PPD TEMPLATE: AASL STANDARDS

NAME: Stacy Lohman

SEMESTER: Fall 2014

ALA/AASL Standards

INSTRUCTOR: Dr. Paganelli

Name of Evidence

CONCENTRATION: Library Media Education

Alignment with Standard
Indicator

Standard 1: Teaching for Learning: Candidates are
Write a brief description of how engaging in these activities
effective teachers who demonstrate knowledge of
creating these artifacts
learners and learning and who model and promote
collaborative planning, instruction in multiple
literacies, and inquiry-based learning, enabling
members of the learning community to become
effective users and creators of ideas and information.
Candidates design and implement instruction that
engages students' interests and develops their ability
to inquire, think critically, gain and share knowledge.

1.1 Knowledge of learners and learning: Candidates are
knowledgeable of learning styles, stages of human growth
and development, and cultural influences on learning.
Candidates assess learner needs and design instruction that
reflects educational best practice. Candidates support
the learning of all students and other members of the
learning community,
including those with diverse learning styles, physical and
intellectual abilities and needs. Candidates base twenty-first
century skills instruction on student interests and learning
needs and link it to the assessment of student achievement.

Evidence for this standard
include a Learning Styles
Inventory that was given to
pupils to assess individual
learning needs and modes of
learning prior to instruction.

The Learning Styles Inventory
I gave to my students is aligned
with Standard 1.1 because it
demonstrates that I am able to
assess learner needs and design
instruction based on that
assessment.

What did I learn?

How has it impacted
student learning? How is it
connected to best-practice
literature on student
learning?

and using them with your
Write a brief description of
helped you to increase
how creating these artifacts
student learning. If you have
not directly assessed student
learning describe how the
activity is an example of best
practice as cited in the
literature on best practices on
increasing student learning.

The Learning Styles
Creating the Learning Styles
Inventory indicated that 68% Inventory helped to increase
of the students are visual
student learning because I
learners, 21% are
was able to create a lesson
tactile/kinesthetic learners,
that was student –centered.
12% are auditory learners and Students were able to use
9% of the students are even their abilities to absorb and
*Learning Styles Results
across the three styles. The make meaning out of the
The 3rd grade lesson plan on
differentiation in this lesson lesson. Students were also
Another is a 3rd grade lesson
evaluating resources for
with this particular class
able to use their unique set of
plan on evaluating resources for information is aligned with
focused on the individual
learning styles and
information using Mrs.
Standard 1.1 because the lesson learning styles of the students. experiences to discover and
Skoripski’s Website Evaluation is reflects best practices and 21st Students collaborated with
enrich their learning.
Gizmo.
Century skills.
various students to complete According to Richard Felder
the project.
(2008), student-centered
methods have repeatedly
By completing the 3rd grade been shown to be superior to
lesson plan on evaluating
the traditional teacherresources, I learned that
centered approach to
before the lesson 100% of the instruction, a conclusion that
students did not know how to applies whether the assessed
evaluate resources for
outcome is short-term
information. After the lesson, mastery, long-term retention,
89% of the students were able or depth of understanding of
to evaluate a website for
course material, acquisition
accuracy.
of critical thinking or creative

problem-solving skills,
formation of positive
attitudes toward the subject
being taught, or level of
confidence in knowledge or
skills.

1.2 Effective and knowledgeable teacher: Candidates
implement the principles of effective teaching and learning
that contribute to an active, inquiry-based approach to
learning. Candidates make use of a variety of instructional
strategies and assessment tools to design and develop
digital-age learning experiences and assessments in
partnership with classroom teachers and other educators.
Candidates can document and communicate the impact of
collaborative instruction on student achievement.

Evidence for this standard is a
collaborative Dewey Decimal
Animoto movie lesson with the
technology teacher.
*Student Sample
*Student Sample
*Student Sample

The Dewey Decimal Animoto
movie lesson is aligned with
Standard 1.2 because the lesson
develops digital-age learning
experiences. Additionally, the
lesson is a collaborative project
with the technology teacher.

