I.++Administering+the+Library+Media+Program

Trinity Presbyterian School is a Christian affiliated private school serving 918 students in grades kindergarten through 12. The school was established in 1970 and is located in central Montgomery, Alabama across from Eastwood Christian School and Eastwood Presbyterian Church. The school is overseen by a headmaster and each school, lower, middle and upper, is headed by a school principal. The school recently renovated its upper school library media center and is currently constructing a new lower school library which is slated to be finished in June 2011.
 * __School Report__**

**__School Mission Statement__** To glorify God by providing for students the highest quality college-preparatory education, training them in the biblical world and life view, thus enabling them to serve God in spirit, mind, and body (Trinity Presbyterian School, 2009b).

**__School Instructional Program__** In order to comply the action plan recommended by SACS, Trinity is currently working on mapping the curriculum for grades K-12 to

ensure consistency in support of the school mission as students progress in their education. Grade level committees are utilizing

research, the Alabama Course of Study, and other sources to develop a sequential curriculum that supports higher order thinking

skills (TPS, 2009b).

A student’s education at TPS begins with kindergarten. During their first year, students receive instruction in phonics and basic math concepts (e.g., counting to 100) and learn through hands-on activities. TPS has adopted the Houghton-Mifflin and Harcourt textbooks for the core subject areas. Reading fluency and comprehension is further developed in the primary grades through phonics, vocabulary, small group instruction, and hands-on activities. Students are taught the various parts of speech (e.g., nouns, verbs, adjectives, etc.) and learn basic mathematical operations (e.g., addition and subtraction with and without regrouping). In fourth and fifth grade, students begin to learn more advanced mathematical operations such as fractions and Algebra. They begin to develop multi-paragraph essays. In fourth grade students study Alabama History while fifth graders learn about the United States. Students in the lower school are instructed in Christian studies through the Christian Schools International Curriculum. Enrichment Courses include library, music, technology, Spanish and art (TPS, 2010b).

Middle school students are on a seven period schedule in which they focus on the core subject areas while also learning Christian studies, computer science, Spanish, Latin, and French. Middle School English courses place an emphasis on Accelerated Reader, a program which is managed by the library media center. Students are placed in the appropriate math class based on ability. In sixth and seventh grade students take general math while in eighth grade they may take Pre-Algebra or Algebra I. A survey science course is offered to sixth graders while seventh graders focus on life science and eighth graders learn Earth science. Students in sixth grade take a geography course while seventh graders learn civics and economics and eighth graders learn United States history (TPS, 2010b).

Trinity is currently accredited by Southeastern Association of Independent Schools (SAIS) and Southeaster Association of Colleges and Schools (SACS). While Trinity’s main focus in on the academic disciplines, this learning is supported with Christian values and the inerrant word of God. All upper school students complete four years of math science, history and English and participate in extracurricular activities including athletics, foreign language, digital photography and the arts. The school currently offers 20 Advanced Placement and honors courses including AP Biology, AP Art History, and Honors Chemistry (TPS, 2010a). Students are exposed to an authentic, cross-cultural education through international trips to Spain, London, Greece and France. While students in the lower grades learn a historical perspective of the bible, upper school students study personal Christian philosophy (TPS, 2009b).

**__Library Media Program__** (Hastey, 2009)

**Library Mission Statement** Trinity Presbyterian School Library exists to implement, enrich, and support the mission and instructional program of the school. I addition, the school library media program strives to ensure that students and staff are effective users of ideas and information.

