Hands On Media Library Policies

MEDT 6461 Admin
Fall 2012
Natarsha Miller

Handbook 1

Purpose statements

Media programs, Cobb
County School District
(2012). Retrieved from
http://www.cobbk12.org
/centraloffice/libraryme
dia/Program/Goals/

Library Media Program Goals and Standards
The goals of the school library media programs in the Cobb
County School District are:
To help students acquire the information literacy skills that
will empower their intellectual, academic, and personal
growth.
To provide access to information resources and materials that
support the curriculum, serve as resources for differentiated
instruction, and satisfy the intellectual and aesthetic interests
of students.
To employ library media instructional practices that have a
proven impact on student achievement.
To support fellow teachers through collaborative planning, co-
teaching, and co-assessment.
To create open, inviting environments where students and
staff feel comfortable seeking out information related to their
academic needs or personal interests.
To provide the resources and personal assistance needed for
students and teachers to locate, evaluate, and apply
information to solve problems.
Program Standards
In order to achieve those goals most effectively, library media
programs in Cobb are based on the following standards:
Curriculum Standards
Cobb library media programs provide both information resources
and instruction that support the school curriculum. Library media
specialists collaborate with teachers to design, teach, and assess
learning experiences which address the curriculum standards that

Educational Media
DeKalb County
Program Goals and
Standards, (2012),
Retrieved from
http://www.dekalb.k12.g
a.us/educational-media

involve information literacy (those that require students to seek
out information beyond the text and employ higher-level
thinking). These curriculum standards can be found here:
CCSD Curriculum Standards (PICASSO)
Georgia Performance Standards

Dekalb County Mission Statement
The mission of the school library programs is to provide access to
information and ideas that are fundamental to functioning
successfully in today's information and knowledge-based society.
School library programs provide opportunities for all members of
the school community to become skilled users and creators of
information in a variety of formats.
Educational Media provides services and support to the school
library media programs. The department's staff of one director,
two coordinators, one cataloger, and five auxiliary members
assists the school library staff (a certified librarian and in some
schools, a library clerk) at 140 schools and special programs in
providing services and materials to students and teachers.

Cherokee County
General Public
Relations, Public
Information
Program, (Adopted
August 2, 2001).
Retrieved from
http://www.cherokee.k1
2.ga.us/board/BOA%20D

School-Community Relations
In an effort to ensure and enhance the possibilities for excellence in
the education of our children in a free society, the Board presents
and endorses this statement of policy on school and community
relations because of its conviction that:
1. the public schools belong in every sense to the people who created
them by consent, and support them by taxation;

2. the schools are only as strong as and no stronger than the
intelligent and informed support of the people of the community;
ocuments/Online_Policy_
Manual.aspx

Media Programs (IFBD)
Rule 160-4-4-.O1, Georgia
State Board of Education
http://rules.sos.state.ga.u
s/docs/160/4/4/01.pdf
and

3. the support of the people must be based upon the knowledge of,
their understanding about, and their participation in the aim and
effort of the public schools.

The design and intent of the Board to carry out these principles shall
be:
1. to keep the citizens of the community regularly and thoroughly
informed through all the channels of communication on all the
policies, programs, concerns, problems, and planning of the school
system, and to carry out this policy through its own efforts and the
Office of the Superintendent;

2. to invite the advice and counsel of the people of the community at
all times and especially at all monthly meetings of the Board, except
at executive sessions; and

3. to solicit the sound thinking of the people through various means
to be established by the Board to consider those problems which
vitally affect the future of our children.

Georgia State Board of Education, Atlanta, GA

160-4-4-.01 Media Programs.
(1) Requirements. (a) Each local board of education shall adopt a
media policy that 1. Provides for the establishment of a media
committee at the system level and at each school. 2. Requires
development of procedures for the school system and for (i)
Selecting materials locally, (ii) Handling requests for
reconsideration of materials, (iii) Considering gifts of
instructional resources, (iv) Using non-school owned materials,
(v) Complying with copyright law. (b) The local school
superintendent shall appoint a system media contact person to
serve as liaison to the department. (c) Each school shall have a
media center staffed by media personnel in accordance with Rule
160-5-1-.22 Personnel Required and shall develop processes to
implement system media policy and procedures. The following
shall be included in school media program imple mentation. 1. A
plan for flexibly scheduled media center access for students and
teachers in groups or as individuals simultaneously throughout
each instructional day. Accessibility shall refer to the facility, the
staff, and the resources and shall be based on instructional need.
2. A media committee that makes recommendations and decisions
related to planning, operation, evaluation and improvement of the
media program. This committee shall annually evaluate media
services and develop a multi-year media plan for budget and
services priorities. 3. Collaborative planning that includes joint
determination by media specialist and teachers to ensure use of
media center resources and services that support on-going
classroom instruction and implementation of the state-adopted
curriculum. Authority O.C.G.A. Secs. 20-2-167; 20-2-168(b); 20-
2-184; P.L. 94-533. History. Original Rule entitled
"Media Programs" adopted. F. Nov. 30, 1990; eff. Dec. 20, 1990.
Amended: F. May 26, 1998; eff. June 15, 1998.

MEDT 6461 Admin
Fall 2012
Natarsha Miller

Handbook 2

Media Services Policies

Circulation Policy, Ranch
Creek Elementary School
http://www.asd20.org/educ
ation/components/scrapboo
k/default.php?sectiondetaili
d=27632&linkid=nav-
menu-container-4-
234305&PHPSESSID=499
1f8ece6b8044259033b6f16
14a090

Ranch Creek Elementary School, Colorado Springs, CO
Circulation Policy
Check-In/Check-Out/Renew Procedures :
1 Students may independently check in and out their books
using self check-out, and shelve them on a nearby cart.
2 Preschool --1 book at a time at the beginning of the year--
increase to 2 by the end of the year--keep 1 week.
3 Kindergarten --1 book at the beginning of the school year--
increase to 4 by the end of the year--keep one week.
4 First and Second grades --2 books at the beginning of the
school year--increase to 4 by the end of the year--keep one week.
5 Third, Fourth and Fifth grades --3 books at the beginning
of the year--increase to 4 by the end of the year--keep 2 weeks.
6 Reference books may be checked out by any grade level--1
book overnight.
7 Periodicals--1 periodical for 1 week.
8 Books with CD--2 for 1 week.

Overdue Policy, Ranch
Creek Elementary School
http://www.asd20.org/educ
ation/components/scrapboo
k/default.php?sectiondetaili
d=27632&linkid=nav-
menu-container-4-
234305&PHPSESSID=499
1f8ece6b8044259033b6f16
14a090

Circulation Policy, Edward
Harris Jr. Middle School
(2012-2013). Retrieved
from
http://eharris.schoolloop
.com/librarycirculation

Ranch Creek Elementary School, Colorado Springs, CO
Overdue Policy
1 Overdue lists are printed and distributed to students every
other Friday.
2 Parents will be notified by letter or phone if a student has
items that are over a month overdue.
3 If item(s) are still not returned, parents will be notified of the
cost of the item(s) with a reminder that the report card will be
held until the item(s) are returned or paid for.
4 If a book is damaged, parents will be notified of the
appropriate repair or replacement cost.
5 Payments can be made by cash or check to Ranch Creek
Elementary School. If the lost item(s) is later found, the parent
will receive a refund.

