Strategic management plan

Strategic Management Plan
FRIT 7331
Rebecca West
Christopher Croom, Sandra Crum, Shannon Moore
Fall 2015

SectionII: School Library Media Center Philosophy and Mission Statement
The mission of the Harlem Middle School Media Center is to build a patron-
centered library which fosters a caring environmentin which students, faculty and
community can successfully seek information and ideas for their educational,
informational, and recreational needs.
Philosophy:
The Harlem Middle School Library Media Center is the largest classroomin the school where
teaching and learning are the principal goals. The HMS Library Media Center supports teaching,
learning, and research in an academically and open environment. Our goal is to create life-long
learners by integrating information literacy into the curriculum and encouraging a love of
reading. The Library Media Center promotes efforts to ensure that every patron has
knowledgeable access to information in all formats. The Harlem Middle School Media Center
supports the school’s mission statement of empowering and inspiring all students to apply the
knowledge, skills, and attitudes necessary to become creative problem solvers, to achieve
personal success, and to contribute responsibly to our diverse and dynamic world.

SectionIII – The SchoolLibrary Media Center: Facilities and Services
Circulation Policy
Harlem Middle Schools’ circulation policy applies to all students in grades six through
eight. All books are inventoried in the Follett Destiny system. Currently, students are allowed to
check out fiction and nonfiction text only. Students are allowed to have two books checked out
at one time and are held for two weeks at a time. Students visit the media center for book check
out on a two week rotation, but are encouraged to visit in between those times if they finish their
book(s) before then. If a student wants to renew a book, they may do so up to three times on a
specific book. This allows the book to be available for other students if it is being requested.
Students are able to “request” a book by placing it “on hold”. To do this, students log in to the
Destiny Quest system using their lunch number, and place the desired book on hold under their
profile. This will ensure that once the book is returned, it will be marked for check out for that
specific student. A fine of five cents per day is charged for overdue books and a three day grace
period is given before fines begin to occur. When books are lost or damaged, an appropriate fee
will be charged. Generally, this fee reflects the current price of the book or the replacement cost
of another book. The SLMS and Media Clerk work well with students who may owe a fee for
overdue or lost books. As a general rule, if students owe a very small fee, they will still be
allowed to checkout new books. If a book has been lost, students are not allowed to check out
books until that fine has been paid.
Reference books, magazines, and iPads are available for student use while in the media
center, but are only available for check out by teachers. Current policy states that students are
not allowed to checkout reference material or magazines because of the cost of those materials

and the constant request by classroom teachers conducting research and inquiry-based projects.
Teachers may also checkout materials that are available in the media center such as iPads,
document cameras, presenters, DVD’s, professional learning material, and classroom sets of
novels. The check out policy for teachers is for the entire school year unless another teacher is
requesting a particular item. Fees are not assigned to teachers for late materials, but if an item is
lost or damaged it is up to the principal to assess a fee.
Parents and community members are allowed access to the school's media center. While
there is no written policy in place for checking out material, parents and community members are
allowed to read books (fiction, nonfiction, and reference) while visiting the media center.
Parents and community members are not allowed to use the other technology resources such as
iPad’s, document cameras, presenters, etc.
The HMS media center also lends books, such as class sets of a particular novel, to other
schools in the area. A spreadsheet is kept that allows the SLMS to know what school the
materials are going to and the contact information for the receiving SLMS. Once books are
returned they are highlighted or deleted from the spreadsheet.
To improve the media center’s circulation policy, the SLMS and the library media
committee will discuss issues and concerns regarding parent/community check-out systems,
purchasing e-readers, and increasing the number of reference materials. This last improvement
will also benefit the students, as they would then be allowed to checkout reference materials
rather than only using them while in the media center. The purchase of e-readers or e-books will
allow the HMS Media Center to stay current with 21st century learning skills.
Scheduling

The HMS Media Center is open daily from 7:05 A.M. until 2:35 P.M. Because English
Language Arts classes are more closely tied to the media center, students visit the media center
during this period once every two weeks. Grade level teachers will alternate weeks to allow
classes to use the entire period in the media center if they wish. At the beginning of the school
year, during vertical team meetings, ELA teachers decide on the day of the week they want to
schedule their visits. The media center is booked on Mondays (7th grade), Wednesdays (6th
grade), and Fridays (8th grade). On Tuesdays and Thursdays the media center is open to all other
grades and/or subject areas as first come, first served. Even though the HMS Media Center is
booked for the ELA classes on the designated days, other students (small groups or individuals)
are allowed to utilize the media center for book returns, check-out, or to use the computers for
various reasons. The SLMS shares the media center calendar (See Appendix A) with all teachers
so they are able to see availability options. Teachers can send a request via email for a
reservation to be added to the calendar. Only the SLMS is able to add reservations to the
calendar due to reservations being deleted or changed by other individuals. If a verbal request is
made to the SLMS or clerk, the teacher must also submit an email or written request to be kept in
a file for reference and documentation for the SLMS observations (TKES). Students may visit
the media center individually or in small groups, but must have a pass from their teacher. There
is no policy that requires students to sign-in or out when visiting the media center. Generally,
the SLMS and/or the Media Clerk is always available for supervising or assisting students who
visit the media center.
Services
Students who are served for speech therapy meet with the speech therapist on Tuesday
and Friday mornings, from 7:35-8:15 in one of the conference rooms in the media center.

Reading remediation classes are also held in the media center every day each week during
Achievement Period: AP is from 7:35-8:15. The reading class is designed to improve reading
fluency and comprehension and more importantly to increase student confidence. The SLMS
serves the sixth grade reading classes. STEM research is available on Fridays during AP time
for seventh and eighth grade students. During general operating school hours (7:05-2:35), the
media center is available for students to return/renew/check-out books or use the computers.
Students have access to several online databases such as World Book Online, Destiny Quest,
GALILEO, TweenTribune, and ipl2 For Teens. In order for students to use any computer at
school, their parent/legal guardian must give written permission. This agreement (See Appendix
B and C for Network Responsibility Agreement) must be signed by the student and the
parent/legal guardian and returned to the HMS media center before the student is able to use the
computer. Another service to students is provided by Columbia County. The county has made
available to every student an Office 365 account. Students are able to use Office 365 on any
device where there is internet access to create word documents, powerpoint presentations, and
have access to email. The SLMS is available to assist students when problems occur while
using Office 365, and to register new students that enroll throughout the school year. One of the
new most recent services available to students is the BYOD initiative (See Appendix D). In
recent years, the idea of students using personal devices to enhance their learning has been a
topic of conversation. The 2015-2016 school year kicked off with the initiative being in full
effect. Printing is also available for students at no charge, but color printing is not available at
this time.
The HMS media center also provides a variety of services to the faculty. Monthly faculty
meetings are held in the media center for teachers and administrators to collaborate, solve