**Responsibilities of the Library Media Specialist** //1.0// //Preparation for Delivery of Services// 1.1 Selects and establishes appropriate long and sort-range goals and objectives for the library media program **(Program Administrator/Instructional Partner)** 1.2 Prepares for services and instruction that support the instructional program (e.g., integrate information skills instruction through collaborative lessons) **(Information Specialist/Instructional Partner)** 1.3 Provides for systematic development of library collections (e.g., uses established selection procedures to select materials that meet identified needs) **(Program Administrator)** //2.0// //Provides Services and Instruction that Support the Instructional Program// 2.1 Implements instruction of information skills (e.g., provides and uses a variety of media resources and activities to present information that accommodates various learning styles) **(Information Specialist/Teacher/**  **Instructional Partner)** 2.2 Serves as a resource to teachers and students (e.g., serves as an information specialist to teacher and students) **(Information Specialist/Instructional Partner)** 2.3 Assists students and staff in the use of the library media center (e.g., provides orientation to the library media center for all users) **(Program Administrator/Information Specialist/Teacher)** //3.0// //Evaluation of Library Media Services and Related Student Knowledge// 3.1 Evaluate Library Media Program **(Program Administrator)** 3.2 Monitors library services and assesses student progress, when appropriate (e.g., use monitoring information to make immediate adjustments to the program) **(Information Specialist/Program Administrator)** //4.0// //Management of the Library Media Program and Services// 4.1 Provides for maintenance of library media program and services (e.g., inspects, maintains, and weeds collection) **(Program Administrator)** 4.2 Manages library media center services, staff, facility and budget **(Program Administrator)** 4.3 Coordinates resources (e.g., organizes resources and equipment for easy access) **(Program Administrator)** 4.4 Manages students (e.g., uses discipline strategies and/or interaction skills to control student conduct) **(Teacher/Program Administrator)** //5.0// //Positive Learning Climate// 5.1 Involves students in interaction (e.g., accepts and uses student ideas, questions, and responses) **(Teacher/Leader)** 5.2 Communicates high expectations **(Teacher)** 5.3 Expresses positive affect/minimizes negative affect **(Teacher)** 5.4 Maintains physical environment conducive to learning within limitations of facilities provided (e.g., arranges furniture and equipment to facilitate movement and learning) **(Program Administrator)** //6.0// //Communication// 6.1 Speaks clearly, correctly and coherently **(Teacher/Leader)** 6.2 Writes clearly, correctly, and coherently **(Teacher/Leader)**

**Library Services** All Trinity alumni, students, faculty, parents, younger siblings, and staff are awarded full borrowing privileges. The library provides an extensive fiction and nonfiction print and media collection. Students are allowed to check out VHS and DVDs with parent permission. The library is currently home to a collection of 32, 412 books, DVDs, VHS tapes, and Audio books and operates on an annual budget of $22,500, the bulk of which is utilized to purchase books ($14,000). The number of items in the collection will be reduced once all elementary materials are transported to the new lower school library with summer. There are currently 5,175 books in the upper school fiction section.

The following tables indicate the services that should be offered by the library media program (Morris, 2010) and what services are actually being offered and by whom (as indicated by the **X**).


 * // Services to Students //**
 * //Reading, Viewing, and Listening// || Library Media Specialist || Volunteers ||
 * Organize media and equipment; preview, evaluate, and weed || ** X ** || ** X ** ||
 * Compile bibliographies, “mediagraphies”, or “Webographies” || ** X ** ||  ||
 * Provide reading guidance through book talks to motivate students to read || ** X ** ||  ||
 * Give multimedia presentations using school library media (use a variety of media such as books, realia, websites, videos, and presentation software) ||  ||   ||
 * Provide for local production of media (prepares morning message through iMovie) || ** X ** ||  ||


 * //Reference Work// || Library Media Specialist || Volunteers ||
 * Provide accessible online and printed reference materials || ** X ** ||  ||
 * Use school library media to develop 21st Century information literacy skills (e.g., effective search strategies, evaluation of print and electronic resources) ||  ||   ||
 * Correlate collections for subject-area use || ** X ** ||  ||
 * Establish liaison with public, university, and special libraries (e.g., interlibrary loans) ||  ||   ||


 * //Instruction// || Library Media Specialist || Volunteers ||
 * Teach faculty how Internet filters work || ** X ** ||  ||
 * Teach information literacy skills and equipment use ||  ||   ||
 * Give orientation tours and workshops || ** X ** ||  ||
 * Teach use of special reference materials (e.g., encyclopedia) || ** X ** ||  ||
 * Help develop and teach a standard bibliographic format, including all types of media and websites on the Internet ||  ||   ||
 * Develop ideas for teaching critical thinking skills ||  ||   ||


 * //Clubs and Social and Vocational Programs// || Library Media Specialist || Volunteers ||
 * Develop assistantship programs ||  ||   ||
 * Assist in extracurricular activities || ** X ** ||  ||
 * Sponsor paperback book fairs, film festivals, and art exhibits || ** X ** || ** X ** ||
 * Plan school library media center publicity || ** X ** || ** X ** ||
 * Suggest school library media use ideas for assemblies, parent-teacher association programs, classroom projects, and plays || ** X ** ||  ||


 * // Services to Teachers and Administrators //**
 * //Curriculum Development// || Library Media Specialist || Volunteers ||
 * Teach use of school library media through the role model of a teacher-librarian || ** X ** ||  ||
 * Attend grade-level or subject area department meetings ||  ||   ||
 * Help to design instructional design units ||  ||   ||
 * Learn teachers’ instructional methods and school library media needs through individual conferences ||  ||   ||
 * Plan workshops for teacher’s professional, technological, and recreational needs || ** X ** ||  ||


