Christopher Brist, Millicent Frazier, Becky Pugh, Dixie Shoemaker

Goals

Objectives

Evaluation

1. Create spaces in the

library that are conducive
to teacher and student
learning.

1a. Rearrange the library to create multiple

independent learning spaces, allow for better traffic
flow for all students, and help reduce roll-over noise.
1b. Create visuals/posters to post around the school
to show students how the library can be useful to
them.
1c. Update visuals in the library by making them
larger, more colorful, and more informative in a
simplistic and easy to read way.

1a. Physical rearrangement to be completed by end

of first year, visibly seen.
1b. Do a random exit poll for patrons. Ask about
comfort level and user friendliness of physical space.
1c. Survey teachers and students to find out how
well the updated signage enabled them to use the
library more effectively.

2. Encourage
student/teacher/Media
Specialist communication
about the inventory and
usage of media center
resources to support
curriculum goals.

2a. Form a media/technology committee made up of

teachers, admin, and the MS to discuss current media
center resources and the purchase of new resources
to support curriculum and student achievement
goals.
2b. Develop an ongoing relationship between
stakeholders and the library about the purchase of
library materials.
2c. Share information with teachers about resources
that have been purchased and how to best use them
in the classroom within six weeks of their availability.

2a. Compare suggestions and notes from committee

meetings to purchases made and current materials.
2b. Survey the teachers and students about desired
needs and wants regarding media center resources
at the beginning of each year. Committee will review
surveys, budget, and current resources and
curriculum to make purchasing decisions.
2c. Survey teachers and students at the end of each
year about their usage and satisfaction of new print
and non-print resources.
2d. Keep circulation records of how often resources
are being checked out and used by stakeholders.

Christopher Brist, Millicent Frazier, Becky Pugh, Dixie Shoemaker

3. Increase collaboration
between MS and teachers
on instructional units and
lessons.

3a. MS to choose a grade level to focus on

collaboration with each year.
3b. Attend collaborative planning meetings with the
grade level and choose one project per semester and
collaboratively plan and teach.
3c. Each year you add a grade level, so that by the 5th
year, there is collaboration with 5 grade levels.

3a. At the end of each year, obtain survey data from

teachers about their experience with the
collaborative planning. Publish for viewing in a
newsletter or report for the teachers and
administrators to review.
3b. At the end of each semester, collect data on how
many collaborative lessons were taught.
3c. Provide sample lesson plans and student work as
examples of collaboration.

The goals that were created were derived from the results of the library facilities analysis and the data analysis of a teacher
stakeholder survey administered to the teachers and admin of Creekside Elementary.
The first goal Create spaces in the library that are conducive to student learning, was created because it was earlier determined
that the library was not making the best use of the space it had, and there were some issues with maneuverability, particularly with special
needs students. Additionally, the stakeholder survey indicated that teachers felt they had no time to use the library. A few open ended
comments indicated feelings that the library was not as inviting for learning as desired nor was it supportive of special needs students.
While the creation of a better learning space will help correct the first and second issues directly, the individual objectives will indirectly
support teachers feelings of the time it takes to utilize the library. Firstly, if the library is more inviting and conducive to learning, teachers
may be more inspired to find the time to use the space. Updating signage as indicated by the last objective can support all teachers and
students, including those with special needs, in locating resources more quickly and efficiently, thus reducing wasted time spent searching.
Thirdly, by advertising the possibilities of the library as stated in the second objective, teachers and students can see how the library and
its services may be valuable time savers instead of time wasters. This goal and its accompanying objectives highlights points from the library
program checklist for principals as described in the text, The Indispensible Librarian (p.29). Evaluation strategies for this goal include
surveys, counting, and a bit of anecdotal data, all described as effective means of assessment for goals in The Indispensible Librarian (page
27-28).

Christopher Brist, Millicent Frazier, Becky Pugh, Dixie Shoemaker

The second goal Encourage student/teacher/Media Specialist communication about the inventory and usage of media center
resources to support curriculum goals, focuses on an area from the stakeholder survey that ranked significantly higher in negative
responses than other areas of the survey. Teachers were concerned that resources, specifically non-print resources, did not adequately
support their curriculum needs nor were they regularly solicited and informed about new resources to the library. Since the availability and
usage of library resources, both print and non-print, can support student achievement by supplementing teachers lessons, this goal was
written to encourage communication about resources collected and reduce wasteful spending on resources that were unneeded or unused
to support learning. The individual objectives devise a way to yearly address this concern by involving the stakeholders more directly in the
selection and usage of media center resources. It creates a committee that would study teacher needs, desires, and curriculum in order to
make better purchasing decisions regarding materials. Additionally, to improve a related issue from the survey, teachers being informed of
purchases, the committee, being made up of teachers, will help get that word out. The third objective specifically addresses that need by
informing teachers of new resources and advising them on ways to utilize them. Types of evaluation for this goal again come from The
Indispensible Librarian, and will give data about how and how often materials are being used to support student learning.
The last goal is the biggest and most comprehensive goal, as it was created for several reasons. It comes first from the stakeholder
survey indicating that teachers highly desired collaboration between the media specialist and teachers, but lacked what they felt they
needed to make it happen. It also comes from a desire to plan for the future of the 21st Century library, as suggested by the SlideShare
Vision, Mission, Goals, and Objectives. Goals should support the vision and mission of a program, and should consider future trends and
needs. The mission of the library centers around supporting students and teachers, and to do this, there needs to be collaboration with the
media specialist. The objectives were created in such a way as to scaffold this process, taking small steps towards achieving school wide
collaboration. The MS would start off with just one grade level, and work with that one team on collaboration and learning, and then
advertise this collaboration to the rest of the school with data and research. According to the article 21st Century Literacy Leadership,
author Achterman states that when school staff members can identify with the school librarian as a literacy leader, with genuine
instructional expertise, teacher contacts with the librarian increase. This thought helps boost the validity of this goal. Feelings of benefit
and value lead to finding time for more contact; more contact can lead to collaboration. Each year, collaboration would increase by adding a
grade level and continuing the process of teaching and collecting data about the success of the efforts. Additionally, by working with
teachers during their own collaborative time, by incorporating lessons into current curriculum, and sharing these efforts with the school,
the perception of there being no time can hopefully be alleviated, reaching a point that teachers begin to value true collaborative time

Christopher Brist, Millicent Frazier, Becky Pugh, Dixie Shoemaker

with the MS rather than wish for it idealistically. Evaluations of this goal focus on tallying the number of collaborative lessons taught,
gathering data from teachers about the process, and collecting evidence of these efforts through lesson plans and student artifacts.
A final note about the evaluations used in this plan. Many of the objectives have some type or survey data as a supporting piece of
evidence. Except for the random exit polls as identified in evaluation 1b, all other mention of surveys would be incorporated into one survey
that would be administered at one time, rather than bombarding teachers with small and spontaneous surveys throughout the year.
Teachers would be strongly encouraged to complete the one survey with the promise that data collected would be used to drive success of
the media center.