1. TEM 4.0 For School Librarians Laurie Butler, Library Services Advisor 2014

2. Objectives Review the evaluation process and the TEM 4.0 librarians’ framework and rubric. Look for ways to show evidence with this rubric. Explore the librarians’ role in relationship to the new Common Core College Readiness Shifts Explore a working list of artifacts to support each domain of the TEM 4.0 librarians’ rubric. Take a quick look at the process in OASYS Laurie Butler, 2013

3. Questions to Keep in Mind throughout the Session... 2.How is my role as librarian impacting student achievement? 1.How is my role as librarian supporting the increased rigor of the new Common Core State Standards? Laurie Butler, 2013

4. 4 The Observation Process Walk-Through-informal Pre-Conference Observation Self-Score Post Conference Professionalism-ongoing Summative Walk-Through-informal Pre-Conference Observation Self-Score Post Conference Professionalism-ongoing Summative All observations are announced The number and type of observations you receive is based on your “track.” All observations are announced The number and type of observations you receive is based on your “track.” Laurie Butler, 2013

5. Library Media rubric - Process Map NOTES: All needed observation documents are located at www.mylearningplan.com.www.mylearningplan.com Every observation cycle MUST be completed within 7 calendar days (Per state law). Observations are a form of support and teachers may be observed between formal observations Documents that require aknowledgement are highlighted with a yellow box. Librarian uses Learning Loop and Post-conference observations and feedback as guide in choosing growth opportunities. Prior to the scheduled Post - Observation Conference, observer aligns evidence to the evaluation framework. Observer schedules Post - Observation Conference. The Steps of the Librarians’ Evaluation www.mylearningplan.com. Observer observes the lesson. After the observation, the librarian completes reflection/score in My Learning Plan. With in seven days of observation, observer conducts a Post - Observation Conference with the educator. During the Post - Observation Conference, the observer will review the librarian’s reinforcement and refinement. (Score will be submitted. The librarian should acknowledge scores within 48 hours.) FOCUS of Post-Conference: 1.Reinforcement – area of strength 2. Refinement – area to be strengthened 3. Recommendations – specific, actionable steps to improve practice. Observer rates lesson and artifacts using the Library Media Specialist Rubric. Observer schedules a pre- conference and observation. Librarian is notified of scheduled observation. Librarian implements strategies in the classroom. Librarian continues to engage in professional development opportunities and grows. Prior to pre-conference, the librarian completes a pre- conference form (may upload artifacts or lesson plan) and provides portfolio to observer Observations are blended – Lesson observations and artifacts (portfolio) Process repeats itself for all observations.

6. 6 PRE-CONFERENCE Librarians must complete a pre-conference form in OASYS 24 hours prior to their observation Librarians should submit their portfolio at this time – or before! Librarians must complete a pre-conference form in OASYS 24 hours prior to their observation Librarians should submit their portfolio at this time – or before! Laurie Butler, 2013

7. Pre-Conference Form Example Laurie Butler, 2013 Complete the Pre- Conference form prior to the evaluation Portfolio of artifacts to support all Standards will be due at the time of the pre-conference Complete the Pre- Conference form prior to the evaluation Portfolio of artifacts to support all Standards will be due at the time of the pre-conference

8. 8 Overview of Librarians’ Framework and Rubric Has standards with indicators for each standard, unlike the classroom-based teacher rubrics which have domains Is meant to “paint a picture” of a librarian’s practice and is NOT meant to be a check list Is easiest to process starting with Level 3 - Meets Expectations Attempts to strike the delicate balance between objectivity and subjectivity. Contains notes and footnotes which must be considered when rating and offer helpful examples of practice Laurie Butler, 2013

9. TEM Librarians’ Observation Expectations and Process TEM Librarians’ Observation Expectations and Process All librarians must: submit 3-5 artifacts for each standard per observation. Artifacts may overlap (when appropriate) to cover 2 or more standards and must be noted submit artifacts at the pre-conference before the scheduled observation date for all standards maintain all artifacts in a portfolio to show consistency of practice Principals/ Observers must: conduct the 1 st observation Principals/ Observers may: solicit support from supervisors for observations after the first observation Laurie Butler, 2013

