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Lynn Wilcox

Professor Cynthia Keller

SLM 501

22 Apr. 2018

Assignment 3: Evaluation Instruments

Part One: Analysis of Evaluation Instruments

Accountability and reflective practice are two essential requirements for educators in the

21st Century. During uncertain budget times, the role of a media specialist and the

implementation of a successful library program are often subject to scrutiny by policymakers and

elected officials. In order to defend the importance of the media specialist and the school library,

evidence must be collected to demonstrate the integral role library programs have to promote

student achievement and growth.

Reflection and evaluation tools utilized in the general education classroom do not

encompass the complexity of the librarian roles and measure the success of a school library

programming. The American Association of School Librarians developed a resource guide

entitled A Planning Guide for Empowering Learners. Within the guide, librarians will find an

assessment rubric designed to “serve as a guide for formative assessment of school library

programs” (AASL 48). The distinguishing component of the rubric is the cycle framework which

encourages library media specialists to view the process as a “continuous improvement cycle”

(AASL 48). According to Figure 1 in the A Planning Guide for Empowering Learners, the cycle

features five stages including “collect, compare, identify, develop, and implement” (AASL 48).

First, librarians “collect data” and “analyze” the data using the assessment rubric. (AASL 48).

Next, librarians will review the rubric and attempt to “identify goals” and “develop [an] action
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plan” (AASL 48). Once the action plan has been created, the librarian will work to put the plan

into practice. Through the use of the assessment rubric, librarians will be able to assess their

library program by reviewing four different sections. The assessment rubric sections include

“developing visions for learning, teaching for learning, building the learning environment, and

empowering learning through leadership” (AASL 49-65). By analyzing the rubric results, the

librarian can determine strengths and weakness for how he or she is performing the various roles

of a school library media specialist as defined by the American Association of School Librarians.

While aligning with best practices and guidelines from the AASL, the Maryland State

Department has created their own standards for school library media programs. In a document

entitled, “School Library Programs in Maryland,” media specialists must document and provide

concrete examples to support each standard. The standards evaluated include mission, goals and

objectives, instruction, staffing, resources and resource services, facilities, and program

evaluation. The scoring system is simplistic with four levels including implemented, working

toward, not started, and not applicable. For each standard, media specialists collect examples for

documentation, score and self-assess, and establish targets designed to help develop short and

long range goals. “School Library Programs in Maryland” differs from the A Planning Guide for

Empowering Learners rubric because of the simplicity and checklist format. If a librarian

requires a detailed analysis, A Planning Guide for Empowering Learners assessment rubric

would provide a comprehensive reflection. The “School Library Programs in Maryland”

document is a reflective tool that might be utilized annually or at the beginning and end of a

school year.

Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching has

become a familiar tool for evaluating the performance of educators in the 21st Century. While the
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Danielson framework includes many of the job responsibilities and descriptors of school

librarians, the AASL’s Learning 4 Life: Sample School Librarian Performance and Evaluation

System aligns the four domains with standards established by the American Association of

School Librarians. The four domains include “Planning and Preparation, The Library

Environment, Instruction, and Professional Responsibilities” (L4L 1-2). Reflective practitioners

are scored utilizing a four step scale including distinguished, proficient, basic, and unsatisfactory.

There are various components for each of the four domains. In addition to receiving a score for

every component, the librarian is provided with an overall score for the domain.

The first domain relates to planning and preparation within the school library program.

The components within Domain 1 measure the knowledge of the curriculum, the process used to

connect the curriculum, knowledge of students with respect to ability levels and diversity. In

addition, Domain 1 includes how the librarian seeks to reach instructional goals, uses resources

to search and access information, promotes an environment of literacy, and collaborates with

teachers to plan and deliver instruction. A primary focus of Domain 1 is to measure the skill

level and expertise of the certified library media specialist.

Domain 2 differs from the traditional Charlotte Danielson model because the focus

relates to the overall library environment in comparison to the general classroom setting. The

tool measure components including the interactions of the librarian with stakeholder, the overall

learning environment, how the library is organized with respect to circulation and scheduling

policies and procedures, student behavior expectations, accessibility and navigating through the

library space. Many of the components relate to the visibility and overall appearance of the

school library facility and whether the space is conducive to student learning.
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The third domain relates to the instruction provided by the library media specialist.

