1. By: Craig R. McFeely Teacher-Librarian Chambersburg Area School District Hamilton Heights Elementary School Academic Achievement: What does it mean for Teacher Librarians?

2. Biography Graduated from Grove City Area School District in 2008 under the mentorship of Bob McConnell. Attended Clarion University of PA where I earned my B.S.Ed. with teaching certification in Library Science in 2012. Upon graduating, I interviewed and was offered the job as Teacher Librarian at Hamilton Heights Elementary School in the Chambersburg Area School District, Chambersburg PA.

3. Let’s dig in!

4. Academic Achievement? We as Teacher Librarians know the value that we have on our schools, this has recently been underscored by the Keith Curry Lance Study. While I am not an expert on the study, I would like to share some graphics and analysis with you.

7. Further Analysis For all students, those with full-time librarians are almost three times as likely to have “Advanced” writing scores as students without full-time librarians. The differential impact of librarians suggests that writing rather than reading scores may be a better indicator of a student’s mastery of 21st-Century Learner and Pennsylvania/Common Core standards.

8. Further Analysis Students who are poor, minority, and have IEPs, but who have full-time librarians, are at least twice as likely to have “Advanced” writing scores as their counterparts without full-time librarians. Generally, the benefits associated with larger staffing and collections and increased access to technology, databases, and to the library itself are proportionally greater for students who are poor, black, Hispanic, and disabled. For black and Hispanic students, access to more books more than doubles their chances of obtaining “Advanced” writing scores and cuts their risk of “Below Basic” writing scores in half. The association between flexible scheduling and writing scores is more pronounced. With flexible scheduling, all students are about four times more likely to earn “Advanced” writing scores, and Hispanic students are almost seven times more likely to earn “Advanced” scores with flexible scheduling. School Library Journal

9. Evaluation It is nearly impossible to talk about an effective school library program without taking a serious look at ourselves, and the services that we offer. Recently, I was asked by my department supervisor “what are your goals for the library program at your school?” In order to give her a spot on response, I had to evaluate myself, and be able to critique the program. In order to evaluate myself and program, I quickly turned to the Charlotte Danielson Framework for successful teaching.

10. Understanding the Framework I do not think any of us would argue that our jobs as Teacher Librarians are not any easier or harder than that of other teachers, it is just different. Charlotte Danielson recognizes this difference, and in fact embraces it, and has created teacher evaluation rubrics for our administrators to use to evaluate us. Have you ever received an evaluation and thought “this only applies to part of what I do?” What about collection development? Collection management? Collaboration? Interlibrary loan?

11. Changes in the field Arguably, no other teacher’s job has changed more than the Teacher Librarian’s in the recent years. With the advent of technology, AASL standards, Common Core, Model Curriculum, etc. Librarian’s have shifted from book warehouse managers, to vital instructional partners.

13. Framework: a closer look “Frameworks for non-classroom specialist positions, such as school librarians, nurses, and counselors. These individuals, while typically part of the teacher bargaining unit in a school district, have very different responsibilities from those of classroom teachers. Therefore, they need their own frameworks, tailored to the details of their work. These frameworks were written to reflect the recommendations of their professional organizations, such as the American Association of School Librarians, but organized according to the same structure as that of the Framework for Teaching: Planning and Preparation, The Environment, Delivery of Service (the equivalent of Instruction), and Professional Responsibilities.” (Enhancing Professional Practice, Danielson-2007)

14. Framework: The Basics There are four domains that Danielson presents. Each of the four domains have 5-6 sub-categories which comprise the “rubric” that we as teachers are evaluated on. You can be evaluated as unsatisfactory, basic, proficient, and distinguished (obviously you want to be either proficient or distinguished.) For our purposes, we will focus on the proficient and distinguished wording in the rubric.

16. Domain 1 Planning and Preparation 1a Demonstrating knowledge of literature and current trends in library/media practice and information technology. Proficient-Demonstrates thorough knowledge of literature and current trends. Distinguished- Draws from extensive professional resources, demonstrates rich understanding of literature and of current trends in information technology. 1b Demonstrating knowledge of the school’s program and student information needs within the program Proficient-Demonstrates thorough understanding of content standards. Distinguished-Library Media Specialist takes a leadership role with the school and district to articulate the needs of students for information technology.

17. Domain 1 Planning and Preparation 1c Establishing goals for the library/media program appropriate to the setting and the students served. Proficient- Goals are clear and appropriate to the situation and school. Distinguished- Goals are highly appropriate to the situation and school, and to the age of the students. Goals are made after consulting students and colleagues. 1d Demonstrating knowledge of resources, both within and beyond the school district, and access to such resources as interlibrary loan. Proficient: Is fully aware of resources available to students and teachers in the school, in other district schools, and in the larger community. Distinguished: Is fully aware of resources available, and actively seeks out new resources that would enrich the school’s program.

18. Domain 1 Planning and Preparation 1e Planning the library/media program integrated with the overall school program. Proficient- Plan is well designed to support both teachers and students in their information needs. Distinguished- Plan is highly coherent, taking into account the competing demands of scheduled time in the library, consultative work with teachers, and work in maintaining and expanding the collection. 1f Developing a plan to evaluate the library/media program. Proficient- Plan is organized around clear goals, and the collection of evidence to indicate the degree to which the goals have been met. Advanced- Highly sophisticated, with imaginative sources of evidence and a clear path toward improvement on an ongoing basis.

