Advocacy and Leadership
Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connection with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement.
Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connection with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement.
4.1 Networking with the Library Community
Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking and facilitating access to information. Candidates participate and collaborate as members of a social and intellectual network of learners.
Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking and facilitating access to information. Candidates participate and collaborate as members of a social and intellectual network of learners.
Description
To meet Standard 4.1, in the fall of 2020, I interviewed two school librarians, a fifth-grade educator, and an administrator from Central Office. While building relationships within the library community, I sought to gain a full perspective of school library programs, collaborative relationships between classrooms and school libraries, and obstacles and opportunities school librarians often encounter.
Analysis
I revised the artifact and included only the interview portion because I wanted to focus on the range of perspectives regarding school library programs. The greatest strength of this artifact is that I was able to build connections within the school library community. I learned what school libraries look like in a virtual vs. face-to-face model, and I gained an understanding of the differences between a fixed library schedule as compared to an unfixed library schedule. To my surprise, after my discussion with the middle school librarian, I was open to the idea of pursuing a secondary school librarian position. One weakness of the artifact is that the administrator I interviewed did not provide a school-based perspective. This artifact could be improved by shadowing both school librarians to get a comprehensive understanding of their positions.
Reflection
I enjoyed learning how the school library program affects not only school librarians but also educators and administrators. My conversations with the school librarians informed me of the obstacles and opportunities I will experience as a school librarian and how to collaborate with educators even when it is difficult. Since I am now a member of the FCPS school librarian community, I look forward to continuing the relationships with the school librarians I interviewed.
To meet Standard 4.1, in the fall of 2020, I interviewed two school librarians, a fifth-grade educator, and an administrator from Central Office. While building relationships within the library community, I sought to gain a full perspective of school library programs, collaborative relationships between classrooms and school libraries, and obstacles and opportunities school librarians often encounter.
Analysis
I revised the artifact and included only the interview portion because I wanted to focus on the range of perspectives regarding school library programs. The greatest strength of this artifact is that I was able to build connections within the school library community. I learned what school libraries look like in a virtual vs. face-to-face model, and I gained an understanding of the differences between a fixed library schedule as compared to an unfixed library schedule. To my surprise, after my discussion with the middle school librarian, I was open to the idea of pursuing a secondary school librarian position. One weakness of the artifact is that the administrator I interviewed did not provide a school-based perspective. This artifact could be improved by shadowing both school librarians to get a comprehensive understanding of their positions.
Reflection
I enjoyed learning how the school library program affects not only school librarians but also educators and administrators. My conversations with the school librarians informed me of the obstacles and opportunities I will experience as a school librarian and how to collaborate with educators even when it is difficult. Since I am now a member of the FCPS school librarian community, I look forward to continuing the relationships with the school librarians I interviewed.
4.2 Professional Development
Candidates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources. Candidates plan for ongoing professional growth.
Candidates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources. Candidates plan for ongoing professional growth.
Description
I met Standard 4.2 Professional Development through my Personality Leadership Analysis and Plan. This artifact shows the personality assessments and teacher leadership assessments I took. The plan demonstrates how I can use my strengths and mitigate my weaknesses. I also included professional development opportunities which will help me improve my leadership skills.
Analysis
I appreciate how this artifact outlines both my strengths—Communication Skills, and Emotional Intelligence, and my weaknesses—Forward Thinking, and Budget Creation and Presentation—while also providing practical ways to improve. I created this artifact in the beginning of the year when I was newly hired. Recently, I developed a budget and presented it to the PTA, demonstrating my Forward Thinking. When I examined this artifact after the PTA presentation, I was surprised to see how much I had grown since the beginning of the year. To improve the quality of this artifact, I would like to retake the tests to determine if my strengths and weaknesses have changed.
Reflection
While I enjoyed learning more about myself and my leadership styles, I also enjoyed learning about how others approach leadership. As a leader in the school community, it is important that I know myself and that I have a firm grasp of the differences amongst my colleagues. Next year, I will have the opportunity to exercise my leadership skills when I join the Student Improvement Team as the staff representative for the Student Advisory Committee.
I met Standard 4.2 Professional Development through my Personality Leadership Analysis and Plan. This artifact shows the personality assessments and teacher leadership assessments I took. The plan demonstrates how I can use my strengths and mitigate my weaknesses. I also included professional development opportunities which will help me improve my leadership skills.
Analysis
I appreciate how this artifact outlines both my strengths—Communication Skills, and Emotional Intelligence, and my weaknesses—Forward Thinking, and Budget Creation and Presentation—while also providing practical ways to improve. I created this artifact in the beginning of the year when I was newly hired. Recently, I developed a budget and presented it to the PTA, demonstrating my Forward Thinking. When I examined this artifact after the PTA presentation, I was surprised to see how much I had grown since the beginning of the year. To improve the quality of this artifact, I would like to retake the tests to determine if my strengths and weaknesses have changed.
Reflection
While I enjoyed learning more about myself and my leadership styles, I also enjoyed learning about how others approach leadership. As a leader in the school community, it is important that I know myself and that I have a firm grasp of the differences amongst my colleagues. Next year, I will have the opportunity to exercise my leadership skills when I join the Student Improvement Team as the staff representative for the Student Advisory Committee.
4.3 Leadership
Candidates are able to articulate the role and relationship of the school library program’s impact on student academic achievement within the context of current educational initiatives. Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts.
Candidates are able to articulate the role and relationship of the school library program’s impact on student academic achievement within the context of current educational initiatives. Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts.
