Expectations for Collaboration, Collections, and Connections to Enhance Learning:
A Program Evaluation Rubric
What does
this look
like?
• Clear Path
• Road map
• Destination
Visual, graphic display of library program components
• Clear Path
• Road map
• Destination
• Landmarks
• Evidence
• Tools
• GPS to
Outstanding
Programs
Links!
Click on link for
Developing
• Overview, definition, explanation of component
• What does the research say?
What evidence exists at this level
of collaborative planning?
As program level increases,
so does the evidence of
collaboration
Level of collaborative
planning correlated to
the evidence available
What needs to occur to
move program to next
level?
At the Outstanding Level, Program
Improvement Strategies focus on maintenance
and continuous improvement of the program.
Links!
Evidentiary
documents,
multimedia files,
charts, graphics,
forms, lesson
plans, relevant
websites,
bibliographies,
etc.
Icon
File Type
Examples of Content
Audio
Collaborative planning session, script for marketing
slogan or advocacy campaign
Further Readings
Bibliography of articles covering the specified
component and related topics
Image File
Thematic displays, facility maintenance and
organization
PDF File
Research articles, documents from lessons,
promotions, library policies and procedures
Presentation
Presentation to staff and community
Spreadsheet
Library budget, goals and objectives, consideration
file
Video
Collaborative planning session, reading promotion,
information literacy lesson
Web Link
Links to additional Internet resources on component
and related topics
Word Document
Collaborative planning worksheet, needs
assessment surveys
ExC3EL Rubric / Component: Climate / Level: Outstanding
Appropriate, colorful, current
displays coordinated with
curricular agenda and
student interests. *AP9
ExC3EL Rubric
Component: Collection
Level: Outstanding
Extensive evidence of current
resources (print, nonprint, and
electronic) very responsive to
curricular and recreational needs
*AP5/AP9/AP12
Sample
Library Media Center
Three-year Goals and Objectives
ExC3EL Rubric / Component: Budget / Level: Outstanding
LMC annual budget based on school and LMC missions, as well
as short and long-term goals. *AP1/AP10
Sample
ExC3EL Rubric / Component: Collaborative Planning
Level: Outstanding
Evidence of systematic collaboration between LM
program and grade levels/subject areas *AP2/AP3
/AP10/AP11
Sample
Ms. Smith /Mr. Jones
10
Social Studies
Honors
9/24-26/08
Intellectual Freedom and Supreme Court
II.3.A.b (Analyze key democratic concepts found in the constitution.)
Learners will understand the concept and basis for intellectual freedom by examining selected United States
Supreme Court cases. Several sessions will enable the learners to 1) explore and understand the concept of
intellectual freedom, 2) investigate US Supreme Court decisions that impact intellectual freedom.
Three teacher-directed sessions to create a
culminating project. One final session for learners to
present projects.
Wednesday, Sept. 24, 2008
Thursday, Sept. 25, 2008
Friday, Sept. 26, 2008
Friday, October 3, 2008
LA
9-10
6
2
1,2,3,4
•Collaboratively plan with teacher.
•Teacher pre-selects cooperative teams.
•Duplicate worksheets
•Printout intellectual freedom scenarios.
•Print out list of US Supreme Court cases.
LA
9-10
6
3
3
Sample
Distribute the Learner’s Reflections Sheet to each student.
Begin the lesson by having three volunteers read aloud the Intellectual Freedom Scenarios. Each scenario depicts a violation of intellectual freedom;
learners are to identify orally the violation.
3. Discuss how the U.S. Constitution guarantees certain rights to individuals.
4. Elicit a definition of intellectual freedom from the class after all scenarios have been read.
5. Instruct learners to write it in the appropriate section on the Learner’s Reflections sheet.
6. Initiate a discussion of the individual citizen’s responsibility to embrace education, obey laws, and promote all citizens’ rights.
7. Display the Oyez U.S. Supreme Court Case Abstract transparency.
8. Tell learners they will explore a case online with a partner. Point out and explain all categories
9. Distribute the U.S. Supreme Court Case Worksheet to learner pairs determined by teacher. Explain completion of form.
10. Give learners the name of their assigned case.
11. Direct learner to complete the Session One page of the Learner’s Reflections.
1.
2.
•
•
•
•
•
Collaboratively plan with teacher
Select resources for lesson
Secure audiovisual equipment and supplies
Plan information literacy skills lesson
Assist classroom teacher in the preparation of worksheets
•
•
•
•
Collaboratively plan with library media specialist
Plan content area lesson
Select cooperative learning groups
Assist library media specialist in the preparation of worksheets
Websites:
•American Library Association’s Intellectual Freedom
•Internet School Library Media Center Intellectual Freedom Page
•Banned Books Online
•Northwestern University’s U.S. Supreme Court Multimedia Database
Learners will state what intellectual freedom is and identify the
constitutional basis for its existence.
Review the lesson with the classroom teacher. Determine its
success and discuss strategies for improvement:
• More library time
• More preparation before using library media center
• Allocate more electronic sources
• Check links before lesson begins
• Place items on reserve
ExC3EL Rubric
Component: Collaborative Planning
Level: Outstanding
Evidence of systematic collaboration between LM
program and grade levels/subject areas *AP2/AP3
/AP10/AP11