AASL Standards for Initial Preparation of School Library Media Specialists:
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.
4.4 Advocacy
Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services.
Artifacts:
ISTC 601 Library Media Administration - Signature Assignment
ISTC 789 Practicum & Portfolio in School Library Media - Schoolyard Habitat Webpage
Artifacts Descriptions:
ISTC 601 Library Media Administration - Signature Assignment. In discussion with a professional school library media specialist and in consideration of the school's progress plan (SPP), I developed a plan of action to address reading improvement for fourth grade students which would improve standardized test scores in language arts. Time is set aside in library class for reading, discussion, and conferencing to allow second language learners in the fourth grade time to improve oral language skills. The table on page four of the document details the steps toward reaching the goal during the course of a school year.
ISTC 789 Practicum & Portfolio in School Library Media - Schoolyard Habitat Webpage. The webpage features research links that help fifth grade students to relate their local schoolyard environment to the larger community. This supported individual research lessons that emphasized note-taking skills of paraphrase, quote, and summary.
Relevance:
ISTC 601 Library Media Administration - Signature Assignment. When the library program includes lessons that address the SPP, the LMS can connect what happens in library class with content-level or language arts assessment data. Stakeholders have a clear measure of the value of the library program when the LMS connects instruction to data from standardized assessment.
ISTC 789 Practicum & Portfolio in School Library Media - Schoolyard Habitat Webpage. Availability of resources online allows all stakeholders to access resources developed by the LMS for the library program. In this specific example, as the unit developed, other school events contributed to student interest. The Green School recertification would include this effort to demonstrate school commitment and continuing participation. The LMS is able to pull together varying groups within the school community by providing information, space, and other resources.
Analysis/Reflections:
Stakeholders who impact the school library program range from students, faculty, and administration, to parents, local school board, district administrators, and the broader community. The LMS needs to make known the importance of the library program by connecting its curriculum to the student assessment and by working with parents and the school board to offer opportunities which support reading and research initiatives or communication of service projects. In these ways the LMS meets the AASL standard 4.4 Advocacy.
When working on the Signature Assignment for the Library Media Administration class, I considered the school and community stakeholders who influenced and affected the school library program. I developed a skill-based unit designed to meet a School Progress Plan (SPP) goal to improve reading assessment scores among fourth grade learners at a local elementary school. The plan would enable the LMS to support instruction by offering comprehension-level support during library class coupled with literature circle discussions to improve comprehension. The unit would provide a connection between the library program and language arts; its success would improve language arts skills in the standardized assessment given in the spring.
The Schoolyard Habitat Webpage was developed during ISTC 789 Practicum & Portfolio in School Library Media to provide students with resources when researching about the value of their own local environment. Working to answer questions about how to support the wildlife and plant life on their school campus, they would then communicate their findings in an informational message to the other students. The LMS enables communication among community and school stakeholders by providing opportunities of discovery such as this to broaden student awareness of their own importance in the world.
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.
4.4 Advocacy
Candidates identify stakeholders within and outside the school community who impact the school library program. Candidates develop a plan to advocate for school library and information programs, resources, and services.
Artifacts:
ISTC 601 Library Media Administration - Signature Assignment
ISTC 789 Practicum & Portfolio in School Library Media - Schoolyard Habitat Webpage
Artifacts Descriptions:
ISTC 601 Library Media Administration - Signature Assignment. In discussion with a professional school library media specialist and in consideration of the school's progress plan (SPP), I developed a plan of action to address reading improvement for fourth grade students which would improve standardized test scores in language arts. Time is set aside in library class for reading, discussion, and conferencing to allow second language learners in the fourth grade time to improve oral language skills. The table on page four of the document details the steps toward reaching the goal during the course of a school year.
ISTC 789 Practicum & Portfolio in School Library Media - Schoolyard Habitat Webpage. The webpage features research links that help fifth grade students to relate their local schoolyard environment to the larger community. This supported individual research lessons that emphasized note-taking skills of paraphrase, quote, and summary.
Relevance:
ISTC 601 Library Media Administration - Signature Assignment. When the library program includes lessons that address the SPP, the LMS can connect what happens in library class with content-level or language arts assessment data. Stakeholders have a clear measure of the value of the library program when the LMS connects instruction to data from standardized assessment.
ISTC 789 Practicum & Portfolio in School Library Media - Schoolyard Habitat Webpage. Availability of resources online allows all stakeholders to access resources developed by the LMS for the library program. In this specific example, as the unit developed, other school events contributed to student interest. The Green School recertification would include this effort to demonstrate school commitment and continuing participation. The LMS is able to pull together varying groups within the school community by providing information, space, and other resources.
Analysis/Reflections:
Stakeholders who impact the school library program range from students, faculty, and administration, to parents, local school board, district administrators, and the broader community. The LMS needs to make known the importance of the library program by connecting its curriculum to the student assessment and by working with parents and the school board to offer opportunities which support reading and research initiatives or communication of service projects. In these ways the LMS meets the AASL standard 4.4 Advocacy.
When working on the Signature Assignment for the Library Media Administration class, I considered the school and community stakeholders who influenced and affected the school library program. I developed a skill-based unit designed to meet a School Progress Plan (SPP) goal to improve reading assessment scores among fourth grade learners at a local elementary school. The plan would enable the LMS to support instruction by offering comprehension-level support during library class coupled with literature circle discussions to improve comprehension. The unit would provide a connection between the library program and language arts; its success would improve language arts skills in the standardized assessment given in the spring.
The Schoolyard Habitat Webpage was developed during ISTC 789 Practicum & Portfolio in School Library Media to provide students with resources when researching about the value of their own local environment. Working to answer questions about how to support the wildlife and plant life on their school campus, they would then communicate their findings in an informational message to the other students. The LMS enables communication among community and school stakeholders by providing opportunities of discovery such as this to broaden student awareness of their own importance in the world.