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Garrett Earl Edmunds, Jr. 3103 Meadowsweet Trail Snellville, GA 30078 404-630-8871 geedmundsjr@gmail.com earl_edmunds@gwinnett.k12.ga.us Websites: http://edmunds.uga.slm.googlepages.com Summary of Qualifications: Experienced educator with excellent curriculum planning and teaching skills. Desire to serve others and learn new skills as a media specialist. Proficient with many computer programs, email and Internet. Strong analytical and problem solving skills, combined with the ability to coordinate the efforts of many to meet organizational goals. Productive and possesses efficient work habits without supervision. Professional Experience: Strong educational background Additional supervisory and training experience Experience: 2005-Present Snellville Middle School Snellville, GA Special Education Teacher Teacher
2000-2003 Thomson Middle School Thomson, GA Special Education Teacher
1999-2000 Rome Middle School Rome, GA OASIS Teacher OASIS - Over Age Students In School
1997-1999 Aramark Campus Dining Rome, GA Assistant Food Service Director
·Handled customer complaint and requests. ·Planned and organized events including booking, set up, and break down. ·Completed inventory and payroll using an Excel spreadsheet. ·Created work schedules.
Education: 2007-2009 University of Georgia Gwinnett Campus
· Masters of Education in Instructional Technology: School Library Media · Passed GACE on 1/10/09 · Recipient of the 2008 Goen-Sloan Scholarship from Georgia Association of Instructional Technology. · Created exemplary power point presentation on censorship and Internet filters used by professor in entry-level classes.
1992–1997 Shorter College Rome, GA
· B.S., Middle Grades Education, Concentration in Science · Dean’s List · Senior Man of the Year · Student Government Vice-President · Zeta Rho Fraternity Parliamentarian/Chaplain · Student manager in campus dining hall.
Service: Deacon at Mt. Zion Baptist Church, Snellville, Georgia. Media committee member at Snellville Middle School. Snellville Middle School.Reader's Rally coach. Media Festival volunteer for 2009-2010 school year. Snellville Middle School literacy team member. Member of Professional Association of Georgia Educators (PAGE) Member of Georgia Library Media Association (GLMA) Member of Georgia Association for Instructional Technology, Inc. (GAIT)
References: Professional references available upon request.
Program of Study: EDIT 6170 EDIT 6380 EDIT 6300 EDIT 6400 EDIT 6320 EDIT 6900 EDIT 6340 EDIT 7460 EDIT 6360 LLED 6310 TRAN A - Teaching Children with Emotional Behavior Disorders TRAN B - Collaborative Practices in the Classroom.
Autobiography:
I graduated from Shorter College in 1997 with a degree in Middle Grades Education. However, I doubted my skills as a teacher and decided to take a job in the food service industry. Almost as soon as I started on this career path I felt unrewarded and a calling to go into teaching. I began to search for a teaching position after a year in food service.
My first teaching position was at Rome Middle School (Rome, Georgia) in an OASIS class. OASIS is an acronym for Over Age Students In School. This was a tough assignment that taught me that teaching is nothing like what I was taught in college. For the most part, the students were smart, but uninterested in education. Most of their education came from the streets.
My next teaching position was teaching students in the Interrelated Special Education program at Thomson Middle School in Thomson, Georgia. This was a very rewarding experience and a little less stressful than my first assignment. The three years I spent in Thomson gave me valuable experience that helped mold me into the teacher I am today. Within this three years I got married. By the end of the three years my wife and I felt led to move to the Gwinnett County area.
Since moving to this area in 2004 I have taught in two schools. I taught at Oak Hill Elementary in Covington from 2004-2006 as an EIP teacher and a 4th grade teacher. In order to be closer to home I began teaching at Snellville Middle School in 2006. I was a 6th grade Interrelated Special Education teacher until 2008. I am currently a teacher of students with Moderate Intellectual Disablities. This is a very rewarding and challenging experience that gives me another new aspect of education.
Unique Characteristics:
One unique characteristic is that I have a wide variety of experience in the field of education. This past experience has given me the chance to become a better teacher by changing those things I did wrong and working on those things I need to improve upon.
Another unique characteristic is my background in business. This experience helps me skills to have a better grasp on the business side of running a media center. Things such as budget, ordering and inventory.
Vision and Philosophy: I want to provide information/knowledge to all people through the use of all available forms of media. I want to teach people how to access the appropriate type of media in order to discover what they need. My vision is to help all those who enter the media center to tap into its potential so they can reach their potential.
