Media Program Self-Evaluation_Sapere

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Georgia DOE 2011 Library Media Program Self-Evaluation Rubric

Creekview High School, Canton GA

Completed by: Steve Sapere, M. Ed. Student

Overview

This self-evaluation was conducted in conjunction with the lead media specialist at the school. The

Creekview High School media center earned an exemplary rating from the state in 2010. Since thattime, a variety of forces have conspired to negatively impact that rating. Chief among these forces is the

continued economic crisis, which has resulted in some key staffing cuts. The result of these cuts is that

the media centers rating in the staffing category is now at the basic level. Another area where the

media center falls into the basic category is in the category of administrative support. This stems in part

from diminished funding, but also from a perceived lack of support from administration, including a lack

of receptiveness to input from the media specialist.

The following table summarizes the results of the self-evaluation. For areas in which the media center

was rated as exemplary, a brief explanation is provided. In areas rated as basic, a list of recommended

action steps is included in addition to an explanation for the rating (these areas are indicated in

yellow).Finally, for one of the areas rated as proficient, a list of action steps required to move that area

to exemplary is included, along with an explanation for the current rating (his area is indicated in green).

Category 1 - Student Achievement and

Instruction

Rating Explanation/Action Steps to Improve

1. Information Literacy Standards are

integrated into content instruction; AASL

Standards for the 21st-Century Learner

are integrated into content instruction. Exemplary

Currently, the Creekview High School Media Center

does an excellent job of fostering critical thinking

skills and independent inquiry through the

collaborative instructional efforts of the media

specialists and classroom teachers in creating and

delivering lessons which incorporate both the

Georgia Performance Standards and the AASL

standards.

2. Collaborative planning includes

Library Media Specialists and teachers to

ensure use of library media center

resources that support on-going

classroom instruction and

implementation of state curriculum and

the Georgia Performance Standards.

Exemplary

Currently, the media specialists actively encourage

collaboration with all teachers in the school. The

media specialist works with all teachers who are

willing to plan collaboratively in designing learning

experiences for all students, inclusive of a variety

of learning styles, abilities, and needs.

3. Professional library media staff areengaged in active teaching role/s.

Exemplary

Media specialists employ a variety of strategies to meetstudent needs, work collaboratively with teachers to

plan lessons that incorporate state standards, and are

actively involved in the assessment of student learning

products.

4. The library media center resources

encourage and support reading,

viewing, and listening.

Exemplary

The media center continues to be an important element

in the schools curricular and recreational reading

programs.


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5. Services are provided to students who

have diverse learning abilities, styles,

and needs.

Proficient

Currently, the media specialist feels that the media

center does a good job of providing for the needs of

students with diverse learning needs. However, she did

not feel that these services were worthy of an

exemplary rating. Further discussion reveled some

ways in which this area could be improved from the

proficient level to exemplary status. Action steps the

media specialist can take include:

Involving the special education and ESOLdepartment chairpersons (or designated

representative) in the library media program

advisory committee (see item 16), and in the

selection of materials and resources that will

best support students with diverse learning

abilities.

Involving special education co-teachers andESOL teachers in the collaborative planningprocess with the media specialist and regular

education teacher in order to better design

instructional experiences to meet the needs of

students with diverse learning abilities and

styles.

Relying on the expertise of special educationand ESOL professionals in modifying lessons,

materials and grading procedures in

accordance with students Individualized

Educational Plans (IEPs) and language needs.

Actively seeking to increase own professionaland personal knowledge of techniques formodifying instruction to meet the needs of a

diverse population of learners, and for

accommodating students with varying special

needs. The most important resource for this

continuing education will be the special

education and ESOL professionals within the

building.

6. Student achievement is routinely

assessed. Exemplary

The media specialists routinely collaborate with

teachers to assess student achievement using a variety

of collaboratively designed evaluative tools.

Category 2 - Staffing

7a. If less than base size: A school

system shall provide no less than half-

time services of a Library Media

Specialist for each school less than base

size and shall provide adult supervision

in the library

media center for the entire instructional

day.

Exemplary

Currently, two full-time Library Media Specialists are

employed and are not shared at any other time with

other areas in the school. Adult supervision by certified

personnel is available for the entire day.


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7b. If base size or larger: A school

system shall employ a full-time Library

Media Specialist for each base size

school or larger.

Basic

Due to budget cuts in the past two fiscal cycles, there has

been a significant reduction in the media center staffing

formula. For the 2010-2011 SY, the media center

paraprofessional position was cut, requiring the media

specialist for perform a myriad of additional duties on a

daily basis which reduced the amount of time the media

specialist was available to assist teachers and students.

The 2012-2013 SY will see additional changes, with a

reduction in the number of certified media specialists on

staff from 2 to 1.5, further impacting availability to

students and teachers.

Action Steps to Improve:

As these budgetary/staffing decisions are largely beyond

the scope of control of the media specialist, action steps

to improve this area are limited. Possible options

include: Actively seeking and securing additional, cost-

neutral help with daily clerical tasks by

increasing the media centers pool of

parent/community volunteers and student

aides.

