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Our Mission is to inspire and prepare all students to realize their potential and enhance our global community.

Offices

Administrative offices for the West Hartford Public Schools are located in the Town Hall building at 50 South Main Street. 

Library Media Services

Department Development Plan

September 7, 2016



C:\Users\VanLeerJ\Documents\Public Relations\2015-2016 LOGOS\library services logo 3.75_  no whps 2015.jpg


“The mission of the school library media program is to ensure that students and staff are effective users of ideas and information.”


Excerpted from Empowering Learners: Guidelines for School Library Programs by the American Association of School Librarians, a division of the American Library Association, copyright © 2009 American Library Association.
Used with permission.

 

PreK-12 Library Media Services Team

Library Media Specialists


Monica Ahern

Lori Andrada

Kelly Casey

Rebecca Cochrane

Jill Dailey

Denise deMello

Angela Giliberto

Lee Gluck

Claudine Lavoie

Sarah Lynch

Shannon McNeice

Liz Nascimento

Carolyn Shea

Brenda Smith

Joey Tavera

Melissa Thom

Rachel Tonucci

Pat VanInwagen


Department Supervisor

Jeri Van Leer


West Hartford Public Schools

50 South Main Street

West Hartford, CT 06107 (860) 561-6600

www.whps.org



West Hartford Public Schools Introduction

The Library Media Services Department endorses the national mission of the American Association of School Librarians which is “…to ensure that students and staff are effective users of ideas and information.” Library media specialists carry out this mission by “…empower[ing] students to be: critical thinkers, enthusiastic readers, skillful researchers and ethical users of information.” The Library Media Services Department supports and promotes the mission of the West Hartford Public Schools by providing the instruction, resources and services necessary for students and staff to become lifelong learners in a global community.   


The emphasis of our development plan for continuous improvement for the 2016-2017 school year continues to reflect feedback and recommendations from the Curriculum Review and Renewal process which occurred during the 2012-2013 school year. Additionally, this plan reflects the district initiatives that focus on developing capacity in our teachers and students to improve and attain high levels of achievement. We strongly believe in distributed leadership and providing opportunities for teachers to engage in the improvement process at all levels. Our plan focuses on sharing the expertise among our staff and discovering ways to systematically inform our practice. This includes developing and identifying reliable data that we can use to inform our practice. Sharing our collective experience and expertise will help us to “work smarter.”  


Using this Model of Continuous Improvement, the following strategic actions define the areas of focus for the Department Development Plan.  These strategic actions support the District’s mission, Board of Education goals, and district and school strategic actions to promote the achievement of all students. The efforts detail the action steps to realize the strategic actions and the performance indicators are used to chart progress toward those strategic actions and goals.



DISTRICT GOALS AND STRATEGIC INITIATIVES


Goal One:

Advance achievement for all students and reduce disparity between and among groups.


 

District Mission and Core Values

                                                              Dynamic Teaching

 
  

                                        Rigorous & Relevant Curriculum

 


District Focus:

Using the Model of Continuous Improvement, we will strengthen standards, curriculum, instruction, and assessment to help all students achieve and realize their potential.


The focus of our work rests heavily on pedagogy and instruction to develop students’ deep learning of content, skills, and lifelong habits of mind.  Professional learning targets will be rooted in our instructional framework and informed by a review of student outcomes. They should develop teachers’ capacity with key instructional shifts that foster strategic and goal directed learning, critical thinking and use of evidence, communication and collaboration skills, creativity, and imagination.  


District Strategic Efforts

  • Leverage our leadership structures and use the Model of Continuous Improvement to identify and advance coherent and strategic adaptive and technical changes in support of instructional improvements and increased student achievement.  Schools and departments operate as high functioning high performance teams.  As teams, they conduct a thorough assessment of strengths and needs grounded in student data and program results to develop school, department, and program development plans.  Teams strategize coherent approaches that clear paths for students, target instructional improvements, align professional development, and ensure progress monitoring as outlined in the continuous improvement model.  Teams ensure teacher professional learning objectives align to identified areas of focus, are rooted within the instructional framework, and establish rigorous yet attainable indicators for growth and development.