problems, make School Improvement (SIP) decisions, focus on professional development, and
set future goals. The HMS Media Center provides an online testing platform, called Data
Director, to the content area teachers. The SLMS is the Data Director Administrator for the
school and also provides training for the teachers. This system allows teachers to create a test
online, where each question is tied to a specific standard, and the results are returned to the
teacher in a day's time. The SLMS is the webmaster for the school's website and will also lend
support when needed to individual teachers for their classroom webpages. There are several
machines and materials available for teacher use but are not housed in the media center due to
space. A binding machine for books, a laminator, die-cuts, poster/butcher paper, hole press, and
a large paper cutter are available to use. The media center does not provide printing for teachers.
There are two grade level printers on each hallway and teachers are able to have their own
printers in their classroom if they choose. Personal printers are not maintained by the SLMS or
TSS and all ink must be purchased by the teacher. There is also no limit (within reason) as to
how many pages are allowed to be printed. The SLMS encourages collaboration with teachers
to plan lessons and activities to take place in the media center as well as the classroom.
In addition to these services, the media center is also used for various other reasons: guest
speakers, receptions, testing facilities, parent workshops, and PTSO meetings are a few
examples. Also, Tuesday evenings are scheduled for middle and high school gifted certification
classes for Columbia County teachers.
The HMS Media Center provides a plethora of services to the students and faculty at the
school. One group of stakeholders that would greatly benefit from services provided by the
media center are the parents. The media center would like to implement a program that would
allow parents and/or guardians to have one on one training with the SLMS. Areas of training

would include Microsoft Office (Word, Excel, and Publisher), Office 365, Parent Portal, and
various Web 2.0 tools.
References
American Association of School Librarians. (2009). Empowering Learners: Guidelines for
School Library Programs. Chicago, IL.

Appendix B
FORM 1A – PROCEDURE IFBGA (1)
NETWORK RESPONSIBILITY AGREEMENT
FOR STUDENTS OF COLUMBIA COUNTY SCHOOLS
I understand and will abide by the terms and conditions for use of the Columbia County School
System Technology Network. I further understand that any violation of the regulations is unethical and
may constitute a criminal offense. Should I commit any violation, I understand that my access privileges
may be revoked, disciplinary action may be taken and/or appropriate legal action pursued.
Student Name:(PLEASE PRINT)___________________________________________________
Current Grade Level:____________________________________________________________
Student Signature:_______________________________________________________________
Date:_________________________________________________________________________
Faculty Sponsor (or teacher):______________________________________________________
School:_______________________________________________________________________
PARENT OR GUARDIAN NETWORK RESPONSIBILITY AGREEMENT
FOR STUDENTS IN COLUMBIA COUNTY SCHOOLS
(If user is under the age of 18, a parent or guardian must also read and sign this agreement.)
As the parent or guardian of this student, I have read the terms and conditions for the use of the
Columbia County School System Technology Network. I understand that these privileges are designed
for educational purposes. I will not hold Columbia County Schools responsible for material acquired or
problems related to the use of the material acquired on the network.
I hereby (grant______) (do not grant ________) permission for my child to utilize the Columbia
County School System Technology Network and certify that the information contained on this form is
correct. Further, I accept full responsibility for supervision if and when my child‘s use is not in a school
setting.
Parent or Guardian Name (please print): ___________________________________________

Signature:______________________________________________Date_____/_______/______
Unless a parent objects in writing to the principal of the school where the child is enrolled, the Columbia
County School System and individual schools may periodically acknowledge student work activities,
and/or achievements on their web sites. Such information about your child will be limited to photographs,
student’s first name, student work, and/or grade level. All students attending CCSS, upon entering
Kindergarten, 6th grade, and 9th grade, (and their parents/legal guardians) should sign the Network
Responsibility Agreement for Students of Columbia County Schools. All transfer students or new
students to CCSS should sign a Network Responsibility Agreement upon entering the Columbia County
School System. (Signed agreement form is to be placed in the student‘s permanent record.)
REVISED 5/22/06
Appendix C
FORM 1B – PROCEDURE IFBGA (1)
NETWORK RESPONSIBILITY AGREEMENT FOR STAFF*
OF COLUMBIA COUNTY SCHOOLS
I understand and will abide by the terms and conditions for use of the Columbia County
School System Technology Network. I further understand that any violation of the regulations is
unethical and may constitute a criminal offense. Should I commit any violation, I understand that
my access privileges may be revoked, disciplinary action may be taken and/or appropriate legal
action pursued.
CCBOE Staff Member Name:_____________________________________________________
Position & Location:_____________________________________________________________
Staff Member Signature:__________________________________________________________
Date:_________________________________________________________________________
(TEACHERS AND STAFF, WHILE SUPERVISING STUDENTS, ARE EXPECTED TO
MONITOR ALL STUDENTS’ INTERNET ACTIVITIES)
All CCBOE staff members are required to sign a Network Responsibility Agreement for Staff of
the Columbia County Schools.
CCBOE staff members who transfer to another school or department should sign a new form at
that particular school/department.
(CCBOE STAFF SIGNED AGREEMENT FORM IS TO BE PLACED IN THE EMPLOYEE‘S
PERSONNEL FILE MAINTAINED AT THE SCHOOL/DEPARTMENT.)
(*This form may also be used for substitute teachers, student teachers, interns, lab students, etc.)
REVISED 5/22/06

Appendix D
Dear Students, Parents and Guardians:
As new technologies continue to change the world in which we live, they also provide many
new and positive educational benefits for classroom instruction. Therefore, we have decided to
implement Bring Your Own Technology (BYOT) at our school. In this initiative, students are
encouraged to bring their own technology devices to school to assist their learning experiences.
This document is a contract which we will adhere to as we establish this new program within our
school. Please note that students who cannot bring in outside technology will be able to access
and utilize the school’s equipment. No student will be left out of classroom instruction.
Definition of “Technology”
For purposes of BYOT, “technology” means wireless electronic equipment that includes, but is
not limited to, existing mobile communication systems and smart technologies, portable internet
devices, handheld entertainment systems, or portable information technology systems that can be
used for word processing, wireless Internet access, image capture/recording, sound recording,
and information transmitting/receiving/storing, etc.
Internet
Once made available, only the Internet gateway provided by the school may be accessed by
students while on campus. Personal Internet connective devices such as cell phones and cell
network adapters may not be used to access outside Internet sources. However, because access to
the school system network is not yet available, personal digital plans may be used by students at
the express permission of their parents, but only under the supervision and permission of school
officials.
Security and Damages
The responsibility of keeping devices secure rests with each individual owner. The school system
is not liable for any device stolen or damaged on campus. If a device is stolen or damaged, the
school administration will handle the situation in the same manner as with other personal items
impacted in similar situations. It is recommended that skins (decals) and other personal touches
be used to physically identify and differentiate student devices from one another. Additionally,
protective cases for technology are encouraged.

