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Wisconsin School Library Media Specialist EE Rubric
Performance Levels
Definitions of Performance Levels
Elements: Knowledge of curriculum • Knowledge of information, media, and digital literacy • Knowledge of the research process • Knowledge of collaboration strategies
Basic—School librarian is familiar with the curriculum but cannot articulate connections with literacies and the research process. Some connections with students or staff.
Proficient—School librarian displays knowledge of the curriculum, resources, various literacies, and the research process, and is able to develop connections with students and staff.
Distinguished—School librarian displays extensive knowledge of the curriculum, resources, various literacies, and the research process, and is able to develop meaningful connections with the larger school community.
© 2005, rev. 2009 Londonderry School District w/ attribution to and permission to adapt her work from Charlotte Danielson
Component Number and Title
Level 1: Emerging
Level 2:
Basic
Level 3:
Proficient
Level 4:
Distinguished
Level N/A: Not included in this evaluation
Innovative Planning, Teaching, and Assessment for Learning
Component 1.0 Collaborative Planning and Teaching
Description: Foster students’ learning through a collaborative digital age learning environment.
0 Provides access to books and materials in various genres.
0 Provides basic training to students or staff on the use of library services and resources.
0 Responds to teacher requests for materials.
0 Collaborates with classroom teachers and other specialists to design, implement, and evaluate lessons.
0 Collaborates with colleagues to reflect, problem solve, and develop new ideas that will improve student learning.
0 Works with school and/or district level curriculum development teams.
0 Focuses on the integration of quality resources, the inquiry process, multiple literacies, the legal and ethical use of information and technology, and emerging technologies.
0 Link students with additional learning opportunities outside of the school environment.
0 Not included in this evaluation
Component 2.0 Information & Technology Skills Integration
Description: Prepare students for real world demands by developing their information and technology skills in all subject areas.
0 Assists students with troubleshooting technology in the library.
0 Creates tutorials or handouts to assist students in their use of technology tools.
0 Instructs students and classes in the appropriate use of technology.
0 Serves as a catalyst for effective integration of information literacy and technology skills into all curricular areas.
0 Not included in this evaluation
Component 3.0 Instructional Design
Description: Support students as they problem-solve, experiment with ideas, and share their learning in a variety of creative and innovative ways.
0 Models safe, legal, and ethical uses of digital information and technologies.
0 Models the use of tools that allow students to interact with others, access and curate information, and share their learning.
0 Supports students as they improve their academic, time management, organization, and study skills.
0 Provides instruction that addresses multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy.
0 Coaches teachers and models use of emerging inquiry and other learning strategies and tools.
0 Differentiates learning opportunities based on student learning needs, interests, and personal goals.
0 Collaborates with teachers to create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.
0 Models and promotes diversity, cultural understanding, and global awareness by using digital communication and collaboration tools to interact locally and globally with students, peers, parents, and experts.
0 Not included in this evaluation
Component 4.0 Guided Inquiry
Description: Engage students in active learning that emphasizes questioning, evaluation of resources, critical thinking, and sharing of learning.
0 Assists individual students with process questions they may have during research.
0 Guides students to topic-appropriate research resources, both individually and during whole-class instruction
0 Collaborates with classroom teachers to guide the inquiry process.
0 Teaches strategies for evaluating research resources.
0 Models the inquiry process.
0 Instructs students in the use of boolean logic, advanced database searching, and best practices for academic research.
0 Helps students find ways to reflect on and share what they have learned.
0 Not included in this evaluation
Component 5.0 Assessment in Teaching for Learning
Description: Develop and implement a variety of formative and summative assessments aligned with content and digital age learning standards.
0 Provides current resources to teaching staff as they develop formative and summative assessments.
0 Uses formative and/or summative assessments to guide instruction.
0 Collaborates with classroom teachers to assess information and technology skills including multiple literacies.
0 Collaborates with teachers to collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize learning.
0 Not included in this evaluation
Component 6.0 Intellectual Freedom, Censorship, and Copyright
Description: Provide access to a variety of information sources from multiple points of view. Teach students to honor others’ intellectual property rights and to create and share content responsibly.
0 Purchases materials for the library which reflect cultural diversity and a variety of viewpoints.
0 Ensures the district’s copyright and material challenge policies are on the district’s website or other easily accessible public location.
