School library media coordinators in North Carolina are evaluated based on five professional standards. The standards address leadership, learning environments, comprehensive library programs, effective instructional practices, and self-reflection. Data from various sources can be used to evaluate performance in these areas and inform future practice. Research shows strong library programs positively impact student achievement as measured by standardized test scores.

1. North Carolina
School Library
March 2013
Media Coordinator
Standards

2. School Library Media Coordinators
Research shows that
strong library media
programs directly
impact student
achievement

3. Group Norms
– Participate
– Collaborate
– Expect to be supported
– Ask for what we need

4. Learning Targets
• Identify key components of the NC Professional
Standards for school library media coordinators
and design strategies for implementation in my
school library media program.
• Review the evaluation rubric and understand how
it is scored.
• Reflect on ways these standards and rubric can
inform my practice as a school library media
coordinator.

5. Support Staff Evaluation Process

6. School Library Media Coordinator Standards

7. Standard 1: School Library Media
Coordinators demonstrate leadership

8. School Library
Media Coordinators:
a. Lead in the school
library media center and
media program to
support student success
b. Lead in their schools
c. Advocate for effective
media programs
d. Demonstrate high
ethical standards

9. Standard in Action

10. Carousel Assessment
In what ways can school library media coordinators
lead in the media center, the classroom, and the
school?
Count off by three’s
Go to the numbered poster
Identify a recorder
Record your answer to the question above
Move to the next poster when you hear the signal

11. Standard 2: School Library Media
Coordinators build a learning environment
that meets the instructional needs of a
diverse population of students
School Library Media Coordinators:
a.Establish a learning environment that facilitates
access to resources and addresses the learning
needs of all members of the school community
b.Provide appropriate resources, services, and
instruction for learners at all stages of
development

12. Universal Design for Learning at a
Glance

13. Physical and Virtual Learning Spaces

14. Standard in Action

15. Six-Step Partner Share
• Walk 6 steps, find a colleague:
 Share one strategy you have seen or
done that models an environment
that facilitates active learning,
promotes participation, collaboration
and teamwork.
• When time is called, go to a second
person:
 Share one strategy that shows
flexibility to accommodate multiple
learning styles, 21st century skills and
reading enjoyment.

16. Standard 3: School Library Media
Coordinators implement a
comprehensive 21st century library
media program
School Library Media Coordinators:
a. Develop a library collection that
supports 21st century teaching and
learning
b. Serve, promote and facilitate inquiry-
based instruction and the effective use
of information and technology

17. Standard 4: School Library Media
Coordinators demonstrate knowledge
of learners and learning and promote
effective instructional practices
School Library Media Coordinators:
a. Use effective pedagogy to infuse content-
area curricula with 21st century skills
b. Know the content appropriate to their
teaching specialty
c. Promote reading as a foundational skill
for learning

18. Standard 5: School Library Media
Coordinators reflect on their practice.
School Library Media Coordinators:
a. Analyze student learning
b. Link professional growth to their
professional goals
c. Function effectively in a complex,
dynamic environment

19. Educators use this data at the beginning of
Educators use this data at the beginning of
the school year to determine the entry
the school year to determine the entry
Achievement
Achievement level of performance and instructional
level of performance and instructional
effectiveness.
effectiveness.
Educators use this data to determine the
Educators use this data to determine the
subset of students and their grades or
subset of students and their grades or
Demographic
Demographic determine outside factors that affect
determine outside factors that affect
student performance.
student performance.
Educators collect this data to identify what
Educators collect this data to identify what
Program
Program instructional effectiveness of the
instructional effectiveness of the
strategies that were implemented.
strategies that were implemented.
Educators may collect this data from
Educators may collect this data from
Perception
Perception students to determine how the students
students to determine how the students
feel about their school.
feel about their school.

20. Standard in Action

21. Think-Pair-Share
• How can school library media coordinators
access data?
• As a school library media coordinator, what
data can you access via your library
automation system?
• Once you have the data, what can you do
with it to inform your practice?

22. Questions/Break

23. Everything is
Connected:
Review of the Pilot
Rubric

26. For this element, the
SLMC would be rated
as developing because
it is the highest rating
with all of the
descriptors marked.

27. For this element, the
SLMC would be rated
as accomplished
because it is the
highest rating with all of
the descriptors marked.

28. Rubric in Action

29. What does it look like?
• Divide into 5 groups. One group for each standard.
• Review groups’ designated rubric element(s)
– STANDARD 1
– STANDARD 2
– STANDARD 3
– STANDARD 4
– STANDARD 5
• Brainstorm strategies to meet that element’s descriptors and key those
into the linked Google docs
• Share Out
• Add strategies

30. Questions

31. NCDPI
Resources

32. Contact Information
Dianne Meiggs, PD Consultant, Region 1
dianne.meiggs@dpi.nc.gov (252) 340-0113
Dr. Jody Cleven, PD Consultant, Region 4
jody.cleven@dpi.nc.gov (919) 699-9870
Kathryn Parker, SLM Consultant
kathy.parker@dpi.nc.gov (919) 807-3267

