Kelly Houpt

SLM 501 Administration and Leadership

Professor Jan Nies

December 1, 2019

Assignment 3: Evaluation of a School Library Program

I conducted an interview with an elementary library media specialist at a small pre-k

through fifth grade school. The school has 303 students with a 100% Free and Reduced Meals

(FARM) rate. The student population is 52% white, 25% Hispanic, and 12% African American.

They currently have 40 Spanish-speaking students qualifying for ELL services. Only 6.9% of the

student population is identified as students with disabilities. However, 6% of the student

population is classified as homeless. Based on achievement scores, the school is ranked 667th out

of 853 elementary schools in Maryland.

Academic performance as demonstrated by results on MCAP, as well as county level

assessments, has resulted in the school being closely monitored by the Maryland State

Department of Education. Only 20% of students in grades three through five were proficient on

the Mathematics MCAP. Similarly, only 21.6% of the students in grades three through five were

proficient on the ELA MCAP. The school is visited by at least one administrator from the

system’s central office two to three days per week.

The school is an open-space design with the library at the center of the instructional

space. The space is easily accessible by all students and staff (AASL 1). The

cafeteria/gymnasium is enclosed however the entrance and exit is on either side of the library
resulting in a very high-traffic, high-noise level environment that can be less than conducive to

learning during transition times (AASL 1). The library was a recent recipient of a makeover by a

community partner, FedEx Ground. The furniture and overall appearance of the library space are

up-to-date and welcoming. Study, research, production, and informal reading areas are flexible

and support student learning (MSDE 12). The irregularly shaped space is defined by 6-foot tall

bookshelves on most sides with the wall of the cafeteria providing the only real wall. This wall is

used as the “teaching wall” of the instructional area (MSDE 12). An administration and

circulation area was also recently updated with a new desk and counters. Unfortunately, the

increasing number of ELL students has prompted the possibility of this space being reallocated

as instructional space for the ELL teacher.

The library media specialist is in her second year at the school and is the only full-time

encore teacher on staff. The physical education teacher, art teacher, and music teacher are split

between several other schools. As a result, the schedule is a three-day rotation with limited

opportunity for the encore team to collaborate with each other or with teachers. One day a week,

the encore teachers provide an additional planning period for classroom teachers to be able to

attend professional development based on the school’s targeted improvement plan. Class sizes on

this day grow from approximately 20 same grade-level students to more than 30 mixed grade-

level students. She has a full schedule with a daily, 50-minute planning period.

The library collection is well-organized with books displayed in a variety of ways to

entice readers. Students have access to a variety of subscription-based, digital resources provided

by the county. As part of her collection development plan, the librarian is working to further

increase the number and curate the variety of electronic books available to students. Two

additional goals of the plan include increasing the number of Spanish language texts and

decreasing the average age of the collection which is currently 15 years.

 After using the Standards for School Library Media Programs in Maryland document and

the AASL School Library Evaluation Checklist, it is evident that the resources provided by the

library are being used to support the diverse needs of the school’s population and the strategic

improvement plan initiated by the state and county. There were also several areas for growth that

could improve the effectiveness of the supports being provided.

Standards for School Library Media Programs in Maryland

1.0 Mission Working Towards
2.0 Goals and Objectives Working Towards
3.0 Instruction Working Towards
4.0 Staffing Implemented
5.0 Resources and Resource Services Implemented
6.0 Facilities Implemented
7.0 Program Evaluation Implemented

AASL School Library Evaluation Building Level Checklist

Inquire 2 out of 4
Include 5 out of 5
Collaborate 3 out of 4
Curate 5 out of 5
Explore 3.5 out of 4
Engage 3 out of 5

Areas of strength and weakness were identified through discussion and careful analysis of

the evaluation tools. Instruction has been identified as both a strength and a weakness. While the

librarian is able to plan and implement effective instruction, the inability to collaborate with

other school-based staff makes this an instructional area for growth and has a negative impact on

other characteristics such as AASL Inquire, Collaborate, and Engage. Overall strengths and areas

for growth have been organized in the following tables. Connections between the Standards for

School Library Media Programs in Maryland and the AASL School Library Evaluation Checklist

are organized by correlating characteristics.

