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A PLAN FOR EMPOWERING LEARNERSUsing the AASL Planning Guide with “School Libraries Count!”: Personalized Results to Advocate for your School Library Program
Sabrina CarnesiCrittenden Middle SchoolNewport News, Virginia 23606
TODAY’S OBJECTIVES:• Draw connections between
Planning Guide module’s data results Personalized reports from “School
Libraries Count!” survey
Discuss Sharing Information from Program Assessment with Stakeholders
A Planning Guide for Empowering Learners
OBJECTIVE 1:• Drawing connections between
Planning Guide module’s data results
Personalized reports from “School Libraries Count!” survey
A Planning Guide for Empowering Learners
THE ASSESSMENT RUBRIC Aligned with the national guidelines presented in
Empowering Learners: Guidelines for School Library Programs
A Planning Guide for Empowering Learners
THE ASSESSMENT RUBRIC
• 1. Developing Visions for Learning
2. Teaching for Learning 3. Reading 4. Multiple Literacies 5. Inquiries 6. Assessment for Learning 7. Building the Learning
Environment 8. Staffing
9. The Learning Space 10. Budgeting 11. Policies 12. Collection and
Information Access 13. Outreach 14. Professional
Development 15. Empowering Learning 16. Leadership
• Aligned with the national guidelines presented in Empowering Learners: Guidelines for School Library Programs
• Assesses the program using 16 sets of criteria
ASSESSMENT RUBRIC
Hours per Week meeting w/Teachers to Plan Instructional Units
Hours per Week Delivering Instruction
A Closer Look: Staffing Raw Data and the Assessment Rubric
Teaching for Learning Sectionpages 2&3
The raw data from “School Libraries Count” as well as additional personalized data from Hines MS is used to develop a profile for the school’s library program.
The raw data shows that Hines MS spends an average of 3 hours per week planning instruction with teachers in comparison to the rest of the state’s 3.5 hours and nation’s 3.01 hours.
Exemplary - Proficient - Basic
Teaching for Learning Sectionpages 2&3
Exemplary - Proficient - Basic
Teaching for Learning Sectionpages 2&3
Exemplary - Proficient - Basic
Teaching for Learning Sectionpages 2&3
A Closer Look: Library Expenditures and the Assessment Rubric
Average Spend on Information Resources: print, nonprint, licensed
databases, and other electronic access to information
Building the Learning Environment:
Budget-pages 10 & 11
Library budget for Hines MS is slightly higher than the national and state averages.
Building the Learning Environment:
Budget-pages 10 & 11
Exemplary - Proficient - Basic
The raw data shows that Hines MS spends $15,000 on information resources in comparison to the average for rest of the state at $8,000 and the nation’s $14,000.
DRAWING CONNECTIONS WITH DATA Snapshot of library program as it now
exists.Bold and Clear AreasFuzzy Areas
Clarifying the pictureMove from what is to what should be Identify activities or steps needed to develop
picture Brainstorm suggestions Responsibilities carried out by various stakeholders
A Planning Guide for Empowering Learners
THE ASSESSMENT GUIDE’S PROGRAM SNAPSHOT FOR HINES MIDDLE SCHOOL
A Planning Guide for Empowering Learners
Exemplary 50
Basic 8
Proficient 42
Exemplary - Proficient - Basic
THE ASSESSMENT RUBRIC School Libraries Count! 2010 Report
http://www.ala.org/ala/mgrps/divs/aasl/researchandstatistics/slcsurvey/slcsurvey.cfm
2011 School Libraries Count survey will be available in January 2011.
A Planning Guide for Empowering Learners
A Planning Guide for Empowering Learners
Objective 2: Use Your Data to Advocate for Your Program!
Share Your Plan with the
Stakeholders in Your School Community!
ADVOCACY
Common Beliefs
Lay a strong foundation
Give us language to reach out and connect to colleagues
Start the conversation on common ground
COMMON BELIEFS Reading is a window to the world. Inquiry provides a framework for learning. Ethical behavior in the use of information must be
taught. Technology skills are crucial for future employment
needs. Equitable access is a key component for education. The definition of information literacy has become
more complex as resources and technologies have changed.
The continuing expansion of information demands that all individuals acquire the thinking skills to learn on their own.
Learning has a social context. School libraries are essential to the development of
learning skills.
START BY THINKING Who can we Dance with? Our Stakeholders
Classroom TeachersParentsOther School LibrariansAdministrators
What are Elevator Speeches?
Definition•30 to 40 second speech created by advertisement executives to promote a promote a particular product.
•50 – 100 words in length
What to Consider …
…when creating an elevator speech
•Who you’re addressing
•What library event you’re promoting
•An invitation to attend event or visit library media center
Sample STANDARD 4 ~ AUDIENCE: PARENTS
Based on Common Belief #1 – Reading is a window to the
world.
I know you want your child to have a successful life. And so do I. We both believe that reading is the key to learning for life and developing new understandings. I invite your support for our afterschool book club by allowing your child to participate. (46 words)
N. Silcox – Arlington City Schools November 2009
SAMPLE (REVISED VERSION)STANDARD 1 ~ AUDIENCE: CLASSROOM TEACHERS
BASED ON COMMON BELIEF #3 – ETHICAL BEHAVIOR IN THE USE OF
INFORMATION MUST BE TAUGHT.
As (school) librarians, it is important for us to collaborate with the classroom teacher in teaching our students the ethical use of information. It is our job to show students how to seek diverse perspectives gather and use information ethically and to safely and responsibly use social tools. Will you allow me to schedule your classes in our computer lab to go over proper Internet safety skills? After the session, I can register them on my Internet Safety blog and they will be able to ask me to help them with any questions that may arise when they start their research project. (47 changed to 101 words)
An. McLean – Roanoke City Schools K. Harris – Petersburg School District November 2009
I know we both want our students to be independent learners and to take responsibility to generate and answer their own questions. I would love to work with you in your next unit to engage students in their own learning experience by sharing skills to help them gain critical thinking knowledge using the library’s many resources. I can also teach them several tools of self-assessment to ensure that they can thrive in a complex information environment. (76 words)
H. Overstreet – Brunswick County Schools K. Lively – Brunswick County Schools November 2009
SampleSTANDARD 2 ~ AUDIENCE: CLASSROOM TEACHERS
Based on Common Belief #3 – Ethical behavior in the use of information
must be taught.
TASK #2 - 15 MINUTES
1. Please generate your own personal elevator speech to advocate an activity or program in your library that you think would need broader support.
2. Write a rough draft on the loose-leaf paper at your table with your name and email address to turn in.
3. Recopy your elevator speech on poster paper and display on wall in elementary, middle, or high school section.
GALLERY WALK
Please feel free to walk around and view various elevator speeches when time allows
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/planningguide/planningguideresources.cfm
Any Questions?
Thank You So Much!
Sabrina CarnesiVirginia Learning4Life State
CoordinatorCrittenden Middle School
6158 Jefferson AvenueNewport News, VA 23606