Another is a collaborative
The Dewey Decimal word
Dewey Decimal word cloud
cloud lesson is aligned with
lesson using www.abcya.com . Standard 1.2 because the lesson
uses a variety of assessment
*Student Sample
tools to design and develop
*Student Sample
digital-age learning experiences.
*Student Sample
Additionally, the lesson is a
collaborative project with the
technology teacher

The 3rd grade lesson on
evaluating resources clearly
encourages collaboration,
communication and critical
thinking. Rochelle Spears
(2014) states that the best
educational practices for 21st
century education are those
that encourage collaboration,
communication and critical
thinking.
By implementing the Dewey Nearly one hundred years
Decimal Animoto movie
ago, John Dewey stated, “If
lesson , I learned that
we teach today’s students as
Animoto can be be integrated we taught yesterday’s, we rob
into the existing curriculum them of tomorrow.” These
by incorporating them into
words are particularly
lessons, activities and projects applicable to the utilization
with the goal of developing of technology in the
digital-age learning
classroom. If teachers fail to
experiences for students.
teach the new literacies, they
are failing to prepare students
By implementing the Dewey for tomorrow, as well as
Decimal word cloud lesson, missing valuable
I also learned that using
opportunities to engage
www.abcya.com to
student learning. According
demonstrate an understanding to Hagood (2012), this
of the Dewey Decimal
practice consists of teaching
categories increased student “reading, writing, speaking,
comprehension.
listening, viewing, and
designing in print and
nonprint media using pop
culture and digital
technologies.” By
completing the Dewey
Decimal Animoto movie
students collaborate,
communicate and create to
learn.
According to Werner-Burke
(2013), for many students,

technology in the classroom
provides much needed
motivation as well as
preparation for the daily
digitized world outside of the
classroom. By using
technology to create the
Dewey Decimal word cloud,
students were highly
motivated and excited about
completing their projects.
1.3 Instructional partner:
Candidates model, share, and promote effective principles
of teaching and learning as collaborative partners with other
educators. Candidates acknowledge the importance of
participating in curriculum development, of engaging in
school improvement processes, and of offering professional
development to other educators as it relates to library and
information use.

1.4 Integration of twenty-first century skills and
learning standards: Candidates advocate for twenty-first
century literacy skills to support the learning needs of the
school community. Candidates demonstrate how to
collaborate with other teachers to plan and implement
instruction of the AASL Standards for the 21st-Century
Learner and state student curriculum standards. Candidates
employ
strategies to integrate multiple literacies with content

Evidence of this standard is my My Professional Growth Plan
Professional Growth Plan.
is aligned with Standard 1.3
because it describes the steps
Animoto book trailer
that I need to take in order to
information that I presented to develop my skills and
teachers during our monthly
knowledge to meet the needs of
staff meetings is evidence as
my school community.
well.
The Animoto book trailer
presentation is aligned with
Standard 1.3 because it was
offered as professional
development for the other
educators within Holy Spirit
School.

By creating my Professional
Growth Plan, I learned
which standards I need to
focus on to promote effective
principles of teaching and
learning.

Evidence of this standard is a
series of collaborative lesson
plans created with the 4th
grade social studies teacher.

I learned when I created the
lesson plans with the 4th
grade social studies teacher
that a blog is a creative way
for students to express their
ideas. Student could choose
the font, color scheme,
pictures and video that they
included in their blog. Giving

The lesson plans created with
the 4th grade social studies
teacher are aligned with
Standard 1.4 because they show
collaboration with other teachers
Other evidence of this standard and effective technology that
is a collaborative research
demonstrates student learning.
project created with the music
teacher.
The collaborative research

According to Alfred P. Bruno
(2014), ongoing professional
development aligned with the
school’s common focus and
high expectations to improve
the performance of all
By presenting the Animoto students is critical in highbook trailer information to performing schools. My
Professional Growth Plan is
the teachers at Holy Spirit
aligned with the school’s
School, I learned that staff
focus so that I can be an
members were looking for
lessons utilizing technology effective library media
specialist.
and 21st Century Skills.
Additionally, the Minnesota
Department of Education
(2014) states that continuous
improvement and
professional development
work in tandem to address
school district efforts in
reaching student achievement
goals. By presenting the
Animoto book trailer
information, all teachers are
able to work together to
address students’ goals.
According to Rochelle Spears
Wilson (2014), the best
educational practices for 21st
century education are those
that encourage collaboration,
communication and critical
thinking. The lesson plans
created with the 4th grade
social studies teacher clearly

curriculum. Candidates integrate the use of emerging
technologies as a means for effective and creative teaching
and to support P-12 students' conceptual understanding,
critical thinking
and creative processes.

project created with the music
teacher is aligned with Standard
1.4 because it is a collaborative
lesson plan that integrates
literacies with curriculum.

the students ownership of
their projects was very
motivating and engaging to
the students.
By creating the collaborative
research project with the
music teacher, I learned that
many students did not, if fact,
know how to research. The
projects were put on hold one
week in order to teach
students how to research
effectively.

