Library Media Specialist Evaluator Training SY 13-14

1. Library Media Specialist Evaluator TrainingSY 13-14 Library Media Education Dept, CI&A Janell McClure, Supervisor Evaluation Systems Office, HR

2. Library Media Specialists Research has shown that strong library media programs directly impact student achievement

3. Library Media Specialists The achievement impact of the program is primarily determined by the job performance of the library media specialist (LMS)

4. Agenda • Cobb Keys Model & Research Basis • LMS Job Expectations • Performance Rubric (Standards & Elements) • Defined Role vs. “Other Duties as Assigned” • Overview of LMS Evaluation Process • Instructional Observation • Documentation Review • Annual Evaluation

5. Framework for New Evaluation System • Cobb Keys Evaluation System is based on a growth and accountability model • LMS Evaluation System has been revised to align with Teacher evaluation system • Performance expectations are aligned with research on student achievement • Levels of proficiency are designed to provide room (and direction) for even the best LMS to grow

6. Performance Rubric& Examples of Evidence

7. LMS Performance Rubric • Four Performance Standards, 16 Elements • Curriculum and Planning (4 Elements) • Standards-Based Instruction (4 Elements) • Instructional Environment (3 Elements) • Program Leadership (5 Elements) Examples of evidence are just that, examples. This is NOT a checklist!

8. LMS Performance Rubric CURRICULUM AND PLANNING (CP) The LMS plans for the effective use of library media resources in supporting the curriculum and addressing the needs of the school population.

9. LMS Performance Rubric Elements: Curriculum and Planning (CP) • CP 1 The LMS selects and orders library media resources that support the school’s curriculum, needs, and population. • CP 2 The LMS organizes the library media facilities and resources in a way that maximizes their accessibility and effectiveness. • CP 3 The LMS maintains and manages the school library media automation system. • CP 4 The LMS collaborates with teachers to plan instruction that uses library media resources to address content-area curriculum standards.

10. LMS Performance Rubric STANDARDS-BASED INSTRUCTION (SBI) The LMS uses research-based practices to help students and staff achieve 21st century information literacy.

11. LMS Performance Rubric Elements: Standards-Based Instruction (SBI) • SBI 1 The LMS collaboratively teaches 21st century information literacy to help students master content-area curriculum standards. • SBI 2 The LMS uses instructional tools and practices that are effective and engaging. • SBI 3 The LMS collaborates with classroom teachers to use assessment tools to monitor student progress and adjust instruction. • SBI 4 The LMS instructs students and staff in the legal and ethical use of information.

12. LMS Performance Rubric INSTRUCTIONAL ENVIRONMENT (IE) The LMS creates a safe, productive, collaborative, and inviting learning environment that fosters a sense of community and personal responsibility to ensure that students maximize learning.

13. LMS Performance Rubric Elements: Instructional Environment (IE) • IE 1 The LMS establishes rules, practices, and procedures that support a positive, productive learning environment in the library media center. • IE 2The LMS maintains an inviting atmosphere in the library media center that welcomes all members of the school community, fosters a sense of community and belonging, and provides equitable access to library media resources. • IE 3 The LMS maintains a flexible schedule to maximize access to library media center resources.

14. LMS Performance Rubric PROGRAM LEADERSHIP (PL) The LMS leads and manages the library media program in a way that maximizes its effectiveness.

15. LMS Performance Rubric Program Leadership (PL) • PL 1 The LMS manages the library media budget, ensuring that allotted funds are expended in a timely and appropriate manner. • PL 2 The LMS provides leadership for and manages the activities of the library media center staff. • PL 3 The LMS provides leadership in the use of information resources. • PL 4 The LMS ensures that the library media program (including its services, policies, and procedures) is evaluated and revised on an ongoing basis to ensure its effectiveness. • PL 5 The LMS promotes the library media program to all stakeholders.

16. Role of the LMS vs. “Other Duties as Assigned” Schools are more short-staffed than ever, but administrators must carefully consider the student achievement “opportunity costs” when deciding how to allocate staff. The following are examples of activities that are not included on the Performance Rubric for library media specialists:

17. Role of the LMS vs. “Other Duties as Assigned” Example: Technology Support & Repair • The LMS should be a leader in instructional technology integration, but technology repair and support should be performed by the field technicians in the Technology Support Division. • Also, the LMS should not enter Web Help tech requests for other staff members. Employees get better tech support when they request support directly through the Help Desk or through the Web Help system.

18. Role of the LMS vs. “Other Duties as Assigned” Example: Technology Inventory • The annual DOE technology inventory must be submitted by the principal, and the data collection can be performed by any member of the clerical staff. • Collecting the data for the survey does not require the qualifications of an instructional staff member with masters-level (or higher) certification.