20. Domain 2 The Environment 2a: Creating an environment of respect and rapport. Proficient: Interactions between media specialist and students, and student to student are respectful, and reflect general warmth and caring. Advanced: Interactions are highly respectful. There is sensitivity to students’ culture and levels of development. 2b: Establishing a culture for investigation and love of literature. Proficient: media specialist conveys the importance of seeking information and reading with both students and colleagues. Advanced: Students have the above values, and they appear o have internalized these values.

21. Domain 2 The Environment 2c: Establishing and maintaining library procedures. Proficient: Media center routines and procedures (like circulation of materials) have been established and function smoothly. Advanced: routines and procedures are seamless in operation with students assuming considerable responsibility for their smooth operation. 2d: Managing student behavior: Proficient: Standards of conduct appear to be clear to students, and the specialist monitors student behavior. Advanced: Monitoring of behavior is subtle, preventative, and the response to behaviors are sensitive to students’ needs and situation.

22. Domain 2 The Environment 2e: Organizing physical space to enable smooth flow. Proficient: makes effective use of physical space resulting in good traffic flow and signage. Adequate space is devoted to work areas and computer use. Advanced: Makes highly effective use of space. Excellent traffic flow, and book displays that are inviting.

24. Domain 3 Delivery of Services 3a: Maintain and extending the library collection in accordance with the school’s needs and within budget limitations. Proficient: Adheres to district or professional guidelines in selecting materials for the collection and periodically purges outdated materials. Advanced: Selects materials thoughtfully and in consultation with teaching colleagues Collection is balanced among different areas 3b: Collaborating with teachers in the design of instructional units and lessons. Proficient: Initiates collaboration with classroom teachers. Advanced: is able to locate additional sources outside the school.

25. Domain 3 Delivery of Services 3c: Engaging students in enjoying literature and in learning information skills. Proficient: Students are engaged in enjoying literature and in learning information skills because of effective design. Advanced: Students take initiative in ensuring the engagement of their peers. 3d: Assisting students and teachers in the use of technology in the library media center. Proficient: Initiates sessions to assist students and teachers in the use of technology in the media center. Advanced: Is proactive in initiating sessions to assist students and teachers in the use of technology in the media center.

26. Domain 3 Delivery of Services 3e: Demonstrating flexibility and responsiveness. Proficient: Library Media Specialist makes revisions to the media program when they are needed. Advanced: Specialist continually seeking ways to improve the library program, and changes as needed in response to student, parent, or teacher input.

27. Domain 4 Professional Responsibilities 4a: Reflecting on practice. Proficient: Reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Advanced: Highly accurate and perceptive citing specific examples. Draws on extensive repertoire to suggest alternatives. 4b: Preparing and submitting reports and budgets Proficient: Honors teacher requests when preparing requisitions and budgets, and follows established guidelines. Advanced: Anticipates teacher needs when preparing requisitions and budgets, follows established procedures, and suggests improvements.

28. Domain 4 Professional Responsibilities 4c: Communicating with the larger community. Proficient: Engages in outreach efforts to parents and the larger community. Advanced: Is proactive in reaching out to parents and establishing contacts with outside libraries, coordinating efforts for mutual benefit. 4d: Participating in a professional community. Proficient: Participates actively in school and district events and projects and maintains positive relationships with colleagues. Advanced: Makes substantial contributions to the school and district events, and projects and assumes leadership with colleagues.

30. Domain 4 Professional Responsibilities 4e: Engaging in the professional development. Proficient: Seeks out opportunities for professional development based on an individual assessment of need. Advanced: Actively pursues professional development opportunities and makes substantial contributions to the profession through such activities as offering workshops to colleagues. 4f: Showing professionalism. Proficient: Displays high standards of honesty and integrity in interactions with colleagues, students, and the public. Adheres carefully to copyright laws. Advanced: Can be counted on to hold the highest standards of honesty and integrity and takes a leadership role with colleagues in ensuring there is no plagiarism or violation of copyright laws.

31. Pre/Post-observation Conference As part of the Danielson model, you are required to have a pre and Post observation conferences with your evaluator. The pre-observation conference has pre determined questions that you answer, these questions stay the same. The post-observation conference has questions that come from your evaluator usually they are reflective type questions.

32. Fight for what is right! The Danielson Model for classroom teachers is different than that of teacher-librarians. As we said before, no one could argue that our jobs as teacher-librarians is not any more difficult or easier than the classroom teachers, it is simply different. Don’t you want to be evaluated on what you specifically do vs. being evaluated for things that do not necessarily apply to you? We in CASD “fought” to have it be our evaluation tool, and we had great success!!!

34. QUESTIONS????

35. References Hammond, Joanne. 2013. [Photograph of kindergarten research project]. Kachel, Debra E, and Lance, Keith Curry. 2012. [Bar graphs from the school library study]. http://paschoollibraryproject.org/http://paschoollibraryproject.org/ Kathleen, Miss. n.d.. [Photographs of people’s perceptions of librarians]. http://mentalfloss.com/http://mentalfloss.com/ N.a.. n.d.. [Yellow library ee card]. http://schoollibrarygeekgirl.wordpress.com http://schoollibrarygeekgirl.wordpress.com N.a.. n.d.. [Photograph of baby talking about library computers]. N.a.. 2011. [Photograph of Neil Gaiman’s quote]. http://laidlawlibrary.wordpress.com/ http://laidlawlibrary.wordpress.com/ N.a.. n.d.. [Photograph about using the library]. Stein, Ed. n.d.. [Black and white cartoon of a librarian and student]. http://schoollibrarybeyondsurvival.wordpress.com http://schoollibrarybeyondsurvival.wordpress.com