Syllabus Fall 2023 EDLI 6720: Managing and Leading School Libraries, 3.0 credits Meeting Time, Meeting Pattern, Location Class dates: August 28-December 8 Online: Asynchronous Brightspace plus monthly synchronous sessions (9am-12 noon) ‘September 9, 2023 October 7, 2023 November 4, 2023, December 2, 2023 Instructor Name, Contact Information, Office Hours Rebecca Sofferman, MLIS E: rebecca.sofferman@uvm.edu or E: rlsofferman@gmail.com Office hours Wednesdays 7:30-8:30 PM or by appointment Technical support for candidates Candidates, please read this technology checklist to make sure you are ready for classes. https://www.uvm.edu/it/kb/student-technoloy Candidates should contact the Helpline (802-656-2604) for support with technical issues. esources| Pre-requisites or co-requisites None Course Description This course examines the fundamental principles and issues of school librarianship in contemporary educational communities. The core mission of a school library program is to provide equitable access to a wide variety of resources in multiple formats that meet the personal and information needs of diverse learners. School library media centers are hubs for learning in schools, both as physical and virtual safe spaces that promote diversity and inclusion. Candidates prepare for organizing and operating a school library media center with emphasis on facility design, administrative policies andprocedures, and technology platforms and applications. Managing a school library program requires collaboration and leadership skills with a focus on advocacy within the school and community. (Standards Alignment: ALA/AASL/CAEP Standards for Initial Preparation of School Librarians, 2019: Standards, 1, 3-5, Vermont Educator Endorsement #61:Standards 1,3-5, Vermont Core Teaching Standards, 3-5, 9-10). Goals: Candidates will have a thorough understanding of the roles and responsibilities of a school librarian and the dispositions and skills that lead to successful implementation of a school library program. Issues of intellectual freedom, and access to and ethical use of information will be examined in the context of a commitment to diversity, equity, and inclusion for all learners. Candidates will also become familiar with the literature of librarianship in order to use these resources on the job. Candidates will understand the school librarian’s role within the educational culture of a school, including ‘opportunities for leadership, advocacy, and collaboration with educators, administrators, and community. Course Learning Objectives Although multiple standards from for Initial Pre pf. Libr: (2019) will be addressed in this course, the focus of this course will be on the following: ‘© Standard 1.4 Learning Environments. Candidates create both physical and virtual learner-centered environments that are engaging and equitable. The learning environments encourage positive social interaction and the curation and creation of knowledge. © Standard 3.3 Technology-Enabled Learning. Candidates use digital tools, resources, and emerging technologies to design and adapt learning experiences. Candidates engage all learners in finding, evaluating, creating, and communicating data and information in a digital environment. Candidates articulate, communicate, model, and teach digital citizenship. © Standard 4.1 Access. Candidates facilitate and advocate for flexible, open access to library resources and services according to the ethical codes of the profession. Candidates design and develop strategic solutions for addressing physical, social, virtual, economic, geographic, and intellectual barriers to equitable access to resources and services. © Standard 4.3 Evidence Based Decision Making. Candidates make use of effective data and information to assess how practice and policy impacts groups and individuals in their diverse communities. ‘© Standard 5.1 Professional Learning. Candidates engage in ongoing professional learning. Candidates deliver professional development designed to meet the diverse needs of all members of the learning community. ‘© Standard 5.2 Leadership and Collaboration. Candidates lead and collaborate with members of the learning community to effectively design and implement solutions that positively impact learner growth and strengthen the role of the school library.‘© Standard 5.3 Advocacy. Candidates advocate for all learners, resources, services, policies, procedures, and school libraries through networking and collaborating with the larger higher education and library community. '® Standard 5.4. Ethical Practice. Candidates model and promote the ethical practices of librarianship, as expressed in the foundational documents of the library profession including the American Library Code of Ethics and the Library Bill of Rights. Essential Question: © What is the role of a future-ready school librarian? © What are the foundational principles of librarianship, and how are they embedded in a school library program? '® How is the school library integrated within the systems of an educational community, and how does the librarian serve as an educational leader in that community? '® How do school librarians create and maintain organizational systems to manage resources, collections, and learning spaces within the school community? ‘® How can school librarians collaborate with and advocate for school libraries and school librarians both within and outside our communities? How