Task 4: Grant Application
Reflection
Since being hired as the media specialist in August 2016, I applied for and received two technology grants as soon as the opportunities were posted. With technology being so prevalent in the lives of our staff and students, schools require essential technology tools in order to keep up with the needs for moving into the 21st century. Technology changes so rapidly that the lack of educational technology tools throughout the school is always a concern. Currently, we have in our media center five Chromebook carts, each with 36 Chromebooks, for teacher use. In addition, we have two computer labs with 32 desktop computers and 24 desktop computers in the media center. All of these computers are utilized on a daily basis, so I applied for and received a grant during the spring of 2017 for two additional Chromebook carts (with 36 Chromebooks in each) for media center use only. These additional computers enable me to accommodate two classes at once, as well as another class being able to use the media center desktop computers at the same time.
I bookmarked the Positive Learning website to alert me to grant opportunities that become available to expand technology within our school. With limited funding available, I pursue each grant opportunity that arises.
Since being hired as the media specialist in August 2016, I applied for and received two technology grants as soon as the opportunities were posted. With technology being so prevalent in the lives of our staff and students, schools require essential technology tools in order to keep up with the needs for moving into the 21st century. Technology changes so rapidly that the lack of educational technology tools throughout the school is always a concern. Currently, we have in our media center five Chromebook carts, each with 36 Chromebooks, for teacher use. In addition, we have two computer labs with 32 desktop computers and 24 desktop computers in the media center. All of these computers are utilized on a daily basis, so I applied for and received a grant during the spring of 2017 for two additional Chromebook carts (with 36 Chromebooks in each) for media center use only. These additional computers enable me to accommodate two classes at once, as well as another class being able to use the media center desktop computers at the same time.
I bookmarked the Positive Learning website to alert me to grant opportunities that become available to expand technology within our school. With limited funding available, I pursue each grant opportunity that arises.
Task 5 - Library Media Program Evaluation
Reflection and
Memo to High School Principal:
Dear High School Principal:
RE: Exemplary Library Media Program Self-Evaluation Rubric
The Windsor Forest High School media specialist, along with the library media committee, composed of teachers in every subject, recently performed a self-evaluation using the 2016 Judy Serritella Exemplary Library Media Program Self-Evaluation Rubric. The rubric is divided into 6 main categories with 21 subcategories:
Student Achievement and Instruction
Technology
Staffing
Facilities, Access, and Resources
Administrative Support
Staff Development
After an extensive analysis of the school media program by the library media committee, it was decided that the WFHS library media technology program is exemplary in 14 areas, proficient in 5 areas, and basic in 2 areas. In order to move the areas from proficient to exemplary, the committee decided that the following plans should be implemented:
Area 1 - Proficient: Information literacy standards are integrated into content instruction.
Area 1 was rated as proficient due to the lack of collaboration between the media specialist and teachers. The lack of collaboration was not deemed by the committee as a failure of the library media specialist, but rather the media committee recognized the stringent schedule of the teachers, which thereby resulted in the lack of time a teacher had to collaborate outside the classroom. As a member of the leadership team, the media specialist will collaborate more with the department chairpersons to develop action plans with teachers when planning units of study. The media specialist will ensure the collaboration and unit planning involves integrating CCGPS and AASL standards by developing units of study that encompass both CCGPS and AASL standards. The media specialist will create lessons that will enhance the units of study by integrating information literacy standards.
Area 3 – Proficient: Professional library media staff is engaged in active teaching roles.
Area 3 was rated as proficient because the media committee, along with the media specialist, would like to see more teachers utilize the media specialist as a resource when planning units of study. The library media specialist will promote the media program as an area that has a library media specialist who can teach students critical thinking skills and can access information and resources that teachers may not have time to locate. The media specialist will attend department-level meetings, when possible, to promote the media program, as well as her role as not only a media specialist, but also as an instructional partner.
Area 6 – Basic: Student achievement is routinely assessed.
Area 6 was rated as basic, because the library media specialist does not often assess student achievement. The media specialist will participate in department-level meetings and help to create learning outcomes, design curriculum, and assess student achievement of learning goals when planning with the teachers. The media specialist will partner with teachers and create a rubric that will assess that students’ needs are being met through the use of the library resources and that students are able to demonstrate literacy competency by critically and ethically using information as instructed by the media specialist.
Area 12 – Proficient: 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 distribution system is available.
Area 12 was rated as proficient, because the library media committee assessed that this area can be improved. Streaming video is used throughout the school to promote calendar activities and announcements, but it does not foster the curriculum. While there are interactive whiteboards in every classroom throughout the school, but not all teachers utilize them. Many teachers view the white boards as objects that block their non-interactive white board and hinder their teaching. Even though a central media distribution system is available and the media specialist partners with the principal to put information on the website, the call-out system is handled by the principal instead of by the media specialist. To improve this area, the media specialist will meet with the principal to discuss ways for the media specialist to become more actively involved in this process.
Area 15 – Proficient: GALILEO Virtual Library is used to provide Georgia students and teachers access to exceptional on-line resources
Area 15 was rated as proficient, because teachers and students are not as familiar with the GALILEO Virtual Library and the benefits that could be gained from using this resource. The library media specialist will actively promote student and teacher use of GALILEO throughout the school year and during department-level meetings. The media specialist will discuss with the principal the possibility of required professional learning activities taught twice a year by the media specialist for teachers to learn to use the GALILEO Virtual Library more adeptly. During collaborations with teachers, the media specialist will promote the unique opportunities and benefits for teaching and learning with this tool.