Edward Jr. Harris Middle School, Elk Grove, CA

Circulation Policy

Circulation:
School policy mandates that students carry a school ID
card every day. In order to put textbooks in the hands
of our students in a timely manner, the library staff
accepts student ID cards, schedule or for identification
of a student in person by their teacher when checking
out a textbook. To check out a library book, student
ID is required.
There is three book limit on the number of library
books a student may check out at one time. This does
not include core novels or textbooks.
Students may check out library books for a two week
period of time.
Renewals: Students will be allowed one two week
renewal on a book and then the book must be returned.
Research materials that are on reserve for a pre-
designated period of time, because they are being used
by several classes for class research projects, are not
available to be checked out from the library but may
be freely accessed in the library during library hours.
Reference texts cannot be checked out from the library

Overdue Policy, Edward
Harris Jr. Middle School
from
http://eharris.schoolloop
.com/librarycirculation

for personal use but are readily available during library
hours.
Any book not available in the schools site collection,
but located at another participating school district
library, can be requested via an interlibrary loan.
Audio-visual material is not available for student
checkout but is available for viewing or listening
during library hours.
The library uses a web-based catalog. Students may
access this catalog from the library web page.
Holds may be placed at the circulation desk. Books on
hold are held for one week at the circulation desk. The
library will place a one-day hold as a courtesy on
books available in the library for students who do not
have their student ID in their possession at the time of
checkout.

Edward Harris Jr. Middle School, Elk Grove, CA
Overdue Policy
Fines are not accessed for late books but students are placed on
the non-activities list and library check-out privileges are
suspended until the books are returned. Fines are assessed for lost
or damaged library books.
The Monterey Trail High School and Edward Harris, Jr. Middle
School Library Media Center supports and complies with
EGUSD policy concerning lost, stolen, damaged, or overdue
books.
If library materials or property are willfully damaged, the
offending student will come under the disciplinary policies
outlined in the Education Code.
If a lost or stolen book is returned within one year of checkout
and the book is still a currently adopted textbook, a full refund
will be given.
Any student who has overdue, damaged, lost or stolen books may
not check out library materials until all books have been returned,
fines paid and/or payment contracts up-dated.
Students will be given bills for lost, stolen, and damaged library
and textbooks when the fine or fines are assessed. It is the
responsibility of the student to deliver this notice to the
parent/guardian.
Notification of these fines will also be mailed to the parents or

Collection
Development

Collection Policy
Bonham Independent
School District (2012).
Retrieved from
http://pol.tasb.org/Policy/S
earch/458?filter=library%2
0policy

guardians by the school district twice during the school year and
at the end of the school year. Attempts will be made to contact
parents/guardians by phone or School Loop mail if books are
overdue for a long period of time.
If payment in full cannot be made at the time the fine is assessed,
special contract may be set up with parents/guardians to pay off
the fines in installments. These contracts can be picked up by the
parent/guardian or student at the library textbook windows. In the
case of stolen books, a stolen property report must be filled out
and the issue discussed with the administration. The school has a
cut-off date for payments made by personal check; only cash,
money order or cashiers check will be accepted after that
designated date.
The following consequences will be implemented to facilitate books
returns or to secure payment for lost, overdue, damaged or stolen
books:
Middle School report cards will be held Terms 1, 2 and 3.
Middle School students will not be able to participate in
activities including promotion.
High School students cannot attend dances, prom, homecoming
or senior ball.
High School students may not participate in the graduation
ceremony.

Bonham Independent School District, Bonham, TX
The District shall provide a wide range of instructional resources for
students and faculty that present varying levels of difficulty, diversity of
appeal, and a variety of points of view. Although trained professional
staff are afforded the freedom to select instructional resources for their
use in accordance with this policy and the state-mandated curriculum,
the ultimate authority for determining and approving the curriculum and
instructional program of the District lies with the Board.
OBJECTIVES
In this policy, instructional resources refers to textbooks, library
acquisitions, supplemental materials for classroom use, and any other
instructional materials, including electronic resources, used for formal
or informal teaching and learning purposes. The primary objectives of
instructional resources are to deliver, support, enrich, and assist in

implementing the Districts educational program. [See EFAA for the
selection and adoption process of state-adopted instructional materials.]
The Board shall rely on District professional staff to select and acquire
instructional resources that:
1. Enrich and support the curriculum, taking into consideration
students varied interests, abilities, learning styles, and maturity
levels.
2. Stimulate growth in factual knowledge, enjoyment of reading,
literary appreciation, aesthetic values, and societal standards.
3. Present various sides of controversial issues so that students have
an opportunity to develop, under guidance, skills in critical
analysis and in making informed judgments in their daily lives.
4. Represent many ethnic, religious, and cultural groups and their
contributions to the national heritage and world community.
5. Provide a wide range of background information that will enable
students to make intelligent judgments in their daily lives.
SELECTION CRITERIA
In the selection of instructional resources, especially library acquisitions
and supplemental materials for classroom use, professional staff shall
ensure that materials:
1. Support and are consistent with the general educational goals of
the state and District and the aims and objectives of individual
schools and specific courses consistent with the District and
campus improvement plans.
2. Meet high standards in presentation, format, readability, content,
accuracy, artistic or literary quality, and educational significance.
3. Are appropriate for the subject and for the age, ability level,
learning styles, and social and emotional development of the
students for whom they are selected.
4. Are designed to provide information that will motivate students to
examine their own attitudes and behavior, to understand their
rights, duties, and responsibilities as citizens, and to make
informed judgments in their daily lives.
Recommendations for library acquisitions shall involve administrators,
teachers, other District personnel, and community representatives, as
appropriate. Gifts of instructional resources shall be evaluated
according to these criteria and accepted or rejected accordingly.
Selection of materials is an ongoing process that includes the removal
of resources no longer appropriate and the periodic replacement or
repair of materials still of educational value.
CONTROVERSIAL ISSUES