Description
To meet Standard 4.3 Leadership, I developed an Action Research Project on diversifying Valley Elementary School’s library collection. The project empowers learners through representation while fostering empathy for others within the learning community. To present the information from this Action Research Project, I used Microsoft Sway.
Analysis
The greatest strength of this artifact is that it accomplishes two current goals of Frederick County Public Schools Media Services department: to curate library collections which promote learner empowerment, and to curate collections through which learners can interact with literature to experience others’ perspectives and life situations. This experience taught me not only the significance of seeing one’s life reflected in print but also the importance of providing a library collection which represents everyone. I also unexpectedly learned about triangulating data to ensure reliability and validity. The weakness of this artifact is that the project was not conducted. However, I can easily implement the Data Collection Matrix in my school library at Twin Ridge Elementary School. The Dissemination Plan outlines how I would involve all stakeholders—administrators, educators, families, and learners—to ensure my Action Research Project is successful.
Reflection
I enjoyed learning how to use Microsoft Sway to present the information in my Action Research Project. It was worthwhile to explore the features embedded in this tool and experience the different ways I could make the information come alive. As a result, I am proud of how the finished project appears visually. I look forward to implementing the Data Collection tools at Twin Ridge Elementary School, so I can more effectively curate a diverse school library collection.
To meet Standard 4.3 Leadership, I developed an Action Research Project on diversifying Valley Elementary School’s library collection. The project empowers learners through representation while fostering empathy for others within the learning community. To present the information from this Action Research Project, I used Microsoft Sway.
Analysis
The greatest strength of this artifact is that it accomplishes two current goals of Frederick County Public Schools Media Services department: to curate library collections which promote learner empowerment, and to curate collections through which learners can interact with literature to experience others’ perspectives and life situations. This experience taught me not only the significance of seeing one’s life reflected in print but also the importance of providing a library collection which represents everyone. I also unexpectedly learned about triangulating data to ensure reliability and validity. The weakness of this artifact is that the project was not conducted. However, I can easily implement the Data Collection Matrix in my school library at Twin Ridge Elementary School. The Dissemination Plan outlines how I would involve all stakeholders—administrators, educators, families, and learners—to ensure my Action Research Project is successful.
Reflection
I enjoyed learning how to use Microsoft Sway to present the information in my Action Research Project. It was worthwhile to explore the features embedded in this tool and experience the different ways I could make the information come alive. As a result, I am proud of how the finished project appears visually. I look forward to implementing the Data Collection tools at Twin Ridge Elementary School, so I can more effectively curate a diverse school library collection.
4.4 Advocacy
Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services.
Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services.
Description
I met Standard 4.4 Advocacy by creating an Advocacy Plan for Twin Ridge Elementary School. I desire to improve learners’ literacy skills and to support classroom instruction. I plan on accomplishing these objectives through collaborating with educators and teaching learners in the school library through inquiry-based learning. In this detailed plan, I provide objectives, purposes, advocacy ideas, and campaign materials for stakeholders.
Analysis
The strength of this artifact is that the advocacy ideas and the campaign materials are ready for implementation. Unfortunately, it will be difficult to convince all the educators to collaborate. To make the plan more successful, I will work with only one grade level per quarter to demonstrate how collaborating with the school librarian is worthwhile. Through this artifact, I was surprised to learn how collaboration can make inquiry-based learning possible. In my discussions, I discovered that many educators want to teach through inquiry-based learning but, due to time constraints, are unable to do so. By collaborating with educators and using my library time to teach curriculum content through inquiry-based learning, I can provide learners with opportunities to learn in ways they otherwise would not experience.
Reflection
Since I feel strongly about both inquiry-based learning and collaborating with educators, I am eager to implement this Advocacy Plan. I will continue to talk to other school librarians about how they collaborate with educators and incorporate inquiry-based learning in their school libraries. This summer, I plan to take advantage of an opportunity FCPS has provided for school librarians to work together to create inquiry-based learning lessons. These lessons could easily be incorporated into my Advocacy Plan. I also look forward to hosting Night in the Media Center and Media Mornings for Twin Ridge Elementary School families next school year.
I met Standard 4.4 Advocacy by creating an Advocacy Plan for Twin Ridge Elementary School. I desire to improve learners’ literacy skills and to support classroom instruction. I plan on accomplishing these objectives through collaborating with educators and teaching learners in the school library through inquiry-based learning. In this detailed plan, I provide objectives, purposes, advocacy ideas, and campaign materials for stakeholders.
Analysis
The strength of this artifact is that the advocacy ideas and the campaign materials are ready for implementation. Unfortunately, it will be difficult to convince all the educators to collaborate. To make the plan more successful, I will work with only one grade level per quarter to demonstrate how collaborating with the school librarian is worthwhile. Through this artifact, I was surprised to learn how collaboration can make inquiry-based learning possible. In my discussions, I discovered that many educators want to teach through inquiry-based learning but, due to time constraints, are unable to do so. By collaborating with educators and using my library time to teach curriculum content through inquiry-based learning, I can provide learners with opportunities to learn in ways they otherwise would not experience.
Reflection
Since I feel strongly about both inquiry-based learning and collaborating with educators, I am eager to implement this Advocacy Plan. I will continue to talk to other school librarians about how they collaborate with educators and incorporate inquiry-based learning in their school libraries. This summer, I plan to take advantage of an opportunity FCPS has provided for school librarians to work together to create inquiry-based learning lessons. These lessons could easily be incorporated into my Advocacy Plan. I also look forward to hosting Night in the Media Center and Media Mornings for Twin Ridge Elementary School families next school year.