 * //Assisting in the Use of Materials// || Library Media Specialist || Volunteers ||
 * Help teachers become familiar with the school library media center || ** X ** || ** X ** ||
 * Teach use of a school library media center for research || ** X ** ||  ||
 * Organize routines for convenient use of materials and equipment, make self-instruction programs available ||  ||   ||
 * Encourage local production of materials || ** X ** ||  ||
 * Establish departmental or auxiliary resource centers ||  ||   ||


 * // Services to the Community //**
 * //Engage in Community Outreach and Promote the Library Media Program// || Library Media Specialist || Volunteers ||
 * Plan programs to involve parents and community groups || ** X ** ||  ||
 * Develop a wiki that is used as a cyberlibrary for the center and has access 24/7 || ** X ** ||  ||
 * Observe national media-related events || ** X ** ||  ||
 * Publicize school library media activities || ** X ** ||  ||
 * Engage community business and professional persons to speak to school and school library media center groups || ** X ** ||  ||

**Facility** The school was established in 1970 and is situated on a 32 acre campus (TPS, 2010b). Several of the facilities have become outdated and are no longer large enough to house a growing population. In 2009, Trinity began a campaign to raise two million dollars to renovate the 40 year old upper school library and to build a new lower school building to meet the expanding population of elementary aged students. The lower school population currently average 25 students per class. Based on research regarding student achievement, Trinity administrators are including four new classrooms in the lower school library building to reduce the class sizes to twenty students. The building is slated to be finished in June of 2011 and will also house a new art room and lower school computer lab, both of which are currently housed in the upper school building and cannot be conveniently accessed by classes (TPS, 2009a). In 2011, the school will also be equipped with school-wide WI-FI access to accommodate the transition to a 1:1 laptop program for grades 6 through 12. Currently Trinity has 150 desktop computers, 157 Macbooks, 24 iMacs, 50 Smartboards, and 50 wireless ceiling mounted LCD projectors (TPS, 2010b). Each faculty member currently has a Macbook and iPad. Students in grades 7 and 9 will begin leasing computers in 2011.

The upper school library was renovated based on recommendations made by Apple and is currently serving grades K-12. Administrators from both the lower and upper school attended workshops at Apple’s headquarters in California to learn how to develop a library that would serve as the school’s //watering hole//. The newly renovated library now serves as the central location for students to develop their research and technology skills as well as a place to socialize. The library is equipped with WI-FI capabilities and has modern concepts such as a loft area and cyber café. Currently there is a laptop cart located in the Mac lab with 30 Macbooks. The main room currently contains all fiction materials with the circulation desk located in the center of the facility. The cyber café is located by the main entrance and the Mac lab is located at the back of the facility with doors to provide privacy for class sessions. Patrons will find all upper school reference materials located in the Mac lab while lower school nonfiction books are temporarily being housed in the lower school computer lab.

The library has been furnished with new tables and chairs conducive to an atmosphere supporting collaboration amongst patrons. The cyber café is furnished with bar height tables and chairs, a flat screen television and a magazine rack to house student and professional periodicals. The loft, which is only used by upper school seniors, sits overhead of the circulation desk and is equipped with a circular table surrounded by lounge chairs to encourage reading for pleasure as well as a rectangular table for group study sessions. The main room furnishings consist of low circular tables with lounge chairs and rectangular tables. The Mac lab is equipped with a Smartboard and with furniture that supports the latest ergonomic concepts for computer use. The computer tables are situated on wheels so that they may easily be moved for group activities and can be folded up when they are not needed. The chairs have armrests and a mesh back rest to encourage proper posture for computer use.

**References** Hastey, L. (2009). //Trinity Presbyterian school library media handbook//. Montgomery, AL: Trinity Presbyterian School.

Morris, B.J. (2010). Administering the school library media center. Santa Barbara, CA: Libraries Unlimited.

Trinity Presbyterian School. (2009). //Trinity Traditions//. Retrieved from [|http://issuu.com/trinityschool/docs/trinity_traditions_fall09?mode=embed&layout=http%3A%2F] [| %2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml&showFlipBtn=true]

Trinity Presbyterian School. (2009). //Self-study report//. Montgomery, AL: Trinity Presbyterian School.

Trinity Presbyterian School. (2010). //40 reasons//. Retrieved from http://trinitywildcats.com/admissions.cfm?subpage=455476

Trinity Presbyterian School. (2010). //Academics//. Retrieved from http://trinitywildcats.com/academics.cfm

**__Essential Components of Effective Interpersonal Communication__** The library media specialist must work in partnership with administrators, teachers, students, and community members to build and maintain an effective library media program. In order to maintain a positive relationship with all parties involved, the librarian must be a consummate professional. This means that she is respectful at all times and listens to the ideas of others. She seeks out the expertise of professionals and works in collaboration with others to build the library program and collection.

