Media specialists enhance school and student improvement
ReflectionWhen a school begins a new initiative, it is imperative for the media specialist to examine how to best support it. Careful analysis of the current library program and mission, along with understanding the needs of its users, can help media specialists make wise decisions about their most valuable resources: time and money. Working together with members of the school community, the media specialist has the opportunity to reinforce the program’s goals and ensure its success.
Last year, the school in which I am currently employed received approval to become a wireless building. I had worked on the school’s proposal and was very excited about the technological possibilities we would have the following year. I knew that the media center and librarian could become essential resources in implementing the wireless program. But what I didn’t know was exactly how to support this initiative. Because technology is most effective when it is embedded into instruction, I surveyed teachers about their use of web-based tools, their interest in learning more and their suggestions for possible training formats. The survey results provided me with a clearer understanding of the support teachers wanted. Although most of the staff did not know many of the popular educational applications promoted by the county technology specialists, a majority of them were interested in learning more. Content-based and assessment-based applications generated the most interest. Also, the respondents stressed that the training be differentiated by ability and content, and that follow-up sessions should be included. Knowing what the staff wanted and how they wanted it delivered, I could develop an efficient and effective way to support the wireless environment initiative. Also, this plan would get greater buy-in by the staff because they helped create it with their feedback. As a result of the data collected, I recognized the importance of tailoring training to the needs of the participants. While administrators may be inclined to develop whole-staff inservices, these are not as effective. The staff wants individualized instruction that values their curricular needs. I can use this data to justify developing appropriate training sessions throughout the year so staff can explore in depth a few of the content-based or assessment-based tools. I also was reminded of how busy and tired teachers are. Many are overwhelmed and see each initiative as “one more thing.” I must have empathy, while also being supportive. Just because I am excited about a program doesn’t mean everyone else is eagerly ready to embrace it. As I continue to reflect on the goals I developed, I thought of some additional questions I might have asked. For example, would it be better to train certain people in each department so they could be the experts for their content area? I also had planned to survey students, but because of year-end assessments, I was unable to do so. Surveying students would have provided me with their perspective on how they wanted their teachers to embed technology into everyday lessons. I could do this at the beginning of next year. Regardless, the data I collected helped me focus on specific actions the media specialist can take next year to support staff as we implement this new initiative. |
5.4 Strategic planning
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