Strategic Planning


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  • Think about your own expectations of your campus administration, teachers, assistants, students, parents and finally yourself. Think about what it means to act “strategically”. Think about your methodologies. Think about the future.
  • Goals Knowing that the district’s goal is for each student to be a self-supportive, productive citizen within the community and society, whether choosing to contribute as a professional, a member of the armed forces, or a tradesperson, how does your campus library plan to contribute to the success of the district and campus goals? Objectives What is your professional estimation of the ratio of student success possible based on the available data? What can you contribute to the success of your student populations? Strategies How will you, your administration and faculty work to target student weaknesses and strengths? What will you do, specifically? Activities What specific activities will you and your campus determine to be appropriate activities to support TAKS, TEKS and the district scope & sequence?
  • What is the importance of meta-cognitive skills – “the self-awareness of one’s own learning”? Why is this important? How are problem-solving and the understanding of information literacy relevant to the your students and teachers’ lives? What is the effect of these skills towards reaching district goals? How do we instill in a child an appreciation of information and its rewarding aspects? How we make information relevant to a child’s life? How do we know we are making a difference? What is the relevance of all educators not only “feeling” competent in what librarians have to offer them but also in being competent? How do we get the message to them that what we offer in our profession has relevance to the classroom experience?
  • Follett Learning Resources Collection Development Analysis Report To weed as needed throughout the collection To request additional funds to build the collection To help others understand the weaknesses of the collection in relation to the scope & sequence Annual Inventory Forms Improve the collection in various areas Improve circulation statistics Improve library use activity CIP Review the CIP and highlight areas by difficulty of support: low, moderate, high Discuss the development of the CIP with CIC to determine possible modifications which may or may not be entered into the document but can still be implemented throughout the school year TAKS and Scope & Sequence Review the TAKS scores and with the CIC gain an understanding of the weaknesses and strengths of the various grade levels Review the scope & sequence in alignment to those weaknesses and strengths Purchase Orders Reviewing the previous year’s purchase orders is an opportunity to reflect on future purchases and align them with the collection Review the consideration file of suggested titles by students and teachers Evaluation of Weeded Materials Review the materials that have been withdrawn Add needed, but weeded materials to purchase order lists Previous Strategic Plans By looking over prior strategic plans, select areas of need which should be re-addressed, or have a permanent place in the scope and sequence as it relates to campus needs Consider alternative activities to offer students a variety of learning opportunities Previous Librarian’s Reflections of Strategic Plans By reviewing a librarian’s narrative of what s/he would have done differently or what successes were experienced, more ideas can be generated and considered for possibilities, modifications depending on campus needs Alexandria Statistics Review circulation and activity stats to determine where an emphasis may be placed to increase library usage.
  • Collect a copy of all of the necessary tools (use a copy so that your originals don’t get lost or misplaced). Review all of the tools, either independently or with the CIC (if possible). Note data from each document that supports campus weaknesses and strengths. It is usually suggested that the library goals reflect input from students, teachers, staff, families and administration. If this is not possible, the principal should be contacted and a meeting arranged to inform and receive clarification of any information that may be shared with the community.
  • Once you have gathered your data, organize it in a manner that will be easy for others to understand quickly and concisely. Make sure the group sees not only the presentation document but also the “final” document as well. This will help them be familiar with the document if asked any questions from parents or other SAISD district personnel. Be prepared to have a recorder for the meeting and encourage open discussion of modifications and validity of the language and appropriateness of the areas under consideration of the strategic plan, knowing this document will always be a “work-in-progress”. Create a “first” draft for all attending members of the group to review for further corrections and/or modifications. The group should meet at least one more time before the document is presented to the entire faculty and staff for approval and acceptance. All participating members should be listed on the strategic plan as an addendum of their acceptance and commitment of support to the library and its complimenting vision to the district and campus.
  • What would you do differently? Why? How? Are your suggestions appropriate? Flexible? Include cooperative and collaborative experiences for teachers and students?
