The document provides a rubric for evaluating library media programs at basic, proficient, and exemplary levels across 5 categories: student achievement and instruction, staffing, facilities/access/resources, administrative support, and staff development. At the basic level, programs integrate basic information literacy skills, have part-time staff, and meet minimum space and resource requirements. At the proficient level, programs have full-time staff, collaborate more with teachers, and exceed minimum requirements. At the exemplary level, programs foster critical thinking, collaborate with all teachers, and actively support student achievement through flexible access and resources.

1. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
All Exemplary and Exceptional programs will meet or exceed the definitions below for Basic, Proficient, and Exemplary
programs. All Exemplary and Exceptional 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
Achievement and Instruction Basic Proficient Exemplary
1. Information Literacy Standards, as Information Literacy Skills Information literacy skills are The library media program fosters critical thinking
defined in QCC Standards, are curriculum is comprised of integrated into the curriculum through skills and independent inquiry so students can learn
integrated into content instruction basic library media orientation the collaborative efforts of the library to choose reliable information and become
(Information Power; Principle 2; Pg. skills and instruction on how to media specialist and teachers. proactive and thoughtful users of information and
58) find information. resources.
2. Collaborative planning includes Library media specialist Library media specialist encourages Library media specialist actively plans with and
library media specialists and teachers participates in collaborative collaborative planning among teachers encourages every teacher to participate in the
to ensure use of library media center planning when initiated by the who are teaching units of similar design of instruction. Learning strategies and
resources that support on-going teacher. content. The library media specialist is activities for all students are designed with all
classroom instruction and familiar with the Georgia Standards.org teachers who are willing to plan collaboratively.
implementation of state curriculum (http://www.georgiastandards.org/) web All students with diverse learning styles, abilities,
(IFBD 160-4-4-.01) site and encourages teachers to use the and needs are included in collaborative plans. The
resources available on GSO. library media specialist is knowledgeable about the
Georgia Performance Standards and can assist both
teachers and students in order to enhance and
support teaching and learning
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
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2. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
3. Professional library media staff is The library media specialist The library media specialist and The library media specialist uses a variety of
engaged in active teaching role/s. makes recommendations to teachers plan and teach collaboratively teaching styles to meet the diverse needs of
(Information Power; students for class projects and so that the library media program is an students. Collaborative planning determines where
Principle 4, p. 58) pleasure reading. The library extension of classroom instruction. and how student assessment takes place, and
media specialist provides basic whether the teacher, the library media specialist or
orientation and instruction on both does the assessment.
information location skills.
4. The library media center resources Bulletin boards and displays of The library media center offers events The library media center is a critical element in the
encourage and support reading, books and reading materials and activities that appeal to a wide school’s reading program. The library media
viewing, and listening. reflect different aspects of the range of interests. Attendance and program meets the needs of both the curriculum and
(Information Power; curriculum, holidays, and circulation statistics verify students’ recreational reading.
Principle 6, p. 58) community interests to support use.
recreational reading.
5. Services are provided to students The library media center The library media staff selects The library media specialist and teachers collect
who have diverse learning abilities, resources reflect diverse resources and informs teachers of these and use student data to design activities that will
styles, and needs. learning abilities, styles, and resources with recommendations to lead to student achievement. The library media
(Information Power; Principle 7, needs. support students’ diverse learning program supports instructional strategies and
p. 58) abilities and styles. The library media learning activities that meet individual needs. The
specialist is familiar with the Lexile library media specialist is knowledgeable about the
framework. Lexile framework.
6. Student achievement is routinely The classroom teacher is Together the teacher and library media The teacher and library media specialist use a
assessed. responsible for assessing specialist develop a rubric(s) or another variety of collaboratively designed tools for
(A Planning Guide for Information student achievement. effective means for assessing student assessing student achievement, e.g., rubrics, student
Power; p. 36) achievement. self-evaluations, and student presentations to peers
and/or adult professionals in a field of study.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
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3. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
Target Indicators
Category 2 - Staffing Basic Proficient Exemplary
7. If less than base size: In compliance with state board Full-time library media specialist is Full-time certified library media specialist is
A school system shall provide no less rule. Adult supervision may be employed and is not shared at any other employed Adult supervision by certified personnel
than half-time services of a library parent/peer volunteers. time with other areas in the school nor is available for the entire day.
media specialist for each school less does he/she provide services outside
than base size and shall provide adult the library media center.
supervision in the library media center
for the entire instructional day.
(Base size defined by unweighted
FTE: K-5, 450; 6-8, 624; 9-12, 970)
(CGB, 160-5-1-.22)
7. If base size or larger: In compliance with state board Library media specialist is not required The following criteria that exceed state rules are in
A school system shall employ a full- rule, but the library media to perform other duties on a daily or place: Additional support personnel are employed
time library media specialist for each specialist may be required to frequent basis. A part-time library in areas of the library media program. Library
base size school or larger. perform other duties on a daily media paraprofessional is employed. media staff is always available throughout the
(Base size defined by unweighted or frequent basis. instructional day to assist teachers and students.