Standard 2: Literacy and Reading: Candidates promote
reading for learning, personal growth, and enjoyment.
Candidates are aware of major trends in children's and
young adult literature and select reading materials in
multiple formats to support reading for information,
reading for pleasure, and reading for lifelong learning.
Candidates use a variety of strategies to reinforce
classroom reading instruction to address the diverse
needs and interests of all readers.
2.1 Literature: Candidates are familiar with a wide range
of children’s, young adult, and
professional literature in multiple formats and languages to
support reading for information, reading for pleasure, and
reading for lifelong learning.

Evidence for this standard is a
unit titled Strong female
characters in picture books.
Other evidence of this standard
is a lesson plan using
StorylineOnline.net. Since
1993, the Screen Actors Guild
(SAG) Foundation has been
committed to championing
children's literacy. 'Storyline
Online' features professional
(SAG) actors reading notable
children's books and extending
supplemental activities for each
book co-developed by an early

demonstrates this principal.
The International Society for
Technology in Education
(2014) encourages teachers to
create lessons that involve
creativity and innovation,
technology operations, digital
citizenship, critical thinking,
research and information, and
communications and
collaboration. This,
according to ISTE, is
essential for student success
both at school and in the
future. The collaborative
research project with the
music teacher clearly shows
a lesson that includes
research, collaboration, and
communication.

The unit is aligned with Standard
2.4 because the library media
specialist and the classroom
teacher collaborated to choose
five picture books with strong
female characters, to create the
discussion questions for the unit,
to create the online Character
Trading Card tool as well as the
rubric for assessment.

Character Trading Cards
from the unit showed that
students developed an
understanding of the
strengths of female
characters and an
appreciation for the traits
that help these protagonists
solve problems.

According to Ferebee (2013),
students developed critical
thinking skills as they read
and shared their thoughts and
connections with their
classmates. Literature circles
during this unit combined the
best practices of collaborative
learning and student-directed
learning.

The lesson plan using
StorylineOnline.net is aligned
with Standard 2.4 it demonstrates
a familiarity with a wide range of
children’s literature in multiple

By using
StorylineOnline.net, I
found yet another format
that could be used to
introduce books to students.

Teachers who provide time
for sustained silent reading,
who share books and
highlight book authors with
children during the school

2.2 Reading promotion: Candidates use a variety of
strategies to promote leisure reading and model personal
enjoyment of reading in order to promote habits of creative
expression and lifelong reading.

literacy specialist.

formats to support reading for
pleasure and lifelong learning.

Evidence for this standard are
weekly library lesson plans
that use the Universal Design
for learning process.

Weekly library lesson plans are I learned that the lesson
aligned with Standard 2.2 because plans provide students with
the application of UDL enhances various methods of
children’s reading and
engagement and interaction
comprehension connections. This with the course content,
is demonstrated through the use of providing for varied skill
grand conversations, literacy
levels, preferences and
circles, oral language experiences, interests through student
creative dramatics, and play in
choice. These lesson designs
teaching reading and language
provide students with
arts.
multiple means of
demonstrating mastery of
The book trailer lesson is aligned the identified lesson
with Standard 2.2 because
objectives.
demonstrates a variety of
strategies to promote lifelong
The book trailer lesson was
reading.
an exciting way for students
to persuade other students to
read a favorite book.
Students used 21st Century
learning and modeled
enjoyment for reading.

Evidence for this standard is a
book trailer lesson.
**Student Book Trailer
**Student Book Trailer
**Student Book Trailer

2.3 Respect for diversity: Candidates demonstrate the
ability to develop a collection of reading and information
materials in print and digital formats that support the
diverse developmental, cultural, social, and linguistic needs
of P-12 students and their communities.

Evidence for this standard is a
unit titled Feisty females in
fiction that was created for
elementary school students in
grades 3-5.

These stories are interesting day, positively influence
and exciting and support
those children's reading
reading for pleasure and
outside of school (Anderson,
reading for lifelong learning. Wilson, & Fielding, 1988).
By using
StorylineOnline.net, I am
sharing new authors and
books with students and
positively influencing
students in a way that
promotes lifelong learning.
According to the National
Center on Universal Design
for Learning (2012), lesson
plans using the Universal
Design for Learning process
benefits ALL students in the
classroom by providing equal
access to learning, not simply
equal access to information.
Universal design allows the
student to control the method
of accessing information
while the teacher monitors
the learning process and
initiates any beneficial
methods.
Holland (2013) states that
book trailers allow students
to create video
advertisements to entice new
readers. Not only do these
projects ensure that students
have a firm grasp on the
story’s plot, setting, theme
and main characters, but they
also provide an opportunity
to address digital literacy
concepts like copyright and
publishing.

