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Measuring, managing, marketing, documenting and proving your worth! Joyce Kasman Valenza.

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Presentation on theme: "Measuring, managing, marketing, documenting and proving your worth! Joyce Kasman Valenza."— Presentation transcript:

1 Measuring, managing, marketing, documenting and proving your worth! Joyce Kasman Valenza

2 Warning! This is a hybrid presentation! Listen and think about what you want to explore later. Download this presentation at:

3 Why? Data is important to prove your worth To understand your impact To reflect on your practice

4 Would anyone hear it?

5 About pies They just dont get bigger!

6 Who is slicing your pie?

7 For the sake of your learners... You must figure out how to get an appropriate slice Or bake another pie!

8 Reality check: The pie wont grow! Sad but important fact: If your piece is going to be bigger, someone elses will be smaller

9 Perception is critical! You must: Craft reporting forms that show you at your best Demonstrate your impact on learners and learning Demonstrate how you have made teachers jobs easier, more effective. Demonstrate your vision for the program Money tends to flow where success is, where the excitement it!

10 Does that person who slices the pie really know what you do? Does he or she understand your contribution to the learning community?

11 Quick: Name something important you do for learners that no one knows you do!

12 According to an SLJ survey: Only 37% of principals said that the teacher-librarian made them familiar with current research of library programs and student achievement. Only 35% of principals were made familiar with current research on reading development Lau, Debra. What Does Your Boss Think About You. SLJ Sept. 2002.

13 More from the SLJ survey: Only 47% believed there was a direct link between an effective media center and student achievement Only 26% believed that librarians taught regularly scheduled classes Only one third believed that librarians took a pro-active role in the school Half said their librarians primary role was caretaker.

14 Gary Hartzells response: Though expressing support for the media center is the socially preferred response, when you dig deeper the truth comes out... Principals think they should say that but they dont back it up with a budget or appropriate staffing.

15 According to SLJ: The message is clear: librarians must make themselves more visible by better articulating their mission and the impact they have on student learning.

16 Administrators value outcomes!

17 We all value and protect the things and people that make us more successful, make our jobs easier, and make us look good. Convincing your principal that you and your library can do those things will go a long way toward making clear that it's in his or her best interests to give you the time and tools you need to sustain a quality library media program. Gary Hartzell, Professor, Department of Education Administration, University of Nebraska at Omaha.

18 Do you know... what keeps that person up at night?

19 Supporting those who support you: ConcernsHow you can help

20 Put others first Our projects and practices should benefit others Do no appear self-serving Take part in school activities and meetings decisions are made by those who show up Make others look good

21 Librarys outputs "[Librarians] need to talk about how many research lessons they presented, how many books they booktalked, and detail the collaborations they've had with teachers." Mike Eisenberg. "This Man Wants to Change Your Job." SLJ. September 2002)

22 Are your students learning? How do you assess skills and attitudes? What are the tangible impacts and outcomes?

23 What are your outcomes / outputs (on student learning)?

24 One LM_Netter Goal? Flexible scheduling Is that the goal?

25 Your outcomes (should) impact learners, the whole school!

26 How are you perceived? As an add-on or drop-and-run special? or As an instructional partner who directly impacts student learning?

27 Is the perception... That your library and its initiatives make a difference in student learning? Do teachers and administrators say, We need to see more of this!? That the library contributes to the continuous improvement of the school program?

28 Two weapons You really need two psychological weapons when fighting to make your program a budget priority: a thick skin and a deep-felt mission. Without them, youll get eaten alive; with them, you can accomplish anything. Doug Johnson

29 Its about mission

30 Your mission: Guiding principles that state goals, values, and vision Should be achievable Consider larger mission of the school Should be a mission the whole school can endorse

31 Goals concentrate our energy!


33 Others? Faculty goals: Needs of learners: Parent goals: Principals goals : Libraries dont exist in vacuums. Its about others!

34 Setting goals Building Instructional District Professional and... Teaching and learning Program Administrative Information access and delivery Mid-year and end-year updates

35 SMART Guidelines for Goal Setting Specific: What exactly do you wish to accomplish? Measurable: benchmarks? How will you know you have reached them? Attainable /Action Oriented: what specific steps will you take? Realistic Timely: Set target date(s) Examples? * Michael Angier

36 Lets create a SMART goal.

37 Making Instruction Explicit! Pedagogical intervention is at the core of being a teacher-librarian. If school libraries do not contribute to learning outcomes, and if teacher- librarians cannot articulate what these outcomes are, then school libraries are on shaky ground. Ross Todd, IASL, 2003

38 A cut-back scenario When asked why teacher-librarians were cut, the director of human resources said: these proposed cuts will not affect student learning and will not disrupt the learning process.

