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Self Reflection: Standards                                                             

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Self Reflection: Standards                                                             

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Which of the national, state or other national organization Standards would you find most helpful and why?

I think I'd find the ALA Core Competencies, I-SAIL, and Illinois Common Core standards most helpful. The ALA Core Competencies have allowed me to grow as a librarian and are a good foundation to base my practices off of. The Illinois Standards Aligned Instruction for Libraries (I-SAIL) focuses on instruction of information, media, digital, and individual literacy. It focuses on what students should learn from libraries and librarians. Knowing and working with the Illinois Common Core standards will help me partner with general education teachers and be able to work alongside them to teach and aid the curriculum being taught outside of the library.

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Mentor Topic: Standards                                                        

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Mentor Topic: Standards                                                        

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How have the national standards, state standards and/or other professional standards guided your mentor's work?

Barrington High School

Illinois Standards Aligned Instruction for Libraries (I-SAIL)

AASL

Sarah Adams Elementary

Illinois Standards Aligned Instruction for Libraries (I-SAIL)

AASL

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Location: Sarah Adams Elementary School (K-5)

Mentor: Liz Ballou

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Topic: Digital Citizenship

Objective: Understand why being safe, responsible, and respectful online is important

Location: Sarah Adams Elementary School

Date/Time: 03/21/25

Grade: 1st

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SLIS 6530 - 0EXW - Elementary Lesson - Joaquin

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The Sister Thea Bowman Lecture Series on Social Justice in LIS

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The Sister Thea Bowman Lecture Series on Social Justice in LIS

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February 2025

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About the Lecture Series

Advancing social justice is a long tradition and core value of information professionals and cultural heritage institutions. The Department of Library and Information Science at CatholicU has always embodied the principle of social justice in its teaching, research and service. It instills a mindset that nurtures a commitment to community service, an openness to change and global perspectives, and a dedication to the philosophy, principles, and legal and ethical responsibilities of the field for the society. In order to represent its tradition in upholding core values and responsibility for social justice, in spring 2019, we are pleased to inaugurate a dedicated lecture series on social justice named after Sister Thea Bowman.

Sister Thea Bowman was a Franciscan Sister of Perpetual Adoration. She attended Viterbo College in La Crosse, Wisconsin, while preparing to enter the convent. She earned a M.A. and Ph.D in English from The Catholic University of America. She went on to teach at elementary schools and later at CatholicU and Xavier University in New Orleans, Louisiana. After sixteen years in academia, Sister Thea Bowman became a consultant for intercultural awareness for the Diocese of Mississippi. Her programs were designed to break down racial and cultural barriers. She believed that through communication and understanding of other cultures and ethnicities, racial injustice could be minimized. Many felt that Sister Thea Bowman's efforts left a lasting mark on U.S. Catholic life in the late 20th century. An influential speaker on music and diversity and inclusion, her work continues to have a profound impact on the world. After battling cancer, Sister Thea Bowman, died in 1990. The United States bishops endorsed her canonization to sainthood in November, 2018. Her case will continue for approval through commission. If approved, her cause will proceed to the Vatican where she will be declared venerable.

2023 Lecture with Dr. Michele A. L. Villagran
"Using the Power of Cultural Intelligence to address Critical Societal Needs in the LIS field"
Wednesday, November 15, 2023 at 6:00-7:00PM EST via Zoom
Abstract: Our LIS field requires interactions and relationships with individuals who are different from ourselves. Building culturally intelligent organizations means adapting how we work, how we think about cultures, how we communicate, and how we behave. It means that the individuals, structure, leadership, and initiatives of a library or institution must reflect a variety of perspectives, values, and preferences. Cultural intelligence plays a vital role in achieving sustainable development in organizations. Embracing cultural intelligence not only promotes equality and social cohesion - but also brings numerous benefits to organizations and the wider society. In a time where our LIS field and society are faced with ongoing disasters, housing concerns, transportation challenges, gender equality, health and well-being, unsafe societies, discrimination, etc. whether inside our institutions or external to the information communities with which we serve, in order to really change, an organization has to commit to continuous valuation. The goal of this talk is to explore how you can apply cultural intelligence to empower your organizations to tackle some of the societal needs that are most crucial within your organization and in the communities you serve.

