The document provides a self-evaluation of the media program at Statesboro High School. It describes how the media center is the hub of the school and is actively used for research, instruction, and collaboration between teachers and media specialists. Resources and technology available support all subject areas and student needs. Collaboration ensures information literacy skills are taught. Assessment of student achievement and using data to better meet diverse learning needs could be improved. Overall the program demonstrates support for students, teachers, and the community.

1. Alina Odom Library Media Program Self-Evaluation
Summary of Results:
The Statesboro High School Media center has become the hub of the school. The many
roles that the two media specialist fill make the library a center for the constant flow of students
and teachers. The traffic in the media center is constant and purposeful making the media
center’s role vital in the daily activities of the faculty and students alike.
The media center is an active research center for the school. The media center is the
primary computer lab and research center for the school. Students enter the media center
individually and as classes to conduct in depth research. This gives both the media specialists
the opportunity to teach information literacy skills to the students. With the implantation of one
to one devices, the flow of classes has become slower, so more individual lessons are now given.
The steps in the Big 6 research method, Task Definition, Information Seeking Strategies,
Location and Access, Use of Information, Synthesis, and Evaluation are the steps that are
developed by the students as they spend more and more time in the media center. In the lessons
that are taught in the media center, these stope are reiterated. When Galileo lessons are taught, a
“research plan” worksheet is used to help students. The worksheet requires the students to
identify their topic, identify possible key words, identify the best databases to use, and the back
is used for their preliminary research notes. Students are taught to validate their sources when
using the Internet for research. Galileo is always the recommended research tool, as the
validation of the material is done for the students and they can research with confidence. The
orientation lessons for students include an in depth introduction to the OPAC and its effective
use, a brief introduction to Galileo, and a scavenger hunt that allows students the opportunity to
discover the Dewey Decimal Cataloging system. The catalog is always pulled up on a computer
for students to obtain the information they need in the research process. There are many helpful
links listed on the media center’s home page to assist students in their research on or off campus.
This encourages life-long research skills.
The resources found in the media center represent a wide array of materials to support the
curriculum and Georgia standards. Each department is consulted annually and specific,
requested materials and resources are purchased as a result. Special attention is given to subjects
that are heavily researched and emphasized in classrooms when purchasing is conducted. Fiction
books are selected based on reading levels that reflect the reading levels of all students.

2. Alina Odom Library Media Program Self-Evaluation
Reluctant reader lists, Georgia Peach award books, teacher recommendations, and student
requests are the most common sources for fiction book orders. The professional collection
houses many books and materials that provide instructional strategies which support all learners.
A monthly media newsletter provides resources, web sites, and useful ideas for teachers’ use in
the classroom.
Collaboration between the media specialist and teachers is constant and ongoing. Each
semester begins with freshmen orientation which is implemented through language arts classes.
The two media specialists encourage collaboration and engage in direct instruction as a result of
collaborative efforts. Some opportunities that have happened as a result of collaboration include:
position papers on a country’s stance on terrorism, research outlines to help students organize
their research, research to gather statistics on technology in math, journal article research, poetry
enrichment lessons, career research using the online Occupation Outlook Handbook, research for
a position speech using the SIRS online databases via Galileo, recipe books with professional
foods classes, video production and editing with the early childhood/preschool classes, Microsoft
publisher classes for brochure making, career prep classes, evaluating web sites and their validity
for siting in formal research projects, grant writing committees, lunch and learn in the library,
marvelous Monday teacher staff development opportunities during planning periods for teachers
on Mondays, etc. The list varies and changes on an as needed basis.
These are examples of the formal collaboration that has taken place between the media
specialists and the teachers. However, impromptu lessons and teachable moments constantly
take place in the media center as well. The relationship between the two media specialists and
the teacher is such that the media specialists are welcome to add to a lesson if they have essential
information that will assist students in information retrieval. These examples demonstrate the
media specialists’ role as active teachers. Rubric are designed and implemented in the lessons
that are introduced in the media center. Teachers and students recognize that they media center
is an extension of the classroom. Students recognize that value of the instruction presented in the
media center and its value can be seen in the quality of work produced by the students. The
media specialists and their participation in instruction has resulted in PowerPoint presentations,
publisher creations, and a few videos that have been edited using the media center’s resources.
The program demonstrates that information literacy, the success of the students, and the quality