do school librarians record and reflect on professional learning both as a candidate and later as a school leader? Understandings: Students will understand... '® How schoo! library standards inform teaching and learning, and the management of a school library program, ‘© Content knowledge, specific to schoo! librarians, and how to apply this knowledge to policies and procedures that ensure efficient and equitable access to resources and services in a school library. © Strategies for networking, programming, and communication to enhance advocacy for schoo! libraries. Learning Outcomes: Upon the completion of this course candidates will be able to: Describe the various roles of the library media specialist in the school educational environment Identify National School Library Standards that guide school library programs Demonstrate understanding of the school library as a physical and virtual learning space Discuss principles and ethical issues in contemporary library media management that reflect a commitment to diversity, equity, and inclusion that impact student learning '® Identify and access reliable professional sources for school library media centers information and resources Identify admi ration functions for the management of school library media centers© Articulate and demonstrate leadership for planning, advocacy, and collaboration with educators, administrators, and community members within a school library media program ‘© Demonstrate Skills: Communication, Collaboration, Critical Thinking, Creativity, Problem Solving, Technology Application and Integration Pedagogy: The course will consist of readings, discussion posts, and individual projects as well as collaborative projects. Candidates will be required to work with a local school librarian in their region to gain insights and mentorship. All projects will be relevant and directly applicable to the work of a school librarian. Modality description/Outline Candidates will complete weekly learning modules posted in Brightspace on Mondays. The assignments will consist of weekly discussion posts related to the assigned reading, as well as additional project work (outlined below). All learning modules will be asynchronous, and assignments will be turned in through the class portal in Brightspace. The four synchronous sessions will be held in Microsoft Teams (September 9, October 7, November 4, and December 2, 2023). Attendance in Microsoft Teams is required for all four synchronous sessions. Original graduate level writing and attribution is expected in completed work. Citations are required in ‘APA style, 7th Edi '* Candidates are expected to be prepared to participate in all class discussion and activities during synchronous video conference meetings. '* Candidates are expected to regularly post responses to online discussion topics and weekly assignments, and to regularly read and respond to others’ postings. '® Candidates will demonstrate leadership and collaboration skills in group work. Recording Class Sessions: Our four synchronous class sessions will be audio-visually recorded for students in the class to refer back to, and for enrolled students who are unable to attend live or whose Internet connection is spotty. Candidates who participate with their camera engaged or utilize a profile image are agreeing to have their video or image recorded. If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Likewise, students who un-mute during class and participate orally are agreeing to have their voices recorded. If you are not willing to consent to have your voice recorded during class, you will need to keep your mute buttonactivated and communicate exclusively using the chat feature, which allows students to type questions and comments live. Although it is not required that students turn on their cameras or mics during synchronous sessions, participation is required. Candidates are expected to contribute to discussions at a minimum by using the chat feature or by participating in polls or other discussion tools during these sessions, The synchronous sessions will take place using Microsoft Teams. Candidates are expected to familiarize themselves with the program prior to the first meeting, and to follow commonly-accepted online meeting etiquette. For example, muting mics if not actively speaking, unmuting in a timely manner, avoiding having housemates or family members on camera, raising hands prior to speaking, and letting the group know if you need to step away from the session briefly. Here is a good article with some more etiquette tips: https://Awww.miamioh.edu/regionals/eccoe/news/2020/09/etiquette-virtual-classroom.htm| Lived Name and Pronoun Information ‘The UVM Directory includes fields for indicating your lived name and your pronouns. Lived names (preferred names, names in use) are names that an individual wants to be known by in the University ‘community. Entering your pronouns is strongly encouraged to help create a more inclusive and respectful campus community. To update your information, login to the UVM Directory. A preview box will allow you to see how this information will appear in other systems used on campus such as Microsoft Teams and Brightspace. More information about how to make changes to your lived name and pronouns is available in the Knowledge Base. Research and Citation Help For help selecting research topics, finding information, citing sources, and more, ask a