1. A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians
Patricia Owen, NBCT
Megan Oakleaf, PhD 
50 handouts have been reserved for presentation attendees

2. 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

3. 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-L’s want to participate in creation of their evaluation tool (a form of their own!)
T-L’s seek to use their evaluation tool to advocate for their libraries
T-L’s promote evidence-based practice

4. THE LITERATURE SEARCH What evaluation tools are available?
Teacher-focused evaluation forms
Existing T-L evaluation forms

5. 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 student’s education.

6. EXAMPLES OF EXISTING T-L EVALUATION FORMS

11. OUR SOLUTION? Create a New Form!

12. RESOURCES FOR CREATING “A FORM OF OUR OWN”
ODE website – Library Guidelines (ACS)
e=3&TopicRelationID=340&ContentID=13952&Content=31719
KSU ILILE
/checklists/libraryguidelines.html
Praxis format
Conform to district model

13. 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 don’t fit local context (ex. ).
Eliminate minutia (ex. research listserv information).
Determine performance levels (unsatisfactory, needs improvement, proficient, distinguished).

14. STEPS TO CREATE EVALUATION TOOL
Create forms.
Summative conference form
Pre-observation form
Rubric (professional practice components)

15. 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

16. RUBRIC

17. RUBRIC

18. SUMMATIVE CONFERENCE FORM

19. 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)

20. 4.4 Remote access 24/7 access Connect district page Info about library services & resources OPAC access

21. 4.4 Peer-reviewed teacher resources

22. 4.3 Assist teachers with integrating technology into the curriculum

23. CREATING A FORM OF YOUR OWN
Begin with ACS (library guidelines).
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 don’t fit local context (ex. ).
Eliminate minutia (ex. research listserv information).
Choose a format that matches the teacher-focused evaluation form.
Create forms (summative, etc).

24. CONCLUSION T-L’s need evaluation forms of their own.
T-L’s 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-L’s to demonstrate their value using evidence-based documentation.

25. Patricia Owen, NBCT powen@bex.net Megan Oakleaf, PhD moakleaf@syr.edu
Questions? Thoughts?
A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians
Patricia Owen, NBCT
Megan Oakleaf, PhD