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Summary of the library media program evaluation

Summary of the library media program evaluation






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    Summary of the library media program evaluation Summary of the library media program evaluation Presentation Transcript

    • Summary of the Library Media Program Evaluation Georgia DOE 2010 Library Media Program Self-Evaluation Rubric Georgia Department of Education Kathy Cox, State Superintendent of Schools December 17, 2009 Page 1 of 10 All Rights Reserved All Exemplary programs will meet or exceed the definitions below for Basic, Proficient, and Exemplary programs. All Exemplary programs will have achieved the requirements set out in state education laws, state board policies, state guidelines, and selected National Standards. Target Indicators Levels of Proficiency And Categories Category 1 - Student Basic Proficient Exemplary Achievement and Instruction 1. Information Literacy Standards, are Information Literacy Skills curriculum Information literacy skills are The library media program fosters integrated into content instruction is comprised of basic library media integrated into the curriculum through critical thinking skills and independent (Information Power; Principle 2; Pg. orientation skills and instruction on the collaborative efforts of the Library inquiry so students can learn to choose 58) how to find information. Media Specialist and teachers. Georgia reliable information and become AASL Standards for the 21st-Century Performance Standards are used as a proactive and thoughtful users of Learner are integrated into content basis for teaching. information and resources. The Library instruction. Media Specialist and classroom teacher ( http://tinyurl.com/3q8dpa) collaborate using Georgia Performance Standards 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 The Library Media Specialist The Library Media Specialist The Library Media Specialist actively Library Media Specialists and teachers participates in collaborative planning encourages collaborative planning plans with and encourages every to ensure use of library media center when initiated by the teacher. among teachers who are teaching units teacher to participate in the design of resources that support on-going of similar content. The Library Media instruction. Learning strategies and classroom instruction and Specialist is familiar with the Georgia activities for all students are designed implementation of state curriculum and Standards.org) web site and with all teachers who are willing to the Georgia Performance Standards. encourages teachers to use the plan collaboratively. All students with (IFBD 160-4-4-.01) resources available on GSO web page. diverse learning styles, abilities, and needs are included in collaborative plans.
    • 3. Professional library media staff are The Library Media Specialist makes The Library Media Specialist and The Library Media Specialist uses a engaged in active teaching role/s. recommendations to students for class teachers plan and teach collaboratively variety of teaching styles to meet (Information Power; projects and pleasure reading. The so that the library media program is an diverse needs of students. Collaborative Principle 4, p. 58) Library Media Specialist provides extension of classroom instruction. planning, which takes place on a basic orientation and instruction on regular basis, determines where and information location skills. how student assessment takes place, and whether the teacher or the Library Media Specialist does the assessment. The Georgia Performance Standards are integrated into the units led by the LMS and classroom teacher. 4. The library media center resources Bulletin boards and displays of books The library media center offers events The library media center is a critical encourage and support reading, and reading materials reflect different and activities that appeal to a wide element in the school’s reading viewing, and listening. aspects of the curriculum, holidays, and range of interests. Attendance statistics program. The library media program (Information Power; community interests to support verify students’ use. meets the needs of both the Principle 6, p. 58) recreational reading. reading/language arts curriculum and recreational reading. 5. Services are provided to students The library media center resources The library media staff selects The Library Media Specialist and who have diverse learning abilities, reflect diverse learning abilities, styles, resources and informs teachers of these teachers collect and use student data to styles, and needs. and needs. resources with recommendations to design activities that will lead to (Information Power; Principle 7, support students’ diverse learning student achievement. The library media p. 58) abilities and styles. program supports instructional strategies and learning activities that meet individual needs. 6. Student achievement is routinely The classroom teacher is responsible Together the teacher and Library The teacher and Library Media assessed. for assessing student achievement. Media Specialist develop a rubric(s) or Specialist use a variety of (A Planning Guide for Information another effective means for assessing collaboratively designed tools for Power; p. 36) student achievement. assessing student achievement, e.g., rubrics, student self-evaluations, and student presentations to peers and/or adult professionals in a field of study.