About the Speaker

Dr. Michele A. L. Villagran (she/her/ella) is an accomplished educator, innovative speaker, entrepreneur, cultural intelligence, and diversity & inclusion expert with over 30 years of experience in the public and private sectors. As an assistant professor at San José State University (SJSU) School of Information, Villagran's research focuses on diversity and social justice in library and information science and cultural intelligence phenomena within libraries.

Dr. Villagran earned her Doctor of Education in Organizational Leadership with her dissertation on cultural intelligence in 2015 at Pepperdine University. She also completed her Master of Dispute Resolution and Certificate of Dispute Resolution with Pepperdine. At the University of North Texas, Dr. Villagran completed her M.L.S. degree in Legal Informatics and her M.B.A. in Strategic Management.

Dr. Villagran is involved with numerous associations including holding elected, nominated, and appointed roles, respectively, with REFORMA National, REFORMA Los Angeles, the Association for Library and Information Science Education, and the International Federation of Library Associations and Institutions. She is the recipient of several awards including the 2023 American Library Association (ALA) Social Responsibilities Round Table (SRRT) Herb Biblo Outstanding Leadership Award for Social Justice and Equality, the 2021 REFORMA Librarian of the Year, and the 2021 Association for Library and Information Science Education (ALISE) Norman Horrocks Leadership Award.

Additionally, Dr. Villagran serves as CEO of CulturalCo, LLC consulting in cultural competency, diversity & inclusion, conflict resolution, and emotional intelligence. She is an advanced certified cultural intelligence and unconscious bias facilitator through the Cultural Intelligence Center, a Conflicts Dynamic Profile consultant, and a Qualified Administrator of the Intercultural Development Inventory.
Padlet discussion from the presentation
Accommodations and Special Needs

For disability accommodations please contact the department at cua-lis@cua.edu or 202-319-5085. In all situations, a good faith effort (up until the time of the event) will be made to provide accommodations.

2022 Lecture with Dr. Bharat Mehra

"A 'Voice' from Intersecting Margins to Further Social Justice Scholarship and Advocacy in Library and Information Science"
Thursday, November 10, 2022. 6:00-7:00PM via Zoom
Abstract: During his presentation entitled "A "Voice" from Intersecting Margins to Further Social Justice Scholarship and Advocacy in Library and Information Science" for the 4th Sister Thea Bowman Social Justice lecture series, Dr. Mehra will share insights from his academic journey as a faculty member, educator, and activist over 20 years to further social justice scholarship and advocacy within mainstream LIS canons under the dark shadows of post-positivist paradigms and privileged white networks. As an intersectional scholar he will share glimpses of past and recent research endeavors and approaches that attempt to decenter white-privileged entrenchments and other forms of oppressions within the academy and beyond. He will also illustrate the operationalization of the concept of "voice" emerging from the intersecting margins in LIS that have generated social justice impacts that are deliberate, systematic, action-oriented, and community-engaged while making meaningful changes in the everyday lives of disenfranchised populations and others.

About the Speaker

Dr. Bharat Mehra is EBSCO Endowed Chair in Social Justice and Professor in the School of Library and Information Studies at the University of Alabama. As a survivor growing up with child abuse and domestic violence in India and as a gay scholar of color in the United States, he is privileged to find his atypical "voice" through social justice scholarship and advocacy in library and information science (LIS). Dr. Mehra's research focuses on social justice and social equity concerns in LIS and community informatics or the use of information and communication technologies to empower minority and underserved populations to make meaningful changes in their everyday lives. He has authored/co-authored over 175 peer-reviewed publications on equity, diversity, inclusion, accessibility, and international social justice content since 1998 (including >65 in referred journals). Dr. Mehra is the book editor of Emerald Publishing's Advances in Librarianship Series.
Thursday, October 7, 2021
About the Speaker

Wednesday, October 21, 2020. 6 p.m. EDT

Social justice, equity, diversity, and inclusion are significant topics within the profession, but are they actually integrated into the fabric of library and information science? Among the areas that require particular understanding and dedication are our classrooms and pedagogical practices. Decolonizing our syllabi (and ultimately our entire curricula) requires looking outside of our discipline and Western norms to engage other scholarship and practices to build a foundation for what decolonization and a more equitable profession look like.

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The Sister Thea Bowman Lecture Series on Social Justice in Library and Information Science

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The Sister Thea Bowman Lecture Series on Social Justice in Library and Information Science

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What evidence of the Iowa SLP Anchors 2, 3, 4 in “Component 1 Teaching and Learning” have you seen/talked about? Where would you see the programs on the continuum?

