Review of the SMLS for the 21st Century: Leaders Educated to Make a Difference (Project LEAD)
Review of the
SMLS for the 21st Century: Leaders Educated to Make a Difference (Project LEAD)
Grant Proposal
IS 559
Fall 2014
Anjanae Brueland
Review of the SMLS for the 21st Century: Leaders Educated to Make a Difference (Project LEAD)
ABSTRACT
This is a review of the SMLS for the 21st Century: Educated to Make a Difference (Project LEAD) Grant
Proposal from Florida State University to the Laura Bush 21st Century Librarian Program. Criteria used to
evaluate this proposal are: an assessment of need, diversity, impact, project resources, dissemination
and sustainability. From this, a final assessment will be made with regards to funding.
Review of the SMLS for the 21st Century: Leaders Educated to Make a Difference (Project LEAD)
Project Goal: The Project LEAD proposal aims to “develop graduate education opportunities focused on
leadership for school library media specialists integrating the tenets of the National Board for
Professional Teachers Standards (NBPTS).”
Background: A snapshot of the current local, state and national levels of certification, and the benefits
of certification is provided. There is an existing board and standards that exists for teachers and in 2001
school library media specialists have been given the opportunity to be part of these standards and
achieve this certification. The Project LEAD proposal suggest four outcomes, each followed by the
needs that motivated it, that aim to develop a strong educational and support framework that will not
only support these specialists that wish to obtain certification but also to improve professional
development, income potential and hopefully be a pull for those considering entering the profession.
Resources used to provide this information are from professional associations, educators, the National
Board for Professional Teaching Standards, and the Southern Regional Education Board.
Project LEAD has identified four outcomes that address current professional and educational needs in
the development of leadership behavior among school library media specialists. These outcomes are:
1. An online curriculum that will prepare school library media specialists for leadership roles by
integrating the tenets of the National Board for Professional Teaching Standards.
2. A course content and other support mechanisms that are designed to increase the probability
that candidates will qualify for National Board Certification in library media.
3. A recruitment plan that will attract students to the master’s, certificate, and specialist programs,
particularly those from groups underrepresented in the profession.
4. Expansion of the body of research focused on the National Board Certification process through
initial research related to school media specialists.
The benefits for achieving NBPTS for the school library media specialist are: nationally accepted
credentials, being actively sought for employment/retention and higher income potential. “Studies have
drawn correlations between higher student achievement and schools with media specialists who are
Review of the SMLS for the 21st Century: Leaders Educated to Make a Difference (Project LEAD)
leaders and between higher student achievement and the National Board of Certified Teachers (NBCTS)”
(p.3).
Assessment of Need: According to research, published in the School Library Journal, by 2012, 68% of
the school library media specialists nationwide will retire (Everhart, 2002). This coupled with the fact
that few young people choose to be school library media specialists as their first career choice, entering
the profession later in life, means there is a shorter window to serve in a leadership capacity. And that
currently (as of 2004) there is no known academic curriculum, with regards to leadership education
standards or support structures for school library media specialists undertaking professional
development in leadership. This professional community is facing definite hurdles in designing a
pathway that supports existing professionals or attracting interest in the profession as a whole.
Diversity: One of the considerations intertwined throughout the outcomes and characteristics of this
proposal is the role and need to increase diversity in the profession. Currently only 4% of African
American teachers are National Board Certified across the entire U.S. Project LEAD identifies ten
methods and avenues that will utilized to increase the participation and enrollment of
underrepresented populations. These tools approach the need to increase diversity from many angles
such as meeting with employers (schools), using current minority master student’s to recruit, providing
mentoring and support using minority role models for participants, collaborating with local and national
multicultural advisory boards and Florida A&M University, a historically black university.
Impact: The proposal outlines five characteristics that would indict successful implementation of
Project LEAD. They are to increase the number of qualified professionals; (to produce) results or
products that will benefit multiple institutions and diverse constituencies; (to) reflect understanding of
Review of the SMLS for the 21st Century: Leaders Educated to Make a Difference (Project LEAD)
library service needs in community served by applicant; (to) reflect a vision of potential change in the
field; and research. The reviewer sees these characteristics as realistic as each are supported by one or
more of the outcomes listed of the project. The project requests matching funds and provides detailed
accounts of how, who and when activities will be carried out to achieve the stated outcomes.
