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North Carolina
School Library Media Coordinator
Standards
November and
December2012
School Library Media Coordinators
Research shows that strong library media programs directly
impact student achievement
Can We Agree?
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
Learning Targets• I will analyze the professional standards for NC
School Library Media Coordinators.
• I will identify key components of the standards and design strategies for implementation in my school library media program.
• I will reflect on ways these standards can inform my practice as a school library media coordinator.
School Library Media Coordinator Standards
Standard 1: School Library Media Coordinators demonstrate leadership
School Library Media Coordinators:
a. Lead in the school library media center and media program to support student success
b. Lead in their schoolsc. Advocate for effective
media programsd. Demonstrate high
ethical standards
Standard in Action
Carousel AssessmentIn what ways can school library media coordinators
lead in the media center, the classroom, and the school?
Count off by three’s Go to the numbered posterIdentify a recorder Record your answer to the question aboveMove to the next poster when you hear the signal
Standard 2: School Library Media Coordinators build a learning environment that meets the instructional needs of a diverse population of students
School Library Media Coordinators:
a.Establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community
b.Provide appropriate resources, services, and instruction for learners at all stages of development
Universal Design for Learning at a Glance
Standard in Action
Six-Step Partner Share• Walk 6 steps, find a colleague:
Share one strategy you have seen or done that models an environment that facilitates active learning, promotes participation, collaboration and teamwork.
• When time is called, go to a second person:
Share one strategy that shows flexibility to accommodate multiple learning styles, 21st century skills and reading enjoyment.
Standard 3: School Library Media Coordinators implement a comprehensive 21st century library media program
a. Develop a library collection that supports 21st century teaching and learning
b. Serve, promote and facilitate inquiry-based instruction and the effective use of information and technology
School Library Media Coordinators:
Standard 4: School Library Media Coordinators demonstrate knowledge of learners and learning and promote effective instructional practices
a. Use effective pedagogy to infuse content-area curricula with 21st century skills
b. Know the content appropriate to their teaching specialty
c. Promote reading as a foundational skill for learning
School Library Media Coordinators:
Standards in Action
Exploring 21st Century Student Attributes
• Sit with your preferred level
– Elementary
Future Ready Elementary Student
– Middle
Future Ready Middle School Student
– High
Future Ready Graduate• Choose an attribute found on your 21st Century
Learner.
• Discuss the “teaching” necessary to develop this attribute (What activities could you do as SLMC?)
• Creatively chart your response.
Standard 5: School Library Media Coordinators reflect on their practice.
a. Analyze student learningb. Link professional growth to their
professional goalsc. Function effectively in a complex,
dynamic environment
School Library Media Coordinators:
AchievementAchievement
Educators use this data at the beginning of the school year to determine the entry level of performance and instructional effectiveness.
Educators use this data at the beginning of the school year to determine the entry level of performance and instructional effectiveness.
DemographicDemographic
Educators use this data to determine the subset of students and their grades or determine outside factors that affect student performance.
Educators use this data to determine the subset of students and their grades or determine outside factors that affect student performance.
ProgramProgramEducators collect this data to identify what
instructional effectiveness of the strategies that were implemented.
Educators collect this data to identify what instructional effectiveness of the strategies that were implemented.
PerceptionPerceptionEducators may collect this data from
students to determine how the students feel about their school.
Educators may collect this data from students to determine how the students feel about their school.
Standard in Action
Think-Pair-Share
• How can school library media coordinators access data?
• As a school library media coordinator, what data can you access via your library automation system?
• Once you have the data, what can you do with it to inform your practice?
Everything is Connected:
Review of the Pilot Rubric
The Standards and Evaluation System
Formative Growth
Data-driven PD Alignment
Performance Rating Scale/The Rubric
Developing
Proficient
Accomplished
Distinguished
Demonstrated adequate growth during the period of performance, but did not demonstrate competence on standard(s) of performance
Demonstrated basic competence on standards of performance
Exceeded basic competence on standards for performance most of the time
Consistently and significantly exceeded basic competence on standards of performance
Not Demonstrated Did not demonstrate competence on, or adequate growth
toward, achieving standard(s) of performance
*Requires documentation
Knowledge and skills replicatedExemplar of performance
Innovation + High Performance
Skill not mature or unsuccessful
Solid, effective application + successNever demonstrated
Rubric in Action
Evaluate
• Partner with a participant.• Describe an activity that you
implement as a LMC in your school. • Have your partner identify the
standard(s) category for that activity and performance rating.
• Together, brainstorm ways you can improve the activity.
• Then do the same for your partner. • Repeat as time permits.
NCDPIResources
http://ncees.ncdpi.wikispaces.net/NCEES+Wiki
Quick Connection to Common Core
http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk
Best Practices From the NC SLMCs and ITFs Group
Code: qdu2q0
Additional Resources to Consult• Books and Articles
– Morris, Rebecca. "Find Where You Fit in the Common Core or the Time I Forgot About Librarians and Reading." Teacher Librarian. 39.5 (June 2012): 8-12.
– Gewertz, Catherine. "Common Core Thrusts Librarians Into Leadership Role." Education Week. 32.3 (September 11, 2012): 1, 18-19. Web. 25 Sep. 2012. <http://www.edweek.org/ew/articles/2012/09/12/03librarians_ep.h32.html?cmp=SOC-SHR-FB>.
– Harvey II, Carl. No School Left Behind: Leadership, School Improvement, and the Media Specialist. Columbus, Ohio: Linworth Publishing, Inc., 2008.
– Hill , Rebecca. "All Aboard!:Implementing Common Core Offers School Librarians an Opportunity to Take the Lead." School Library Journal. (April 1. 2012): n. page. Web. 25 Sep. 2012. <http://www.schoollibraryjournal.com/slj/printissue/currentissue/893928-427/all_aboard_implementing_common_core.html.csp>.
• Webcasts/Webinars– Cox, Tamara, Kristen Hearne, and Monique German. "Your Common Core Secret
Weapon With the Librarians in the Middle." TL Virtual Cafe. Blackboard Collaborate, 01 Oct. 2012. webinar. <http://tlvirtualcafe.wikispaces.com/Common_Core>.
– Arsonson, Marc, and Sue Bartle, perf. "Part I On Common Core-Getting Real." School Library Journal , 18 Oct. 2012. web. <http://www.slj.com/2012/09/webcasts/part-i-on-common-core-getting-real-marc-aronson-and-sue-bartle/>. (Part 1 of a 3 part series)
Remember that NCWiseowl
provides free access to many
journals!
Contact Information
Dianne Meiggs, PD Consultant, Region [email protected] (252) 340-0113
Dr. Jody Cleven, PD Consultant, Region 4 [email protected] (919) 699-9870
Kathryn Parker, SLM [email protected] (919) 807-3267
Credits
• Lance, Keith, perf. Chapter 4: School Library Characteristics that Affect Student Achievement. 2010. Web. 18 Nov 2012. <http://vimeo.com/album/1480129/video/16517124>.
• UDL at a Glance. 2011. Web. 18 Nov 2012. <http://www.udlcenter.org/resource_library/videos/udlcenter/udl>.