Barrington High School

Anchor 2 - Emerging/Developing

Anchor 3 - Not Started

Anchor 4 - Operationalizing

Sarah Adams Elementary

Anchor 2 - Emerging/Developing

Anchor 3 - Emerging/Developing

Anchor 4 - Emerging/Developing

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Is there a planned curriculum (scope and sequence)?  What skills do they make sure are taught? When and where? If there is a plan, how did it come about? Can you obtain a copy? If there isn't a predetermined plan, how do they determine what to teach?

Barrington High School

There is no planned curriculum, Nancy is working with different departments to begin this "work." She is currently creating curriculum to teach 9th-grade English classes, Media Literacy.

Sarah Adams Elementary

There is no planned curriculum. Liz currently uses FreshINC with 5th-grade students, which is the closest to a set curriculum. Splitting library time to be library and STEAM makes creating curriculum difficult.

Are there formative or summative assessments to document student learning?

Barrington High School

Nancy is able to collect formative and summative data before and after lessons.

Sarah Adams Elementary

Liz can sometimes collect formative and summative data after her lessons are completed. It depends on the content she is teaching and the grade level she is working with.

Are there examples of guided inquiry lessons/units/themes with teachers? How did that work?

Barrington High School

Not at the moment.

Sarah Adams Elementary

FreshINC program she uses with 5th-grade allows for some inquiry units.

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Location: Barrington High School (Grades 9-12, 1 K-lab class, and 1 preschool-aged class)

Mentor: Nancy McFadden

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Topic: Media Literacy

Objective: Students will discuss the use of emotional triggers in media and analyze and apply the C.R.A.A.P. test to digital sources.

Location: Barrington High School English Class

Date/Time: 03/10/25

Grade: 9th

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SLIS 6530 - 0EXW - Secondary Lesson - Joaquin

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Transforming School Library Practice; School Library Advocacy; Stakeholder Buy-In: Leading from the Library: Ashley Cooksey

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Transforming School Library Practice; School Library Advocacy; Stakeholder Buy-In: Leading from the Library: Ashley Cooksey

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March 2025

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There is a widespread need to advocate confidently and continually with multiple stakeholders about the valuable ways that school libraries are evolving to empower students. Studies confirm that there is "a positive relationship between full-time, qualified school librarians and scores on standards-based language arts, reading, and writing tests, regardless of student demographics and school characteristics." ( Lance and Kachel) Despite such strong evidence of the value of school librarians, schools' budget cuts have been eliminating these positions due in large part to the misconception that they are an expendable element of K-12 education.

Listen to the voices of these experienced school librarian advocates. Read the studies and compelling data to develop a powerful advocacy story for your library.

Stakeholder Buy-in

Leadership is essential for the work school librarians do to foster and support learning and engagement with students, teachers, and parents. Based on her own experience, Cooksey offers clear, action-focused tips and recommendations on how school librarians can see themselves as leaders and develop their leadership skills in three key areas-instruction, collaboration, and professional development. Download Transcript (5,489 words).

Video
How to Demonstrate Your Value as An Instructional Coach to All Community Stakeholders - Hillary Marshall (8:08)
This short, informational interview with high school librarian Hillary Marshall demonstrates, through real-world examples, how Marshall advocated for significant visibility and transformation in her school system through persistent relationship-building with key stakeholders and data-informed storytelling.

PDF
Practical Tips for Advocacy
After watching the videos Leading from the Library and How to Demonstrate Your Value as An Instructional Coach to All Community Stakeholders, pin this sheet in a visible space as a constant reminder of many of the major points covered: Identify and build relationships with key stakeholders, Communicate successes to those stakeholders, Present stakeholders with real-world data. Add to this document the knowledge gained through personal experiences as needed.

Article
5 Things You Need to Know About Grant Writing for School Libraries (September 2023)
Consider applying for a grant to support your school library. It's a great way to be able to expand your programs, strengthen your resources, and even build new relationships and partnerships. Check out these approachable resources and strategies that can simplify this process and help you to feel supported and confident in your efforts.

School Library Studies and Data

Graphic
Students Reach Greater Heights with School Librarians
This infographic visualizes the benefits students experience through the presence and guidance of a certified school librarian across five key areas: safe spaces, information literacy, exposure to diverse resources, school achievement, and access to quality educational technologies. The visualization is supported by references that can be further explored for additional advocacy data.