    • Category 2 - Staffing Basic Proficient Exemplary 7a. If less than base size: A school In compliance with state board rule. A full-time Library Media Specialist is Full-time Library Media Specialist is system shall provide no less than half- employed and is not shared at any other employed and is not shared at any other time services of a Library Media time with other areas in the school nor time with other areas in the school nor Specialist for each school less than does he/she provide services outside does he/she provide services outside base size and shall provide adult the library media center. Adult the library media center. Adult supervision in the library media center supervision by certified personnel is supervision by certified personnel is for the entire instructional day. available for the entire day. available for the entire day. (Base size defined by unweighted FTE: K-5, 450; 6-8, 624; 9-12, 970) (CGB, 160-5-1-.22) 7b. If base size or larger: A school In compliance with state board rule, but Library Media Specialist is not The following criteria that exceed state system shall employ a full-time Library the Library Media Specialist may be required to perform other duties on a rules are in place: Additional support Media Specialist for each base size required to perform other duties on a daily or frequent basis. A part-time personnel are employed in areas of the school or larger. daily or frequent basis. library media paraprofessional is library media program. Library media (Base size defined by unweighted FTE: employed. staff is always available throughout the K-5, 450; 6-8, 624; 9-12, 970) instructional day to assist teachers and (CGB, 160-5-1-.22) students. Support staff is not shared in other areas of the school. A full-time paraprofessional person (clerk) is on staff in the library media center. Category 3 - Facilities, Access, and Basic Proficient Exemplary Resources 8. There shall be a plan for flexibly Flexible scheduling makes resources Flexible scheduling and library media Flexible scheduling is maintained scheduled library media center access and assistance available at the time of staff are available throughout the day allowing full participation of teachers for students and teachers in groups or learning need, but school schedules to assist teachers and students and the Library Media Specialist in as individuals simultaneously may override this preferable flexibility. regardless of ability or disability. The collaborative planning and allowing throughout each instructional day. Library media staff is available to library media center is available either students to come to the library media Accessibility shall refer to the facility, teachers and students for most of the before or after school. center at any time. The library media the staff, and the resources and shall be school day. center is available both before and after based on instructional need. school. Some evening hours may be (IFBD 160-4-4-.01) scheduled for instructional needs of students and families.
    • 9. School library media center square Based on FTE, the library media center Based on FTE, the library media center Based on FTE, the library media center footage requirements based on FTE. meets minimum square footage exceeds minimum square footage exceeds minimum square footage (Square Footage Requirements for Use requirements. requirements and is large enough to requirements and is large enough to in Developing the Local Facilities accommodate large and small groups accommodate large and small groups Plans) and individuals working and individuals working simultaneously. Shelving, storage simultaneously. Shelving, storage areas, and electric wiring meet the areas, and electric wiring meet the needs of the collection. 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 Streaming video is used on a regular Streaming video is used on a regular Streaming video and other technologies the school to support the curriculum. basis to support the curriculum. basis to support the curriculum. are used on a regular basis to support Interactive whiteboards and computers The school has several white boards The school has several white boards the curriculum. The Library Media are used for teaching and learning located throughout the building and located throughout the building and Center has a whiteboard and it is used throughout the school. used on a frequent basis. used on a frequent basis. on a regular basis. A central electronic media distribution Electronic distribution system meets Electronic distribution system meets The school has several white boards system is also available. state requirements. state requirements. located throughout the building and (Square Footage Requirements for Use used on a frequent basis. in Developing the Local Facilities Electronic distribution system meets Plans) state requirements. 11. Print and non-print resources and Print and non-print library media center Print and non-print resources, including Print and non-print resources, including access to online information are basic resources are adequate to support the subscription databases and other library subscription databases, access to the to a library media program. A school core curriculum. Two or three media center resources are available Internet, and other library media center network is effective for delivering computers for student access to online online to multiple networked resources are available on a LAN media resources to the classroom and resources are available in the library computers within the library media throughout the school. Some library beyond. Multiple computers are media center. center only. A LAN (Local Area media center resources are accessible available for student access to online Network) is fully functional. Network via Internet access outside the school. resources that enhance instruction. services are delivered to all classrooms. Students use library media center (FY02 Computers in the Classroom technology independently for extended Technology Project - A Georgia projects and information retrieval. Lottery Grant) 12. All library media resources are Management and circulation The OPAC is electronically networked The OPAC is available on a LAN managed for maximum efficient use. workstations and at least one online to several computers within the library throughout the school. All resources The library media center has an catalog access (OPAC) exist in the media center. New acquisitions are are recorded in MARC format so that electronic online public access catalog library media center. MARC format is added based on reliable review sources, access is available on the LAN and