39 How is learning demonstrated? 1. What the student knows 2. What the student can do with what he or she knows 3. The students confidence and motivation in carrying out the demonstration. Spady and Marshall. Light not heat on OBE. ASBJ Nov. 1994

40 Ask your learners Cognitive Affective Social Physical

41 Video--Baseline

42 Two years later

43 Last year

44 Surveys as powerful tools Student satisfaction Faculty satisfaction Plagiarism / academic integrity Readers interest

45 Surveys Student feedback is very revealing! Surveys reflect attitudes, confidence Baseline and comparison First grade and fifth grade Before and after a unit Freshmen and senior Before and after an initiative Paper Video focus groups

46 Two-question survey: During this term, how did the library best help you learn? During this term, how could the library help you learn better? Ross Todd, IASL, 2003 (quoting one teacher-librarians feedback survey)

47 Your two- or three-question survey?


49 Need to Communicate! Newsletters Frequent, targeted emails Intrude politely on meetings Decisions are made by those who show up Get invited, offer to host meetings USE your website! As your teaching portfolio As a dynamic public relations tool As a knowledge management site with you as CIO

50 Remember to document and assess Better Late than Never. 6 June 2003. But it takes so long!

51 Share success Hear No Evil, See No Evil, Speak No Evil 26 May 2003 Document Memos Goals and updates Newsletters Reports No one will know what you are doing unless you report it!

52 How do we measure and share impacts & outcomes?

53 Essentials! Skills with Spreadsheets Desktop publishing Presentation HTML editors, blogs Importance of library assistants!

54 PowerPoint as a Chart Creator

55 How many pathfinders this year?

56 How do you share new experiences / resources?

57 Types of reports Full written report--give to board, administrators, tech director, advisory team Oral presentation to board, building level meetings, department meetings Executive summary share with full staff Survey results--baseline, over time Summaries of anecdotal research Observations, video interviews, samples of student work, journals, etc.

58 The annual report 05.pdf 05.pdf OLA Template tml tml

59 From the OLA Toolkit

60 Who uses you?

61 Jacquie Henrys Daily Schedule and Attendance Stats Period Classes / Activities 1 2 3 4 5 6 After school A. ___# students using library before school, homeroom, lunch B. __# independent study hall students C. __#after school users D. __#total independent users (A +B+C) E. __# classes today (E X 25?) F. __# students in research classes G. __Grand total using the LMC today (D + F) From LMC, January 2006

62 Your Web use statseasy! Extreme Tracker

63 Database use statistics MONTHLY USAGE SUMMARY Summarizes activity For the month of December 2005 Inside Usage Remote Usage Total Usage Total Sessions 1676 314 1990 Connect Time (min) 14836 2884 17720 Avge Session Time (min) 9 9 9 Total Fulltext 2070 525 2595 Total Retrievals 3227 701 3928 Total Searches 12411 2613 15024 Total Turnaways 0 0 0

64 MONTHLY DATABASE USAGE by database For the month of December 2005 Sessions FT Retrievals Searches Expanded Academic ASAP 71 123 147 162 (Inside) 62 111 135 149 (Remote) 9 12 12 13 Gale Biography Res Center 304 348 568 1661 (Inside) 261 285 463 1377 (Remote) 43 63 105 284 General Ref Ctr Gold 102 90 119 170 (Inside) 81 71 96 138 (Remote) 21 19 23 32 Literature Resource Center 260 637 1021 1636 (Inside) 204 478 791 1319 (Remote) 56 159 230 317 Opposing Viewpoints 251 258 638 2892 (Inside) 237 241 609 2752 (Remote) 14 17 29 140 Science Resource Center 19 21 52 206 (Inside) 12 6 27 69 (Remote) 7 15 25 137 How would you use this data?