Article
Why School Libraries Matter: What Years of Research Tell Us (March 2018)
Drawing on findings from several studies of school library impact, this review further underscores the data presented in the above infographic-that the presence of a school librarian and the actions taken by that librarian with school administrators and fellow teachers directly correlate to student achievement. The article offers concrete recommendations on how schools can make the most of their libraries and librarians as leaders, technology mentors, and collaborators.

Web
SLIDE (School Librarian Investigation - Decline or Evolution) Project
Keith Curry Lance's website provides background information and initial findings from SLIDE (School Librarian Investigation - Decline or Evolution), an investigation of a nationwide decline in school librarian positions and how schools are looking to fill the resulting gaps to meet students' media literacy needs. Along with relevant news articles, initial publications and infographics, and presentations, the site provides a tool to search for district- and state-wide data on school librarian employment.

Video
My Library Is... Conversation About Why School Libraries Matter (17:06)
Reaching Across Illinois Library System (RAILS) Member Engagement Manager Dan Bostrom interviews four members of the Association of Illinois School Library Educators (AISLE), whose letter to the editor at the Chicago Tribune evokes the crucial purpose of school librarians for student achievement and community success. This is an effective example of a way to leverage data and impact to raise awareness of the need for school librarians as well as the concerning decline of these positions nationwide.

PDF
Roles of the School Librarian: Empowering Student Learning and Success (2019)
Drawing from impact studies and research, this brief provides a thorough examination of aspects of the five roles for school librarians identified by the American Association of School Libraries: teacher, leader, instructional partner, information specialist, and program administrator. This brief offers recommendations on how to articulate for school leaders how best to support and benefit from their school librarians.

Telling the Advocacy Story

Video
Evidence-Based Advocacy: Using Data to Demonstrate the Impact of Library Programs on Student Learning (1 hour)
An in-depth explanation and demonstration of several ways to utilize different kinds of data to tell the story of the work of librarians and their impact on students and teachers in schools. Case studies include the use of data visualization, student achievement scores, and a collaboration rubric to gather valuable information and leverage new knowledge for advocacy with stakeholders. (Registration required.)

Video
Telling Your Story with Data (14:30)
This short video provides clear, easy-to-follow tips along with effective and less effective examples to demonstrate how to assemble data and visuals to tell a powerful story about a school library's impact and purpose. Key points include keeping the message simple yet evocative and avoiding the temptation to use too much data that can dilute the message. Suggestions for how to share the story in presentations are also included. Download Transcript (1,894 words).

Additional Resource:

Lance, Keith Curry, and Debra E. Kachel. 2018. "Why School Librarians Matter: What Years of Research Tell Us." Phi Delta Kappan 99(7): 15-20. https://kappanonline.org/lance-kachel-school-librarians-matter-years-research/

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School Library Advocacy - Transforming School Library Practice | WebJunction

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Craft a compelling impact story using data, testimonials, and strategies.

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Do you have some additional ideas of things that might be done in a similar setting to create a culture of reading?

Barrington High School

Creating promotional material to encourage students to read. Making sure that students know the layout of the library in terms of the recent genrification.

Sarah Adams Elementary

Not right now

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What roles do your TLs play in supporting reading literacy?

Barrington High School

Nancy is working on finding ways to support reading literacy outside of the library.

Sarah Adams Elementary

Liz runs Battle of the Books and can present new titles to students every time they come to the library.

What are their viewpoints on some of the current issues/debates that relate to promoting reading?

Barrington High School

Nancy is a firm believer that students should be allowed access to books they enjoy. As she has transitioned from Elementary to Secondary, her goal has been to help the high schoolers feel like they have access to a variety of books from different genres.

Sarah Adams Elementary

Liz feels that with recent times, making selections of books to add to her library has become monopolized, because of this, she has become very well versed with the districts book selection policies.

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What different degrees of collaboration do you recognize?

Barrington High School

Nancy can collaborate with a few of the academic departments and other librarians in the district.

Nancy is working on making library content available to students and staff outside of the library, through LibGuides.

She is new in this role, so it's taking some adjustment and "getting to know" coworkers and students in the building to expand her expertise.

Sarah Adams Elementary

Not much collaboration was observed.

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What strategies do your TLs use to encourage collaboration with teachers?