    • (OPAC). Funds for acquisition of used. state and national award books, and weeding of out-of-date materials can be computers are utilized to implement the curriculum needs. Weeding is an timely. The OPAC is up-to-date and goals/objectives set forth in the System ongoing process. A network reflects the library media center Three-Year Technology Plan 1999 – distribution of resources beyond the holdings. Some library media center 2002 or in the System Comprehensive library media center is not available. resources are accessible via Internet School Improvement Plan. access outside the school. (FY02 Computers in the Classroom Technology Project - A Georgia Lottery Grant) 13. One of the national educational Number of GALILEO searches by Instruction and promotion of Instruction and promotion of technology goals states: “Effective and students and staff will be the same as GALILEO will be in an organized GALILEO will be in an organized engaging software and on-line the previous year. manner and conducted on a frequent manner and conducted on a frequent resources will be an integral part of basis. Number of GALILEO searches basis. . Searches will be conducted in every school’s curriculum.” The by students and staff will be more than such a way that maximize efficiency GALILEO on-line service provides the previous year. and result in a high quality product Georgia students and teachers access to Best Practices and Learning Models exceptional on-line resources at no cost that encourage and endorse GALILEO to the local school district. . Searches will be produced, taught, and shared performed in GALILEO databases will with other Library Media Specialists exceed one million annually and the throughout the state. The Library number of full-content items viewed Media Specialist conducts Staff will exceed one million annually. Development classes with the faculty State of Georgia Technology Plan and staff 2003-2006. Category 4 - Administrative Support Basic Proficient Exemplary 14. The local system superintendent A system media contact person The SMCP coordinates communication The SMCP maintains communication shall appoint a system media contact (SMCP) is appointed and among all Library Media Specialists in among Library Media Specialists in the person (SMCP) to serve as a liaison to communication from the SMCP is the district, and disseminates messages district. District level administrators the department. received and posted for all Library from DOE, GALILEO, and other facilitate the communication among the (IFBD, 160-4-4.-.01 ) Media Specialists and staff. The media entities. SMCP, Library Media Specialists, and coordinator or curriculum coordinator themselves. The SMCP understands the may serve as the SMCP to facilitate role of the Library Media Specialist communication to and from DOE. 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 school principal provides support The school principal and district The school principal and district the school and district levels is to the library media program and administrators take an active role in administrators take a leadership role in essential for the development of a makes time to meet with the Library encouraging teachers to integrate encouraging teachers to integrate strong library media program. Media Specialist occasionally. library media resources into the library media resources into the (Information Power; Principle 4, p. curriculum. School, department, and curriculum, fostering a climate of 100) district level administrators meet collaboration and inquiry, encouraging regularly with the Library Media the Library Media Specialist to be Specialist. knowledgeable about current educational trends, promoting occasional visits to exemplary programs, and providing budgetary support. 16. Each local board of education shall System and local school library media A library media advisory committee A library media advisory committee is adopt a library media policy that committees support implementation of exists and meets a minimum of twice a effective in the development of library provides for the establishment of a the library media program. A media year. Planning and evaluation of the media policy, e.g., budget media committee at the system level advisory committee exists and meets library media program is executed development, acquisition of resources, and at each school. A library media once or twice a year. (This committee regularly. (This committee may be the and reconsideration of materials. This committee makes recommendations may be the same as the technology same as the technology committee in policy, which may be the and decisions relating to planning, committee in some local schools.) some schools.) media/technology plan in some operation, evaluation, and schools, is the basis of operation for improvement of the library media actions of the advisory committee, the program. This committee shall library media staff, and administration. annually evaluate library media It is evaluated, reviewed, and updated services and develop a multi-year annually. media plan for budget services and priorities. (IFBD, 160-4-4.-.01) 17. Local Board approved library A library media policy and exists and is A library media policy exists is A library media policy sets out clear media policy is current. This policy implemented inconsistently. implemented consistently, and the and comprehensive policies and is requires development of procedures for Library Media Specialist recommends reviewed annually with guidance from the school system and for selecting periodic revisions. the library media advisory committee materials locally, handling requests for for update consideration and reconsideration of materials, subsequent local board approval. It is considering gifts of instructional used by the library media staff as a