BYOT Student/Parent/Guardian Agreement
The use of technology to enhance learning is not a necessity but a privilege. Accordingly,
students do not have the right to use personally owned laptops, cell phones, or other electronic
communication devices while at school. When abused, privileges may be taken away. When
respected, they may benefit the learning environment as a whole.
Students participating in BYOT with the express consent of their parents or guardians must
adhere to the Student Code of Conduct, as well as all Board policies. Furthermore, each student
must agree to the following conditions:
The student must
● Take full responsibility for his or her technology device. The school is not
responsible for the security of student-owned technology.
● Silence technology while on school campuses and while riding school buses.
● Use technology for instructional purposes as expressly permitted by school
officials and not for cheating on assignments or tests.
● Only access files or Internet sites which are relevant to classroom course
curriculum and as directed by school officials.
● Comply with school officials’ requests to shut down or close the screen on
computers or devices.
● Acknowledge that, once available, the school's network filters will be applied to
one's connection to the internet and will not attempt to bypass them.
● Understand that knowingly infecting the school system network with a virus,
trojan, or program designed to damage, alter, destroy, or provide access to
unauthorized data or information is unacceptable use of technology and will result
in disciplinary action.
● Realize that processing or accessing information on school property related to
“hacking”, altering, or bypassing network security policies will result in
disciplinary action.
● Acknowledge that the school district has the right to collect and examine any
device that is suspected of causing problems or of being the source of an attack or
virus infection.
● Realize that printing from and charging personal technology devices are not
possible at school.
By signing below, I understand and will abide by the above policy and guidelines. I further
understand that any violation is unethical and may result in the loss of BYOT privileges, as well
as other disciplinary action.
Student Signature:_____________________________ Date: ___________________________
Parent/GuardianSignature:__________________________________________________
Date:________________________________________________________________________

SectionIV: SchoolLibrary Media Center Facilities
The Harlem Middle School Media Center is supervised by a former English/Language Arts and Social
Studies teacher. She is a veteran teacher who has taught for a total of eight years. This is her first year as a
Media Specialist. The Media Clerk is a former pre-loading Supervisor at UPS and Front Office Registrar for a
medical office. This is also her first experience in a media center.
This Media Center is comprised of six student collaboration tables with the ability to host up to seven
students at each station. A relaxation area has been created that contains a large couch, and a large area rug.
This space is reserved for patrons to socialize or have silent reading time. The center also has nine student
desktop computers, four iPads, LCDprojector, two conference rooms, a reference section,as well as both anon-
fiction and fiction section.
The Media Specialist and Clerk spent the initial part of the school year teaching students how to set-up
and access their Office 365 student accounts. In addition to this process, students learned how to access and
connect to the school’s Wi-Fi. While students are at school they have access to a variety of online resources and
online tools; through the Media Center’s website students alsohave access to those same resources off campus.
At this time, one conference room is reserved for use by the Special Education Paraprofessional as an
office and meeting space.The other conference room is in transition to becoming a makerspace for student use.
This area will be designed for students to work and prepare projects in accordance with the school’s STEM
Program. The temperature in the Media Center is “just right” although the Media Center staff have the ability
to adjust the temperature at any time to make it more comfortable if needed. Lighting in the Media Center is a
combination of both natural and electrical lighting. Currently, the only area for concern is the noise distraction
from the adjacent sixth grade hallway. The disturbance is not constant; however, it can hinder concentration or
focus if it is needed to conduct a particular task.
The Media Center is accessible to all students and patrons with disabilities. There are no stairs or
ramps for a patron with a disability to get in or maneuver around the Media Center. The only obstacle that
may be an issue would be that a student with a disability might need assistance because the entrance door
swings outward rather than inward; therefore, a patron with a disability might need additional assistance of
someone holding the door.

Floor Plan of Harlem Middle School Media Center
As students access the Harlem Middle School Media Center’s page they will see a tab for Media
Resources. Some of the resources available to them are Destiny Quest, the online catalog, Smithsonian Tween
Tribune, Galileo, World Book Online, What’s Next, a site that lists books in a series, and a site that gives book
recommendations based off of a book that the student has read and liked. The Columbia County Board of
Education uses iboss as the filtering software. This web security is “designed to enable K-12 learning, not
block it”. Filtering software plays a huge role in what students are able to access, iboss “filters classifies sites
based on its content focus (i.e., dating, news, entertainment, pornography)”. The iboss website provides the
following description of the software’s purpose and abilities.
“Today’s K-12 schools faceopportunities and challenges thatwere never imagined by previous generations.The Internet has opened
a new world of learningresources,whilethe growth of mobiletechnology has put these resources into the hands of students a nd
teachers both in and out of the classroom. Added to these challenges areincreased targetingof schools by criminal hackersbenton
accessingstudentdata. K-12 Schools faceincreasingsecurity challenges:
● MaintainingCIPA,HIPAA and other regulatory compliance,whileensuringnetwork availability and accessto
learningtools
● Protecting increasingamounts of privatestudent data kept on school networks from advanced threats
● Securingmobile users and BYOD easily,whether on or off school grounds”
There are many times when a site that should not be blocked, is blocked. Thankfully, with iboss, the
Columbia County IT Department has the ability to customize sites according to its content.

Students at Harlem Middle School have access to the Media Center’s website from home or from a
mobile device. The school’s website provides a link to the Media Center’s page if students do not know or
cannot remember the URL for the page. At this time, there are no e-books or e-readers available in the
school’s Media Center; however, the stakeholders are in discussion about adding selected titles. There is a
plan to add e-books into the Media Center’s inventory. A link to the Media Center’s website is provided:
Harlem Middle School Media Center
Screenshot of the Harlem Middle School’s Media Center webpage “Media Resources” tab
The layout of the media center works really well for teachers and students. All materials are easily
accessible and the open view of the library is conducive to the learning of all students. The library media
center environment and educational climate is remarkable. Student artwork and class projects are displayed
throughout the library making the environment more student centered. There are two quiet areas (closed
door conference rooms) for small group or individual instruction and a larger area for whole class instruction.
Considering the age of the building, the library is very inviting to all faculty, staff, and students. There is
adequate space for individuals, small groups, and whole classes, as long as it is “one” class at a time. Usually, if
more than one class is in the media center together it is very congested and space is limited.
If money were no object, additional improvements would include extra seating in the “social area” and
door openers that are designed to assist the handicapped. Extra seating could include furniture such as

colorful bean bags to help brighten up the media center as well as give students a place to read that is extra
soft and comfortable. Purchasing bean bags would be good but actually purchasing the materials and getting
groups of students to help make them would be even better not to mention fun.
Adding color to the walls and colorful tables and chairs would help brighten areas
especially where natural lighting is minimal or absent. Door openers would make
the entrance and exit to the media center easier for our handicapped students.
Another improvement is to update or improve the door leading from the Media
Center to an outdoor Courtyard to include an outside reading area.
Kincaid, K., & Pfau, P. (2015). Creating ever-evolving, school-specific learning commons. Teacher
Librarian, 42(4)