  • Lead positive and productive curricular and instructional changes that foster deep learning of content and skills.  Teaching practice shows evidence of clearly defined goals, situated within learning progressions and instructional decisions guided by students’ levels of understanding.  Instruction is focused on learning targets that promote critical thinking & problem solving; that facilitate meaningful student discourse, communication & collaboration; that connect various forms of representation while inspiring creativity & innovation; that blend content area learning with information & media literacy, life & career skills; that pose purposeful questions and support productive struggle; and that elicit and use evidence of student thinking.  Measures incorporate developmentally appropriate performance tasks and other authentic learning experiences.


  • Incorporate principles of universal design for learning, differentiation strategies, culturally relevant pedagogy, formative assessment practices, and intervention strategies to provide equitable access to curriculum, meet individual student learning needs, and reduce disparities in achievement for all students.


  • Enable college and career readiness through a rich and diverse program of study.  Conduct ongoing and systemic reviews of PK-12 programming to assess the quality, equity, relevance, and vitality of program and course pathways, program structures, policies and procedures.  Operate to ensure clear paths and equitable opportunities for all students.


DISTRICT GOALS AND STRATEGIC INITIATIVES

Goal Two:

Nurture the intellectual, physical and emotional well-being of students and create a safe and respectful learning community where all students are held to high expectations.


 

District Mission and Core Values

                               High Expectations for All Learners


District Focus:

Create an inclusionary environment and community that fosters intellectually, physically, and emotionally healthy learning and living.


The focus of our work involves promoting student engagement, independence and interdependence with aims of promoting equitable opportunities for all learners and developing the character, global citizenship and social-emotional skills of our students.  We must actively build trusting and collaborative student, family, and community partnerships for which proactive and responsive communication is critically important.  Further, we must build the capacity for cultural competence within our staff in support of individual cultural consciousness, responsiveness, and advocacy.  Efforts should include reflection and improvement strategies for providing equitable experiences for all students and providing outreach and relationship-building among our constituents and community.  


District Strategic Efforts

  • Create cultures that emphasize high expectations for all and promote responsible behavior, equity, and respect for others.  Establish inclusive and positive learning environments that support students’ safety, physical, and emotional well-being.  Comprehensive educational programming should attend to character education, the development of citizenship and social emotional skills in order to prepare students to flourish and succeed within a diverse and global community.


  • Increase student access and opportunities for engagement, leadership, and achievement.  Clear paths and increase staff capacity for cultural proficiency by uncovering bias and unpacking privilege.  Engage parents in the work of the Equity and Diversity Council.  Support and enhance the Open Choice experience for students and families.


  • Establish environments that support risk-taking and instructional routines that emphasize the importance of student voice in the classroom and the school.  Promote student responsibility for learning through active engagement, student self-reflection, student-to-teacher and student-to-student discourse.  Promote and support positive learning environments in which students challenge and defend their thinking and the thinking of others, and develop independence and perseverance.  


  • Develop and cultivate school-family-community partnerships in order to share responsibility in supporting students’ success in school and throughout life.  Ensure clear, timely and responsive lines of communication with students and families regarding behavioral and learning expectations and progress toward those expectations.  Continuously monitor communication systems to identify obstacles to effective communication.


                                                                                                                        DISTRICT GOALS AND STRATEGIC INITIATIVES

Goal Three:

Attract, retain and develop high quality staff by providing professional development, resources and appropriate learning environments.


 

District Mission and Core Value:

                                               Dynamic Teaching


District Focus:

Create the conditions that promote collaborative inquiry through shared and distributed leadership.


Collaboration and professional dialogue represent our key levers for delivering effective and engaging professional learning.  The district supports a self-directed model of collaborative inquiry in which learning goals are individualized to a teacher’s specific learning needs.  We promote teacher leadership and coaching models to build capacity in pedagogy and the effective use of technology.  Our administrators seek to refine formative and evaluative feedback to enhance teacher development and performance.  Expanding the diversity within our teaching and administrative ranks remains an area for continued effort and emphasis.


