Standard 4
Advocacy and Leadership
Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement.
Advocacy and Leadership
Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement.
Standard 4 Reflection
Advocacy and Leadership
The mission of the Windsor Forest High School Media Center is to create an environment that produces information-literate, lifelong learners who evaluate the reliability and validity of multiple resources to produce and communicate their own knowledge and understanding effectively. As the media specialist, I must be a strong leader and advocate of learners within our school, with the leadership reflected throughout the media program. As a strong leader, I promote the value of my position in the school and demonstrate to everyone from administration to teachers to students that the media center is indeed the hub of the school.
Advocacy for the library program is an ongoing process, and I continuously seek professional learning opportunities for keeping abreast of the latest technology tools that foster learning. Professional development for media specialists is essential for growing in the job and for staying ahead of the technology trends in education. Working on my master’s program through GSU has been invaluable in keeping me aware of the latest trends and innovations, including how to actually use and share the knowledge that I have acquired. I created a professional development plan to introduce teachers to Google apps so they could use Chromebooks in their classrooms. The plan was initially designed for 9th-grade ELA teachers, but I have since taught it to teachers in the SPED department and to science, social studies, and health teachers at all grade levels. The teachers and I then collaborated to develop dynamic lessons that integrate technology into their teaching.
In order to produce lifelong learners, the media program must reflect the ways in which we help students become more productive, more effective, and ultimately, more successful in their school career. Because I made a commitment to learn new ways to expand my professional skills through further education, I am able to encourage and assist my students with electronic media and to have an engaging education program within the media center. I am able to influence students by teaching them skills they do not normally learn from classroom teachers, such as how to locate and access information and how to review information. Because of collaboration between the teachers and me, we often imbed these skills within the lessons. I also encourage students to foster a love of reading, asking students to inform me of their likes and dislikes regarding reading materials for our collection. I strive to purchase resources that they request and that they will enjoy. Students regard me as their librarian, their teacher, their mentor, and their friend.
Advocacy and Leadership
The mission of the Windsor Forest High School Media Center is to create an environment that produces information-literate, lifelong learners who evaluate the reliability and validity of multiple resources to produce and communicate their own knowledge and understanding effectively. As the media specialist, I must be a strong leader and advocate of learners within our school, with the leadership reflected throughout the media program. As a strong leader, I promote the value of my position in the school and demonstrate to everyone from administration to teachers to students that the media center is indeed the hub of the school.
Advocacy for the library program is an ongoing process, and I continuously seek professional learning opportunities for keeping abreast of the latest technology tools that foster learning. Professional development for media specialists is essential for growing in the job and for staying ahead of the technology trends in education. Working on my master’s program through GSU has been invaluable in keeping me aware of the latest trends and innovations, including how to actually use and share the knowledge that I have acquired. I created a professional development plan to introduce teachers to Google apps so they could use Chromebooks in their classrooms. The plan was initially designed for 9th-grade ELA teachers, but I have since taught it to teachers in the SPED department and to science, social studies, and health teachers at all grade levels. The teachers and I then collaborated to develop dynamic lessons that integrate technology into their teaching.
In order to produce lifelong learners, the media program must reflect the ways in which we help students become more productive, more effective, and ultimately, more successful in their school career. Because I made a commitment to learn new ways to expand my professional skills through further education, I am able to encourage and assist my students with electronic media and to have an engaging education program within the media center. I am able to influence students by teaching them skills they do not normally learn from classroom teachers, such as how to locate and access information and how to review information. Because of collaboration between the teachers and me, we often imbed these skills within the lessons. I also encourage students to foster a love of reading, asking students to inform me of their likes and dislikes regarding reading materials for our collection. I strive to purchase resources that they request and that they will enjoy. Students regard me as their librarian, their teacher, their mentor, and their friend.