SWOT Analysis Template
Name:
A Emily Jubert-Sand School library and technology program being assessed: Pennichuck Middle School
NOTE: Many criteria can apply to more than one quadrant. A few areas to consider are listed just to start your thinking, but your SWOT entries should be more thoughtful,
detailed and specific to the school you are using as your learning laboratory. If you need more space, delete the areas to consider boxes and expand the SWOT quadrants.
Strengths
-Willing and collaborative staff and teachers with many scheduled opportunities for student learning
-Administration is supportive of new ideas, goals and initiatives and sees the value of the media center
-No restrictions on how the library is arranged, complete trust in librarian
-Formal library curriculum is now integrated and embedded in core classes, with teachers collaborating
more regularly.
-Media Center is never used as a state/standardized testing location
-Librarian enrolled in graduate program; formerly a classroom teacher
-Author visits scheduled
-Passive programming that draws students into the space
-Social media presence Instagram
-After school activities offered; Crafternoons, board games, simple Maker program
-Location is central within the school
-Students held accountable for materials, and if materials are lost, are restricted from all school activities
(such as field day) until payment or materials are given
-Displays are interactive and anticipated by students
-Technology integrator and computer lab are located next door, so constant communication is consistent
-Balanced collection
-Students have strong voice in materials selection
-Library has open floor plan
-Extensive knowledge of curriculum and scope and sequence of each grade level
Opportunities
Development of Mission Statement
Discussions have been circulating regarding more computers for the library
In planning phase revamp operating procedures and scope and sequence for a school year to a
manageable calendar
Ongoing chances for integration and collaboration
Connect with teachers who are not comfortable with technology to offer instruction for
manageable classroom tech application
Produce parent newsletter to post on school website
Stronger ELL program to bring more non-native speakers into the library
Take better advantage of relationship between public library and school library to promote
programs, and allow students more access to databases and resources
Possibility of bookmobile centered from library for summer 2017
Donors Choose funding for more technology
Put in place efficient weeding system, focusing on non-fiction first
Nashua Education Foundation grants
Expansion into working more with the Unified Arts teachers (arts, music, technology education,
etc.)
Book Fair promotion and information to more parents through social media and PTO
Work with other middle schools to streamline new integrated district curriculum
We are a Spotlight School, recognized by the New England League of Middle Schools
Adapted from the document created by Alan Chapman 2005-08. Free PDF version of this tool and information about SWOT analysis methods are available at www.businessballs.com/swotanalysisfreetemplate.htm.
This is a free resource from www.businessballs.com, which contains lots more useful tools, diagrams and materials. Not to be sold or published.
Weaknesses
-One part time paraprofessional as support staff difficult to use the library for multipurpose area and
classroom. Often must choose between teaching and having library available to whole school.
-Small physical space; limited separate areas for technology, teaching, and group/independent work.
-Only one day a week for extended hours, students have limited access to technology
-No schedule flexibility or free time for students to use the library or to promote programming other than
directly connected to the curriculum through classroom teachers
-Website offers no way to have an extension for a sole library site. Run by tech department. Librarian
only has the power to change links on homepage.
-No professional development for librarians and tech integrators, but are expected to provide PD for the
district.
-Lack of technology; 9 desktop computers and one cart of 12 Chromebooks isnt enough for a class
-Limited amount of computers and AV equipment to lend
-All storage is located in the corner of the library; no storage for AV/computers out of plain site. Security?
-No windows in the entire space
-Testing schedules allow for limited co-teaching opportunity
-Average age of Fiction collection is 2003; non-fiction average age is 1995 and is largely outdated and
needs to be weeded extensively
-Librarian takes on lead role in state testing; job duties are pushed aside
-Limited interaction with parents
-Rely heavily on Book Fair profit, but a changing student demographic has made profit goals unreachable
-inconsistent bandwidth for staff and students
Threats
Contract negotiations underway; union actions can impact programs offered
New Mayor
Disjointed and dysfunctional Board of Education
Impactful budget year in all areas: have been notified that less money will be allocated to each
department for the future.
Top down initiatives from SAU instated with no input from department
No choice in which databases fit grade levels as all online databases are purchased by district
based on price and availability.
Middle School is often lumped in with Elementary Schools for budgetary decisions.
Lack of consistency with other middle schools leads to questioning validity of having a librarian at
all
Lack of professional development that is not home grown, or run by other colleagues.
High teacher turn over in district
No funding for maker or literacy projects, but push to provide them
Technology Integrator has been cut and then reinstated due to budget before. Fear that cuts
will remove that position completely/limited understanding of job role
Very limited parent involvement due to tension in the office
No budget to replace dated non-fiction or add databases to supplement for non-fiction texts
Librarian largely left out of technology decisions
No physical space for new programs, even if funded
Summary and SMART Goals:

