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Curriculum & Instruction: Mentoring School Librarians

EDCI 396 Z1 (CRN: 61880)

2 Credit Hours

About EDCI 396 Z1

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Course Dates: July 6 - August 13, 2021, Synchronous Video Sessions: 7/6, 7/20, 8/9 9am - noon; with other asynchronous online meeting times

More Information

Section Description

Meeting dates and times: July 6-30, 2021 Asynchronous: Blackboard and Course website Synchronous Video Conference sessions: July 6, 19, 30, 9-12 am This course prepares experienced school librarians to step into leadership roles as mentors for newcomers to the profession. Mentoring and coaching are critical components of professional learning opportunities for novice educators to improve practice for teaching and learning. The role of the school librarian mentor is to provide professional support specific to the administration of school library programs, teaching and learning in the school library and beyond, collaboration with colleagues, knowledge of current library trends, and leadership and advocacy for equitable access to resources for all learners. Mentors model reflective practice as a strategy for improving student outcomes. The course will examine the theories and practices that support effective mentoring and coaching, and will provide a framework for guiding new professionals to set and achieve goals based on the American Association of School Librarians National School Library Standards (2017), and will serve as an impetus for seasoned librarians to develop their leadership and advocacy skills. Goals: Participants will have a thorough understanding of the methods, dispositions, and skills that lead to successful mentoring and coaching in a peer based framework for professional learning. Tools and strategies for providing effective observation and feedback for mentees will be supported through a standards based approach to fulfill the expectations for the role of school librarian in the educational community. Goal setting and reflective self-assessment will improve school librarian performance and retention for both novice and experienced school librarians. Professional standards for school librarians provide direction and guidance in teaching and learning, curriculum design, assessment, collaboration, library program development, advocacy, and leadership. Learning Outcomes: Upon the completion of this course participants will be able to: Support the induction for new library professionals in school districts Demonstrate effective mentoring and coaching strategies for adult learners Lead learning-focused conversations (Wellman, Lipton) Use observation, reflection, and self-assessment as a strategy for assessing goals and improving practice Facilitate a professional vision for goal setting (Wellman & Lipton) Access the AASL National Library Standards for Learners, School Librarians, and School Library Programs for goal setting Identify issues of diversity and equity in education that impact school library access and resources to help novice librarians set instructional goals Access Charlotte Danielson’s Framework for Teaching (Rubric) for school librarians as a tool for goal setting and reflection

Section Expectation

Course Expectations: Complete assigned readings and participate in collaborative communication and work. Submit original completed work. Demonstrate professional conduct. Contact the instructor immediately with any class or personal issues/concerns Attendance Expectations: ·Students will consistently and regularly participate in asynchronous, or synchronous scheduled sessions. ·If there is a reason to be excused, contact the instructor before class. The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work. Contributions in Class: Be prompt for scheduled sessions, participate fully, and complete weekly assignments. Students will log-on [no set time] and spend approximately 3-5 hours participating each week, either synchronous [set time] or asynchronous sessions.


Required Assignments: Class participation 20% Due Date: Ongoing Participants are expected to log on for video conferencing sessions and complete online assignments and performance tasks. Reflection Blog 20 % Due Date: Ongoing Participants create a digital blog for weekly reflection that provides insight and extension of learning that will be shared with other participants. Topics will follow the instructional sequence, required readings, and discussions that will be covered during the course. Mentoring and Coaching Performance 20% Due Date: July 18, 2021 Participants will model best practice mentoring techniques for improved instructional practice through structured conversations around planning, reflection, and problem solving. Attention will be centered on developing listening, and on verbal and non-verbal communication skills. There will be opportunities to collaborate with other participants face to face and online, to demonstrate techniques, and to critique and reflect on the process as a mentor, and as a mentee. Professional Goal Setting 20% Due Date: July 30, 2021 Demonstrate a sample process for new school librarians to use AASL National Library Standards to develop SMART goals for teaching and learning, or other responsibilities that ensure equitable access to library resources and services. Coaching for Diversity, Equity, and Cultural Competency 20% Due Date: July 30, 2021 Participants will brainstorm possible strategies for exploring competencies within the Shared Foundation: Include, (Developing Inclusive Learners and Citizens document, p 9) during mentoring sessions. Using knowledge,skills, and resources from Modules 1-3, including but not limited to: Continuum of Interaction: Coaching ( MM, pp 47-49) Leading learning focused conversations: Invitational Inquiry (MM, pp 67-73) Forms, checklists for observation, reflection, self assessment for improving practice, prepare a scenario in which a mentor could demonstrate an invitation to use one of the entry points (Learner, School Librarian, or School Library) to self assess opportunities for equity, diversity and inclusion in school library practice. The scenario could include a brief script, a list of bullet points, or an outline that share samples of guiding questions, third point documents, or forms in order to stimulate mentee inquiry and idea production for effective planning, reflecting, and problem solving.




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