The selection of library acquisitions on controversial issues shall
endeavor to maintain a balanced collection representing various views.
Library materials shall be chosen to clarify historical and contemporary
forces by presenting and analyzing intergroup tension and conflict
objectively, placing emphasis on recognizing and understanding social
and economic problems. [See also EMB regarding instruction about
controversial issues and EHAA regarding human sexuality instruction.]
CHALLENGED MATERIALS
A parent of a District student, any employee, or any District resident
may formally challenge an instructional resource used in the Districts
educational program on the basis of appropriateness.
INFORMAL RECONSIDERATION
The school receiving a complaint about the appropriateness of an
instructional resource shall try to resolve the matter informally using the
following procedure:
1. The principal or designee shall explain the schools selection
process, the criteria for selection, and the qualifications of the
professional staff who selected the questioned material.
2. The principal or designee shall explain the role the questioned
material plays in the educational program, its intended educational
usefulness, and any additional information regarding its use.
3. If appropriate, the principal or designee may offer a concerned
parent other instructional material to be used by that parents child
in place of the challenged material.
4. If the complainant wishes to make a formal challenge, the
principal or designee shall provide the complainant a copy of this
policy and a Request for Reconsideration of Instructional
Materials form [see EFA(EXHIBIT)].
FORMAL RECONSIDERATION
All formal objections to instructional resources shall be made on the
Request for Reconsideration of Instructional Materials form. The form
shall be completed and signed by the complainant and submitted to the
principal or designee. Upon receipt of the request, the principal shall
appoint a reconsideration committee.
The reconsideration committee shall include at least one member of the
instructional staff who either has experience teaching the challenged
material or is familiar with the challenged material. Other members of
the committee may include District-level staff, library staff, secondary-
level students, parents, and others deemed appropriate by the principal.
All members of the committee shall review the challenged material in
its entirety. As soon as reasonably possible, the committee shall meet
and determine whether the challenged material conforms to the
principles of selection set out in this policy. The committee shall then

Overdue Procedure

Overdue Policy, Bonham
Independent
Retrieved from
0policy

prepare a written report. Copies of the report shall be provided to the
principal, the Superintendent or designee, and the complainant.
APPEAL
The complainant may appeal the decision of the reconsideration
committee in accordance with appropriate complaint policies, starting
with the appropriate administrator. [See DGBA, FNG, and GF] The
appeal shall contain documentation of the informal reconsideration
process, if any, the Request for Reconsideration of Instructional
Materials form, the reconsideration committees report, and dates of
conferences with the principal or designee.
GUIDING PRINCIPLES
The following principles shall guide the Board and staff in responding
to challenges of instructional resources:
1. A complainant may raise an objection to an instructional resource
used in a schools educational program, despite the fact that the
professional staff selecting the resources were qualified to make
the selection, followed the proper procedure, and adhered to the
objectives and criteria for instructional resources set out in this
policy.
2. A parents ability to exercise control over reading, listening, or
viewing matter extends only to his or her own children.
3. When instructional resources are challenged, the principles of the
freedom to read, listen, and view must be defended as well.
4. Access to challenged material shall not be restricted during the
reconsideration process.
The major criterion for the final decision on challenged materials is the
appropriateness of the material for its intended educational use. No
challenged library material shall be removed solely because of the ideas
expressed therein.

Student Fees, Fines, and Charges
The Board may require payment of:
1. Fees for materials used in any program in which the resultant
product is in excess of minimum requirements and, at the
students option, becomes the personal property of the student.
Fees may not exceed the cost of materials.
2. Membership dues in student organizations or clubs, and admission

fees or charges for attending extracurricular activities when
membership or attendance is voluntary.
3. Security deposits for the return of materials, supplies, or
equipment.
4. Fees for personal physical education and athletic equipment and
apparel. However, any student may provide his or her own
equipment or apparel if it meets reasonable requirements and
standards relating to health and safety established by the Board.
5. Fees for items of personal use or products that a student may
purchase at the students option, such as student publications,
class rings, annuals, and graduation announcements.
6. Fees specifically permitted by any other statute.
7. Fees for an authorized, voluntary student health and accident
benefit plan.
8. A reasonable fee, not to exceed the actual annual maintenance
cost, for the use of musical instruments and uniforms owned or
rented by the District.
9. Fees for personal apparel that become the property of the student
and that are used in extracurricular activities.
10. Parking fees [see CLC] and fees for identification cards.
11. Fees for driver training courses, provided that such fees shall not
exceed the actual District cost per student in such programs for
the current school year.
12. Fees for courses offered for credit that require the use of facilities
not available on the school premises or the employment of an
educator who is not part of the schools regular staff, if
participation in the course is at the students option. Payment may
not be required if the course is one requested by parents according
to Education Code 28.003 [see EHA].
13. Fees for courses offered during summer school, except that the
Board may not charge a fee for a course required for graduation
unless the course is also offered without a fee during the regular
school term.
14. A reasonable fee for transportation of a student who lives within
two miles of the school the student attends to and from that
school, except that the Board may not charge a fee for
transportation for which the District receives funds under
Education Code 42.155(d).
15. A reasonable fee, not to exceed $50, for costs associated with an
educational program offered outside of regular school hours
through which a student who was absent from class receives

instruction voluntarily for the purpose of making up the missed
instruction and meeting the level of attendance required under
Education Code 25.092. [See FEC] The District shall provide a
written form to be signed by the students legal guardian stating
that this fee would not create a financial hardship or discourage
the student from attending the program. The District may assess
the fee only if the student returns the signed form.
16. If the District does not receive any funds under Education Code
42.155 and does not participate in a county transportation system
for which an allotment is provided under Education Code
42.155(i), a reasonable fee for the transportation of a student to
and from the school the student attends.
Education Code 11.158(a), (d), (h)
17. A fee for enrollment in an electronic course provided through the
Texas virtual school network (TxVSN) in accordance with
Education Code 30A.155. Education Code 30A.155 [See EHDE]
PROHIBITED FEES
The Board may not charge fees for:
1. Instructional materials, workbooks, laboratory supplies, or other
supplies necessary for participation in any instructional course,
except as authorized under this code.
2. Field trips required as part of a basic educational program or
course.
3. Any specific form of dress necessary for any required educational
program or diplomas.
4. Instructional costs for necessary school personnel employed in
any course or educational program required for graduation.
5. Library materials required to be used for any educational course
or program. However, fines may be assessed for lost, damaged, or
overdue materials.
6. Admission to any activity the student is required to attend as a
prerequisite to graduation.
7. Admission or examination in any required educational course or
program.
8. Lockers.

Collection Development

Novinger School District
Circulation Policy Adopted
(November 6, 2004).
Retrieved from
0policy

Warrensburg R-VI School
District Overdue Policy
http://www.warrensbur
gr6.org/education/comp
onents/scrapbook/defaul
t.php?sectiondetailid=33
759&&

Novinger School District, Novinger, MO
Circulation Policy
The Adair County R-I Schools Media Center has established the
following circulationpolicy to ensure maximum use of the collection.
Flexibility will be exercised when dealing with individual student and
faculty items.
Number of Items
Students:
High School 9 items
Elementary 9 items
Faculty: Unlimited subject to recall
Check-out Period
Books
High School 2 weeks (no limit on extension)
Elementary 2 weeks (2 week extension)
Faculty may check out all materials, except reference, indefinitely.
Checkout Suspension
Check-out privileges will be suspended until restitution is made for lost
material.

Warrensburg R-VI School District, Warrensburg, MO
OVERDUE AND LOST OR DAMAGED MATERIALS
Overdue Materials
Part of the responsibility for providing the fullest possible physical and
intellectual access to library media center collections involves the
necessity to pursue materials which are not returned on time.
In the elementary and middle schools, no charges are made for overdue
materials. However, students are not allowed to checkout additional
books until the overdue material is returned or otherwise accounted
for. When a student does not return a book over a period of four weeks,
a letter may be mailed home or a phone call made to the parent. This
sometimes results in the return of the materials.

