Expectations for Collaboration, Collections, and Connections to Enhance Learning: A Program Evaluation Rubric

What does this look like?

Clear Path Road map Destination

Visual, graphic display of library program components Clear Path Road map Destination Landmarks Evidence Tools GPS to Outstanding Programs

Links!Links!

Click on link for Entering

EnteringEntering

Click on link for Developing

DevelopingDeveloping

Overview, definition, explanation of component What does the research say?

What evidence exists at this level of collaborative planning?

As program level increases, so does the evidence of collaboration

Level of collaborative planning correlated to the evidence available

What needs to occur to move program to next level?

At the Outstanding Level, Program Improvement Strategies focus on maintenance and continuous improvement of the program.

Evidentiary documents, multimedia files, charts, graphics, forms, lesson plans, relevant websites, bibliographies, etc. Links!Links!

IconFile TypeExamples of Content Audio Collaborative planning session, script for marketing slogan or advocacy campaign Further Readings Bibliography of articles covering the specified component and related topics Image File Thematic displays, facility maintenance and organization PDF File Research articles, documents from lessons, promotions, library policies and procedures Presentation Presentation to staff and community Spreadsheet Library budget, goals and objectives, consideration file Video Collaborative planning session, reading promotion, information literacy lesson Web Link Links to additional Internet resources on component and related topics Word Document Collaborative planning worksheet, needs assessment surveys

ExC 3 EL Rubric / Component: Climate / Level: Outstanding Appropriate, colorful, current displays coordinated with curricular agenda and student interests. *AP9

ExC 3 EL Rubric Component: Collection Level: Outstanding Extensive evidence of current resources (print, nonprint, and electronic) very responsive to curricular and recreational needs *AP5/AP9/AP12

SampleSample ExC 3 EL Rubric / Component: Budget / Level: Outstanding LMC annual budget based on school and LMC missions, as well as short and long-term goals. *AP1/AP10 Library Media Center Three-year Goals and Objectives

SampleSample

Ms. Smith /Mr. Jones 10 Social Studies Intellectual Freedom and Supreme Court II.3.A.b (Analyze key democratic concepts found in the constitution.) Honors 9/24-26/08 Learners will understand the concept and basis for intellectual freedom by examining selected United States Supreme Court cases. Several sessions will enable the learners to 1) explore and understand the concept of intellectual freedom, 2) investigate US Supreme Court decisions that impact intellectual freedom. Three teacher-directed sessions to create a culminating project. One final session for learners to present projects. Collaboratively plan with teacher. Teacher pre-selects cooperative teams. Duplicate worksheets Printout intellectual freedom scenarios. Print out list of US Supreme Court cases. Wednesday, Sept. 24, 2008 Thursday, Sept. 25, 2008 Friday, Sept. 26, 2008 Friday, October 3, 2008SampleSample ExC 3 EL Rubric / Component: Collaborative Planning Level: Outstanding Evidence of systematic collaboration between LM program and grade levels/subject areas *AP2/AP3 /AP10/AP11 LA ,2,3,4 LA

Websites: American Library Associations Intellectual Freedom Internet School Library Media Center Intellectual Freedom Page Banned Books Online Northwestern Universitys U.S. Supreme Court Multimedia Database Collaboratively plan with teacher Select resources for lesson Secure audiovisual equipment and supplies Plan information literacy skills lesson Assist classroom teacher in the preparation of worksheets Collaboratively plan with library media specialist Plan content area lesson Select cooperative learning groups Assist library media specialist in the preparation of worksheets Learners will state what intellectual freedom is and identify the constitutional basis for its existence. 1.Distribute the Learners Reflections Sheet to each student. 2.Begin the lesson by having three volunteers read aloud the Intellectual Freedom Scenarios. Each scenario depicts a violation of intellectual freedom; learners are to identify orally the violation. 3.Discuss how the U.S. Constitution guarantees certain rights to individuals. 4.Elicit a definition of intellectual freedom from the class after all scenarios have been read. 5.Instruct learners to write it in the appropriate section on the Learners Reflections sheet. 6.Initiate a discussion of the individual citizens responsibility to embrace education, obey laws, and promote all citizens rights. 7.Display the Oyez U.S. Supreme Court Case Abstract transparency. 8.Tell learners they will explore a case online with a partner. Point out and explain all categories 9.Distribute the U.S. Supreme Court Case Worksheet to learner pairs determined by teacher. Explain completion of form. 10.Give learners the name of their assigned case. 11.Direct learner to complete the Session One page of the Learners Reflections. Review the lesson with the classroom teacher. Determine its success and discuss strategies for improvement: More library time More preparation before using library media center Allocate more electronic sources Check links before lesson begins Place items on reserveSampleSample ExC 3 EL Rubric Component: Collaborative Planning Level: Outstanding Evidence of systematic collaboration between LM program and grade levels/subject areas *AP2/AP3 /AP10/AP11 ExC 3 EL Rubric Component: Collaborative Planning Level: Outstanding Evidence of systematic collaboration between LM program and grade levels/subject areas *AP2/AP3 /AP10/AP11