Validation TrainingSLMC Professional

StandardsFollow-up Webinar

Welcome

Learner Outcomes

• Identify the 5 professional standard areas and practices from each

• Review the evaluation rubric

• Examine current school library impact research

Professional Standards

SLMC

Leader

Creator of Diverse

Learning Environments

Facilitator of 21st Century Programs

Pedagogical Expert

Reflective Practitioner

Standard 1: Leadership

• Advocate

• Collaborate

• Instruct

• Ethically educate

LEADER

Standard 2: Diverse Learning Environments

IMG SRC: http://flic.kr/p/6f79Aa

Meets the Needs of All Students

• Engaging environment

• Accommodates multiple learning styles

• Adjusts for diversity

• Provides open, equitable access to resources

Standard 3: 21st Century Program

Pro

gram

Fac

ilita

tor

High quality, learner centered collection, supporting CCES

21st century media program

Research/inquiry based learning facilitator

Integrate to meet curriculum goals (CCES)

Resource and digital tools specialist

Enable effective and ethical use of information

Standard 4: Pedagogical Expertise

• Knowledge of learners, learning, and teaching

• Curriculum (**CCES) & 21st century skills

• Technology & information

• Teacher of teachers

• Reading advocate

CC recognizes literacy as the foundation for

learning

Standard 5: Reflective Practice

• Data driven

• Student achievement

• Professional growth

• Research based

• Long range planning

Standards in Action

I compiled SLMC input from our training activities and from our “lunch and learns” to list SLMC activities for each standard. The complete list is available here.

Support Staff Evaluation Process

Evaluation

• Who uses the rubric this year?

– SLMCs in schools that are participating in the validation study

– If you are not sure, check with your Media Director or HR Director

**If your school is not participating in the validation study, please note that you do not use the piloted rubric this year. You continue to be evaluated by the MCPAI-R.

RUBRIC

Questions

For this element, the SLMC would be rated as developing because it is the highest rating with all of the descriptors marked.

For this element, the SLMC would be rated as accomplished because it is the highest rating with all of the descriptors marked.

A Closer Look• STANDARD 1: SCHOOL LIBRARY MEDIA

COORDINATORS DEMONSTRATE LEADERSHIP

Establishes the library media center as both a physical and virtual shared learning space Activities and Artifacts

Participates in state and/or national conversations regarding ethical access and use of resources, intellectual property, and digital citizenship Activities and Artifacts

A Closer Look• STANDARD 2: SCHOOL LIBRARY MEDIA COORDINATORS

BUILD A LEARNING ENVIRONMENT THAT MEETS THE INSTRUCTIONAL NEEDS OF A DIVERSE POPULATION OF STUDENTS

Leads professional development on resources and instructional strategies to meet the needs of a diverse population of students Activities and Artifacts

Leads professional development in the design of learning experiences that result in student-created content Activities and Artifacts

A Closer Look• STANDARD 3: SCHOOL LIBRARY MEDIA

COORDINATORS IMPLEMENT A COMPREHENSIVE 21ST CENTURY LIBRARY MEDIA PROGRAM

Systematically collects and utilizes data to collaboratively develop and regularly update the collection management plan Activities and Artifacts

Leads other educators in the implementation of inquiry-based instruction Activities and Artifacts

A Closer Look• STANDARD 4: SCHOOL LIBRARY MEDIA

COORDINATORS DEMONSTRATE KNOWLEDGE OF LEARNERS AND LEARNING AND PROMOTE EFFECTIVE INSTRUCTIONAL PRACTICES

Collaborates with staff to design, deliver, and assess instruction that integrates 21st century skills and content Activities and Artifacts

Involves stakeholders in leisure reading activities Activities and Artifacts

A Closer Look• STANDARD 5: SCHOOL LIBRARY MEDIA

COORDINATORS REFLECT ON THEIR PRACTICE

Seeks feedback from stakeholders on the effectiveness of service delivery and needed changes Activities and Artifacts

Applies findings from evidence-based research to professional practices Activities and Artifacts

Questions

Research to Know and PromoteNC Study :

“School library programs in North Carolina elementary, middle school, and high schools have a significant impact on student achievement – as measured by scores on standardized reading and English tests.

Scores on standardized reading and English tests in the schools included in this study tended to increase when libraries in the schools:

• Were staffed more hours during the school week

• Were open more hours during the school week

• Had newer books

• Spent more money per 100 students on books and other print materials like magazines and newspapers

• Spent more money per 100 students on electronic access to information (e.g., online database searching, Internet access)

• Were more likely to subscribe to online periodical services

• Were more likely to subscribe to CD ROM services

These findings are consistent with those of earlier studies in Alaska, Iowa, Colorado, Pennsylvania, and Texas, all of which found similar links between student achievement and the quality of school library programs” (Burgin).

Research to Know and PromoteChange in School Librarian Staffing Linked with Change in CSAP Reading Performance, 2005 to 2011• “Schools that either maintained or gained an endorsed librarian

between 2005 and 2011 tended to have more students scoring advanced in reading in 2011 and to have increased their performance more than schools that either lost their librarians or never had one” (Lance).

• “Notably, schools with the largest percentage of higher advanced reading scores in 2011 and higher increases in advanced reading scores between 2005 and 2011 (49%) were those that gained an endorsed librarian during that interval” (Lance).

• These findings were also discussed in a recent Teacher Librarian article.

Additional Research Resources

• Lance, Keith, and Linda Hofschire. "Something to Shout About: New research shows that more librarians means higher reading scores." School Library Journal. 01 Sept. 2011: n. page. Web. 31 Oct. 2012. <http://www.schoollibraryjournal.com/slj/home/891612-312/something_to_shout_about_new.html.csp>.

• Chute, Eleanor. "Study: Pennsylvania Students With Access to Full-Time Librarians Do Better." Pittsburgh Post-Gazette [Pittsburgh, PA] 26 Nov. 2012: n. pag. post-gazette.com. Web. 21 Dec. 2012. <http://www.post-gazette.com/stories/news/education/study-students-with-access-to-full-time-librarians-do-better-663699/>.

Contact InformationDianne Meiggs, PD Consultant, Region 1

dianne.meiggs@dpi.nc.gov (252) 340-0113

Dr. Jody Cleven, PD Consultant, Region 4 jody.cleven@dpi.nc.gov (919) 699-9870

Kathryn Parker, SLM Consultantkathy.parker@dpi.nc.gov (919) 807-3267