Leadership and
Professional Growth
Policy

Miami-Dade County
Public School District,
Professionalism and
Leadership Policy (2012).
Retrieved from
http://library.dadeschool
s.net/publications/polici
es_procedures/lms_manu
al/Professionalism.pdf

At the high school, a daily charge per overdue item is made.
Damaged or Lost Materials
Students who damage books are expected to pay a fine which
approximates the loss of use which resulted from the damage. If the
material is indeed lost, then the family is expected to pay for the
book(s) in question.
Notices
The library media specialists have devised systems by building to
generate overdue notices and fine notices and have devised appropriate
methods of notice distribution to students and/or parents.

Miami-Dade County Public School District, Miami, FL
Leadership and Professional Growth
As a professional, the library media specialist is responsible for keeping
abreast of new developments and technologies as they relate to school
library media programs. The following section cites many opportunities
for personal and professional growth as well as renewal of educators
certification.
University Courses
Local colleges and universities offer individual library media courses in
graduate programs. Additionally, appropriate courses in specific
subjects, such as computer applications may be taken to satisfy
recertification requirements. Before registering for classes, library
media specialists are advised to check with the certification office of the
Florida Department of Education to determine that the courses are
acceptable for renewing their certificates.
Professional Workshops/Inservices
Inservice workshops are offered through the Department of Professional
Development and may be taken for Master Plan Points (MPP).
Accumulated credits may be used for renewal of teaching certificate.
Workshops conducted by Library Media Services and professional
meetings sponsored by the Miami-Dade Media Specialists Association
(MDMSA) are considered an integral part of professional growth.
Library media specialists are urged to participate in all professional

Miami-Dade County
Professionalism and
Retrieved from

workshop opportunities.
Online Courses
SUNLINK

PBS Teacherline

Tuition Reimbursement
Guidelines for tuition reimbursement for college/university credits are
outlined in the contract between the Miami-Dade County Public
Schools and the United Teachers of Dade (UTD). Additional
information may be obtained by contacting the M-DCPS Division of
Compensation Administration.
Professional Journals It is the professional responsibility of the library
media specialist to keep informed of trends, issues, and updated
techniques in the field of library and information services. The
following publications are a sample of recommended professional
reading resources: VI/14 Professionalism and Leadership
American Libraries: American Library Association publication
containing articles of interest to all personnel in information professions
The Book Report: articles dealing with theory, operation, information
skills, and materials for middle and senior high school library media
centers
Booklist: a guide for librarians with each issue covering reviews in five
major areas: forthcoming books, adult books, books for youth,
audiovisual media, and reference books. A review in Booklist
constitutes a recommendation for purchase.
Book Links: featured articles on childrens books and regular columns
that suggest ways to incorporate fine childrens literature into the
curriculum
Education Week: articles relating the latest news and information about
the field of education.
Florida Media Quarterly (FMQ): FAMEs quarterly publication of
news and programs around the state
The Horn Book: publications about books for children and young
adults.
Information Searcher: quarterly newsletter for software reviews, online
searching, and integration of the Internet in schools
Library Talk: practical articles pertaining to issues for elementary
school library media specialists and numerous book reviews

Miami-Dade County
Professionalism and
Retrieved from

M-DCPS Online Databases: include such periodical indexes as
eLibrary, ERIC, Facts on File, NewsBank, SIRS, and Thompson Gale.
Media and Methods: articles pertaining to the use of instructional
technology in education
Phi Delta Kappan: professional journal for education, addresses issues
of policy and practice for educators at all levels.
School Librarians Workshop: creative ideas for implementation and
practical advice by working library media specialists
School Library Journal: in addition to materials recommendations,
timely articles on trends and issues in the field of school library media
services
School Library Media Research, the successor to School Library Media
Quarterly: essential news of the profession for school library media
specialists. Information on legislation, reviews of professional reading,
software, and audiovisual.
School Library Media Activities Monthly: provides activities,
suggestions, and methods for teaching information skills, particularly at
the elementary and middle school level
Teacher Librarian formerly Emergency Librarian: articles focusing on
cooperative program planning and teaching, as well as program
advocacy for school librarians
Voices of Youth Advocates (VOYA): excellent publication for
practitioners working with young adults Professional Websites There
are many websites, listservs and weblogs (blogs) to keep library media
specialists informed of trends, issues, and new techniques in the school
library media field. The following are a sample of some recommended
sites. Others can be found by using various search engines.
LM_NET: This Internet discussion group serves the worldwide school
library community. LM_NET is a group of practitioners sharing ideas,
solving problems, telling each other about new publications, up-coming
conferences, and asking for assistance and information. To subscribe,
send an e-mail message to: LISTSERV@LISTSERV.SYR.EDU and in
the body of the message send the command: SUBSCRIBE LM_NET
Firstname Lastname (i.e., SUBSCRIBE LM_NET Jane Doe).
FIRN: The Florida Information Resource Network provides free e-mail
and Internet access to all K-12 educators in Florida. The FIRN website
is http://www.firn.edu.
FAME_NET: The Florida Association for Media in Education (FAME)
has a school library media specialist discussion group on FIRN. Similar
to LM_NET, it is a vehicle for Florida school library media specialists
to share ideas, solve problems, and ask for assistance and information.
AASL: The American Association of School Librarians and the

Miami-Dade County
Professionalism and
Retrieved from

American Library Association both have websites full of news, awards,
and information for the school library community. The site is:
http://ala.org/aasl/
ALAWON: ALAWON is a free, irregular publication of the American
Library Association Washington Office.
AECT: The Association for Educational Computing and Technology has
a School Media and Technology Division to promote communication
among school media personnel who share a common concern in the
development, implementation, and evaluation of school library media
programs. AECT also has a listserv to discuss concerns of interest to the
entire AECT membership.

Professional Conferences
Professional organizations hold periodic conferences that provide
excellent opportunities for library media specialists to update skills,
acquire new techniques, and examine print and nonprint materials,
software, equipment, and services. It is recommended that library media
specialists attend these conferences whenever possible. Valuable
conferences for library media specialists are:
Florida Association for Media in Education (FAME) Annual
Conference
American Association of School Librarians (AASL) Conference
American Library Association (ALA) Conferences Two annual
conferences. The primary conference is held in a major U.S. city each
summer. The mid-winter meeting is held primarily to conduct
association business and for committee meetings. It is held in January
or February in various U.S. cities.
Association for Educational Communications and Technology (AECT)
Annual Conference
Florida Educational Technology Conference (FETC) Annual
Conference
Region VI Florida Association for Computers in Education (FACE)
Conference
Impact II Conference Local conference sponsored by The Education
Fund for Excellence in Miami-Dade County Public Schools, held
annually in the fall.
Temporary Duty Leave for Professional Events
Principals may grant temporary duty leave to library media specialists
who attend any of the conferences listed above and other events
sponsored and/or approved by Miami-Dade County Public Schools
administrative offices. To obtain approved leave, the library media