librarian. The UVM Libraries are eager to help. You may ask questions by phone, e-mail, chat, or text, or make an appointment for an individual consultation with a librarian. Howe Library: https://library.uvm.edu/askhowe Dana Medical Library: https://dana.uvm.edu/help/ask Silver Special Collections Library: https://specialcollections,uvm.edu/help/ask Another good resource for citation and formatting is the OWL at Purdue site: https://owl,purdue,edu/owl/research_and_citation/apa_style/apa_formatting and_stvle_guide/index, htmlCourse Evaluation: n. Evaluations will All candidates are expected to complete an evaluation of the course at its conclu be anonymous and confidential, and the information gained, including constructive criticisms, will be used to improve the course. General statement regarding potential changes during the semester: http.//catalogue,uvm.edu/ The University of Vermont reserves the right to make changes in the course offerings, mode of delivery, degree requirements, charges, regulations, and procedures contained herein as educational, financial, and health, safety, and welfare considerations require, or as necessary to be compliant with governmental, accreditation, or public health directives. Intellectual Property Statement/Prohibition on Sharing Academic Materials: Candidates are prohibited from publicly sharing or selling academic materials that they did not author (for example: class syllabus, outlines or class presentations authored by the professor, practice questions, text from the textbook or other copyrighted class materials, work by other students, etc.); and candidates are prohibited from sharing assessments (for example homework or a take-home examination). Violations will be handled under UVM's Intellectual Property policy and Code of Academic Integrity. Tips for Success (optional): Course-specific study/preparation tips Here are a few resources for students on remote/online learning: © Checklist for success in https://learn.uvm.edu/about/support-for-students/checklist-online-credit-courses/ ® Academic support for online courses: https://www.uvm.edu/academicsuccess/online-learning-student-resources-remote-instruction ‘© 30-minute webinar on online learning success (Mar 2020}: MYsqQwE Helpful resources other than the professor (e.g., Undergraduate/Graduate Writing Center, ‘Supplemental Instruction, Learning Co-op tutors, supplemental course materials) https://www.youtube,com/watch?\Candidate Learning Accommodations: In keeping with University policy, any student with a documented disability interested in utilizing ADA accommodations should contact Student Accessibility Services (SAS), the office of Disability Services on campus for students. SAS works with students and faculty in an interactive process to explore reasonable and appropriate accommodations, which are communicated to faculty in an accommodation letter. All students are strongly recommended to discuss with their faculty the accommodations they plan to use in each course. Faculty who receive Letters of Accommodation Disability Related Flexible accommodations will need to fill out the Disability Related Flexibility ‘Agreement. Any questions from faculty or students on the agreement should be directed to the SAS specialist who is indicated on the letter. Contact SAS: A170 Living/Learning Center; 802-656-7753 access@uvm.edu www.uvm.edu/access Important UVM Poli Academic Integrity: The Academic integrity policy addresses plagiarism, fabrication, collusion, and cheating. Code of Student Conduct: VMs Code of Student Conduct outlines conduct expectations as well as students’ rights and responsibilities. FERPA Rights Disclosure: The purpose of UVIM’s FERPA Rights Disclosure is to communicate the rights of students regarding access to, and privacy of their student educational records as provided for in the Family Educational Rights and Privacy Act (FERPA) of 1974. Final Exam Policy: ‘The University final exam policy outlines expectations during final exams and explains timing and process of examination period.Grade Appeals: If you would like to contest a grade, please follow the procedures outlined in this policy. Grading: This link offers information on grading and GPA calculation, Religious Holidays: Candidates have the right to practice the religion of their choice. If you need to religious holiday, please submit the dates of your absence to the instructor in writing by the end of the second full week of classes. You will be permitted to make up work within a mutually agreed-upon time. The complete policy is here. class to observe a Promoting Health & Safety: The University of Vermont's number one priority is to support a healthy and safe community: Center for Health and Wellbeing Counseling & Psychiatry Services (CAPS) Direct Phone Line: (802) 656-3340 C.A,R.E. If you are concerned about a UVM community member or are concerned about a specific event, we encourage you to contact the Dean of Students Office (802-656-3380). If you would like to remain anonymous, you can report your concerns online by visiting the C.A.R.E, Team website. Required Course Materials: Required Texts Harvey II, Carl A. & Church, Audrey P,, Eds. (2022). School Library Management. 