Reading is a very important part of being a media specialist, also. Every student should be involved in reading at some level everyday; it is essential to learning. All subjects require students to read to obtain information. Students have to read textbooks, notes from the board, and information from websites and stories. A student can use a computer to write a paper, but if he or she cannnot read how will he or she get the information to write the paper? Reading opens up doors to endless possibilities for students. I am reminded of the Proverb: “Give a person a fish, and they will eat for a day. Teach a person to fish, and they will never be hungry again.” To apply that to reading, “Teach a person to read, and they will never stop learning.”
Work Experience: included in the resume and autobiography.
Life Goals:
My next career goal is to obtain a position as a media specialist in an elementary or a middle school as soon as possible. After obtaining a position as media specialist, I have the goal of being a successful media specialist who is progressive and open minded.
Until I get that media specialist position I have three main career goals. The first goal is to stay up to date with technology, the current trends of media centers and the current children and adolescent books. My second goal is to actively seek out media specialist jobs. And, my third goal is be an excellent teacher in the position I am currently in.
My other goals consist of personal and spiritual matters such as growing in my Christian faith and becoming the best husband and father I can be. I do not feel these goals are relevant to this portfolio.
Program goals/objectives: 1. How to integrate technology into the media center. 2. Understand the jobs of a media specialist. 3. To be open-minded and minimize censorship. 4. How to help others obtain the information/knowledge they are seeking.
How program goals/objectives have been met: 1. Not only have we learned about technology and 2.0 tools we have been required to use these tools. Working with these tools have given us the knowledge of how to use them and integrate them into the educational setting as well as the media center. 2. The various jobs have been discussed in many ways. Guest speakers have given insight on jobs that are not easily observed. The internship has allowed me to experience many of these jobs first hand. 3. I like to think I'm open minded. It is sometimes difficult to be open-minded about certain subjects. However, I have changed my stance on censorship and Internet filters many times since I began this program. I see that censorship is all around seek to do my best to minimize it to level approved by the school system. 4. The internship has allowed me to help others obtain the information they are seeking. An understanding of the various forms of media and how to search has also helped me in this area.
How program has prepared me for my future:
This program has prepared me by giving me vast experience in Instructional Technology and School Library Media. I have been given the tools to be a successful media specialist. Now it is up to me to use these tools. I do not expect to remember everything I have learned throughout these two years. However, I have great resources by the way of my projects, textbooks and colleagues.
AASL Standards:
Standard 1: Use of Information and Ideas
Standard 2: Teaching and Learning
Standard 3: Collaboration and Leadership
Standard 4: Program Administration
Big Eight Assessments:
1. Order Project (EDIT 6340)
Order Project EDIT 6340
Anne Marie Schleier Earl Edmunds
University of Georgia
May 1, 2008 Annual Selection Target Goal: Obsolete books will be carefully weeded from the media center collection to provide the best resources for student reading and research (T. Thomas, personal communication, November 13, 2007). “Develop and direct a continuous development and evaluation process” that supports the school’s values by providing “quality” resources for “quality instructional strategies.” (SMS, 2007; AASL & AECT, 1998, p. 91) Objective 1: Weed obsolete books and replace the titles or enhance materials in the 700’s, the Arts. Evaluation: Follett’s Titlewave Collection Analysis report tool. Objective 2: Weed obsolete books and replace the titles or enhance materials in the 900’s, Geography & History. Evaluation: Follett’s Titlewave Collection Analysis report tool.
Annual Selection Rationale The main reasons the library needs to build up these areas of the collection is to support the curriculum and student learning, uphold the Media Center Philosophy: “He or she will do ongoing assessment for improvement of the library media program and the needs of the school” (Edmunds and Schleier, 2007) meet SACS requirements “With our number of students, we are required by SACS to have 15,000 books” (T. Thomas, personal communication), and advocate school’s values: “The educational team . . . will provide diverse learning opportunities that motivate, engage, and challenge students in a well-rounded educational program” (“Vision, Mission, and Values”, 2007). Connection: MC Philosophy, Connection: School Mission The students require the most current and relevant materials to increase information literacy and their achievement. To achieve this, the SLMS discusses with teachers daily on how the library resources can enhance the curriculum (Edmunds & Schleier, 2007, p. 3). The school’s values support developing collaborative relationships among educators (SMS, 2007). In close collaboration with teachers, administrators, and others the SLMS takes a leading role in the ongoing acquisition, updating, and expansion of library materials to support curricular and other learning needs (AASL & AECT, 1998, p. 110). The SLMS must expand the library collection to provide students with the resources to excel in their studies and increase their information literacy and print literacy. Connection: Student learning The SLMS will do