10. CHANGES FOR TEM 4.0 Observation of Practice All teachers will be observed using the TEM 4.0 rubric. Rubrics and/or addenda have been customized for the following teacher groups: Classroom Teachers, School Counselors, Librarians, Instructional Coaches, Social Workers and School Psychologists. Because of the changes to Student Growth weighting, described above, non- tested teachers will now have a larger weight placed on their observation scores. The number of observations will vary by teachers’ composite score from the previous year. Each “observation track” is described in detail in the Observation section of the TEM 4.0 manual: The Observation Tracks are: New teachers Teachers with Level 1 – 2 composite from 2013-14 Teachers with Level 3 – 4 composite from 2013- 14 Teachers with Level 5 composite from 2013-14 Laurie Butler, 2013

11. Developing A Sample Artifact Collection At the SCS district wide librarians’ in-service in July & August of 2013, librarians met in grade level groups and again discussed artifacts for the assigned standards. This new list was compiled, sent to librarians, and will be discussed in this presentation. We will look at each standard and consider some of the artifacts that a librarian could use to show evidence of addressing each standard. Remember that these are only examples. It is expected that artifacts will vary from school to school. Laurie Butler, 2013

12. Artifact Collection Review …examples that “may” been seen with each standard …expect artifacts to vary from school to school

13. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… 1. A. 1 Follow an inquiry-based process in seeking knowledge and making the real-world connection for using this process in real life STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… 1. A. 1 Follow an inquiry-based process in seeking knowledge and making the real-world connection for using this process in real life Laurie Butler, 2013

14. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… Laurie Butler, 2013

15. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… Laurie Butler, 2013

16. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… Laurie Butler, 2013

17. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… Laurie Butler, 2013

18. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE 1. A LIS consistently provides meaningful lessons and guidance to the school community on how to… Laurie Butler, 2013

19. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE Laurie Butler, 2013

20. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE Laurie Butler, 2013

21. STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE STANDARD 1 - INSTRUCTION: INQUIRE, THINK CRITICALLY, AND GAIN KNOWLEDGE Laurie Butler, 2013

22. STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE Laurie Butler, 2013

23. STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE Laurie Butler, 2013

24. STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE Laurie Butler, 2013

25. STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE Laurie Butler, 2013

26. STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE Laurie Butler, 2013

27. STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE Laurie Butler, 2013

28. STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE STANDARD 2 - INSTRUCTION: DRAW CONCLUSIONS, MAKE INFORMED DECISIONS, APPLY KNOWLEDGE TO NEW SITUATIONS, AND CREATE NEW KNOWLEDGE Laurie Butler, 2013

29. STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES Laurie Butler, 2013

30. STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES Laurie Butler, 2013

31. STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES Laurie Butler, 2013

32. STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES Laurie Butler, 2013

33. STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES Laurie Butler, 2013

34. STANDARD 3 - ENVIRONMENT: SPACE, RESOURCES, AND ROUTINES Laurie Butler, 2013

35. STANDARD 4 - PROFESSIONALISM AND PROGRAMMATIC GROWTH Laurie Butler, 2013

36. STANDARD 4 - PROFESSIONALISM AND PROGRAMMATIC GROWTH Laurie Butler, 2013

37. STANDARD 4 - PROFESSIONALISM AND PROGRAMMATIC GROWTH Laurie Butler, 2013

38. STANDARD 4 - PROFESSIONALISM AND PROGRAMMATIC GROWTH Laurie Butler, 2013

39. STANDARD 4 - PROFESSIONALISM AND PROGRAMMATIC GROWTH Laurie Butler, 2013

40. STANDARD 4 - PROFESSIONALISM AND PROGRAMMATIC GROWTH Laurie Butler, 2013

41. CHANGES 1.Student Growth – the state approved legislation to reduce the weighting of non-tested teachers’ Student Growth as measured by School wide TVAAS from 35% to 25%. As a result, the Observation will increase by 10%. 1.All Observations will be announced. 2.All announced Observations will include a pre-conference. It is recommended that artifacts be presented in the pre- conference. 3.Professionalism Rubric – This will be for all teachers. All teachers (including librarians) will be observed using the TEM 4.0 Professionalism rubric, which is a revised version of Professionalism domain from the State of Tennessee TEAM Observation rubric. 1.Student Growth – the state approved legislation to reduce the weighting of non-tested teachers’ Student Growth as measured by School wide TVAAS from 35% to 25%. As a result, the Observation will increase by 10%. 1.All Observations will be announced. 2.All announced Observations will include a pre-conference. It is recommended that artifacts be presented in the pre- conference. 3.Professionalism Rubric – This will be for all teachers. All teachers (including librarians) will be observed using the TEM 4.0 Professionalism rubric, which is a revised version of Professionalism domain from the State of Tennessee TEAM Observation rubric. Laurie Butler, 2013

42. LIBRARIANS Student Growth Menu of Options Provided by TN Dept. of Ed25% Student Achievement Menu of Options Provided by TN Dept. of Ed 15% (State Mandated) Student Achievement Menu of Options Provided by TN Dept. of Ed 15% (State Mandated) Observations TEM 4.0 Librarians Rubric 55% Stakeholder Perceptions Not Applicable 0% Professionalism TEM 4.0 Professionalism Rubric 5% Laurie Butler, 2013

43. Library Media rubric - Process Map NOTES: All needed observation documents are located at www.mylearningplan.com.www.mylearningplan.com Every observation cycle MUST be completed within 7 calendar days (Per state law). Observations are a form of support and teachers may be observed between formal observations Documents that require aknowledgement are highlighted with a yellow box. Librarian uses Learning Loop and Post-conference observations and feedback as guide in choosing growth opportunities. Prior to the scheduled Post - Observation Conference, observer aligns evidence to the evaluation framework. Observer schedules Post - Observation Conference. Forms for observation may be found on www.mylearningplan.com. Observer observes the lesson. After the observation, the librarian completes reflection/score in My Learning Plan. With in seven days of observation, observer conducts a Post - Observation Conference with the educator. During the Post - Observation Conference, the observer will review the librarian’s reinforcement and refinement. (Score will be submitted. The librarian should acknowledge scores within 48 hours.) FOCUS of Post-Conference: 1.Reinforcement – area of strength 2. Refinement – area to be strengthened 3. Recommendations – specific, actionable steps to improve practice. Observer rates lesson and artifacts using the Library Media Specialist Rubric. Observer schedules a pre- conference and observation. Librarian is notified of scheduled observation. Librarian implements strategies in the classroom. Librarian continues to engage in professional development opportunities and grows. Prior to pre-conference, the librarian completes a pre- conference form (may upload artifacts or lesson plan) and provides portfolio to observer Observations are blended – Lesson observations and artifacts (portfolio) Process repeats itself for all observations.

44. Laurie Butler, 2013 How to use Data? How to use Data?

45. What are some examples of data? TCAP scores Survey data TRAILS Assessment STAR Reading data AR Scores iStation data Pre-tests and post tests Identified needs School Improvement plans TCAP scores Survey data TRAILS Assessment STAR Reading data AR Scores iStation data Pre-tests and post tests Identified needs School Improvement plans Laurie Butler, 2013

46. It’s not enough to look at data…. do something with it! Laurie Butler, 2013 Tally or graph your survey results to show that you are meeting the needs of your patrons Make purchases based on patron needs, interests and survey results Provide resources and instruction to address identified needs Use identified needs to guide your instruction Tally or graph your survey results to show that you are meeting the needs of your patrons Make purchases based on patron needs, interests and survey results Provide resources and instruction to address identified needs Use identified needs to guide your instruction

47. Thank you! Please contact Laurie Butler with any questions butlerla@scsk12.org