This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module Objectives

  • Identify various type of evaluation that a school librarian will encounter and utilize.
  • Identify aspects of a library program that need evaluation.
  • Explain different methods of assessment and evaluation and where they would be used.
  • Identify areas for one’s own professional development.
  • Become familiar with the process for obtaining National Board Certification.

Think

Required: Explore all of the following.

  • Chapter 13: Measuring School Librarian Growth. In American Association of School Librarians. (2018). National school library standards for learners, school librarians, and school libraries. ALA Editions.
  • Chapter 14: Evaluating School Libraries. In American Association of School Librarians. (2018). National school library standards for learners, school librarians, and school libraries. ALA Editions.
  • SMARTIE goals worksheet. (2021). The Management Center. https://www.managementcenter.org/resources/smartie-goals-worksheet/

Optional: Choose three or more of the following.

Create

Strategic Plan Assignment

Your strategic plan must include these labeled sections. See the rubric for guidelines on what should be contained in each section. See previous modules (particularly module 1) for resources related developing a strategic plan.

  • Introduction
  • SOAR (or SWAT) environmental scan
  • Mission (vision would be a plus). Include the district or school goal
  • Overarching goal (just 1) for the 3 years of the plan (consider how it addresses diversity, equity, and inclusion)
  • An action plan for your goal that includes the following:
    • Steps you will take to achieve the goal
    • Who will be responsible for what tasks?
    • Any costs involved
    • Timeline
    • How you will evaluate
    • What is the next step in Year 2 of this 3-year plan
Rubric

This rubric will help demonstrate how to develop a strategic plan based on a critical need of the learning community that the school libraries services, instruction, and/or programming can meet. The strategic plan meets a single goal to complete the project and addresses a critical need of the school community. The strategic plan may require part of an academic year or an entire academic year to complete.

NOTE: You will have an opportunity to revise and resubmit your plan for an improved score during Module 8.

Criteria

Emerging

Basic

Proficient

Introduction

(ALA/AASL/CAEP 1.4, 4.3 5.2, 5.3)

The introduction is a brief snapshot of the learning community, students, faculty, administration, staff, facilities, and programs, but needs more detail to support strategic planning.

The introduction is an overview of the learning community that includes a SOAR (or SWAT) environmental scan and demographics: students, faculty, administration, library facilities, technology, programs, and one critical need that a strategic plan can address.

The introduction is a concise and well-written overview of the learning community that includes a SOAR (or SWAT) environmental scan and demographics: students, faculty, administration, staff, library facilities, resources, technology, unique programs, and a critical need that a strategic plan can address.

Mission (ALA/AASL/CAEP 4.1, 4.3, 5.3)

The mission statement requires revision to describe the learning community more adequately.

The mission statement is an adequately written statement using an active voice. The mission statement uses one to three short sentences that describe the learning community.

The mission statement is concise, well-written, and in an active voice. Members of the community at large could easily understand the language used. The mission statement uses one to three short sentences that describe: What does the library do for the learning community? Whom does the library serve? How does the library provide services?

Goal (ALA/AASP/CAEP 4.3, 5.2)

The goal statement describes a critical need. Evidence of achievement is not tangible. Short-term measurements could be more logical and progressive.

The goal is based on a critical need, is measurable, and provides tangible evidence of achievement. The goal includes one short-term measurement that leads to goal attainment.

The goal addresses a critical need, is clearly written, concise, measurable, and provides tangible evidence of achievement. The goal includes two or more short-term measurements that lead to goal attainment.

Steps, Task, Resources, and Estimated Cost (ALA/AASL/CAEP, 4.3, 5.1 5.2)

Four steps or less are included in the action plan. The list of steps is not logical or clearly written. Resources and estimated costs are not in line with the strategic plan goal.

The action plan includes at least four steps. The list of steps is logical and clearly written. Resources and estimated costs are reasonable.

The action plan includes at least four steps. The steps are logical and clearly written with sufficient detail. An estimated time to complete each step is included. The resources and estimated costs are reasonable.

Participants (ALA/AASL/CAEP 1.2, 1.3, 5.2, 5.3)

Some of the potential participants in the strategic plan are indicated. More revision is needed to describe their responsibilities.

All potential participants who contribute to the strategic plan are indicated. Each member’s responsibilities are adequately indicated.

All potential participants who contribute to the strategic plan are indicated. A concise statement about each members responsibilities and a list of evidence need to indicate they have completed their task(s) is included.

Timeline (ALA/AASP/CAEP 5.2)

The action plan timeline is incomplete or unrealistic.

The action plan timeline is reasonable.

The action plan timeline is well thoughts-out and logical, with dates for each step provided in a sequential manner.

Evaluation (ALA/AASP/CAEP 4.3, 5.1, 5.3)

The strategic plan evaluation process is incomplete or unclear.

The strategic plan evaluation process is included and clear; next steps is discussed.

The strategic plan evaluation process is well-written, concise, and complete. It describes the process for evaluation, who will evaluate the outcomes, and what evidence/data will be used to support the plan, as well as an explanation of the importance of the evaluation in meeting the critical need of the learning community. The next step is a logical outgrowth of what was achieved in year 1.

Overall Score

The candidate scores emerging on four or more components.

The candidate scores basic on four or more components; no more than two criteria are scored at the emerging level.

The candidate scores proficient in four or more components; all criteria are scored at basic or above.

 

SMARTIE Goal

Use the SMARTIE goal worksheet from the Think section of the module to develop a SMARTIE goal for your own professional growth as a school librarian. Your goal should align to a standard in the school librarian framework of the National School Library Standards.

Additionally, obtain a copy of the school librarian evaluation rubric that your district uses in performance evaluations, if one exists. You will reflect on it in the Share part of the module.  

Share

In the module discussion board, participate in the discussion in response to the following prompt.

You should post to the conversation three separate times. You do not need to create a new thread but may respond to a classmate. Consider this a conversation rather than a bunch of individual postings.

Share your SMARTIE goal. How do you see your goal fitting into the school librarian evaluation process used in your district? Does the rubric that your district uses pertain specifically to school librarians? What seems to be missing / too prevalent in the evaluation? Do you see yourself using that as a tool to measure your professional growth? What other methods would you use?

Grow

Complete the module checklist and answer the reflection questions and submit to your instructor per their directions. If you do not believe a statement is true, do not check the box. This is a check in and an opportunity to get assistance from the instructor; it is not graded work. Note that some of the checklist items will repeat each week, while others are unique to the specific module.

Checklist

Think
  • I have explored all the Think resources for the module.
  • I have considered how the ideas presented in the Think resources apply to my own situation and how to apply them.
  • I can identify the different types of evaluation I may encounter and utilize.
  • I know what parts of the library program need monitoring.
Create
  • I can put together a plan for a library program.
  • I can develop a library program that is aligned to the goals of the school library / community.
Share
  • I have posted to the discussion boards as required.
  • I have considered the views of my classmates and responded to several of their posts.
  • I have cited sources within my discussion posts where appropriate.
  • I can explain the elements of a librarian position that are unique in comparison to a classroom teacher.
Grow
  • I have considered what is essential for me to know from this module and have planned how I will incorporate it into my practice.
  • I recognize that my ongoing professional development requires that I seek networking and professional development opportunities specific to school librarianship.

Reflection Questions

  • What questions do you have about the course content in this module? (None is not an acceptable answer; exert your curiosity!)
  • What is your biggest take away from this module?