Program Management and Administration
Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration.
Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration.
5.1 Collections
Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards.
Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates organize school library collections according to current library cataloging and classification principles and standards.
Description
The Material Order demonstrates my ability to meet Standard 5.1 Collections. To create this artifact, I used professional selection tools and evaluation criteria to determine which print and non-print materials should be added to a library collection. This Material Order could be given to an administrator or supervisor to support the school librarian’s decision-making process.
Analysis
The summary, reviews, and rationale—which accompany each item—provide strong support for each purchase. Although FCPS does not require a formal Material Order, creating this artifact walked me through the decision-making process required for selecting materials. Now when I select materials for my school library, I make sure that each item has multiple positive reviews and that I have a strong rationale explaining how the material benefits the learning community. If any of my materials were to be questioned by administrators, educators, families, or the PTA, I would be prepared to support my decisions. When I interviewed for school library positions, I showed administrators this artifact to prove my commitment to ordering quality materials.
Reflection
Creating this artifact caused me to look at literature through a different lens. As a classroom educator, I selected books to match the curriculum or books I knew children would enjoy. In that role, I never used selection tools or consulted book reviews. This Material Order also encouraged me to find print and non-print materials to meet the needs of the entire learning community. To grow in my collection development skills, I will ask other school librarians in the county how they select books for their school libraries. I look forward to honing my collection development skills to benefit the learning community at Twin Ridge Elementary School
The Material Order demonstrates my ability to meet Standard 5.1 Collections. To create this artifact, I used professional selection tools and evaluation criteria to determine which print and non-print materials should be added to a library collection. This Material Order could be given to an administrator or supervisor to support the school librarian’s decision-making process.
Analysis
The summary, reviews, and rationale—which accompany each item—provide strong support for each purchase. Although FCPS does not require a formal Material Order, creating this artifact walked me through the decision-making process required for selecting materials. Now when I select materials for my school library, I make sure that each item has multiple positive reviews and that I have a strong rationale explaining how the material benefits the learning community. If any of my materials were to be questioned by administrators, educators, families, or the PTA, I would be prepared to support my decisions. When I interviewed for school library positions, I showed administrators this artifact to prove my commitment to ordering quality materials.
Reflection
Creating this artifact caused me to look at literature through a different lens. As a classroom educator, I selected books to match the curriculum or books I knew children would enjoy. In that role, I never used selection tools or consulted book reviews. This Material Order also encouraged me to find print and non-print materials to meet the needs of the entire learning community. To grow in my collection development skills, I will ask other school librarians in the county how they select books for their school libraries. I look forward to honing my collection development skills to benefit the learning community at Twin Ridge Elementary School
5.2 Professional Ethics
Candidates practice the ethical principles of their profession, advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibility. Candidates educate the school community on the ethical use of information and ideas.
Candidates practice the ethical principles of their profession, advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibility. Candidates educate the school community on the ethical use of information and ideas.
Description
I met Standard 5.2 Professional Ethics through my Database Promotion and Screencast artifact. I curated thirteen databases for the learning community and created a screencast showing how to use Gale in Context: Opposing Viewpoints. In that screencast, I modeled digital citizenship by demonstrating how to use the citation feature.
Analysis
I learned how to curate a quality database list and became aware of the wonderful resources available. This artifact discusses the thirteen quality databases that I recommend, provides the evaluation criteria I used to select these databases, and explains how databases support inquiry-based learning. The screencast I created can easily be uploaded on a library website or on a Schoology page allowing learners to access the screencast from school or home. Surprisingly, I found it difficult to create a screencast. My screencast could be improved by changing the order in which I introduce information and eliminating redundancy and long pauses. Another weakness of the screencast is that the database featured would be most suitable for middle school and high school learners. However, I can use these skills to create a screencast for an elementary database.
Reflection
The screencast in this artifact reminds me that there is always room for improvement. While I made multiple attempts to record this screencast, it is still not perfect in my eyes. The time constraints of the assignment made me a bit anxious when recording the screencast. I look forward to creating future screencasts, where I model how to use databases and promote digital citizenship, without being concerned about specific time constraints.
I met Standard 5.2 Professional Ethics through my Database Promotion and Screencast artifact. I curated thirteen databases for the learning community and created a screencast showing how to use Gale in Context: Opposing Viewpoints. In that screencast, I modeled digital citizenship by demonstrating how to use the citation feature.
Analysis
I learned how to curate a quality database list and became aware of the wonderful resources available. This artifact discusses the thirteen quality databases that I recommend, provides the evaluation criteria I used to select these databases, and explains how databases support inquiry-based learning. The screencast I created can easily be uploaded on a library website or on a Schoology page allowing learners to access the screencast from school or home. Surprisingly, I found it difficult to create a screencast. My screencast could be improved by changing the order in which I introduce information and eliminating redundancy and long pauses. Another weakness of the screencast is that the database featured would be most suitable for middle school and high school learners. However, I can use these skills to create a screencast for an elementary database.
Reflection
The screencast in this artifact reminds me that there is always room for improvement. While I made multiple attempts to record this screencast, it is still not perfect in my eyes. The time constraints of the assignment made me a bit anxious when recording the screencast. I look forward to creating future screencasts, where I model how to use databases and promote digital citizenship, without being concerned about specific time constraints.
5.3 Personnel, Funding, and Facilities
Candidates apply best practices related to planning, budgeting, and evaluating human information, and physical resources. Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries.
