At the end of every school year I put together an Animoto video that highlights our library program at Riverside Elementary (D.C. Everest). My entire budget (except for $225 for supplies) is made up of Common School Funds so we couldn't do what we do without that funding.
A Google Slides presentation containing the Library Plan for the 2019-2020 school year for the School District of Manawa.
The purpose of this collective case study was to develop an understanding of why California K12 public school administrators distribute instructional leadership responsibilities to either
instructional coaches or teacher librarians and how the two roles compare within the context of
the implementation of the California Common Core State Standards in ELA/Literacy. The study
addressed the following research questions: Why do administrators select instructional
coaches/teacher librarians to help them provide instructional leadership? How do administrators
and instructional coaches/teacher librarians work together to provide professional learning within
daily instructional practice? How do administrators evaluate the effectiveness of the
instructional coaches’/teacher librarians’ instructional leadership roles? Participants were district
administrators who oversee the population, site administrators who directly supervise site-based
instructional coaches or teacher librarians, and the corresponding instructional coaches and
teacher librarians. Data were collected from multiple sources, including documents, interviews,
observations, and focus groups with participants. Within-case and cross-case analyses were
conducted to develop a naturalistic generalization of what was learned about how the coach and
teacher librarian contributed to instructional leadership. Results demonstrated that administrators’
personal values influence their decisions to select and utilize instructional coaches or teacher
librarians to provide instructional leadership. Instructional coaches are considered to be extensions
of administrators as instructional leaders in ELA while teacher librarians are considered to be
resources that can be called upon to provide occasional instructional support in ELA.
Current 2019-2020 Clear Lake School District Library Plan highlighting what is currently being done in the library and future goals.
Bibliography created by the librarians at the Cooperative Children's Book Center (CCBC) that includes sample policies and procedures, as well as educational materials related to them
Posters from the CCBC to build knowledge about Intellectual Freedom and book challenges
This information was gathered by members of the Oregon Association of School Libraries -- Rita Ramstad, District Librarian, Centennial School District and Jennifer Maurer, School Library Consultant, State Library of Oregon. Though the source authors and presenters are copyright experts, and in some cases lawyers, this information should not be considered legal advice. || Last updated on May 11, 2020
A collaborative effort from school librarians around the USA to create a reference resource that is also a tool for collaboration and advocacy.
Digital Storytime: Kids, Apps, and Libraries is a module-based online professional development course designed for public librarians and other educators. Course participants will gain a richer understanding of how and why apps can be used with young children and the adults in their lives, as well as which apps are the most beneficial, and where to find the best apps. This course takes approximately 3-5 hours to complete; participants who complete the entire course using the same device and browser can download a Certificate of Completion.
Time to complete course: 3-5 hours
Education Forward provides considerations for district and school leaders to plan and implement a safe, efficient, and equitable return to school.
This is a Future Ready School Library Plan tracker. It will support your priorities, goals, and actions to help your plan come to fruition. There is a tab for tracking and for a timeline. This can help organize your plan, as well as keep vital evidence of your progress to use with your stakeholders.
Simply make a copy of this template to be used in meetings when you are highlighting work you are doing. Just describe the project or task in the wedge(s) to which it applies. By filling out one of these templates at each meeting, you can gather evidence about what wedges have been focus areas. This could give you insight on future areas of work or help identify priorities.
2020-2025 Library Plan
Grafton School District Libraries (K-12) Reopening Plan and COVID Response - Proposed plan as of June 30, 2020.
This is the Integrated Library Media and Technology Plan for the Holy Hill Area School District, approved by the school board on June 1, 2020. HHASD is a 4K-8 school district with approximately 550 students. The majority of our students continue on to Hartford Union High School. The plan focuses on four areas of growth for our library and technology programs along with supporting our district's continuous improvement plan.
This is the three-year library plan for the Independence Public School for 2020-2022.
Collaboration between teachers and teacher librarians (TLs) faces fundamental challenges in the high school setting. Studies of professional library organizations have suggested that collaborations between teachers and TLs are effective in improving student learning, encouraging personal reading, and raising digital citizenship awareness. The conceptual framework and structure of the teacher and librarian collaboration model (TLC-III) is based on the notion that robust collaboration efforts involving groups of teachers have positive effects on students. Researchers have validated the TLC-III model in studies with various groups of teachers and TLs as instructional partners, but have not done so at the high school level. The aim of this study was accordingly to validate the TLC-III model at this level with various high school teachers across disciplines and to determine why some choose to collaborate with TLs while others do not and the factors that influence the formation of a collaborative environment at a large, comprehensive high school. This mixed-method study relied on 62 anonymous surveys and 22 face-to-face interviews to assess what is needed to improve collaboration as part of the learning environment at this school.
Here is the board approved library plan for the Kewaskum School District. There are approximately 1850 students in the district and it consists of one grade 9-12 high school, one grade 6-8 middle school, and three 4K-5 elementary schools. The village of Kewaskum is located in northern Washington County about 30 miles north/northwest of Milwaukee.
A guide to amplify the wide variety of initiatives that put the library learning commons at the center of teacher and learning in a school. The acronym stands for Literacies, Information, Inquiry, Instruction, Innovation, Technology, Expertise, Service.
Curious about the idea of a Learning Commons, for your K-12 school, that transforms the traditional school library into a vibrant learning community? Here, you will find the current crop of resources to give you lots of ideas and helps created by the authors and other colleagues from the U.S. and Canada. Two major concepts are presented below; but, check out the various tabs for lots of resources and ideas.