MEDT 6461 Admin Fall 2012 Natarsha Miller Handbook 1

Purpose statements
Media programs, Cobb County School District (2012). Retrieved from http://www.cobbk12.org /centraloffice/libraryme dia/Program/Goals/ Library Media Program Goals and Standards The goals of the school library media programs in the Cobb County School District are: To help students acquire the information literacy skills that will empower their intellectual, academic, and personal growth. To provide access to information resources and materials that support the curriculum, serve as resources for differentiated instruction, and satisfy the intellectual and aesthetic interests of students. To employ library media instructional practices that have a proven impact on student achievement. To support fellow teachers through collaborative planning, coteaching, and co-assessment. To create open, inviting environments where students and staff feel comfortable seeking out information related to their academic needs or personal interests. To provide the resources and personal assistance needed for students and teachers to locate, evaluate, and apply information to solve problems.

Program Standards
In order to achieve those goals most effectively, library media programs in Cobb are based on the following standards:

Curriculum Standards
Cobb library media programs provide both information resources and instruction that support the school curriculum. Library media specialists collaborate with teachers to design, teach, and assess learning experiences which address the curriculum standards that

involve information literacy (those that require students to seek out information beyond the text and employ higher-level thinking). These curriculum standards can be found here:

CCSD Curriculum Standards (PICASSO) Georgia Performance Standards

Dekalb County Mission Statement The mission of the school library programs is to provide access to information and ideas that are fundamental to functioning successfully in today's information and knowledge-based society. School library programs provide opportunities for all members of the school community to become skilled users and creators of information in a variety of formats. Educational Media provides services and support to the school library media programs. The department's staff of one director, two coordinators, one cataloger, and five auxiliary members assists the school library staff (a certified librarian and in some schools, a library clerk) at 140 schools and special programs in providing services and materials to students and teachers.

Educational Media DeKalb County Program Goals and Standards, (2012), Retrieved from http://www.dekalb.k12.g a.us/educational-media

Cherokee County General Public Relations, Public Information Program, (Adopted August 2, 2001). Retrieved from http://www.cherokee.k1 2.ga.us/board/BOA%20D

School-Community Relations In an effort to ensure and enhance the possibilities for excellence in the education of our children in a free society, the Board presents and endorses this statement of policy on school and community relations because of its conviction that: 1. the public schools belong in every sense to the people who created them by consent, and support them by taxation; 2. the schools are only as strong as and no stronger than the intelligent and informed support of the people of the community;

ocuments/Online_Policy_ Manual.aspx

and 3. the support of the people must be based upon the knowledge of, their understanding about, and their participation in the aim and effort of the public schools. The design and intent of the Board to carry out these principles shall be: 1. to keep the citizens of the community regularly and thoroughly informed through all the channels of communication on all the policies, programs, concerns, problems, and planning of the school system, and to carry out this policy through its own efforts and the Office of the Superintendent; 2. to invite the advice and counsel of the people of the community at all times and especially at all monthly meetings of the Board, except at executive sessions; and 3. to solicit the sound thinking of the people through various means to be established by the Board to consider those problems which vitally affect the future of our children.

Media Programs (IFBD) Rule 160-4-4-.O1, Georgia State Board of Education (1998). Retrieved from http://rules.sos.state.ga.u s/docs/160/4/4/01.pdf

Georgia State Board of Education, Atlanta, GA 160-4-4-.01 Media Programs. (1) Requirements. (a) Each local board of education shall adopt a media policy that 1. Provides for the establishment of a media committee at the system level and at each school. 2. Requires development of procedures for the school system and for (i) Selecting materials locally, (ii) Handling requests for reconsideration of materials, (iii) Considering gifts of instructional resources, (iv) Using non-school owned materials, (v) Complying with copyright law. (b) The local school superintendent shall appoint a system media contact person to serve as liaison to the department. (c) Each school shall have a media center staffed by media personnel in accordance with Rule 160-5-1-.22 Personnel Required and shall develop processes to implement system media policy and procedures. The following shall be included in school media program imple mentation. 1. A plan for flexibly scheduled media center access for 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. 2. A media committee that makes recommendations and decisions related to planning, operation, evaluation and improvement of the

media program. This committee shall annually evaluate media services and develop a multi-year media plan for budget and services priorities. 3. Collaborative planning that includes joint determination by media specialist and teachers to ensure use of media center resources and services that support on-going classroom instruction and implementation of the state-adopted curriculum. Authority O.C.G.A. Secs. 20-2-167; 20-2-168(b); 202-184; P.L. 94-533. History. Original Rule entitled "Media Programs" adopted. F. Nov. 30, 1990; eff. Dec. 20, 1990. Amended: F. May 26, 1998; eff. June 15, 1998.

MEDT 6461 Admin Fall 2012 Natarsha Miller Handbook 2

Media Services Policies

Circulation Policy, Ranch Creek Elementary School (2012). Retrieved from http://www.asd20.org/educ ation/components/scrapboo k/default.php?sectiondetaili d=27632&linkid=navmenu-container-4234305&PHPSESSID=499 1f8ece6b8044259033b6f16 14a090

Ranch Creek Elementary School, Colorado Springs, CO Circulation Policy Check-In/Check-Out/Renew Procedures : 1 Students may independently check in and out their books using self check-out, and shelve them on a nearby cart. 2 Preschool --1 book at a time at the beginning of the year-increase to 2 by the end of the year--keep 1 week. 3 Kindergarten --1 book at the beginning of the school year-increase to 4 by the end of the year--keep one week. 4 First and Second grades --2 books at the beginning of the school year--increase to 4 by the end of the year--keep one week. 5 Third, Fourth and Fifth grades --3 books at the beginning of the year--increase to 4 by the end of the year--keep 2 weeks. 6 Reference books may be checked out by any grade level--1 book overnight. 7 Periodicals--1 periodical for 1 week. 8 Books with CD--2 for 1 week.

Overdue Policy, Ranch Creek Elementary School (2012). Retrieved from http://www.asd20.org/educ ation/components/scrapboo k/default.php?sectiondetaili d=27632&linkid=navmenu-container-4234305&PHPSESSID=499 1f8ece6b8044259033b6f16 14a090

Ranch Creek Elementary School, Colorado Springs, CO Overdue Policy 1 Overdue lists are printed and distributed to students every other Friday. 2 Parents will be notified by letter or phone if a student has items that are over a month overdue. 3 If item(s) are still not returned, parents will be notified of the cost of the item(s) with a reminder that the report card will be held until the item(s) are returned or paid for. 4 If a book is damaged, parents will be notified of the appropriate repair or replacement cost. 5 Payments can be made by cash or check to Ranch Creek Elementary School. If the lost item(s) is later found, the parent will receive a refund.

