materials on your shelves: also known as responsible shopping with taxpayers' money.  Ask lots of questions to make this interactive.

Step 1: Budgeting (see WebCT for PowerPoint)(this has a couple of dated elements but there is nothing wrong in it)

Lisa Delgado's presentation

Step 2: Setting up a Consideration File

Discuss: the pros and cons of using a vendor site instead of a consideration file

Intro to Final Project

• Remember that you can do this project alone - without a group.
• What might the first steps be?

-----------------------

State budget categories - Lisa D.

Class Discussion:

• Steps 1 and 2 are above
  
• Step 3: Ordering

• Remember that there is usually some procedure you must follow to get a fundraiser of any kind approved -- often well in advance of the event.
• Book Fairs are probably the most common SLMC fundraiser. Keep up-to-date by talking to your colleagues about the current best companies, best deals, easiest set ups, and foxy strategies for ethically coming out ahead.  Try not to feel under pressure to do these just to do them. It is not a formal responsibility, but instead a strategy for accomplishing goals.
  
• Remember that fundraisers should
• be learning experiences for kids
• not exploit kids
• not detract from the SLMP mission, nor distract from your work more than a limited amount of time
• Collect cool fundraiser ideas from your colleagues.
  
• Recently at my church a call went out for members to purchase one children's book for our adopted school.  The SLMS provided a list of suggestions.  On the appointed day, approximately 50 new books were collected.  I think this is a fun, no-overhead, high ROI project that really benefited all who participated.
  
• Some folks find one good fundraiser and use it as a tradition every year.  Others like to try a variety of methods.
• And then there's grantwriting.
  
• Good resource: Supplementing your Media Center Budget, by Tracey, Bruce, Amanda, Charmaine
• Bishop's chapter is a comprehensive treatment of this topic.
  

• My summary: Just Do It.  You will meet people (even SLMSs!) who are reluctant to weed.
• What about quotas?
  
• Physical disposition: what are some methods of physically removing the items? This is important, believe it or not.
• Relationship between funding and weeding.  Should you weed more in good funding years?
• Out-of-date information (like Oscar Award lists that end ten years ago) versus wrong information (like new scientific discoveries that change known facts)
• Issue transformations: like stereotypes not noticed years ago; old resources that address currently hot topics without all the updated perspectives (like the older topic of cloning and its relationship to stem cell research)
  
• There are many tools out there, like copyright-based weeding guides that help you de-select old books according to Dewey classification

Reference instruction
Read:

• all Riedling exercises
  
• IP 4-5

Discussion:
AASL Standards say these are the minimal ("acceptable") competencies you need:

• Candidates model strategies to locate, evaluate and use information for specific purposes.
• Candidates adhere to and communicate legal and ethical policies.
• Candidates facilitate access to information in print, non-print, and electronic formats.
• Candidates design library media instruction that assesses learner needs, instructional methodologies, and information processes to assure that each is integral to information skills instruction.
• Information skills instruction is based on student interests and learning needs and is linked to student achievement.

• How to find it ("it" can be just about anything!)
  
• A tremendous repertoire of likely sources for your client base (considering ages, typical interests, and curriculum topics) and their key characteristics
  
• Top Ten: encyclopedia, dictionary, almanac, atlas.  Cohort 5 mentioned: thesauri; Guinness Book of World Records; subject encyclopedias (especially science); Famous First Facts; Contemporary Authors
  
• What are some items on the Capstone Review Guide that fit into this category?
• Brainstorm a list (audience participation here!)
• How to find out what the patron wants to know (reference interviewing)
• How to prevent plagiarism: setting up structures to prevent as much as possible; teaching information ethics; teaching reasonable and attractive alternatives
  

The media center is quiet with only a few students working individually.  Joey, a 3rd grader, comes into the media center and heads straight for the encyclopedia shelf.  He runs his finger over the spines and finally pulls out the "T" volume.  He opens the book at the beginning, and starts turning page by page, often stopping to glance at a picture and caption.  Wondering about his purpose for visiting the media center, you approach him and say: "Hi Joey - what are you up to today?" He says: "Mrs. Smith said I was wiggling too much, and she sent me down here to do a report on turtles.  I like turtles."  He turns back to the volume and continues turning the pages.  What, if anything, would you do?

Class discussion: four cases from Riedling, 1st ed.  I will provide paper copies for class.

Reference Instruction/interviews presentation (Beth F., spring 2008): in WebCT/6340/Resources.

More reading:
Willingham, K. (2007). Internship Log, excerpts. Used with permission.

Section refreshed 1-22-08

Working with Digital Natives

Suggested Readings:
Abram, S. (2006).  Millenials: Deal With Them!  Texas Library Journal, v. 82. View a PDF here.
(a version of this piece is also printed in School Library Media Activities Monthly.
Doug Johnson's presentation handouts:  Schools and Libraries for the Net Generation
Another good reference:  Many interesting reports available at the Pew Internet and American Life Project.

Digital Natives, Electronic Resources, and The Stuff in the Middle

Digital natives ...