8th Edition. Libraries Unlimited. (May be available in UVM bookstore or order online). Required access to the following text: National School Library Standards for Learners, School Librarians, and School Libraries by the ‘American Association of School Librarians (ALA, 2017). Order via the AASL website, AASL membership highly recommended. You will need to have access to. this text during the course. if you are currently working at a library, ask your curriculum coordinator if they have a copy or will purchase one for the district. This will be a foundational document for all your library courses.Recommended supplemental texts: (These may be borrowed from UVM or DOL or through interlibrary loan) Farmer, Lesley S. J. (2017). Managing the Successful School Library: Strategic Planning and Reflective Practice. ALA Neal Schuman. Moreillon, Judi. (2021). Core Values in School Librarianshij Courage. Libraries Unlimited. ‘esponding With Commitment and Weisburg, Hilda K., & Toor, Ruth. (2014) New on the Job: A School Librarian's Guide to Success. 2nd Edition. ALA Editions. ‘Supplemental reading Journal and website readings will be assigned by topics during the course. Required platforms and software: Access to high speed internet will be necessary for completing projects and other assignments, especially during the synchronous sessions. Basic technology skills including familiarity with Google Workspace for Education Applications will also be necessary. Candidates without experience using Google Applications will be offered a self-study site to help them prepare. If a candidate is having difficulty meeting course requirements, it is expected that they will contact the instructor to create a plan to address missing (or inadequate) work, Brightspace, MS Teams, and other course sites: Brightspace and MS Teams will be used during this course, as well as Google Workspace for Education Applications. ‘© Brightspace is UVMs new Learning Management System. All of your work will be posted and assignments will be submitted in Brightspace: https://www.uvm.edu/it/kb/article/brightspace-for-students, © Much of the document sharing and communication in this class will take place using our class Google Drive. You will be expected to have a working knowledge of Google Apps such as Gmail, Google Drive, Google Docs, etc. If you are unfamiliar with these applications, please spend some time reviewing the information on this help document: https://tinyurl.com/bdhiefym ‘© We will be using Microsoft Teams for our four Syncronous class sessions: Installing MS Teams: https://www.uvm.edu/it/kb/article/teams/, Using MS Teams: https://www.uvm.edu/it/kb/article/microsoft-teams-getting-started,Attendance Policy: Attendance at all four synchronous sessions for this course is required. The UVM attendance policy outlines expectations for attendance. It states, “It is the responsibility of the student to inform the instructor regarding the reason for absence or tardiness from class, and to discuss this with the instructor in advance whenever possible. The instructor has the right to require documentation in support of the student's request for an absence from class and to determine the appropriate response (e.g., excused absence, deadline extension, substituted work).” The dates for all four synchronous sessions have been communicated from the outset of class, and candidates are expected to make arrangements to attend. Acceptable reasons for missing a class include unavoidable circumstances such as illness, bereavement, or required legal obligations. Sports schedules, family visits, vacations, etc. are not generally considered excused absences. Candidates should contact their instructor prior to class starting if they need to be absent. In addition, candidates are expected to regularly post responses to online discussion topics and weekly assignments, and to regularly read and respond to others’ postings. Attendance and illness: Ifa student is unable to attend more than one synchronous class for health reasons, documentation from a qualified health care provider will be required, and must specify whether the request for flexibility is only around class attendance or includes additional flexibility for assignments because the student is too ill to participate. Candidates who must miss a synchronous class or assignment due date due to illness are responsible for contacting the instructor as early as possible in order to determine a plan to make up missed work. Classroom Environment Expectations: In this class, we will work together to develop a learning community that is inclusive and respectful. As a learning community we will seek to encourage and appreciate expressions of different ideas, opinions, and beliefs. Meaningful and constructive dialogue is encouraged in this class. This requires mutual respect, willingness to listen, and open-mindedness to opposing points of view. Respect for individual differences and alternative viewpoints will be maintained at all times in this class. Conduct that substantially or repeatedly disrupts the ability of faculty and instructors to teach and the ability of students to engage may result in my asking a student to temporarily leave the classroom or discussion. See Undergraduate Catalogue - Classroom Code of Conduct (p. 443-444) Grading Criteria/Policie Grades will be based upon participation in class and in online discussion, thoughtfulness of responses, and quality of projects.97-100 points=A+; 94-96=A; 90-93=A-; 87-89=B+; 84-86=B; 80-83-1 67-69 = D+; 64-66=D; 64 and under F. ‘71-19=C+; 74-76=C; 70-73=C Format for Expected Work: Graduate level communication and writing skills including: APA Style and format, mechanics, content and organization, integration and critical analysis, Assignment % of Grade Due Date Class participation & Threaded Discussion 15 December 3 Professional Portfolio 15 Check-in September 24, Due December 3 Research Design Project 10 October 1 Action Research Project 20 Ast reflection October 15, Final Due November 5 Policy & Procedures Analysis Project and 45 Ast draft October 22, Due Menu of Services November 12 Planning and Advocacy Project 25 December 3 Detailed criteria and rubrics for all projects and assessments will be available at the beginning of the course. Assessments (Graded Work): Blended learning modules include synchronous sessions (video conferencing) that are integrated with online learning throughout the course. Synchronous sessions will allow for discussion, content presentation, and guest speakers related to topics addressed within the online modules. Candidates are expected to sign onto the Brightspace site several times a week during the semester. Online learning modules will include weekly content presentation through readings, videos, and interactive class participation through discussion boards and other collaboration platforms. Candidates will work independently or collaboratively on projects as assigned during the semester online through Brightspace. Candidates are expected to work 3-6 hours weekly to complete readings, research, and assignments in addition to the online module and face-to-face sessions. The instructor is available for consultation through email daily, or via online office hours on Wednesdays, 7:30-8:30 pm. Assignments should follow APA format. If using Google Workspace apps, please ensure that the document is shared with the instructor prior to turning it in.Assignments: ‘Ongoing: ‘© Class participation and Threaded Discussion: (15%) Final Due Date: Dec. 3 © Candidates will participate in all four synchronous video conference sessions, and contribute to the threaded discussion forums as assigned each week. '* Professional Portfolio: (159%) Ongoing, Check-in Sept. 24, Final Due Date: Dec. 3 © Electronic Portfolio (format of candidate's choice) to demonstrate learning and curate resources for implementing school library programs. Course projects will be curated within the portfolio. Module 1: ‘© Research Design Project (AKA, Hot Topics): (15%) Due Date: Oct. 1 © Collaborative project to design and complete a research strategy that focuses on a topic of continuing concern in the school library community. A bibliography and summary of the research results will be shared through an online medium of the group's choice and a brief presentation to the class at our October 7 synchronous session. Module 2: '® Action Research Project: (20%) Due Dates: First reflection: Oct. 15, Second Reflection: Nov. 5 © Candidates will connect with a local mentor school librarian for on-site school library visits and interviews, resulting in a written reflection report. This project will also incorporate a collaborative analysis of the mentor librarian’s school library program. © Policy and Procedures Analysis Project: (15%) Due Dates: First Draft Oct. 22, Final draft Nov. 12 © Research and analysis to determine appropriate policies and procedures to guide school library program implementation. Module 3: ‘© Planning and Advocacy Project: (25%) Due Date: Dec. 3 © Individual project to develop a plan for improved access to school library service based ‘on analysis of standards and an evaluation of areas for continuous improvement, as identified during the Action Research Project. Candidates will create a report describing the planning and implementation of the project, including dvocacy documents to support planning and implementation, and will provide a brief presentation to the class at our final synchronous session.Instructional Sequence ‘Module 1: August 28-October 1- Managing Future-Ready School Libraries Week 1: Aug. 28-Sept. 3, 2023 Brightspace Online- Leading Future-Ready Schoo! Libraries Essential Questions: What is 2 future-ready school library? What is the role of the school librarian? How can the school librarian take on a leadership role? How do school librarians champion diversity, equity, and inclusion? Module content: '® Content and readings explore contemporary school libraries in transitional times, various roles and responsibilities of the school librarian, skills and dispositions for success, school libraries as transformational spaces, Future-Ready School Librarian Program. © Introductions and overview of course; expectations and process for online and virtual learning, review calendar and criteria for projects and timelines, review of goals and outcomes. Reflective practice and organization for learning expectations. ‘© Review threaded discussion project de Que this week: ‘* Threaded discussion post based on assigned readings, due September 3. ‘© Familiarize yourself with the Brightspace site. If needed, complete helpful tutorials for Brightspace and Google Workspace for Education. Week 2: Sept, 4-10, 2023 Brightspace Online & MS Teams- Using Library Standards for Guidance and Advocacy Essential Questions: What are the foundational principles of librarianship, and how are they embedded ina school library program? How do school library standards impact teaching and learning, and the management of a school library program? How can school library standards be used for advocacy? What are