Mississippi School Librarian Evaluation

Transcription

1 Mississippi School Librarian Evaluation 2015

2 Introduction of the Mississippi School Librarian Evaluation The Mississippi School Librarian Evaluation is a process designed to: improve the professional performance of all school librarians provide a system of performance assessments gauge school librarian effectiveness help track the library center progress identify areas of need improve performance throughout a school librarian s career 2

3 Goals 1. Provide formative assessment information about the performance of individual school librarians to help highlight areas of strength and identify areas for growth 2. Serve as a guide for school librarians as they reflect upon their own practices 3. Provide shared understanding regarding priorities, goals, and expectations of quality practice 4. Serve as a tool to help structure administrative leadership and feedback 3

4 Successful School Library Programs Promote Higher Student Performance In dozens of large-scale studies, involving over 8,700 schools and over 2.6 million students, research has consistently demonstrated that students score an average of 10-20% higher on reading and achievement tests when their school has a strong library media program. This effect holds, regardless of other school conditions such as student-teacher ratio, overall per-pupil spending, student demographics and community socioeconomic conditions. Furthermore, qualitative research shows that the relationship is causal: Effective library media programs directly contribute to higher student achievement. Source: 4

5 Multiple Measures Measures include: Formal library observations Pre-observation and post-observation conferences Informal walkthrough observations A review of evidence Librarian self-assessment Optional Student Survey (Individually created by each librarian) 5

6 Mississippi School Librarian Performance Standards Focused understanding of the priorities, values, and expectations of the school librarian Thirty standards Divided into five domains 6

7 Domains Domain I Domain II Domain III Domain IV Domain V Librarian Evaluation Planning Management Collaboration & Services Library Environment Professional Responsibilities (Refer to the Mississippi School Librarian Evaluation Appraisal Rubric for the thirty respective standards) 7

8 M-STAR/Librarian Evaluation Comparison Domains M-STAR Librarian Evaluation I II III IV V Planning (4 Standards) Assessment (2 Standards) Instruction (5 Standards) Learning Environment (5 Standards) Professional Responsibilities (4 Standards) Planning (7 Standards) Management (5 Standards ) Collaboration & Services (8 Standards) Library Environment (4 Standards ) Professional Responsibilities (6 Standards) 8

9 Rating Scale A librarian s performance on each standard will be appraised in accordance with a four-level rating scale as indicated below: Distinguished: Level 4 indicates that the librarian s performance exceeds expectations. Effective: Level 3 indicates that the librarian s performance meets expectations. Emerging: Level 2 indicates that the librarian s performance inconsistently meets expectations. Unsatisfactory: Level 1 indicates that the librarian's performance does not meet expectations. 9

10 Evaluation Methods The Mississippi School Librarian Evaluation process includes 5 steps in the evaluation cycle: 1. Librarian Self-Assessment (Form L1) 2. Walk-through Observations (Form L2) 3. Formal Observations and Conferences (Form L3) 4. Pre-observation conference and Post-observation conference (Form L4) 5. Summary Score (Form L5) Review of Evidence Conducted during observations and conferences (Utilize Form L3) Student Survey (optional) Librarians should create their own student interests and needs survey for the library, to be completed once per year 10

11 What does optional mean? Many forms will state optional at the bottom of the form. The event, observation, or conference is not optional, but the form is optional It is highly suggested for administrators and librarians to utilize the forms for documentation of performance In order for the evaluation tool to have greater impact and improve performance, following the process is key 11

12 Self-Assessment (Form L1) Self-reflection on best practices identified by research Promotes professional growth and self-reflection Actively engages the librarian in launching his or her own evaluation It prepares the librarian to propose rigorous, targeted goals Does not have to be submitted to administration 12

13 Walk-through Observations (Form L2) Minimum of two walk-throughs minutes each Observed activities vary Planning One-on-one instruction Assistance Small group instruction Whole group instruction/collaboration 13