ongoing assessment for improvement of the library media program and the needs of the school (Edmunds & Schleier, 2007, p. 3). The library’s collection reflects the developmental, cultural, and learning needs of all students (AASL & AECT, 1998, p. 90). The process of carefully evaluating the media collection to remove outdated and unused materials is as important as the process of selection. The media specialist is responsible for the weeding of the collection, the criteria for weeding materials, and what is done with weeded materials (Edmunds & Schleier, 2008, p. 7). The SLMS and media committee are responsible for the selecting additional materials to the library collection. According to the MC Selection Policy, “In selecting materials for purchase for the library media center, the School Media Committee will evaluate collection and the curriculum needs and the Media Specialist will consult reputable, professionally prepared selection aids and other appropriate sources. The School Media Committee and Media Specialist will use the Selection Principles and Criteria when selecting media material” (Edmunds and Schleier, 2008, p. 6) Collaboration with Media Committee, Selection Responsibility Weeding and replenishing the Arts section and Geography & History section is important to improve the collection. Since the library began in the 1970’s, we are rotating concentrating on each section to enhance the curriculum by weeding and replacing the titles (Edmunds & Schleier, 2007, p. 9). This year, we are focusing on these two sections. The 700’s and 900’s are the most frequently circulated sections. Also, students refer to these sections the most for research. Plus, the amount of books in these sections is inadequate for the students’ need. For accurate and current information needed in student research, the average age of books in these sections must be more up-to-date. According to the selection criteria, the SLMS will decide which books have become obsolete and use the budgeted money to replace them. Another issue supporting this goal is the SACS requirement of having 15,000 books in this size of a school. According to the records, we have 15,321 books; and therefore, must use caution when weeding and buying more books. Connection: PDEP Goal The school’s vision advocates a well-rounded educational program (SMS, 2007). A well-rounded educational program tries to overcome barriers to information access, including fiscal limitations and threats to intellectual freedom (Bishop, 2007, p. 2). The library program supports intellectual freedom as outlined in the First Amendment of the Constitution of the United States and American Library Association (ALA) Library Bill of Rights (Edmunds & Schleier, 2008, p. 13). SLMS is a leader in meeting the school’s responsibility to provide resources and services that represent diverse points of view and that support and extend the curriculum with current, wide-ranging information (AASL & AECT, 1998, p. 92). All of the materials selected according to all of the above. Legal/ethical codes, Intellectual freedom
Order List Please find the Order List at http://amschleier.googlepages.com/orderproject The SLMS uses the Selection Policies and Selection Criteria to chose the library materials that are appropriate for this annual selection target. These are available at the following link. http://amschleier.googlepages.com/SelectionPolicypaper.doc Multiple Formats, Money Management, Money Spent
Presentation for Media Committee
Processing Checklist 1. Attend department meetings to listen to what teachers will need for next year. 2. Collaborate with teachers and make a list of materials needed. 3. Request a wish list from teachers 4. Add requested materials to consideration file. 5. Run the average age report of books in selected section. 6. Weed out obsolete books. 7. Look at vendors websites/catalogs to find books to replace the weeded books. 8. Search the 100% Educational Videos and Library Video Company websites for A/V ideas. 9. Read reviews for each item and make sure each satisfies Selection Criteria. 10. Make list of materials ordered from each vendor. 11. Add the processing and label fees. 12. Email teachers when their requests have come in. Display new books in displays. Procedures, Materials are Promoted References American Association of School Librarians, & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association. Bishop, K. (2007). The collection program in schools: Concepts, practices, and information sources (4th ed.). Westport, CN: Libraries Unlimited. Edmunds, E. & Schleier, A. M. (2008). Selection Policy. Edmunds, E. & Schleier, A. M. (2007). Media Center Philosophy. Program Development Plan. p. 3 Edmunds, E. & Schleier, A. M. (2007). Know Weaknesses. Program Development and Evaluation Plan. p. 9 “Vision, Mission, and Values Statement.” Snellville Middle School. (2007, October 10) Retrieved October 10, 2007: http://www.gwinnett.k12.ga.us/SnellvilleMS/ sms_vision_mission_and_values.htm Rubric
2. Collaborative Unit (EDIT 6360) Teachers: Earl Edmunds Grade: 6th Subject Area: Science Unit: Water Pollution Dates Taught: 4/14-18/08 Name of textbook used (if none, state “none”): Earth Science by Glencoe
Unit goal(s):
Effects of water pollution on the environment. How to prevent and clean up pollution.
Research unit: yes_X_ no____
Content area learning goals:
How do humans contribute to water pollution? What is the difference between point source and nonpoint source pollution?
Curriculum standards met:
S6E3 Students will recognize the significant role of water in earth processes. a. Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice. b. Relate various atmospheric conditions to stages of the water cycle. c. Describe the composition, location, and subsurface topography of the world's oceans. d. Explain the causes of waves, currents, and tides.
Information literacy standards met:
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