FTE: K-5, 450; 6-8, 624; 9-12, 970) Support staff is not shared in other areas of the
(CGB, 160-5-1-.22) school. A full-time paraprofessional person (clerk)
is on staff in the library media center.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
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4. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
Target Indicators
Category 3 - Facilities, Access, Basic Proficient Exemplary
and Resources
8. There shall be a plan for flexibly Flexible scheduling makes Flexible scheduling and library media Flexible scheduling is maintained allowing full
scheduled library media center access resources and assistance staff are available throughout the day to participation of teachers and the library media
for students and teachers in groups or available at the time of learning assist teachers and students regardless specialist in collaborative planning and allowing
as individuals simultaneously need. Library media staff is of ability or disability. The library students to come to the library media center at any
throughout each instructional day. available to teachers and media center is available either before time. The library media center is available both
Accessibility shall refer to the facility, students for most of the school or after school. before and after school. Some evening hours may
the staff, and the resources and shall day. be scheduled for instructional needs of students
be based on instructional need. and families.
(IFBD 160-4-4-.01)
9. School library media center square Based on FTE, the library Based on FTE, the library media center Based on FTE, the library media center exceeds
footage requirements based on FTE. media center meets minimum exceeds minimum square footage minimum square footage requirements and is large
(Square Footage Requirements for square footage requirements. requirements and is large enough to enough to accommodate large and small groups
Use in Developing the Local Facilities accommodate large and small groups and individuals working simultaneously. Shelving,
Plans) and individuals working storage areas, and wiring meet the needs of the
simultaneously. Shelving, storage collection. In addition, production and
areas, and wiring meet the needs of the presentation space is available.
collection.
10. Central electronic media School is not new; this By the end of 2007-2008 school year, Electronic distribution system meets state
distribution system for television and requirement is in the facilities the electronic distribution system will requirements.
radio programs is available. plan for future capital be complete.
(Square Footage Requirements for expenditures.
Use in Developing the Local Facilities
Plans)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
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5. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
11. Print and non-print resources and Print and non-print library Print and non-print resources, including Print and non-print resources, including
access to online information are basic media center resources are subscription databases and other library subscription databases, access to the Internet, and
to a library media program. A school adequate to support the core media center resources are available other library media center resources are available
network is effective for delivering curriculum. Two or three online to multiple networked computers on a LAN throughout the school. Some library
media resources to the classroom and computers for student access to within the library media center only. A media center resources are accessible via Internet
beyond. Multiple computers are online resources are available in LAN (Local Area Network) is fully access outside the school. Students use library
available for student access to online the library media center. functional. Network services are media center technology independently for
resources that enhance instruction. delivered to all classrooms. extended projects and information retrieval. The
(FY02 Computers in the Classroom There is a minimum of ten (10) books library media center has in excess of ten (10)
Technology Project - A Georgia per student. Nonprint materials average books per student. There are three (3) nonprint
Lottery Grant) two (2) per student. items per student.
12. All library media resources are Management and circulation The OPAC is electronically networked The OPAC is available on a LAN throughout the
managed for maximum efficient use. workstations and at least one to several computers within the library school. All resources are recorded in MARC
The library media center has an online catalog access (OPAC) media center. MARC format is used. format so that access is available on the LAN and
electronic online public access catalog exist in the library media center. New acquisitions are added based on weeding of out-of-date materials can be timely.
(OPAC). Funds for acquisition of MARC format is used. reliable review sources, state and New acquisitions are added based on reliable
computers are utilized to implement national award books, and curriculum review sources, state and national award books,
the goals/objectives set forth in the needs. Weeding is an ongoing practice. and curriculum needs. The OPAC is up-to-date
System Three-Year Technology Plan A network distribution of resources and reflects the library media center holdings.
or in the System Comprehensive beyond the library media center is not Some library media center resources are accessible
School Improvement Plan. available. via Internet access outside of the school building.
(FY02 Computers in the Classroom
Technology Project - A Georgia
Lottery Grant)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
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6. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
13. One of the national educational Number of GALILEO searches Number of GALILEO searches by Instruction and promotion of GALILEO will be in
technology goals states: “Effective by students and staff in your students and staff will be more than the an organized manner. Searches will be conducted
and engaging software and on-line system will be the same as the previous year. Information about the in such a way that maximize efficiency and result
resources will be an integral part of previous year. Information number of searches can be obtained on in a high quality product Best Practices and
every school’s curriculum.” The about the number of searches a system level through GALILEO Learning Models that encourage and endorse
GALILEO on-line service provides can be obtained on a system statistics. GALILEO will be produced, taught, and shared
Georgia students and teachers access level through GALILEO with other library media specialists throughout the
to exceptional on-line resources at no statistics. state. Professional Development courses with the
cost to the local school district. . staff and faculty will be conducted.
Searches performed in GALILEO
databases will exceed one million
annually and the number of full-
content items viewed will exceed one
million annually.