0 Communicates fair use and copyright information to students when appropriate.
0 Works collaboratively with teachers and administrators to develop, update, inform, and promote policies and practices that reflect a commitment to intellectual freedom and copyright law compliance.
0 Demonstrates appropriate use of Creative Commons licenses.
0 Promotes the reading of culturally-diverse and challenging materials.
0 Establishes school culture of respect for intellectual freedom, censorship, and copyright. Student and teacher work reflects understanding of these principles and laws.
REQUIRED
Building the Learning Environment
Component 7.0 Learning Space
Description: Maintain library media learning spaces conducive to learning and meeting learner needs.
0 Ensures that library hours, space, and seating provide optimum access for learners.
0 Creates an environment where independent reading is valued, promoted, and encouraged. Models reading strategies in formal and informal learning environments.
0 Designs and maintains a library website that provides 24-7 access to digital information resources.
0 Creates a welcoming environment which is flexible, accommodates various teaching methods, and is conducive to authentic learning experiences.
0 Focuses on facilitating use of digital tools and resources in a technology-rich learning environment.
0 Promotes flexible scheduling of the school library facility to allow for timely and efficient curriculum integration.
0 Sponsors events in the library, such as author visits, receptions, exhibits, etc., which are inclusive of the outside community.
REQUIRED
Component 8.0 Collection Development and Information Access
Description: Provide flexible and equitable access to a well-developed collection of materials in a variety of formats that reflects the needs of the community served.
0 Organizes, allocates, and manages facilities, time, and resources to provide learning opportunities to students, including those with disabilities and ELL needs.
0 Maintains, manages, and promotes a comprehensive, up-to-date collection of resources in multiple formats which follows Board-approved policy. Evaluates collection continuously to support standards, curriculum and diverse learning needs.
0 Troubleshoots basic software, hardware, and connectivity problems common in digital age learning environments to maintain access to resources.
0 Collaborates with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the district's technology plan.
0 Develops and implements policies and procedures that ensure collections, resources, and services are available for learners outside the library media center space and school hours.
0 Extends learning community by providing access to authentic learning resources through collaborative partnerships and resource sharing.
REQUIRED
Component 9.0 Budget
Description: Support learner needs through appropriate allocation of library budget funds.
0 Prepares and administers the school library media budget based on program needs in accordance with state policies and Common School Fund guidelines.
0 Aligns budget with school and district goals.
0 Communicates how budget supports students, teachers, and administrators. Prioritizes purchases based on curricular needs.
0 Seeks additional funding through internal and external sources such as fundraisers, grants, and parent donation programs.
REQUIRED
Component 10.0 Policies
Description: Develop and support policies that align with the mission of the district.
0 Is aware of and follows established school and district policies, including access, collection development and reconsideration, intellectual freedom, censorship, technology integration, acceptable use, mobile devices.
0 Independently develops policies and procedures that relate to the library and communicates them to patrons.
0 Collaboratively develops and communicates policies and procedures that support an effective school library media program.
0 Seeks input from all stakeholders and uses collected data to collaboratively develop and communicate policies and procedures.
REQUIRED
Component 11.0 Evaluation and Reporting
Description: Monitor, assess, and report effectiveness of the library media program in supporting student learning. Adapt learning environment based on findings and recommendations.
0 Maintains a library environment conducive to student learning.
0 Seeks occasional feedback concerning effectiveness of the library in meeting student needs.
0 Monitors the effectiveness of the school library media program and makes adjustments to encourage growth based on findings.
0 Shares reports of evidence, data, and statistics that illustrate the success of the library media program in meeting learner needs.
REQUIRED
Empowering Learning Through Leadership
Component 12.0 Building Influence
Description: Participate on building and district leadership teams and contribute to formal and informal planning processes.
0 Meets with other library media specialists or technology personnel in the district to share ideas and solutions to common issues.
0 Meets with individual teachers to plan and support projects and activities.
0 Works collaboratively with district and building leaders to develop a strategic plan that supports a digital-age library media program aligned with district vision, mission, and goals.
0 Participates on departmental teams to plan lessons and units.
0 Contributes to district-level long range plans related to curriculum and instruction.
0 Not included in this evaluation
Component 13.0 Curriculum Development and Instruction
Description: Participate in curriculum development and instruction.
0 Supports curricular lessons and units with resources.
0 Seeks opportunities to become familiar with individual curricula, and offers recommendations for inclusion of new resources or technology tools.
0 Applies knowledge of curriculum development and instruction when participating on building and district level leadership teams.