Barrington High School

Nancy is working on ways to do this. She has been able to work with the English department this year and hopes to expand to other subject areas in the years to come.

Sarah Adams Elementary

Liz often pulls books for teachers when they request and is able to help them locate sources for student to use for classroom research.

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Thinking about the two programs, at what stage on the continuous improvement matrix (Iowa SLP Standards) “Program Component 1 – Teaching and Learning” Anchor 5 would you place the program and what might be a “next step or two?”

Barrington High School

Operationalizing - The next step could be to collect data from students and staff to help the TL learn how she can provide students and teachers with learning opportunities using media that they may not be familiar with or that might be newer to the district.

Sarah Adams Elementary

Not Started - The TL could expand the school library's presence on the school website. This could be creating an area where teachers can find resources to support their instruction. Going beyond this, the TL could reach out to other teachers and see how she can assist them in instruction- doing this would allow her to tie the library to the whole school curriculum and encourage more collaboration.

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What works and doesn’t work? How do they plan for their technology needs? Are there “tools” that they recommend?

Barrington High School

The district decides the technology tools the district has available for use. There is a wide selection of tech tools and programs that the district purchases/pays for across all grade levels.

Sarah Adams Elementary

Liz has access to the tools she needs and often finds that the tools she has access to go unused in the library space, due to the restraints that teaching Library and STEM have on her ability to expand lessons.

If they have a makerspace, what LEARNING is happening – what materials and activities. Are they teaching the computer science standards?

N/A @ both locations

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Reflection: Managerial Aspects of Program Delivery

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Reflection: Managerial Aspects of Program Delivery

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What is their biggest “headache” and if you were them, what might you do?

Barrington High School

The informational text area is outdated. If I were the school librarian, I would reach out to the different departments and ask them to share topics they cover in their courses throughout the year. I would then work to make sure I have texts that will help them, along with continuing to weed through books to remove outdated text.

Sarah Adams Elementary

Teaching library and STEM to all grade levels. If I were the TL, I would split the school year into sections and focus my instruction in the library to one subject at a time. During certain sections, I would only teach STEM and during the others I would focus on library content. This would allow for more time to be spent on "library" related content and some time for STEM which the TL is expected to teach.

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Mentor Topic: Managerial Aspects of Program Delivery

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Mentor Topic: Managerial Aspects of Program Delivery

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How is the budget determined, managed, purchases prioritized, sources?

Barrington High School

The yearly budget has two components to it: book purchasing and materials. The book purchasing budget is dependent on the number of students enrolled in the building. The materials budget is the same as that of all other teachers in the building.

The district uses Amazon Business for purchases and Follett for book purchases.

Nancy has written grants in the past to be able to purchase books for a school whose population was majority Spanish speaking.

Sarah Adams Elementary

Liz is given a $5,000 library budget, a regular "teacher" budget for materials, a periodicals budget, and a budget for STEM.

What role did the associate play (if there was one?) Who evaluated the associates? (Is there an example of a job description, interview questions, evaluation?)

Barrington High School

3 associates assisted with student questions and technology needs.

Sarah Adams Elementary

1 associate that assisted with book return, checkout, reshelving, and any other needs that arose while the TL was instructing.

What are some techniques the TLs used to manage student behavior?

Barrington High School

There was no need to manage student behavior besides the occasional reminder to lower voices; even then, just a reminder to lower their voices sufficed. She said they had set high expectations throughout the year and made sure to stick to them.

Sarah Adams Elementary

Liz has a class reward system where students can earn a "fun" day in the library. She also has a set "schedule" when students come in and an agenda that students know and follow that aids in making sure students are on task.

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Self Reflection: How to Assess Effectiveness

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Self Reflection: How to Assess Effectiveness

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What might be some barriers to being a “true” leader in your building?

As a future elementary school librarian, I could see limited time for collaboration being a big barrier. Due to the nature of the library being a "special" that students attend, I likely won't have a set plan time where I could meet with individual grade levels. As a new librarian, I could also see teachers resisting changes I'd like to make as I learn and begin my work as a librarian. Lastly, I could also see competing priorities being a barrier to being a "true" leader.

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Mentor Topic: How to assess effectiveness

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Mentor Topic: How to assess effectiveness

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How do the TLs assess the effectiveness of their program?

Barrington High School

Nancy currently bases success on the circulation of materials in the library.