some critical issues challenging school libraries? Module Content: ‘© Content and readings explore foundational principles of librarianship, the ASL School Library Standards for Learners, the advocacy roles of school librarians, and importance of diversity, equity, and inclusion in all aspects of the school library. ‘* Review how to find professional resources for schoo! librarianship, journals, blogs, websites, organizations, as well as how to utilize the UVM Library resources (human and digital). ‘Sunchronous session content: Synchronous Microsoft Teams Conference Session: September 9, 9 am to 12 noon. Review project timelines, answer questions. Raganathan’s Code. Review of standards that guide the implementation of school library programs - guest speaker Collaboration activity to develop mission/vision statements that can be tailored to individual school libraries.© Critical Issues in librarianship: Discussion of topics, review Hot Topic Research collaboration assignment. ‘© Developing a Personal Learning Network (PLN)- review Professional Portfolio and Action Research Projects. '® Additional time allotted for candidates needing particular assistance with technology or using the UVM library databases. Due this week: ‘© Threaded discussion posts based on assigned readings, due September 9 (NOTE, these posts will be used to guide our discussions during the synchronous session, so they will need to be completed prior to Saturday's synchronous session). ‘© Find and review school library websites for mission/vision statements to prepare for collaboration activity. ‘© Curate a list of critical issues facing school libraries to be discussed during the September 9 synchronous session. Week 3: Sept. 11-17, 2023 Brightspace Online- Library Spaces, PI Essential Questions: How is the school library integrated within the systems of an educational community? How does facility design impact learning in a school library? Why and how should we plan for both a physical and a virtual space? Module Content: ‘© Content and readings explore library facilities as innovative learning spaces for contemporary learning, physical and virtual spaces, designing new spaces, remodeling/redesigning existing or expanding spaces, Makerspaces in school libraries. '® School library spaces and programs through a DEI lens, Due this Week: ‘© Threaded discussion posts based on assigned readings, due September 17. ‘© Begin initial development of eportfolio project to curate professional learning, add link to shared spreadsheet by September 17. Include collaborative mission/vision statement. ‘© Identify a mentor librarian/location for site visit for your Action Research project, and add to shared spreadsheet by September 24. © Partner and topic selection for Research Design Project added to shared spreadsheet by September 17. (Project due date October 1) Essential Questions: How do school librarians create and maintain organizational systems to manage resources and learning spaces within the school community? How do policies and procedures ensure efficient and equitable access to resources and services?Module Content: ‘© Content and readings explore organizational systems-managing “all the stuff”: physical storage of a variety of media and materials, circulation systems, overdues, fines, equipment, processing and supplies, inventory. ‘Scheduling LMC use-teachers, classes, after hours. How do policies and procedures ensure equitable access? Intro to Policy & Procedures Analysis Project and Menu of Services. Que this week: ‘© Threaded discussion posts based on assigned readings by September 24. Identify a mentor librarian/location for site visit for your Action Research project, and add to shared spreadsheet by September 24. Professional Portfolio check-in due September 24 (link should be in shared spreadsheet). Review Policy & Procedures Analysis Project overview and details. Post questions on threaded discussion. Begin to curate a list of services that are provided through the library (for a real or fictional library). '* Continue to work on Research Design Project with your group. Week 5: Sept. 25-Oct. 1, 2023 Brightspace Online- Collection Development and Instruction Essential Questions: How do school librarians manage and plan for developing and maintaining, collections of resources? How can library collections best support all learners? How do library collections and services support library instruction? Module Content: '® Content and readings explore collection development, selection policies and procedures, selection guides/journals, identifying curriculum needs, diversity inventories, weeding/deselection, online databases/indexes, online resource curation, supporting ELL students. ‘© Ensuring diversity in library collections and avoiding personal biases. ‘© What do librarians teach? Exploring library scope and sequence and curriculum resources. Due this week: © Threaded discussion posts based on assigned readings by October 1. © Schedule your site visit for your Action Research project (first reflection due October 15, final due November 5}, © Work with your group to research and complete your Research Design Project, Due October 1. © Continue to curate your Professional Portfolio. Add any completed assignments to the portfolio. Update your PLN list © Review my feedback on your Professional Portfolio,Module 2: October 2-October 29- Policies, Planning, and Assessment of School Library Programs