33. http://ncees.ncdpi.wikispaces.net/NCEES+Wiki

34. Quick Connection to Common Core
http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk

35. Best Practices From the NC SLMCs and ITFs Group
Code: qdu2q0

36. Additional Resources to Consult
• Books and Articles
– Gewertz, Catherine. "Common Core Thrusts Librarians Into Leadership Role." Education
Week. 32.3 (September 11, 2012): 1, 18-19. Web. 25 Sep. 2012. http://
www.edweek.org/ew/articles/2012/09/12/03librarians_ep.h32.html?cmp=SOC-SHR-FB.
– Harvey II, Carl. No School Left Behind: Leadership, School Improvement, and the Media
Specialist. Columbus, Ohio: Linworth Publishing, Inc., 2008.
– Hill , Rebecca. "All Aboard!:Implementing Common Core Offers School Librarians an
Opportunity to Take the Lead." School Library Journal. (April 1. 2012): n. page. Web. 25
Sep. 2012. http://
www.schoollibraryjournal.com/slj/printissue/currentissue/893928-427/all_aboard_implementing_com
– Linton, Jayme N. "TPACK as a framework for collaborative inquiry in the learning
commons." Teacher Librarian 39.6 (2012): 25+. Student Edition. Web. 6 Mar. 2013. http://
Remember that –
go.galegroup.com/ps/i.do?id=GALE%7CA307670173&v=2.1&u=ncowl&it=r&p=STOM&sw=w
Morris, Rebecca. "Find Where You Fit in the Common Core or the Time I Forgot About
Librarians and Reading." Teacher Librarian. 39.5 (June 2012): 8-12. http://
NCWiseowl go.galegroup.com/ps/i.do?id=GALE%7CA294899936&v=2.1&u=ncowl&it=r&p=STOM&sw=w
provides free • Webcasts and Video
– Cox, Tamara, Kristen Hearne, and Monique German. "Your Common Core Secret Weapon
With the Librarians in the Middle." TL Virtual Cafe. Blackboard Collaborate, 01 Oct. 2012.
access to many –
webinar. http://tlvirtualcafe.wikispaces.com/Common_Core.
Arsonson, Marc, and Sue Bartle, perf. "Part I On Common Core-Getting Real." School
journals!
Library Journal , 18 Oct. 2012. web. http
://www.slj.com/2012/09/webcasts/part-i-on-common-core-getting-real-marc-aronson-and-sue-bartle
/. (Part 1 of a 3 part series)
.

37. Research to Know and Promote
NC Study :
“School library programs in North Carolina elementary, middle school, and high schools have a
significant impact on student achievement – as measured by scores on standardized reading and
English tests.
Scores on standardized reading and English tests in the schools included in this study tended to
increase when libraries in the schools:
• Were staffed more hours during the school week
• Were open more hours during the school week
• Had newer books
• Spent more money per 100 students on books and other print materials like magazines and newspapers
• Spent more money per 100 students on electronic access to information (e.g., online database searching, Internet
access)
• Were more likely to subscribe to online periodical services
• Were more likely to subscribe to CD ROM services
These findings are consistent with those of earlier studies in Alaska, Iowa, Colorado,
Pennsylvania, and Texas, all of which found similar links between student achievement and the
quality of school library programs” (Burgin).

38. Research to Know and Promote
Change in School Librarian Staffing Linked with Change in CSAP
Reading Performance, 2005 to 2011
•“Schools that either maintained or gained an endorsed librarian
between 2005 and 2011 tended to have more students scoring
advanced in reading in 2011 and to have increased their
performance more than schools that either lost their librarians or
never had one” (Lance).
•“Notably, schools with the largest percentage of higher advanced
reading scores in 2011 and higher increases in advanced reading
scores between 2005 and 2011 (49%) were those that gained an
endorsed librarian during that interval” (Lance).
•These findings were also discussed in a recent Teacher Librarian
article.

39. Additional Research Resources
• Lance, Keith, and Linda Hofschire. "Something
to Shout About: New research shows that more
librarians means higher reading scores." School
Library Journal. 01 Sept. 2011: n. page. Web. 31
Oct. 2012.
<http://www.schoollibraryjournal.com/slj/home/8
91612-
312/something_to_shout_about_new.html.csp>.
• Chute, Eleanor. "Study: Pennsylvania Students
With Access to Full-Time Librarians Do Better."
Pittsburgh Post-Gazette [Pittsburgh, PA] 26 Nov.
2012: n. pag. post-gazette.com. Web. 21 Dec.
2012. <http://www.post-
gazette.com/stories/news/education/study-
students-with-access-to-full-time-librarians-do-
better-663699/>.

40. Credits
• Lance, Keith, perf. Chapter 4: School Library
Characteristics that Affect Student Achievement. 2010.
Web. 18 Nov 2012.
http://vimeo.com/album/1480129/video/16517124
• UDL at a Glance. 2011. Web. 18 Nov 2012.
http://www.udlcenter.org/resource_library/videos/udlcent
er/udl
• The Learning Commons: Transforming School Libraries
and Empowering Our Students. Dir. Jessica Hansen.
Screencast.com. Web. 6 Mar. 2013.
http://www.screencast.com/users/jlyn_81/folders/Virtual
%20Learning%20Commons/media/298e7b2a-d613-
4de7-a9b8-a7b5c58fde65