3. Alina Odom Library Media Program Self-Evaluation
of work that is produced are key ingredients to the mastery of the subject-matter and ultimately
the goals that should be obtained as a result of the students’ time in the media center.
The media center is essential in the overall reading program at the school. The two
media specialists have been actively updating an aged fiction collection to encourage reading.
The GPS standards require vast amounts of reading at each grade level. The media center houses
over 20 class sets of novels used in Language Arts classes. Videos and professional materials
have been purchased to support the instruction of these novels. Comfortable reading areas are
located in the media center and are often full of students reading the daily newspaper, monthly
magazines, and their favorite books. Plans are also in the works to replace some older furniture
with new “café” style furniture that may appeal to high school students for study groups and
collaboration.
The media center is staffed by two full time, certified media specialists. Both media
specialists have a masters’ degree in Instructional Technology along with other advanced
degrees. Two full time technological liaisons are housed in the media center. The two liaisons,
in addition to their technology duties, assist the media activity (check in/out, shelving) as support
personnel. With the excellent staff, the media center is open beyond normal school hours (8:00-
3:00). The media center opens at 7:30 and remains open and staffed until 4:15 Monday through
Thursday and until 4:00 on Friday. The media center is open and active during the school’s open
houses. Many organizations meet in the media center during evening hours or on Saturdays.
The school is currently on a 7 period day schedule. Each period is 45 minutes long.
Flexible scheduling allows for seven, forty five minute class segments in the library throughout
each day. An open calendar is available for teachers to reserve the media center as needed for
research or instruction. The media center has 32 computers which allow ample space for a class
and individuals who come in during the class periods. Students may also bring their devices in
for use. Although teachers may reserve the media center, students who have passes are welcome
to come in simultaneously. The media center has enough searing for two full classes in addition
to the computers. It is rare that there are three full classes in the media center at one time, but
often two classes can be found working simultaneously. Groups and individuals are always in
the media center doing research, reading, or working on computer related projects. Having two

4. Alina Odom Library Media Program Self-Evaluation
media specialists makes it easier to accommodate the large numbers that are often in the media
center at one time.
The media center is the central location for all school wide announcements (excluding
those made over the intercom). A closed circuit television with connection to a computer, scrolls
through power point slides/announcements which air silently in all classrooms throughout the
day. There is also a morning news broadcast each Monday morning.
When students and faculty enter the media center, they have access to a multitude of
resources. Thirty two computers, all equipped with internet connection, access to the county
server for storage or large files, and essential “Office” programs, are available at all times. The
OPAC is web based which permits students and teachers to search the media center’s collection
from any computer on or off campus. The media center’s homepage has many helpful links to
direct students to the assistance they need to complete projects. Help sheets that pertain to
bibliography format, Galileo, career research, Georgia High School Graduation review sites, and
research planning guides are accessible to students who are working independently in the media
center. The OPAC is current and the holdings are correct. Annual removal of lost materials, and
the use of standard cataloging and weeding of out of date materials are all steps taken to ensure
the accuracy of the research conducted in the media center.
An essential ingredient of the research conducted in the SHS media center is Galileo.
During freshmen orientation, students are instructed on how to use Galileo. In addition to these
lessons, SIRS databases and Newspaper Sources have been used for current events by individual
students. The New Georgia Encyclopedia has been used in Geography research and projects that
focus on the local Bulloch County area. Grove Art is a constant resource for art classes
conducting research. Galileo help sheets are available at all times in the library for students
conducting individual research.
Statesboro High School is fortunate to have a committed administrative staff. The
administration is made up on one principal and four assistant principals. The entire
administrative team supports and encourages the decisions made by the two media specialists.
Teachers are often encouraged to collaborate with the media specialists by the administration.
The media center is responsible for public relations and the administration does an exemplary job
of keeping the media specialist up to date on events at the school that need to be publicized. The