State of Georgia Technology Plan
2003-2006.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
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7. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
Target Indicators
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 among
shall appoint a system media contact (SMCP) is appointed and among all library media specialists in library media specialists in the district. District
person (SMCP) to serve as a liaison to communication from the SMCP the district, and disseminates messages level administrators facilitate the communication
the department. is received and posted for all from DOE, GALILEO, and other among the SMCP, library media specialists, and
(IFBD, 160-4-4.-.01 ) library media specialists and entities. themselves. The SMCP understands the role of the
staff. The media coordinator or library media specialist and encourages
curriculum coordinator may opportunities for library media specialists to meet
serve as the SMCP to facilitate regularly. The district encourages links on school
communication to and from and district websites for library media center
DOE. announcements and services.
15. Administrative staff support at The school principal provides The school principal and district The school principal and district administrators take
both the school and district levels is support to the library media administrators take an active role in a leadership role in encouraging teachers to
essential for the development of a program and makes time to encouraging teachers to integrate integrate library media resources into the
strong library media program. meet with the library media library media resources into the curriculum, fostering a climate of collaboration and
(Information Power; Principle 4, p. specialist occasionally. curriculum. School, department, and inquiry, encouraging the library media specialist to
100) district level administrators meet be knowledgeable about current educational trends,
regularly with the library media promoting occasional visits to exemplary programs,
specialist. and providing budgetary support.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
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8. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
school. A library media committee makes recommendations and decisions relating to planning, operation, evaluation, and improvement of th
or twice a year. (This committee may be the same as the technology committee in some local schools.)
(This committee may be the same as the technology committee in some schools.)
ration of materials. This policy, which may be the media/technology plan in some schools, is the basis of operation for actions of the advisory
or update consideration and subsequent local board approval. It is used by the library media staff as a guiding document for the operation of
a budget. Long-range strategic planning and supplemental funding plans are made cooperatively, and can include bond issues, grants, scho
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
All Rights Reserved

9. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
Target Indicators
Category 5 - Staff Basic Proficient Exemplary
Development
19. Staff development opportunities Library media specialist Library media specialist seeks to Library media specialist continually seeks to
are available both for the library participates in staff enhance his/her professional skills, enhance his/her professional, particularly
media staff to enhance their own development options and particularly technology skills, beyond technology, skills. The library media specialist,
professional knowledge and for the provides informal staff those required for recertification or by when funding permits, also participates annually in
library media staff to provide development instruction during the school district. Library media state or national conferences. The library media
information and technology literacy collaborative planning with specialist provides occasional formal specialist is included in planning the staff
skills to other teachers and teachers. Current professional staff development instruction and development program for the school staff and
administrative staff. Professional resources are maintained in the informal instruction during assists in teaching and organizing sessions. The
resources and services for all faculty library media center if the collaborative planning with teachers. library media specialist is recognized as a master
members are provided in the library district does not provide a The school system makes staff teacher and provides staff development options
media center for the “learning centralized professional development options available for beyond routine planning. The library media
community“. resource center. library media support staff. The library specialist draws on professional resources both at
(Information Power; Principle 8, p. media specialist is knowledgeable of the local and district levels and online to provide
100) the district professional development individual assistance to teachers using technology
services. 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
(Write an additional indicator here)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
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10. Georgia DOE 2008 Library Media Program Self-Evaluation Rubric
List of citations used in this rubric:
Information Power: Building Partnerships for Learning.
http://www.ala.org/Content/NavigationMenu/AASL/Professional_Tools10/Information_Power/Information_Power.htm
American Association of School Librarians [and] Association for Educational Communications and Technology, Chicago:
American Library Association, 1998. ISBN 0-8389-3470-6
Official Code of Georgia: O.C.G.A. 20-2-167, 12/03/01 and O.C.G.A 20-2-184, http://www.legis.state.ga.us/cgi-
bin/gl_codes_detail.pl?code=20-2-167 http://www.legis.state.ga.us/cgi-bin/gl_codes_detail.pl?code=20-2-184
A Planning Guide for Information Power. .American Association of School Librarians a division of the American Library Association,
Chicago, 1999, ISBN # 0-8389-8073-2
State Board Rule: IDA (1), 160-4-2-.01The Quality Core Curriculum and Student Competencies
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.01.pdf
State Board Rule: IFBD, 160-4-4.-.01 Media Programs
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-4-.01.pdf
State Board Rule: CGB, 160-5-1-.22 Personnel Required
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.22.pdf
State Lottery Guidelines: FY02 Computers in the Classroom Technology Project - A Georgia Lottery Grant
http://techservices.doe.k12.ga.us/edtech/edtechcomputerclass.htm
State Facilities Guidelines: Square Footage Requirements for Use in Developing the Local Facilities Plans;
http://www.doe.k12.ga.us/_documents/schools/facilities/squareft.pdf
The State of Georgia K-12 Technology Plan: 2003-2006. Georgia Department of Education.
http://techservices.doe.k12.ga.us/edtech/2003techplan.php
st
21 Century Library Learning Standards: 2007. American Association of School Librarians (AASL).
http://www.ala.org/aasl/reno
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
10/29/2007 Page of 10
All Rights Reserved