"If your actions inspire others to dream more, learn more,
do more, and become more, you are a leader."
~ John Quincy Adams, 6th president of the United States
ReflectionThere is no one better prepared to fulfill the vital role of instructional leader than today’s highly-trained librarians. The shifts brought about by Common Core and emphasis on achievement evaluation, combined with the critical thinking required to succeed in a multiliterate world, place the media specialist firmly at the center of reform. While this is an ideal situation for the media specialist, building a solid program to support academic achievement and school initiatives requires careful analysis, planning and reflecting.
When I first began my administration and leadership course, I wondered, “How do I know if I am doing what I am supposed to be doing and is it effective?” There are 20 elements that make up the standards guiding media specialists, yet how do I prioritize, especially as we implement a teacher-effectiveness evaluation model based on student learning objectives? Using the program evaluation guides created by the Maryland Department of Education and American Association of School Librarians, I now have the resources to answer those questions. Throughout my leadership course, I practiced applying these tools and rubrics to analyze current programs and set future goals. To be an educational leader as a media specialist, I must have a map and a plan for achieving the library’s goals. I realized it was difficult to separate the program from the person, which is why I reflected on both the media specialist and the media center. I also integrated the planning goals so they apply to both the person and the program. It was obvious that the person must drive the program, and as a leader, it is essential for the media specialist to have a strong understanding of the school community’s instructional needs. For example, several of the goals include collaborating and teaming with groups of teachers to promote best instructional practices. In one situation, this takes the form of using data from assessments, the school improvement plan and other resources to look for areas in which differentiation may support student success. In another situation, the media specialist may work within a department to review curriculum standards and plan instruction that increases the integration of resources and research skills. For each goal, I outlined specific objectives that provided clear steps toward achieving and assessing the goal. The program analysis, evaluation and goal setting assignment strengthened my belief that media specialists play an essential role in supporting student achievement and educational initiatives. But it also refined my ability to assess and prioritize goals connected to the media program. By collaborating with other local media specialists and consulting our state program guidelines, I was able to make more educated decisions. I saw how important it was to be an instructional leader and information specialist, helping support student achievement. By analyzing another library, I also learned that involving all stakeholders and communicating the mission and goals are also important. Before, I found it difficult to rank responsibilities and develop specific, measurable objectives. But now, I am confident I can develop a valuable road map to assess and lead my program. It also will serve as a promotional tool demonstrating the value of media specialists and their programs as powerful elements in educational improvement. |
4.3 LeadershipUtilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts.
ARTIFACT |