TO: Principal FROM: Kelly Taylor DATE: November 8, 2012 RE: Library Media Program Evaluation Using the

GA DOE 2012 Library Media Program Self-Evaluation Rubric, I conducted an evaluation of our program. The target indicators and levels of proficiency reached by our school program are listed below. I have also created a list of action steps for some of the indicators so that we can further improve our program. Levels of proficiency as measured by this rubric are Basic, Proficient, and Exemplary.

Target Indicators And Categories

Category 1 - Student Achievement and Instruction

Level of Proficiency Reached by Library

1. Information Literacy Standards are integrated Exemplary into content instruction The library media program fosters critical (Information Power; Principle 2; Pg. 58) thinking skills and independent inquiry so AASL Standards for the 21st-Century Learner students can learn to choose reliable are integrated into content instruction. information and become proactive and thoughtful users of information and resources. The Library Media Specialist and classroom teacher collaborate using CCGPS and GPS to plan and teach the units of study. The library media program uses the AASL standards to help shape the learning of students in the school 2. Collaborative planning includes both the Exemplary Library Media Specialists and teachers to The Library Media Specialist actively plans with ensure use of library media center resources and encourages every teacher to participate in that support on-going classroom instruction and the design of instruction. Learning strategies implementation of state curriculum and the and activities for all students are designed with GPS and CCGPS. all teachers who are willing to plan (IFBD 160-4-4-.01) collaboratively. All students with diverse learning styles, abilities, and needs are included in collaborative plans. 3. Professional library media staff are engaged Proficient in active teaching role/s. The Library Media Specialist and teachers plan (Information Power; and teach collaboratively so that the library Principle 4, p. 58) media program is an extension of classroom instruction. 4. The library media center resources Exemplary encourage and support reading, viewing, and The library media center is a critical element in listening. the schools reading program. The library media (Information Power; program meets the needs of both the Principle 6, p. 58) reading/language arts curriculum and

recreational reading. 5. Services are provided to students who have Proficient diverse learning abilities, styles, and needs. The library media staff selects resources and (Information Power; Principle 7, informs teachers of these resources with p. 58) recommendations to support students diverse learning abilities and styles. 6. Student achievement is routinely assessed. Proficient (A Planning Guide for Information Power; p. 36) Together the teacher and Library Media Specialist develop a rubric(s) or another effective means for assessing student achievement. Category 2 - Staffing 7a. If less than base size: A school system shall Proficient provide no less than half-time services of a A full-time Library Media Specialist is employed Library Media Specialist for each school less and is not shared at any other time with other than base size and shall provide adult areas in the school nor does he/she provide supervision in the library media center for the services outside the library media center. Adult entire instructional day. supervision by certified personnel is available Base Size definition defined by unweighted for the entire day. FTE: Grades K-5: 450 Grades 6-8: 624 Grades 9-12: 970 7b. If base size or larger: A school system shall Basic employ a full-time Library Media Specialist for In compliance with state board rule, but the each base size school or larger. Library Media Specialist may be required to (Base size defined by unweighted FTE: K-5, perform other duties on a daily or frequent 450; 6-8, 624; 9-12, 970) basis. (CGB, 160-5-1-.22) Category 3 - Facilities, Access, and Resources 8. There shall be a plan for flexibly scheduled library media center access for students and teachers in groups or as individuals simultaneously throughout each instructional day. Accessibility shall refer to the facility, the staff, and the resources and shall be based on instructional need. (IFBD 160-4-4-.01) 9. School library media center square footage requirements based on FTE. (Square Footage Requirements for Use in Developing the Local Facilities Plans) Exemplary Flexible scheduling is maintained allowing full participation of teachers and the Library Media Specialist in collaborative planning and allowing students to come to the library media center at any time. The library media center is available both before and after school. Some evening hours may be scheduled for instructional needs of students and families. Exemplary Based on FTE, the library media center exceeds minimum square footage requirements and is large enough to accommodate large and small groups and individuals working simultaneously. Shelving, storage areas, and electric wiring meet the needs of the collection. In addition, production and presentation space