 Areas of Strength
Standards for School Library AASL School Library Evidence
Media Programs in Maryland Evaluation Checklist
3.0 Instruction Include: Building Level Evidence of this was
provided by lesson plans
• The librarian plans • Materials utilized in shared by the librarian. Her
instruction that instruction and instruction promotes
includes the location included in the independent learning and
and use of information library’s collection are provides focuses on
resources and carefully selected and information literacy,
technologies represent diverse technology skills, and
(3.01.01). points of view. computational thinking. She
• Lesson plans and provides opportunities for
instructional units students to authentically
created by the communicate in a variety of
librarian include formats. The overall
opportunities for atmosphere of the library
students to apply space demonstrates her
reading strategies and passion for literature and
skills for authentic creativity thereby
research purposes encouraging students to feel
(3.01.03). excited about the learning
• Materials created are that is about to take place.
in multiple formats Further evidence of strong
including print instruction can be seen in
resources and digital students’ work showcased in
materials shared the library.
through Google
Classroom.
4.0 Staffing Engage: Building Level The librarian participates in
reading instruction-focused
• The librarian • The librarian engages professional development
participates in in continuing sessions within her building
ongoing professional education activities as to support the initiatives of
development to ensure a member of a her school’s strategic
that she has the professional book improvement plan. She also
appropriate skills and study group, participates in county-level
knowledge to participation in a summer workshops to create
effectively support curriculum instructional units and to
instruction and exploration and unit align library curriculum with
manage the program development group, grade level curriculum
(4.05). and conference content. She is currently
attendance. participating in a professional
book study of Game
Changer! Book Access for All

5.0 Resources and Resource Curate: Building Level
Services
• The librarian
maintains and is
further developing an
organized collection
of resources to
support instruction
and student interests
(5.01.01).
• The librarian
maintains a LibGuide
and social media
presence to promote
the library media
program to all
stakeholders
(5.02.05).
6.0 Facilities Include: Building Level
• The library space
effectively promotes
and supports student
learning.
• The library is
arranged to provide
access to an organized
and diverse collection
(6.06).
• With the exception of
noise levels caused by
the open-space setting
of the school, the
library is aesthetically
appealing and
conducive to learning
(6.07).
Kids by Donalyn Miller and
Colby Sharp. She attended
this year’s MASL conference.
Access to the librarian’s
Destiny Follett account
• The librarian is allowed me to find evidence
maintaining the of effective collection
current collection and development. The librarian is
using a strategic plan expanding the Spanish
to further develop the language collection in an
collection to reflect effort to meet the needs of her
the diverse learners growing ELL population.
and to support the Visiting the school’s
school’s improvement LibGuide provided evidence
plan. of the librarian’s efforts to
• The librarian maintain an effective web
maintains a web presence. Students have
presence through the access to the school and
use of a LibGuide that district resources while in
allows students to school and out of school.
access digital
resources as well as
the school OPAC.
The space is brightly painted
and various quotes from
• The librarian famous authors are displayed
maintains a teaching in large font around the
and learning space. Comfortable, flexible
environment that is seating such as bean bag
inviting, flexible, and chairs and floor pillows are
conducive to learning. strategically placed around
the space to create informal
reading areas. Shelving for
books and maker materials
are clearly labeled for easy
access. To minimize the
impact of the noise created by
cafeteria traffic throughout
the mid-day, the librarian
plans instruction around the
transitions. For example, the
first lunch shift begins 20
minutes into an instructional
block. Direct instruction is
planned to occur during this
20-minute window. Book
exchange begins as the first
 lunch shift begins entering
the cafeteria.