Project Methodology: Each outcome has an individual methodology that reveals who is responsible for
which activity, the time allotted for each expert and how that expertise will be applied (curriculum
creation, advisory, recruitment and advocacy of the project, and research). The proposal also discusses
how existing resources will be modified to meet the needs of the outcomes, how the experts involved
will be shaping the project as well as using avenues and tools available to them to better enhance the
implementation and overall success of the project. At every level of involvement (student, educator,
researcher, local, state and national advisors, even past successful and unsuccessful National Board
Certified teachers) there exists an aspect of the project that the individual can actively contribute to its
development and success. There is even mention of other IMLS grant projects and how collaboration
between the two projects can be utilized. The reviewer found the level of detail provided in the project
methodology as realistic and thorough for these above reasons.
Evaluation: Although there are very few numerical targets supplied in the proposal, the evaluation plan
identifies as “one of the first tasks of the project directors, assisted by the two consultants and the
advisory board members, will be to agree on the measurable indicators, the data intervals, and the
targets based on the goals, objectives and methodology described above, and to develop the other
evaluation instruments” (p.7). There is one numerical indicator of success provided and that is the
recruitment of 10 students specifically for this project by the end of the grant timeframe. Data
collection instruments that are expected to be used are “participant observations, questionnaires,
Review of the SMLS for the 21st Century: Leaders Educated to Make a Difference (Project LEAD)
interviews, pre and post tests, document analyses and databases” (p.7). There are also five data
analysis methods that will be utilized by the project directors.
Project Resources: The proposal clearly outlines the project resources. The funding requested is to
match funds the organization is putting toward the project. Percentages are supplied to outline how the
funds will be used, as well, as a detailed and summary budget figures plus a full budget justification are
provided. Under Personnel, 11 key personnel roles are described, with many of the experts and
professionals submitting resumes for review. In the Management Plan, the grant period of one year has
project targets and objectives laid out in quarters. Other IMLS grant projects are mentioned in the
proposal as possible collaborators and support mechanisms.
Dissemination: Due to Project LEAD’s design dissemination will have a broad reach. The “local, state,
regional and national personnel committed to the NMC process” has “widespread leadership
connections…and a multitude of channels…available for dissemination or information and recruitment
of students” (p.9). Other avenues of public relations listed are a websites (of the project as well as
partners), brochures, use of local media, a national announcement, the National Board list serv, new
releases, proposals submitted to major conferences, and journal articles.
Sustainability: The proposal states the steps being implemented to assure continued support and
success of the Project LEAD. The curriculum, the certificate program and the specialist degree will all
become permanent parts of the FSU course offerings. Approval has been received for the development
of the new coursework, with the project directors’ commitment to continue to teach the courses after
the grant period. This coupled with the in-state tuition rate for distance education students leaves this
project in strong standing with respect to sustainability. Funding is available for next year, with three
Review of the SMLS for the 21st Century: Leaders Educated to Make a Difference (Project LEAD)
programs up for funding from a support grant. An existing IMLS initiative has been identified to
collaborate with other universities from three different states to cross promote course listings. From
this the reviewer believes there is substantial planning and support to keep this program in operation.
Final Assessment: The Project LEAD proposal thoroughly described the professional and educational
gap that currently exists for students and professionals of school library media specialists. Through this
succinct, yet detailed description, the need was made visible, as well as, how this project would address
that need. Each aspect of this proposal was well supported, either with data, credentials, and /or
partnerships. In areas where numerical targets could have been provided, these concerns where
addressed by discussion of collaboration that would be held between program directors and other
experts involved in the project. A great deal of support documentation was also provided to clearly
demonstrate the amount of expertise and organization, as well as commitment to the success of this
project. This reviewer rates this proposal as excellent and recommends it for funding.
***Takeaway: Dr. Mehra, I had never read and have certain not written a grant of this magnitude
before. I was genuinely impressed at the amount of detail, none of which seem superfluous. It truly
seems like every angle is covered. Not that I want to be wrong but please share with me if there are
areas where this grant could have been improved. Even the footnote on page 2, was a well-placed and I
feel strategically smart component of this proposal.