Transcript Document

North Carolina
School Library
Media Coordinator
Standards
Back Channel:
todaysmeet.com/NCSLMCStandards
November
and
December
2012
School Library Media Coordinators
Research shows that
strong library media
programs directly
impact student
achievement
Can We Agree?
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
Learning Targets
• I will analyze the professional standards for NC
School Library Media Coordinators.
• I will identify key components of the standards and
design strategies for implementation in my school
library media program.
• I will reflect on ways these standards can inform
my practice as a school library media coordinator.
School Library Media Coordinator Standards
1
• Demonstrate Leadership
2
• Build a learning environment that meets the
instructional needs of a diverse population
3
• Implement a comprehensive 21st Century library
media program
4
• Demonstrate knowledge of learners and learning
and promote effective instructional practices
5
• Reflect on practice
Standard 1: School Library Media
Coordinators demonstrate leadership
Leader
Ethical
Educator
Advocate
Leadership
Instructor
Collaborator
School Library
Media Coordinators:
a. Lead in the school
library media center and
media program to
support student success
b. Lead in their schools
c. Advocate for effective
media programs
d. Demonstrate high
ethical standards
Standard in Action
Carousel Assessment
In what ways can school library media coordinators
lead in the media center, the classroom, and the
school?
Count off by three’s
Go to the numbered poster
Identify a recorder
Record your answer to the question above
Move to the next poster when you hear the signal
Standard 2: School Library Media
Coordinators build a learning environment
that meets the instructional needs of a
diverse population of students
School Library Media Coordinators:
a.Establish a learning environment that facilitates
access to resources and addresses the learning
needs of all members of the school community
b.Provide appropriate resources, services, and
instruction for learners at all stages of
development
Universal Design for Learning at a
Glance
Standard in Action
Six-Step Partner Share
• Walk 6 steps, find a colleague:
 Share one strategy you have seen or
done that models an environment
that facilitates active learning,
promotes participation, collaboration
and teamwork.
• When time is called, go to a second
person:
 Share one strategy that shows
flexibility to accommodate multiple
learning styles, 21st century skills
and reading enjoyment.
Standard 3: School Library Media
Coordinators implement a
comprehensive 21st century library
media program
School Library Media Coordinators:
a. Develop a library collection that
supports 21st century teaching and
learning
b. Serve, promote and facilitate inquirybased instruction and the effective use
of information and technology
Standard 4: School Library Media
Coordinators demonstrate knowledge
of learners and learning and promote
effective instructional practices
School Library Media Coordinators:
a. Use effective pedagogy to infuse contentarea curricula with 21st century skills
b. Know the content appropriate to their
teaching specialty
c. Promote reading as a foundational skill
for learning
Standards in Action
Exploring 21st Century Student
Attributes
• Sit with your preferred level
– Elementary
Future Ready Elementary Student
– Middle
Future Ready Middle School Student
– High
Future Ready Graduate
•
Choose an attribute found on your 21st Century
Learner.
•
Discuss the “teaching” necessary to develop this
attribute (What activities could you do as SLMC?)
•
Creatively chart your response.
Standard 5: School Library Media
Coordinators reflect on their practice.
School Library Media Coordinators:
a. Analyze student learning
b. Link professional growth to their
professional goals
c. Function effectively in a complex,
dynamic environment
Achievement
Demographic
Educators use this data at the
beginning of the school
year to determine the entry
level of performance and
instructional effectiveness.
Educators use this data to
determine the subset of
students and their grades
or determine outside
factors that affect student
performance.
Program
Educators collect this data to
identify what instructional
effectiveness of the
strategies that were
implemented.
Perception
Educators may collect this data
from students to determine
how the students feel about
their school.
Standard in Action
Think-Pair-Share
• How can school library media coordinators
access data?
• As a school library media coordinator, what
data can you access via your library
automation system?
• Once you have the data, what can you do
with it to inform your practice?
Everything is
Connected:
Review of the Pilot
Rubric
The Standards and
Evaluation System
Formative
Growth
Serves as a guide
for North
Carolina’s
educators as they
reflect upon and
improve their
effectiveness as
district leaders.