Components categorized by Domain 3 include communicating expectations and procedures,

encouraging higher order thinking and student directed inquiry, promoting an environment that is

rigorous for student growth, utilizing a variety of formative and summative assessments to

monitor student progress. Each section of Domain 3 directly relates to how skilled and effective

the school librarian is with instructional delivery.

The final domain of the L4L System measures a media specialist’s overall commitment to

reflection and improvement. Components of the domain include the vision, mission, and

librarian’s ability to reflect upon his or her practice. Administrative tasks including record

keeping, advocacy for the program also are featured in Domain 4. School librarians are also

expected to share their role in the school and district level community, activities completed to

grow as a professional, how the collection is maintained and developed, managing the budget

and personnel, and maintaining a code of ethics. In comparison to the other domains, the focus of

Domain 4 measures how effectively the media specialist administers the library program.

While there are advantages and disadvantages to the A Planning Guide for Empowering

Learners with School Library Program Assessment Rubric and the AASL’s Learning 4 Life:

Sample School Librarian Performance and Evaluation System, both tools are indispensable to

new and seasoned librarians. Reflective practitioners are experts with data collection, analysis,

and establishing target goals for improvement. While the Empowering Learners Assessment

Rubric has clearly defined descriptors, there are certain elements that are beyond the control of

an exemplary librarian. The L4L System provides feedback and creates a sense of urgency

however, evaluators should utilize caution when using the tool to avoid showing subjectivity or

using the framework as a checklist. By effectively using the tools, librarians are able to build a
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program to support the curriculum and student achievement and advocate for the materials and

resources that are essential to 21st Century learning.

Part Two: Interview with Mentor Librarian using A Planning Guide for Empowering
Learners with School Library Program Assessment Rubric

I. Developing Visions for Learning Mission

Subcategory Descriptor Choice Reason for Descriptor Choice
Statement Comprehensive Mentor Librarian shared that she utilizes the
Alignment Integral mission and vision drafted by the Washington
Publication Publicly Recognized County Public Schools (WCPS) Library Media
department. The mission and vision are posted on
the county LibGuides. The statements have been
developed to align with the overall mission and
vision of WCPS. She also has the mission and
vision posted in the library visible for all patrons.
II. Teaching for Learning: Collaboration
Subcategory Descriptor Choice Reason for Descriptor Choice
Team Roles Informal In the past, Mentor Librarian used the flexible
Participation Integral schedule model to allow for greater collaboration
and accessibility for students and staff. Mentor
Librarian explained that the flexible schedule did
not improve collaboration and she believes that
there needs to be a shift with staff utilization of the
facilities. She shareded that staff are simply
overwhelmed and do not want to take the time to
visit the Media Center.
Teaching for Learning: Reading
Subcategory Descriptor Choice Reason for Descriptor Choice
Instruction Strategic Mentor Librarian has participated in book study
Promotion Initiating, groups and provides professional development to
Continuous, share how the library can support instruction. She
Intrinsic, Beyond has promoted reading incentives and rewards for
School students. Mentor Librarian shared how she uses the
green screen to create videos and presentations to
showcase various books and library resources. Due
to time constraints, the fixed schedule, and the
school community of working parents, Mentor
Librarian explained she works to support literacy
beyond the school, but believes that she can grow
to actively promote reading extension activities
within the community.
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Teaching for Learning: Multiple Literacies