This unit is aligned with Standard Self-assessments for the unit According to the ALA
2.3 because this literature in the showed that students gained (2003), school libraries are a
unit motivates students to
an understanding of the roles true place of opportunity
overcome stereotypical gender
of women in diverse
when Library media
and cultural biases by providing cultures. Additionally,
specialists help students
opportunities for students to read printouts of students’ email

Other evidence is a Weeding
PowerPoint.

and discuss multicultural
literature with strong female
protagonists.

exchanges showed that
students’ perspectives were
expanded through
conversation and debate.

By creating the Weeding
The Weeding Powerpoint is
aligned with Standard 2.3 because Powerpoint, I learned the
procedures for creating a
it demonstrates the ability to
collection of reading
develop a collection of reading
and information materials in print materials that supports the
diverse needs of students.
and digital formats.

explore the world around
them through print and
electronic media. Students
can work individually or in
small groups on research and
collaborative projects. This
is clearly demonstrated in the
Feisty females in fiction
unit.
According to the
International Reading
Association (1999), “libraries
must purchase a sufficient
number of new books per
student, and they must make
a concentrated effort to
replace older materials for
each classroom and school
library on an annual basis.”
By creating a Weeding
Powerpoint and becoming
more familiar with the
weeding process, I am able to
replace older materials and
purchase relevant books for
the students.

2.4 Literacy strategies: Candidates collaborate with
classroom teachers to reinforce a wide variety of reading
instructional strategies to ensure P-12 students are able to
create meaning from text.

Evidence for this standard is
STAR reading assessment
results for students in grades 2nd
– 8th grades.
Other evidence is weekly
Accelerated Reader (AR)
practice quiz results.

The homeroom teacher and The STAR Reading
STAR reading test results are
aligned with Standard 2.4 because library media specialist used assessment show a student’s
results from STAR Reading ZPD. A ZPD—or zone of
the test creates a Zone of
assessment to obtain
proximal development—is a
Proximal Development that
students’
ZPD
ranges.
theoretical concept
ensures that students check out
introduced by the Russian
books that are neither too hard nor
child development
The
LMS
uses
the
students’
too easy so students can
psychologist Lev Vygotsky
comprehension
of
books
experience optimal growth.
(1978) that has been
read within that range by
checking the results of AR translated into the realm of
Accelerated Reader practice quiz Reading Practice Quizzes guided independent book
results are aligned with Standard and frequently conferencing reading with the development
with students. All students of ZPD ranges.
2.4 because they demonstrate
students’ ability to create meaning must maintain an average of
85% correct on AR Reading Students take Accelerated
from text.
Practice Quizzes. If a
Reader practice quizzes
student is struggling, the
based on their ZPD. When
homeroom teacher and LMS students read within their
will suggest other options to individual ZPD ranges, the
the student, such as reading portion of the text they know
a shorter book, a book with a helps them understand the
lower readability level, or a unknown portion of the text
book on a particular topic of (Paul, 1996). In independent,
interest. Likewise, the
literature-based reading, a
homeroom teacher or LMS ZPD is the range of books
may expand a student’s ZPD that will challenge a student
range if he/she is especially without causing frustration or
interested in reading certain loss of motivation.
books above the current
range, and the teacher feels
confident the student has a
good chance of reading them
with comprehension.

Standard 3: Information and Knowledge: Candidates
model and promote ethical, equitable access to and use
of physical, digital, and virtual collections of resources.
Candidates demonstrate knowledge of a variety of
information sources and services that support the needs
of the diverse learning community. Candidates
demonstrate the use of a variety of research strategies
to generate knowledge to improve practice.
3.1 Efficient and ethical information-seeking behavior: Evidence of this standard The lesson is aligned with
Candidates identify and provide support for diverse student is the
Standard 3.1 because it teaches
information needs. Candidates model multiple strategies for All the Information in the Known strategies for student to locate,

As a result of this lesson, all Best teaching practices
4th grade students were able are core to a student
to locate information on
centered classroom.

students, other teachers, and administrators to locate,
evaluate, and ethically use information for specific
purposes. Candidates collaborate with students, other
teachers, and administrators
to efficiently access, interpret, and communicate
information.

3.2 Access to information: Candidates support flexible,
open access for library services. Candidates
demonstrate their ability to develop solutions for addressing
physical, social and intellectual barriers to equitable access
to resources and services. Candidates facilitate access to
information in print, non-print, and digital formats.
Candidates model and communicate the legal and ethical
codes of the profession.

