Kim Moss's Library Portfolio
Cornerstone Library 2013-present
Domain 1: Planning and Preparation
1a: Demonstrating knowledge of current trends in library/media practice, information technology and literature
- Subscribes to School Library Journal (2012-present) & Hornbook (2014-15)
- Follows review blogs such as Ms. Yingling Reads, The Nonfiction Detectives, & MiddleWeb using the iPad app Newsblur
- Follows additional content related blogs and emails teachers when relevant to content or individual students
- Attends annual AAIM conference
- Published in AAIM journal
- Become National Board Certified (Began process in 2016.)
1B: Demonstrating knowledge of students and how the library program can address their needs
- Attends literacy PLC meetings bi-monthly to look at student data as well as plan for interests, cultures, and special needs
- Communicates with ESL teacher to select resources to support ELL students such as audio books
- Collaborates with literacy teachers to teach the research component of the common core curriculum each quarter
- Attends social studies and science PLC meetings quarterly
1C: Establishing goals for the library media program appropriate to the setting and the learning community served
Distinguished: The LMS' goals for the library media program are highly appropriate to the school setting and have been developed in collaboration with members of the learning community.
- Collaborates with literacy teachers to cover the research component of the common core curriculum each quarter
- All stakeholders will have the opportunity to participate in a library survey in May.
- 2013-14 Student Survey Results
- 2013-14 Staff Survey Results
- 2014-15 Student Survey Results
BFMS Library Vision Statement
The Bright Field Middle School library staff are committed to educating all students to be responsible citizens who value learning, treat others with dignity and respect, and successfully adapt to the demands of a rapidly changing society. In order to accomplish these goals, library staff seek to instill a deep love of books, both fiction and nonfiction, in students. We will also guide students to become effective and critical users of information, using both print and nonprint resources.
Establish a community of readers at BFMS
Transition towards a "learning commons" rather than a traditional library space
- Initiated a 40 book reading challenge (Will add a reading challenge question(s) to 2014-15 survey to evaluate its utility.)
- Focused on purchasing additional books (45% of students indicated that "book selection" as the best thing about the library. 42% suggested making additional purchases. Spent approximately $1000 on books specifically requested by students.)
- Added additional signage to all sections to help students find books
- Planned additional lessons for BOTH grades on finding library materials and how a library works (Mrs. Sterrett continues these lessons in junior high! Argh!! Why don't they know how to use a library by now??)
- Continued library programs such as Battle of the Books, Breakfast Booktalks, author visits, Book it Forward and book clubs
- Met with Minion Library Club weekly to get ongoing student input into the program
- Allowed students to enter the library at lunch and recess to do homework, research or even just hang out with friends
Continue the goal of creating a reading community
Transition into a learning commons by adding a makerspace area
In addition to last year's programs:
- Write at least two grants towards purchasing makerspace materials
- Start a teacher book club
- Received makerspace grant from BPS Foundation
- Started small teacher book club (5 consistent members)
Continue long-term goals as well as:
- Initiate a parent/child book club
- Use google educator tools to gain additional knowledge of individual students' reading lives
- Host monthly Makerspace activities after school
- Host quarterly "readathons" to engage more readers
1D: Designing a coherent library program integrated with the overall school program within budgetary guidelines
- Encourages students to request print and audio materials
- Students evaluate apps
- Seeks outside community resources to support curriculum (Visited via email with historians about Civil War era graves on BFMS property. Passed information and unit to social studies teachers)
- Created "Moss' Minion" library club to give students a voice in selecting materials as well as goals for the library
- Applied for a grant in 2012 to fund classroom sets of social studies books as well as author visits
- Applied for Cox Communications grant in 2015 to fund a Robotics Club
1E: Developing a plan to evaluate the library media program
- Students as well as teachers will evaluate the library's staff, programs, and services each spring. Based on these survey's, I will set goals for library in library for the following school year.
- I have started to track and keep circulation statistics as well as display them for patrons to see.