Circulation Policy, Edward Harris Jr. Middle School (2012-2013). Retrieved from http://eharris.schoolloop .com/librarycirculation

Edward Jr. Harris Middle School, Elk Grove, CA Circulation Policy Circulation: School policy mandates that students carry a school ID card every day. In order to put textbooks in the hands of our students in a timely manner, the library staff accepts student ID cards, schedule or for identification of a student in person by their teacher when checking out a textbook. To check out a library book, student ID is required. There is three book limit on the number of library books a student may check out at one time. This does not include core novels or textbooks. Students may check out library books for a two week period of time. Renewals: Students will be allowed one two week renewal on a book and then the book must be returned. Research materials that are on reserve for a predesignated period of time, because they are being used by several classes for class research projects, are not available to be checked out from the library but may be freely accessed in the library during library hours. Reference texts cannot be checked out from the library

for personal use but are readily available during library hours. Any book not available in the schools site collection, but located at another participating school district library, can be requested via an interlibrary loan. Audio-visual material is not available for student checkout but is available for viewing or listening during library hours. The library uses a web-based catalog. Students may access this catalog from the library web page. Holds may be placed at the circulation desk. Books on hold are held for one week at the circulation desk. The library will place a one-day hold as a courtesy on books available in the library for students who do not have their student ID in their possession at the time of checkout.

Overdue Policy, Edward Harris Jr. Middle School (2012-2013). Retrieved from http://eharris.schoolloop .com/librarycirculation

Edward Harris Jr. Middle School, Elk Grove, CA

Overdue Policy

Fines are not accessed for late books but students are placed on the non-activities list and library check-out privileges are suspended until the books are returned. Fines are assessed for lost or damaged library books. The Monterey Trail High School and Edward Harris, Jr. Middle School Library Media Center supports and complies with EGUSD policy concerning lost, stolen, damaged, or overdue books. If library materials or property are willfully damaged, the offending student will come under the disciplinary policies outlined in the Education Code. If a lost or stolen book is returned within one year of checkout and the book is still a currently adopted textbook, a full refund will be given. Any student who has overdue, damaged, lost or stolen books may not check out library materials until all books have been returned, fines paid and/or payment contracts up-dated. Students will be given bills for lost, stolen, and damaged library and textbooks when the fine or fines are assessed. It is the responsibility of the student to deliver this notice to the parent/guardian. Notification of these fines will also be mailed to the parents or

guardians by the school district twice during the school year and at the end of the school year. Attempts will be made to contact parents/guardians by phone or School Loop mail if books are overdue for a long period of time. If payment in full cannot be made at the time the fine is assessed, special contract may be set up with parents/guardians to pay off the fines in installments. These contracts can be picked up by the parent/guardian or student at the library textbook windows. In the case of stolen books, a stolen property report must be filled out and the issue discussed with the administration. The school has a cut-off date for payments made by personal check; only cash, money order or cashiers check will be accepted after that designated date.
The following consequences will be implemented to facilitate books returns or to secure payment for lost, overdue, damaged or stolen books:

Middle School report cards will be held Terms 1, 2 and 3. Middle School students will not be able to participate in activities including promotion. High School students cannot attend dances, prom, homecoming or senior ball. High School students may not participate in the graduation ceremony.

Collection Development
Collection Policy Bonham Independent School District (2012). Retrieved from http://pol.tasb.org/Policy/S earch/458?filter=library%2 0policy
Bonham Independent School District, Bonham, TX The District shall provide a wide range of instructional resources for students and faculty that present varying levels of difficulty, diversity of appeal, and a variety of points of view. Although trained professional staff are afforded the freedom to select instructional resources for their use in accordance with this policy and the state-mandated curriculum, the ultimate authority for determining and approving the curriculum and instructional program of the District lies with the Board.
OBJECTIVES

In this policy, instructional resources refers to textbooks, library acquisitions, supplemental materials for classroom use, and any other instructional materials, including electronic resources, used for formal or informal teaching and learning purposes. The primary objectives of instructional resources are to deliver, support, enrich, and assist in

implementing the Districts educational program. [See EFAA for the selection and adoption process of state-adopted instructional materials.] The Board shall rely on District professional staff to select and acquire instructional resources that: 1. Enrich and support the curriculum, taking into consideration students varied interests, abilities, learning styles, and maturity levels. Stimulate growth in factual knowledge, enjoyment of reading, literary appreciation, aesthetic values, and societal standards. Present various sides of controversial issues so that students have an opportunity to develop, under guidance, skills in critical analysis and in making informed judgments in their daily lives. Represent many ethnic, religious, and cultural groups and their contributions to the national heritage and world community. Provide a wide range of background information that will enable students to make intelligent judgments in their daily lives.

2. 3.

4. 5.

SELECTION CRITERIA

In the selection of instructional resources, especially library acquisitions and supplemental materials for classroom use, professional staff shall ensure that materials: 1. Support and are consistent with the general educational goals of the state and District and the aims and objectives of individual schools and specific courses consistent with the District and campus improvement plans. Meet high standards in presentation, format, readability, content, accuracy, artistic or literary quality, and educational significance. Are appropriate for the subject and for the age, ability level, learning styles, and social and emotional development of the students for whom they are selected. Are designed to provide information that will motivate students to examine their own attitudes and behavior, to understand their rights, duties, and responsibilities as citizens, and to make informed judgments in their daily lives.

2. 3.

4.

Recommendations for library acquisitions shall involve administrators, teachers, other District personnel, and community representatives, as appropriate. Gifts of instructional resources shall be evaluated according to these criteria and accepted or rejected accordingly. Selection of materials is an ongoing process that includes the removal of resources no longer appropriate and the periodic replacement or repair of materials still of educational value.
CONTROVERSIAL ISSUES

The selection of library acquisitions on controversial issues shall endeavor to maintain a balanced collection representing various views. Library materials shall be chosen to clarify historical and contemporary forces by presenting and analyzing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems. [See also EMB regarding instruction about controversial issues and EHAA regarding human sexuality instruction.]
CHALLENGED MATERIALS

A parent of a District student, any employee, or any District resident may formally challenge an instructional resource used in the Districts educational program on the basis of appropriateness.
INFORMAL RECONSIDERATION

The school receiving a complaint about the appropriateness of an instructional resource shall try to resolve the matter informally using the following procedure: 1. The principal or designee shall explain the schools selection process, the criteria for selection, and the qualifications of the professional staff who selected the questioned material. The principal or designee shall explain the role the questioned material plays in the educational program, its intended educational usefulness, and any additional information regarding its use. If appropriate, the principal or designee may offer a concerned parent other instructional material to be used by that parents child in place of the challenged material. If the complainant wishes to make a formal challenge, the principal or designee shall provide the complainant a copy of this policy and a Request for Reconsideration of Instructional Materials form [see EFA(EXHIBIT)].

2.

3.

4.