**__Students__** o How to use the library print and nonprint resources through modeling, formal instruction, and individual guidance o Expectations and proper behavior in the library media center by demonstrating respectful behavior and by taking appropriate measures to correct behavior (e.g., conference with student) o Do their best by using motivational strategies and positive language o Develop their confidence by not discouraging students who posit incorrect answers, but by encouraging them to seek out the correct solutions o Be critical thinkers and engage in personal inquiry by utilizing both print and nonprint resources o Participate in extracurricular activities (e.g., book clubs) and to read for pleasure by using such promotional methods as bulletin boards, brochures, vod/podcasts, etc. o Participate in the development of the library collection and program by completing surveys or sitting on planning committees o Develop effective search strategies through collaborative instruction and individual guidance o Be critical consumers by evaluating resources for scope, authority, and currency o Be safe and ethical users of technology by observing copyright laws and Internet safety procedures
 * The library media specialist effectively communicates to students:
 * The library media specialist encourages students to:
 * The library media specialist instructs students to:

**__Teachers__** o Respectfully listening to their ideas and deferring to their expertise during collaborative instruction o Acting as a leader by seeking professional development opportunities and sharing what she has learned through workshops and individual training sessions o Conducting needs assessments amongst the faculty to determine the strengths and weaknesses of the program in relation to their needs o Regularly evaluate and develop goals for the library media program o Develop a collection that supports the curriculum and meets the needs of teachers by seeking their expertise in evaluating materials o Evaluate and build a library media program and facility that meets the learning needs of teachers and students o Build effective policies and procedures for the library and technology program (e.g., AUP) o Develop collaborative lessons/units to integrate information literacy skills in a meaningful context
 * The library media specialist will be a model professional to teachers by:
 * The library media specialist will partner with teachers to:

**__Administration__** o The current state of the library budget and budgetary needs in relation to supporting the school curriculum and student achievement o The current state of the print and nonprint collection and its correlation to the curriculum and patron needs o The collaborative activities being conducted by the LMS with teachers and community members to support the curriculum and encourage the development of information literacy skills o The promotional activities and publicity materials being utilized to promote the program to students, teachers, parents, and the greater community o Build effective policies and procedures for the library and technology program (e.g., AUP) o Create a physical space that promotes collaborative learning opportunities and individual study as well as accommodates the rapid changes in technology
 * The library media specialist will be proactive by regularly reporting to the administration through monthly or annual reports:
 * The library media specialist works with the administration to:

**__Community__** o Establishing a library website or wiki page that is regularly updated with news, events, acquisitions, and student activities o Inviting guest speakers to participate in lessons relating to their expertise o Creating publicity materials (e.g., brochures, videos, etc.) promoting the library’s services o Holding community events in the library (e.g., Grandparent’s Day) o Promoting the library at PTA/PTO meetings o Establishing a volunteer program o Working with other schools and public libraries to establish an interlibrary loan system o Working with other librarians and community members to establish book clubs and other library related extracurricular activities
 * The library media specialist will reach out to the community by:


 * References**

Morris, B.J. (2010). Administering the school library media center. Santa Barbara, CA: Libraries Unlimited.

**__Management of the Library Media Center__** **__Library Media Program and Facility__** **Planning** The library media specialist collaborates with faculty, students and community members to develop action plans regarding the library program and facilities as well as to develop policies and procedures (e.g., AUP). She conducts needs assessments to determine required expenditures for the annual budget and plans evaluation criteria for regular assessment of the program throughout the school year (American Association of School Librarians, 2009). All plans are clearly outlined in written documents and they take into consideration the future of the library facility and the program. The library media specialist also works with staff to develop scheduling practices. She promotes the use of a flexible schedule, but in the elementary setting may need to plan for a fixed schedule. The physical space has been planned to accommodate further expansion and the librarian consults the latest research on learning to build a comfortable environment that supports group learning opportunities (AASL, 2009).

**Leading** The library media specialist reaches out to coworkers, students, and community members to support the library program. She seeks out new knowledge and shares it with others through workshops and individual conferences. The library media specialist encourages others to share their ideas and collaborates with teachers to promote the instruction of information literacy skills through the school’s core curriculum. She is proactive in developing and managing the library budget by delivering monthly and annual reports to the administration (AASL, 2009; Morris, 2010).