Universe lesson on
evaluate and ethically use
their animal habitat research
http://www.kyvl.org/kids/homeb information.
project.
ase.html
The Plagiarism PowerPoint is By creating the Plagiarism
Additional evidence of this
aligned with Standard 3.2 because PowerPoint I learned which
standard is a Plagiarism
the PowerPoint models strategies materials could be copied
PowerPoint.
students can use to ethically use and which could not be
information.
copied due to copyright
laws.

Evidence of this standard is a
The Collection Development
As a result of creating a
Collection Development Plan. Plan is aligned with Standard 3.2 Collection Development
because it demonstrates the ability Plan, I learned the process
Other evidence of this standard to develop solutions for
of reviewing my school’s
is Library Use/ Library
addressing physical, social and
selection policy and criteria,
Schedule form for teachers and intellectual barriers to equitable how to identify the needs of
staff.
access to resources and services. my collection, how to weed
materials and the process for
The Library Use/Library
discarding materials that are
Schedule form is aligned with
no longer current or useful.

The classrooms with an
ideal learning
environment are the
ones that use research
based teaching
methods that get
results (Boyce &
Hineline 2002). The All
the Information in the
Known Universe
lesson clearly
demonstrates the use
of research based
teaching methods.
According to NCTE
Executive Committee (2008),
students need multiple
opportunities to practice
citing sources and
paraphrasing, to see
examples of writing that
properly uses paraphrasing
and citations, and to reinforce
these concepts. By showing
the Plagiarism PowerPoint,
students are taught
information about these
concepts early in their
academic careers and are
more likely to find success
when the demands for
research increase with the
sophistication of their work.
As their work becomes more
sophisticated, students must
have an understanding of fair
use practices concerning
copyright.
According to the National
Study of School Evaluation
(1998), effective library
media specialists use their
expert knowledge in
acquiring and evaluating,
developing and promoting
the effective use of learning
resources in different formats
and media to support the

Standard 3.2 because it
demonstrates open access for
library services.

3.3 Information technology: Candidates demonstrate their
ability to design and adapt relevant learning
experiences that engage students in authentic learning
through the use of digital tools and resources. Candidates
model and facilitate the effective use of current and
emerging digital tools to locate, analyze, evaluate, and use
information resources to support research, learning,
creating, and communicating in a digital society.

Evidence of this standard is a 4th The folktale webquest is aligned
grade folktale webquest.
with Standard 3.3 because
students used technology to
Other evidence of this standard locate, analyze, evaluate and use
is a Super3 Inquiry Method
information to support research,
PowerPoint.
learning, creating and
communicating.
The Super3 Inquiry Method
PowerPoint is aligned with
Standard 3.3 because it
demonstrates the ability to design
and adapt relevant learning
experiences that engage students
in authentic learning.

By creating a Library
Use/Library Schedule form
to share with teachers and
staff, I learned how to
convey open times and how
to facilitate access to
information.

Students completed a
folktale webquest and
recorded the information on
a Folktale worksheet.
Students worked in groups
to create PowerPoint
presentations that were
presented to 3rd grade
students. All groups scored
a 3 or higher on the rubric.
**Student PowerPoint
Sample
**StudentPowerPoint
Sample
**StudentPowerPoint
Sample

instructional program.
Creating a Collection
Development Plan
demonstrates this knowledge.
According to Roscello,
Frances , & Webster (2002),
effective libraries are
accessible to the total school
community, and provides
flexible scheduling and
timely access to the
collection by all students.
This is demonstrated by the
Library Use/Library
Schedule form.

Research has shown that,
when integrated into
curriculum-based studentcentered classroom activities
(Boster, Meyer, Roberto, &
Inge 2002), tools such as
word processors,
spreadsheets, databases,
modeling and presentation
software can promote the
development of such 21st
century skills as
communication,
collaboration, and analytical
thinking. The folktale
webquest clearly
demonstrates this.

By researching the Super3 Students learn best when they
take an active role and
Inquiry Method and
creating this PowerPoint, I practice what they have
learned ways that students in learned (Smart & Csapo,
2007). As shown in the
grades K-2 can begin
PowerPoint, the Super3
research and inquiry
Inquiry Method allows for
learning.
students to have an active
role and practice what they
have learned.

3.4 Research and knowledge creation: Candidates use
Evidence of this standard is an
evidence-based, action research to collect data. Candidates inventory and analysis of the
interpret and use data to create and share new knowledge to middle school fiction collection.
improve practice in school libraries.
Other evidence of this standard
is an Action Research Project.