Miami-Dade County
Professionalism and
Retrieved from

specialist should fill out an Application for Leave card (FM-2671 rev.
06-93) and indicate Temporary Duty. The form must be signed by the
principal and submitted with payroll reports.
Master Plan Points for Professional Events
Library media specialists who want to receive Professional
Development Master Plan Points for attending a professional
conference must contact Library Media Services in order to obtain an
application prior to attending the conference. The library media
specialist is responsible for returning the completed application and the
required documentation to Library Media Services within 30 days of the
conference. Library Media Services will forward the appropriate
documentation to Professional Development and facilitate the process
of awarding recertification points. VI/17 Professionalism and
Leadership
Professional Organizations Library media specialists are encouraged to
participate in professional media associations. Professional
organizations provide stimulating opportunities for professional growth.
Membership enrollment forms are offered in the fall of each school
year.
Miami-Dade Media Specialists Association (M-DMSA) This local
organization works for the maintenance and improvement of local
school library media services and is open to all local school personnel
actively involved with any phase of school library media work.
Florida Association of Supervisors of Media (FASM) This state
organization provides opportunities for members to act as a professional
group in all statewide matters pertaining to educational media, to
support and supplement the work of the Florida Department of
Education, FAME, and other organizations with similar goals in media
education, and to establish and maintain a communications network for
media supervisors.
Florida Association for Media in Education (FAME) This state
organization sponsors an educational media conference each fall,
attended by media personnel from the entire state, and features
outstanding consultants. The organization works for the improvement of
school media programs statewide through workshops, the
encouragement of professional growth, and the support of legislation
vital to the interests of educational media.
Florida Association for Computers in Education (FACE) The
organization works for the inclusion of technology in the educational
process. It places special emphasis on using new technologies,
enriching teaching strategies, and telecommunication. This state
organization sponsors a conference periodically.
American Library Association / American Association of School
Librarians (ALA/AASL) The American Library Association (ALA) is

Miami-Dade County
Professionalism and
Retrieved from

open to all librarians working in all types of centers and at all levels.
Membership in the parent organization includes membership in a type-
of-library division. For school media personnel, this division would be
the American Association of School Librarians (AASL). Journals
published by the parent organization and its divisions serve to keep the
school media specialist aware of developments in the profession and
offer a channel of professional communication. VI/18 Professionalism
and Leadership
Association for Educational Communications & Technology (AECT)
AECT is open to all those concerned with the technological aspect of
commercial and educational media. The association publishes the
periodical Audio-visual Instruction. Membership is for the school year.
Dues include subscription to Instructional Innovator and one division.
There is now a Media Specialist Division. Membership is also available
at a reduced cost without the periodical.
In addition to responsibilities specifically provided by law or in the
Superintendents contract, the Superintendent shall:
EDUCATIONAL LEADERSHIP
1. Provide leadership and direction for the development of an
educational system that is based on the needs of students, on
standards of excellence and equity, and on community goals.
Toward that end, the Superintendent shall:
INSTRUCTIONAL MANAGEMENT
a. Establish effective mechanisms for communication to and
from staff in instructional evaluation, planning, and decision
making.
b. Oversee annual planning for instructional improvement and
monitor for effectiveness.
c. Ensure that goals and objectives form the basis of curricular
decision making and instruction and communicate
expectations for high achievement.
d. Ensure that appropriate data are used in developing
recommendations and making decisions regarding the
instructional program and resources.
e. Oversee a system for regular evaluation of instructional
programs, including identifying areas for improvement, to
attain desired student achievement.
STUDENT SERVICES MANAGEMENT
f. Oversee student services, including health and safety
services, counseling services, and extracurricular programs,
and monitor for effectiveness.
g. Oversee a discipline management program and monitor for

Indian Prairie Community
Unit School District 204,
Professionalism and
Retrieved from
http://clow.ipsd.org/doc
uments/lmc_manual_revi
sions/LMC_Procedure_M
anual.pdf

equity and effectiveness.
h. Encourage, oversee, and participate in activities for
recognition of student efforts and accomplishments.
STAFF DEVELOPMENT AND PROFESSIONAL GROWTH
i. Oversee a program of staff development and monitor staff
development for effectiveness in improving district
performance.
j. Stay abreast of developments in educational leadership and
administration.

Indian Prairie Community Unit School District 204, Aurora, IL
Professional Development Policy
PROFESSIONAL DEVELOPMENT
CONFERENCES
a. Library Media Center Directors are expected to continue
their professional education by attending professional
conferences.
Some of the conferences especially valuable to LMC
Directors are:
Annual conference of the American Library Association,
held during the summer, and in Chicago every five years;
Annual conference of the Illinois School Library Media
Association (ISLMA) held in late October or early
November. The conference alternates between the Chicago
area one year and a southern Illinois location the alternating
year;
Annual Role of Technology in Education conference held
in February at the Pheasant Run Resort in St. Charles,
Illinois;
Annual Classroom Connect conference, usually held in
March, at the McCormick Conference Center in Chicago;
Annual Young Adult Literature conference, held in the fall
(late September or early October) at the College of DuPage

in Glen Ellyn, Illinois;
Annual Children's Literature conference, held in March, at
Northern Illinois University in DeKalb, Illinois; and,
American Association of School Librarians conference,
usually held every two years, in various locations.
LMC Directors interested in attending a professional
conference and receiving district funds must complete the
Application to Attend a Professional Meeting Form found in
your schools Main Office.
PROFESSIONAL ORGANIZATIONS
There are many professional organizations of value and interest to
LMC Directors. Among the organizations in which to
consider membership include:
Illinois School Library Media Association
http://www.islma.org/
American Association of School Librarians
http://www.ala.org/aasl
Other organizations of value might include those connected
to the building level (i.e. National Middle School
Association) or specific curricular-related groups (i.e.
National Council of Teachers of English).

MEDT 6461 Admin
Fall 2012
Natarsha Miller

Handbook 4

Video Policy

Media programs,
Deep Springs Elementary
School. (Revised May 27,
2010). Retrieved from
http://www.deepsprings.
fcps.net/library-media-
center/video-policy

Deer Springs Elementary, Lexington, KY

Media Programs
While Deep Springs recognizes the value of video recordings
in a classroom environment, the school is also committed to
supporting copyright laws and its own curriculum policy.
Guidelines:
Teachers are expected to use videorecordingss obtained
from the schools media center, the Fayette County Public
Schools Teacher Resource Center, or from purchases made
with SCIF funds.
Videos, including those from You Tube, must be directly
related to the curriculum.
School-wide videos may only be viewed at the discretion
of the principal.
Videos from video stores will not be shown on the
school-wide channel unless several classes need to watch it at
the same time, and the teachers provide a form signed by the
principal. The signed form needs to be turned into the
librarian prior to viewing.
Note: Forms will be distributed at the beginning of the year
to each teacher. Additional forms will be kept in the AV Room
on the bulletin board above the copy machines.