0 Communicates the impact of the library media program’s services and resources on improving student achievement and meeting the needs of students.
0 Integrates content knowledge, information & technology skills, multiple literacies, guided inquiry, and differentiated instruction in curriculum.
0 Not included in this evaluation
Component 14.0 Professional Development
Description: Plan and facilitate professional development opportunities.
0 Shares resources with staff members that may or may not be tied to curricular needs.
0 Customizes shared resources to meet needs of specific curricular units and lessons.
0 Facilitates personalized professional development through strategies such as coaching, team teaching, and resource sharing.
0 Focuses on integration and application of resources and tools.
0 Collaborates with district and building leaders to collect needs-related data in order to effectively design and deliver information and technology rich professional learning.
0 Not included in this evaluation
Component 15.0 Communication and Advocacy
Description: Communicate with and collect input from stakeholders about the library program. Advocate for access to a quality library media program that supports student learning.
0 Shares information about library services with students and staff.
0 Manages library services and personnel
in a way that reflects the needs of the school community.
0 Communicates needs of the library with administrators.
0 Informs the school community regularly about the evolving roles and services of school library media specialists. and the positive impact on student achievement.
0 Advocates for additional support as needed, which may include staffing, funding, and facility changes.
0 Meets with building and district leaders regularly about the role of the library media program in achieving building and district goals.
0 Advocates with district leadership for student learning needs that can be met through library media services.
0 Promotes school libraries and their impact within the community.0
REQUIRED
Component 16.0 Professional Learning and Practice
Description: Participate in learning opportunities which support professional growth.
0 Pursues professional learning required to maintain licensure.
0 Attends local professional development opportunities.
0 Connects with local, state, and national professional organizations.
0 Seeks and participate in learning opportunities which support professional growth in areas of need.
0 Maintains current knowledge on issues and trends in order to provide building level leadership and expertise.
0 Presents and shares knowledge and resources with the extended professional community through local, state, or national conferences or publications.
REQUIRED
References: AASL Book, ISTE Standards
Performance Levels
Definitions of Performance Levels
Elements: Knowledge of curriculum • Knowledge of information, media, and digital literacy • Knowledge of the research process • Knowledge of collaboration strategies
Basic—School librarian is familiar with the curriculum but cannot articulate connections with literacies and the research process. Some connections with students or staff.
Proficient—School librarian displays knowledge of the curriculum, resources, various literacies, and the research process, and is able to develop connections with students and staff.
Distinguished—School librarian displays extensive knowledge of the curriculum, resources, various literacies, and the research process, and is able to develop meaningful connections with the larger school community.
© 2005, rev. 2009 Londonderry School District w/ attribution to and permission to adapt her work from Charlotte Danielson
Component Number and Title
Level 1: Emerging
Level 2:
Basic
Level 3:
Proficient
Level 4:
Distinguished
Level N/A: Not included in this evaluation
Innovative Planning, Teaching, and Assessment for Learning
Component 1.0 Collaborative Planning and Teaching
Description: Foster students’ learning through a collaborative digital age learning environment.
0 Provides access to books and materials in various genres.
0 Provides basic training to students or staff on the use of library services and resources.
0 Responds to teacher requests for materials.
0 Collaborates with classroom teachers and other specialists to design, implement, and evaluate lessons.
0 Collaborates with colleagues to reflect, problem solve, and develop new ideas that will improve student learning.
0 Works with school and/or district level curriculum development teams.
0 Focuses on the integration of quality resources, the inquiry process, multiple literacies, the legal and ethical use of information and technology, and emerging technologies.
0 Link students with additional learning opportunities outside of the school environment.
0 Not included in this evaluation
Component 2.0 Information & Technology Skills Integration
Description: Prepare students for real world demands by developing their information and technology skills in all subject areas.
0 Assists students with troubleshooting technology in the library.
0 Creates tutorials or handouts to assist students in their use of technology tools.
0 Instructs students and classes in the appropriate use of technology.
0 Serves as a catalyst for effective integration of information literacy and technology skills into all curricular areas.
0 Not included in this evaluation
Component 3.0 Instructional Design
Description: Support students as they problem-solve, experiment with ideas, and share their learning in a variety of creative and innovative ways.
0 Models safe, legal, and ethical uses of digital information and technologies.
0 Models the use of tools that allow students to interact with others, access and curate information, and share their learning.