14 Formal Observations & Conferences (Form L3) Once to twice per academic year Scheduled in advance- minimum of 30 minutes is suggested All formal observations will include a pre-observation conference and a post-observation conference The administrator may request the domain(s) (Planning, Library Management, Collaboration & Services, Library Environment, or Professional Responsibilities) of the activity that they would like to observe. For example: Planning (Collection Development, Goal Setting, Inventory, Collection Analysis, etc.) Collaboration & Services (Staff Development, Individual Assistance, Whole Group Instruction, Small Group Instruction, Cataloging, etc.) 14

15 Pre-observation Conference (Form L4) Occurs in the fall semester Discuss the librarian's role in planning, library management, collaboration and services, library environment, and professional responsibilities prior to the observation Provides the opportunity for the librarian to describe the plans and current events of the library, review plans, and discuss library goals It is also the time to discuss with administration which of the five domains they would like to formally observe An ideal length of time for a pre-observation conference is minutes Budgetary needs may be discussed at this time 15

16 Observation Tips If you are observing the planning domain, sit with the librarian and discuss the domain in detail while they demonstrate planning activities Abbreviations can be used to streamline the process Notes should contain descriptions and exact quotes when possible Notes should be as factual as possible If the librarian is being observed within the planning domain or a small group setting for their formal observation feel free to make inquiries Example inquiry within small high school group setting: What would John do if he wanted to evaluate this website for credibility? Example inquiry within a small elementary group setting: What would John do if he wanted to find a book on dinosaurs? Example inquiry within a faculty meeting: What is the process for a new teacher to check-out or request resources or to use the computers for a class research project, etc.? Example inquiry when observing the planning domain: How do you use your collection analysis reports? How do you catalog a donated book? 16

17 Post-observation Conference (Form L4) Occurs in the spring semester Discuss the five domains of the library Provide feedback Discuss the areas for growth If professional development is needed, the administrator will design a plan with input from the librarian Note: PD should be targeted to address areas of needed growth (Refer to Mississippi School Library Guide for assistance) 17

18 Review of Evidence Librarian should have a system so evidence is easy to review Evidence may be organized within the library A list organized by domain and standard should be available for evaluator Evidence should be directly linked to domain & standards- photographs are acceptable Examples of evidence are found in L3 Rubric 18

19 Student Survey Optional Librarian creates their own Survey student interests and needs Guides decision making Done once per year 19

20 Available MDE Forms and Resources Mississippi School Librarian Evaluation Self-Assessment (Form L1) Mississippi School Librarian Walk-through Observation Record (Form L2) Mississippi School Librarian Evaluation Appraisal Rubric (Form L3) Mississippi School Librarian Observation Conference (Form L4) Mississippi School Librarian Summative Scoring (Form L5) Mississippi School Librarian Evaluation Process Manual Mississippi School Librarian Guide MDE s Library Website 20

21 Glossary Notes Domain: A domain is a broad category of skills, knowledge, dispositions, and related elements in an educators or librarian s performance framework. Domains are umbrella descriptions defined by standards and indicators. Evidence: Evidence is a factual reporting of events that are not biased or clouded with personal opinion. Evidence may include librarian and student behavior as well as librarian documentation of evidence. Feedback: Feedback is insight from the evaluator on a librarian s performance that is grounded in the five domains and the standards of the librarian evaluation. The components of feedback are areas of strength, areas for growth, and the next steps identified for a librarian to make improvements. Formal library observation: A formal library observation is a period of time during which a trained evaluator visits the library and uses a rubric to measure observable library processes, including specific planning task, student instruction (individual, small group, or whole group), librarian-peer or librarian-student interactions, library environment, collaborative task, services, or other professional responsibilities. These observations may even include staff development meetings or staff orientations hosted and directed by the librarian. A formal library observations will be conducted once to twice a year: once or one formative in the fall and one summative in the spring. 21