Areas for Growth

Standards for School Library AASL School Library Evidence
Media Programs in Maryland Evaluation Checklist
1.0 Mission Collaborate: Building Level The librarian shared the
mission and vision statements
• The librarian has • The librarian has that she has created. These
crafted a mission and independently align with the school and
vision which aligns developed a mission county. Neither is displayed
with that of the school and vision that have in the library nor is it
and county however it not yet been shared included on the LibGuide.
is not currently with staff therefore an She would like to share these
published or shared opportunity for with principal and/or during a
with stakeholders. stakeholder input has staff meeting to receive
not yet occurred. feedback.
2.0 Goals and Objectives Inquire: Building Level The librarian shared an
Collaborate: Building Level interest in providing
• Due to the ongoing professional development
coaching and • The librarian has not with staff. She would like to
professional had opportunities to facilitate a session on digital
development demands collaborate with resources that could be used
of the strategic teachers to design and to support teachers’ efforts to
improvement plan teach inquiry-based increase students’ reading
implemented by the lessons. performance as well as
state and county, time • Opportunities to supplement instruction of
is not available to support teachers with grade level content. In
provide professional the integration of September, each library
development instructional media center in the school
opportunities for staff technology have not system received a variety of
(2.06) or to engage in occurred. STEM materials to be
collaborative planning checked out and used in
with classroom classrooms. The librarian
teachers (2.0). would like to provide
professional development
focused on the use of these
materials. Up to this point,
these materials have not yet
circulated.
3.0 Instruction Engage: Building Level The librarian shared that the
strategic improvement plan
• While research skills • An instructional focuses have prevented her
and the use of a emphasis on ethical from teaching specific skills
variety of resources use of information is related to the ethical use of
are instructional needed. resources, effective search
 focuses, direct
instruction related to
the ethical behaviors
associated with the
use of information has
been limited
(3.01.08). The school-
wide expectations for
reading instruction
across content areas
limit the amount of
instructional time that
can be used for
specific library
standards.
• Sharing new materials
and technologies with
staff is difficult due to
the limited interaction
between the librarian
and teachers
(3.02.04).
• Time has been limited strategies, and the citation of
for providing sources. Research instruction
professional has been occurring related to
development the use of informational text
opportunities for for notetaking lessons and to
teachers or to share apply strategies being
resources. promoted by the
improvement plan.
Opportunities to collaborate
with teachers are limited due
to the amount of time
teachers are required to spend
with instructional coaches,
lead teachers, and in
professional development.

Based on my analysis of the results of the evaluation tools, I’ve identified three areas for

improvement. First, the librarian needs to share the mission and vision of the library media

program. Second, the librarian needs to explore and implement ways to provide professional

development for teachers. Lastly, the librarian needs to facilitate lessons that will model and

promote ethical behaviors related to accessing and using information sources. Each goal will

require planning that maximizes results based on the amount of time, effort, and resources

invested (Farmer 70).

Sharing the mission and vision of the library media program will support the librarian’s

advocacy efforts. Weisburg states, “your mission statement proclaims your purpose” (15).

According to the Standards for School Library Standards in Maryland, the mission statement

should align with that of the school and school system library media program. Weisburg also

states, “your vision statement is a way to share with others what the library program potentially
could be” (18). The librarian has had little opportunity to demonstrate to staff how she can

support teachers. By sharing the vision and mission far and wide, teachers will be able to see

how the library program can support their efforts in their classrooms.

The librarian has not had an opportunity to provide any professional development for her

staff. While the school has a 1-to-1 iPad initiative in grades 3 through 5, most classroom teachers

are not using the technology to effectively differentiate instruction or to assess learning. Due to

the school’s targeted improvement plan, monitoring and analyzing student growth is a top

priority and could be made more manageable through the use of technology. Teachers in grades

prek through 5 are also unaware of the many resources provided through the library media

program that can be used to differentiate and enhance learning experiences. Professional

development provided by the librarian is needed however time is a limited resource within the

school. Alternative forms of professional development need to be explored to determine the best

ways to engage and empower teachers (Weisburg 126). The librarian is also aware of varied

levels of expertise with and application of instructional technology. To best meet the diverse

needs of the staff, plans for professional development need to be differentiated. Topics for

professional development include:

• exploration of subscription database resources with features such as read aloud, varying

Lexile levels, and Spanish translations to best meet the needs of struggling readers and

ELL students

• Integration of applications such as Google Classroom and SeeSaw to manage the many

instructional groupings within the classroom

• Application tools such as Google Forms, SeeSaw, and FlipGrid for the purpose of

formative assessment
 Lastly, the librarian needs to develop a plan to implement lessons focused on ethical

behaviors. As Weisburg points out, it is important to teach students how and why to cite sources

when they do any research (130). While the librarian has planned and facilitated lessons focused

on research skills, she has not yet taught any lessons related to citing sources or how to use