    • resources, using non-school owned guiding document for the operation of materials, and complying with the the library media center. copyright law. (IFBD, 160-4-4.-.01) 18. Each local school system shall The library media program receives an The library media program budget The Library Media Specialist, with spend 100 percent of the funds allocation for expenditures every year. exceeds the minimum state allocation. guidance from the library media designated for library media center This amount meets the minimum Local funding supplements state advisory committee, is a partner with costs.(O.C.G.A. 20-2-167) expenditure tests. allocation. 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 Basic Proficient Exemplary 19. Staff development opportunities are Library Media Specialist participates in Library Media Specialist seeks to Library Media Specialist continually available both for the library media staff development options and provides enhance his/her professional skills, seeks to enhance his/her professional, staff to enhance their own professional informal staff development instruction particularly technology skills, beyond particularly technology, skills. The knowledge and for the library media during collaborative planning with those required for recertification or by Library Media Specialist, when staff to provide information and teachers. Current professional the school district. Library Media funding permits, also participates technology literacy skills to other resources are maintained in the library Specialist provides occasional formal annually in state or national teachers and administrative staff. media center if the district does not staff development instruction and conferences. The Library Media Professional resources and services for provide a centralized professional informal instruction during Specialist is included in planning the all faculty members are provided in the resource center. collaborative planning with teachers. staff development program for the library media center for the "learning The school system makes staff school staff and assists in teaching and community". development options available for organizing sessions. The Library Media (Information Power; Principle 8, p. library media support staff. The Specialist is recognized as a master 100) Library Media Specialist is teacher and provides staff development knowledgeable of the district options beyond routine planning, e.g., professional development services. 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) Redan Middle School is in Dekalb County and was opened in the year 2003-2004. The school has about 950 students and 65 faculty and staff members. The population of school consists of 95% African- American students and the rest Hispanic population. I evaluated the Library Media Program with the help of our Media Specialist using the rubric above and the results are highlighted. The summary of the results of this evaluation and the action steps to move an area of “proficient” to “exemplary” is discussed below. In the evaluation we were proud to see that no area under any category was identified as “basic.” Category 1- Student Achievement and Instruction The first category of the evaluation rubric evaluates the media center’s involvement in student achievement and instruction. Six target indicators are assessed and our media center meets the proficiency level for the four categories out of six which are incorporating Information Literacy Standards into instruction, collaborative planning, professional media staff’s engagement in active teaching roles, and assessing student achievement. The other two categories were rated as exemplary and they are media center resources encouraging and supporting reading/viewing/listening and servicing diverse learning styles. Action steps taken to move the area of incorporating information literacy standards in instruction, collaborative planning, professional media staff’s engagement and assessing student achievement is that the media specialist and the other media staff should take an active role in collaborating with the teachers by attending departmental meetings and planning sessions with the teachers. There has to be continuous communication between the teachers and media center staff. By collaborating, the MS will learn more about the needs of the students and the teachers and will be able to incorporate appropriate literacy standards into content, help the teacher in developing the unit and assessment of student. Category 2- Staffing The second category of the evaluation evaluates the staffing of the media center. There is only one target indicator which is media center base size or larger and we exceeded in this category as we have one full time media specialist and a full time media clerk.
    • Category 3- Facilities, Access, and Resources The third category of the evaluation rubric evaluates the facilities, access and resources available. There are six indicators and we were at an exemplary level of proficiency in 4 out of 6 indicators which are media center meets the square footage requirements, the electronic distribution system is available, school network is effective with multiple computers available for use, and resources are managed for efficient use with OPAC availability and funds. We need to improve in the other 2 areas as we were on proficient level for the indicators of operating on a flexible schedule and number of Galileo searches. Action Steps to be taken are that even though our media center follows flexible scheduling, it is only available during the school hours and the students don’t have the flexibility to come to media center before or after school and also with respect to Galileo the media specialist should collaborate with the teachers to promote Galileo. Category 4- Administrative Support The fourth category of the evaluation is about the administrative support which includes five indicators. We were at the exemplary level of proficiency for 5 out of 6 indicators. We do have a media contact person assigned by the superintendent, get the support of the administrators at the school level and district level, have a established and functional library media policy and technology committee, and our policy is current and useful. The only indicator that we are proficient is the 100% funds as the media specialist does not have long-range strategic planning or supplemental funds. Category 5- Staff Development The fifth category of the evaluation rubric evaluates staff development opportunities available by the media center. The indicator assessed is the availability of staff development opportunities for library staff, teachers, and administrators. We are at the exemplary level of proficiency with respect to this indicator. Overall, the Redan middle school’s media center meets the proficiency or exemplary levels when using this evaluation rubric. I am certain we will be all exemplary over a period of time.