FORMAL RECONSIDERATION

All formal objections to instructional resources shall be made on the Request for Reconsideration of Instructional Materials form. The form shall be completed and signed by the complainant and submitted to the principal or designee. Upon receipt of the request, the principal shall appoint a reconsideration committee. The reconsideration committee shall include at least one member of the instructional staff who either has experience teaching the challenged material or is familiar with the challenged material. Other members of the committee may include District-level staff, library staff, secondarylevel students, parents, and others deemed appropriate by the principal. All members of the committee shall review the challenged material in its entirety. As soon as reasonably possible, the committee shall meet and determine whether the challenged material conforms to the principles of selection set out in this policy. The committee shall then

prepare a written report. Copies of the report shall be provided to the principal, the Superintendent or designee, and the complainant.
APPEAL

The complainant may appeal the decision of the reconsideration committee in accordance with appropriate complaint policies, starting with the appropriate administrator. [See DGBA, FNG, and GF] The appeal shall contain documentation of the informal reconsideration process, if any, the Request for Reconsideration of Instructional Materials form, the reconsideration committees report, and dates of conferences with the principal or designee.
GUIDING PRINCIPLES

The following principles shall guide the Board and staff in responding to challenges of instructional resources: 1. A complainant may raise an objection to an instructional resource used in a schools educational program, despite the fact that the professional staff selecting the resources were qualified to make the selection, followed the proper procedure, and adhered to the objectives and criteria for instructional resources set out in this policy. A parents ability to exercise control over reading, listening, or viewing matter extends only to his or her own children. When instructional resources are challenged, the principles of the freedom to read, listen, and view must be defended as well. Access to challenged material shall not be restricted during the reconsideration process.

2. 3. 4.

The major criterion for the final decision on challenged materials is the appropriateness of the material for its intended educational use. No challenged library material shall be removed solely because of the ideas expressed therein.

Overdue Procedure
Overdue Policy, Bonham Independent School District (2012). Retrieved from http://pol.tasb.org/Policy/S earch/458?filter=library%2 0policy Student Fees, Fines, and Charges
The Board may require payment of: 1. Fees for materials used in any program in which the resultant product is in excess of minimum requirements and, at the students option, becomes the personal property of the student. Fees may not exceed the cost of materials. Membership dues in student organizations or clubs, and admission

2.

fees or charges for attending extracurricular activities when membership or attendance is voluntary. 3. 4. Security deposits for the return of materials, supplies, or equipment. Fees for personal physical education and athletic equipment and apparel. However, any student may provide his or her own equipment or apparel if it meets reasonable requirements and standards relating to health and safety established by the Board. Fees for items of personal use or products that a student may purchase at the students option, such as student publications, class rings, annuals, and graduation announcements. Fees specifically permitted by any other statute. Fees for an authorized, voluntary student health and accident benefit plan. A reasonable fee, not to exceed the actual annual maintenance cost, for the use of musical instruments and uniforms owned or rented by the District. Fees for personal apparel that become the property of the student and that are used in extracurricular activities. Parking fees [see CLC] and fees for identification cards. Fees for driver training courses, provided that such fees shall not exceed the actual District cost per student in such programs for the current school year. Fees for courses offered for credit that require the use of facilities not available on the school premises or the employment of an educator who is not part of the schools regular staff, if participation in the course is at the students option. Payment may not be required if the course is one requested by parents according to Education Code 28.003 [see EHA]. Fees for courses offered during summer school, except that the Board may not charge a fee for a course required for graduation unless the course is also offered without a fee during the regular school term. A reasonable fee for transportation of a student who lives within two miles of the school the student attends to and from that school, except that the Board may not charge a fee for transportation for which the District receives funds under Education Code 42.155(d). A reasonable fee, not to exceed $50, for costs associated with an educational program offered outside of regular school hours through which a student who was absent from class receives

5.

6. 7. 8.

9. 10. 11.

12.

13.

14.

15.

instruction voluntarily for the purpose of making up the missed instruction and meeting the level of attendance required under Education Code 25.092. [See FEC] The District shall provide a written form to be signed by the students legal guardian stating that this fee would not create a financial hardship or discourage the student from attending the program. The District may assess the fee only if the student returns the signed form. 16. If the District does not receive any funds under Education Code 42.155 and does not participate in a county transportation system for which an allotment is provided under Education Code 42.155(i), a reasonable fee for the transportation of a student to and from the school the student attends.

Education Code 11.158(a), (d), (h) 17. A fee for enrollment in an electronic course provided through the Texas virtual school network (TxVSN) in accordance with Education Code 30A.155. Education Code 30A.155 [See EHDE]

PROHIBITED FEES

The Board may not charge fees for: 1. Instructional materials, workbooks, laboratory supplies, or other supplies necessary for participation in any instructional course, except as authorized under this code. Field trips required as part of a basic educational program or course. Any specific form of dress necessary for any required educational program or diplomas. Instructional costs for necessary school personnel employed in any course or educational program required for graduation. Library materials required to be used for any educational course or program. However, fines may be assessed for lost, damaged, or overdue materials. Admission to any activity the student is required to attend as a prerequisite to graduation. Admission or examination in any required educational course or program. Lockers.

2. 3. 4. 5.

6. 7. 8.

Collection Development Novinger School District Circulation Policy Adopted (November 6, 2004). Retrieved from http://pol.tasb.org/Policy/S earch/458?filter=library%2 0policy
Novinger School District, Novinger, MO Circulation Policy The Adair County R-I Schools Media Center has established the following circulationpolicy to ensure maximum use of the collection. Flexibility will be exercised when dealing with individual student and faculty items. Number of Items Students: High School 9 items Elementary 9 items Faculty: Unlimited subject to recall Check-out Period Books High School 2 weeks (no limit on extension) Elementary 2 weeks (2 week extension) Faculty may check out all materials, except reference, indefinitely. Checkout Suspension Check-out privileges will be suspended until restitution is made for lost material.

Warrensburg R-VI School District Overdue Policy (2012). Retrieved from http://www.warrensbur gr6.org/education/comp onents/scrapbook/defaul t.php?sectiondetailid=33 759&&

Warrensburg R-VI School District, Warrensburg, MO OVERDUE AND LOST OR DAMAGED MATERIALS Overdue Materials Part of the responsibility for providing the fullest possible physical and intellectual access to library media center collections involves the necessity to pursue materials which are not returned on time. In the elementary and middle schools, no charges are made for overdue materials. However, students are not allowed to checkout additional books until the overdue material is returned or otherwise accounted for. When a student does not return a book over a period of four weeks, a letter may be mailed home or a phone call made to the parent. This sometimes results in the return of the materials.

At the high school, a daily charge per overdue item is made. Damaged or Lost Materials Students who damage books are expected to pay a fine which approximates the loss of use which resulted from the damage. If the material is indeed lost, then the family is expected to pay for the book(s) in question. Notices The library media specialists have devised systems by building to generate overdue notices and fine notices and have devised appropriate methods of notice distribution to students and/or parents.

