AASL

5.1 Professional Learning: Engage in ongoing professional learning. Deliver professional development designed to meet the diverse needs of all members of the learning community.

5.2 Leadership & Collaboration: Lead and collaborate with members of the learning community to effectively design and implement solutions that positively impact learner growth and strengthen the role of the school library.

5.3 Advocacy: Advocate for all learners, resources, services, policies, procedures, and school libraries through networking and collaborating with the larger education and library community.

Project Management (LIS 650/AASL 5.2, 5.3) involves analyzing data, collaborating with stakeholders and community members, and advocating for programs and services that support literacy. By leading these efforts, the goal is to create an environment where readers can thrive and develop a stronger comprehension and other literacy skills.

Building PLN (LIS 653/AASL 5.1) emphasizes the importance of actively engaging in professional learning networks. A PLN is most effective when it moves beyond passive observation and idea gathering to full participation, where individuals contribute their own knowledge, share resources, and engage in meaningful discussions with peers.

Portrait of a Collaborator (LIS 654/AASL 5.1, 5.2, 5.3) highlights the role of collaboration in building a strong professional community, advocating for library services and programs, and demonstrating leadership from within the library. This advocacy reinforces the importance of creating partnerships and actively contributing to the school and community.

ISTE

4.2 Connected Learner: Coaches model the Student and Educator standards, and identify ways to improve their coaching practice.

4.5 Professional Learning Facilitator: Coaches plan, provide and evaluate the impact of professional learning for educators and leaders on the use of technology to advance teaching and learning.

• Designing PD based on determined needs

• Building capacity for educators and instructional teams

• Evaluating the impact of PD

NoodleTools Professional Development (LIS 693/ISTE 4.2, 4.5) was designed to improve the way research organization is utilized by ensuring educators are familiar with using the tool. The project also included a reflection on its implementation, identifying areas for refinement to enhance future training sessions and educator engagement.

Reflection Paper #2 (LIS 637/ISTE 4.2) analyzed learning and its impact throughout the course, identifying strengths and areas for improvement. The reflection focused on key learning concepts, theories, and cognitive load. Those are critical considerations when designing professional development. This process reinforced the importance of continuous improvement and a deeper understanding of effective teaching and learning strategies.

Assistive Technology PD (SES 662/ISTE 4.5) was developed to provide educators with a deeper understanding of assistive technology and its applications in the classroom. Many educators outside of specialized education may have only a basic awareness of these tools, so this professional development introduced a range of assistive technologies at varying levels of complexity. The goal was to equip educators with immediately applicable tools to support diverse learners and enhance teaching and learning experiences.

Developing, advocating, and leading require having a personal learning community. To create and evaluate professional learning opportunities, I need a sounding board that guides my growth and helps me refine my practice. Engaging with peers and mentors in librarianship expands my perspective beyond my immediate school environment, preparing me for change and emerging ideas in the field.

Project Management (LIS 650/AASL 5.2, 5.3) was a learning experience in collaboration, researching community resources, and using data to advocate for a service while managing deadlines and budgets. This project was particularly meaningful to me because it focused on an initiative I am passionate about and hope to implement soon. Completing the research in this assignment allows me to take the next step, advocating for its adoption.

NoodleTools Professional Development (LIS 693/ISTE 4.2, 4.5) helped me improve my coaching practice and design a program to meet the needs of my learning community. Building educators’ capacity ensures that I am not the only expert in the building. When teachers integrate NoodleTools consistently into their classrooms, the impact extends beyond what I could achieve alone. Reflection is one of the most powerful aspects of teaching and learning, but only when it leads to meaningful change.

Building PLN (LIS 653/AASL 5.1) and Portrait of a Collaborator (LIS 654/AASL 5.1, 5.2, 5.3) reinforced the importance of continually building professional relationships and trust. I have used PLNs, including digital ones, for more than a decade, but these assignments challenged me to consider how I can lead and develop networks within my own school community. They also reminded me of the value that others bring to learning and what I have to offer in return. By showcasing my favorite PLNs and creating a tool to promote them, I demonstrated not only their value but also how I can contribute to their growth.