Subcategory Descriptor Choice Reason for Descriptor Choice
Learning Process Comprehensive Currently, Mentor Librarian is the head elementary
Legal, Ethical, Articulated librarian for WCPS. She has her Master’s degree in
and Social School Librarianship and Instructional Technology.
Responsibility In Mentor Librarian’s school, she utilizes a wide
variety of technology tools in the Makerspace.
Mentor Librarian lead summer professional
development sessions to show other media
specialists how to use different technology tools.
The supervisor of WCPS Media Programs and
Mentor Librarian co-wrote the policies and
procedures manual which outlines the legal, ethical,
and social responsibilities of all library media
specialists within the WCPS system.
Teaching for Learning: Inquiry
Subcategory Descriptor Choice Reason for Descriptor Choice
Educational Ongoing Due to Mentor Librarian’s knowledge and
Standards implementation of the Big 6 and Super 3 inquiry
Differentiation Consistent models, she serves as a demonstration teacher. She
Information- Integral is skilled to differentiate instruction for a variety of
Search Process learning styles and ability levels including Pre-
Evaluation Comprehensive Kindergarten and an autism class. The supervisor
Role of Integral appointed Mentor Librarian to learn and lead the
Technology entire department with the implementation of the
new AASL standards. She works tirelessly to
implement instruction and teach digital citizenship
as students are completing project-based learning
experiences.
Assessment for Learning
Subcategory Descriptor Choice Reason for Descriptor Choice
Formative Integrated Mentor Librarian was responsible for writing the
Assessments transfer goals and essential questions for the WCPS
Summative Comprehensive Library Media Essential Curriculum document. She
Assessments utilizes informal observation and records her
findings in Class Dojo. In addition, Mentor
Librarian worked in conjunction with other library
media specialists to create benchmarks which are
utilized as summative assessments.
III. Building the Learning Environment
Planning and Evaluating
Subcategory Descriptor Choice Reason for Descriptor Choice
Planning Process In-Progress When asked about planning, Mentor Librarian felt
Strategic Plan Comprehensive that she tries to collaborate and plan with the
Stakeholder Collaborative classroom teachers, the time is limited due to the
Participation fixed schedule. Mentor Librarian believed that the
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Evaluation Data-Driven WCPS Essential Curriculum document helps align

the Media standards with the Common Core
standards to support the work in the general
education classroom. She utilizes data collected
from her formative and summative assessments for
short-term and long-range planning. Due to the
balance of technology and librarian duties, she has
struggled with finding the time to conduct action
research.
Staffing
Subcategory Descriptor Choice Reason for Descriptor Choice
Quantity Not applicable Library Media programs in WCPS do not have a
Position In-Progress library aid or support staff. Mentor Librarian shared
Descriptions that there is a clear definition of the library media
Training Not applicable program supervisor, the head librarians, and the
library media specialist. However, there is not a
clear definition of support staff since most schools
rely upon student or parent volunteers. Mentor
Librarian shared that she has an occasional parent
volunteer to help support the Book Fair however,
most of the responsibility lies within the job
description of the media specialist. As the
elementary lead, Mentor Librarian has spent hours
extending beyond the typical work day to provide
staff and students with a quality library media
program.
The Learning Space
Subcategory Descriptor Choice Reason for Descriptor Choice
User Orientation Assistive Mentor Librarian has a large space that is warm and
Access Limited welcoming to students. There are vibrant colors and
Function Multi-Purpose a wide variety of technology tools available for
Storage Exemplary student use. Due to the WCPS installation of
Website A Virtual Library aerohives in every classroom, the Internet is fast
Technology High Speed & and reliable. The collection is neatly arranged and
Infrastructure Reliable there are a wide variety of materials available to
students. In addition, Mentor Librarian placed
featured books on display to help entice young
readers to make book selections. The fixed
schedule of the library provides a challenge for
staff and students to visit to the library space during
the instructional day.
Budget
Subcategory Descriptor Choice Reason for Descriptor Choice
Planned and Ad-Hoc The descriptor of Ad-Hoc was given with regards
Data-Driven to the budget because most of the budget
Funding Level Marginal allocations are determined at the county level.
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Accountability Fully Accountable Mentor Librarian believes the program is funded to

