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Action plan

This is the action plan I created after using the 2015 GADOE Self-Evaluation Library Program Rubric.

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Action plan

  1. 1. GA DOE 2015 Library Media Program Evaluation Rubric Memo to SchoolPrincipal To: Principal, DLRES From: Ashley Miller CC: Teaching Librarian, DLRES Subject: Library Media Program Evaluation In collaboration with the school media specialist, we recently performed an evaluation of the current library media program at DLRES. The document to guide this evaluation was the 2015 Judy Serritella Exemplary Library Media Program Self- Evaluation Rubric. The rubric targeted six indicators and categories: student achievement and instruction; technology; staffing; facilities, access, and resources; administrative support; and staff development. Each category checked for three different levels of proficiency which were basic, proficient, and exemplary. Out of the 21 different self-evaluation criteria measures, the DLRES Media Center earned a rating of Exemplary in thirteen (13) measures, Proficient in five (5), and Basic in three (3) measures. An action plan has been developed to move each of the measures identified as Basic to the proficient level; as well as, moving Proficient levels to Exemplary. The rubric and action plan documentation have both been attached. It has been a pleasure working with your school library media staff and I welcome the opportunity to help with any additional improvements if needed at DLRES.
  2. 2. Action Plan Areas Identified as Basic and the Steps to Move Forward Towards Proficient Category 1- Student Achievement and Instruction 2. Collaborative planning includes both the Library Media Specialists and teachers to ensure use of library media center resources that support an on-going classroom instruction and implementation of state curriculum and the GPS and CCGPS. Present Status: The Library Media Specialist participates in collaborative planning when initiated by the teacher. What it means to be Proficient: The Library Media Specialist encourages collaborative planning among teachers who are teaching units of similar content. The Library Media Specialist is familiar with the Georgia website and the Common Core standards and encourages teachers to use the resources available on GSO web page. Action Plan: Build better relationships with one or many teachers to find out how their needs can be supported through collaborative planning with the LMS. During school meetings such as vertical training or collaborative planning promote and implement collaborative ideas. Show teachers examples such as projects, rubrics, and assessments that support what they are teaching. Also, become more familiar with both Georgia standards and Common Core standards to better advocate role the as a collaborative partner and teacher. 3. Professional library media staff are engaged in active teaching role(s). Present Status: The Library Media Specialist makes recommendations to students for class projects and pleasure reading. The Library Media Specialist provides basic orientation and instruction on information location skills. To be Proficient: The Library Media Specialist and teachers plan and teach collaboratively so that the library media program is an extension of classroom instruction.
  3. 3. Action Plan: Be a sponge! Soak up the school community by learning what students and teachers need and know. For instance, listen to and learn from students, perhaps there is a new Web2.0 tool or popular new technology that could be utilized within the school and lessons. Encourage teachers and students to utilize sources and materials within the library by displaying them on bulletin boards, making book displays within the library, and displaying student work. 6. Student achievement is routinely assessed. Present Status: The classroom teacher is responsible for assessing student achievement. To be Proficient: Together the teacher and Library Media Specialist develop a rubric(s) or another effective means for assessing student achievement. Action Plan: Collaborate with the teacher to come up with instructional goals and assessment evaluations. Display student work within the school library media center. Collaborate with the teachers using technology such as Google Classroom to come up with materials for instruction but can help to support or direct some of the learning to the library media center and what it has to offer. One Area Identified as Proficientand the Steps to Move Forward Towards Exemplary Category 2- Technology 8. Technology Integration The school library media specialist integrates the use of emerging technologies as a means for effective and creative teaching and to support P-12 students’ conceptual understanding, critical thinking, and creative processes. Present status: The school library media specialist directs teachers and students in the conventional use of technology tools. He/she encourages adaptation of technology by allowing students to select a tool and modify its use to accomplish the task at hand.
  4. 4. The SLMS integrates emerging technologies into instruction that reinforce the skills, dispositions, responsibilities, and self- assessments in AASL Standards for the 21st -Century Learner and state standards that support student achievement. The SLMS often recommends technology tools to enhance instruction. What it means to be Proficient: The school library media specialist cultivates a rich learning environments where the blending choice of technology tools with student-initiated investigations or projects across many content area is promoted. The SLMS integrates emerging technologies into a variety of instructional strategies and support the diverse learning styles, interests, and ability of all students to inquire, think critically, and gain and create knowledge. Integration of these technologies also reinforces the skills and self-assessments in AASL Standards for 21st -Century Learner and Georgia state standards that support student achievement. The SLMS consistently recommends technology tools to enhance instruction and is a building leader modeling technology integration. Action Plan: Research, go to Professional Development classes, watch podcasts, or participate in webinars which teach the participant how to utilize technology tools. Then provide the school community with a presentation or report of what was learned such as how these technologies could be utilized to motivate, empower, and engage students. Or highlight the new tools and technologies in a newsletter or email to the school community. Provide teachers examples of how these tools could be utilized within the classroom and how they correlate with Georgia standards and Common Core standards, for example, show students virtual field trips or communicate with other classes across the world.