District Strategic Efforts

  • Create environments of collective inquiry that support a culture of distributed leadership, self-directed professional learning, and supervisory practices in service to teacher development.  Align professional learning efforts to provide opportunities for reciprocal feedback and achieve a common understanding of effective, high quality teaching that results in enhanced learning for all.  


  • Build the capacity and cultural proficiency of teachers and staff to provide high quality instruction and support learners through coaching and mentoring.  Schools and departments will develop structures for effective and collaborative professional dialogue and leverage district resources to enhance teacher development.  


  • Support and retain a high quality professional staff through a variety of programs specific to a range of needs.  Programs might include structures and/or committees dedicated to topics such as leadership capacity, professional development, mentoring, institutional equity, multi-cultural awareness, staff wellness, etc.


  • Build the diversity of our teaching population to more closely match the diversity of our student population in order to deepen our understanding, capacity, and effectiveness in helping all students realize their full potential.




                                                                                                                                                                                     DIRECTED EFFORTS

Department Critical Actions to Support District Strategic Efforts

District Focus for Goal 1 - Advance Achievement for All Students

Using the Model of Continuous Improvement, we will strengthen standards, curriculum, instruction, and assessment to help all students achieve and realize their potential.


As a department we will:

  • Continue editing and revising the library media curriculum to address the learning needs of all students.

  • Monitor student progress using common assessments.

  • Leverage the PreK-12 vertical team to ensure vertical articulation of the curriculum.

  • Provide forums for sharing resources, program ideas, instructional strategies and lesson plans.


District Focus for Goal 2 – Create Safe and Respectful Learning Environments

Create an environment and community that fosters intellectually, physically and emotionally healthy learning and living.


As a department we will:

  • Provide equity of access to library resources that reflect the diversity of our schools and address the learning needs of students by providing materials in a variety of formats and reading levels as well as technology tools and strategies to access digital resources.

  • Support the exploration of moving from traditional library facilities to the Learning Commons model (including genre-fying collections) to create user-centered spaces designed to foster collaborative and independent active learning by providing the technology, resources and services that engage students and staff in the learning process.

  • Develop and curate a positive, productive digital footprint at the elementary level through continuous review of the digital citizenship lessons.

  • Continue to partner with community organizations to provide quality programs for students, families and teachers.


District Focus for Goal 3 – Attract, Retain, and Develop a High Quality Staff

Create the conditions that promote collaborative inquiry through shared and distributed leadership.


As a department we will:

  • Continue to solicit input and feedback from library media specialists to design needs-based professional learning experiences and provide opportunities for staff to share their expertise and support each other.

  • Provide leadership opportunities for library media specialists.

  • Recognize the accomplishments of library media specialists and celebrate special events involving the library media program.

  • Provide library media specialists with resources that support their work and professional learning.

  • Advocate for the library media program.

                                                                                                                                                                  

       INDICATORS OF PROGRESS


Indicators of Progress for Department Goals for 2016-2017


Goal One:  Advance achievement for all students and reduce disparity between and among groups.

  • Designating department meeting time to review curriculum and assessments to ensure vertical articulation (department meeting agendas, share Google Drive curriculum folders)

  • Providing release time for members of the Curriculum Review Vertical Team to begin compiling and analyzing the data and artifacts required for the 2018-2019 Curriculum Review and revise the curriculum to reflect new national standards in Social Studies, Science and Technology--ISTE (meeting dates, draft of 5 indicators, Library Media Curriculum drafts, feedback from Review Team)

  • Addressing student learning needs using technology, differentiation, providing alternative resources (e.g. library centers, makerspaces, using tools available in databases such as Britannica, PebbleGo, Google Apps, selection of print and digital resources that also reflect the diversity of students such as languages, reading levels, learning styles, cultures etc.)