Sarah Adams Elementary

Liz determines success from the lessons she presents and student work.

How do they inform/educate others about their program?

Barrington High School

Nancy is working with different academic departments in the building to let them know how she can help and support their efforts in the gen ed classroom.

Sarah Adams Elementary

Liz shares a blurb every month in the principal's newsletter about the work that is being done in the library. She wishes she was able to be in the building all week long so that she could work more closely with general education teachers.

What professional activities do they encourage?

Barrington High School

Nancy highly encourages attending the AASL National Conference, the librarians in the district attend every year.

Sarah Adams Elementary

Continuing to take coursework available and leaning on other librarians as a new librarian, as you work on getting adjusted to the role.

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Goal 1: Deepen Understanding of Library Management

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Goal 1: Deepen Understanding of Library Management

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Learn more about budgeting, cataloging, and library policies to gain practical experience of managing a library.

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Design and implement a resource to connect the broader school community to the library.

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Teach a lesson focused on digital literacy and safety.

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April 2025

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Books that were weeded out of the collection to be replaced with more current books. The top row is informational texts, and the bottom is short stories.

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The area behind this shelf is where student seating is located, which often leaves this bookshelf forgotten. In front of this area are the information text and biographies. Short stories filled all of these shelves, they were very outdated and worn. A good chunk of the text will be replaced with newer versions or more current short stories that relate to the current student population.

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This area is facing the area where student seating is located. Books were weeded and moved. Signage will be added to the acrylic sign holders by the school librarian at a future time.

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This LibGuide provides an online space that students and teachers can continue to reference and learn from, whether they are at home or in a classroom outside of the library space. I (re)learned to use NoodleTools to create annotated bibliographies and was able to create videos that walk the community through creating annotated bibliographies using this tool, from getting logged on to creating an annotated bibliography and exporting it.

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May 2025

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November 27, 2024 |
Elisa Hough | Comments

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All four storytellers gathered in the Amphitheater for a one-time-only roundtable, each taking the stage for a delightful, participatory performance.

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Future (Attending Fall of 2025)

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Verifying you are human. This may take a few seconds.

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On-Demand Webinar - Transforming LibGuides: A Case Study

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On-Demand Webinar - Transforming LibGuides: A Case Study

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Future PD

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On-Demand Webinar - Transforming LibGuides: A Case Study (December 2024)

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On-Demand Webinar - Transforming LibGuides: A Case Study (December 2024)

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Exploring AI with Critical Information Literacy 

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Exploring AI with Critical Information Literacy 

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Future PD

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Future PD

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Goal 1: Deepen Understanding of Library Management

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Goal 1: Deepen Understanding of Library Management

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Learn more about budgeting, cataloging, and library policies to gain practical experience of managing a library.

At my secondary placement, I was able to learn about the budgeting within the district where I will be a TL, and even got to see the current budget. I was also able to work on weeding and updating the catalog. I was able to reach this goal. My biggest takeaway was that as TL's we need to use the budget completely every year, to avoid cutting back on funding.

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Design and implement a resource to connect the broader school community to the library.

I was able to reach this goal by helping create a LibGuide that would aid students and teachers in creating bibliographies. My biggest takeaway was that there are other ways to connect the community to the library besides teaching lessons, especially at the secondary level. Going forward, I want to work on creating resources that connect families to the library/school community.

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Teach a lesson focused on digital literacy and safety.

I was able to teach one lesson about digital safety and one lesson about media literacy. My biggest takeaway was that you can tie both of these to a variety of different settings. Going forward, I want to explore how I can instruct younger students on digital literacy, grades K-2.

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List at least three things you do well and are prepped for as a school librarian. Celebrate. Brag. Let yourself shine: 

# data[].attributes.subject
List at least three things you do well and are prepped for as a school librarian. Celebrate. Brag. Let yourself shine: 

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1. I'm ready to foster a love of reading across all ages and abilities. Curating a diverse collection, hosting engaging book talks, and hosting reading challenges, along with having the ability to curate recommendations for students, is one of my areas to be highlighted.

2. Throughout my time learning to be a school librarian I have had the opportunity to explore a plethora of tools that can help me support literacy and research. I'm looking forward to showcasing my knowledge in this area to other teachers in my building.

3. I excel at creating a welcoming and inclusive space where students feel supported. I'm ready to offer individualized help, recommend books and resources, and ensure that students have access to the resources they need to be successful.