Outcomes- Outcomes support instruction but expresses concern at the
Oriented lack of funding available for furniture updates and
Proactive Active technology tools, and Makerspace materials. While
she supports her program with funding from Book
Fairs, Mentor Librarian also tries to extend her
budget by taking advantage of fall promotions and
specials to get the most for the money.
Policies
Subcategory Descriptor Choice Reason for Descriptor Choice
Stakeholder Inclusive Mentor Librarian has worked in conjunction with
Involvement the WCPS Media supervisor to write the policies
Collection Formal and procedures. The policies and procedures for the
Development program were written to align with the ALA Code
Ethical Use of Inclusive of Ethics and ALA Bill of Rights. The policies and
Information procedures are frequently reviewed and updated.
Technical Formal Mentor Librarian and the supervisor have uploaded
Services the policies and procedures to the WCPS
Resource Access Comprehensive Department LibGuide for fast and efficient access.
Reconsideration Formal The documents are clearly written and the
Policy procedures are easy to follow to help keep all staff
and stakeholders informed of library procedures
and processes.
Collection and Information Access
Subcategory Descriptor Choice Reason for Descriptor Choice
Diversity Multicultural Mentor Librarian serves in a school community that
Levels of Client-Based is diverse and the stakeholders expect the collection
Difficulty to reflect diversity. With the funds from the Book
Intellectual Fully Supported Fair, Mentor Librarian has been able to supplement
Freedom the collection to meet student interests and needs.
Curriculum Curriculum-Based While Mentor Librarian orders some materials to
Support supplement the general education curriculum, she
Adequacy Ample feels some limitation due to the lack of time for
Quality Criteria-Based collaboration. She stated that students and staff
Alternate Ample alike are able to contribute to a suggestion box that
Formats she takes into consideration when ordering
Currency Current materials each year. Mentor Librarian is also an
Responsive to Effective expert in the area of weeding and consistently uses
Student Input the collection analysis tool in Titlewave to make
determinations for items to add or remove.
Outreach
Subcategory Descriptor Choice Reason for Descriptor Choice
Advocacy Plan Proactive Mentor Librarian has been an advocate and leader
Partnerships Collaborative for her school-based and overall county program.
Communication Effective She is determined and relentless to seek recognition
and to demonstrate how the media programs can
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support instruction and overall literacy. Mentor

Librarian utilizes social media, the LibGuide, and
the school webpage to advertise the work that is
happening within her library. She was hesitant to
describe her program as inclusive because she
believes the majority of her work is noted at the
county level.
Professional Development
Subcategory Descriptor Choice Reason for Descriptor Choice
Plan Comprehensive Mentor Librarian frequently plans and leads
PD for School Comprehensive professional development for all of the media
Community specialists in the county. In addition, she constantly
Members leads professional development within her school to
PD for School Active showcase the library resources. She was selected by
Librarian the Media supervisor to become the expert of the
new AASL standards. Mentor Librarian states that
she is reluctant to loan her copy of the new
standards to anyone due to her annotations and
notes within the margins.
IV. Empowering Learning Through Leadership
Leadership
Subcategory Descriptor Choice Reason for Descriptor Choice
Involvement Initiative Mentor Librarian tends to be a familiar face across
Innovation Change Agent WCPS due to her work and efforts in the library.
Professional Professional She has served as part of the school improvement
Activity Participation team, serves as the technology coordinator, and
manages to mentor veteran and new librarians.
Mentor Librarian disclosed that she has a vast
knowledge base but knows that she can grow by
publishing some of her work and innovative ideas
that are used within her program.
Relationships
Subcategory Descriptor Choice Reasons for Descriptor Choice
Principal Shared Vision Mentor Librarian states that she has a great working
Parents One-Way relationship with her administrators and the library
Community Informative media programs supervisor. Since many of the
Organizations families within her community are working and
Libraries in the Collaborative commuting parents, she does not have many parent
Greater volunteers. While Mentor Librarian has secured a
Community few partnerships in the past, she does not have
regular support from a particular business or
community partner.
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Part Three: Interview with Mentor Librarian using L4L Sample School Librarian
Performance and Evaluation System