Assigning other teachers and staff on an asavailable basis to assist with daily media center

tasks commensurate with their level of ability.

Limiting or restricting access to the mediacenter before/after school and during the

school day (with the exception of scheduled

classes) in order to allow the media specialist

time to perform other duties.

The first of these two options is obviously preferable.

The reduction of media center services would be viewed

as an option of last resort. Unfortunately, the realities of

the situation require that all options be explored.

Category 3 - Facilities, Access, and

Resources

8. There shall be a plan for flexibly

scheduled library media center accessfor students and teachers in groups or

as individuals simultaneously

throughout each instructional day.

Accessibility shall refer to the facility,

the staff, and the resources and shall be

based on instructional need.

Proficient

While flexible scheduling is maintained allowing full

participation of teachers and the Library Media Specialistin collaborative planning, the lack of sufficient staff

(library paraprofessional) interferes with students

coming to the library media center at any time. In

addition, although the library media center is available

both before and after school, no evening hours are

currently scheduled.


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9. School library media center square

footage requirements based on FTE.

Exemplary

Based on the schools FTE, the media center exceeds

minimum square footage requirements and can

accommodate as many as three large classes at one

time. Available physical spaces include a computer lab,

presentation area, main floor area and reading/study

lounge. There are over 90 computers available for

student use. The media center also houses a

production/work room, storage and office space. The

media center exceeds ADA guidelines for

accommodating students with special needs.

10. Streaming video is used throughout

the school to support the curriculum.

Interactive whiteboards and computers

are used for teaching and learning

throughout the school.

A central electronic media distributionsystem is also available.

Exemplary

Streaming video and other technologies are regularly

used to support the curriculum. The media center has an

electronic whiteboard (in the computer lab space) and it

is used regularly. Electronic white boards are located in

every classroom in the building and are used by all

teachers as a part of daily instruction.11. Print and non-print resources and

access to online information are basic to

a library media program. A school

network is effective for delivering media

resources to the classroom and beyond.

Multiple computers are available for

student access to online resources that

enhance instruction.

Exemplary

Access to all media center resources (subscription

databases, Internet, research pathfinder pages, online

tutorials) is available on the schools LAN. In addition,

many library media center resources are accessible via

Internet access outside the school, enabling students to

use media center technology remotely to work

independently. Students have access to over 90

computers in the media center.

12. All library media resources are

managed for maximum efficient use.

The library media center has an

electronic online public access catalog

(OPAC). Funds for acquisition of

computers are utilized to implement the

goals/objectives set forth in the System

Three-Year Technology Plan 1999

2002 or in the System Comprehensive

School Improvement Plan.

Exemplary

The media centers OPAC is available on a LAN

throughout the school, as well as via remote internet

access from outside the facility. All resources are

recorded in MARC format within an automated data

management system so that inventory, weeding, etc. can

be executed in a time-efficient manner. The OPAC is up-

to-date and reflects the library media center holdings.

13. One of the national educational

technology goals states: Effective and

engaging software and on-line resources

will be an integral part of every schools

curriculum. The GALILEO on-lineservice provides Georgia students and

teachers access to exceptional on-line

resources at no cost to the local school

district. . Searches performed in

GALILEO databases will exceed one

million annually and the number of full-

content items viewed will exceed one

million annually.

Exemplary

Collaborative instruction is planned and delivered

incorporating instruction and promotion of GALILEO

resources. As part of information literacy instruction,

searches will be conducted to maximize efficiency and

result in high quality student learning products. Bestpractices and lesson/unit plans that encourage and

endorse GALILEO will be produced, taught, and shared

with other media specialists throughout the state via the

media centers website as well as through other means.

The media specialist provides training and inservice to

interested faculty and staff.


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Category 4 - Administrative Support

14. The local system superintendent

shall appoint a system media contact

person (SMCP) to serve as a liaison to

the department. Proficient

The media specialist reported that the district does have

a SMCP who does, in fact, coordinate communication

among all Library Media Specialists in the district, and

disseminates messages from DOE, GALILEO, and other

entities. However, the SMCP does little to encourage

opportunities for media specialists to meet regularly.

15. Administrative staff support at both

the school and district levels is essential

for the development of a strong library

media program.

Basic

Currently, the media specialist does not feel fully

supported by the school principal. Neither the principal

nor district-level administrators take an active,

leadership role in encouraging teachers to integrate

library media center resources into their instruction.

Furthermore, district-level administration has not only

not encouraged the media specialist to visit other

exemplary programs and improve professionally, but hasactively discouraged this activity by failing to provide

budgetary support (including leave time from work)

Action Steps to Improve:

Once again, as this area is beyond the direct scope of

control of the media specialist, arriving at an effective

course of action is problematic. Possible solutions

include:

Increasing current efforts to educate buildingand district-level administrators of the benefits

of a properly supported school library media

program. These efforts should include enlisting

the active support of teachers, students,

parents, and community members. The

purpose of these efforts would be to increase

administrative support of the library media

program.