0 Supports students as they improve their academic, time management, organization, and study skills.
0 Provides instruction that addresses multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy.
0 Coaches teachers and models use of emerging inquiry and other learning strategies and tools.
0 Differentiates learning opportunities based on student learning needs, interests, and personal goals.
0 Collaborates with teachers to create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.
0 Models and promotes diversity, cultural understanding, and global awareness by using digital communication and collaboration tools to interact locally and globally with students, peers, parents, and experts.
0 Not included in this evaluation
Component 4.0 Guided Inquiry
Description: Engage students in active learning that emphasizes questioning, evaluation of resources, critical thinking, and sharing of learning.
0 Assists individual students with process questions they may have during research.
0 Guides students to topic-appropriate research resources, both individually and during whole-class instruction
0 Collaborates with classroom teachers to guide the inquiry process.
0 Teaches strategies for evaluating research resources.
0 Models the inquiry process.
0 Instructs students in the use of boolean logic, advanced database searching, and best practices for academic research.
0 Helps students find ways to reflect on and share what they have learned.
0 Not included in this evaluation
Component 5.0 Assessment in Teaching for Learning
Description: Develop and implement a variety of formative and summative assessments aligned with content and digital age learning standards.
0 Provides current resources to teaching staff as they develop formative and summative assessments.
0 Uses formative and/or summative assessments to guide instruction.
0 Collaborates with classroom teachers to assess information and technology skills including multiple literacies.
0 Collaborates with teachers to collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize learning.
0 Not included in this evaluation
Component 6.0 Intellectual Freedom, Censorship, and Copyright
Description: Provide access to a variety of information sources from multiple points of view. Teach students to honor others’ intellectual property rights and to create and share content responsibly.
0 Purchases materials for the library which reflect cultural diversity and a variety of viewpoints.
0 Ensures the district’s copyright and material challenge policies are on the district’s website or other easily accessible public location.
0 Communicates fair use and copyright information to students when appropriate.
0 Works collaboratively with teachers and administrators to develop, update, inform, and promote policies and practices that reflect a commitment to intellectual freedom and copyright law compliance.
0 Demonstrates appropriate use of Creative Commons licenses.
0 Promotes the reading of culturally-diverse and challenging materials.
0 Establishes school culture of respect for intellectual freedom, censorship, and copyright. Student and teacher work reflects understanding of these principles and laws.
REQUIRED
Building the Learning Environment
Component 7.0 Learning Space
Description: Maintain library media learning spaces conducive to learning and meeting learner needs.
0 Ensures that library hours, space, and seating provide optimum access for learners.
0 Creates an environment where independent reading is valued, promoted, and encouraged. Models reading strategies in formal and informal learning environments.
0 Designs and maintains a library website that provides 24-7 access to digital information resources.
0 Creates a welcoming environment which is flexible, accommodates various teaching methods, and is conducive to authentic learning experiences.
0 Focuses on facilitating use of digital tools and resources in a technology-rich learning environment.
0 Promotes flexible scheduling of the school library facility to allow for timely and efficient curriculum integration.
0 Sponsors events in the library, such as author visits, receptions, exhibits, etc., which are inclusive of the outside community.
REQUIRED
Component 8.0 Collection Development and Information Access
Description: Provide flexible and equitable access to a well-developed collection of materials in a variety of formats that reflects the needs of the community served.
0 Organizes, allocates, and manages facilities, time, and resources to provide learning opportunities to students, including those with disabilities and ELL needs.
0 Maintains, manages, and promotes a comprehensive, up-to-date collection of resources in multiple formats which follows Board-approved policy. Evaluates collection continuously to support standards, curriculum and diverse learning needs.
0 Troubleshoots basic software, hardware, and connectivity problems common in digital age learning environments to maintain access to resources.
0 Collaborates with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the district's technology plan.
0 Develops and implements policies and procedures that ensure collections, resources, and services are available for learners outside the library media center space and school hours.
0 Extends learning community by providing access to authentic learning resources through collaborative partnerships and resource sharing.
REQUIRED
Component 9.0 Budget
Description: Support learner needs through appropriate allocation of library budget funds.
0 Prepares and administers the school library media budget based on program needs in accordance with state policies and Common School Fund guidelines.
0 Aligns budget with school and district goals.
0 Communicates how budget supports students, teachers, and administrators. Prioritizes purchases based on curricular needs.
0 Seeks additional funding through internal and external sources such as fundraisers, grants, and parent donation programs.