The Pennichuck Middle School library is widely regarded as the hub of the school to students and staff. The resources within the library
support classroom curriculum, literacy promotion, and information literacy initiatives for grades six through eight. The Pennichuck library is
located in the center of the school. The library is staffed by a full time librarian and a part time paraprofessional, who works 20 hours a week
over the span of 4 out of 5 days. The library is open during school hours, with an after school day of Thursday, which extends the hours by
45 minutes. The end result of this SWOT analysis will be used to guide future planning, purchases, curriculum development and collaboration,
and collection development, while being assured to remain true to the vision and mission of the library.

The librarian and paraprofessional have cultivated a relationship of respect, collaboration, and trust with teachers, staff, and administration
within the school. Each core subject area on each team does a collaborative lesson with the librarian at least once a year, which means that
all students are benefiting from a co-teaching experience. Teachers are open to suggestions, additions to lessons, and collaborative
assessment creation, and find that the results of those assessments often show mastery of the subject. This correlates directly to the Idaho
School Impact study, which shows that collaborative success leads to better overall feeling about teaching goals (Lance,et.al., 2009). School
administration is largely supportive of library programs, initiatives, and resources, and sympathizes with the state of the budget and lack of
available funding. Administration and library staff work together closely to creatively problem solve issues related to space and schedules,
attempting to get as many students to experience learning in the library as possible. Upon inheriting this position, there was no set protocol,
scope and sequence or procedural timeline describing duties within the position. Much of the past three years has been managed through
communication with one other middle school, and trial and error. The schedule at Pennichuck is rigid, which does not allow students to come
to the library unless they are coming out of a class to do so. This limits the amount of programing (Maker activities, book clubs, etc.) that can
happen at the school, and after school time is designated for these activities at the free will of the librarian. This also restricts the amount of
time that students investigate and delve into reading books for pleasure. Although the librarian has limited exposure to students during free
time, she makes an effort to connect with and get to know all 680+ students by learning their names and backgrounds (sometimes through
teachers and the school social worker), and connecting displays and programs to their interests. The library Instagram account has also kept
students in touch with the library and the school community as a whole, and students are taught how to use databases at home for 24/7
access to resources. The schedule, along with only having a part time paraprofessional, also impedes the ability for the librarian to truly
collaborate with teachers during their planning time. On a positive note, the library is seen an integral part of student development and
learning by staff and admin, and is never closed or used for standardized testing.

Physical space remains a work in progress. The school is approximately 28 years old, and prior to the last 3 years, updates to the library
space have been largely neglected. There have been no budget allocations for new furniture in that time, and repurposed furniture from
other departments or other schools is relied upon, and has been recently added. New carpet was installed over the summer, and bookshelves
were relocated to accommodate future computer centers. The circulation desk was moved to a more central location to help with the librarian
and paras availability to multitask, while staying within close proximity to students. The librarian and principal have purchased bouncy and
bean bag chairs for the students. The entrance to the library is flanked by the only computer lab in the school, run by the technology
integrator. There are two adjoining doors to the lab to offer constant communication between the two interwoven staff positions, and regular
contact has proven to be of utmost importance, especially with SBAC testing. There are two rooms that are connected to the library entrance
that were formerly AV/Technology storage rooms and a work room, however these have been changed into offices and are no longer
available to use. There is currently no lockable storage space in the library. The small but open floor plan houses a main classroom area
where up to 34 students can gather, focused on a large pull down screen that reflects projection from a new ceiling mounted projector.
Students generally enjoy coming to learn in the space, as it is more open than a classroom. Tables are lined against the north wall, housing 4
computers, while an oval table is near to the only available internet port in the library, housing another 5 computers. This gives students a
total of 9 desktops to use, and students can sign out one of 12 Chromebooks that are located in a cart against a wall and monitored by
librarian and para.