16. Each local board of education shall

adopt a library media policy that

provides for the establishment of a

media committee at the system level

and at each school. A library media

committee makes recommendations

and decisions relating to planning,

operation, evaluation, and improvement

of the library media program. Thiscommittee shall annually evaluate

library media services and develop a

multi-year media plan for budget

services and priorities.

Basic

Currently, there is not a library media advisory

committee, although one did previously exist. The media

specialist reports that the staffing cuts that have resulted

in additional duties have reduced the time available for

such activities as an advisory committee.

In this area, there are clearly some actions that can be

taken by the media specialist. Possible solutions include:

Establishing (re-establishing) a library mediaadvisory committee consisting of one memberof the administrative team, department heads,

the schools technology specialist, a parent, and

a student.

If department heads are not available, eachdepartment may designate a teacher in their

department as a representative to the library

media advisory committee.

The committee will meet twice yearly


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(December and May) to make

recommendations and decisions relating to

planning, operation, evaluation, and

improvement of the library media program

17. Local Board approved library media

policy is current. This policy requires

development of procedures for the

school system and for selecting

materials locally, handling requests for

reconsideration of materials,

considering gifts of instructional

resources, using non-school owned

materials, and complying with the

copyright law.

Proficient

Currently, there is a district library media policy in

existence, and it is implemented consistently. However,

the media specialist reports that she is not given the

opportunity to provide input or suggest periodic

revisions.

18. Each local school system shall spend

100 percent of the funds designated for

library media center costs.

Basic

The library media program receives an allocation for

expenditures every year; however this amount does not

meet the minimum expenditure tests. According to the

media specialist, receiving full funding is rare,

particularly in the current economic climate. Even

though the amount of funding provided by the by both

the state and the local board is beyond the scope of

control of the media specialist, there are some action

steps that the media specialist can take. Possible actions

include:

Continue efforts to actively educate district andstate-level administrators and legislators of the

benefits of a properly supported school library

media program in increasing student

achievement. These efforts should include

enlisting the active support of teachers,

students, parents, and community members.

The purpose of these efforts would be to

increase fiscal support of the library media

program.

Actively seek additional sources of funding byapplying for and securing grants and donations

to supplement the media center budget. Eliminating from the current budget items

which are underused (based on statistical

analysis of circulation/usage). One example

would be cancelling subscriptions to online

databases which are not routinely used or

deemed unnecessary.


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Category 5 - Staff Development

19. Staff development opportunities are

available both for the library media staff

to enhance their own professional

knowledge and for the library media

staff to provide information and

technology literacy skills to other

teachers and administrative staff.

Professional resources and services for

all faculty members are provided in the

library media center for the "learning

community".

Exemplary

The media specialist continually seeks to enhance his/her

professional, particularly technology, skills by

participating in continuing education opportunities

through state or national conferences, online learning

opportunities, and networking with other library

media/technology professionals. The media specialist

plays an integral role in the staff development program

for faculty, assisting in organizing and teaching sessions.

The media specialist is recognized both inside and

outside of the school as a master teacher; she routinely

provides staff development options beyond the usual

offerings by drawing on professional resources both at

the local and district levels and online to provide

individual assistance to teachers using technology and

designing curriculum. The media specialist also assiststeachers in their graduate research and secures

professional resources for them through interlibrary

loan.

Category 6 Other

(Give additional indicators that describe

the quality of your school library media

program as it relates to technology

integration)

Exemplary

The library media program at Creekview High School

remains a leader in technology integration among school

library media programs. From the incorporation of class

wikis and a full range of Web 2.0 tools in instruction to

the implementation of e-readers and e-books for student

use, the media center consistently seeks to integrate

technology into the library media program. The links

below provide additional information on just a few of the

ways in which technology has been integrated into the

program:

http://theunquietlibrary.libguides.com/media21 http://theunquietlibrary.libguides.com/media21

-spring2012

http://theunquietlibrary.libguides.com/easybib http://theunquietlibrary.libguides.com/nooks http://theunquietlibrary.libguides.com/kindles
http://theunquietlibrary.libguides.com/media21http://theunquietlibrary.libguides.com/media21http://theunquietlibrary.libguides.com/media21-spring2012http://theunquietlibrary.libguides.com/media21-spring2012http://theunquietlibrary.libguides.com/media21-spring2012http://theunquietlibrary.libguides.com/media21-spring2012http://theunquietlibrary.libguides.com/media21-spring2012http://theunquietlibrary.libguides.com/easybibhttp://theunquietlibrary.libguides.com/easybibhttp://theunquietlibrary.libguides.com/nookshttp://theunquietlibrary.libguides.com/nookshttp://theunquietlibrary.libguides.com/kindleshttp://theunquietlibrary.libguides.com/kindleshttp://theunquietlibrary.libguides.com/kindleshttp://theunquietlibrary.libguides.com/nookshttp://theunquietlibrary.libguides.com/easybibhttp://theunquietlibrary.libguides.com/media21-spring2012http://theunquietlibrary.libguides.com/media21-spring2012http://theunquietlibrary.libguides.com/media21

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