Candidates apply best practices related to planning, budgeting, and evaluating human information, and physical resources. Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users. Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries.
Description
I created a Library Facilities Plan for my school library at Twin Ridge Elementary School, which demonstrated that I met Standard 5.3 Personnel, Funding, and Facilities. In this plan, I outline my philosophy, mission, vision, school population, current school library design, and the changes I desire to make to the school library. I included a pre and post library design along with the products I wish to purchase.
Analysis
The greatest strength of this artifact is that it gave me the practice I needed to re-design my library. After completing this artifact, I was informed by the PTA that I had a sum of money that must be spent on the school library under my discretion. My experience creating this artifact gave me the skills needed to re-design my space. I already knew which companies I wanted to work with and which products I wanted to purchase. The weakness of this artifact is that I do not have the funds to afford the bookshelves in this plan. However, many of the other items will be purchased. Most importantly, this artifact allowed me to think through all the different aspects of a library renovation, which I am currently putting into practice.
Reflection
When I created this artifact, I never thought that I would have the funds to bring this plan to life. I was shocked when a few months later, I was asked to renovate the library and put my plan into action. I am thankful that I took the time to consider all the aspects of a library renovation when I created this artifact because it helped me complete this overwhelming task. I am looking forward to ordering these materials and watching this plan unfold in my library at Twin Ridge Elementary School.
I created a Library Facilities Plan for my school library at Twin Ridge Elementary School, which demonstrated that I met Standard 5.3 Personnel, Funding, and Facilities. In this plan, I outline my philosophy, mission, vision, school population, current school library design, and the changes I desire to make to the school library. I included a pre and post library design along with the products I wish to purchase.
Analysis
The greatest strength of this artifact is that it gave me the practice I needed to re-design my library. After completing this artifact, I was informed by the PTA that I had a sum of money that must be spent on the school library under my discretion. My experience creating this artifact gave me the skills needed to re-design my space. I already knew which companies I wanted to work with and which products I wanted to purchase. The weakness of this artifact is that I do not have the funds to afford the bookshelves in this plan. However, many of the other items will be purchased. Most importantly, this artifact allowed me to think through all the different aspects of a library renovation, which I am currently putting into practice.
Reflection
When I created this artifact, I never thought that I would have the funds to bring this plan to life. I was shocked when a few months later, I was asked to renovate the library and put my plan into action. I am thankful that I took the time to consider all the aspects of a library renovation when I created this artifact because it helped me complete this overwhelming task. I am looking forward to ordering these materials and watching this plan unfold in my library at Twin Ridge Elementary School.
5.4 Strategic Planning and Assessment
Candidates communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school’s mission. Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities.
Candidates communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school’s mission. Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities.
Description
To meet Standard 5.4 Strategic Planning and Assessment, I created a Curriculum Chart showcasing the grade and content areas taught at Twin Ridge Elementary School. The purpose of this artifact is to gain a complete understanding of the school’s curriculum, so I can curate quality library materials to meet the needs of the learning community.
Analysis
The process of creating the Curriculum Chart is the greatest strength of the artifact. To ensure that I met the curriculum needs of the entire school, I combed through the FCPS Elementary Curriculum and the Maryland Career and College Ready Curriculum Framework for all grades and subject areas. Looking through dozens of documents changed my perspective from that of a former classroom educator who was only concerned with one grade level, to that of a school librarian who must meet the learning needs of the entire learning community. I then contemplated the exact wording required to succinctly describe the standards. This necessitated that I fully understand what must be taught. I originally created this artifact for Valley Elementary School. However, when I interviewed for Twin Ridge Elementary School, I changed the artifact to better meet the needs of my new community. The weakness of this artifact is that it will need to be updated regularly to meet the ever-changing needs of the school community.
Reflection
During my interview, I mentioned my Curriculum Chart because I thought it effectively demonstrated that I knew the instructional needs of the entire school community. This artifact prepared me to order materials to meet those needs. During my first year as a school librarian, I have consulted this chart as I sought to coordinate my lessons with classroom instruction. Next year, I plan on asking a team leader from each grade to look over my Curriculum Chart to ensure it is still current.
To meet Standard 5.4 Strategic Planning and Assessment, I created a Curriculum Chart showcasing the grade and content areas taught at Twin Ridge Elementary School. The purpose of this artifact is to gain a complete understanding of the school’s curriculum, so I can curate quality library materials to meet the needs of the learning community.
Analysis
The process of creating the Curriculum Chart is the greatest strength of the artifact. To ensure that I met the curriculum needs of the entire school, I combed through the FCPS Elementary Curriculum and the Maryland Career and College Ready Curriculum Framework for all grades and subject areas. Looking through dozens of documents changed my perspective from that of a former classroom educator who was only concerned with one grade level, to that of a school librarian who must meet the learning needs of the entire learning community. I then contemplated the exact wording required to succinctly describe the standards. This necessitated that I fully understand what must be taught. I originally created this artifact for Valley Elementary School. However, when I interviewed for Twin Ridge Elementary School, I changed the artifact to better meet the needs of my new community. The weakness of this artifact is that it will need to be updated regularly to meet the ever-changing needs of the school community.
Reflection
During my interview, I mentioned my Curriculum Chart because I thought it effectively demonstrated that I knew the instructional needs of the entire school community. This artifact prepared me to order materials to meet those needs. During my first year as a school librarian, I have consulted this chart as I sought to coordinate my lessons with classroom instruction. Next year, I plan on asking a team leader from each grade to look over my Curriculum Chart to ensure it is still current.