22 Glossary Notes Formative assessment: Formative assessments are relatively low-stakes and administered primarily to provide performance feedback to improve performance. This process provides feedback on an ongoing basis. Formative assessments may or may not include the same measures as summative assessments. Formative observation: Formative observation is ongoing throughout the year. It includes the formal observation and all other informal observations. Informal observation: Informal observations are unannounced, used primarily for formative purposes, and narrowly targeted to specific processes. Walk-through visits are a type of informal library observation. This type of observation can occur in any setting such as staff meetings, professional learning communities, supervision responsibilities, daily library services, etc. Measures: Measures are types of instruments or tools used to assess the performance and outcomes of librarian practice (e.g., observations, data reports, student surveys, analysis of evidence, library goals, and learning objectives). Multiple measures: Multiple measures include the use of more than one instrument or tool by evaluators to assess the performance and outcome of librarian practice. 22

23 Glossary Notes Post-observation conference: A post-observation conference is a meeting between the librarian and an evaluator that takes place after a formal observation. The purpose of the conference is to allow the observer to ask clarifying questions about how the librarian fulfills their role within each domain. This would be the perfect time to discuss school-library goals and budgetary needs. The librarian should also receive feedback and next steps during this conference. Professional growth plan: A professional growth plan is a plan developed and implemented to identify and address areas for improvement in a librarian s performance. A written plan for improvement includes resources and assistance (intensive support needed to assist the librarian) and the documentation of an acceptable level of performance. Please refer the Mississippi School Library Guide for professional development resources for librarians. Rubric: A rubric is a method for defining and categorizing performance by highlighting important aspects of performance and defining observable and measurable levels of performance along a continuum. In personnel performance assessment, rubrics can be used to communicate performance expectations that support self-reflection on practice and facilitate self-reflection between an evaluator and the person being evaluated. 23

24 Glossary Notes Self-assessment: Self-assessments include surveys, instructional logs, or interviews in which librarians report on their work within the library center. This includes discussion of the extent to which they are meeting standards, their participation in job embedded professional development activities, and the impact of their practice on student achievement and promotion of literacy. Self-assessments may consist of checklists, rubrics, logs, goals, and may require librarians to indicate the frequency of particular practices. Standards: Standards are definitions of the specific librarian activities and responsibilities in each domain that are research-based best practices. Standing lesson plan: A lesson plan that covers a skill or topic related to the library program Modified according to collaboration request by teachers Not daily or weekly lessons plans like those of the classroom teacher For example, a standing lesson on research skills could easily be modified according to topic, subject, and grade Can be easily documented by lesson modifications and dates utilized in a log 24

25 Glossary Notes Summative assessment: A summative assessment is an often high-stakes assessment administered primarily at the end of a specific period of time (e.g., a school year) to provide a judgment on an on the librarian s performance. Summative observation: The summative observation is the second (optional) formal observation. This observation, in combination with all other formative observations, provides data to determine a librarian s summative rating. Two formal observations would provide a more opportunity to observe the dynamics of the librarian within their role. A librarian s role within the planning domain (cataloging, organization, repair, collection development goals, etc.) is just as important as their role within the domain of collaboration and services. Walk-through (informal) observation: A walk-through observation is an example of an informal, unannounced library observation conducted by a trained evaluator. Its purpose is to provide a quick check of librarian performance so that the evaluator can give feedback. These visits are performed throughout the school year. Many librarians do not have set planning periods. Therefore, if a librarian is reading, researching, reviewing reports, or working with media, inquiry during an informal observation can inform the process. 25

26 Field Test of Evaluation Mississippi School Librarian Evaluation will be field tested in all schools for the academic year For questions or comments related to the Librarian evaluation or the evaluation process please them to 26

27 Important Resources American Association of School Librarian s (AASL) Standards: AASL's publications: 21st Century Approach To School Librarian Evaluation Standards for the 21st Century Learner In Action National Board Library Media Standards: Standards/nbpts-certificate-ecya-lm-standards_ pdf 27

28 MDE Resources Mississippi School Library Website and Mississippi School Library Guide Mississippi s School Librarian Evaluation: 28

29 Contact Information Office of Curriculum and Instruction Nathan Oakley Executive Director of Elementary Education Limeul Eubanks Visual and Performing Arts, Library, Foreign Language, Course Codes Mississippi Library Listserv: To subscribe, send a message to leubanks@mde.k12.ms.us With subscribe library as the subject of the . Please include your name, librarian, and name of school and district. 29