A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians

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A Form of Our OwnGuidelines-Based Assessment of
Teacher-Librarians

• Patricia Owen, NBCT
• powen_at_bex.net
• Megan Oakleaf, PhD
• moakleaf_at_syr.edu

? 50 handouts have been reserved for
presentation attendees
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WHY CREATE A TOOL?

• Local Need
• District adopts a Praxis-type evaluation form for
  teachers
• Adopted evaluation form inconsistent with
  teacher-librarian (TL) Information Power roles
• Teacher
• Instructional partner
• Information specialist
• Program administrator

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WHY CREATE A TOOL?

• Problems Encountered
• ODE does not provide a T-L evaluation tool
  (because Ohio is a local control state)
• Existing evaluation tools do not meet criteria
  (not ACS-based, wrong format, lack rubrics, etc.)
• T-Ls want to participate in creation of their
  evaluation tool (a form of their own!)
• T-Ls seek to use their evaluation tool to
  advocate for their libraries
• T-Ls promote evidence-based practice

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THE LITERATURE SEARCH

• What evaluation tools are available?
• Teacher-focused evaluation forms
• Existing T-L evaluation forms

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TEACHER-FOCUSED EXAMPLES

• Component 1.1 Acquires and uses knowledge about
  students as individual learners in preparing
  lessons which consider students diverse
  backgrounds, communities, and interests.
• Component 3.4 Tracks individual student progress
  by instructional and non-instructional records.
• Component 4.1 Contacts all families about
  academic and social progress of the students and
  events in the classroom, encourages parental
  involvement in the students education.

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EXAMPLES OF EXISTING T-L EVALUATION FORMS
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OUR SOLUTION?Create a New Form!
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RESOURCES FOR CREATINGA FORM OF OUR OWN

• ODE website Library Guidelines (ACS)
• http//www.ode.state.oh.us/GD/Templates/Pages/ODE/
  ODEDetail.aspx?pa
• e3TopicRelationID340ContentID13952Content31
  719
• KSU ILILE
• http//www.ilile.org/instructionalRes
• /checklists/libraryguidelines.html
• Praxis format
• Conform to district model

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STEPS TO CREATE EVALUATION TOOL

• Identify ACS (K-12 library guidelines) to use in
  place of Praxis teacher evaluation content.
• Choose a grade level (K-2, 3-5, 6-8, 9-12, K-12).
• Consolidate similar indicators, benchmarks,
  standards.
• Ignore repetitious indicators, benchmarks,
  standards.
• Omit items that dont fit local context (ex.
  email).
• Eliminate minutia (ex. research listserv
  information).
• Determine performance levels (unsatisfactory,
  needs improvement, proficient, distinguished).

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STEPS TO CREATE EVALUATION TOOL

• Create forms.
• Summative conference form
• Pre-observation form
• Rubric (professional practice components)

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BEST PRACTICES FOR CREATING A RUBRIC

• Tie evaluation criteria to the standards.
• Identify 3-5 levels of performance.
• Educate administrators about ACS create a shared
  performance expectation.
• Write clearly.
• Concrete
• Concise
• Common terminology
• Consistent (parallel) construction
• Clearly differentiated levels
• Quality-focused

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RUBRIC4.14.2
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RUBRIC4.34.4
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SUMMATIVECONFERENCE FORM
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PRESENTING EVIDENCE TO ADMINISTRATORS

• Binder of library evidence (print or electronic)
• Example documents
• Library web site screenshots
• Lesson plans, collaborative units, teaching
  schedules
• Parent contact log
• Student assessment data
• Policy procedure manual documents
• Diagrams student photos library activities
  photos
• Sample handouts/fliers/newsletters
• Professional development records
• Library promotions (ex. RTR bookmark)

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4.4 Remote access24/7 accessConnect district
pageInfo about library services resourcesOPAC
access
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4.4 Peer-reviewed teacher resources
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4.3Assist teachers with integrating technology
into the curriculum
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CREATING A FORM OF YOUR OWN

• Begin with ACS (library guidelines).
• http//www.ode.state.oh.us/GD/Templates/Pages/ODE
  /ODEDetail.aspx?page3TopicRelationID340Content
  ID2489Content32808
• Choose a grade level (K-2, 3-5, 6-8, 9-12, K-12).
• Consolidate similar indicators, benchmarks,
  standards.
• Ignore repetitious indicators, benchmarks,
  standards.
• Omit items that dont fit local context (ex.
  email).
• Eliminate minutia (ex. research listserv
  information).
• Choose a format that matches the teacher-focused
  evaluation form.
• Create forms (summative, etc).

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CONCLUSION

• T-Ls need evaluation forms of their own.
• T-Ls need to help create their evaluation forms.
• ACS (library guidelines) provide a framework.
• Guideline-based tools reflect all T-L Information
  Power roles.
• Guidelines-based tools allow T-Ls to demonstrate
  their value using evidence-based documentation.

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Questions?Thoughts?
A Form of Our OwnGuidelines-Based Assessment of
Teacher-Librarians

• Patricia Owen, NBCT
• powen_at_bex.net
• Megan Oakleaf, PhD
• moakleaf_at_syr.edu