REQUIRED
Component 10.0 Policies
Description: Develop and support policies that align with the mission of the district.
0 Is aware of and follows established school and district policies, including access, collection development and reconsideration, intellectual freedom, censorship, technology integration, acceptable use, mobile devices.
0 Independently develops policies and procedures that relate to the library and communicates them to patrons.
0 Collaboratively develops and communicates policies and procedures that support an effective school library media program.
0 Seeks input from all stakeholders and uses collected data to collaboratively develop and communicate policies and procedures.
REQUIRED
Component 11.0 Evaluation and Reporting
Description: Monitor, assess, and report effectiveness of the library media program in supporting student learning. Adapt learning environment based on findings and recommendations.
0 Maintains a library environment conducive to student learning.
0 Seeks occasional feedback concerning effectiveness of the library in meeting student needs.
0 Monitors the effectiveness of the school library media program and makes adjustments to encourage growth based on findings.
0 Shares reports of evidence, data, and statistics that illustrate the success of the library media program in meeting learner needs.
REQUIRED
Empowering Learning Through Leadership
Component 12.0 Building Influence
Description: Participate on building and district leadership teams and contribute to formal and informal planning processes.
0 Meets with other library media specialists or technology personnel in the district to share ideas and solutions to common issues.
0 Meets with individual teachers to plan and support projects and activities.
0 Works collaboratively with district and building leaders to develop a strategic plan that supports a digital-age library media program aligned with district vision, mission, and goals.
0 Participates on departmental teams to plan lessons and units.
0 Contributes to district-level long range plans related to curriculum and instruction.
0 Not included in this evaluation
Component 13.0 Curriculum Development and Instruction
Description: Participate in curriculum development and instruction.
0 Supports curricular lessons and units with resources.
0 Seeks opportunities to become familiar with individual curricula, and offers recommendations for inclusion of new resources or technology tools.
0 Applies knowledge of curriculum development and instruction when participating on building and district level leadership teams.
0 Communicates the impact of the library media program’s services and resources on improving student achievement and meeting the needs of students.
0 Integrates content knowledge, information & technology skills, multiple literacies, guided inquiry, and differentiated instruction in curriculum.
0 Not included in this evaluation
Component 14.0 Professional Development
Description: Plan and facilitate professional development opportunities.
0 Shares resources with staff members that may or may not be tied to curricular needs.
0 Customizes shared resources to meet needs of specific curricular units and lessons.
0 Facilitates personalized professional development through strategies such as coaching, team teaching, and resource sharing.
0 Focuses on integration and application of resources and tools.
0 Collaborates with district and building leaders to collect needs-related data in order to effectively design and deliver information and technology rich professional learning.
0 Not included in this evaluation
Component 15.0 Communication and Advocacy
Description: Communicate with and collect input from stakeholders about the library program. Advocate for access to a quality library media program that supports student learning.
0 Shares information about library services with students and staff.
0 Manages library services and personnel
in a way that reflects the needs of the school community.
0 Communicates needs of the library with administrators.
0 Informs the school community regularly about the evolving roles and services of school library media specialists. and the positive impact on student achievement.
0 Advocates for additional support as needed, which may include staffing, funding, and facility changes.
0 Meets with building and district leaders regularly about the role of the library media program in achieving building and district goals.
0 Advocates with district leadership for student learning needs that can be met through library media services.
0 Promotes school libraries and their impact within the community.0
REQUIRED
Component 16.0 Professional Learning and Practice
Description: Participate in learning opportunities which support professional growth.
0 Pursues professional learning required to maintain licensure.
0 Attends local professional development opportunities.
0 Connects with local, state, and national professional organizations.
0 Seeks and participate in learning opportunities which support professional growth in areas of need.
0 Maintains current knowledge on issues and trends in order to provide building level leadership and expertise.
0 Presents and shares knowledge and resources with the extended professional community through local, state, or national conferences or publications.
REQUIRED
References: AASL Book, ISTE Standards
SMART Goal Planning Form
Library 2016-17
Specific – WHO? WHAT?
2-5 e-book circulation will increase by 50 % over the 2016-17 school year after new resources are reviewed with students and staff.
Measurement/Assessment – HOW?
We will use Checkout Data from Follett Destiny and Big Universe, Teacher Data from EPIC, MyOn and Overdrive to compare last years use with this years use of eBooks.