Week 6: Oct, 2-8, 2023 Brightspace Online & MS Teams- Policies and Procedures, Intellectual Freedom Essential questions: What are some of the policies and procedures that are involved in managing the school library program? How does the school librarian manage budgeting and purchasing? How can the school librarian protect the intellectual freedom of all patrons and staff? Module content: ‘© Content and readings explore planning, budgeting, purchasing, site-based vs. central management, personnel, facility maintenance and improvement, working with vendors, purchase orders. Incorporating school or district policies and procedures into the individual library program. What is intellectual freedom? What school or district policies relate to intellectual freedom? What is the difference between age-appropriate curation and censorship? Do we have to be the “copyright police?” ‘Synchronous session content: Synchronous Microsoft Teams Conference Session: October 7, 9 am to 12 noon. ‘© Groups share Hot Topic Research Project summaries © Guest speakers: Intellectual Freedom, Diversity/Equity/Inclusion '® Discussions: Collection development, purchasing, policies Due this week: ‘© Threaded discussion posts based on assigned readings by October 6 (NOTE earlier due date to facilitate discussions during synchronous session). Research Design Project presentations at synchronous session, October 7. Continue updating Professional Portfolio with completed assignments, PLN. Continue updating Policy & Procedures Analysis Manual based on content we've been discussing ‘© Continue working on Action Research Report (schedule your site visit if you haven't already). Next week we'll be discussing program evaluation. First reflection due October 15. Week 7: Oct. 9-15, 2023 Brightspace Online- School Library Program Evaluation and Assessment Essential questions: What are effective ways to develop plans to improve school library programs? How does the school library program reflect the mission for the whole school environment? How does the school libra provement? Module Content: n lead and advocate for continuou © Content and readings explore planning and purpose for evaluating the school library program, resources, and services to determine areas of improvement: SWOT analysis, evaluation guidelines (ASL Standards, 2017), and SLMPE Rubric for evidence-based decision making. © What types of assessments are appropriate and useful for school librarians to use in instruction?Due this week: '® Threaded discussion posts based on assigned readings by October 15. Action Research first reflection due October 15. Now that we've discussed program evaluation, make a plan to discuss evaluation with your mentor librarian. First check-in for Policy & Procedures Analysis Manual & Menu of Services due October 22. Continue updating Professional Portfolio. Week 8: Oct, 16-22, 2023 Brightspace Online- Planning and Goal-Setting Essential questions: Why and how do school librarians need to set goals and objectives for school library programs? How do school librarians gather evidence to determine goals and objectives that can lead to action steps for achieving goals? Module Content: ‘© Content and readings explore project planning, goal-setting, Smart Goals, standards alignment, and action planning. ‘© Professional planning through a DEI lens. Due this week: ‘© Threaded discussion posts based on assigned readings by October 22. ‘© First check-in for Policy & Procedures Analysis Manual & Menu of Services due October 22. ‘© Reflect on the on site visit and/or interview with your mentor school librarian. How can you use this information to enhance your own Library Services Report? ‘© Review Planning and Advocacy Project details. Begin to create a plan for what type of project you would like to conduct, based on the program analysis you are completing with your mentor librarian, or using your own school library if you are already working in one. What jumps out at you as an area for focus in your Planning and Advocacy Project? Week 9: Oct, 23-29, 2023 Brightspace Online- Communication and Partnerships Essential Questions: Who are the stakeholders in a school library? How can the school librarian ‘communicate with these stakeholders? Who does the school librarian need to partner with in order to be successful? Module content: © Content and readings explore types of library stakeholders, forms of communication (written and verbal), school and public library partnerships, newsletters and social media, reaching parents and other community stakeholders, communicating h your administrators. ® Student advocacy and instruction: giving students voice and choice in the library, centering the voices of all students, why representation matters. * AASL Conference information. Due this week: © Threaded discussion posts based on assigned readings by October 29. © Work on completing your Action Research - final report due November 5.'