Final Stats 2013-14:
- Total books checked out... 19,368
- New books...784
- Total lost books from opening... 41
Final Stats 2014-15
- Total books checked out...23,484
- New Books...728
2015 5th Grade Reading Survey
Domain 2: Environment
2A: Creating an environment of respect and rapport
- Attends students' athletic and extra curricular events when possible
- Communicate with at least 2 parents weekly regarding students (2015-16 goal!)
2B: Establishing a culture for learning
2C: Establishing and maintaining library procedures, physical and virtual spaces, and supervising library paraprofessionals.
Maintains district webpage as well as a Facebook page and Instagram account.
Assistant takes initiative, promotes reading, and contributes in a variety of ways to the program.
2D: Managing student behavior
Domain 3: Delivery of Service
3A: Communicating with members of the learning community
- Uses morning and afternoon announcements
- Creates a monthly newsletter for parents, students, and staff
- Has "tech tips" for teachers at each staff meeting
- Library Facebook and Instagram accounts
3B: Using questioning and researching techniques
3C: Engaging students in literature and learning information skills
The best part of my day is when a student asks for help selecting a book. I try my best to get to know each student as a "reader."
3D: Assessment in instruction
Love that Animal
5th grade animal research assessment. This research will be used to write an animal poem. Mrs. Kendrick's classes used nonfiction library books. Mrs. Lebert and Mrs. Kewan used online encyclopedias.
Tlingit/ Spirit Bear
6th grade Tlingit research assessment, Students learned about types of research questions. During the first class session, students brainstormed a list of thick and thin questions using Today's Meet, a backchannel website. In retrospect I should have assessed this lesson as well. Students tend to get a little silly using this "chat" format. For the second class period, they worked in groups to write, research, and cite a thick and thin question.
Love that Animal
Tlingit/ Spirit Bear
Exploring the World
Students used this research to explore the quarter's essential question. This took place over two class periods. The first class period required students to select three questions as well as pick out the key words in those questions. We covered plagiarism in the second class period. Students then used key words to search, take notes, and cite their work.
Ellis Island Research
Students participated in an Ellis Island Webquest in order to practice getting information from a webpage. This information prepared them to write a paper about immigration in literacy later in the quarter.
Exploring the World
Ellis Island Research
Students researched a hero and then made a trading card. Students then presented their card to their peers.
6th graders chose a courageous person to research. They kept their person a secret. They had to find 15 facts, narrow them to the best 10, list them in order from most to least obscure, and then write them in sentences. Students then created a presentation and presented their courageous mystery person to their peers who were allowed to guess.
Students researched a person who exemplifies perseverance and wrote a biopoem based on their research. Unfortunately this year, most students were unable to complete a finished product using technology due to time constraints.
Students created a research question on flight and researched for information. This project likely will not get done due to scheduling conflicts and time constraints.
3E: Demonstrating flexibility and responsiveness
Domain 4: Professional responsibilities
4A: Reflecting on practice
Library SurveyAll stakeholders will have the opportunity to participate in a library survey. This survey will be used to determine goals, both long and short term.
Started a blog to help me keep a record of reflections in order to better set goals and create action steps to achieve them.
4B: Maintaining accurate library records
4C: Communicating with school staff and community
Facebook & Instagram
Facebook & Instagram
- Maintains a facebook page that parents follow
- Students follow the library's Instagram account
- Maintains the library's website
4D: Participating in a professional community
- Attends literacy PLC meetings at least 2 times per month
- Setting goal to attend science and social studies PLC meetings monthly for the 2015-2016 school year
4E: Growing and developing professionally
- Attends the Arkansas Association for Instructional Media (AAIM) conference annually
- Does a "Tech Tip" segment for staff during the monthly staff meeting
- "Follows" several library and technology innovators on Twitter
- Presented at AAIM along with Carie O'Banion on Bentonville's Battle of the Books program (3/31/15)
- Published in the AAIM Journal