L4L Domain 1: Planning and Preparation

Component Score Mentor Librarian shared that she has a
(1a) Demonstrating knowledge Distinguished particular interest for learning the media
of curriculum and process curriculum and standards. She feels as
(1b) Demonstrating knowledge Distinguished though the program is strong with
of students supporting the curriculum. However, she
(1c) Supporting instructional Proficient feels a certain amount of responsibility to
goals teach research skills, digital citizenship,
(1d) Demonstrating knowledge Distinguished and technology skills. She would like to
and use of resources have more time to improve literacy
(1e) Demonstrating a Proficient especially in the primary grades. In
knowledge of literature and addition, the fixed schedule is not
lifelong learning conducive to regularly scheduled
(1f) Collaborating in the Proficient collaboration planning sessions.
design of instructional
experiences Overall score: 4

L4L Domain 2: The Library Environment

Component Score Mentor Librarian has been serving in a
(2a) Creating and environment Proficient school that has been open for less than ten
of respect and rapport years. The physical space is attractive and
(2b) Establishing a culture for Proficient inviting for library patrons of all ages. She
learning expressed some concerns regarding
(2c) Managing library Distinguished countywide discipline policies which
procedures provides rationale for domains 2b and 2d .
(2d) Managing student Proficient The discipline issues tend to overshadow
behavior the amount of learning taking place.
(2e) Organizing physical space Distinguished Mentor Librarian also shared that she is
working to try to increase stamina because
she feels her students tend to complete the
bare minimum amount of work when they
visit the library. She would like to see
students transform the vision of the
Makerspace of a place to discovery and
exploration rather than a place to entertain
and play.

Overall score: 3
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L4L Domain 3: Instruction

Component
(3a) Communicating clearly
and accurately
(3b) Using questioning and
research techniques
(3c) Engaging students in
learning
(3d) Assessment in instruction
(3e) Demonstrating flexibility
and responsiveness
Score Mentor Librarian shared that she is
Distinguished consistently looking for ways to market
and share the learning that is occurring in
Distinguished the library. She maintains a Facebook
page, a website, and the LibGuide. Mentor
Distinguished Librarian has a vibrant personality and
utilizes a variety of strategies and
Proficient techniques to keep students engaged and
Distinguished focused upon research and library skills.
Overall score: 4

L4L Domain 4: Professional Responsibilities

Component
(4a) Reflecting on practice
(4b) Maintaining accurate
records
(4c) Communicating with
school staff and community
(4d) Participating in a
professional development
community
(4e) Growing and developing
professionally
(4f) Collection development
and maintenance
(4g) Managing the library
budget
(4h) Managing personnel
(4i) Professional ethics
Score Mentor Librarian keeps immaculate
Distinguished records and helps guide new librarians as
Distinguished to how to manage records for
accountability. Mentor Librarian
Proficient consistently provides professional
development for teachers in her building
Distinguished and within the county. Mentor Librarian
felt the biggest area for growth was
communicating with the school staff and
Distinguished community. While she utilizes a variety of
tools to maintain communication, Mentor
Distinguished Librarian shares that her school
community and working parents do not
Distinguished always read or review the materials
distributed.
Not applicable
Distinguished Overall score: 4

Part Four: Analysis of the Mentor Librarian’s Leadership and the Overall Program

Mentor Librarian has been with the Washington County Public School system for 22

years. She is the lead elementary media specialist. Her dynamic personality, charisma, and self-

esteem allow Mentor Librarian to be admired by staff and students. In 2001, she earned the

Washington County Public Schools Teacher of the Year Award. She serves as the media

specialist in a building of 500 students ranging from Pre-Kindergarten to Grade 5. The school

also has a special autism program. While Mentor Librarian is a seasoned professional, she found
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the tools to be a comprehensive resource to help establish goals and collect artifacts to advocate

for library media programs.

The interview began with the use of the A Planning Guide for Empowering Learners

assessment rubric. Since Mentor Librarian has been my mentor for approximately two years, I

know that she has the exemplary elementary library. The Washington County Library Media

programs supervisor encourages anyone interested in becoming a media specialist to visit Mentor

Librarian. While Mentor Librarian holds herself to high standards, has numerous accolades over

the years, and consistently has high scores in several areas, Mentor Librarian was quick to

express her weaknesses and potential area for growth.