Leadership and Professional Growth Policy

Miami-Dade County Public School District, Professionalism and Leadership Policy (2012). Retrieved from http://library.dadeschool s.net/publications/polici es_procedures/lms_manu al/Professionalism.pdf
Miami-Dade County Public School District, Miami, FL Leadership and Professional Growth As a professional, the library media specialist is responsible for keeping abreast of new developments and technologies as they relate to school library media programs. The following section cites many opportunities for personal and professional growth as well as renewal of educators certification. University Courses Local colleges and universities offer individual library media courses in graduate programs. Additionally, appropriate courses in specific subjects, such as computer applications may be taken to satisfy recertification requirements. Before registering for classes, library media specialists are advised to check with the certification office of the Florida Department of Education to determine that the courses are acceptable for renewing their certificates. Professional Workshops/Inservices Inservice workshops are offered through the Department of Professional Development and may be taken for Master Plan Points (MPP). Accumulated credits may be used for renewal of teaching certificate. Workshops conducted by Library Media Services and professional meetings sponsored by the Miami-Dade Media Specialists Association (MDMSA) are considered an integral part of professional growth. Library media specialists are urged to participate in all professional

workshop opportunities.

Miami-Dade County Public School District, Professionalism and Leadership Policy (2012). Retrieved from http://library.dadeschool s.net/publications/polici es_procedures/lms_manu al/Professionalism.pdf

Online Courses SUNLINK

PBS Teacherline

Tuition Reimbursement Guidelines for tuition reimbursement for college/university credits are outlined in the contract between the Miami-Dade County Public Schools and the United Teachers of Dade (UTD). Additional information may be obtained by contacting the M-DCPS Division of Compensation Administration. Professional Journals It is the professional responsibility of the library media specialist to keep informed of trends, issues, and updated techniques in the field of library and information services. The following publications are a sample of recommended professional reading resources: VI/14 Professionalism and Leadership American Libraries: American Library Association publication containing articles of interest to all personnel in information professions The Book Report: articles dealing with theory, operation, information skills, and materials for middle and senior high school library media centers Booklist: a guide for librarians with each issue covering reviews in five major areas: forthcoming books, adult books, books for youth, audiovisual media, and reference books. A review in Booklist constitutes a recommendation for purchase. Book Links: featured articles on childrens books and regular columns that suggest ways to incorporate fine childrens literature into the curriculum Education Week: articles relating the latest news and information about the field of education. Florida Media Quarterly (FMQ): FAMEs quarterly publication of news and programs around the state The Horn Book: publications about books for children and young adults. Information Searcher: quarterly newsletter for software reviews, online searching, and integration of the Internet in schools Library Talk: practical articles pertaining to issues for elementary school library media specialists and numerous book reviews

M-DCPS Online Databases: include such periodical indexes as eLibrary, ERIC, Facts on File, NewsBank, SIRS, and Thompson Gale.

Miami-Dade County Public School District, Professionalism and Leadership Policy (2012). Retrieved from http://library.dadeschool s.net/publications/polici es_procedures/lms_manu al/Professionalism.pdf

Media and Methods: articles pertaining to the use of instructional technology in education Phi Delta Kappan: professional journal for education, addresses issues of policy and practice for educators at all levels. School Librarians Workshop: creative ideas for implementation and practical advice by working library media specialists School Library Journal: in addition to materials recommendations, timely articles on trends and issues in the field of school library media services School Library Media Research, the successor to School Library Media Quarterly: essential news of the profession for school library media specialists. Information on legislation, reviews of professional reading, software, and audiovisual. School Library Media Activities Monthly: provides activities, suggestions, and methods for teaching information skills, particularly at the elementary and middle school level Teacher Librarian formerly Emergency Librarian: articles focusing on cooperative program planning and teaching, as well as program advocacy for school librarians Voices of Youth Advocates (VOYA): excellent publication for practitioners working with young adults Professional Websites There are many websites, listservs and weblogs (blogs) to keep library media specialists informed of trends, issues, and new techniques in the school library media field. The following are a sample of some recommended sites. Others can be found by using various search engines. LM_NET: This Internet discussion group serves the worldwide school library community. LM_NET is a group of practitioners sharing ideas, solving problems, telling each other about new publications, up-coming conferences, and asking for assistance and information. To subscribe, send an e-mail message to: LISTSERV@LISTSERV.SYR.EDU and in the body of the message send the command: SUBSCRIBE LM_NET Firstname Lastname (i.e., SUBSCRIBE LM_NET Jane Doe). FIRN: The Florida Information Resource Network provides free e-mail and Internet access to all K-12 educators in Florida. The FIRN website is http://www.firn.edu. FAME_NET: The Florida Association for Media in Education (FAME) has a school library media specialist discussion group on FIRN. Similar to LM_NET, it is a vehicle for Florida school library media specialists to share ideas, solve problems, and ask for assistance and information. AASL: The American Association of School Librarians and the

American Library Association both have websites full of news, awards, and information for the school library community. The site is: http://ala.org/aasl/

Miami-Dade County Public School District, Professionalism and Leadership Policy (2012). Retrieved from http://library.dadeschool s.net/publications/polici es_procedures/lms_manu al/Professionalism.pdf

ALAWON: ALAWON is a free, irregular publication of the American Library Association Washington Office. AECT: The Association for Educational Computing and Technology has a School Media and Technology Division to promote communication among school media personnel who share a common concern in the development, implementation, and evaluation of school library media programs. AECT also has a listserv to discuss concerns of interest to the entire AECT membership.

Professional Conferences Professional organizations hold periodic conferences that provide excellent opportunities for library media specialists to update skills, acquire new techniques, and examine print and nonprint materials, software, equipment, and services. It is recommended that library media specialists attend these conferences whenever possible. Valuable conferences for library media specialists are: Florida Association for Media in Education (FAME) Annual Conference American Association of School Librarians (AASL) Conference American Library Association (ALA) Conferences Two annual conferences. The primary conference is held in a major U.S. city each summer. The mid-winter meeting is held primarily to conduct association business and for committee meetings. It is held in January or February in various U.S. cities. Association for Educational Communications and Technology (AECT) Annual Conference Florida Educational Technology Conference (FETC) Annual Conference Region VI Florida Association for Computers in Education (FACE) Conference Impact II Conference Local conference sponsored by The Education Fund for Excellence in Miami-Dade County Public Schools, held annually in the fall. Temporary Duty Leave for Professional Events Principals may grant temporary duty leave to library media specialists who attend any of the conferences listed above and other events sponsored and/or approved by Miami-Dade County Public Schools administrative offices. To obtain approved leave, the library media