65 Library Evening Usage *Dec 2002 - Snow Day/Bomb Scare Day *Jan 2003 – 1 weather day / 1- bomb scare / Feb 26 & March 5 Ice-closed

66 Teacher Librarian Toolkit for Evidence Based Practice C:\Documents and Settings\Joyce Valenza\Desktop\Resources.htm



69 From: Power Tools Recharged ALA Editions, 2004








77 From a librarian: I do not let an opportunity go by when I let staff know about what the library contributes to learning. I always quote some of the things the students have said to illustrate my points. The school has got the idea that what I am about is helping kids learn. The key thing, in my view, is to have something to say that goes beyond gut reaction. The student survey does just that. The teachers hear what students have to say. (Ross Todd, 2004)

78 Results are used to: Make decisions on improving services Identify learning gaps Design future information literacy instruction Plan the whole-school agenda

79 Why evaluate your program? Help increase budget Refocus on goals Improve program Critical for long range planning

80 Response to this years report: Dear Joyce, What an impressive annual report. Thank you for all you have done this year. I have been sending information about our library to my friend and mentor,..., Superintendent of Schools in West Chicago. He is assembling a team to review his library and make recommendations. I'd like to talk with you about participating on the team. I don't think they could have anyone better. Thanks once again for your outstanding work. You have certainly 'raised the bar' for not only the libraries in the nation, but our High School. What you do has an impact on the entire school. I don't have to tell you that, but I'd like to take this opportunity to tell you how much you are valued. Have a nice summer. You have certainly earned it. Roseann Joyce, The library report is excellent - and the accomplishments are outstanding. Congratulations to Michelle, Joan and you for a great year. Thanks Joe

81 Video as evidence Rubrics Senior exit interviews Baseline Annual School issues and growth Be part of this research Video--Seniors

82 Decisions are made by those who show up!

83 Evidence-based practice is reflective practice! Our measurements and study should improve our practice!

84 Reflective practice is: honest multi-sourced based on systematic analysis involves thinking about and learning from your own practice and from the practices of others offers new perspectives improves judgment increases the probability of taking informed action when situations are complex and uncertain.

85 In most professions Colleagues learn by sharing with each other Colleagues learn by evaluating products Teams of workers critique each others work Architects Lawyers Writers

86 Looking at student work is a way to move out of complacency. Looking at student work brings you face to face with your values. Daniel Baron, Director Outreach Services, Harmony School Education Center.

87 Librarians have a major stake However hard you are teaching, do you have any real evidence that students are learning those skills and adopting those behaviors? Student products are evidence of their true level of information fluency Consider what pieces of products you might examineworks cited, thesis statements, etc.

88 Getting student work on the table can: Provide a new window into student learning and progress Foster teacher learning Improve instruction Create professional community Foster reflective practice Can be part of the ongoing work of school improvement Exploits the expertise of the group Foster a climate of support

89 Teachers look at student work all the time, but... They do it alone Isolated from colleagues who might help and collectively learn from their insights You can help them grow!

90 The video Looking at Student Work: A Window Into the Classroom is available from the Annenberg Institute for School Reform's Looking at Student Work Web page or by calling 401-863-7990.Looking at Student Work

91 Tuning Protocol in action

92 Protocol--formal process Structures conversation to make discussion productive around teaching and learning Interrupts teachers usual responses to student work, forces them to restrain from making judgments, to focus on evidence Forces listening and thinking, not judging Makes it safe to ask challenging questions of colleagues

93 Why use protocols? Creates a structured environment for speaking listening, and questioning Makes the most of limited time Promotes deep, meaningful conversation about teaching and learning

94 Strategies recommended by Harvard Project Zero Annenberg Institute for School Reform Annenberg Institute for School Reform Coalition of Essential Schools

95 6 Student Work/Problem Solving Protocols Consultancy Tuning Collaborative Assessment Conference ATLAS Describing Student Work Charrette

96 Roles for Protocols Facilitator Presenter(s) Process Observer Responders

97 Tuning Protocol Introduction--Facilitator introduces goals, guidelines, schedule Teacher presentation--Teacher describes context for the student work and poses a focusing question for feedback; participants are silent. Clarifying questions-Participants ask clarifying questions, Examination of student work--Participants examine samples of student work Reflection on warm and cool feedback. Participants take a few minutes to reflect silently on what they would like to contribute to the feedback session. Warm and cool feedbackParticipants offer feedback while teacher is silent; the facilitator may restate teachers original focusing question Reflection--Teacher responds to comments or questions he or she chooses. The facilitator may intervene to focus or clarify Debrief--Facilitator leads open discussion about concerns raised and what was effective.

98 Clarifying questions Simple questions of fact, nuts and bolts Examples: How were students grouped? What resources were suggested?

99 Probing Questions Intended to help the presenter think more deeply They do NOT begin with Dont you think you should...? Do NOT have an agenda Use verbs like: What do you FEAR / WANT / ASSUME ? Do not place blame Allow for multiple responses Avoid yes or no responses Elicit a slow response Encourage reflection Encourage taking anothers perspective

100 Stems for probing questions What do you think would happen if...? What was your intention when...? How was what you got different from what you expected? What did you assume to be true about...? What do you think the students consider to be quality work? How do you think your expectations for ? influenced the student products?