In the area of “Developing Visions for Learning Mission,” Mentor Librarian shared that

she felt her program aligned with the systemic goals and the descriptor “students and staff are

effective users of ideas and information, students are empowered to be critical thinkers,

enthusiastic readers, skillful researchers, and ethical users of information” (AASL 49). While the

mission and vision are not directly stated in the L4L System, the components especially within

Domain 1 and the other three domains are impossible if a clearly defined mission and vision has

not been implemented. As the elementary head librarian, Mentor Librarian works in conjunction

with the supervisor to construct the mission and vision statements of the program at the county

level. The years of experience and vast knowledge of the AASL Standards have helped Mentor

Librarian pioneer the Makerspace movement and transform the media program into the 21st

Century. Therefore, Mentor Librarian suggested that one of her personal strengths relates to

mission and vision of the library program within her school building and at the systemic level.

As the interview continued, Mentor Librarian shared her thoughts regarding the

“Teaching and Learning” portion of the assessment rubric. (AASL 50). When Mentor Librarian
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was asked regarding “Team Roles,” she shared her program has limitations and scored in the

“Informal” descriptor (AASL 50). She was asked to provide an explanation and Mentor

Librarian stated that she has used a fixed and a flexible schedule. Mentor Librarian felt that the

expectations of classroom teachers did not increase the amount of collaboration using a flexible

schedule. She believed that the flexible schedule caused gaps with students and their knowledge

of information literacy and proficiency with technology tools. As an overall goal, Mentor

Librarian wants to have her staff use the facilities frequently. She does not believe the teachers

utilize the library services extensively and continuously throughout the school year. At the

beginning of the interview before even reviewing the tools, Mentor Librarian listed that she

noted the weakness regarding the staff use of the library resources and services.

When shifting the focus to the “Reading,” Mentor Librarian shared her program meets

most of the top descriptors with the exception of beyond school. During the typical school day,

Mentor Librarian works to create reading promotions that extend beyond school hours. Due to

the working class and limited schedule of the parent population, Mentor Librarian struggles to

extend the community involvement beyond the school environment. She shared that “beyond the

school” promotion was a weakness and showed interest to improving the program component

especially with regarding to students in the primary grades (AASL 51). The focus upon literacy

promotion in the primary grades is essential because the librarian believes the potential energy

and momentum needs to be maintained in the upper grades when the interest for reading

declines. In addition, the L4L System in Domain 1, component 1e “demonstrating knowledge of

lifelong learning” also aligned with the weakness noted within the interview.

According to the A Planning Guide for Empowering Learners tool, Mentor Librarian has

a space that is almost exemplary for student learning. Frequently, the Mentor Librarian’s
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physical space is featured as a demonstration library for new and aspiring media specialists.

Findings regarding the physical space were confirmed meeting the “distinguished” category

outlined by The L4L System tool. The space is well organized and Mentor Librarian takes pride

in her library. Within the physical space of the library, Mentor Librarian has a vast collection.

The materials are arranged in a method that is visually appealing and highly organized. Besides

the shelves, Mentor Librarian creates display spaces revolving around specific themes. Mentor

Librarian shares that the materials featured on the displays are heavily circulated because of the

appeal to patrons of all ages. The only descriptor in this category which was scored limited

related to the nature of the fixed schedule which is necessary to provide teachers with their

contractually mandated planning time.

Collection and Information access is a particular strength for Mentor Librarian. Most of

her scores within the standard were at the highest level. She has strong feelings that collections

must be weeded on a routine basis to improve circulation and meet patron needs. The WCPS

library supervisor often compensates Mentor Librarian to improve outdated collections across

the district. Book fairs are the primary source of funding for Mentor Librarian to expand her

collection. In addition, Mentor Librarian’s expertise is commendable in the district because she

consistently has the highest amount of circulated materials each year. The L4L System ranked

Mentor Librarian as distinguished with respect to collection development. A Planning Guide for

Empowering Learners tool ranked the collection as “curriculum-related” (AASL 61). As a note

of caution, Mentor Librarian suggested that an entire curriculum-based collection might not

circulate as widely because students do not always want materials directly related to learning.