Miami-Dade County Public School District, Professionalism and Leadership Policy (2012). Retrieved from http://library.dadeschool s.net/publications/polici es_procedures/lms_manu al/Professionalism.pdf

specialist should fill out an Application for Leave card (FM-2671 rev. 06-93) and indicate Temporary Duty. The form must be signed by the principal and submitted with payroll reports. Master Plan Points for Professional Events Library media specialists who want to receive Professional Development Master Plan Points for attending a professional conference must contact Library Media Services in order to obtain an application prior to attending the conference. The library media specialist is responsible for returning the completed application and the required documentation to Library Media Services within 30 days of the conference. Library Media Services will forward the appropriate documentation to Professional Development and facilitate the process of awarding recertification points. VI/17 Professionalism and Leadership Professional Organizations Library media specialists are encouraged to participate in professional media associations. Professional organizations provide stimulating opportunities for professional growth. Membership enrollment forms are offered in the fall of each school year. Miami-Dade Media Specialists Association (M-DMSA) This local organization works for the maintenance and improvement of local school library media services and is open to all local school personnel actively involved with any phase of school library media work. Florida Association of Supervisors of Media (FASM) This state organization provides opportunities for members to act as a professional group in all statewide matters pertaining to educational media, to support and supplement the work of the Florida Department of Education, FAME, and other organizations with similar goals in media education, and to establish and maintain a communications network for media supervisors. Florida Association for Media in Education (FAME) This state organization sponsors an educational media conference each fall, attended by media personnel from the entire state, and features outstanding consultants. The organization works for the improvement of school media programs statewide through workshops, the encouragement of professional growth, and the support of legislation vital to the interests of educational media. Florida Association for Computers in Education (FACE) The organization works for the inclusion of technology in the educational process. It places special emphasis on using new technologies, enriching teaching strategies, and telecommunication. This state organization sponsors a conference periodically. American Library Association / American Association of School Librarians (ALA/AASL) The American Library Association (ALA) is

Miami-Dade County Public School District, Professionalism and Leadership Policy (2012). Retrieved from http://library.dadeschool s.net/publications/polici es_procedures/lms_manu al/Professionalism.pdf

open to all librarians working in all types of centers and at all levels. Membership in the parent organization includes membership in a typeof-library division. For school media personnel, this division would be the American Association of School Librarians (AASL). Journals published by the parent organization and its divisions serve to keep the school media specialist aware of developments in the profession and offer a channel of professional communication. VI/18 Professionalism and Leadership Association for Educational Communications & Technology (AECT) AECT is open to all those concerned with the technological aspect of commercial and educational media. The association publishes the periodical Audio-visual Instruction. Membership is for the school year. Dues include subscription to Instructional Innovator and one division. There is now a Media Specialist Division. Membership is also available at a reduced cost without the periodical. In addition to responsibilities specifically provided by law or in the Superintendents contract, the Superintendent shall:
EDUCATIONAL LEADERSHIP

1.

Provide leadership and direction for the development of an educational system that is based on the needs of students, on standards of excellence and equity, and on community goals. Toward that end, the Superintendent shall:
INSTRUCTIONAL MANAGEMENT

a.

Establish effective mechanisms for communication to and from staff in instructional evaluation, planning, and decision making. Oversee annual planning for instructional improvement and monitor for effectiveness. Ensure that goals and objectives form the basis of curricular decision making and instruction and communicate expectations for high achievement. Ensure that appropriate data are used in developing recommendations and making decisions regarding the instructional program and resources. Oversee a system for regular evaluation of instructional programs, including identifying areas for improvement, to attain desired student achievement. Oversee student services, including health and safety services, counseling services, and extracurricular programs, and monitor for effectiveness. Oversee a discipline management program and monitor for

b. c.

d.

e.

STUDENT SERVICES MANAGEMENT

f.

g.

equity and effectiveness. h. Encourage, oversee, and participate in activities for recognition of student efforts and accomplishments. Oversee a program of staff development and monitor staff development for effectiveness in improving district performance. Stay abreast of developments in educational leadership and administration.

STAFF DEVELOPMENT AND PROFESSIONAL GROWTH

i.

j.

Indian Prairie Community Unit School District 204, Professionalism and Leadership Policy (2006). Retrieved from http://clow.ipsd.org/doc uments/lmc_manual_revi sions/LMC_Procedure_M anual.pdf

Indian Prairie Community Unit School District 204, Aurora, IL Professional Development Policy PROFESSIONAL DEVELOPMENT CONFERENCES a. Library Media Center Directors are expected to continue their professional education by attending professional conferences. Some of the conferences especially valuable to LMC Directors are: Annual conference of the American Library Association, held during the summer, and in Chicago every five years; Annual conference of the Illinois School Library Media Association (ISLMA) held in late October or early November. The conference alternates between the Chicago area one year and a southern Illinois location the alternating year; Annual Role of Technology in Education conference held in February at the Pheasant Run Resort in St. Charles, Illinois; Annual Classroom Connect conference, usually held in March, at the McCormick Conference Center in Chicago; Annual Young Adult Literature conference, held in the fall (late September or early October) at the College of DuPage

in Glen Ellyn, Illinois; Annual Children's Literature conference, held in March, at Northern Illinois University in DeKalb, Illinois; and, American Association of School Librarians conference, usually held every two years, in various locations. LMC Directors interested in attending a professional conference and receiving district funds must complete the Application to Attend a Professional Meeting Form found in your schools Main Office. PROFESSIONAL ORGANIZATIONS There are many professional organizations of value and interest to LMC Directors. Among the organizations in which to consider membership include: Illinois School Library Media Association http://www.islma.org/ American Association of School Librarians http://www.ala.org/aasl Other organizations of value might include those connected to the building level (i.e. National Middle School Association) or specific curricular-related groups (i.e. National Council of Teachers of English).

MEDT 6461 Admin Fall 2012 Natarsha Miller Handbook 4

Video Policy
Media programs, Deep Springs Elementary School. (Revised May 27, 2010). Retrieved from http://www.deepsprings. fcps.net/library-mediacenter/video-policy Deer Springs Elementary, Lexington, KY Media Programs While Deep Springs recognizes the value of video recordings in a classroom environment, the school is also committed to supporting copyright laws and its own curriculum policy. Guidelines: Teachers are expected to use videorecordingss obtained from the schools media center, the Fayette County Public Schools Teacher Resource Center, or from purchases made with SCIF funds. Videos, including those from You Tube, must be directly related to the curriculum. School-wide videos may only be viewed at the discretion of the principal. Videos from video stores will not be shown on the school-wide channel unless several classes need to watch it at the same time, and the teachers provide a form signed by the principal. The signed form needs to be turned into the librarian prior to viewing. Note: Forms will be distributed at the beginning of the year to each teacher. Additional forms will be kept in the AV Room on the bulletin board above the copy machines.

Media Programs Stoneview Elementary School, Lithonia, GA Stoneview Elementary School, Lithonia, GA Media Progarams (2011-2012). Retrieved from Video Usage Policy http://oldwww.dekalb.k1 2.ga.us/~stoneview/Reso Select video recordings for the direct relevance to the urces/Library%20media approved curriculum and specifically relate it to the %20center%20handbook instructional program. .pdf Teachers should list within their weekly lesson plan how the usage of videos and how they will relate to the identified learning goals. Grades Pre-K-5: Parental consent is required for any videos with ratings other than G. Showing movies for reward or entertainment (nonteaching activities) is not acceptable.