Although a small team, the librarian and technology integrator work hand in hand to determine the best course of action for purchases,
sharing of tech integration and teaching responsibilities and opportunities, mobile cart assignments, and AV equipment use. They are also
primarily responsible for SBAC organization, with the librarian as the back-up and co-administrator, which impacts the amount library related
duites are accomplished during testing time. Both women are also in close contact with the technology specialist that is assigned to the
school, and share responsibility in troubleshooting and maintaining all school equipment. In addition, they both monitor levels of bandwidth
and connectivity issues, and report back to the head department regularly. Though it has improved over the past two years, ability to connect
to the internet within the building remains a problem, especially when attempting to use the districts Guest network. Teachers are
expected to rely on this network when using any device from home, which they do often due to lack of function or outdatedness of classroom
computers. To ease this burden, the library lends 3 laptops, 2 projectors, 3 AV carts (with document cameras, projectors and laptops) to
teachers. For classroom use, the school has two sets of 28 laptops for distribution from the library that are over 7 years old, and require
constant troubleshooting and repair. New to the school are three carts of Chromebooks with 30, 24, and 12 computers in each. While the set
of 30 serves the classroom well, the others rarely accommodate an entire class, which is a constant issue. Many teachers choose to come to
the library to collaborate with the librarian because of its inviting atmosphere, which includes rotating exhibitions of student artwork and
interactive displays geared toward middle school students. The 21 available computers do not allow for a class to have access to technology
however, which is a major problem. Overflow of students generally work in the lab next door if it is not full, or students partner with another
student.

Resources within the library are used regularly, and rates of fiction book check out and database use remain high. There has been extensive
weeding taking place this year to update the fiction section, and currency has gone from average age of 1992, to average age 2003 during
this venture. An area that is lacking in circulation numbers and has an elderly average age (1995) is the non-fiction section. To supplant for
this lack of current resource, students are using databases and encyclopaedic subscriptions more readily. The non-fiction section will need
extensive weeding and updating as the budget allows. Another consideration will be an increase in diversity in the student body, including
below grade level learners, special education students and non-native English speakers. It will be important to accumulate resources to
accommodate all students, which is embedded in the AASLs position on developing reading comprehension skills: School librarians practice
responsive collection development and support print-rich environments that reflect the curriculum and the diverse learning needs of the school
community (AASL, 2010).

There is a significant amount of change that could be made to better the library at Pennichuck Middle School, however the majority of the
issues lie at district level, or in budgetary concerns. One way that the librarian can expand students exposure to information in the library is
by reaching out to the Unified Arts (art, music, physical education) classes to integrate curriculum where possible. The librarian can also
move ahead as an advocate for change and advancement, working with the technology integrator to promote the use of/need for more
technology and more professional development for all. Data collection and organization, which is currently lacking, will be imperative to move
the library forward to a true learning commons.

S.M.A.R.T. Goals for the Pennichuck Middle School Library

1. Over the next two years, collaborate with Unified Arts classes on one project or lesson, and develop protocol to receive feedback from
students and teachers to better plan instruction for future projects.

2. Over the next year, create an effective scope and sequence along with weeding process and timeline to outline key managerial priorities
and data collection throughout the year, which will show the need for continuous funding for resources and technology.

3. Over the next year, complete grant applications to bring more technology into the library, creating a complete learning laboratory so that
students can access information, build skills, and remain technologically literate.

References:

AASL. (2010). Position statement on the school librarians role in reading. Retrievedfrom http://www.ala.org/aasl/advocacy/resources/position-
statements/reading-role

Lance, Keith Curry, Marcia J. Rodney, and Bill Schwarz. (2009). The Idaho School Library Impact Study-2009: How Idaho Librarians, Teachers,
and Administrators Collaborate for Student Success. Idaho Commission for Libraries. Retrieved from http://libraries.idaho.gov/doc/idaho-
school-library-impactstudy-2009