The inventory and analysis of The inventory and analysis
the middle school fiction
data showed that there was
collection are aligned with
an average of 2.8 books per
Standard 3.1 because they identify student, which is well below
areas of the collection that needed the recommended 19 books
improving in order to identify and per student. Data also
provide support for diverse
showed that the library’s
student information needs.
collection was also missing
many bestselling titles.
The Action Research Project is
aligned with Standard 3.1 because From the Action Research
it is evidenced-based, action
Project, I learned ways to
research used to collect data.
increase middle school
library checkouts.

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.
4.1 Networking with the library community: Candidates Evidence for this standard is an The agenda from our district
During our district
demonstrate the ability to establish connections with other agenda from our district
library meetings are aligned with meetings, I have learned
libraries and to strengthen cooperation among library
library meetings.
Standard 4.1 because they clearly about new software and
colleagues for resource sharing, networking, and facilitating
show connections with other
products for the library.
access to information. Candidates participate and
Another evidence is emails from libraries.
collaborate as members of a social and intellectual network the district’s ListServ for all
of learners.
librarians within the Louisville The emails from the district’s
Through our ListServ
Archdiocese.
ListServ are aligned with
emails this year, I have
Standard 4.1 because they
learned about an excellent
demonstrate sharing resources,
site titled The Literate
networking, and facilitating
Mother that gives ratings for

According to Fritz (n.d.),
ongoing assessment for
improvement is essential to
the vitality of an effective
library media program.
Ongoing assessment is shown
by taking an inventory and
analysis of the middle school
collection.
Additionally, Fritz (n.d.)
states that effective library
media specialists must make
decisions based on data
analysis to develop plans and
policies for the continuous
improvement of the library
media program. The Action
Research Project
demonstrates decision
making based on data
analysis.

The library meetings
introduce new products that
make activities more
authentic for students.
According to the CT State
Education Resource Center
(2014), Ongoing professional
development aligned with the
school’s common focus and
high expectations to improve

access to information.

Young Adult books.

the performance of all
students is critical in highperforming schools. These
professional development
offerings are focused and
informed by research and
school/classroom-based
assessments. Appropriate
instructional support and
resources are provided to
implement approaches and
techniques learned through
professional development.
The ListServ emails have
impacted student learning
because it has enabled me to
choose appropriate books for
the junior high section.
According to Reynolds
(2008), The effective library
media specialist draws upon
a vision for the studentcentered library media
program that is based on
three central ideas:
collaboration, leadership, and
technology.

4.2 Professional development: Candidates model a strong
commitment to the profession by participating in
professional growth and leadership opportunities through
membership in library associations, attendance at
professional conferences, reading professional publications,
and exploring Internet resources. Candidates plan for
ongoing professional growth.

Evidence for this standard is a
certificate of completion for the
online professional development
course “Resources for Online
Collaboration”.

The certificate for “Resources for By completing the
The webinar “Resources for
Online Collaboration” is aligned “Resources for Online
with Standard 4.2 because it
Collaboration” professional Online “Collaboration”
presented some pedagogical
demonstrates attendance of a
development webinars, I
professional conferences and
learned additional tools for models of teaching and
ongoing professional growth.
collaboration and resources learning that can easily meet
these conditions and support
Other evidence for this standard
for Information Literacy.
the use of online tools.
is a certificate of completion for The certificate for “Resources for
According to the Special
the online professional
Information Literacy” is aligned
Education Resource Center
development course “Resources width Standard 4.2 because it
(2014), In high-performing
for Information Literacy”.
shows a commitment to the
By completing the
schools, supportive learning
profession by participating in
“Resources for
environments provide
professional growth and exploring Information Literacy”
positive personalized
Internet resources.
professional development, I relationships for all students
learned about engaging tools while engaging them in
that students can use to
rigorous and relevant
improve performance.
learning.

The webinar “Resources for
Information Literacy”
showcased information
literacy models to meet the
needs of various grade levels.
Having a standardized model
across the curriculum is
important so students
understand that information
literacy is not just something
done in one content area.
The webinar also provided
some strategies and online
resources to help students
determine their information
need, strategies they can use
to locate information easily,
the process of evaluation of
the validity and usefulness of
the information found, and
how to organize and
communicate information
and ideas. According to
SERC (2014), highperforming schools have
aligned curriculum with core
learning expectations to
improve the performance of
all students. Students
achieve high standards
through rigorous, challenging
learning. Staff delivers an
aligned curriculum and
implements research-based
teaching and learning
strategies. Students are
actively involved in their
learning through inquiry, indepth learning, and
performance assessments.
4.3 Leadership: Candidates are able to articulate the role
and relationship of the school library program's impact on
student academic achievement within the context of current
educational initiatives. Utilizing evidence-based practice
and information from education and library research,
candidates communicate ways in which the library program
can enhance school improvement efforts.

