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P. Owen & M. Oakleaf, OELMA 2007 A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians Patricia Owen, NBCT Megan Oakleaf,

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Presentation on theme: "P. Owen & M. Oakleaf, OELMA 2007 A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians Patricia Owen, NBCT Megan Oakleaf,"— Presentation transcript:

1 P. Owen & M. Oakleaf, OELMA 2007 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 P. Owen & M. Oakleaf, OELMA 2007 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 P. Owen & M. Oakleaf, OELMA 2007 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

4 P. Owen & M. Oakleaf, OELMA 2007 THE LITERATURE SEARCH What evaluation tools are available? –Teacher-focused evaluation forms –Existing T-L evaluation forms

5 P. Owen & M. Oakleaf, OELMA 2007 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.

6 P. Owen & M. Oakleaf, OELMA 2007 EXAMPLES OF EXISTING T-L EVALUATION FORMS

7 P. Owen & M. Oakleaf, OELMA 2007

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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 P. Owen & M. Oakleaf, OELMA 2007 STEPS TO CREATE EVALUATION TOOL 1.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. ). Eliminate minutia (ex. research listserv information). 2.Determine performance levels (unsatisfactory, needs improvement, proficient, distinguished).

14 P. Owen & M. Oakleaf, OELMA 2007 STEPS TO CREATE EVALUATION TOOL 3.Create forms. –Summative conference form –Pre-observation form –Rubric (professional practice components)

15 P. Owen & M. Oakleaf, OELMA 2007 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 P. Owen & M. Oakleaf, OELMA 2007 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 dont 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 P. Owen & M. Oakleaf, OELMA 2007 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.

25 P. Owen & M. Oakleaf, OELMA 2007 Questions? Thoughts? Patricia Owen, NBCT Megan Oakleaf, PhD A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians


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