Baseline check :Use the Summer data for Big Universe and Follett data from Summer for Baseline
Re-check: January
Final check: May
Attainable/Achieve – REASONABLE?
With all students having an iPad, every student can be using eBooks in school and from home.
AASL (American Association of School Libraries)
Goal 1.1 Inquire, think critically, and gain knowledge
Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Relevant – EXPECTED RESULT?
Students will increase eBook use while using their one-to-one devices, during the school year so that they continue to read over summer.
By
Timed – WHEN?
This goal will encompass lessons and training throughout the 2016-17 school year.
Strategies to make this happen:
Training/Inservices for Staff in Big Universe/EPIC/Follett ebook resources
Using Big Universe/EPIC/Follett ebook resources in the library with students
What domains will you be focusing on?
PPG can be to investigate Overdrive and learn how to use it effectively to introduce it to staff. Learn how it works, use it myself, learn how to import it into Follett, etc.
Library 2016-17
Specific – WHO? WHAT?
2-5 e-book circulation will increase by 50 % over the 2016-17 school year after new resources are reviewed with students and staff.
Measurement/Assessment – HOW?
We will use Checkout Data from Follett Destiny and Big Universe, Teacher Data from EPIC, MyOn and Overdrive to compare last years use with this years use of eBooks.
Baseline check :Use the Summer data for Big Universe and Follett data from Summer for Baseline
Re-check: January
Final check: May
Attainable/Achieve – REASONABLE?
With all students having an iPad, every student can be using eBooks in school and from home.
AASL (American Association of School Libraries)
Goal 1.1 Inquire, think critically, and gain knowledge
Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Relevant – EXPECTED RESULT?
Students will increase eBook use while using their one-to-one devices, during the school year so that they continue to read over summer.
By
Timed – WHEN?
This goal will encompass lessons and training throughout the 2016-17 school year.
Strategies to make this happen:
Training/Inservices for Staff in Big Universe/EPIC/Follett ebook resources
Using Big Universe/EPIC/Follett ebook resources in the library with students
What domains will you be focusing on?
PPG can be to investigate Overdrive and learn how to use it effectively to introduce it to staff. Learn how it works, use it myself, learn how to import it into Follett, etc.
SMART Goal Planning Form 2015-2016
Specific – WHO? WHAT?
90% of all students in grade 3 will be able to use their iPads to access and complete a search in the online catalog and locate the item.
Measurement/Assessment – HOW?
Performance Task
Using a call slip look up a non-fiction book from a specific topic and record on a call slip and find the book on the shelf.
Baseline check first week of December
Re-check first week of March
Final check first week of May
Attainable/Achieve – REASONABLE?
Developmentally appropriate skill for 3 graders.
AASL (American Association of School Libraries)
Goal 1.1 Inquire, think critically, and gain knowledge
Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Relevant – EXPECTED RESULT?
Students will be able to locate materials for personal and school use, using the online catalog, in the school setting or in the community using the public library.
By
Timed – WHEN?
This goal will encompass lessons throughout the 2015-2016 school year.
SMART Goal Planning Form
Specific – WHO? WHAT?
All students in grades 3-5 can access and complete a search in our online catalog system (Koha) and locate the item.
Measurement/Assessment – HOW?
Performance Task
Using a call slip look up a non-fiction book from a specific topic and record on a call slip and find the book on the shelf.
Baseline check first week of November
Re-check first week of February
Final check first week of May
Attainable/Achieve – REASONABLE?
Developmentally appropriate skill for 3-5 graders.
AASL (American Association of School Libraries)
Goal 1.1 Inquire, think critically, and gain knowledge
Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Relevant – EXPECTED RESULT?
Students will be able to locate materials for personal and school use, using the online catalog, in the school setting or in the community using the public library.
By
Timed – WHEN?
This goal will encompass lessons throughout the 2014-2015 school year.
K-5 Literacy Goal for DCE Library Media Specialists
School Year: 2013-2014
Buildings: Evergreen, Hatley, Mountain Bay, Riverside, Rothschild, & Weston
Librarians: Sharla Neville, Sue Benes, Sheila Dembowski, & Marie Wardall
Goal: IMC Directors will support teachers and students across the reading disciplines of the Benchmark Reading Program using a variety of resources in both print and online.
Impact of Student Learning:
Students will see the library and librarian as a resource to their learning. The students will understand that there are a variety of resources, both electronically and in print, that help support and enhance their new knowledge.