Creative Commons (Weisburg 130). The addition of these lessons will help the librarian, “impart

ethical use principles as well as the ability to locate, evaluate, create, synthesize, and present

information for career, college, and community readiness” (AASL 116). This aligns with the

school’s mission statement which is focused on preparing students for college, career or civic

duty.
 Action Plan: Goal 1
Goal: To create and publish a mission statement that supports the educational missions of the
school and school system library media program in order to act as a foundation for planning,
implementation, and evaluation of the school’s library media program.
Objectives:
• Create mission statement that establishes the school library media program’s purpose
in order to consistently provide resources and services needed to support all learners.
• Engage a variety of stakeholders in order to solicit and apply feedback to ensure the
mission statement aligns with that of the school and school system’s library media
program.
• Publish the mission statement in order to communicate and support common goals of
the school and the school system library media program.
Connections to Maryland and AASL Standards for School Library Media Programs
Standards for School Library Media Programs in Maryland: 1.0 Mission
The mission statement:
• 1.01 describes the school library media program.
• 1.02 states the relationship of the goals of the school library media program with the
goals of the school and/or school system
• 1.03 indicates the library media related roles and responsibilities for all students and
staff, pre-k – 12
• 1.04 promotes social responsibility in the use of information
• 1.05 specifies the governance and support systems for the school library media
program.
Standards Integrated Framework: School Libraries
Shared AASL Foundation: Collaborate
Key Commitment: Work effectively with others to broaden perspectives and work toward
common goals.
Domain: Create
Competency: The school library’s policies ensure that school librarians are active participants
in development, evaluation, and improvement of instructional and program resources with the
school librarian by:
1. Consistently engaging with the school community to ensure that the school
library resources, services and standards align with the school’s mission.
Resources
Action Step Description Desired Outcome
Required
Write a mission statement draft Library Media To produce a statement to be shared
reflecting the beliefs of the Specialist with a variety of stakeholders
library media specialist and the including building administration,
missions of the school and teachers, community partners,
school system’s library media families, and students.
program.
Work with administration to Library Media To inform stakeholders of task
identify and recruit stakeholders Specialist; purpose and desired outcome
to participate in the process of Administrator; (including timely feedback based on
providing feedback. Email invitation to comparison to existing mission
participate in statements of school and school

Share the mission statement
with the selected group of
stakeholders for the purpose of
gathering feedback to improve
the statement.
Publish the mission statement
on the school and library web
pages; and post the mission
statement in the library media
center.
Table adapted from AASL National Library Standards Action Plan
stakeholder system library media program); to
feedback group confirm stakeholder commitment to
providing feedback
Library Media To craft a mission statement that
Specialist; reflects the missions of the school and
identified school system library media programs
stakeholders while establishing a common goal for
the school’s library media program
Library Media To share the mission statement to
Specialist; School ensure the library program’s
Web Master; commitment to supporting the goals
school web page of the school is communicated with
and LibGuide all stakeholders.
 Action Plan: Goal 2
Goal: To provide professional development opportunities to share resources and new
technologies while fostering collaboration between the library media specialist and teachers.
Objectives:
• Create opportunities for the library media specialist to provide professional
development for staff.
• Form connections between staff and resources to better meet the needs of students.
• Foster relationships that encourage continued collaborative planning.
Connections to Maryland and AASL Standards for School Library Media Programs
Standards for School Library Media Programs in Maryland: 2.0 Goals and Objectives
The goals and objectives:
• 2.06 provide professional development in instructional and information technologies
for all teachers.
• 2.07 ensure opportunities for collaborative planning among school library media staff
and other faculty members.
Standards Integrated Framework: School Libraries
Shared AASL Foundation: Collaborate
Key Commitment: Work effectively with others to broaden perspectives and work toward
common goals.
Domain: Share
Competency: The school library provides opportunities for school librarians to connect and
work with the learning community by:
2. Designing and leading professional development opportunities that reinforce
the impact of the school library’s resources, services and programming on
learners’ academic learning and educators’ effectiveness.
Resources
Action Step Description Desired Outcome
Required
Create and use a Google Form Library Media To demonstrate the librarian’s interest
to survey staff to gather Specialist; Google in and willingness to deliver
information needed to prioritize Forms professional development that will
professional development needs support efforts to achieve common
and determine preferred goals.
methods of professional
development delivery.
Analyze information gathered Library Media To determine staff needs in order to
from the survey to determine Specialist; Lead maximize the limited time available to
professional development topics Teacher provide professional development and
and preferred delivery methods to determine best possible methods of
including face-to-face, video delivery.
tutorials, and newsletters or
emails.
Develop a professional Library Media To gain principal approval and
development plan including Specialist; support for the professional
topics, delivery methods, and a Principal development opportunities.
timeline to be presented to the
principal for approval.
Implement the professional Library Media To provide professional development
development plan by facilitating Specialist; that will meet stakeholder needs while
learning opportunities identified Teachers and fostering collaborative relationships
within the approved plan. relevant staff; between the librarian and the staff.
Lead Teacher