Video Procedure
Media programs, Beaufort County School District. (Revised August 5, 2008; Revised June 6, 2011). Retrieved from http://bms.beaufortsc.sc hoolfusion.us/modules/g roups/homepagefiles/cm s/1496223/File/LMC/BC SD_POL_PROC_MANUAL_ 2008.pdf Beaufort County School District, Beaufort, SC Video Procedure At all levels: The digital video files from StreamlineSC, as well as cataloged videos and DVDs (both hereafter referred to as videos), located in the library media center are assumed to be age appropriate, educationally sound, copyright compliant, and directly correlated to the curriculum of the school. The use of any video must be documented in the teachers lesson plan. Teachers must always preview the video. Videos cannot be used for rewards, entertainment or any other use that constitutes a public performance. The Motion Picture Association of America film rating

guidelines for age appropriateness as well as copyright guidelines must be followed. (See Appendix B, Motion Picture Association of America Ratings and Appendix B, and Copyright Guidelines, page 9.) Teachers may show videos without special permission to enrich, not supplant their instructional units. Showing clips of relevant material is more appropriate than showing entire works. Copyright guidelines must be followed at all times.

Video at the Elementary Level (Grades PreK-5) The following steps must be taken for any PG or PG-13 rated video: 1. The teacher must preview the video and assess its relevance to the curriculum. 2. The teacher must submit the Instructional Video Request form to the principal (See Appendix B). 3. Principal must approve the video. 4. Parent permission slips must be sent home at least two weeks prior to the viewing of the film to the parents/guardians of students explaining how the PG or PG-13 rated video will be used and the instructional objective which it supports. 5. Signed parent/guardian authorization will be required of all students who will be viewing the video (See Appendix B). These permission forms will be maintained by the teacher. 6. Students whose parents/guardians do not authorize viewing of a PG or PG-13 rated video will be provided an alternative assignment for equal credit.

a. Any teacher at the elementary level who wishes to show all or a portion of a G rated or nonrated video that is not part of the library media center collection must document that the video

is directly related to an instructional objective. b. Non-rated videos which contain potentially controversial topics (controversial topics which may be sensitive within the community include topics that have strong language, sexual material, violence, religion, political implications, or social significance), shall be submitted to the principal for approval and follow with the procedures for parent notification. c. The use of R-rated films is not approved for elementary use. d. Strict copyright guidelines will be followed at all times. Video at the Middle School Level (Grades 6-8) The following steps must be taken for any PG-13 or R rated video: 1. The teacher must preview the video and assess its relevance to the curriculum. 2. The teacher must submit the Instructional Video Request form to the principal (See Appendix B). 3. Principal must approve the video. 4. Parent permission slips must be sent home at least two weeks prior to the viewing of the film to the parents/guardians of students explaining how the PG13 or R rated video will be used and the instructional objective which it supports. 5. Signed parent/guardian authorization will be required of all students who will be viewing the video (See Appendix B). These permission forms will be maintained by the teacher. 6. Students whose parents/guardians do not authorize viewing of a PG-13 or R rated video will be provided an alternative assignment for equal credit.

a. Any teacher at the middle school level who wishes to show all or a portion of a G-rated, PGrated, or non-rated video that is not part of the library media center collection must document that the video is directly related to an instructional objective.

b. Non-rated videos which contain potentially controversial topics (controversial topics which may be sensitive within the community include topics that have strong language, sexual material, violence, religion, political implications, or social significance), shall be submitted to the principal for approval and follow with the procedures for parent notification. c. The use of R-rated films is not approved for middle school use. d. Strict copyright guidelines will be followed at all times.

Video at the High School Level (Grades 9 - 12) Teachers are encouraged to list any R-rated films in the course syllabus; however, it must be stated in the Course Description Catalog if a significant number R rated videos or films (three or more), are shown in any class. The following steps must be taken for any R rated video: o The teacher must preview the video and assess its relevance to the curriculum. 1. The teacher must submit the Instructional Video Request form to the principal (See Appendix B-2). 2. Principal must approve the video. 3. Parent permission slips must be sent home at least two weeks prior to the viewing of the film to the parents/guardians of students explaining how the R rated video will be used and the instructional objective which it supports. 4. Signed parent/guardian authorization will be required of all students who will be viewing the video (See Appendix B-2). These permission forms will be maintained by the teacher.

5. Students whose parents/guardians do not authorize viewing of a R rated video will be provided an alternative assignment for equal credit. 6. Students who are legally emancipated may sign their

own permission slips. a. Any teacher at the high school level who wishes to show all or a portion of a G, PG, PR-13 rated or non-rated video that is not part of the library media center collection must document that the video is directly related to an instructional objective. b. Non-rated videos which contain potentially controversial topics (controversial topics which may be sensitive within the community include topics that have strong language, sexual material, violence, religion, political implications, or social significance), shall be submitted to the principal for approval and follow with the procedures for parent notification. c. Strict copyright guidelines will be followed at all times.

Media Programs, Newton Public Schools District PolicyAdopted (November 22, 1993). Revised (June 1, 2006). Retrieved from http://rules.sos.state.ga.u s/docs/160/4/4/01.pdf

Newton Public Schools, Newtonville, MA Video Procedure Non-print Resources Non-print resources include, but are not limited to video tapes and DVDs, laser disks, on-line databases, sound recordings, CD-ROMS, computer software, graphic materials, maps/globes, microforms, learning kits, games, transparencies, and archival materials that support the established learning goals of the Newton Public Schools library media centers. In selecting non-print resources, each item should be considered for its merit and value in the collection. Materials will be previewed whenever possible before a determination for selection and purchase is made. Previously stated criteria for selection should be applied, with some additional considerations need. 1. availability and capability of existing and currently owned hardware to utilize the format;

2. appropriateness of format; 3. addresses instructional goals and supports curriculum taking into account learning styles, and the developmental abilities and adaptive technology needs of the students; 4. ease of use and/or availability of training or customer support; 5. sufficient documentation; 6. licensing agreements; 7. technical quality; 8. accurate and reliable presentation of information.

MEDT 6461 Admin Fall 2012 Natarsha Miller Handbook 3

Inventory Policy
Inventory Policy, Marengo High School. (2012). Retrieved from https://images.pcmac.org /SiSFiles/Schools/AL/.../ Libraryinventory.doc Marengo High School Media Center Inventory Policy Inventory Policy Inventory is taken at the end of the school term. The purpose of inventory is to secure an accurate record of the size of the collection while accessing the condition of it. The media center is closed to students and classes during inventory. Advance notice is given, so alternative plans can be made by the teachers, if necessary. Near the end of the school term inventory is conducted using the following procedure: 1. Collect all instructional materials.