SectionV: Budget
System: ColumbiaCountySchools
Facility:HarlemMiddle School
Full Time EquivalentStudents(FTE):543
2015-2016 School Year
MediaMaterials
The Georgia Departmentof Education(GA DOE) definesmedia materialsasthose instructionalmaterials
includingprint,non-print,periodicals,online databases,supplies,andequipmentthatare critical to the
supportand enhancementof the school librarymediacenterprogram.These materialsare housedin
and circulatedthroughthe librarymediacenterforuse bythe entire learningcommunityof the school.
School SystemBudget
The ColumbiaCountyschool districtprovidesfinancial fundingtofundHarlemMiddle School’sbudget.
Currentlythe Full Time Equivalent (FTE) studentsare 543 forthe 2015-2016 school year.The total yearly
budgetis$7,075.29 The dollaramountperstudentforthe mediabudgetis$13.03. The fundsfrom the
budgetare distributedasfollows:
$13.03 (perstudent) x 543 (FTE) = $7,075.29
● furniture 28.18% $ 1295.26
○ purchased a diverse mobile storage cabinet, 24 pocket literature display, 2 bean bags
● toner supplies3.64% $ 176.53
○ HP 950XL & 951XL compatible ink cartridge 10-pack value bundle
● books/DVD 39.09% $ 4,443.13
○ purchasedfromthe countyapprovedvendors:FollettTitlewave,BoundtoStayBound,
JuniorLibraryGuild,Bakerand Taylor,Mackin,and Barnesand Noble
● technology10.91% $ 342.57
○ includesall of the followingbutare notlimitedtomonitors,desktopcomputers,laptop
computers,andprinters
● library services13.64% $ 564.35

○ FollettSubscriptionorRenewal of the Subscription
● stationary materials (MediaSupplies) 4.55% $ 253.45
○ Papers,pens,blankcd’s,blankdvds,die cutmachine andaccessories, other
miscellaneousitems
The fundingforthe HarlemMiddle School mediacenterissatisfactorybutitcouldbe more adequate in
orderto increase the amountof fundsavailable toupgrade the furniture inthe mediacenter. There is
not enoughmoneyin the mediacenterbudgettopurchase all itemsthatare wanted.Anincrease inthe
budgetby$4000 wouldpresentthe opportunitytopurchase material tomake beanbagsplusbuy
tables,lounge chairs,etc.
Accordingto the Our Funding History and its Impact on Georgia’sMedia Centers’ page,the amount
allottedhasfluctuatedsignificantlyoverthe years.
Additional fundingsourcesare the ScholasticBookFairFundraiser($685),Local Supplements($800),
and the QBE fundsthat are allocatedbythe Principal.
Looking to the Future
The HarlemMiddle School mediacenterislookingintoaddingmore resourcestoitsprogram.Some of
the improvementstothe mediacenterare addingeBooks,Mediascape andupdatedfurniture.
eBooks
The mediaspecialistisinterestedinpurchasingeBooksbecause of havingthe abilitytoaccess
embeddedcontentwithinthe textof the book. eBookshave the abilitytobe instantandaccessed
remotely,the abilityof simultaneousmulti-use of the eBook,andthe capabilitytodifferentiate learning.
Mediascape
Purchasingthe Mediascape systemallowsuserstocollaborate byplugginginuserdevicesandsharing
the screenfromthe multipledeviceswithgreatease.Thisadditionwill provide anadditional
collaborative space forstudentsandteachers.
UpdatedFurniture

Furniture inthe classroomenvironmentshouldbe easilyreconfiguredandusedtofitthe
curriculum/program.The furniturethatstudentsuse shouldbe easilyadjustable,comfortableand
supportthe student’sphysical environmentwhenusingtechnology.
Since the fastrate of technologicalchange isimpactingeducationandmakingtechnologyforever
redundant(askanysmartphone user),furniture shouldadapttothe way studentsuse technology,and
do so discreetly(nocordsand cablesaround).Thisisnotan easytask.There are manychairs and tables
that workfor the presentandreflectthe manufacturersdesigningfortoday’stechnology.
Unfortunately,schoolsnormallydonothave the budgetstoconstantlyupdate furnitureand technology
as it changes.Thismeansthatthe selectionof furniture cannotbe anafterthoughtora low priority,it
needstobe selectedearlyinthe designprocesstocoordinate withthe technologyof the built-in
environment.
http://www.ibigrouptexas.com/news/classroom-future-need-fusion-furniture/
References
FAQfor MediaSpecialists.(n.d.).RetrievedNovember1,2015, fromhttp://www.gadoe.org/Curriculum-
Instruction-and-Assessment/Curriculum-and-Instruction/Pages/FAQ-for-Media-Specialists.aspx
http://www.glma-inc.org/wp-
content/files/advocacy/Funding%20History%20Chart%20for%20School%20Libraries.pdf

KA VI: Narrative
The stakeholdersurveywascreatedandusedbythe School LibraryMediaSpecialist(SLMS) toassessthe
needsof students andstaff at HarlemMiddle School.The surveycontained12 questionsthatwould
reflectbothqualitative andquantitative datatohelpthe SLMS withthe assessmentof needs. Forthis
surveythere were 20 possible participantsinwhich14responded.
1. What changeswould you make to accommodate our special needsstudents?
The consensusoverall wasthat adjustmentsshouldbe made inthe School MediaCenter’sphysical
environmentthatallowsmore accessibilityforstudentsinwheelchairs,schedule smallgrouptime with
studentstohave individualizedtime withthe MediaSpecialist,andtopurchase software/programsthat
wouldbenefitstudentswithmultiple learningstyles. There wasonlyone respondentthathadno
changesto make at thistime.
2. What servicesdo you currentlyuse that the MediaCenteroffers?
Half of the participantsstatedtheyuse the mediacentertocheckout books. Otheritemsmentioned
were laminating,mini lessons,use of studentcomputers/cameras,projectorandprofessional learning
area. Two respondentsstatedtheydonotuse any servicesofferedbythe mediacenterandrarelyvisit
or nevervisitasnothingisadvertisedaboutusingthe mediacenter.
3. How do you learnbest whenit comes to professional learning?
The participantswere able tochoose all that applyfromthe followinganswers:Handson,auditory,
visual,Independentandgroup/partners. Nine respondentschose handson,three auditory,six visual,
twoindependentandone withgroups/partners.
4. In what ways can the SLMS helpsupport you as a classroom teacher?
There were a varietyof responsestothisquestion. The mostcommonansweristhat the classroom
teacherwouldlike forthe SLMS to helpfindresourcesforthemandtheirstudents. Otherpopular
responses were helpcollaborate andcoteach lessons.
5. How do you planto use the mediacenter thisyear?
Participantscouldselectall thatapplyfromthe listof:Checkoutbooks,quietplace forstudentstoread,
research,testingcenter,andother. The majorityof respondentsstatedtheywoulduse the media
centerto checkout books,followedbehindbyresearch,quietplace forstudentstoreadandlastlyas a
testingcenter.