Datadriven
Focuses the goals
and objectives of
districts as they
support, monitor
and evaluate
student
achievement.
PD
Guides
professional
development for
staff and serves
as a tool in
developing
coaching and
mentoring
programs for
educators.
Alignment
Informs
higher
education
programs in
developing
the content
and
requirements
for
educational
degrees.
Performance Rating Scale/The
Rubric
Distinguished
Consistently and significantly exceeded basic
competence on standards of performance
Knowledge and skills replicated
Exemplar of performance
Accomplished
Exceeded basic competence on standards
for performance most of the time
Innovation + High Performance
Proficient
Demonstrated basic competence on
standards of performance
Solid, effective application + success
Not Demonstrated
Did not demonstrate
competence on, or
adequate growth
toward, achieving
standard(s) of
performance
*Requires
documentation
Never demonstrated
Developing
Demonstrated adequate growth during the
period of performance, but did not
demonstrate competence on standard(s) of
performance
Skill not mature or unsuccessful
Distinguished
• Consistently and significantly
exceeded basic competence
Accomplished
• Exceeded basic competence most of
the time
Proficient
Developing
• Demonstrated basic competence
• Demonstrated adequate growth
toward achieving standards, but did
not demonstrate basic competence
Rubric in Action
Evaluate
• Partner with a participant.
• Describe an activity that you
implement as a LMC in your school.
• Have your partner identify the
standard(s) category for that activity
and performance rating.
• Together, brainstorm ways you can
improve the activity.
• Then do the same for your partner.
• Repeat as time permits.
NCDPI
Resources
http://ncees.ncdpi.wikispaces.net/NCEES+Wiki
Quick Connection to Common Core
http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk
Best Practices From the NC SLMCs and ITFs Group
Code: qdu2q0
Additional Resources to Consult
Remember that
NCWiseowl
provides free
access to many
journals!
•
Books and Articles
– Morris, Rebecca. "Find Where You Fit in the Common Core or the Time I Forgot
About Librarians and Reading." Teacher Librarian. 39.5 (June 2012): 8-12.
– Gewertz, Catherine. "Common Core Thrusts Librarians Into Leadership Role."
Education Week. 32.3 (September 11, 2012): 1, 18-19. Web. 25 Sep. 2012.
<http://www.edweek.org/ew/articles/2012/09/12/03librarians_ep.h32.html?cmp=S
OC-SHR-FB>.
– Harvey II, Carl. No School Left Behind: Leadership, School Improvement, and the
Media Specialist. Columbus, Ohio: Linworth Publishing, Inc., 2008.
– Hill , Rebecca. "All Aboard!:Implementing Common Core Offers School Librarians
an Opportunity to Take the Lead." School Library Journal. (April 1. 2012): n. page.
Web. 25 Sep. 2012.
<http://www.schoollibraryjournal.com/slj/printissue/currentissue/893928427/all_aboard_implementing_common_core.html.csp>.
•
Webcasts/Webinars
– Cox, Tamara, Kristen Hearne, and Monique German. "Your Common Core Secret
Weapon With the Librarians in the Middle." TL Virtual Cafe. Blackboard
Collaborate, 01 Oct. 2012. webinar.
<http://tlvirtualcafe.wikispaces.com/Common_Core>.
– Arsonson, Marc, and Sue Bartle, perf. "Part I On Common Core-Getting Real."
School Library Journal , 18 Oct. 2012. web.
<http://www.slj.com/2012/09/webcasts/part-i-on-common-core-getting-real-marcaronson-and-sue-bartle/>. (Part 1 of a 3 part series)
Contact Information
Dianne Meiggs, PD Consultant, Region 1
[email protected] (252) 340-0113
Dr. Jody Cleven, PD Consultant, Region 4
[email protected] (919) 699-9870
Kathryn Parker, SLM Consultant
[email protected] (919) 807-3267
Credits
• Lance, Keith, perf. Chapter 4: School Library
Characteristics that Affect Student
Achievement. 2010. Web. 18 Nov 2012.
<http://vimeo.com/album/1480129/video/165
17124>.
• UDL at a Glance. 2011. Web. 18 Nov 2012.
<http://www.udlcenter.org/resource_library/v
ideos/udlcenter/udl>.