is available. Students with special needs are easily accommodated in the Library Media Center. 10. Streaming video is used throughout the Proficient school to support the curriculum. Interactive Streaming video is used on a regular basis to whiteboards and computers are used for support the curriculum. teaching and learning throughout the school. The school has several white boards located A central electronic media distribution system is throughout the building and used on a frequent also available. basis. (Square Footage Requirements for Use in Electronic distribution system meets state Developing the Local Facilities Plans) requirements. 11. Print and non-print resources and access to Exemplary online information are basic to a library media Print and non-print resources, including program. A school network is effective for subscription databases, access to the Internet, delivering media resources to the classroom and other library media center resources are and beyond. Multiple computers are available available on a LAN throughout the school. for student access to online resources that Some library media center resources are enhance instruction. accessible via Internet access outside the (FY02 Computers in the Classroom Technology school. Students use library media center Project - A Georgia Lottery Grant) technology independently for extended projects and information retrieval. 12. All library media resources are managed for Exemplary maximum efficient use. The library media The OPAC is available on a LAN throughout center has an electronic online public access the school. All resources are recorded in MARC catalog (OPAC). Funds for acquisition of format so that access is available on the LAN computers are utilized to implement the and weeding of out-of-date materials can be goals/objectives set forth in the State timely. The OPAC is up-to-date and reflects the Technology Plan 2007-2012 or in the System library media center holdings. Some library Comprehensive School Improvement Plan. media center resources are accessible via (FY02 Computers in the Classroom Technology Internet access outside the school. Project - A Georgia Lottery Grant) 13. One of the national educational technology Proficient goals states: Effective and engaging software Instruction and promotion of GALILEO will be in and on-line resources will be an integral part of an organized manner and conducted on a every schools curriculum. The GALILEO frequent basis. Students, faculty, and staff will Virtual Library provides Georgia students and be given instruction and professional teachers access to exceptional on-line development in the use of GALILEO. resources at no cost to the local school district. . Category 4 - Administrative Support 14. The local system superintendent shall Exemplary appoint a system media contact person The SMCP maintains communication among (SMCP) to serve as a liaison to the department. Library Media Specialists in the district. District (IFBD, 160-4-4.-.01 ) level administrators facilitate the communication among the SMCP, Library Media Specialists, and themselves. The SMCP understands the role of the Library Media Specialist and encourages opportunities for Library Media Specialists to meet regularly. The

district encourages links on school and district websites for library media center announcements and services. 15. Administrative staff support at both the Exemplary school and district levels is essential for the The school principal and district administrators development of a strong library media program. take a leadership role in encouraging teachers (Information Power; Principle 4, p. 100) to integrate library media resources into the curriculum, fostering a climate of collaboration and inquiry, encouraging the Library Media Specialist to be knowledgeable about current educational trends, promoting occasional visits to exemplary programs, and providing budgetary support. 16. Each local board of education shall adopt a Exemplary library media policy that provides for the A library media advisory committee is effective establishment of a media committee at the in the development of library media policy, e.g., system level and at each school. A library budget development, acquisition of resources, media committee makes recommendations and and reconsideration of materials. This policy, decisions relating to planning, operation, which may be the media/technology plan in evaluation, and improvement of the library some schools, is the basis of operation for media program. This committee shall annually actions of the advisory committee, the library evaluate library media services and develop a media staff, and administration. It is evaluated, multi-year media plan for budget services and reviewed, and updated annually. priorities. (IFBD, 160-4-4.-.01) 17. Local Board approved library media policy Proficient is current. This policy requires development of A library media policy exists is implemented procedures for the school system and for consistently. The Library Media Specialist selecting materials locally, handling requests recommends periodic revisions. for reconsideration of materials, considering gifts of instructional resources, using nonschool owned materials, and complying with the copyright law. (IFBD, 160-4-4.-.01) 18. Each local school system shall spend 100 Exemplary percent of the funds designated for library The Library Media Specialist, with guidance media center costs.(O.C.G.A. 20-2-167) from the library media advisory committee, is a partner with school and district administrators in planning the media budget. Long-range strategic planning and supplemental funding plans are made cooperatively, and can include bond issues, grants, school fundraising, and business partnerships to supplement the budget. Category 5 - Staff Development 19. Staff development opportunities are available both for the library media staff to enhance their own professional knowledge and for the library media staff to provide information Exemplary Library Media Specialist continually seeks to enhance his/her professional, particularly technology, skills. The Library Media Specialist,

and technology literacy skills to other teachers when funding permits, also participates and administrative staff. Professional resources annually in state or national conferences. The and services for all faculty members are Library Media Specialist is included in planning provided in the library media center for the the staff development program for the school "learning community". staff and assists in teaching and organizing (Information Power; Principle 8, p. 100) sessions. The Library Media Specialist is recognized as a master teacher and provides staff development options beyond routine planning, e.g., providing a formal needs assessment to determine staff development needs of the faculty and designing formal courses to address those needs. The Library Media Specialist draws on professional resources both at the local and district levels and online to provide individual assistance to teachers using technology and designing curriculum. The Library Media Specialist may also assist the teacher in his/her graduate research and secure professional resources for them through interlibrary loan. Category 6 Other (Give additional indicators that describe the quality of your school library media program as it relates to technology integration) Technology rollout-1:1 netbooks for 4th and 5th grade, netbooks in K-3, technology trainings given by media specialist, technology resources shared with staff by media specialist, smartboards in K-5, Glogster, Brainpop, etc accounts.

