A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians Patricia Owen, NBCT powen@bex.net Megan Oakleaf, PhD moakleaf@syr.edu  50 handouts have been reserved for presentation attendees

WHY CREATE A TOOL? Local Need District adopts a Praxis-type evaluation form for teachers Adopted evaluation form inconsistent with teacher-librarian (TL) Information Power roles Teacher Instructional partner Information specialist Program administrator

WHY CREATE A TOOL? Problems Encountered: ODE does not provide a T-L evaluation tool (because Ohio is a local control state) Existing evaluation tools do not meet criteria (not ACS-based, wrong format, lack rubrics, etc.) T-L’s want to participate in creation of their evaluation tool (a form of their own!) T-L’s seek to use their evaluation tool to advocate for their libraries T-L’s promote evidence-based practice

THE LITERATURE SEARCH What evaluation tools are available? Teacher-focused evaluation forms Existing T-L evaluation forms

TEACHER-FOCUSED EXAMPLES Component 1.1 Acquires and uses knowledge about students as individual learners in preparing lessons which consider students’ diverse backgrounds, communities, and interests. Component 3.4 Tracks individual student progress by instructional and non-instructional records. Component 4.1 Contacts all families about academic and social progress of the students and events in the classroom, encourages parental involvement in the student’s education.

EXAMPLES OF EXISTING T-L EVALUATION FORMS

OUR SOLUTION? Create a New Form!

RESOURCES FOR CREATING “A FORM OF OUR OWN” ODE website – Library Guidelines (ACS) http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?pa e=3&TopicRelationID=340&ContentID=13952&Content=31719 KSU ILILE http://www.ilile.org/instructionalRes /checklists/libraryguidelines.html Praxis format Conform to district model

STEPS TO CREATE EVALUATION TOOL Identify ACS (K-12 library guidelines) to use in place of Praxis teacher evaluation content. Choose a grade level (K-2, 3-5, 6-8, 9-12, K-12). Consolidate similar indicators, benchmarks, standards. Ignore repetitious indicators, benchmarks, standards. Omit items that don’t fit local context (ex. email). Eliminate minutia (ex. research listserv information). Determine performance levels (unsatisfactory, needs improvement, proficient, distinguished).

STEPS TO CREATE EVALUATION TOOL Create forms. Summative conference form Pre-observation form Rubric (professional practice components)

BEST PRACTICES FOR CREATING A RUBRIC Tie evaluation criteria to the standards. Identify 3-5 levels of performance. Educate administrators about ACS; create a shared performance expectation. Write clearly. Concrete Concise Common terminology Consistent (parallel) construction Clearly differentiated levels Quality-focused

RUBRIC 4.1 4.2

RUBRIC 4.3 4.4

SUMMATIVE CONFERENCE FORM

PRESENTING EVIDENCE TO ADMINISTRATORS Binder of library evidence (print or electronic) Example documents Library web site screenshots Lesson plans, collaborative units, teaching schedules Parent contact log Student assessment data Policy & procedure manual documents Diagrams; student photos; library activities photos Sample handouts/fliers/newsletters Professional development records Library promotions (ex. RTR bookmark)

4.4 Remote access 24/7 access Connect district page Info about library services & resources OPAC access

4.4 Peer-reviewed teacher resources

4.3 Assist teachers with integrating technology into the curriculum

CREATING A FORM OF YOUR OWN Begin with ACS (library guidelines). http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=340&ContentID=2489&Content=32808# Choose a grade level (K-2, 3-5, 6-8, 9-12, K-12). Consolidate similar indicators, benchmarks, standards. Ignore repetitious indicators, benchmarks, standards. Omit items that don’t fit local context (ex. email). Eliminate minutia (ex. research listserv information). Choose a format that matches the teacher-focused evaluation form. Create forms (summative, etc).

CONCLUSION T-L’s need evaluation forms of their own. T-L’s need to help create their evaluation forms. ACS (library guidelines) provide a framework. Guideline-based tools reflect all T-L Information Power roles. Guidelines-based tools allow T-L’s to demonstrate their value using evidence-based documentation.

Patricia Owen, NBCT powen@bex.net Megan Oakleaf, PhD moakleaf@syr.edu Questions? Thoughts? A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians Patricia Owen, NBCT powen@bex.net Megan Oakleaf, PhD moakleaf@syr.edu