Role:
Attend training sessions that deal with Benchmark Reading
Meet with teachers to go over reading information and what is being covered in the literacy topic
Collaborate with teachers on lessons and upcoming projects that support their reading program
Develop a resource list for students and teachers
Provide technology training
Attend unit level meetings
Meet with other K-5 librarians to share units/lessons/ideas
Co-teach on units with teachers on as needed basis/ per teacher request & need
Provide technical assistance and support as needed per student/staff
Infusing Common Core Standards with lessons collaborated on.
Time line: all year long
Documentation: lesson plans, projects produced throughout the year, webpages, etc.
Components/Elements of Danielson’s Framework to be addressed:
1a- Planning and Preparation
1e- Designing Coherent Instruction
1f- Assessing Student Learning
2a-Creating an Environment of Respect and Rapport
2b-Establishing a Culture of Learning
2c- Managing Classroom Procedures
3a-Communicating Clearly and Accurately
3b- Using Questions and Discussion Techniques
3c- Engaging Students in Learning
3d- Providing Feedback to Students
3e- Demonstrating Flexibility and Responsiveness
4a- Reflecting on Teaching
4c- Communication with Families
4d – Contributing to the School and District
4e- Growing and Developing Professionally
4f – Showing Professionalism
Professional Development Plan
Goal Setting
Sheila Dembowski
Riverside Elementary School
2012-2013
1C – Selecting Instructional Goals
Goal: To implement instructional goals that relate to the common core curriculum using the latest technology and library resources that support 21st century skills.
Activities or Steps: a. Collaboration inquiries of monthly topics in core areas.
Timeline: Monthly
Documentation: Emails/Handouts
Activities and Steps: b. Attend weekly collaboration team meetings
Timeline: Weekly
Documentation: Notes/Handouts
Activities and Steps: c. Updating library blog to document/promote collaboration projects
Timeline: Throughout the year
Documentation: http://collaborationisthekey.wordpress.com
Activities and Steps: d. Publications that document/promote collaboration
Timeline: Throughout the year
Documentation: Newsletter articles, columns in Everest Herald, Media Matters monthly newsletter, Collaboration Success Stories on library blog, monthly reports to principal
Activities and Steps: e. Working on district speadsheet of common core technology projects
Timeline: Throughout the year
Documentation: District google docs spread sheet
Resources: The 21st Century Elementary Library Media Program by Carl Harvey II
Google doc spread sheet with K-5 librarians
D.C. Everest Wiki
4E – Growing and Developing Professionally
Goal: To implement a flexible schedule to utilize the library’s resources and staff to support the common core standards.
Activities or Steps: a. Provide three weeks of library orientation classes
Timeline: Month of September
Documentation: Flex. Schedule handout, Emails, team meetings
Activities or Steps: b. Set up a book check out schedule
Timeline: End of Sept.
Documentation: Blog: http://collaborationisthekey.wordpress.com
Activities or Steps: c. Set up online scheduling for computer labs and pit
Timeline: Sept
Documentation: Online booking system on blog
Activities or Steps: d. Meet with teachers in team meetings and individually presenting collaboration ideas
Timeline: Throughout the year
Documentation: Team meeting notes, Emails, Personal contacts
Resources: The 21st Century Elementary Library
Media Program by Carl Harvey II
D.C. Everest Wiki
Library Blogs
District library meetings
Specific – WHO? WHAT?
90% of all students in grade 3 will be able to use their iPads to access and complete a search in the online catalog and locate the item.
Measurement/Assessment – HOW?
Performance Task
Using a call slip look up a non-fiction book from a specific topic and record on a call slip and find the book on the shelf.
Baseline check first week of December
Re-check first week of March
Final check first week of May
Attainable/Achieve – REASONABLE?
Developmentally appropriate skill for 3 graders.
AASL (American Association of School Libraries)
Goal 1.1 Inquire, think critically, and gain knowledge
Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Relevant – EXPECTED RESULT?
Students will be able to locate materials for personal and school use, using the online catalog, in the school setting or in the community using the public library.
By
Timed – WHEN?
This goal will encompass lessons throughout the 2015-2016 school year.
SMART Goal Planning Form
Specific – WHO? WHAT?
All students in grades 3-5 can access and complete a search in our online catalog system (Koha) and locate the item.
Measurement/Assessment – HOW?
Performance Task
Using a call slip look up a non-fiction book from a specific topic and record on a call slip and find the book on the shelf.
