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

Distinguished: LMS demonstrates an extensive knowledge of library and information science, of current trends of practice information technology, an expansive knowledge of age-appropriate literature and develops meaningful connections to practice for various groups and individual teachers and students.


  • 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

Distinguished: LMS demonstrates thorough knowledge of the students' developmental levels, basic skills, backgrounds and interests, as well as abilities and special needs. The LMS employs intentional strategies to use this knowledge to personalize planning for different populations/grades/content areas in instruction, promoting reading, and developing the resource collection.



  • 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.



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.


2014-15 Goals

Long Term:

Establish a community of readers at BFMS

Transition towards a "learning commons" rather than a traditional library space


Reaching Goals

  • 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


2015-2016 Goals

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


Reaching Goals:


  • Received makerspace grant from BPS Foundation
  • Started small teacher book club (5 consistent members)
Big image
Big image

2016-17

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

Distinguished: LMS is fully aware of resources available for students and teachers and advocates and actively seeks out new resources from a wide range of sources to enrich the school's program. LMS initiates collaboration with classroom teachers in the design of standards-based instructional activities and selects personalized resources to enrich teaching and learning.



  • 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

Distinguished: LMS evaluation plan is integrated within the library's programs and services and there is a clear path toward improving the program on an ongoing basis. Ongoing feedback from staff and students is used to assess and improve 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

Big image
Big image

Domain 2: Environment

2A: Creating an environment of respect and rapport

Distinguished: Interaction among the LMS, individual students, and the classroom teachers are highly respectful, reflecting genuine warmth and caring and personalized knowledge of students' cultures and levels of development. Students and staff exhibit a high regard for the school librarian.



  • 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

Distinguished: LMS maintains an environment that is inviting, flexible and attractive with expectations that students are curious, on task and value the library. Students self-monitor their work within the library environment and seek help from the LMS without prompting as needed.

2C: Establishing and maintaining library procedures, physical and virtual spaces, and supervising library paraprofessionals.

Distinguished: The LMS effectively organizes the library procedures and space for safety, ease of traffic flow and optimal learning. Physical resources, spaces for studying, space for learning activities and space for library operations are well placed in locations that enhance their functions and that do not interfere with other functions. media center routines and procedures are seamless in their operation, with students assuming considerable responsibility for their smooth operation. Library assistants work independently and contribute to the success of the media center.


Added additional signage to help students find books.


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

Distinguished: Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of their students against standards of conduct. LMS' monitoring of student behavior is subtle and preventive. LMS' response to student misbehavior is sensitive to individual student needs and respects students' dignity.


Domain 3: Delivery of Service

3A: Communicating with members of the learning community

Distinguished: Expectations for learning, directions and procedures, and explanations of content are clear and documented for all members of the learning community. Oral and written communication is clear and expressive, appropriate for students' cultures and levels of development, and anticipates possible student and/or staff misconceptions.



  • 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

Distinguished: LMS nearly always uses open-ended and probing questions to guide students' inquiry and to help students to think critically as they formulate pertinent questions about their research topics. Students are able to refine their research techniques and strategies and extend their own language through the research process.
Lessons are planned in collaboration with literacy teachers to support the essential question for each quarter. These essential questions guide the research process for the quarter.

3C: Engaging students in literature and learning information skills

Distinguished: Students are highly engaged with literature and in learning information skills and take initiative in ensuring the engagement of their peers.


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

Distinguished: Formative and summative assessments are used in a developmentally appropriate manner during the learning cycle through student involvement in establishment of the assessment criteria, self-assessment, progress checks by both students, teachers, and the LMS, and high-quality feedback to students from a variety of sources.


1st Quarter

2nd Quarter

3rd Quarter

4th Quarter

3E: Demonstrating flexibility and responsiveness

Distinguished: LMS is continually seeking ways to improve the library media program and makes changes as needed in response to input from the learning community.


Domain 4: Professional responsibilities

4A: Reflecting on practice

Distinguished: The LMS is constantly reflecting on the effectiveness of services, resources, instructional strategies, and facilities to ensure that they are meeting the goals of the library program. The school librarian regularly determines and shares changes necessary to ensure that future needs are met for an expanding dynamic program.


Library Survey

All 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

Distinguished: The LMS maintains accurate, current, and easily accessible records including: budget, a current catalog of resources, circulation and patron records, inventory of collections, and statistics of library use.


4C: Communicating with school staff and community

Distinguished: The LMS effectively and consistently communicates with the school staff and community to keep them informed and employs evidence to promote the effectiveness of instructional efforts based on professional resources to communicate the development of the library program, new resources and service. The LMS actively solicits feedback and input from the school's students and staff to improve program and services.


4D: Participating in a professional community

Distinguished: LMS makes a contribution to school and district events and projects and assumes leadership with colleagues.


PLC

  • 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

Distinguished: LMS provides a leadership role in seeking out professional development opportunities for increasing district library media approaches through professional reading, memberships, conferences, and action research. LMS initiates important activities such as teaching workshops, grant writing, writing articles, and making presentations to contribute to the profession on a district, state, and/or national level.


Big image
  • 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

4F: Showing professionalism

Distinguished: LMS advocates for all students' need to learn through many different approaches and makes decisions based upon these individualized needs. Through teaching and practice the LMS demonstrates a commitment to the professional ethics of librarianship by following copyright law and by upholding and defending the principles of the Library bill of Rights and the ALA's Code of Ethics.