Media Programs
Stoneview Elementary
School, Lithonia, GA
from
http://oldwww.dekalb.k1
2.ga.us/~stoneview/Reso
urces/Library%20media
%20center%20handbook
.pdf
Stoneview Elementary School, Lithonia, GA

Media Progarams

Video Usage Policy

Select video recordings for the direct relevance to the
approved curriculum and specifically relate it to the
instructional program.
Teachers should list within their weekly lesson plan how
the usage of videos and how they will relate to the
identified learning goals.

Grades Pre-K-5: Parental consent is required for any
videos with ratings other than G.
Showing movies for reward or entertainment (non-
teaching activities) is not acceptable.

Video Procedure

Media programs,
Beaufort County School
District. (Revised August
5, 2008; Revised June 6,
2011). Retrieved from
http://bms.beaufortsc.sc
hoolfusion.us/modules/g
roups/homepagefiles/cm
s/1496223/File/LMC/BC
SD_POL_PROC_MANUAL_
2008.pdf

Beaufort County School District, Beaufort, SC
Video Procedure
At all levels:
The digital video files from StreamlineSC, as well as
cataloged videos and DVDs (both hereafter referred to as
videos), located in the library media center are assumed to be
age appropriate, educationally sound, copyright compliant,
and directly correlated to the curriculum of the school.
The use of any video must be documented in the teachers
lesson plan. Teachers must always preview the video.
Videos cannot be used for rewards, entertainment or any
other use that constitutes a public performance.
The Motion Picture Association of America film rating
guidelines for age appropriateness as well as copyright
guidelines must be followed. (See Appendix B, Motion Picture
Association of America Ratings and Appendix B, and
Copyright Guidelines, page 9.)
Teachers may show videos without special permission to
enrich, not supplant their instructional units.
Showing clips of relevant material is more appropriate than
showing entire works.
Copyright guidelines must be followed at all times.

Video at the Elementary Level (Grades PreK-5)
The following steps must be taken for any PG or PG-13 rated
video:
1. The teacher must preview the video and assess its
relevance to the curriculum.
2. The teacher must submit the Instructional Video
Request form to the principal (See Appendix B).
3. Principal must approve the video.
4. Parent permission slips must be sent home at least two
weeks prior to the viewing of the film to the
parents/guardians of students explaining how the PG
or PG-13 rated video will be used and the instructional
objective which it supports.
5. Signed parent/guardian authorization will be required
of all students who will be viewing the video (See
Appendix B). These permission forms will be
maintained by the teacher.
6. Students whose parents/guardians do not authorize
viewing of a PG or PG-13 rated video will be provided
an alternative assignment for equal credit.

a. Any teacher at the elementary level who wishes
to show all or a portion of a G rated or non-
rated video that is not part of the library media
center collection must document that the video
is directly related to an instructional objective.
b. Non-rated videos which contain potentially
controversial topics (controversial topics which
may be sensitive within the community include
topics that have strong language, sexual
material, violence, religion, political
implications, or social significance), shall be
submitted to the principal for approval and
follow with the procedures for parent
notification.
c. The use of R-rated films is not approved for
elementary use.
d. Strict copyright guidelines will be followed at
all times.
Video at the Middle School Level (Grades 6-8)
The following steps must be taken for any PG-13 or R rated
video:
1. The teacher must preview the video and assess its
relevance to the curriculum.
Request form to the principal (See Appendix B).
parents/guardians of students explaining how the PG-
13 or R rated video will be used and the instructional
objective which it supports.
Appendix B). These permission forms will be
viewing of a PG-13 or R rated video will be provided an
alternative assignment for equal credit.

a. Any teacher at the middle school level who
wishes to show all or a portion of a G-rated, PG-
rated, or non-rated video that is not part of the
library media center collection must document
that the video is directly related to an
instructional objective.
notification.
c. The use of R-rated films is not approved for
middle school use.
d. Strict copyright guidelines will be followed at
all times.

Video at the High School Level (Grades 9 - 12)
Teachers are encouraged to list any R-rated films in the
course syllabus; however, it must be stated in the Course
Description Catalog if a significant number R rated videos or
films (three or more), are shown in any class.
The following steps must be taken for any R rated video: o
The teacher must preview the video and assess its relevance
to the curriculum.
Request form to the principal (See Appendix B-2).
parents/guardians of students explaining how the R
rated video will be used and the instructional objective
which it supports.
Appendix B-2). These permission forms will be

viewing of a R rated video will be provided an
alternative assignment for equal credit.
6. Students who are legally emancipated may sign their
own permission slips.
a. Any teacher at the high school level who wishes
to show all or a portion of a G, PG, PR-13 rated
or non-rated video that is not part of the library
media center collection must document that the
video is directly related to an instructional
objective.
notification.
c. Strict copyright guidelines will be followed at
all times.

Media Programs,
Newton Public Schools
District PolicyAdopted
(November 22, 1993).
Revised (June 1, 2006).
Retrieved from
http://rules.sos.state.ga.u
s/docs/160/4/4/01.pdf
Newton Public Schools, Newtonville, MA

Video Procedure

Non-print Resources
Non-print resources include, but are not limited to video
tapes and DVDs, laser disks, on-line databases, sound
recordings, CD-ROMS, computer software, graphic
materials, maps/globes, microforms, learning kits, games,
transparencies, and archival materials that support the
established learning goals of the Newton Public Schools
library media centers.

In selecting non-print resources, each item should be
considered for its merit and value in the collection. Materials
will be previewed whenever possible before a determination
for selection and purchase is made.

Previously stated criteria for selection should be applied, with
some additional considerations need.

1. availability and capability of existing and currently owned
hardware to utilize the format;

2. appropriateness of format;
3. addresses instructional goals and supports curriculum
taking into account learning styles, and the developmental
abilities and adaptive technology needs of the students;
4. ease of use and/or availability of training or customer
support;
5. sufficient documentation;
6. licensing agreements;
7. technical quality;
8. accurate and reliable presentation of information.

MEDT 6461 Admin
Fall 2012
Natarsha Miller

Handbook 3

Inventory Policy

Inventory Policy,
Marengo High School.
https://images.pcmac.org
/SiSFiles/Schools/AL/.../
Libraryinventory.doc

Marengo High School Media Center Inventory Policy

Inventory Policy
Inventory is taken at the end of the school term. The purpose of
inventory is to secure an accurate record of the size of the
collection while accessing the condition of it.

The media center is closed to students and classes during
inventory. Advance notice is given, so alternative plans can be
made by the teachers, if necessary.

Near the end of the school term inventory is conducted using the

1. Collect all instructional materials.

2. Shelves are read by using the computer generated shelf list
file.

3. Material for which there is no shelf list record is noted and
recorded.

4. Damaged material is retrieved and repaired or ultimately
discarded.

5. Action is taken to locate and/or recover missing materials.

A copy of the media centers most current inventory shall be kept
on file in the library and the principals office

Inter-Library Loan
Procedure

Inter-Library Loan
Policy, Osceola School
District. (2006).
Retrieved from
https://images.pcmac.org
/SiSFiles/Schools/AL/.../
Libraryinventory.doc

Marengo High School Media Center Inventory Policy

Inventory Policy
Inventory is taken at the end of the school term. The purpose of
inventory is to secure an accurate record of the size of the
collection while accessing the condition of it.