Action Plan: Goal 3

Goal: To create and implement instructional plans to create students who can use resources
ethically.
Objectives:
• Determine students’ needs to effectively plan instruction.
• Plan and implement instruction that creates independent learners who can apply ethical
behaviors to the use of information.
• Collaborate with teachers to embed skills and practices of ethical use of information
into classroom learning experiences.
Connections to Maryland and AASL Standards for School Library Media Programs
Standards for School Library Media Programs in Maryland: 3.0 Instruction
The library media specialist provides instruction that teaches information literacy skills to
students in various ways in order to create independent learners with the ability to:
• 3.01.08 apply ethical behavior to the use of information.
Standards Integrated Framework: School Libraries
Shared AASL Foundation: Engage
Key Commitment: Demonstrate safe, legal, and ethical creating and sharing of knowledge
products independently while engaging in a community of practice and an interconnected
world.
Domain: Think
Competency: The school library serves as a context in which the school librarian ensures that
the school community is aware of the guidelines for safe, ethical, and legal use of information
by:
1. Educating the school community on the ethical use of information and the intellectual
property of others.
2. Designing instruction and delivery of services that support equitable access to
information in an efficient and ethical manner by all members of the school
community.
3. Embedding legal-, ethical-, and social responsibility concepts into the inquiry and
information-seeking processes.
Resources
Action Step Description Desired Outcome
Required
Administer a survey to Library Media To determine student understandings
determine students’ current Specialist; Google and needs in order to plan effective,
understandings of ethical Forms differentiated instruction.
information use (AASL 118).
Use information gained from the Library Media To identify quality lessons
survey to explore the county- Specialist; WCPS developed by experienced colleagues
level materials created to Library Media in order to provide engaging,
support the standards related to
the ethical use of information in
order to identify lessons to be
used in the library.
Modify lessons to best meet
students’ needs and create short-
and long-term plans to
implement appropriate lessons
across grade levels.
Collaborate with teachers to
explore how the skills and
practices can be embedded in
instruction and learning
experiences occurring in
classrooms.
Administer survey as a post-
assessment to determine
effectiveness of learning
experiences.
Policies and effective instruction related to ethical
Procedures Guide: use of information resources.
Elementary
Curriculum Website
Library Media To establish a timeline to ensure that
Specialist thorough instruction occurs with
frequent reinforcement of skills and
practices throughout the school year.
Library Media To support teachers’ efforts to use,
Specialist; model, and expect ethical use
Classroom Teachers information in order to ensure
transfer as part of college, career,
and community readiness (AASL
116).
Library Media To reflect on the effectiveness of
Specialist instruction delivered and to
determine next steps for future
instruction.
 Works Cited
“AASL National Library Standards Action Plan.” American Association of School Librarians,

AASL, 2018, bb.mcdaniel.edu/bbcswebdav/pid-1018793-dt-content-rid-

7960837_1/courses/2019GFA_SLM_501_OL1/Action%20Plan.pdf.

American Association of School Librarians. National School Library Standards for Learners,

School Librarians, and School Libraries. American Library Association, 2018.

Farmer, Lesley S.J. Managing the Successful School Library: Strategic Planning and Reflective

Practice. Neal-Schuman, 2017.

“School Library Evaluation Checklist.” American Association of School Librarians, AASL,

2018, bb.mcdaniel.edu/bbcswebdav/pid-1018793-dt-content-rid-

7960836_1/courses/2019GFA_SLM_501_OL1/AASL-Standards-Evaluation-Checklist.pdf.

Standards for School Library Media Programs in Maryland. Maryland State Department of

Education, MSDE, 2000, bb.mcdaniel.edu/bbcswebdav/pid-1018793-dt-content-rid-

7960835_1/courses/2019GFA_SLM_501_OL1/MSDE11SLMStandards.pdf.

Weisburg, Hilda K. Leading for School Libraries: There Is No Other Option. Neal-Schuman,

2017.