19. Role of the LMS vs. “Other Duties as Assigned” Example: Accelerated Reader / Reading Counts • Promoting reading is an important role of the LMS, but the use of commercial reading incentive programs is not recommended. • Despite advertising claims, these programs are NOT supported by research and consequently are not supported by the district Library Media Education (LME) department or the district English Language Arts department. • For schools that choose to adopt these programs, we recommend that they be operated by parent volunteers. • For more info, contact the LME department or click this link: http://www.cobbk12.org/librarymedia/program/AR/AR.pdf

20. Role of the LMS vs. “Other Duties as Assigned” Example: Daily Video Production/News Program • If implemented properly, video production programs can be a great project-based learning experience for the students involved, and they can be used to promote information literacy and the library media program. • However, daily live broadcasts produced by the same small group of students fall far short of fulfilling the learning potential of the video production resources. • Contact the LME department for suggestions on how to maximize the instructional use of these resources.

21. Role of the LMS vs. “Other Duties as Assigned” Schools never have all the staff they need, and consequently everyone must “wear multiple hats,” but please be cognizant of how much of your library media specialist’s time is spent on tasks that are not part of the performance rubric. The performance expectations listed on the rubric are those that research has shown have the greatest impact on student achievement. Concentrating your library media specialist’s work on the standards of the performance rubric will increase your library media program’s contribution to student achievement.

22. Overview of Evaluation Process

23. Preparation and Orientation • Review the “Library Media Programs and Student Achievement” research summary • Review the Performance Evaluation Instructions and the Performance Rubric • Hold an Orientation Conference with the LMS to ensure mutual understanding of performance expectations and evaluation process • High Schools can do this with both people, unless one requests a private conference • Ensure that other members of the A-team have a common understanding of the role and expectations of the LMS

24. Instructional Observation& Feedback Conference

25. Instructional Observation Scheduling Observations • LMS must be doing whole-class instruction • Instruction should be co-planned with classroom teacher, so LMS will need to let you know in advance when these observation opportunities will occur • Thirty minute observation (minimum) • Two observations are required if the LMS has 3 yrs or less total library media experience • Observe early and often, especially if you have performance concerns

26. Instructional Observation Conducting Instructional Observations • Use the Instructional Observation Form to document • Record your observations as you are observing • YES = you saw it • NO = you did not see it, but you expected to see it and made sure to look for it • NA = you did not see it and didn’t expect to see it • Use the form to help guide your observation • Focus on items without an “NA” option • Take specific notes, especially for any item marked “NO”

27. Observation Feedback Conference Scheduling Feedback Conferences • A formal, private feedback conference is required within 10 school days after an observation • Failure to do this on time could void the evaluation • Hint: Schedule the feedback conference at the same time you schedule the observation • Observation Feedback Conferences MAY NOT be combined with the Annual Evaluation Conferences • The Observation Conference should be held well before the annual conference; otherwise, it has no meaningful purpose

28. Observation Feedback Conference Preparing for Feedback Conferences • Complete the electronic version of the Instructional Observation Form before the conference • Comments are required for any item marked “NO”, but are encouraged for all items • Prepare your comments and organize your thoughts beforehand.

29. Observation Feedback Conference • Remember that the purpose of the evaluation process is to help them grow professionally • The Observation Feedback Conference, in particular, should be thought of as employee “Assessment For Learning” • Discuss any areas that might need special attention during the Documentation Review Conference • Ask the LMS what kinds of support you might provide to help them improve

30. Observation Feedback Conference Concluding Feedback Conferences • Sign and date the form (both must be hand-written) • Have the LMS sign and date the form • LMS’s signature only indicates receipt of form, not agreement with content. If the LMS doesn’t want to sign, write LMS chose not to sign and record the date • Make copies for the LMS and the local school file • Retain all observation originals to attach to the annual performance report in March • All observations will be sent to HR along with the performance report.

31. Documentation Review

32. Documentation Review Conference • Many elements of the LMS role cannot be evaluated through instructional observation alone • This conference gives the evaluator and LMS an opportunity to review other evidence of performance • Essentially a “portfolio assessment” of the library media specialist’s work • Should take place toward the end of the evaluation cycle, but not at the last minute • May be combined with an observation feedback conference, but this is not recommended • May NOT be combined with the Annual Evaluation Conference

33. Examples of “Documentation” • LMC Calendar, Schedule, or Sign-up book • Collaborative Instructional Plans • Example assessments or assessment data • Examples of student work • Newsletters, flyers, blog posts, website, and any other promotional or informational materials • Photos or descriptions of library media events, programs, or promotions

34. Examples of “Documentation” • Library Media committee minutes • Surveys or other evidence of • Destiny circulation reports • Destiny collection analysis reports • Budget tracking spreadsheet • Documentation of individual student visits • Tables, graphs, or other quantitative summaries of any of the above

35. Documentation Review Conference • Use the Documentation Review Form to record your findings • Complete the electronic form during the meeting • Yes, No, and NA work the same • Use the form to help guide your conference • Focus on items without an “NA” option • Take the time to examine all the materials the LMS brings to the conference • Give them a chance to show you what they do • Take specific notes, especially for any item marked “NO”

