Assignment+4

__**PART A**__



**__Library Analysis__** The Library Media Program is in a high performing high school in Southern Westchester that serves approximately 1400 students in the ninth to twelfth grade. While it is considered a predominantly affluent school, there is a gaping socioeconomic divide. There has been a steady influx of Latino immigrants in the past ten years, and there are a large percentage of working class poor in the district. After analyzing the Library Media Program using the NYSED rubric, it was clear that the program scored high – Proficient – in the following three areas: //Instructional Design, Collaborative Planning,// and //Inquiry Learning,// though //Instructional Design// could stand some improvement, especially in the area of student self-assessment//.// Unfortunately, the amount of budget cuts in the past two years has the teachers overworked and understaffed. To introduce something like student self-assessment at this stage could be more damaging to the LMS’ relationship with her colleagues. It’s been hard enough getting teachers (even those who are loyal library visitors) to sign up their classes for visits, as they just don’t feel they have enough time. It may need to be placed on the back burner for now. //Instructional Leadership// scored in the middle – Basic – with improvements underway, as the LMS is beginning to refocus on networking and maintaining relationships. Last spring was the first time she participated in professional development as an instructor rather than a participant. //Equitable Access// and //Administrative Support// are also two equally important components. //Equitable Access// is currently bordering between - Basic and Proficient. The LMS is trying to collaborate with the ESL teacher but they haven’t gotten very far. No specific instruction has been given other than a tutorial on the catalog and book searching. A plan needs to be designed that stipulates goals and initiatives. The Special Education Department has made it a priority to collaborate with the LMS, setting monthly meetings and designing units; and the students are really progressing. It is hoped that her work with SED will influence the ESL teacher to collaborate more. //Administrative Support// is very high across the district – Proficient +++. The Superintendent for Curriculum and Instruction is an avid library supporter. When the library’s budget was frozen due to budget cuts and then trimmed the following year, she and the principal (who has since retired) found extra funding to supplement the library’s losses. Through increased communication with administration, the LMP will be on its way to – Distinguished – in the very near future. One crucial piece is gaining more support from the administration to influence teachers regarding collaboration with the LMS.

**__ Library Action Plan __**

**// Collaborative Planning: //** - Attend department meetings (plan/collaborate/share) - Introduce self via face to face meetings with community partners, email distant contacts/groups - Stress real world connections **// Instructional Leadership: //** - Join SLS, ALA, get involved with BOCES – network with Pam Berger (subscribe to LM-NET) - Design and offer to teach professional development workshops with a technology focus (collaborate with other district librarians) - Flex my muscles at administrative counsel meetings **// Instructional Design: //** - Adopt or develop an inquiry model for our district, with consideration for grade level and developmental abilities – ensure that it has some form of student self-assessment (reflective journal, portfolio) - Develop or follow a self-assessment rubric (NYSED or AASL) - Develop a self-assessment rubric for student use **// Inquiry Learning: //** - Become more assertive when reaching out to classroom teachers, network via faculty lunches, etc. - Extend personal face-face Invitations to teachers, to bring classes in, seek out those who do not come to me  - Ask to present each year at a faculty meeting: national data, 21st century standards, own school’s data (from  surveys I’ve conducted) **// Equitable Access: //** - Have library page translated and offer a link to Spanish version - Invite ESL & SED classes for library orientation, plan units of instruction with their teachers – incorporate new SOLO program, offer tutorial - Consult department chairs and teachers prior to book purchasing, focus a percentage of the budget on ESL and SED resources **// Administrative Support: //** - Discuss goals in depth with administrators – monthly rather than yearly - Invite administrators in for observation and special events - Offer to give tours of the library to new teachers and substitutes, ask administrators to influence them regarding the importance of library – classroom collaboration