The media center is closed to students and classes during
inventory. Advance notice is given, so alternative plans can be
made by the teachers, if necessary.

Near the end of the school term inventory is conducted using the

1. Collect all instructional materials.

2. Shelves are read by using the computer generated shelf list
file.

3. Material for which there is no shelf list record is noted and
recorded.

4. Damaged material is retrieved and repaired or ultimately
discarded.

5. Action is taken to locate and/or recover missing materials.

A copy of the media centers most current inventory shall be kept
on file in the library and the principals office

The School District of Osceola strives to provide a collection of
books, periodicals, audio-visual and other resource materials
necessary for the fulfillment of the curriculum and the
independent study of the students. As a supplement to the
school districts collection, the interlibrary loan policy is
utilized to share circulation materials with other libraries.
Responsibility of Maintenance
The School District of Osceola affirms that the following
criteria shall be followed with regards to interlibrary loan
requests:

The School District of Osceola agrees to assume the
responsibility of updating the circulation catalogue and
understands the importance of maintenance of the
interlibrary system.

Reference books and software will not be available through
interlibrary loan, due to high student and faculty use, as well
as any materials experiencing a high local demand.
Procedures for Use

The school district will only accept requests that have been
verified on WISCAT and have been cleared through the proper
channels within the county interlibrary loan clearinghouse as
specified in the state interlibrary loan guidelines.

The borrowing library is responsible for returning
interlibrary loan materials in good condition by the due date
and will assume the postage for their return.

The borrowing library will be responsible for fines and
replacement costs if loss or damage occurs.

The Osceola School District will, as the lender, determine
delivery method of materials.

The Osceola School District will allow one month for the loan
of materials, but will accept up to two renewals.

Users may utilize the interlibrary services at any access point
in the media centers and may request interlibrary materials
using the Interlibrary Loan Request Form (see Exhibit 1).

Inventory Procedure,
Houston Independent
Retrieved from
www.hisdlibraryservices.
org/LibrariansHandbook
3.doc
Osceola School District library staff will maintain the
confidentiality of its patrons and make every reasonable
effort to gather the needed materials for patrons.

Inventory Procedure

The purpose of taking inventory is to obtain accurate records
of the library collection. The purpose of the annual report is
to furnish statistics to justify requests for funds and to
evaluate services being offered. The closing of the library can
be accomplished by following a sound plan of action in an
organized manner. The following is a list of activities that
need to be completed by the end of the year.

Talk over plans with the principal and reach an agreement
about the amount of time needed to complete the inventory.
Inform staff of the dates of the inventory. Check the
Department of Library Services web site for the annual report
due date. If you are responsible for AV hardware, please be
sure to allow ample time for this inventory also. Procedures
for handling lost or damaged books and money received
should be established with the principal and office staff at the
beginning of the school year.

Library Closing Checklist

Make a time schedule and a list of items to be taken care of
before the last day. Share this schedule with the principal
and staff.
Inventory books and audiovisual collections
Complete audiovisual equipment inventory (Where
applicable)
Make hold report card notices (if permissible) and
generate a list of students with overdue books and fines
for the school year. Keep copies of this list for your files
and give additional copies to the office staff and the
records clerk.
Pull books to be repaired or sent to bindery and weeded
collection.

Elementary School Closing

For media to be properly inventoried and reports completed
at the designated time, it is necessary for services in the
library be curtailed. It is highly recommended that librarians
cease checking out books to students at least two weeks
before the closing of school. If the elementary librarian is
covering the teachers planning period this will be very
difficult. However, there are some alternative ways of doing
the inventory, such as:
Assigning a clerk to the library for 2 3 hours a day
Soliciting parent volunteers to assist with inventory
During class time, with 3
rd
grade and up, have the students
help with the inventory. (Each student is given a stack of
books from the section to be inventoried. The librarian calls
out the title and has one student place the book back on the
shelf. The librarian handles the shelf list, which may be
cards, or a computer generated shelf list only. Any
remaining books not called should have temporary cards
made or be added to the computer and properly placed on
the shelf.

Secondary School Closing

Again it is highly recommended that the students cease
checking out books at least two weeks before the close of
school.

Librarians should strive to keep their library open as long as
possible in order to provide needed support to teachers and
students within their individual schools. Librarians should
consider the following options in order to extend service.
1. Close library earlier in the year for inventory so that the
center continues to give service at the end of the year.
2. Conduct inventory with the library still in operation, but
close sections being inventoried.

Inventory classes will be offered in the spring to cover
inventory methodology. A limited number of PDA scanners,
laptops, long Ethernet cables, and wired scanners are
available for checkout from Library Services upon request.

Inventory procedures are posted on the website.

Inter-Library Policy,
Hopkinton High School
www.hopkintonschools.or
g/hhs/library/ill.pdf
Inter-Library Loan Policy

The Hopkinton High School Library provides a wide range of
materials that support and enhance the
curriculum, and that reflect the varying needs and interests of
its students and faculty. In this information rich
era, however, no school library can afford to be self-sufficient,
and a librarys ability to provide access
to resources beyond its walls is a measure of its success.
For this reason, the Hopkinton High School Library
participates in New Hampshires interlibrary loan (ILL)
program. This means that we borrow and loan materials in
cooperation with other libraries, in compliance
with the New Hampshire InterLibrary Loan Protocol (1993).
BORROWING
The Hopkinton High School Library will provide the resources
to meet the ordinary needs and interests of
its primary clientele. Consequently, material borrowed from
other locations will be limited to those items
that do not conform to our librarys collection development
policy, or for which there is no recurring
demand.
In borrowing from other libraries, the Hopkinton High School
Library will
provide interlibrary loan services to students and staff alike
exhaust its own resources before requesting material from
other locations
use an interlibrary loan form (printed or electronic) that
conforms to the American Library
Associations recommended standard
make every effort to borrow first from other school
libraries, and then from smaller public
libraries, reserving large public and university library
collections for last resort
comply with the Copyright Act of 1976 and the Commission
on New Technological Uses of
Copyrighted Works (CONTU)
pay the return postage costs (only) associated with each
transaction
see that all items are returned to lending libraries on time,
and in good condition (individuals
who lose or damage ILL materials, or who incur late charges,
are liable for all such costs)
adhere to any restrictions that the lending library places on
the use of their material
LENDING
The Hopkinton High School Library will lend materials to all
libraries that participate in the New
Hampshire ILL system. Each loan will be made at the
discretion of the Librarian, with the understanding
that the needs of Hopkintons students and staff will take
precedence.
In lending to other libraries, the Hopkinton High School
Library will
loan all non-reference books, to include fiction, non-fiction,
paperback, professional, and story
collection items, on a 5-week, non-renewal basis
provide copies of magazine and newspaper articles
loan multimedia material by special arrangement only
respond to all ILL requests within 2 working days by filling
or denying the request, or by
acknowledging a reserve
pay the sending postage costs (only) associated with each
transaction
accept emergency telephone requests, when made by a
Librarian and followed up with a
completed ILL form
make this ILL policy available on request
MISCELLANEOUS
When possible, the NHSL van service will be used for
delivery and return of ILL items.
Should the cost of photocopies become onerous, a per-page
fee may be instituted.
No overdue fines will be charged. Libraries that fail to return
material within one month of its
due date will be billed at full replacement cost, and will be
denied service until the record is
clear.
Libraries who routinely keep materials beyond the 5-week
loan period may be denied further loans.