  • Providing equity of access to resources (e.g. loaner devices--circulation data, printing at school, free books)

  • Reviewing curriculum benchmarks and data for grades 3, 8 and 9 (e.g. department meeting agendas/notes, Google Hangouts, CITs, common assessment data)

  • Sharing resources, program ideas, instructional strategies and lesson plans during department meetings and CITs (e.g. shared Google docs and calendars, department meeting agendas/notes)

  • Meeting/communicating with the Townwide PreK-5 Curriculum Specialist for ELA/Social Studies and Social Studies Department Supervisors (log of meetings, email communications)

  • Support the exploration of makerspaces by providing department meeting time, professional learning experiences and Collaborative Inquiry Teams (e.g. agendas, CIT work such as makerspaces created in library media centers, professional learning log)

  • Review current digital citizenship lessons from Common Sense Media in relation to new lessons available through the new Keyboarding Without Tears program (department meeting agendas, release time for curriculum leaders to revise as needed)


       INDICATORS OF PROGRESS


Indicators of Progress for Department Goals for 2016-2017


Goal Two:  Nurture the intellectual, physical and emotional well-being of students and create a safe and respectful learning community where all students are held to high expectations.

  • Library media specialists will implement the WHPS guidelines for evaluating, weeding and selecting resources to support the curriculum and provide culturally responsive collections (e.g. age analysis, weeding log, analysis of dominant language reports, profile and performance reports, circulation data, resource lists)

  • Review current digital citizenship lessons from Common Sense Media in relation to new lessons available through the new Keyboarding Without Tears program (department meeting agendas, release time for curriculum leaders to revise as needed)

  • Library media specialists will utilize mobile furnishings and/or devices that allow for adaptable learning spaces (e.g. schedule classes in different areas of the space and/or provide sign-in sheets, data collection of number/type of devices)

  • Library media specialists will utilize the scope and sequence of digital citizenship lessons to teach and reinforce the skills necessary for a 21st century learner beginning at the elementary level (e.g. elementary lessons, secondary lessons/presentations, review current PreK-5 lessons in relation to the new lessons available through the new Keyboarding Without Tears program and make recommendations to the curriculum writing team)

  • Library media specialists will collaborate with local organizations to promote summer reading programs (e.g. summer reading assemblies, disseminating, collecting & reporting summer reading data, submit data to the Governor’s Summer Reading Challenge, review the online summer reading program available through the West Hartford Public Library—Wandoo. Support/promote the One Book, One Town Program)


      INDICATORS OF PROGRESS


Indicators of Progress for Department Goals for 2016-2017


Goal Three:  Attract, retain and develop high quality staff by providing professional development resources and appropriate learning environments.

  • Advocate for professional learning opportunities for library media specialists which include attendance at state and national conferences, workshops outside the district and webinars as well as in-district learning/training with experts (face-to-face or Skype) and visiting other schools (log of participation in conferences/workshops/webinars, CIT log, department meeting agendas)

  • Encourage library media specialists to present at state and national conferences/workshops, department meetings and building CSIs/committee meetings (log of conferences/workshops, department meeting agendas, staff log of professional learning and professional responsibilities)

  • Support the inclusion of library media specialists on department, school and district level committees/meetings/forums (staff log of professional learning and professional responsibilities)

  • Advocate for equitable support staff (compile and share data with administrators on support staff, enrollment, circulation, hours library is open, revised job description)

  • Define and communicate the roles of the library media specialist with all staff (executive summary, draft instructional framework for library media specialists)

  • Library media specialists will engage in a variety of leadership roles in the department (e.g. curriculum editing & revising teams, assessment editing & revising teams, PreK-12 Curriculum Review Team, sharing professional learning documented in department meeting agendas and log of participants on teams)

  • Reserve time at department meetings for celebrations and accomplishments and send emails to administrators as appropriate (e.g. department meeting agendas and sample emails)

  • Purchase resources to support teaching and learning for library media specialists (e.g. professional books, digital resources, instructional resources) documented through updated bibliographies and resource lists created in Destiny and list of digital and instructional resources)












 

 

West Hartford Public Schools

50 South Main St, West Hartford, CT  06107

T: 860-561-6600

F: 860-561-6910

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