Selection Policy Draft Assignment

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Selection Policy Draft
Preferred mode: Team with one individual piece
Value: 10 points

Updated 1-2-2010

A menu of all related items can be found in Netvibes, eLC, and on this slide

Purpose

This assignment provides an early feedback opportunity for one of the two large products required in this course. The rationale for this assignment and full explanation for each of the three components are given in the Selection Policy Assignment description.

In this exercise, you will work as a group to construct two necessary components of a selection policy, and reflect as an individual upon your own stance regarding intellectual freedom. Full credit is given for complete assignments, along with qualitative formative feedback. We expect you to apply this feedback in your completed Selection Policy.

Task
First, you should read the entire Selection Policy Assignment for context.
Create a group of two to three people. Collaboratively, construct these essential components of a Selection Policy:

Selection Principles (these do not change much from year to year)
Selection Criteria
Annual Selection Targets

Restate the School Mission
Base on Program Goals from PDEP
These Targets very likely change every year.
Accompany with Rationales that tie Target to Program goals (PDEP), School Mission, and student achievement. Rather than an actual link back to your PDEP, simply restate just enough of the goal to convey the idea.
Targets should clearly indicate the kinds of things to be purchased.
Develop one or more for this Draft. The most reasonable practice is to develop Targets corresponding with your full PDEP - because this is what you will do on the job. In your Final Order this semester, you will design an order to satisfy a single substantial Target. if you only develop one, choose one that is "big" enough to require $2500 or so.

Second (or parallel to the tasks above), reflect deeply about the principles of intellectual freedom. The Selection Policy requires you to state your position as a team. While you will eventually negotiate this position within your team, it is helpful to take time to think this through for yourself first. You may adopt AASL's position or ALA's position (AASL/ALA, 1998), adapt, combine, or reject them and replace with a statement of your own. Write out your position, citing any material you borrow. Most important, include your reasoning.

To clarify, each team member will submit a separate intellectual freedom statement. You may ask for confidentiality regarding this statement if you wish. It need not be that personal, but you have this option if you need it.

Tips and Advice

Format

This assignment need not be posted to your Assignment Page.
Group portion: post your assignment in this Google Form - one per team. No other documents required.
Individual portion: post your assignment in this Google Form - one per person. You have the option of pasting your entire statement in the form, or providing a link to a Google Document.

Evaluation Checklist

Group members:
Component	Value	Your assessment	MAF's Assessment
Selection Principles listed	1
Annual Selection Target(s) with Rationale(s) provided	2
Rationale(s) link to School Mission	1
Rationale(s) refer to PDEP Goal(s)	1
Selection Criteria listed	1
Individual: Intellectual Freedom Statement	4
Total

References
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Update log: 1-1-2010: created two forms, to replace dropboxes. Overall brush-up.
1/14/09: added bread crumb trail. 1/5/09: revised for 2009.
2/15: refined after grading complete for spr08. Updated 1-2-08; created on 12-11-06

http://it.coe.uga.edu/~mfitzger/6340/selection-policy-draft.html

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