Evidence of this standard is a
parent letter promoting the
Scholastic book fair.

The parent letter promoting the
Scholastic book fair is aligned
with Standard 4.3 because it
articulates the role and
Evidence of this standard also
relationship of the school library
includes a letter to parents and program’s impact on student
students promoting the library’s achievement.
“Share a Story Book Drive”.

I learned from promoting the
According to the CT State
Scholastic book fair that
Education Resource (2014),
more students purchased
School leadership is focused
books this trimester. I
predict that sales for books on enhancing the skills,
knowledge, and motivation
will be up this book fair.
of the people in the
By promoting the “Share a organization and creating a

The parent letter promoting the Story Book Drive”,
library’s “Share a Story Book
students developed more of
Drive” is aligned with Standard an appreciation of reading
4.3 because it is communicates
and understand the
ways in which the library program importance of reading.
can enhance school improvement
efforts.

common culture of high
expectations based on the use
of skills and knowledge to
improve the performance of
all students. Leadership
fosters a collaborative
atmosphere between the
school and the community
while establishing positive
systems to improve
leadership, teaching, and
student performance. The
letter promoting the
Scholastic Book Fair clearly
demonstrates this.
Additionally, according to the
CT State Education Resource
(2014), in high-performing
schools, parents and
community members help
develop, understand, and
support a clear and common
focus on core academic,
social, and personal goals
contributing to improved
student performance and
have a meaningful and
authentic role in achieving
these goals. The school
community works together to
actively solve problems and
create win-win solutions.
The “Share a Story Book
Drive” clearly demonstrates
the school community
working together to help
solve a problem.

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.

Evidence of this standard is the The library’s vision statement is When creating the library According to the ACRL
library’s vision statement.
aligned with Standard 4.4 because vision statement, I was able Information Literacy Best
it describes what the library needs to identify the primary goal Practices committee (2008),
Additional evidence is an
to be successful.
to increase student
there are characteristics that
Animoto movie promoting the
achievement.
identify and describe features
school library.
The Animoto movie is aligned
notable in information
with Standard 4.4 because it
The Animoto movie is an literacy programs
advocates the school library and effective tool for
of excellence. In category
the programs, resources, and
communicating to all
nine titled Outreach, the
sources available.
stakeholders and will now be committee states that libraries

seen on our school website, using Best Practices program
during school tours and
should clearly define and
during library orientation. describe a school’s library
program and its value to
targeted audiences, including
those within and beyond the
specific institution. The
school’s vision statement
clearly describes the library’s
program and audience.
The ACRL Information
Literacy Best Practices
committee (2008) states that
schools should market the
program through the creation
and distribution of publicity
materials. The committee
also suggests contributing to
information literacy’s
advancement by sharing
information, methods, and
plans with peers and
stakeholders both within and
outside of the institution.
This is demonstrated in the
Animoto movie.
Standard 5: Program Management and
Administration: Candidates plan, develop,
implement, and evaluate school library programs,
resources, and services in support of the mission of
the library program within the school according to
the ethics and principles of library science,
education, management, and administration.
5.1 Collections: Candidates evaluate and select print, nonprint, and digital resources using professional selection
tools and evaluation criteria to develop and manage a
quality collection designed to meet the diverse curricular,
personal, and professional needs of students, teachers, and
administrators. Candidates organize school library
collections according to current library cataloging and
classification principles and standards.

Evidence for this standard is a
collection analysis.
Additional evidence is a
collection purchase example
using Follett Titlewave.

The collection analysis is aligned
with Standard 5.1 because it
shows an evaluation of the
library’s print collection using
professional selection tools.

Collection analysis of the
nonfiction collection shows
that the average age of
collection is 2003, there are
3100 items and this makes
up 30.63% of the library’s
The Follett Titlewave collection collection. Using the CREW
purchase is aligned with Standard method, I found the
5.1 because it demonstrates
following: one book in 250
developing and managing a
that was 37 years old and
quality collection designed to
that the average age of the
meet the needs of students,
500s section is 11 years old
teachers and administrators.
which is far below the
recommended 5 years.

SERC (2014) states that
teaching and learning are
continually adjusted on the
basis of data collected
through a variety of valid and
reliable methods that indicate
student progress and needs.
The assessment results are
interpreted and applied
appropriately to improve
individual student
performance and the
instructional program. By
completing a collection

The collection purchase
order shows an order of
books for the 500s section
that will improve the
library’s collection.

