1. School Library Media Specialists Who Provide In-service Training for Teachers Graduate Thesis Spring 2005 Stephanie Gaughan

2. Research shows SLMS Who Provide In-service Can… Increase their influence Increase their influence Strengthen their programs Strengthen their programs Increase student achievement Increase student achievement But… How do SLMS perceive the role? How do SLMS perceive the role? Why are some able to practice the role? Why are some able to practice the role?

3. Research Questions What were the characteristics of SLMS who have provided in-service training opportunities for teachers? What were the characteristics of SLMS who have provided in-service training opportunities for teachers? What priority did SLMS place on designing and conducting in-service training opportunities for teachers? What priority did SLMS place on designing and conducting in-service training opportunities for teachers?

4. How did SLMS perceive the support provided by their school/ district for the designing and conducting of in-service training opportunities for teachers? How did SLMS perceive the support provided by their school/ district for the designing and conducting of in-service training opportunities for teachers? How did SLMS perceive the teachers’ response to in-service training that has been conducted by SLMS? How did SLMS perceive the teachers’ response to in-service training that has been conducted by SLMS? How did SLMS perceive the in-service training they have provided for teachers had improved instructional outcomes or teaching at their school? How did SLMS perceive the in-service training they have provided for teachers had improved instructional outcomes or teaching at their school?

5. Related Studies Pickard and Putnam Pickard and Putnam SLMS felt the role was important but practice was lagging. SLMS felt the role was important but practice was lagging. Lance Lance Providing in-service training to teachers is one of the SLMS activities directly linked to higher academic student achievement Providing in-service training to teachers is one of the SLMS activities directly linked to higher academic student achievement Miller & Shontz (2003) Miller & Shontz (2003) “The SLJ Spending Survey” “just one third plan or conduct workshops to help teachers evaluate, select, and use resources, a decrease of 11 percent.” “just one third plan or conduct workshops to help teachers evaluate, select, and use resources, a decrease of 11 percent.”

6. Methodology Survey Monkey.com Survey Monkey.com sent via e-mail & posted on EMAnj’s listserv sent via e-mail & posted on EMAnj’s listserv to be completed only by SLMS who have provided formal in-service training for teachers to be completed only by SLMS who have provided formal in-service training for teachers Geographically dispersed population Geographically dispersed population Most efficient and convenient to participants Most efficient and convenient to participants Data collected and stored by Survey Monkey Data collected and stored by Survey Monkey

7. Population & Sample SLMS who volunteered to complete the survey SLMS who volunteered to complete the survey 78 surveys collected 78 surveys collected 75 used for data analysis 75 used for data analysis

8. Characteristics of SLMS Majority held Master’s degree & Educational Media Specialist certificate Majority held Master’s degree & Educational Media Specialist certificate Half earned degree between 1990-present Half earned degree between 1990-present Years employed as SLMS, at current position & in education: Years employed as SLMS, at current position & in education: nearly half over 10 years and half under 10 years nearly half over 10 years and half under 10 years Two-thirds employed at current position less than 10 years Two-thirds employed at current position less than 10 years 80% employed in education over 10 years 80% employed in education over 10 years

9. Grade Levels & Support Staff Slight majority worked in elementary schools Slight majority worked in elementary schools Majority were the only certified SLMS in the media center Majority were the only certified SLMS in the media center Over half had less than a full-time support staff assisting them Over half had less than a full-time support staff assisting them

10. Provision of In-service Training All but 2 respondents provided in-service within last 3 years All but 2 respondents provided in-service within last 3 years One-third provided 6 or more in last 3 years and another third provided 4-5 One-third provided 6 or more in last 3 years and another third provided 4-5 87% typically volunteered 87% typically volunteered Administration encouraged majority Administration encouraged majority

11. Support Provided Less than half received financial incentive from school/district Less than half received financial incentive from school/districtBut, 82% still felt their school/district was either very supportive or supportive 82% still felt their school/district was either very supportive or supportive

12. Topics Covered All topics chosen by at least half of respondents dealt with information literacy skills, technology, and orientation All topics chosen by at least half of respondents dealt with information literacy skills, technology, and orientation 3 selected most often Orientation of new faculty & new materials Orientation of new faculty & new materials Use of the OPAC Use of the OPAC Online databases Online databases

13. Conclusions Provision of in-service training for teachers IS important to SLMS. Provision of in-service training for teachers IS important to SLMS. SLMS were not sure of impact their in- service training had on teaching. SLMS were not sure of impact their in- service training had on teaching. No formal evaluation method being used. No formal evaluation method being used. SLMS who provide in-service are active in professional organizations and their own professional development SLMS who provide in-service are active in professional organizations and their own professional development

14. Problems Encountered Questionnaire Design Questionnaire Design Allowing respondents to enter “Other” topics Allowing respondents to enter “Other” topics Answers to closed-ended questions to ambiguous Answers to closed-ended questions to ambiguous Should have asked about provision of in- service training on 1 st page Should have asked about provision of in- service training on 1 st page

15. Recommendations for Further Study Larger sample of SLMS who do & do not provide in-service training Larger sample of SLMS who do & do not provide in-service training Determine affect in-service training has on teacher and administration’s perceptions Determine affect in-service training has on teacher and administration’s perceptions Determine affect in-service training has on teaching/ instructional outcomes Determine affect in-service training has on teaching/ instructional outcomes Formal evaluation method Formal evaluation method