Mentor Librarian has shared that librarians must listen to the requests of students because

students will heavily circulate the materials that relate to their interests.
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Despite Mentor Librarian’s strengths with the mission and vision, an exemplary physical

space, and excelling with respect to collection development, there is one final weakness

indicated in the assessment rubrics. Mentor Librarian states that she has a concrete understanding

of the Makerspace but students and staff do not comprehend how to the Makerspace fits into the

library setting. While the weakness of Mentor Librarian was not evident in the A Planning Guide

for Empowering Learners tool, the L4L System showed in Domain 2a, 2b, and 2d that student

stamina tends to be lacking during the assigned Media time. She was very vocal and shared that

she is reconsidering how to implement Makerspace time, organize the materials, and prevent loss

or displacement of Makerspace materials. Since Mentor Librarian has spent a great deal of her

book fair profit and time developing the Makerspace, she wants to improve the overall

Makerspace perception and use in the library setting.

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Part Five: Goal Setting and Objectives using the Evaluation Tools

Goal #1: During the 2018-2019 school year, the school librarian extends reading promotion
activities designed to encourage participation of students, parents, community members, and all
stakeholders.
Objectives  The school librarian will host a read-a-thon designed to promote student
engagement in literacy and to raise funds for additions to the collection.
 The school librarian will host a “One Book, One Community” event for
students, parents, community members, and stakeholders.
 The school librarian will seek partnerships with local businesses and
companies to find guest readers for literacy special events and activities.
Goal #2: During the 2018-2019 school year, the school librarian will extensively showcase
library materials and resources to improve staff circulation statistics.
Objectives  The school librarian will extend the library hours to improve the accessibility
of the library for all staff and all stakeholders.
 The school librarian will create contest promotions for staff designed to
improve the overall use of print and digital library resources.
 The school librarian will distribute a monthly S’more designed to promote
library resources, share technology tips, and describe new offerings added to
the library collection.
Goal #3: During the 2018-2019, the school librarian will define the importance of the
Makerspace and clearly define how the Makerspace can support the curriculum for students and
staff.
Objectives  The school librarian will develop Makerspace activities to correspond with
current units of instruction rather than the current model of free exploration.
 The school librarian will hold professional development activities to
demonstrate the alignment of Makerspace activities with the Essential
Curriculum document.
 The school librarian will begin the year with a growth mindset literature set
to establish clearly defined norms and expectations for the Makerspace and
inquiry experiences in the school library setting.
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Part Six: Personal Professional Development Goals

After analyzing the interview findings with Mentor Librarian, reviewing my work in

Module 2 with respect to advocacy, and reviewing the Williamsport Elementary School

Improvement goals, I have decided to focus upon three components from the AASL’s L4L

Sample School Librarian Performance and Evaluation. Washington County Public Schools

currently uses the Charlotte Danielson framework and the AASL’s L4L Sample School Librarian

Performance and Evaluation is simplistic enough to establish obtainable short and long term

goals. Out of the three Williamsport Elementary School Improvement goals, I determined that

Goal 1: All students will read at or above grade level by 3rd Grade and continue to read at or

above grade level thereafter was significant. The goal pertaining to improving literacy is a shared

belief within the school, at the county level, and a focus of the new Washington County Public

School superintendent.

Goal #1 During the 2018-2019 school year, the school librarian communicates and
informs students, staff, and all stakeholders about the resources and services
available from the Williamsport Elementary School Library.
L4L Alignment Component 4c: Communicating with School Staff and Community

During my interview with Mentor Librarian, she shared the importance of having parents

and community member reinforcement to help forward literacy goals. When I was in the general

education classroom, I recall parents sharing their frustration because textbooks were obsolete

and parents wanted to help their child yet did not have the resources. As a librarian, I am aware

of the multiple and underused materials in the school library. Over the past two years, I have

dedicated my time to establishing relationships and getting to know the student and school

community. If I were to evaluate myself in the domain, I would believe I would score “basic-The

school librarian communicates inconsistently with the school staff and community to keep them

informed and to promote the use of the library program, new resources and services” (AASL
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L4L 10). The description for “proficient-The school librarian communicates with the school staff

and community to keep them informed and to promote the use of the library program, new

resources and services” seems easily obtainable (AASL L4L 10), The work completed in the

