Reflecting on my journey as a graduate student in school librarianship as well as a current school librarian, I am proud to have embraced and embodied the five CAEP (Council for the Accreditation of Educator Preparation) school librarian preparation standards. These standards have provided me with a strong foundation and a roadmap to continue guiding my practice as a school librarian. Allow me to reflect on each standard and how it has shaped my professional growth.

Standard 1: The Learner and Learning

This standard focuses on understanding and addressing the diverse needs of learners in the school library. I have been exposed to various strategies and techniques to engage students in meaningful learning experiences through my coursework. Careful consideration of the learners’ development was given in creating the paired text teaching guide. The activities developed in the guide are open to multiple patterns of learning differences and ability levels. Students were encouraged with choice and reflection opportunities as well as a chance to create, share, and grow while learning. From collaborating with teachers to designing and delivering instruction, I have developed an understanding of how to promote information literacy skills and foster a love for reading and learning while developing a collaborative unit that addressed information literacy skills for 11th graders. The unit also provided me the opportunity to differentiate instruction to meet the unique needs of individual students.

As a current school librarian, I have recognized the importance of learner development. I have strived to create a nurturing and inclusive environment where students can explore, inquire, and grow as independent learners. By understanding the diverse needs and interests of my students, I have been able to curate a collection of resources and develop programming that supports their intellectual, emotional, and social development.

Standard 2: Planning for Instruction 

This standard emphasizes the importance of effective planning and assessment in the school library program. Throughout my coursework, practical experiences, and especially in the development of a collaborative unit of study, I have learned how to develop comprehensive plans that align with the school’s curriculum and instructional goals. I also gained skills in assessing student learning and using data to inform my instructional practices while planning the collaborative unit. Reflecting on my coursework, I can confidently say that I have developed a strong foundation in planning and assessment. 

Using my knowledge of curriculum and pedagogy, I have designed and implemented effective instructional strategies that foster critical thinking, creativity, and collaboration. I have incorporated a variety of teaching methods, such as inquiry-based learning, project-based learning, and technology-enhanced instruction, to engage and motivate students while designing many lessons during my coursework. Through ongoing assessment and reflection, I have continuously refined my instructional practices to meet the diverse needs of students.

Standard 3: Knowledge and Application of Content

To meet this standard, I have engaged in rigorous coursework that covers a wide range of content areas, including literature, information literacy, technology integration, and educational research. I have also developed practical skills in cataloging and organizing library resources, as well as managing digital tools and technologies. The annotated bibliography assignment served as a valuable tool for me as a current school librarian by assisting with resource organization, resource evaluation, useful recommendations that are diversified, instructional needs, time saving, and collaboration.  This learning experience provided me with information to enhance my ability as a librarian to support students and educators in their information needs, reading engagement, and contribute to the overall effectiveness of the school library.  

The knowledge I have gained during my graduate studies have inspired me to dedicate myself to acquiring and maintaining a deep understanding of various content areas, including literature, information literacy, and educational technologies. By staying current with the latest educational trends and curricular initiatives, I have been able to collaborate effectively with classroom teachers to integrate library resources into the curriculum. Through these collaborations, I have helped students develop a broader understanding of subject matter and connect classroom learning to real-world applications.

Standard 4: Organization and Access 

This standard emphasizes the importance of actively engaging with the school community and promoting the school library’s resources and services. I have learned how to create a welcoming and inclusive library environment and how to collaborate with community stakeholders, such as parents, local organizations, and public libraries. I have also gained skills in promoting reading and literacy beyond the library walls through activities like book fairs, author visits, and community partnerships.

Evidence-based decision making is an essential part in planning and implementing best practices in school libraries.  During my collection development process, I made effective use of data and information collected from the environmental scan and collection analysis process to make informed decisions about the future development of the PCHS library as it related to open and equitable access to resources and services within the school library itself.  I took into consideration the current information resources available and developed a plan to improve this area to include diversity, cultural, social, and linguistic needs of the learning environment within Patrick County High School. 

In addition, while completing the library of things assignment, I carefully used the data provided through the environmental scan to evaluate and inform my decisions about the information resources and services chosen to compile the collections. I wanted to provide a library of things that demonstrated my commitment to diversify the needs and interests of the global society. 

Standard 5: Leadership, Advocacy, and Professional Responsibility

This standard highlights the importance of being a leader and advocate for the school library profession. I have had opportunities to collaborate with colleagues, participate in professional organizations, and engage in professional development activities. In March of 2023 I had the opportunity to grow as a professional by attending the Spring VAASL Regional Conference in Roanoke, Virginia. Through this and other experiences during my studies, I have learned about the broader issues and trends in education and librarianship, and I have developed the skills to advocate for the role of the school library in supporting student success. I am committed to continuous professional growth and staying current with research and best practices in the field.

In conclusion, my journey in the school librarianship graduate program at ODU has been enriched by the ALA/AASL/CAEP School Librarian Preparation Standards. These standards have shaped my professional growth and provided a framework for my practice. By focusing on learner development, content knowledge, instructional strategies, library environment, and professionalism, I have strived to create a dynamic and inclusive learning environment that empowers students and supports their academic success. I will continue to reflect on these standards, adapt my practice, and contribute to the field of school librarianship to ensure that all students have access to high-quality library programs and services.