Baseline check first week of November
Re-check first week of February
Final check first week of May
Attainable/Achieve – REASONABLE?
Developmentally appropriate skill for 3-5 graders.
AASL (American Association of School Libraries)
Goal 1.1 Inquire, think critically, and gain knowledge
Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Relevant – EXPECTED RESULT?
Students will be able to locate materials for personal and school use, using the online catalog, in the school setting or in the community using the public library.
By
Timed – WHEN?
This goal will encompass lessons throughout the 2014-2015 school year.
K-5 Literacy Goal for DCE Library Media Specialists
School Year: 2013-2014
Buildings: Evergreen, Hatley, Mountain Bay, Riverside, Rothschild, & Weston
Librarians: Sharla Neville, Sue Benes, Sheila Dembowski, & Marie Wardall
Goal: IMC Directors will support teachers and students across the reading disciplines of the Benchmark Reading Program using a variety of resources in both print and online.
Impact of Student Learning:
Students will see the library and librarian as a resource to their learning. The students will understand that there are a variety of resources, both electronically and in print, that help support and enhance their new knowledge.
Role:
Attend training sessions that deal with Benchmark Reading
Meet with teachers to go over reading information and what is being covered in the literacy topic
Collaborate with teachers on lessons and upcoming projects that support their reading program
Develop a resource list for students and teachers
Provide technology training
Attend unit level meetings
Meet with other K-5 librarians to share units/lessons/ideas
Co-teach on units with teachers on as needed basis/ per teacher request & need
Provide technical assistance and support as needed per student/staff
Infusing Common Core Standards with lessons collaborated on.
Time line: all year long
Documentation: lesson plans, projects produced throughout the year, webpages, etc.
Components/Elements of Danielson’s Framework to be addressed:
1a- Planning and Preparation
1e- Designing Coherent Instruction
1f- Assessing Student Learning
2a-Creating an Environment of Respect and Rapport
2b-Establishing a Culture of Learning
2c- Managing Classroom Procedures
3a-Communicating Clearly and Accurately
3b- Using Questions and Discussion Techniques
3c- Engaging Students in Learning
3d- Providing Feedback to Students
3e- Demonstrating Flexibility and Responsiveness
4a- Reflecting on Teaching
4c- Communication with Families
4d – Contributing to the School and District
4e- Growing and Developing Professionally
4f – Showing Professionalism
Professional Development Plan
Goal Setting
Sheila Dembowski
Riverside Elementary School
2012-2013
1C – Selecting Instructional Goals
Goal: To implement instructional goals that relate to the common core curriculum using the latest technology and library resources that support 21st century skills.
Activities or Steps: a. Collaboration inquiries of monthly topics in core areas.
Timeline: Monthly
Documentation: Emails/Handouts
Activities and Steps: b. Attend weekly collaboration team meetings
Timeline: Weekly
Documentation: Notes/Handouts
Activities and Steps: c. Updating library blog to document/promote collaboration projects
Timeline: Throughout the year
Documentation: http://collaborationisthekey.wordpress.com
Activities and Steps: d. Publications that document/promote collaboration
Timeline: Throughout the year
Documentation: Newsletter articles, columns in Everest Herald, Media Matters monthly newsletter, Collaboration Success Stories on library blog, monthly reports to principal
Activities and Steps: e. Working on district speadsheet of common core technology projects
Timeline: Throughout the year
Documentation: District google docs spread sheet
Resources: The 21st Century Elementary Library Media Program by Carl Harvey II
Google doc spread sheet with K-5 librarians
D.C. Everest Wiki
4E – Growing and Developing Professionally
Goal: To implement a flexible schedule to utilize the library’s resources and staff to support the common core standards.
Activities or Steps: a. Provide three weeks of library orientation classes
Timeline: Month of September
Documentation: Flex. Schedule handout, Emails, team meetings
Activities or Steps: b. Set up a book check out schedule
Timeline: End of Sept.
Documentation: Blog: http://collaborationisthekey.wordpress.com
Activities or Steps: c. Set up online scheduling for computer labs and pit
Timeline: Sept
Documentation: Online booking system on blog
Activities or Steps: d. Meet with teachers in team meetings and individually presenting collaboration ideas
Timeline: Throughout the year
Documentation: Team meeting notes, Emails, Personal contacts
Resources: The 21st Century Elementary Library
Media Program by Carl Harvey II
D.C. Everest Wiki
Library Blogs
District library meetings