Advocacy course module and the course readings helped me realize that communication does not

require a great deal of time. By preparing one or two paragraphs about library services and

promotions, I can widely share the information by Facebook, Twitter, the school webpage, the

newsletter, and the local newspaper with administrator and central office approval. Once I have

reached my short term goal of proficiency with respect to Component 4c, I plan to set a long

term goal for soliciting feedback from school staff and community members regarding the

library services and programs. The feedback component is the feature which separates the

distinguished and the proficient categories within Component 4c (AASL L4L 10).

Goal #2 During the 2018-2019 school year, the school librarian will improve the
overall library physical space by adding space for independent reading and
improving signage to allow for easier access of materials.
L4L Alignment Component 2e: Organizing physical space

When I prepared for my interview with Mentor Librarian, I felt like I was expecting a

visit from the President or Queen of England. She requested a visit to my library because we

spent the previous summer weeding my collection and I believe she was curious to see the

changes that I made over the past two years. I straightened shelves and rearranged books in

anticipation of her arrival. Mentor Librarian is meticulous about library shelves and organization.

In my two years as a media specialist, I visited Mentor Librarian’s space on a monthly basis. The

organization and flow of Mentor Librarian’s area aspires me to improve. As I began in my

position, I was aware that I had to update my library facilities. The library media programs

supervisor purchased several items to help improve the aesthetics and functionality of my library.

Currently, my library meets the criteria for “proficient” because it is “organized for safety, ease
 Wilcox 19

of traffic flow, and learning” (AASL L4L 6). However, my students have expressed that there is

not enough signage to quickly and easily access materials. The description for “distinguished”

explains that “significant signage is provided to support self directed use” (AASL L4L 6). My

supervisor has shared that she will gladly help me improve my signage but she would like to

continue to add furnishing to the space. Once she has added all the furnishings and I have

rearranged the space for functionality, then I know I will be able to acquire some permanent

signage. A short term goal is to create some temporary signage to help assist patrons during the

transition process. Once the space is complete, I intend to acquire permanent signage from the

Library Store to improve the accessibility.

Goal #3 During the 2018-2019, the school librarian will improve overall
collaboration with classroom teachers by attending grade-level team
meetings and content specific professional development activities.
L4L Alignment Component 1f: Collaborating in the Design of Instructional Experiences

Mentor Librarian shared that has time with the fixed schedule to collaborate with

classroom teachers. Since my situation is similar to Mentor Librarian’s, I know that I need to

focus upon improving teacher collaboration. At the current time, I believe I am in the

“proficient-school librarian collaborates with some teachers in planning and implementing

learning activities that integrate the use of multiple resources, and the development of research

skills and strategies” (L4L 4). In order to reach the distinguished category, I am aware that I need

to collaborate with most of the classroom teachers. A benefit to students would be to collaborate

with the other members of my team to allow for integrating of music, art, and PE into the

activities of the library. My reflection of the standard has aspired me to speak to my

administrator to seek solutions to improve the current level of collaboration. I do not believe I

can expand the level of help without the support and possible schedule adjustments from the

administrative team.
 Wilcox 20

Works Cited

AASL’s L4L Sample School Librarian Performance and Evaluation

System. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/lea

rning4life/resources/LMS-DANIELSON.pdf&p=DevEx,5066.1. Accessed 11 April 2018.

"Assessment Rubric." A Planning Guide for Empowering Learners. American Association of

School Librarians, 2009.

Librarian, Mentor. Personal interview. 11 Apr. 2018.

"Standards for School Library Media Programs in Maryland." MSDE, 1987.

“Toolkits.” American Association of School Librarians (AASL), 18 Apr. 2018,

www.ala.org/aasl/advocacy/tools/toolkits.

“Williamsport Elementary School Improvement Plan.”

docs.google.com/document/d/1D9CZp1_RfT64m98RD9lOzMod8A6wFNGJKPaF6-

UCdAE/edit. Accessed 21 Apr. 2018.