2. Shelves are read by using the computer generated shelf list file.

3. Material for which there is no shelf list record is noted and recorded.

4. Damaged material is retrieved and repaired or ultimately discarded.

5. Action is taken to locate and/or recover missing materials.

A copy of the media centers most current inventory shall be kept on file in the library and the principals office

Inter-Library Loan Procedure

Inter-Library Loan Policy, Osceola School District. (2006). Retrieved from https://images.pcmac.org /SiSFiles/Schools/AL/.../ Libraryinventory.doc The School District of Osceola strives to provide a collection of Marengo High School Media Center Inventory Policy books, periodicals, audio-visual and other resource materials necessary for the fulfillment of the curriculum and the independent study of the students. As a supplement to the Inventory Policy school districts collection, the interlibrary loan policy is Inventory is taken at the end materials of the school term. The purpose of utilized to share circulation with other libraries. inventory is to of secure an accurate record of the size of the Responsibility Maintenance collection while accessing the condition of it. The School District of Osceola affirms that the following criteria shall be followed with regards to interlibrary loan The media center is closed to students and classes during requests: inventory. Advance notice is given, so alternative plans can be made by the teachers, if necessary. The School District of Osceola agrees to assume the responsibility of updating the circulation catalogue and Near the end of the school term inventory is conducted using the understands the importance of maintenance of the following procedure: interlibrary system. 1. Collect all instructional materials. Reference books and software will not be available through interlibrary loan, due to high student and faculty use, as well as any experiencing a high local demand. 2. materials Shelves are read by using the computer generated shelf list Procedures for Use file. The school district will only accept requests that have been verified on WISCAT and have been cleared through proper 3. Material for which there is no shelf list record the is noted and channels within the county interlibrary loan clearinghouse as recorded. specified in the state interlibrary loan guidelines. The borrowing library is responsible for returning 4. Damaged material is retrieved and repaired or ultimately interlibrary loan materials in good condition by the due date discarded. and will assume the postage for their return. The borrowing library be responsible for missing fines and 5. Action is taken will to locate and/or recover materials. replacement costs if loss or damage occurs. The Osceola School District will, as the lender, determine delivery method of materials. A copy of the media centers most current inventory shall be kept on file in the library and the principals office The Osceola School District will allow one month for the loan of materials, but will accept up to two renewals. Users may utilize the interlibrary services at any access point in the media centers and may request interlibrary materials using the Interlibrary Loan Request Form (see Exhibit 1).

Osceola School District library staff will maintain the confidentiality of its patrons and make every reasonable effort to gather the needed materials for patrons.

Inventory Procedure, Houston Independent School District (2012). Retrieved from www.hisdlibraryservices. org/LibrariansHandbook 3.doc

Inventory Procedure The purpose of taking inventory is to obtain accurate records of the library collection. The purpose of the annual report is to furnish statistics to justify requests for funds and to evaluate services being offered. The closing of the library can be accomplished by following a sound plan of action in an organized manner. The following is a list of activities that need to be completed by the end of the year. Talk over plans with the principal and reach an agreement about the amount of time needed to complete the inventory. Inform staff of the dates of the inventory. Check the Department of Library Services web site for the annual report due date. If you are responsible for AV hardware, please be sure to allow ample time for this inventory also. Procedures for handling lost or damaged books and money received should be established with the principal and office staff at the beginning of the school year. Library Closing Checklist Make a time schedule and a list of items to be taken care of before the last day. Share this schedule with the principal and staff. Inventory books and audiovisual collections Complete audiovisual equipment inventory (Where applicable) Make hold report card notices (if permissible) and generate a list of students with overdue books and fines for the school year. Keep copies of this list for your files and give additional copies to the office staff and the records clerk. Pull books to be repaired or sent to bindery and weeded collection. Elementary School Closing For media to be properly inventoried and reports completed

at the designated time, it is necessary for services in the library be curtailed. It is highly recommended that librarians cease checking out books to students at least two weeks before the closing of school. If the elementary librarian is covering the teachers planning period this will be very difficult. However, there are some alternative ways of doing the inventory, such as: Assigning a clerk to the library for 2 3 hours a day Soliciting parent volunteers to assist with inventory During class time, with 3rd grade and up, have the students help with the inventory. (Each student is given a stack of books from the section to be inventoried. The librarian calls out the title and has one student place the book back on the shelf. The librarian handles the shelf list, which may be cards, or a computer generated shelf list only. Any remaining books not called should have temporary cards made or be added to the computer and properly placed on the shelf. Secondary School Closing Again it is highly recommended that the students cease checking out books at least two weeks before the close of school. Librarians should strive to keep their library open as long as possible in order to provide needed support to teachers and students within their individual schools. Librarians should consider the following options in order to extend service. 1. Close library earlier in the year for inventory so that the center continues to give service at the end of the year. 2. Conduct inventory with the library still in operation, but close sections being inventoried. Inventory classes will be offered in the spring to cover inventory methodology. A limited number of PDA scanners, laptops, long Ethernet cables, and wired scanners are available for checkout from Library Services upon request. Inventory procedures are posted on the website.

Inter-Library Policy, Hopkinton High School (2012). Retrieved from www.hopkintonschools.or g/hhs/library/ill.pdf

Inter-Library Loan Policy The Hopkinton High School Library provides a wide range of materials that support and enhance the curriculum, and that reflect the varying needs and interests of its students and faculty. In this information rich era, however, no school library can afford to be self-sufficient, and a librarys ability to provide access to resources beyond its walls is a measure of its success. For this reason, the Hopkinton High School Library participates in New Hampshires interlibrary loan (ILL) program. This means that we borrow and loan materials in cooperation with other libraries, in compliance with the New Hampshire InterLibrary Loan Protocol (1993). BORROWING The Hopkinton High School Library will provide the resources to meet the ordinary needs and interests of its primary clientele. Consequently, material borrowed from other locations will be limited to those items that do not conform to our librarys collection development policy, or for which there is no recurring demand. In borrowing from other libraries, the Hopkinton High School Library will provide interlibrary loan services to students and staff alike exhaust its own resources before requesting material from other locations use an interlibrary loan form (printed or electronic) that conforms to the American Library Associations recommended standard make every effort to borrow first from other school libraries, and then from smaller public libraries, reserving large public and university library collections for last resort comply with the Copyright Act of 1976 and the Commission on New Technological Uses of Copyrighted Works (CONTU) pay the return postage costs (only) associated with each transaction see that all items are returned to lending libraries on time, and in good condition (individuals who lose or damage ILL materials, or who incur late charges, are liable for all such costs) adhere to any restrictions that the lending library places on the use of their material LENDING

The Hopkinton High School Library will lend materials to all libraries that participate in the New Hampshire ILL system. Each loan will be made at the discretion of the Librarian, with the understanding that the needs of Hopkintons students and staff will take precedence. In lending to other libraries, the Hopkinton High School Library will loan all non-reference books, to include fiction, non-fiction, paperback, professional, and story collection items, on a 5-week, non-renewal basis provide copies of magazine and newspaper articles loan multimedia material by special arrangement only respond to all ILL requests within 2 working days by filling or denying the request, or by acknowledging a reserve pay the sending postage costs (only) associated with each transaction accept emergency telephone requests, when made by a Librarian and followed up with a completed ILL form make this ILL policy available on request MISCELLANEOUS When possible, the NHSL van service will be used for delivery and return of ILL items. Should the cost of photocopies become onerous, a per-page fee may be instituted. No overdue fines will be charged. Libraries that fail to return material within one month of its due date will be billed at full replacement cost, and will be denied service until the record is clear. Libraries who routinely keep materials beyond the 5-week loan period may be denied further loans.