6. On a scale of 1-5, one beingthe lowestand five beingthe highest,describe yourcomfort level
with BYOD initiative and studentsusing theirdevicesinclass.
Usingthe scale the majorityof the respondentsansweredbetween3-5,showingthattheyare mostly
comfortable withBYODandstudentsusingtheirdevicesinclass. Onlytworespondentswere not
comfortable withthisinitiative.
7. Consideringour current inventorywhat other books wouldyou like to add to our media
center?
Half of the respondentsstatedtheywouldliketosee more nonfictionbooksaddedtothe current
inventory, suggestinggraphicnovels,biographies,careerbasedbooks,animals,andsocial studies
content. Modernfavorites,classicsandscience fictionwere alsorecommended. Tworespondents
wouldlike tosee more ebooksandonlyone respondentstatednone.
8. What kind ofspecial eventsor activitieswouldyou like to see the mediacenter offer?
The most commonansweramongthe respondentswasthattheywouldlike tosee booksclubsoffered
inthe mediacenter. Othersuggestionsincludedparentworkshops/resourcecenter,teacherworkshops,
bookfair,flexible calendar,readingpromotional program, authorvisits,characterparades,booktalks
and seasonal monthlyeventstiedtoholidays.
9. How familiar are you with the AASL Standards for 21st Century Learners?
Respondentscouldchoose betweenthe followingoptions:Iknow themwell,Ihave heardof thembut
couldnot explainthemandIhave neverheardof AASL. Answerswere evenlysplitbetween,Iknow
themwell andI have heardof thembut couldnot explainthem. Withone participantstatingtheyhad
neverheardof themand anotherparticipantnotansweringthe question.
10. What is your opinionon collaboratingwith the SLMS to teach a lessonin your classroom?
The majorityof the respondentsagreedthatcollaboratingwiththe SLMSis a great idea;however,one
expressedthe needandnecessityof time toadequatelyplanwiththe SLMS.If the collaborationwasto
be effective thenthere wouldneedtobe time setaside byboththe teacherand the SLMS to plan.One
respondentindicatedthattheyneedmore informationtorespondtothe questions.Perhapswe asa
groupdid notprovide enoughinformationinthe detailsof the questionforanadequate response.
11. Wouldyou considercollaborating withthe SLMS to develope alessonor unit of study?
The majorityof the respondentsstatedthattheywouldlike tocollaboratewiththe SLMSto teacha
lessoninthe future.There were tworespondentswhoindicatedthattheywouldnotwantto
collaborate withthe SLMSat this time.Hopefullythose teacherswill becomeinspiredtocollaborate
once theybegintosee othersfindingthe SLMSas a useful partner.

12. What technologyresourceswouldyou like to learnmore about?
Most of the respondentsstatedtheywantedtolearnmore aboutWeb2.0 Tools.The rankedlistof
requestedinformationisasfollows:Web2.0Tools,E-Readers&E-Books,StudentBlogs,Student
Response Systems,andWebsite Creation.Havingthisinformationisvaluable forthe SLMS,because
he/she now knowswhat typesof resourcesandtrainingsthatneedtobe offeredandif the SLMS needs
to researchinformationaboutthe topicsif he/she isunfamiliarorif outside supportisneededto
addressthe needsof the staff.
Improvementstothe SLMP

Section VII:Planning for the Future
Long Range Goals Short Term Objectives Description of Evaluation
Goal 1. By the endof yearthree,the
MediaSpecialistwillImprovethe
physical space of the mediacenterto
alloweasieraccessibilityfor
handicappedandspecial needs
students,encourage collaboration,
and create quietspacesforsilent
reading.
Objective 1a. Year one:The SLMS
will beginweedingnonfictionand
fictionsectionsfollowingthe CCBOE
CollectionsPolicy onpg.30of the
MediaHandbook.SLMS will run
circulationandhistoryreportsfrom
the Destinysystemonall nonfiction
and fictionbooksinthe library.
Booksthat have not circulated
(checked-out) infive years will be
discarded.The weedingwillallow
several bookcasestobe removed
and/orrepurposed.
Objective 1b.Yeartwo:The SLMS
will re-arrange,re-purpose,and/or
discardbookcasestocreate new
spacesfor students.The current
setupof the bookcases take up the
majorityof the space in the library,
and the lengthof the bookcases
make it difficultforstudentsin
wheelchairstonavigate around
them. The bottom shelf onevery
bookcase isalsonot beingutilized
for shelvingbooks. Therefore,the
amountof bookcasesthatare
currentlyinplace are not neededto
shelve books.
Evaluation1a.The SLMS will also
keepa recordof the itemsthatwere
weededforaminimumof five years.
If studentsor teacherswouldlike a
discardeditemthe SLMS will search
the countydata base andborrow the
desiredtextfromanotherMedia
Centerwithinthe county.
Evaluation1b.Afterthe removal
and the repurposing,the SLMSwill
be able to reevaluate the space,
usage and accessiblyof the Media
Centertomeetthe needsof all
students.

Objective 1c.By the endof year
three:The SLMS will create the new
areas thatwill be addedtothe media
center. These spaceswill include
multiple silentreadingareasand
collaborationareasforsmall and
large groupsas well aswhole class
instruction.SLMSwill investigate
optionsforupdatedfurniture to
include comfortableseating,tables,
and chairs.The SLMS will determine
the most appropriate furnitureto
purchase while keepinginmindthe
needsof ourspecial education
students,andthe movabilityof the
furniture.Thiswill alsoaidin
promotinga collaborativespace for
teachersandstudentsbycreatinga
more flexible environment.New
furniture will be purchasedto
increase collaborationeffortsaswell
as accommodate wheelchairbound
students.The SLMS will thendevelop
a budgetfor the new itemsto
presenttothe school principal for
approval.
Evaluation1c. Withinone to two
monthsafterthe additionsare
added,the SLMS will evaluate the
newlycreatedareasandmonitor
theireffectivenessintheir
collaborative purpose.The SLMSwill
alsosurveyteachersandstudentsto
gainfeedbackaboutthe new
learningareasandobtainfeedback
on how the new area promotes
collaboration.The SLMSwill alsoask
for improvementideasof
suggestionsthatuserswouldliketo
see implemented.
Goal 2. By the endof yeartwo,the
MediaSpecialistwillprovidelearning
opportunitiesforstudentsby
providingsupport forteachersin
applicationof the guidelinesset
forthin the AASLStandardsfor 21st
CenturyLearners.The Media
Specialistwill worktoprovide this
opportunitywithatleastten
teachers.
Objective 2a.Withinthe firsttwo
monthsof the school year,the SLMS
will surveythe proficiencylevelsof
the teachersand determinethe
variousproficiencygroupstobetter
supportthe implementationof the
AASLStandards.
Objective 2b.The SLMS will provide
flexible professional learning
opportunitiesandsupportfor
teacherswhoneedassistance in
implementingthe AASLStandards.
Evaluation2a.Withina weekof
receivingthe datafromthe survey,
the SLMS will evaluatethe various
levelsof proficiencyandcreate
groupsin whichthe SLMS will be
able to bettersupportthe teachers
basedon theirspecificneeds.
Evaluation2b.Afterthe professional
learning,the SLMSwill allow
teachersto provide feedbackand
prepare forcollaborative planning
and implementationof the AASL
Standards.

