GA DOE 2015 Library Media Program Evaluation Rubric

Memo to School Principal

To: Principal, DLRES
From: Ashley Miller
CC: Teaching Librarian, DLRES
Subject: Library Media Program Evaluation
In collaboration with the school media specialist, we recently performed an evaluation of the current library
media program at DLRES. The document to guide this evaluation was the 2015 Judy Serritella Exemplary
Library Media Program Self-Evaluation Rubric. The rubric targeted six indicators and categories: student
achievement and instruction; technology; staffing; facilities, access, and resources; administrative support;
and staff development. Each category checked for three different levels of proficiency which were basic,
proficient, and exemplary. Out of the 21 different self-evaluation criteria measures, the DLRES Media
Center earned a rating of Exemplary in thirteen (13) measures, Proficient in five (5), and Basic in three (3)
measures.
An action plan has been developed to move each of the measures identified as Basic to the proficient
level; as well as, moving Proficient levels to Exemplary. The rubric and action plan documentation have
both been attached. It has been a pleasure working with your school library media staff and I welcome the
opportunity to help with any additional improvements if needed at DLRES.

Areas Identified as Basic and the Steps to Move Forward Towards Proficient
Category 1- Student Achievement and Instruction

2. Collaborative planning includes both the Library Media Specialists and teachers to ensure use of library
media center resources that support an on-going classroom instruction and implementation of state
curriculum and the GPS and CCGPS.
Present Status: The Library Media Specialist participates in collaborative planning when initiated by the
teacher.
What it means to be Proficient: The Library Media Specialist encourages collaborative planning among
teachers who are teaching units of similar content. The Library Media Specialist is familiar with the Georgia
Standards.org website and the Common Core standards and encourages teachers to use the resources
available on GSO web page.
Action Plan:
Build better relationships with one or many teachers to find out how their needs can be supported through
collaborative planning with the LMS. During school meetings such as vertical training or collaborative
planning promote and implement collaborative ideas. Show teachers examples such as projects, rubrics,
and assessments that support what they are teaching. Also, become more familiar with both GA and
Common Core standards to better advocate role the as a collaborative partner and teacher.
3. Professional library media staff are engaged in active teaching role(s).
Present Status: The Library Media Specialist makes recommendations to students for class projects and
pleasure reading. The Library Media Specialist provides basic orientation and instruction on information
location skills.
To be Proficient: The Library Media Specialist and teachers plan and teach collaboratively so that the
library media program is an extension of classroom instruction.
Action Plan:

Be a sponge! Soak up the school community by learning what students and teachers need and know. For
instance, listen to and learn from students, perhaps there is a new Web2.0 tool or popular new technology
that could be utilized within the school and lessons. Encourage teachers and students to utilize sources
and materials within the library by displaying them on bulletin boards, making book displays within the
library, and displaying student work.
6. Student achievement is routinely assessed.
Present Status: The classroom teacher is responsible for assessing student achievement.
To be Proficient: Together the teacher and Library Media Specialist develop a rubric(s) or another
effective means for assessing student achievement.
Action Plan:
Collaborate with the teacher to come up with instructional goals and assessment evaluations. Display
student work within the school library media center. Collaborate with the teachers using technology such
as Google Classroom to come up with materials for instruction but can help to support or direct some of
the learning to the library media center and what it has to offer.

One Area Identified as Proficient and the Steps to Move Forward Towards
Exemplary
Category 2- Technology
8. Technology Integration The school library media specialist integrates 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.
Present status: The school library media specialist directs teachers and students in the conventional use
of technology tools. He/she encourages adaptation of technology by allowing students to select a tool and
modify its use to accomplish the task at hand.

The SLMS integrates emerging technologies into instruction that reinforce the skills, dispositions,
responsibilities, and self-assessments in AASL Standards for the 21st-Century Learner and state standards
that support student achievement.
The SLMS often recommends technology tools to enhance instruction.
What it means to be Proficient: The school library media specialist cultivates a rich learning
environments where the blending choice of technology tools with student-initiated investigations or
projects across many content area is promoted.
The SLMS integrates emerging technologies into a variety of instructional strategies and support the
diverse learning styles, interests, and ability of all students to inquire, think critically, and gain and create
knowledge.
Integration of these technologies also reinforces the skills and self-assessments in AASL Standards for 21 stCentury Learner and Georgia state standards that support student achievement.
The SLMS consistently recommends technology tools to enhance instruction and is a building leader
modeling technology integration.
Action Plan:
Research, go to Professional Development classes, watch podcasts, or participate in webinars which teach
the participant how to utilize technology tools. Then provide the school community with a presentation or
report of what was learned such as how these technologies could be utilized to motivate, empower, and
engage students. Or highlight the new tools and technologies in a newsletter or email to the school
community. Provide teachers examples of how these tools could be utilized within the classroom and how
they correlate with Georgia standards and Common Core standards, for example, show students virtual
field trips or communicate with other classes across the world.