Section VII - Kayla Jackson, Laura Mobley, and Sarah West

Goals

Objectives

Evaluation

1. Improve student
academic achievement
through the use of
technology both in the
media center and the
classroom.

1a. Provide differentiated

staff development
opportunities for teachers that
support 21st century
technology skills.
1b. Work collaboratively with
teachers to develop Common
Core lessons in all curriculum
areas that are embedded with
technology.
1c. Provide the opportunity
for flexible partnerships to
happen across grade levels
that allow students to work
cooperatively in technology
driven lessons.

1a. At the beginning of the

year, teachers will be given a
pre-test of technology
integration skills. Create
differentiated groups for staff
development opportunities
based on pre-test results.
Teachers will be surveyed
continually to make sure their
technology skill needs are
being met. (Media Specialist)
1b. Each grade level will
create, implement, and
evaluate one technology
embedded lesson.
(Instructional Coach/Media
Specialist)
1c. Teachers will evaluate
students ability to use digital
skills in formal assessment.
(Teacher/media specialist)

2. Update collections to
make room for new
materials that reflect the
interests of current
generations.

2a. Weed through current

collection and discard any
text that is extremely
damaged or is no longer
relevant.
2b. Purchase new materials
based on the interests and
needs of the students within
the school.
2c. Begin building a collection
of e-readers and e-books for
circulation.

2a. Based on data collected

from student interest surveys
and a checklist of standards
the current books should
meet (relevancy, condition,
use), starting at the beginning
of the year, the media
specialist will begin going
through each section of the
library (nonfiction, biography,
reference, fiction, digital
media, etc.) one at a time and
weeding through the section,
discarding any text that is
damaged or no longer
relevant.
2b. At the beginning of the
year, the media specialist will
conduct a school-wide
interest survey for all
students. This survey will be
sent home in the first-of-theyear student information
packet for each students
parents to complete and send

back to school. The survey

will have questions for the
parents to answer about their
childs interest. The media
specialist, along with the rest
of the media center advisory
team, will go through these
surveys and use the
information to assist in
purchasing decisions. The
media specialist will also
survey the classroom
teachers at the beginning of
the year to see what
materials they would find
useful to their students and
classroom in the coming year.
2c. According to the funds
allotted and the surveys, at
the beginning of each year,
the media center will use part
of its funds to purchase ereaders. The first classroom
set of these will be used for
teacher check-out only. As
the media center accrues
more e-readers, however,
students will be able to check
out e-readers. The media
center advisory center will
also discuss e-books to be
purchased based on the
interests and needs of
students as well as the needs
of teachers.
3. Develop and implement
new programs for a range
of ages and interests to
maintain the library as a
hub for the social, cultural,
and educational
community.

3a. Conduct research into the

interests of current students
to assist in the decision
making process of the new
programs.
3b. Evaluate what problem
areas the students need
assistance with and develop
media center programs to
serve as an aide.
3c. Strategically plan
programs throughout the
school year that engage

3a. At the beginning of the

year, the media specialist will
conduct a school-wide
interest survey for all
students. This survey will be
sent home in the first-of-theyear student information
packet for each students
parents to complete and send
back to school. The survey
will have questions for the
parents to answer about what
their child is interested in, as

students in activities based

out of the library.

well as what kinds of

programs/materials they
would like to see in the
library. The media specialist,
along with the rest of the
media center advisory team,
will go through these surveys
and use the information to
assist in creating library
programs for students to take
part in.
3b. At the beginning of the
year, the media specialist will
also send out a survey to
teachers and parents schoolwide in order to determine
what kinds of programs they
believe would be beneficial to
them and their students.
These programs could
pertain to information and
technology skills, as well as
content knowledge.
3c. At the beginning of the
year, and then at least once
per marking period, the
media specialist will meet
with the media center
advisory team to schedule
the media center programs.
They will also meet to discuss
the effectiveness of said
programs and determine how
the programs could be
changed or improved based
on participation and student
growth.

Rationale
Goal 1:
According to Empowering Learners: Guidelines for the School Library Media Programs,
school librarians are not just to see themselves as partners or collaborators, but a model and
example for teachers and learning across the curriculum. In order to promote and encourage
technology embedded in the curriculum, media specialists must continually, model and support
teachers at all levels of knowledge in the field of technology.
Goal 2: As the digital age becomes more of the norm, the collection development must reflect
the change as well. As Empowering Learners emphasizes the school librarian needs to

develop an up-to-date collection of print and digital resources which includes a well-developed
collection of books (regular and e-books), periodicals, and non-print material in a variety of
formats. This collection should appear in a variety of genres that appeal to different reading
levels, age/sex, information needs, and interests of the students.
Goal 3:
In The Indispensable Librarian, Doug Johnson makes the statement that Personal
interest can motivate reluctant readers to read, reluctant technology users to use the Internet,
and library-shy students to use our resources. However, just knowing the interests of our
students isnt enough. How you use the information is what makes the difference. Like Paul the
Librarian from Chapter 3 of Johnsons book, we decided that reading promotion programs would
be a fun and exciting way to bring in those students who were reluctant to enter the library
under the pretense that there is nothing there that correlates with their interest.