Area 18 – Proficient: Each local BOE will adopt a library media policy that provides for the establishment of a media committee. The committee makes recommendations and decisions relating to planning, operation, evaluation, and improvement of the library media program.
Area 18 was rated as proficient, because the media committee does not meet as routinely as preferred to make recommendations and decisions that relate to the planning, operation, evaluation, and improvement of the library media program. Due to time constraints and teacher commitments to academia elsewhere, the committee doesn’t always meet as scheduled. It was suggested that the library media committee continue to strive to meet on a regular basis. At the beginning of each school year, the media specialist will distribute to subject-area designees a schedule of media committee meetings. The designees will be encouraged to send an alternate if he/she cannot attend a meeting. The media specialist will send a copy of the minutes of the media committee meeting to all staff members via email following each meeting. The media specialist will also create a document/survey to send to the team to encourage their comments and suggestions in the areas of planning, operation, evaluation, and improvement of the program.
Dear High School Principal:
RE: Exemplary Library Media Program Self-Evaluation Rubric
The Windsor Forest High School media specialist, along with the library media committee, composed of teachers in every subject, recently performed a self-evaluation using the 2016 Judy Serritella Exemplary Library Media Program Self-Evaluation Rubric. The rubric is divided into 6 main categories with 21 subcategories:
Student Achievement and Instruction
Technology
Staffing
Facilities, Access, and Resources
Administrative Support
Staff Development
After an extensive analysis of the school media program by the library media committee, it was decided that the WFHS library media technology program is exemplary in 14 areas, proficient in 5 areas, and basic in 2 areas. In order to move the areas from proficient to exemplary, the committee decided that the following plans should be implemented:
Area 1 - Proficient: Information literacy standards are integrated into content instruction.
Area 1 was rated as proficient due to the lack of collaboration between the media specialist and teachers. The lack of collaboration was not deemed by the committee as a failure of the library media specialist, but rather the media committee recognized the stringent schedule of the teachers, which thereby resulted in the lack of time a teacher had to collaborate outside the classroom. As a member of the leadership team, the media specialist will collaborate more with the department chairpersons to develop action plans with teachers when planning units of study. The media specialist will ensure the collaboration and unit planning involves integrating CCGPS and AASL standards by developing units of study that encompass both CCGPS and AASL standards. The media specialist will create lessons that will enhance the units of study by integrating information literacy standards.
Area 3 – Proficient: Professional library media staff is engaged in active teaching roles.
Area 3 was rated as proficient because the media committee, along with the media specialist, would like to see more teachers utilize the media specialist as a resource when planning units of study. The library media specialist will promote the media program as an area that has a library media specialist who can teach students critical thinking skills and can access information and resources that teachers may not have time to locate. The media specialist will attend department-level meetings, when possible, to promote the media program, as well as her role as not only a media specialist, but also as an instructional partner.
Area 6 – Basic: Student achievement is routinely assessed.
Area 6 was rated as basic, because the library media specialist does not often assess student achievement. The media specialist will participate in department-level meetings and help to create learning outcomes, design curriculum, and assess student achievement of learning goals when planning with the teachers. The media specialist will partner with teachers and create a rubric that will assess that students’ needs are being met through the use of the library resources and that students are able to demonstrate literacy competency by critically and ethically using information as instructed by the media specialist.
Area 12 – Proficient: 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 distribution system is available.
Area 12 was rated as proficient, because the library media committee assessed that this area can be improved. Streaming video is used throughout the school to promote calendar activities and announcements, but it does not foster the curriculum. While there are interactive whiteboards in every classroom throughout the school, but not all teachers utilize them. Many teachers view the white boards as objects that block their non-interactive white board and hinder their teaching. Even though a central media distribution system is available and the media specialist partners with the principal to put information on the website, the call-out system is handled by the principal instead of by the media specialist. To improve this area, the media specialist will meet with the principal to discuss ways for the media specialist to become more actively involved in this process.
Area 15 – Proficient: GALILEO Virtual Library is used to provide Georgia students and teachers access to exceptional on-line resources
Area 15 was rated as proficient, because teachers and students are not as familiar with the GALILEO Virtual Library and the benefits that could be gained from using this resource. The library media specialist will actively promote student and teacher use of GALILEO throughout the school year and during department-level meetings. The media specialist will discuss with the principal the possibility of required professional learning activities taught twice a year by the media specialist for teachers to learn to use the GALILEO Virtual Library more adeptly. During collaborations with teachers, the media specialist will promote the unique opportunities and benefits for teaching and learning with this tool.
Area 18 – Proficient: Each local BOE will adopt a library media policy that provides for the establishment of a media committee. The committee makes recommendations and decisions relating to planning, operation, evaluation, and improvement of the library media program.
Area 18 was rated as proficient, because the media committee does not meet as routinely as preferred to make recommendations and decisions that relate to the planning, operation, evaluation, and improvement of the library media program. Due to time constraints and teacher commitments to academia elsewhere, the committee doesn’t always meet as scheduled. It was suggested that the library media committee continue to strive to meet on a regular basis. At the beginning of each school year, the media specialist will distribute to subject-area designees a schedule of media committee meetings. The designees will be encouraged to send an alternate if he/she cannot attend a meeting. The media specialist will send a copy of the minutes of the media committee meeting to all staff members via email following each meeting. The media specialist will also create a document/survey to send to the team to encourage their comments and suggestions in the areas of planning, operation, evaluation, and improvement of the program.