Collaboration
Procedure

Collaboration, Colorado
Department of Education
State Library, (2012).
Retrieved from
www.cde.state.co.us/cdeli
b/.../HighlyEffectiveSchool
Libraries.pdf

Instruction and Learning Environment

Collaboration between the school librarian and faculty is a
key indicator of a successful, effective library program.
Research has shown the quality and frequency of the
collaboration contributes to improving student achievement.
[Video]
Evidence Outcomes:
The school librarian plans and collaborates with classroom
teachers from many disciplines and grade levels.
The school librarian focuses on systematically integrating
the 21st century skills of the Colorado Standards by
collaboratively planning lessons
The school librarian and the school
Have a well-developed collaborative culture that encourages
the librarian to work with a majority (75% or more) of the
classroom teachers and instructional coaches. The school
values collaborative planning as a school wide expectation.
Highly Effective
Have a collaborative culture that encourages the school
librarian to work with most (at least 50% to 75%) of the
classroom teachers and instructional coaches. Collaborative
planning is generally a school wide expectation.
Effective
Have a collaborative culture that encourages the school
librarian to work with most (at least 40% to 50%) of the
classroom teachers and instructional coaches. Collaborative
planning is generally a school wide expectation.
Progressing
Toward Effective
Encourage the school librarian to work with a few (10% or
less) of the teachers, instructional coaches, departments, or
grade level groups. Cooperative planning occurs when
possible.
Ineffective
Not Evident
2. Instruction
Effective school librarians work with teachers to align 21st
century skills instruction with content delivered in the
classroom. [Video]
Evidence Outcomes:
The school librarian teaches students how to locate, select,

evaluate, synthesize and create relevant sources of
information.
The school librarian integrates 21st century skills in the
Colorado Academic Standards with curriculum content.
The school librarian has a strong web presence
The school librarian
Has examined the 21st century skills of the Colorado
Academic Standards and systematically and meaningfully
integrates them in all lessons at his or her school. The school
librarian has an interactive school library web page.
Highly Effective
School Library Program Evaluation Rubric Page 5 of 22
Has examined some of the 21st century skills of the Colorado
Academic Standards for his or her building levels and
integrates these 21st Century skills into some of the lessons.
The school librarian has a web page with resources for
students.
Effective
Has some knowledge of the 21st century skills in the new
Colorado Academic Standards but is not integrating these
skills in a systematic way. The school librarian has several
links on a school library web page.
Progressing
Toward Effective
Does not integrate 21st century skills of the Colorado
Academic Standards in a meaningful way and/or does not
have a school library web page.
Ineffective
Not Evident
3. Instructional Delivery Strategies
Effective school librarians take a leadership role in exploring
and implementing best practices in curriculum-aligned
differentiated instruction. [Video]
Evidence Outcomes:
The school librarian provides group and individual
assistance to engage, direct, and encourage students in
research.
The school librarian differentiates instruction in standards
based lessons and incorporates best practice models.
The school librarian
Is a highly skilled teacher who employs backward design,
differentiated instruction and other best practices to reach all
learners.
Highly Effective
Is a highly skilled teacher who utilizes best practices in
delivering instruction.

Effective
Delivers instruction in a variety of settings in a teacher-
focused manner.
Progressing
Toward Effective
Is aware of the importance of a variety of delivery methods
and resources and applies them when possible.
Ineffective
Not evident
4. Assessment of Student Work
The school librarian, in conjunction with the classroom
teachers, develops consistent means of assessing how well
students are acquiring essential research and 21st century
skills through the use of formative or summative assessments
such as rubrics, checklists, and journaling.
Evidence Outcomes:
The school librarian works with teachers to create and
analyze assessment data in order to focus instruction to
include the 21st century skills of the Colorado Academic
Standards.
The school librarian collaborates with classroom teachers
and is involved in the assessment and revision of
collaboratively planned lessons to provide authentic
assessment opportunities for students (i.e. assessment by
peers, community members, business members or experts in
the field of study).
School Library Program Evaluation Rubric Page 6 of 22
The school librarian encourages the use of rubrics that are
developed
The teacher, school librarian and students collaboratively set
expectation for the desired outcome of the finished product
including the process they used to achieve that outcome.
Formative assessment is used to evaluate student
understanding of the skills taught.
Highly Effective
The teacher and school librarian collaboratively assess
student work through formative and summative means.
Effective
The teacher and school librarian occasionally assess student
work through formative and summative means.
Progressing
Toward Effective
The school librarian does not assess student work.
Ineffective
Not evident

Collaboration
Policy

Collaboration Policy,
Whoville Middle School.
(Adopted April 19, 2004).
Retrieved from
sitemaker.umich.edu/jeris
/files/policies_and_proced
ures--final.doc

Collaboration Opportunities Among Staff

Collaborative planning is modeled and promoted at the
Whoville Middle School. The schools schedule ensures time
for the teachers and the media specialist to regularly meet at
common planning times, to plan and coordinate instructional
units, learning strategies, and activities. Through
collaboration with teachers, the media specialist helps build a
coordinated instructional program.

To facilitate this process Whoville staff schedules
common planning meeting times with faculty.

9.1 Resources and Forms
Whoville staff use the following tools and resources to
coordinate collaboration opportunities with teachers in
addition to informing about Media Center services and
providing survey and feedback opportunities.

These tools include:

Project Planning Guide and Collaboration Form (See
Appendix F)
Faculty Survey (See Appendix G)
New Academic Year Advisory Letters to Teachers:
Social Studies Teachers (See Appendix H)
Science Teachers (See Appendix I)
English Teachers (See Appendix J)
Health Teachers (See Appendix K)

9.1.1 Instructional Partner
As an instructional partner, the media specialist joins with
teachers and others to identify links with curricular content,
learning outcomes, student information needs, and
information resources. Working with the entire school
community, the media specialist takes a leadership role in
developing policies, practices, and curricula that guide
students to develop the full range of information literacy
skills. The library media specialist works closely with
individual teachers in the critical area of designing authentic
learning tasks and assessments and integrating the
information and communication abilities required to meet
subject matter standards.

9.2 Meeting Times
Common planning meeting times occur once during the
summer in pre-session week and during monthly staff
meetings as breakout sessions.
August (Pre-session): All staff update and
questionnaire circulated.
September meeting: English faculty and Media Center
October: Social Studies faculty and Media Center
November: Math faculty and Media Center
December: Science faculty and Media Center
January: Computer Science faculty and Media Center
February: Mechanical Arts faculty and Media Center
March: Social Studies faculty and Media Center
April: English faculty and Media Center
May: Math/Science faculty and Media Center
June: All-hands Goals meeting for next year

Other communications and collaboration occur by email or
appointment.

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