Reflection Paper #2 (LIS 637/ISTE 4.2) pushed me to be more vulnerable in my learning. Acknowledging my strengths and embracing opportunities for growth allowed me to reflect more openly than I had in the past. Learning is inherently vulnerable. It requires admitting where I need to improve. This reflection aligns with the ISTE standards for both learners and educators by promoting self-awareness in the teaching and learning process. Assistive Technology PD (SES 662/ISTE 4.5) challenged me to expand my understanding of AT and then present that knowledge to others. These tools are life changing for learners who rely on them for access to content and communication, but they also benefit a wide range of learners. By helping educators understand and integrate these tools, I can ensure more equitable access to learning. Evaluating the impact of PD sessions is essential, following up on areas of growth strengthens trust and improves my ability to support educators in adopting these tools.

Project Management (LIS 650/AASL 5.2, 5.3) focused on the implementation of a reading therapy dog program and how it could positively impact readers. Beyond the program itself, this project reinforced that any initiative requires stakeholder input to be successful. Involving the right people from the start ensures relevance, fosters connections, and increases the likelihood of long-term success. When stakeholders feel heard, buy-in increases, leading to a greater overall impact—whether in building reading confidence or enhancing other aspects of library programming.

Building PLN (LIS 653/AASL 5.1) and Portrait of a Collaborator (LIS 654/AASL 5.1, 5.2, 5.3) reinforced how professional learning, advocacy, and leadership work together to strengthen my role as a librarian. Staying informed about developments in the field helps me be a stronger advocate for my school and profession. By continually building relationships and collaborating with colleagues, I create opportunities to lead and support positive changes in teaching, learning, and technology integration.

Jones and Davis (2020) emphasize the importance of reflection, seeking feedback, and aligning actions with leadership goals. The NoodleTools Professional Development (LIS 693/ISTE 4.2, 4.5) assignment allowed me to apply these principles, adjusting my approach based on feedback and ensuring alignment with my goal of creating a more consistent and unified research process for learners. Jones and Davis (2020) also highlight the importance of service, transparency, and inclusivity in leadership (p. 38). To foster trust and remove barriers, I need to coach and mentor with a service mindset. By building expertise among educators, I ensure that NoodleTools is consistently and effectively used in classrooms. Jones and Davis (2020) also stress the need for leadership at all levels to sustain and strengthen the profession, particularly by committing to equity, mentorship, and creating safe spaces for growth (p.38).

Reflection Paper #2 (LIS 637/ISTE 4.2) helped me recognize the areas I need to develop as a librarian leader. Understanding my own growth areas allows me to expand my impact within my school, my community, and the field of librarianship. Assistive Technology PD (SES 662/ISTE 4.5) reinforced how professional learning can empower educators to make more informed decisions about technology that supports learner success. By evaluating my own coaching and leadership skills, I can continuously refine my approach and improve my ability to serve others.

Miller et al. (2020) highlight that reflective practice benefits both administrators and employees by improving performance and supervision. Encouraging regular reflection helps track progress, document outcomes, and make self-evaluations more meaningful (p. 306). By embedding reflection into practice, I foster continuous learning and thoughtful assessment.

One area that needs greater attention is positioning librarians as leaders. Research supports the significant impact librarians have on schools, yet many do not initially see themselves in leadership roles. Corsillo (2023) highlights the complexity of library leadership, emphasizing that no one can master every aspect, and yet, improving administrator practices can build beneficial library partnerships, enhancing staff value and connection (p. 9). To strengthen our profession, leadership must be cultivated and supported.

Corsillo, G. (2023). We Don’t Need More Rockstar Library Leaders. Public Libraries, 62(5), 8–9.

Jones, D., & Davis, S. (2020). Courageous Leadership: Walking Your Talk from Wherever You Are. Serials Librarian, 78(1–4), 35–40. https://doi-org.proxy180.nclive.org/10.1080/0361526X.2020.1744410

Miller, J. M., Friree Ford, S., & Yang, A. (2020). Elevation through reflection: closing the circle to improve librarianship. Journal of the Medical Library Association, 108(3), 353–363. https://doi-org.proxy180.nclive.org/10.5195/jmla.2020.938