Objective 2c.The SLMS will provide
authenticlearningopportunitiesfor
studentstolearnand engage with
contentand the resourcesof the
MediaCenter.The learning
opportunitieswillserve asamodel
that teacherscan use to implement
the AASLStandardswithintheir
lessons.
Evaluation2c. Afterthe
collaboration,the SLMSwill retain
lessonplansandresourcesfromthe
authenticlearningopportunityand
ask the collaboratingteacherto
reflectonthe lessonbasedonthe
professionallearningandthe
implementation of the AASL
Standardsina follow-up
personalizede-mail.
Goal 3. By the endof yearfour,the
MediaSpecialistwilldevelopa
ProfessionalLearningResource
Centerthatconsistsof both physical
and virtual resources,forteachers
that will enhance studentlearning.
The resource centerwill provide a
minimumof atleastfive resources
pergrade level persubject.
Objective 3a.The SLMS will create
a Professional Learning Resource
Center survey for teachers. This
survey will determine tools,
resources, trainings, and
materials that have been
requested by teachers for general
and specific needs. The SLMS will
alsoattendvertical and
departmental meetingstoestablisha
focusfor purchasingnew
ProfessionalLearningmaterial for
core contentareas.
Objective 3b.Virtual Space:The
SLMS will create andmaintainauser
friendlyProfessionalLearning
Resource Centerthatwill hosta
curatedvarietyof resources;
tutorials,lessons,Web2.0tools,
databases,etc. Thisvirtual resource
centerwill be linkedtothe Media
Center’swebpage underthe Teacher
Resources tabfor ease of access.
Evaluation 3a. After the
conclusion of the survey, the
SLMS will begin analyzing the
results of the survey to organize
the professional resources that is
needed by the staff. The SLMS will
alsoprovide acalendarof scheduled
learningworkshopsforteachersto
attendat theirconvenienceand
researchhavinga professional
trainercome to the school to aid in
the trainingof the staff.
Evaluation3b.The SLMS will
continuallymaintainthe Virtual
ProfessionalLearningResource
Center.The SLMS will alsoprovide
the opportunityforteachersto
continuallyprovide feedbackand
suggestiononnewresourcesthat
theywouldlike addedorthatthey
have foundandwant to share with
others.

Objective 3c.Physical Space:Provide
hands-ontrainingworkshopsand an
updatedProfessional Learning
Resource Centersectioninthe
mediacenterforteachers.
Evaluation3c. Aftereachtraining,
the SLMS will askthe teachersto
evaluate theirunderstandingof the
topicbasedon the trainingthey
received.Theywill alsoindicate how
the SLMS can furtherassistthemin
collaboratingorassistinginthe
implementationof theirnewideas
and understandings.
Goal 4. By the endof yearfive the
MediaSpecialistwillcreate
opportunitiestocollaborate andco-
teachproblembased
lessons/inquiresand/orunitswithat
leasttenteachers.The lessonswill
alsoinclude teachingstudentshow
to evaluate accessedinformation
fromvariousresources,including
bothprint andvirtual formats
dependingonthe needof the
student.
Objective 4a.The SLMS will create a
surveyinwhichthe teacherswill
complete toshow the interestthey
have to collaborate andco-teach
withthe SLMS.
Objective 4b. Basedonthe resultsof
the survey(4a.),SLMS will determine
the focusof collaborationandco-
teachingwithteacher.Teachersthat
are interestedincollaboratingwith
the SLMS will provide a“needs
assessment”tothe SLMS. What
areas are studentsstrugglingwith?
How can the SLMS provide
assistance tothe teachersina
collaborative lesson?
Objective 4c.The SLMS will facilitate
the organizationof collaboration
timesaswell ascollaborative lessons
withteachersbyusingan
asynchronoussharedcalendar.
Whenface-to-face meetingsare not
possible,SLMSandteacherswill
Evaluation4a.Withininone to two
weeksafterreceivingthe resultsof
the surveythe SLMS will begin
designatingthe availabletime to
collaborate thatwill accommodate
all teacherswhoexpressedan
interest.
Evaluation4b.Withinone to two
weeksafterreceivingthe needs
assessmentthe SLMSwill begin
organizingandplanninghowto
strategicallyplanforthe
implementationof collaborationand
prepare ideasandactivitiesbasedon
the needsprovided.
Evaluation4c. Withinone weekafter
the collaborationandthe lessonhas
beentaught,the SLMS will
communicate withthe teacherto
reflectonthe successof the
collaborative lesson.The SLMSwill
note the improvementandthe ideas

communicate viaemail andthrough
a sharedunitplantemplate in
Google Docs and/orOffice 365.
to enhance the lesson.The SLMSwill
alsoarchive the lessonplansfor
future use andimplementation.The
SLMS will also“seekinputfor
studentsonthe learningprocess.
SectionVII: Planning for the Future Narrative
In this constantly changing time of technology and education it is important for the
School Library Media Specialist to show they are willing to change with the needs of the school
and its goals. The media center is the heart and base of schools, so the SLMS must plan and
evaluate the school library program based on the strengths, weaknesses and needs of the
school. In the text, Empowering Learners: Guidelines for School Library Programs (30) “The
school library program is built on a long-term strategic plan that reflects the mission, goals and
objectives of the school.” In order for the SLMS to know the strengths, weaknesses and needs
of the school, an assessment must be conducted. The SLMS can complete this assessment by
conducting a survey among teachers and administrators. Once the SLMS has the results of the
assessment they can determine the goals of their media center.
The Harlem Middle School media specialist has determined the following goals for the
media center. The goals, objectives, evaluation measures, and timelines for each goal are listed
below. These goals are set to recover the weaknesses and build on the strengths.
Goal 1:
By the end of year three, the Media Specialist will improve the physical space of the media
center to allow easier accessibility for handicapped and special needs students, encourage
collaboration, and create quiet spaces for silent reading.
Objective 1a:
Year one: The SLMS will begin weeding nonfiction and fiction sections following the CCBOE
Collections Policy on pg.30 of the Media Handbook. SLMS will run circulation and history