**Directing** The library media specialist clearly communicates to all patrons her expectations of those utilizing the library media center. She models proper behavior for students and provides direct instruction in the use of the library collection and equipment as well as assists patrons in selecting resources and producing materials. She develops informational brochures, videos, wikis, etc. to teach patrons library and information skills.

**Evaluating** Regular needs assessments are performed to determine whether or not the library program and facility are meeting the needs of teachers, students, and community members. The library media specialist uses various methods for collecting data such as surveys and interviews. She regularly analyzes the instructional program to determine areas for improvement in the library collection and services as well as her instructional methods.

**Improving** The library media specialist uses feedback from teachers and students to determine areas that need improvement. She regularly analyzes the instructional program and the needs of patrons to determine whether or not she needs to rewrite the library’s mission statement and goals. She uses evaluations from collaborating teachers and reflective journals to improve upon her own teaching practices (AASL, 2009).

**__Staff__** **Planning** In the planning process, the library media specialist collaborates with others to determine the role of profession, paraprofessional, nonprofessional, and volunteer staff. Staff members are assigned functions that support the overall mission and goals of the library media program and their roles are clearly written out in the library’s manual or handbook. It is also in the planning process that the library media specialist determines how employees will be trained and develops instructional materials for this purpose (Morris, 2010). She also informs the administration on the number of employees necessary after analyzing the needs of the instructional program and patrons (AASL, 2009).

**Leading** The library media specialist is able to clearly communicate to staff members the goals of the program and how they are to be obtained (Morris, 2010). She is respectful to her staff and listens to their ideas, implanting those that will effectively support the library’s mission. The library media specialist seeks out new learning opportunities and shares this knowledge with the staff in workshops or individual training sessions (AASL, 2009). An excellent leader develops a good rapport the staff which in turn helps to win the favor of regular patrons and the community (AASL, 2009; Morris, 2010).

**Directing** The library media specialist is able to delegate appropriate tasks to individuals and groups in order to support the library’s current action plan. She is able to structure assigned tasks and foster cooperation amongst staff members (Morris, 2010).

**Evaluating** The staff is regularly evaluated by the library media specialist on the functions specified in each individual’s written job description (Morris, 2010). The library media regularly communicates to employees their strengths. She not only discusses with them their weaknesses, but also designs training materials and holds individual sessions to help them improve in the designated areas.

**Improving** When necessary, the library media specialist makes modifications, such as reassigning duties, when functions of the program are not being properly fulfilled (Morris, 2010). This may lead her to return to the planning process. The library media specialist may need to collaborate with the staff to redefine roles and tasks to correlate with each individual’s strengths and ensure smooth operation of the program.

**__Collections__** **Planning** The library media specialist develops a plan for collection development that supports the school’s curriculum, the interests of patrons, a multicultural society and the school mission. She outlines the collection development budget and necessary expenditures. The librarian determines what selection aides will be utilized and carefully outlines in the library handbook what aspects of literature and reference resources will be evaluated to determine their quality. She seeks out faculty and community members to participate on the library review committee as well as develop policies regarding collection development, weeding, donations, and challenged materials. She also develops a plan to support learning goals through the centralization and decentralization of learning resources (AASL, 2009).

**Leading** The library media specialist teaches members of the library review committee, teacher, and parents how to evaluate literature. She creates a bibliography and/or webliography of commercial review sources and selection aides. She respectfully listens to the concerns of others regarding challenged materials and never imposes her opinion on others. She also upholds the //Library Bill of Rights// and students’ First Amendment rights by developing a balanced and diverse collection and fighting against censorship (AASL, 2009).

**Directing** The library media specialist is able to delegate tasks to the book review committee. She also directs staff in conducting the annual inventory and weeding materials as specified in the library’s written policies. She provides direction for concerned patrons regarding challenged materials and leads the review of challenged materials in accordance with the reconsideration policy (AASL, 2009).

**Evaluating** The library media specialist utilizes selection tools to help her evaluate literature and reference resources. The collection is evaluated annually to determine materials that should be weeded as a result of age, condition and accuracy. She engages in mapping the collection to ensure that the needs to the curriculum are being met (AASL, 2009).

**Improving** The library media specialist seeks community resources and additional funding sources (e.g., grants) to develop the print and nonprint collection. She embraces new electronic resources to build the collection beyond the library’s physical walls and seeks to provide patrons with 24-7 access to resources.

**References** American Association of School Librarians. (2009). //Empowering learners: Guidelines for school library// //programs.// Chicago, IL: American Association of School Librarians. Morris, B.J. (2010). Administering the school library media center. Santa Barbara, CA: Libraries Unlimited.