® Continue adding to your Professional Portfolio (due December 3) and Policy & Procedures Manual (due November 12). '® Identify your plan topic for your Planning and Advocacy Project. How will you advocate for this plan? What partnerships will you need to employ? Add your topic and 1-2 project goals to the shared spreadsheet by October 29. Ensure that your project goals have measurable outcomes, and begin working on an action plan designed to meet these objectives. Module 3: October 30-December 8- Collaboration and Advocacy for School Libraries Week 10: Oct. 30-Nov. 5, 2023 Brightspace Online & MS Teams- Collaboration and Scheduling Essential Question: What are some of the challenges in engaging with and managing relationships with colleagues, administrators, personnel, and students? How can we find ways to collaborate and build support for school libraries? How does collaboration affect student learning? How does library scheduling affect collaboration and relationships with students and staff? Module Content: '® Content and readings explore collaboration for instruction, fixed vs flexible scheduling, working with teachers and administrators, managing students, patrons and personnel, managing student and community volunteers. '® Collaboration with all instructional areas, ensuring access for all students, including special needs and ELL. Svachronous Session Content: Synchronous Microsoft Teams Conference Session: to 12 noon. ‘© Review projects and collaborative work for advocacy © Networking ‘© Guest speakers- scheduling and instruction for Elementary, Middle, and High School libraries. Due this week: ‘© Threaded discussion posts based on assigned readings by November 5. Action Research final report due November 5. Update Professional Portfolio with recent project work Continue working on Policy & Procedures Manual (due November 12) Continue working on Planning and Advocacy project (Due December 3). Consider who you would need to collaborate with for your proposed project? Who would be on your project lovember 4,9 am team? What is your Action Plan? rants and Fundi Essential questions: What funding sources are available to school libraries? How can the school librarian partner with community organizations and local businesses for grants and funding? What can grant monies be used for?Module Content: ‘© Content and readings explore programming/outreach, connecting with other libraries (district, regional, state, national, and community libraries), State grants/programs, Library/Museum, grants, ESSA, local businesses and bookstores as a source of funding, speakers (authors and illustrators). © Optional: This week is Rebecca's book fair at Colchester Middle School. Let her know if you would like to visit (or better yet, volunteer!) to learn how a book fair works. Many libraries use these as major funding sources. Que this week: ‘Threaded discussion posts based on assigned rea \gs by November 12. Final Policy & Procedures Analysis Project (Manual & Menu of Services) due November 12. Continue working on your Planning and Advocacy Project (Due December 3). What funding would you need for your project? How would you seek funding? Ask for feedback from the instructor as needed. '® Continue to add to and refine Professional Portfolio. Week 12: Nov 13-19, 2023 Brightspace Online- Advocacy for School Libraries Essential questions: What is the role of advocacy in effective planning? Why is it so important to advocate for your program? How do you know when it’s time to advocate and who do you ask for help? Module Content: © Content and readings explore advocacy as a critical component for successful implementation of strategic planning, strategies to target stakeholders in advocating for improved resources, facilities, personnel, and services, administrators & school boards, professional networking, Due this week: ‘© Threaded discussion posts based on assigned readings by November 19. © Access Folder of information about Vermont Licensure. © Develop a list of questions to share about the process, and submit to threaded discussion by November 19 (we'll be discussing this after the break in our final week). ‘© Continue to develop Planning and Advocacy Project. Develop an advocacy plan for your project. © Continue to add to and refine Professional Portfolio. Complete a final reflection of learning for semester aha moments and challenges in your Portfolio by December 3. November 20-26, 2023 Thanksgiving Break- Nothing due! Enjoy your break! Week 13: Nov. 27-Dec. 3, 2023, Brightspace Online & MS Teams- Reflection and Professional Development Essential Questions: How do school librarian candidates record and reflect on professional learning as they complete requirements for certification in Vermont? How should a candidate organize coursework and projects that provide evidence for achieving school librarian standards? How will candidates complete a required practicum?Module Content: ‘© Content and readings explore professional learning goals, access to information about pathways for applying for and receiving the school librarian endorsement in Vermont, value of professional reflection. ‘© What professional development opportunities exist for school librarians? Synchronous Session Content: Synchronous Microsoft Teams Conference Session: 12 noon. '® Final project presentations (Planning and Advocacy) ‘© Q&A regarding school librarian licensure © Guest speakers Due this week '® Threaded discussion posts based on assigned readings by December 3. ‘® Planning and Advocacy Project due December 3. '* Continue to add to and refine Professional Portfolio. Complete a final reflection of learning (semester aha moments and challenges) in your Portfolio by December 3, ecember 2, 9 am to No module content, readings, or additional discussion posts Due this week: '® Professional Portfolio due, including final course reflection. ‘© Complete any missing assignments or threaded discussion posts.