reports from the Destiny system on all nonfiction and fiction books in the library. Books that
have not circulated (checked-out) in five years will be discarded. The weeding will allow several
bookcases to be removed and/or repurposed.
Evaluation 1a:
The SLMS will also keep a record of the items that were weeded for a minimum of five years. If
students or teachers would like a discarded item the SLMS will search the county data base and
borrow the desired text from another Media Center within the county.
Objective 1b:
Year two: The SLMS will re-arrange, re-purpose, and/or discard bookcases to create new spaces
for students. The current setup of the bookcases take up the majority of the space in the
library, and the length of the bookcases make it difficult for students in wheelchairs to navigate
around them. The bottom shelf on every bookcase is also not being utilized for shelving books.
Therefore, the amount of bookcases that are currently in place are not needed to shelve books.
Evaluation 1b:
After the removal and the repurposing, the SLMS will be able to reevaluate the space, usage
and accessibly of the Media Center to meet the needs of all students.
Objective 1c:
By the end of year three: The SLMS will create the new areas that will be added to the media
center. These spaces will include multiple silent reading areas and collaboration areas for small
and large groups as well as whole class instruction. SLMS will investigate options for updated
furniture to include comfortable seating, tables, and chairs. The SLMS will determine the most
appropriate furniture to purchase while keeping in mind the needs of our special education
students, and the movability of the furniture. This will also aid in promoting a collaborative
space for teachers and students by creating a more flexible environment. New furniture will be
purchased to increase collaboration efforts as well as accommodate wheelchair bound

students. The SLMS will then develop a budget for the new items to present to the school
principal for approval.
Evaluation 1c:
Within one to two months after the additions are added, the SLMS will evaluate the newly
created areas and monitor their effectiveness in their collaborative purpose. The SLMS will also
survey teachers and students to gain feedback about the new learning areas and obtain
feedback on how the new area promotes collaboration. The SLMS will also ask for improvement
ideas of suggestions that users would like to see implemented.
Goal 1 Timeline:
Beginning at the start of year one, the SLMS will run circulation and history reports from
the Destiny systemon all nonfiction and fiction books in the library. Books that have not
circulated (checked-out) in five years will be discarded. Complete weeding of books should be
done within 4 months of beginning the weeding process. The SLMS will retain a copy of all
weeded books for at least five years.
Beginning at the start of year two, the SLMS will evaluate the current setup of the
bookcases and the Media Center. The SLMS will also consider that the length of the bookcases
make it difficult for students in wheelchairs to navigate around them. The media specialist will
solicit input from other members of the staff and make a decision on how to rearrange the
bookcases for to ensure better accessibility for all students. The bottom shelf on every
bookcase is also not being utilized for shelving books. Some bookcases will be repurposed for
student centers, while others will be available to teachers for classroom use. Bookcases will be
moved and repurposed once the weeding of books is complete. Rearrangement should take
approximately one semester to one school year, this will also allow time for re-shelving.
Beginning at the start of year two, the SLMS will investigate options for updated
furniture to include comfortable seating, tables, and chairs. The SLMS will determine the most
appropriate furniture to purchase while keeping in mind the needs of our special education
students, and the movability of the furniture. The SLMS will then develop a budget for the new
items to present to the school principal for approval. The estimated time for developing the list
of new materials to include specific items with three price quotes from different vendors should

take 2-3 weeks. The purchase, delivery, and installation of the new furniture should be
completed by the middle of the year three. The SLMS will use the remaining semester to reflect
on changes as well as survey teachers and students on the changes to the Media Center.
Goal 2:
By the end of year two, the Media Specialist will provide learning opportunities for students by
providing support for teachers in application of the guidelines set forth in the AASL Standards
for 21st Century Learners. The Media Specialist will work to provide this opportunity with at
least ten teachers.
Objective 2a:
Within the first two months of the school year, the SLMS will survey the proficiency levels of
the teachers and determine the various proficiency groups to better support the
implementation of the AASL Standards.
Evaluation 2a:
Within a week of receiving the data from the survey, the SLMS will evaluate the various levels
of proficiency and create groups in which the SLMS will be able to better support the teachers
based on their specific needs.
Objective 2b:
The SLMS will provide flexible professional learning opportunities and support for teachers who
need assistance in implementing the AASL Standards.
Evaluation 2b:
After the professional learning, the SLMS will allow teachers to provide feedback and prepare

for collaborative planning and implementation of the AASL Standards.
Objective 2c:
The SLMS will provide authentic learning opportunities for students to learn and engage with
content and the resources of the Media Center. The learning opportunities will serve as a
model that teachers can use to implement the AASL Standards within their lessons.
Evaluation 2c:
After the collaboration, the SLMS will retain lesson plans and resources from the authentic
learning opportunity and ask the collaborating teacher to reflect on the lesson based on the
professional learning and the implementation of the AASL Standards in a follow-up
personalized e-mail.
Goal 2 Timeline:
Beginning at the start of year two, the Media Specialist will begin surveying the teachers
on their understanding of the AASL Standards for 21st Century Learners. Within a week of the
completion of the survey, the SLMS will begin categorizing teachers based on their proficiency
levels of understanding of the AASL Standards. Within the next two months the SLMS will
provide flexible learning opportunities for teachers who need assistance in implementing the
AASL Standards within their classroom. The SLMS will also create authentic learning
opportunities for students within the Media Center where teachers may come and see effective
implementation of the standards in action. The SLMS will provide this opportunity for at least
ten teachers by the end of year two.
Goal 3:
By the end of year four, the Media Specialist will develop a Professional Learning Resource
Center that consists of both physical and virtual resources, for teachers that will enhance
student learning. The resource center will provide a minimum of at least five resources per
grade level per subject.

Objective 3a:
The SLMS will create a Professional Learning Resource Center survey for teachers. This survey
will determine tools, resources, trainings, and materials that have been requested by teachers
for general and specific needs. The SLMS will also attend vertical and departmental meetings to
establish a focus for purchasing new Professional Learning material for core content areas.
Evaluation 3a:
After the conclusion of the survey, the SLMS will begin analyzing the results of the survey to
organize the professional resources that is needed by the staff. The SLMS will also provide a
calendar of scheduled learning workshops for teachers to attend at their convenience and
research having a professional trainer come to the school to aid in the training of the staff.
Objective 3b:
Virtual Space: The SLMS will create and maintain a user friendly Professional Learning Resource
Center that will host a curated variety of resources; tutorials, lessons, Web 2.0 tools, databases,
etc. This virtual resource center will be linked to the Media Center’s webpage under the
Teacher Resources tab for ease of access.
Evaluation 3b:
The SLMS will continually maintain the Virtual Professional Learning Resource Center. The SLMS
will also provide the opportunity for teachers to continually provide feedback and suggestion
on new resources that they would like added or that they have found and want to share with
others.
Objective 3c:
After each training, the SLMS will ask the teachers to evaluate their understanding of the topic
based on the training they received. They will also indicate how the SLMS can further assist