Action Steps According to the evaluation, our program scored exemplary in 12 categories, proficient in 7 categories, and basic in 1. Listed below are suggested actions to take in order to move our program up from one category to the next. Basic Listed below is the Target Indicator and Basic and Proficient descriptions for areas in which we scored as BASIC. Suggested actions to take in order to move our program from Basic to Proficient are included. 7b. If base size or larger: A school system shall employ a full-time Library Media Specialist for each base size school or larger. (Base size defined by unweighted FTE: K-5, 450; 6-8, 624; 9-12, 970) (CGB, 160-5-1-.22) Basic In compliance with state board rule, but the Library Media Specialist may be required to perform other duties on a daily or frequent basis. Proficient

Library Media Specialist is not required to perform other duties on a daily or frequent basis. A part-time library media paraprofessional is employed. In order for our program to move up to proficient, a part-time library media paraprofessional would have to be employed. Since the district recently did away with those positions, our next best option would be to reach out to reliable volunteers that would be willing and interested in helping out in the library on a regular basis. Proficient Listed below is the Target Indicator and Basic and Proficient descriptions for some areas in which we scored as PROFICIENT. Suggested actions to take in order to move our program from Proficient to Exemplary are included. 6. Student achievement is routinely assessed. (A Planning Guide for Information Power; p. 36) Proficient Together the teacher and Library Media Specialist develop a rubric(s) or another effective means for assessing student achievement. Exemplary The teacher and Library Media Specialist use a variety of collaboratively designed tools for assessing student achievement, e.g., rubrics, student self-evaluations, and student presentations to peers and/or adult professionals in a field of study. Right now teachers and the media specialist do collaborate to create presentation assignments with rubrics. In order to move to exemplary in this area, teachers and the media specialist will research and work together to create self-assessments for assignments where students can assess and guide their own learning. 10. Streaming video is used throughout the school to support the curriculum. Interactive whiteboards and computers are used for teaching and learning throughout the school. A central electronic media distribution system is also available. (Square Footage Requirements for Use in Developing the Local Facilities Plans) Proficient Streaming video is used on a regular basis to support the curriculum. The school has several white boards located throughout the building and used on a frequent basis. Electronic distribution system meets state requirements. Exemplary Streaming video and other technologies are used on a regular basis to support the curriculum. The Library Media Center has a whiteboard and it is used on a regular basis. The school has several white boards located throughout the building and used on a frequent basis. Electronic distribution system meets state requirements.

Although we are in the process of integrating more technology to support the curriculum, we are not quite at the exemplary stage. Bringing the netbooks into each classroom was a huge step, but we need to stay on top of it and follow through with ideas and resources for implementation. Planning staff development for teachers regarding effective Web 2.0 tools and purchasing the appropriate subscriptions are the next steps for our media program. 13. One of the national educational technology goals states: Effective and engaging software and on-line resources will be an integral part of every schools curriculum. The GALILEO Virtual Library provides Georgia students and teachers access to exceptional on-line resources at no cost to the local school district. . Proficient Instruction and promotion of GALILEO will be in an organized manner and conducted on a frequent basis. Students, faculty, and staff will be given instruction and professional development in the use of GALILEO. Exemplary Instruction and promotion of GALILEO will be in an organized manner and conducted on a frequent basis. . Searches will be administered and taught in such a way that maximize efficiency and result in a high quality product. Best Practices and Learning Models that encourage and endorse GALILEO will be produced, taught, and shared with other Library Media Specialists throughout the state. The Library Media Specialist conducts Staff Development classes with the faculty and staff. The faculty and staff will take advantage of the online courses and lessons available through GALILEO. In order to move from proficient to exemplary in this area, a staff development on GALILEO must be created and implemented. The faculty and staff need to be aware of the online courses and lessons available through GALILEO. Although the media specialist does instruct students on how to use GALILEO throughout the year, a more rigorous approach needs to be taken so that students are continued exposed to searching for and analyzing information on GALILEO.