36. Documentation Review Conference • If there are items on the form you feel should be marked “NO,” be sure to discuss these with the LMS before finalizing the form • Comments are required for any “NO” items • It is not necessary to copy or retain the documents the LMS brings to the conference, only the form

37. Annual Evaluation

38. Annual Evaluation Process Completing the Annual Report Form • Assign a rating to each of the 16 Performance Standard Elements Rating Scale Proficient:Highly competent, skilled, an expert Emerging:Evolving, showing new or improved development Not Evident:Not easy to see; not obvious

39. Annual Evaluation Process Commentary is required for each standard, so help your LMS grow by giving thoughtful, meaningful, personalized commentary – no cut-n-paste! • Relate comments to the Standard and the Elements • Support the assigned rating • Honestly address performance • Acknowledge recent growth and future potential • In areas where improvement is needed, provide specific recommendations for growth • In areas where the LMS shines, provide specific praise • Show that you understand the scope of what they do!

40. Annual Evaluation Process Professional Duties and Responsibilities(PDR) • At Last! A section for formal assessment of 12 essential performance qualities • Each of the 12 is rated as Unsatisfactory,Needs Improvement,or Satisfactory • Overall PDR Summary Rating • See Key for determining overallUnsatisfactory, Needs Improvement, or Satisfactory rating

41. Annual Evaluation Process Professional Duties & Responsibilities (PDR) Seven of twelve items in the PDR section are the same as those on the teacher evaluation. These five are different: #2. Maintains accurate records of library media materials using Destiny Library Manager #3. Manages the media materials allotment and other accounts according to district guidelines #4. Protects patron privacy and maintains confidentiality regarding student and records information #5. Complies with the policies, procedures, rules, and guidelines of the school, district, and state #8. Maintains positive working relationships with others in the school community

42. Annual Evaluation Process Annual Performance Report • Assign Overall Performance Rating, Section III • Unsatisfactory • Four or more Not Evident Standards Ratings or Unsatisfactory summary rating on PDR • Emerging • Fewer than twelve Proficient Standards ratings & Satisfactory orNeeds Improvement summary rating on PDR • Proficient • 12 or more Proficient Standards ratings with no Not Evident ratings & a Satisfactory summary rating on PDR

43. Annual Evaluation Process Annual Performance Report • Section III, Continued • Record dates of observations and feedback conferences • DO NOT list other types of conferences, such as disciplinary conferences or the annual conference • Section IV Signatures • Evaluator, Principal, and LMS sign & date • Each person records the date by his/her signature at the time of signing • LMS’s signature indicates receipt of annual report, not agreement with the content • Write LMS chose not to sign, if needed

44. Annual Evaluation Process Annual Performance Report • Section VI: Comments by LMS • Optional. Use additional sheet, if necessary • If LMS’s comments specifically appeal a Standard rating, a PDR rating, the PDR summary rating, or the Overall Performance Rating, the LMS must submit the District appeal form • See Appeal Form Instructions (PASS) • If you’re unsure if comments are an “appeal”, contact Evaluation Systems office

45. Evaluations Deadline! OCGA 20-2-210 – In compliance with Georgia law, ALL certified evaluation activity must be completed prior to April 1, 2014! This includes: • Observations • Feedback conferences • Documentation Review • Completion of annual reports • Annual evaluation conferences • Library Media Specialists, Teachers, and paraprofessionals IMPORTANT!!!

46. ALL Staff Evaluations • Impact of Overall Unsatisfactory Rating • Certified employee is placed on the PSC’s Unsatisfactory Database (UNSAT) • For all employees, certified and classified, it results in his/her salary being frozen at same salary step for next school year

47. All Certified Employees Professional Development Plans (PDP) • HR’s Professional Standards and Ethics Department oversees the implementation of Professional Development Plans (PDP) to support certified employees with performance deficiencies • Contact Dr. Michael Shanahan, Chief Human Resources Officer • Contact Janell McClure, LME Supervisor

48.  No Surprises! No LMS should receive an overall Unsatisfactory rating unless he/she has been informed in writing of specific performance concerns during the year. Your LMS should never be able to say… I thought I was doing fine all year, but I received a “Unsatisfactory” rating ….or… By the time I got feedback from my observation, school was almost out. I didn’t have time to improve my performance or get help.

49. Certified Evaluation Appeals • An LMS may base his/her appeal on either of two reasons • Failure to follow procedures • Failure to consider significant information • Principal determines what is “significant” • An LMS may not “grieve” the results of his/her evaluation

50. Certified Evaluation Appeals • To appeal an evaluation, the employee must complete an evaluation appeal form (PAS) and submit it, along with any evidence and/or documentation, to the Principal/Supervisor within 10 business days of the receipt of the evaluation report • The Principal/Supervisor must respond to the appeal within 20 business days • If the rating is upheld, the employee may submit an appeal to the CHRO within 10 days of receipt of the Principal’s response • The CHRO, AAS, and Director of Evaluation Systems will review and provide a single response to the appeal within 20 days of receipt of the appeal • This exhausts the appeal process