101 Warm vs. cool Warm responses identify what is positive in the work. They begin with: I am impressed by the way you.... I appreciate how students approached the problem of... You did an effective job... Cool responses probe and analyze the information presented. They direct further thinking. They are not judgments and do not offer solutions. They begin like: How will you know the students really understand...?

102 From Joyces principal:

103 If you want the support of your administrators: Show them your impact on student learning / achievement Document tangible learning outcomes Do not advocate for libraries; advocate for learners This evidence may not exist You must gather it!

104 Getting started! Do the job. Live Information Power! Plan explicit lessons. Use explicit rubrics. Document collaborative plans Paper trail. Collect samples of student work Survey Lesson plans Checklists Portfolios Rubrics

105 From Information Power: Simple checklist strategies: check levels of student info literacy and tech skills, knowledge, attitudes before and after instruction Ask student to rate level of skills: thesis development, documenting sources, note cards, evaluation, etc. Look for general statements, opinions More than 75% of the class described dramatic improvement in their ability to evaluate sources.

106 From Information Power: Conferencing strategies: devise activities where students can reflect on their work, their skills, and the benefit of library instruction We conferenced with all the senior seminar students, examining their preliminary bibliographies and tentative thesis statements. Students felt far more confident about continuing their research. At the end, we noted fewer incidents of plagiarism, very few research holes, and more focused products.

107 From Information Power: Rubric strategies: Evaluate students based on a set of criteria that clearly defines the impact of your lessons In evaluating student essays, we discovered that more than 80% of the students developed proficient thesis statements, an increase of 30% over the first assigned essay in the fall.

108 Rubrics to document learning Make sure that information literacy goals are integrated into all research- based assignment rubrics (offer to help write and assess) Look at rubrics and work at beginning and end of semester or school year Look at one criteria at a time Is documentation improving? Are students questioning skills improving?

109 More Information Power Journaling strategies: Document your instruction and the outcome of your instruction. Student research journals revealed 35% more students used our subscription databases since we introduced them in instruction. Among their comments.... I never knew how many scholarly articles I could find in EBSCOhost!

110 More Information Power Portfolio strategies: Gather samples of students work over a period of time and match them to your schools curriculum goals and information literacy requirements. Suzies sixth grade writing shows growing mastery of careful documentation. She is developing an analytical voice as a writer.

111 Tell stories! Anecdotal evidence is evidence! Stories make arguments easier to understand and more memorable Connect emotionally with audience Have your teachers (and your students) share their stories too Plagiarism Rubrics Diversity

112 Bens Story Information need: Conditions in Civil War prisons A good searcher 300 books! Problem: Not every student is as motivated as Ben

113 Ryans Story The history of breakdancing When was it at its peak? Lesson: Information actually exists prior to 1990 (BED) Does anyone know about this? Problem: How can we get our students/users to recognize that not everything is on the free web?

114 Michelles Story Thesis: Hitlers personality was the primary reason for the Holocaust Research holes: Mein Kampf, Rise and Fall of the Third Reich Lesson: A search engine is not a reference librarian Human intervention is still critical!!! Problem: Kids/people dont know what they dont know

115 Why bother? Most professionals are required to document their accomplishments If you arent required to, youd be foolish not to! Professionals reflect on their practice It will improve student learning

116 What are the issues? Fear of accountability? Authority questioned? Shouldnt all professionals be accountable? It reflects current educational practice/climate Am I capable? You dont have to be a statistician! I dont have the time! Too much pressure! This adds focus to everyday work! Delegate!

117 Your voluntary focus on evidence-based practice: Demonstrates your commitment to learning Convinces the pie-slicers of the worth of funding libraries, evidence of your value to the learning community Enables you to better plan more effective instructional intervention Moves you to more scientific practice, beyond the hunch, beyond library advocacy Improves your practice as a teacher- librarian!

118 Accountability for forward thinking!

119 How are you visioning? How are you leading? What new tools are you planning to incorporate this year? How are you responding to the read/write Web? Blogs Wikis Equity: Open Source Academic readiness?

120 More important issue: What if I dont do it? This is an opportunity!

121 Game plan for change Issue (Pick just one for now!) Vision Anticipate the resistance Plan the first steps

122 Energy and persistence alter all things. Ben Franklin

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