5. Alina Odom Library Media Program Self-Evaluation
media specialists are contacts for the county-wide parent communication system, Parent Portal.
The administration helps facilitate the communication this system requires between parents,
students, and teachers. The administration is also supportive of the media specialists attending
local or state conferences. Budget requests made by the media specialists are also supported by
the administration. The relationship between the media specialists and the administration is
positive, trusting, and professional. The relationship has facilitated an optimistic atmosphere
from which success has resulted.
As an extension of working relationships, the media committee at the county level is very
active. The media specialists across the county meet quarterly for PLC (professional learning
community) meetings. Jeff Giddens is the appointed person who serves as the school media
contact person. An updated county-wide media specialist handbooks was made during the 2017-
2018 school year by all school library media specialists and the county SMCP. The new policies
included but is not limited to copyright policy, challenged material, and certification
requirements. At the school level, the technology committee is currently working to implement a
three year technology plan.
The SHS media specialists seek opportunities to enhance their skills. Staff development
sessions that have been recently attended by the media specialists include a regional Media
Specialists consortium. The skills obtained by the media specialists are passed on to the faculty
via monthly newsletters, frequent emails and through a “Marvelous Monday” program. At least
once a month on Mondays, teachers and the media specialists work together to provide
professional development for the staff. The information is usually technology related and covers
any new tools that could be beneficial to teachers and/or students.
The media specialists use their extensive research skills to assist teachers. Teachers
pursuing graduate degrees often ask for help using Galileo. The media specialists also assist
several paraprofessionals who may be attending school to become certified teachers. The media
specialists have assisted these teachers with critiquing literary works. Student teachers have
sought the help and assistance of the media specialists when filming their lessons. The media
specialists have also edited and assisted in editing the film that the student teachers produce.
Each year the annual budget for the media center is created based on the FTE count. The
media specialists evaluate the needs of the school. New and updated technology, enhancing the

6. Alina Odom Library Media Program Self-Evaluation
book collection, updating the reference section, and the purchase of online databases or teacher
resources are the primary focus of the monies spent. Teachers make appropriate requests for
materials with confidence knowing that the media specialists support their endeavors in the
classroom by providing them with the materials they feel best suit their instructional needs. One
hundred percent of the monies allotted by the budget are spent with administrative approval on
media center costs. The media center also provides basic services and sells a small assortment of
classroom essentials to students (poster board, report covers, copies, poster prints, etc). The
money earned from these sales provides enough extra money to accommodate other needs,
programs, or initiatives in which the media center engages. Grants are also written to help
supplement the budget as needed.
The media specialists at Statesboro High School are constantly offering support and
assistance to students, teachers, parents, and community members. By offering instructional
assistance, teacher have begun to allow their students to venture into using and implementing
more 21st century learning skills. Having the support and knowing that the media specialists can
be counted on for support and instruction makes for an exemplary library media program.

7. Alina Odom Library Media Program Self-Evaluation
Action steps to address an area identified as basic:
Area 6: Student achievement is routinely assessed.
As of now the classroom teacher is responsible for assessing student achievement. Although the
classroom teacher shares the needed information with the media specialists during collaborating
with each other, it is currently left up to the classroom teacher to assess.
Action Steps:
1. Classroom teacher and media specialist meet in order to collaborate about how to teach
an upcoming skill.
2. While meeting, the teacher and media specialist brainstorm ideas for assessing this skill.
3. Together, they decide how to best assess the skill after the skill has been introduced,
taught, and practiced.
4. The teacher and media specialist meet again to look at data and determine if the skill has
been mastered or will require further practice.

8. Alina Odom Library Media Program Self-Evaluation
Action plan to move an area from Proficient to Exemplary:
Area 5: Serviced are provided to student who have diverse learning abilities, styles, and needs.
The media specialists at Statesboro High School are eager to collaborate with teachers in
order to move students to where they need to be. One of the services provided in the media
center at SHS is called “Lunch n’ Learn”. During a student’s lunch break, they may eat in the
library while working on anything from a school paper to a job application. The media
specialists are available to help the students with what they need during this time. The media
specialists inform the teachers that these services are available and the teachers pass the
information along to the students. This service is also advertised on the daily school
announcements and media center newsletters. Although this is a beneficial service offered to
students, only a few students take advantage of this opportunity. As of now, it’s a voluntary
service. If the media specialists and teachers use data from classroom material to determine
specific needs of students, the Lunch n’ Learn service could be provided in a way that the media
specialists are aware of the need and can be prepared to help the specific need as the student
comes in. More time can be focused on meeting the specific need instead of identifying the need
and then addressing it. The teachers and media specialists can use student data to design
activities that will specifically lead to student achievement and meet individual needs. By doing
this, the Statesboro High School media center can move area five from proficient to exemplary.