• expect control
• expect instanteous interactivy
• are not passive
• think email is old-fashioned and that IM is better
• multi-task
• enjoy independent discovery
• may not enjoy step-by-step and linear progression (because they grew up with hyperlinks)

Topic: Reference interviews
Read: Riedling 9
Highlights:

• Types of reference interviews
• Basic interview skills
• Things to find out from the patron
• Skills you need to have

Selection Tools
Readings:  Bishop 6

• Preparation: Find out what a "selection tool" is (definition).  Borrow, check out, bring, or be able to demonstrate ONE example. Don't worry about duplication.  We will show-and-tell.  We promise that all will be returned (if borrowed) promptly and unharmed!  (Hint: some may be the same as review sources, or contain reviews, but don't have to.)
• Read about Bibliographies: Riedling 3
  
• So, what IS a selection tool?
• Spend up to 30 minutes sharing titles: title, how to get it, what it's good for
• Last year's list: vendor catalogs; text supplemental resource lists; School Library Journal; Bookbag; Miami topical children's lit site; A to Zoo; Multimedia Schools; guysread.com; Amazon; HW Wilson Children's Catalog and bibliographies for other grade levels; School Libraries Media Activities Monthly; Media & Methods; EBSCO periodical catalog; teacher recommendations; student recommendations; Georgia Children's Book Awards list of winners and nominees; Booklinks; Booklist.
  
• Make sure you know these: award lists (especially ALA); Booklist; SLJ; Children's Catalog; Books in Print
• For thought: Are reviews infallible?  Are reviews created for all books published?  Answers
• Cohort 6's Selection Tools:
  Follett online resources – Titlewave
  School Library Journal
  Curriculum Connections from SLJ
  Beyond picture books
  Children’s Catalog – H. W. Wilson
  Bookwire.com – book industry news and reviews with author interviews (free)
  International reading association – Choices (reading.org)
  Horn Book online and print
  Booklist (print)
  School library media specialists (eduscapes)
  Best of ALA top ten teens list
  Senior High School Library Catalog – H. W. Wilson
  Alan online ($20 a year)
  School faculty requests
  LM_NET listserv
  Publishers Weekly online (fee based) – has forecasts of future releases
  Bookmarks periodical
  English Journal – National Council of Teachers of English – has subject specific bibliographies
  What’s new in young adult literature – BERS?
  Book Index (GALILEO)
  Carol Hurst online
  Yabookscentral.com
  Guysread.com
  YALSA booklists
  Bound to Stay Bound
  Bookbags periodical
• Cohort 7's Selection Tools:

• Crayon box diversity
• What kinds of diversity should we include in our consideration?
• Problem: under-representation. Interesting stats: Children's Books by and about People of Color Published in the United States from the Cooperative Children's Book Center, School of Education, University of Wisconsin-Madison
• What are the media specialist's responsibilites regarding diversity?
• How can media specialists effectively address diversity?
• Key issue: access and barriers to access
• To be certified, you must take a basic exceptionalities course (like SPED 2000; certified teachers have already satisfied this requirement).  It's frightening to think that you must be prepared to handle all the different kinds of disabilities there are. Let the teachers who work with special children help you; collaborate with them. It's a good strategy in general: any time you have a challenge with a particular child, talk to his/her teacher for help in working with him/her.  You will learn a lot this way.  However, you are not expected to have anywhere near the level of expertise that a special ed teacher has.
• IME's relating to diversity were ...
• How might the current state and national debate over illegal immigrants affect schools and media centers?
  
• Accommodations for all your school's diversities should infuse your Selection Policy and Orders.
• Assistive technology is...
• People resources here include...
• See also: Cohort7 Blog, 14Jan08.
  

• Reference materials tend to cost a lot.  The more money you spend, the longer your deliberation and the stronger your justification should be.
• When is it reference and when is it nonfiction?
• Shelving, circulating, and managing reference materials (we talked about circulating encyclopedias)
• Riedling exercises on 111, 114

• What might some of these be?
• Main idea: you are responsible to linking to resources beyond your MC walls.  What might some strategies be? (Your catalog is one...)
• GALILEO (often in danger of being lost due to under-use in the K-12 arena); handout from UGA librarians
  
• Web, of course
• Don't forget human resources...
• ...and other libraries (in-system; public; academic)
• ...and local institutions like museums and zoos, which often have educational missions and departments or personnel
• Organizing all of this
  

• You must inform teachers formally every year; document. Recommended: provide a brochure or other small handout; perhaps introduce orally in a faculty meeting; get their sign-off each year.  Include this procedure in your selection policy under copyright.  Have a good primer on hand.  Always be prepared to provide more information to staff members, and to research any copyright question. Some may be too complex, and need to be referred to your system support person.
  
• Key idea: "fair use"
  
• Highlights of above. Jefferson County checklist is highly useful.
  
• Know what rights you're buying
• Keep abreast by reading - expect annual changes. Useful readings, meetings include ...

• Has each team member studied the basics of the project (assignment, background literature, etc.) so that everyone is starting on the same page?
• Are tasks clearly delegated?
  
• Is the workload equitable? [Heavy burdens are typically born by a). the school liaison team member; and b). the "compiler", and c). the "whip"/team leader/project manager. Distribute these tasks if possible, and/or give them weight when distributing tasks.]
• Does the team have a unified vision?
• Is the team efficient in using time?
  
• Is there active compromising?
• Do team members help each other? (Especially in light of life challenges?)
• Is everyone diligent in completing their portion? according to consensus deadlines? do we trust each others' level of commitment?
  
• Is there consensus about standards of excellence (perfect? excellent? well enough to get by?)
  
• Does the team have a system for long-distance collaborative work? (Some teams have been able to avoid extra meetings through extensive use of telecommunications and online tools, including synchronous online work and conference calling.)
  
• Does the team have a communication system that consistently reaches everyone?
• Does everyone recognize that class f2f group time (while necessary) is insufficient to accomplish the task?
• Is everyone on the team committed to reviewing the entire project to make sure it fits together logically, AND to ensure that each team member gains the KSA* involved in the project?
• Does everyone acknowledge that what is possible for some may not be possible for all? For example: some team members may not have access to online tools 24/7 (perhaps due to job restrictions).
  
• Is the team willing to "try again?" A team may have difficulty on the first try and evolve into smoother function in subsequent projects.