Presentation on theme: "A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians"— Presentation transcript:
1A Form of Our Own: Guidelines-Based Assessment of Teacher-Librarians Patricia Owen, NBCTMegan Oakleaf, PhD50 handouts have been reserved for presentation attendees
2WHY CREATE A TOOL? Local Need District adopts a Praxis-type evaluation form for teachersAdopted evaluation form inconsistent with teacher-librarian (TL) Information Power rolesTeacherInstructional partnerInformation specialistProgram administrator
3WHY 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 librariesT-L’s promote evidence-based practice
4THE LITERATURE SEARCH What evaluation tools are available? Teacher-focused evaluation formsExisting T-L evaluation forms
5TEACHER-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.
12RESOURCES FOR CREATING “A FORM OF OUR OWN” ODE website – Library Guidelines (ACS)e=3&TopicRelationID=340&ContentID=13952&Content=31719KSU ILILE/checklists/libraryguidelines.htmlPraxis formatConform to district model
13STEPS 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).
14STEPS TO CREATE EVALUATION TOOL Create forms.Summative conference formPre-observation formRubric (professional practice components)
15BEST 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.ConcreteConciseCommon terminologyConsistent (parallel) constructionClearly differentiated levelsQuality-focused
224.3 Assist teachers with integrating technology into the curriculum
23CREATING 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).
24CONCLUSION 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.
25Patricia Owen, NBCT firstname.lastname@example.org Megan Oakleaf, PhD email@example.com Questions? Thoughts?A Form of Our Own: Guidelines-Based Assessment of Teacher-LibrariansPatricia Owen, NBCTMegan Oakleaf, PhD