Collaboration Procedure
Collaboration, Colorado Department of Education State Library, (2012). Retrieved from www.cde.state.co.us/cdeli b/.../HighlyEffectiveSchool Libraries.pdf Instruction and Learning Environment Collaboration between the school librarian and faculty is a key indicator of a successful, effective library program. Research has shown the quality and frequency of the collaboration contributes to improving student achievement. [Video] Evidence Outcomes: The school librarian plans and collaborates with classroom teachers from many disciplines and grade levels. The school librarian focuses on systematically integrating the 21st century skills of the Colorado Standards by collaboratively planning lessons The school librarian and the school Have a well-developed collaborative culture that encourages the librarian to work with a majority (75% or more) of the classroom teachers and instructional coaches. The school values collaborative planning as a school wide expectation. Highly Effective Have a collaborative culture that encourages the school librarian to work with most (at least 50% to 75%) of the classroom teachers and instructional coaches. Collaborative planning is generally a school wide expectation. Effective Have a collaborative culture that encourages the school librarian to work with most (at least 40% to 50%) of the classroom teachers and instructional coaches. Collaborative planning is generally a school wide expectation. Progressing Toward Effective Encourage the school librarian to work with a few (10% or less) of the teachers, instructional coaches, departments, or grade level groups. Cooperative planning occurs when possible. Ineffective Not Evident 2. Instruction Effective school librarians work with teachers to align 21st century skills instruction with content delivered in the classroom. [Video] Evidence Outcomes: The school librarian teaches students how to locate, select,

evaluate, synthesize and create relevant sources of information. The school librarian integrates 21st century skills in the Colorado Academic Standards with curriculum content. The school librarian has a strong web presence The school librarian Has examined the 21st century skills of the Colorado Academic Standards and systematically and meaningfully integrates them in all lessons at his or her school. The school librarian has an interactive school library web page. Highly Effective School Library Program Evaluation Rubric Page 5 of 22 Has examined some of the 21st century skills of the Colorado Academic Standards for his or her building levels and integrates these 21st Century skills into some of the lessons. The school librarian has a web page with resources for students. Effective Has some knowledge of the 21st century skills in the new Colorado Academic Standards but is not integrating these skills in a systematic way. The school librarian has several links on a school library web page. Progressing Toward Effective Does not integrate 21st century skills of the Colorado Academic Standards in a meaningful way and/or does not have a school library web page. Ineffective Not Evident 3. Instructional Delivery Strategies Effective school librarians take a leadership role in exploring and implementing best practices in curriculum-aligned differentiated instruction. [Video] Evidence Outcomes: The school librarian provides group and individual assistance to engage, direct, and encourage students in research. The school librarian differentiates instruction in standards based lessons and incorporates best practice models. The school librarian Is a highly skilled teacher who employs backward design, differentiated instruction and other best practices to reach all learners. Highly Effective Is a highly skilled teacher who utilizes best practices in delivering instruction.

Effective Delivers instruction in a variety of settings in a teacherfocused manner. Progressing Toward Effective Is aware of the importance of a variety of delivery methods and resources and applies them when possible. Ineffective Not evident 4. Assessment of Student Work The school librarian, in conjunction with the classroom teachers, develops consistent means of assessing how well students are acquiring essential research and 21st century skills through the use of formative or summative assessments such as rubrics, checklists, and journaling. Evidence Outcomes: The school librarian works with teachers to create and analyze assessment data in order to focus instruction to include the 21st century skills of the Colorado Academic Standards. The school librarian collaborates with classroom teachers and is involved in the assessment and revision of collaboratively planned lessons to provide authentic assessment opportunities for students (i.e. assessment by peers, community members, business members or experts in the field of study). School Library Program Evaluation Rubric Page 6 of 22 The school librarian encourages the use of rubrics that are developed The teacher, school librarian and students collaboratively set expectation for the desired outcome of the finished product including the process they used to achieve that outcome. Formative assessment is used to evaluate student understanding of the skills taught. Highly Effective The teacher and school librarian collaboratively assess student work through formative and summative means. Effective The teacher and school librarian occasionally assess student work through formative and summative means. Progressing Toward Effective The school librarian does not assess student work. Ineffective Not evident

Collaboration Policy
Collaboration Opportunities Among Staff Collaboration Policy, Whoville Middle School. (Adopted April 19, 2004). Retrieved from sitemaker.umich.edu/jeris /files/policies_and_proced ures--final.doc Collaborative planning is modeled and promoted at the Whoville Middle School. The schools schedule ensures time for the teachers and the media specialist to regularly meet at common planning times, to plan and coordinate instructional units, learning strategies, and activities. Through collaboration with teachers, the media specialist helps build a coordinated instructional program. To facilitate this process Whoville staff schedules common planning meeting times with faculty. 9.1 Resources and Forms Whoville staff use the following tools and resources to coordinate collaboration opportunities with teachers in addition to informing about Media Center services and providing survey and feedback opportunities. These tools include: Project Planning Guide and Collaboration Form (See Appendix F) Faculty Survey (See Appendix G) New Academic Year Advisory Letters to Teachers: Social Studies Teachers (See Appendix H) Science Teachers (See Appendix I) English Teachers (See Appendix J) Health Teachers (See Appendix K) 9.1.1 Instructional Partner As an instructional partner, the media specialist joins with teachers and others to identify links with curricular content, learning outcomes, student information needs, and information resources. Working with the entire school community, the media specialist takes a leadership role in developing policies, practices, and curricula that guide students to develop the full range of information literacy skills. The library media specialist works closely with individual teachers in the critical area of designing authentic learning tasks and assessments and integrating the information and communication abilities required to meet subject matter standards.

9.2 Meeting Times Common planning meeting times occur once during the summer in pre-session week and during monthly staff meetings as breakout sessions. August (Pre-session): All staff update and questionnaire circulated. September meeting: English faculty and Media Center October: Social Studies faculty and Media Center November: Math faculty and Media Center December: Science faculty and Media Center January: Computer Science faculty and Media Center February: Mechanical Arts faculty and Media Center March: Social Studies faculty and Media Center April: English faculty and Media Center May: Math/Science faculty and Media Center June: All-hands Goals meeting for next year Other communications and collaboration occur by email or appointment.