  • Each year is different. Different children. Different teachers. Different weaknesses and strengths. Different expectations. Be prepared to be flexible, accommodating and open-minded to suggestions. The end of the school year is the most appropriate time to reflect on the scope of the plan and whether the program was successful in targeting needs and building upon students’ strengths. Only a reflective narrative should be completed and included with the annual inventory forms to allow the director to gain a better understanding of each librarian’s hopes for a successful relationship with his/her campus and its community.
  • Strategic Planning

    1. 1. Strategic Planning for SAISD Libraries: The HUB of the Campus SAISD Library Media Services August, 2004 Presenter: Laura K. Alfaro
    2. 2. Today’s Topics <ul><li>What is STRATEGIC PLANNING? </li></ul><ul><li>Why is strategic planning important to student achievement? </li></ul><ul><li>What tools does the librarian need to plan strategically? </li></ul><ul><li>Beginning, Middle, No End! </li></ul>
    3. 3. Strategic Planning Is… <ul><li>Goals </li></ul><ul><ul><li>Big picture of what students should be accomplishing </li></ul></ul><ul><li>Objectives </li></ul><ul><ul><li>Specifically targeted concepts to support student success </li></ul></ul><ul><li>Strategies </li></ul><ul><ul><li>Overall method of targeting concepts </li></ul></ul><ul><li>Activities </li></ul><ul><ul><li>Specific activities/lessons which will meet the objectives </li></ul></ul>
    4. 4. Implications to Student Achievement <ul><li>Building student meta-cognitive skills; </li></ul><ul><li>Development and enrichment of problem-solving and information literacy; </li></ul><ul><li>Appreciation of information and its uses as needed, or desired, for an enriching life; </li></ul><ul><li>Development of professional skills and expertise for all educators and staff members. </li></ul>
    5. 5. Tools to Plan Strategically <ul><li>Collection Development Analysis </li></ul><ul><li>Annual Inventory Forms </li></ul><ul><li>Campus Instructional Plan </li></ul><ul><li>SAISD Scope & Sequence </li></ul><ul><li>Purchase Orders from last two years </li></ul><ul><li>CREW/Mustie Evaluations </li></ul><ul><li>Previous year’s strategic plans and librarian’s reflections of future modification suggestions </li></ul><ul><li>Alexandria Statistics </li></ul>
    6. 6. Beginning… <ul><li>Gather tools as previously described; </li></ul><ul><li>Carefully analyze information from each that would target campus/student needs towards academic success. You may need to develop a data organizer for all of the information you will collect. </li></ul>
    7. 7. Middle… <ul><li>Discuss your findings, preferably with a group such as </li></ul><ul><ul><li>the CLT, or </li></ul></ul><ul><ul><li>a campus library support group, or </li></ul></ul><ul><ul><li>the principal/administration. </li></ul></ul><ul><li>Determine with the group how the data could be used to support target areas. </li></ul><ul><li>Develop a first draft of what could be realistically accomplished, </li></ul><ul><ul><li>both in collaboration with teachers and/or departments AND </li></ul></ul><ul><ul><li>independent support from the library. </li></ul></ul>
    8. 8. 2003-2004 Strategic Plans <ul><li>Review and discuss plans from the previous school year as found on the LMS website: http:// during your collaboration; </li></ul><ul><li>Create a second draft for review by the group and include relevant suggestions from the first meeting. </li></ul>
    9. 9. NO End!!! <ul><li>A strategic planning document is not written in stone. </li></ul><ul><li>It is a reflection of an open-minded and flexible structure to support student academic achievement. </li></ul><ul><li>Librarians will be expected to reflect and continually modify the annual strategic plan at the end and beginning of each school year. </li></ul>
    10. 10. Handouts and Forms <ul><li>Strategic Planning article </li></ul><ul><li>Five Documents </li></ul><ul><ul><li>Librarian Historical Form </li></ul></ul><ul><ul><li>District Example </li></ul></ul><ul><ul><li>Campus Strategic Plan Form </li></ul></ul><ul><ul><li>Cluster Strategic Plan Form </li></ul></ul><ul><ul><li>Area Strategic Plan Form </li></ul></ul>