5.2 Professional Ethics: Candidates practice the ethical
principles of their profession, advocate for intellectual
freedom and privacy, and promote and model digital
citizenship and responsibility. Candidates educate the
school community on the ethical use of information and
ideas.

5.3 Personnel, Funding, and Facilities: Candidates apply
best practices related to planning, budgeting, and evaluating
human, information, and physical resources. Candidates
organize library facilities to enhance the use of information
resources and services and to ensure equitable access to all

Evidence for this an ethics
paper on Intellectual
Freedom.

The ethics paper is aligned with
Standard 5.2 because it advocates
Intellectual Freedom and privacy.

Other evidence is a 5th grade
library lesson on plagiarism.

The 5th grade library lesson on
plagiarism is aligned with
Standard 5.2 because it is used to
educate the school community on
the ethical use of information and
ideas.

Evidence for this standard is the The School Library Media Center
School Library Media Center budget is aligned with Standard
budget.
5.3 because it clearly shows best
practices related to planning and
Other evidence is a case study budgeting.

analysis, this shows the use
of data to manage and
develop a collection to meet
students’ needs.

According to Reynolds
(2008), effective Media
Center Programs demonstrate
that funding supports a large,
diverse, in-depth, schoolwide collection. This is
demonstrated by the
collection purchase.
From the ethics paper on By becoming an advocate for
Intellectual Freedom, I
Intellectual Freedom and by
learned of many resources educating students about
available to library media
plagiarism, I am giving
specialists to promote and students the right of
model digital citizenship and unrestricted access to all
responsibility.
information and ideas
regardless of the medium of
Before the 5th grade lesson communication. According
on plagiarism, I found that to the article Intellectual
2/3s of the students did not freedom online (2010),
know what plagiarism was. “Intellectual freedom is the
After completing the lesson, right of any person to hold
all students were able to
any belief on any subject and
define plagiarism and how to to express such beliefs or
avoid plagiarizing on
ideas in the way he or she
assignments.
believes appropriate.”
Intellectual freedom is at the
core of the library
philosophy. This idea is
demonstrated by the ethics
paper.

By creating the budget, I
learned that $12.14 was
allocated for each student.
According to Michael B.
Eisenberg (2008), there

According to Reynolds
(2008), model strategies for
locating, accessing, and
evaluating information within
and beyond the library media
center. This is clearly
demonstrated by the
plagiarism lesson.
The librarian is responsible
for the purchase of all library
books, periodicals, supplies
and library cataloging
software. Creating a budget

resources for all users. Candidates develop, implement, and on gifts and donations to the
evaluate policies and procedures that support teaching and library.
learning in school libraries.

should be $25 allocated for and knowing how much can
The case study is aligned with
each student. Due to budget be spent on each student is
Standard 5.3 because it
cuts, we are far below this essential. Long range
demonstrates how the library
average.
planning with the principal
media specialist develops,
ensures that the next year’s
implements and evaluates policies By creating the case study, I budget will be sufficient for
that support teaching and learning learned appropriate
needed materials. According
in the school library.
procedures for handling
to Weil (2014), planning for
donated book to the library. information literacy program
includes the best practice of
planning and budgeting
cycles.
By creating a case study on
gifts and donations, I am able
to clearly reflect contributions
and the expected benefits of
any stakeholders which,
according to the ALA (2012),
demonstrates best practices.

5.4 Strategic Planning and Assessment: Candidates
communicate and collaborate with students, teachers,
administrators, and community members to develop a
library program that aligns resources, services, and
standards with the school's mission. Candidates make
effective use of data and information to assess how the
library program addresses the needs of their diverse
communities.

Evidence for this standard is the The library’s mission is aligned
library’s mission statement. with Standard 5.4 because it
communicates with students,
teachers, administrators, and
Other evidence is a library
community members a library
collection development
program that is aligned with the
comparison.
school’s mission.

When creating the library’s
mission statement, I learned According to SERC (2014),
in high-performing schools,
what I wanted to achieve
within my library program. administrators, teachers,
students, and parents share
The collection development and commit to clearly
comparison I learned that articulated and understood
common goals based on the
other schools had
fundamental belief that all
The library collection
committees to review
students can learn and
development comparison is
resources. Within my
improve their performance.
aligned with Standard 5.4 because school, we have no such
it allows the librarian to
committee and it is up to the This is demonstrated by
collaborate with teachers,
library media specialist to aligning the school and
library missions.
administrators and community
review all resources.
members to develop a library
program that aligns with the
school’s mission.

By comparing our library
collection development plan
to another school I can be
consistent with the mission,
goals, and objectives of the
library ALA, 21012).

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