them in collaborating or assisting in the implementation of their new ideas and understandings.
Evaluation 3c:
SLMS will attend vertical team and departmental meetings to establish a focus for purchasing
new Professional Learning material for core content areas. The SLMS will also provide a
calendar of scheduled learning workshops for teachers to attend at their convenience and
research having a professional trainer come to the school.
Goal 3 Timeline:
Beginning in the fourth year of the implementation process, the SLMS will create a
Professional Learning Resource Center survey for teachers. This survey will determine tools,
resources, trainings, and materials that have been requested by teachers for general and
specific needs. The media specialist will share the survey with teachers with the expectation
that it will be completed by them within two weeks.
The SLMS will create and maintain a virtual Professional Learning Resource Center that
will host a curated variety of resources; tutorials, lessons, Web 2.0 tools, databases, etc. This
Professional Learning Resource Center will be linked to the Media Center’s webpage under the
Teacher Resources tab for ease of access.
SLMS will attend vertical team and departmental meetings to establish a focus for
purchasing new Professional Learning material for core content areas. The SLMS will also
provide a calendar of scheduled learning workshops for teachers to attend at their convenience
and research having a professional trainer come to the school. This will be an ongoing process.
Goal 4:
By the end of year five the Media Specialist will create opportunities to collaborate and co-
teach problem based lessons/inquires and/or units with at least three teachers. The lessons will
also include teaching students how to evaluate accessed information from various resources,
including both print and virtual formats depending on the need of the student.

Objective 4a:
The SLMS will create a survey in which the teachers will complete to show the interest they
have to collaborate and co-teach with the SLMS.
Evaluation 4a:
Within in one to two weeks after receiving the results of the survey the SLMS will begin
designating the available time to collaborate that will accommodate all teachers who expressed
an interest.
Objective 4b:
Based on the results of the survey (4a.), SLMS will determine the focus of collaboration and co-
teaching with teacher. Teachers that are interested in collaborating with the SLMS will provide
a “needs assessment” to the SLMS. What areas are students struggling with? How can the SLMS
provide assistance to the teachers in a collaborative lesson?
Evaluation 4b:
Within one to two weeks after receiving the needs assessment the SLMS will begin organizing
and planning how to strategically plan for the implementation of collaboration and prepare
ideas and activities based on the needs provided.
Objective 4c:
The SLMS will facilitate the organization of collaboration times as well as collaborative lessons
with teachers by using an asynchronous shared calendar. When face-to-face meetings are not
possible, SLMS and teachers will communicate via email and through a shared unit plan
template in Google Docs and/or Office 365.
Evaluation 4c:

Within one week after the collaboration and the lesson has been taught, the SLMS will
communicate with the teacher to reflect on the success of the collaborative lesson. The SLMS
will note the improvement and the ideas to enhance the lesson. The SLMS will also archive the
lesson plans for future use and implementation. The SLMS will also seek input for students on
the learning process.
Goal 4 Timeline:
The media specialist will create a survey in which the teachers will complete to show the
interest they have to collaborate and co-teach with the SLMS. The survey will be administered
over a two week period at the beginning of the school year.
Teachers that are interested in collaborating with the SLMS will provide a “needs
assessment” to the SLMS. What areas are students struggling with? How can the SLMS provide
assistance to the teachers in a collaborative lesson? The needs assessment will be turned in by
each participating teacher over the next two week period after completing the initial survey.
Once received, SLMS will review the information within one week and provide the teachers
with the suggested focus of collaboration and co-teaching by the end of the following week.
Using Outlook or Google calendar, teachers and the SLMS will schedule collaborative
lesson planning times. When face-to-face meetings are not possible, SLMS and teachers will
communicate via email and through a shared unit plan template in Google Docs and/or Office
365. At the first face-to-face meeting held one week after the needs assessment is received,
teachers and SLMS will create a planning template to be used as the guide for collaborative
teaching. Collaborative lesson planning will be set to quarterly face-to-face meetings in order to
revisit the plan and determine if there are any necessary changes that need to be made. In
between, everyone can communicate via e-mail. This will be the process until the end of the
school year. By the end of year five the SLMS plans to collaborate with at least ten teachers
using this process.
Advocacy:
All goals and objectives will be communicated at the initial stakeholder meeting and at the first
faculty meeting of the school year, the SLMS will share the details of the strategic plan, goals,
objectives, proposed budget, and timeline to all stakeholders at Harlem Middle School. Each
stakeholder will be provided with a copy of the strategic plan and also given the opportunity to
ask questions regarding the plan. Throughout the year, at quarterly faculty meetings, the SLMS
will update stakeholders of the continued progress of the strategic plan. Information will be
provided using a detailed report of the previous three months operations, changes, and

progress of goals. In between quarterly progress reports, a brief newsletter/flyer will be
distributed electronically to promote the amazing things that are happening in the media
center. A calendar of learning workshops, displays of student work from collaborative lessons,
and tech tips will also be included in the newsletter/flyer. The Media Specialist will continue to
encourage all stakeholders to support the efforts of the SLMS and promote the goals of the
HMS Media Center to improve student learning and achievement within the school library.
References:
Columbia County School District Site
CCBOE Collections Policy
Empowering learners guidelines for school library media programs. (2009). Chicago, Ill.:
American Association of School Librarians.
Survey used for creating the Goals: Stakeholders survey
Responses from the survey were used to create goals for Harlem Middle School
http://schools.nyc.gov/NR/rdonlyres/D0544E4C-45EC-4038-BA78-
616DB87C193A/33406/Section24.pdf

SectionVIII:References
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School Library Programs. Chicago, Ill., American Library Association.
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designs/_/Joy-Carpets-Jazzy/
Columbia County School District Site. (2015). CCBOE Collections Policy. Retrieved from
http://www.ccboe.net/pages/Columbia_County/Curriculum/Media_Centers
Demco. (2015). Leather-Look Lounge Furniture. Retrieved from
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Eldorado Intermediate School. (2015). Eldorado Library Media Center. Retrieved from
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Georgia Department of Education. (2015). FAQ for Media Specialists. Retrieved from
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Instruction/Pages/FAQ-for-Media-Specialists.aspx
Georgia Library Media Association. (2015). Our Funding History and its Impact on Georgia’s
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School Outfitters. (2015). ECR4Kids Ladder Back Chair. Retrieved from
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12 STEM standards. Retrieved from http://wp.wpi.edu/dailyherd/2014/04/02/stem-shift/
TownCharts. (2015). Columbia County, GA Demographics Data. Retrieved from
http://www.towncharts.com/Georgia/Demographics/Columbia-County-GA-
Demographics-data.html
TownCharts. (2015). Harlem, GA Demographic Data. Retrieved from
http://www.towncharts.com/Georgia/Demographics/Harlem-city-GA-Demographics-
data.html
Web 2.0 Tools Used:
https://www.smore.com/
http://piktochart.com/
http://www.easel.ly/
https://www.emaze.com/
http://timeglider.com/
http://google.com *Docs and Forms*

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