1. BACK TO SCHOOL 2015-2016 Welcome Back! Evaluation Task Force Findings

3. Evaluation Task Force Findings What Is It Why We Started Where We Are What We’ve Accomplished Where We’re Going Needed: Your Input

4. What Is It? Evaluations  Standards of Excellence and Framework for Teaching How Do Library Media Specialists Fit?  Evaluation  Maryland College and Career Readiness Standards  Schools

5. Timeline October 2011-June 2013: MSDE gives local control of specialists’ evaluation June 2013-June 2015: Draft Library Media Specialist Model conceived June 2015: First Task Force Meeting August 19, 2015: First Draft Presented to All LMS August 19, 2015: Launch survey for feedback October 2, 2015: Feedback deadline Next Steps: Refine/Post for comment, Union presentation, OTD refinement, Board Approval

6. Who’s On the Task Force? Library Media Specialists (22 responded/15 participated) Edgar Betenga, Office of Employee Performance & Evaluation Principal PGCEA Union Rep Instructional Directors Shari Blohm Lori Carter

7. Why We Started Since SY2012-13  High schools allotted 1.0 certified LMS  ES and MS allotted 0.5 certified LMS  Administrators may use site funding to purchase additional 0.5  Positions change annually  Populations served not balanced  Schedules vary across county; duties often not commensurate with student achievement  Recruitment rates dropping  LITERACY FOCUS IS SYSTEMIC GOAL

8. What are the Goals and Objectives of the Task Force? Goals and Objectives  Create a School Library Media Specialist Evaluation document aligned with FfT  Align evaluation of the SLMS position across system (1.0 and 0.5 balance)  Share our work with all SLMS for feedback  Share with PGCEA, School Board for approval  Share with administrators system-wide

9. Where We Are First Draft is Completed

10. Our Roles Roles According to AASL  Teacher  Instructional Partner  Information Specialist  Program Administrator  Leader  Empowering Learners: Guidelines for School Library Media Programs, 2009.

11. AASL Emerging Trends:  Open access to library information 24/7  Implement projects with global networking  Integrate technology directly into curriculum  Connect SLMP outcomes to broader learning outcomes  Increase collaboration with classroom teachers  Anticipating classroom needs and driving information to them

12. Roles According to AASL Teacher  Empowers students to become critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information.

13. Roles According to AASL Instructional Partner  Works with school community to develop policies, practices, and curricula. Collaborates to develop assignments aligned with standards, critical thinking skills, technology and information literacy skills, and core social skills and cultural competencies. Guides instructional design by working with classroom teacher to establish learning objectives, goals, and implementing assessment strategies before, during and after assigned units.

14. Roles According to AASL Information Specialist  Uses technology to supplement school resources, assist in creation of engaging learning tasks, connect the school with global learning, communicate with students/teachers any time, 24/7 access to library services. Introduces and models emerging technologies, strategies for finding, assessing, and using information. Expertise in ethical use of information.

15. Roles According to AASL Program Administrator  Assures that all members of the learning community have access to resources that meet a variety of needs and interests. Collaborative development of the program mission, strategic plan, policies, and effective management of staff, program budget, and the physical and virtual spaces. Works actively to form partnerships with stakeholders and sister organizations at local and global levels. Addresses broader educational issues with other educators in the building, at the district level, and at the professional association level.

16. Roles According to AASL Leader  Information literacy and technology skills - the SLMS must lead the way in building 21st-century skills throughout the school environment. Willingness to serve as teacher and a learner who listens to and acts upon good ideas from peers, teachers, and students. Increased professional commitment and a thorough knowledge of the challenges and opportunities facing the profession. Active member of the local and global learning communities. Advocate for student learning.

17. Documents Collaboration of:  AASL’s L4L Sample School Librarian Performance and Evaluation System  http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guide linesandstandards/learning4life/resources/LMS- DANIELSON.pdf http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guide linesandstandards/learning4life/resources/LMS- DANIELSON.pdf  Educator’s Handbook for Professional Growth Addendum, Library Media Specialist. Framework for Teaching.  https://www.csd509j.net/Portals/1/Human%20Resources/ed ucators_handbook_for_professional_growth_2008_add.pdf https://www.csd509j.net/Portals/1/Human%20Resources/ed ucators_handbook_for_professional_growth_2008_add.pdf

18. Documents Collaboration of:  Danielson Library Media Specialist Framework, Charles County Office of Library Media (Secondary/Elementary)  New York State Board of Education, Nassau County BOCES  http://usny.nysed.gov/rttt/teachers- leaders/practicerubrics/Docs/nyla-rubric.pdf http://usny.nysed.gov/rttt/teachers- leaders/practicerubrics/Docs/nyla-rubric.pdf Implementing the Common Core: The Role of the School Librarian  http://www.ala.org/aasl/sites/ala.org.aasl/files/content/externalrel ations/CCSSLibrariansBrief_FINAL.pdf http://www.ala.org/aasl/sites/ala.org.aasl/files/content/externalrel ations/CCSSLibrariansBrief_FINAL.pdf “A 21st-Century Approach to School Librarian Evaluation”, AASL, 2012 “Standards for the 21st-Century Learner in Action”, AASL, 2009

20. What We’ve Accomplished Evaluation Document (16 Components)  Domain 1: Planning and Preparation  1c – Setting Instructional Outcomes  1e – Designing Coherent Instruction  1f – Designing Student Assessments  Domain 2: The Classroom Environment  2a – Creating an Environment of Respect and Rapport  2b – Establishing a Culture for Learning  2c – Managing Classroom Procedure  2d – Managing Student Behavior  2e – Organizing Physical Space

21. What We’ve Accomplished Evaluation Document (16 Components)  Domain 3: Instruction  3a – Communicating With Students  3b – Using Questioning and Discussion Techniques  3c – Engaging Students in Learning  3d – Using Assessment in Instruction  3e – Demonstrating Flexibility and Responsiveness  Domain 4: Professional Responsibilities  4a – Reflecting on Teaching  4c – Communication with Families  4e – Growing and Developing Professionally

22. What We’ve Accomplished Evaluation Document (16 Components)

23. Where Are We Going

24. Professional Development Wiki Needed: Your Input! Review the First Draft Document of Evaluation Rubric Complete the Survey Access the LiveBinder for Professional Development Links

25. Let’s Go to the Wiki

26. Have a Great Year!