SHAKER HEIGHTS CITY SCHOOL DISTRICT
LIBRARIAN EVALUATION PROCESS
LIBRARIAN FORMAL EVALUATION CYCLE YEAR
If the librarian is on a LIMITED CONTRACT, is on a CONTUING CONTRACT and had a final overall rating of INEFFECTIVE or DEVELOPING
from the previous school year, OR is a retire/rehire , this is his/her FORMAL evaluation year:
Growth
Plan (or
Observation
Improvement)
Post
Observation
+ Pre
Observation
+
Gathering Evidence for Program Management
January
Formative
+
Part 1
Part 2
Review
Growth Plan
+ Pre
Observation
Observation
Post
Observation
+
May
Summative
Part 1
Part 2
Gathering Evidence for Program Management
The above Part 1 process will be conducted by the building administrator/peer evaluator.
Part 2 will be conducted by the Director of Technology and Media Services.
If the librarian is on a CONTINUING CONTRACT and had a previous rating of SKILLED OR ACCOMPLISHED and this is his/her FORMAL evaluation
year:
OPTIONAL
Growth
Plan + Pre
Observation
Observation
Post
Observation
+
January
Formative
Review
Growth Plan
+ Pre
Observation
+
Part 1
Gathering Evidence for Program Management
Part 2
Observation
Post
Observation
Gathering Evidence for Program Management
The above process will be conducted by the building administrator/peer evaluator
Part 2 will be conducted by the Director of Technology and Media Services.
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+
May
Summative
Part 1
Part 2
LIBRARIAN INFORMAL EVALUATION CYCLE YEARS
If the librarian is on a CONTINUING CONTRACT and had a final overall rating of SKILLED from the previous school year:
For the following school year (2014-15), the librarian will have one INFORMAL evaluation cycle year.
2014-2015
Growth
Plan + Pre
Observation
Observation
Post
Observation
Librarian Gathers Evidence for Program
Management
The observation process will be conducted by the building administrator/peer evaluator.
Evidence for Program Management and is monitored by the Director of Technology and Media Services
If the librarian is on a CONTINUING CONTRACT and had a final overall OTES rating of ACCOMPLISHED from the
previous school year:
For the following two school years (2014-15 and 2015-16), the librarian will have one INFORMAL evaluation cycle each year.
2014-2015
Growth
Plan + Pre
Observation
Observation
2015-2016
Post
Observation
Growth
Plan + Pre
Observation
Librarian Gathers Evidence for Program
Management
Observation
Post
Observation
Librarian Gathers Evidence for Program
Management
The observation process will be conducted by the building administrator/peer evaluator.
Evidence for Program Management and is monitored by the Director of Technology and Media Services
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
LIBRARIAN EVALUATION PROCESS-FORMAL EVALUATION YEAR-PART 1
Librarians are evaluated on teaching & pedagogy (Part 1), and on library program management & professionalism (Part 2).
FALL: ALL LIBRARIANS
Librarian
1. It is recommended that the librarian turn in a first draft of the Annual
Professional Growth Plan to the evaluator by September 30.
2. Meet with Evaluator for Pre-Observation Conference- review Annual
Professional Growth Plan and Pre-Observation Conference Form.
3. Complete Observation (30+ mins) prior to beginning of January. If
Librarian currently has a new Librarian mentor, the mentor should be
invited to the fall observation, as feasible.
Evaluator (Building Administrator or Peer Evaluator)
1. Meet with Librarian for Pre-Observation Conference- review Annual
Professional Growth Plan and Pre-Observation Conference Form.
2. Complete Observation (30+ mins) prior to beginning of January.
Complete Observation Summary Form and provide to Librarian in a timely
manner. If Librarian currently has a new Librarian mentor, the mentor
should be invited to the fall observation, as feasible.
3. Meet with Librarian for Post-Observation Conference in timely manner
after Observation. Review Post-Observation Conference Form.
4. Meet with Evaluator for Post-Observation Conference in timely manner
after Observation. Complete and Review Post-Observation Conference
Form.
4. Complete January /May Librarian Evaluation Form-Part 1.
5. Meet with Librarian to discuss January /May Librarian Evaluation FormPart 1 by early January. If Ineffective in any category, collaboratively
create Librarian Improvement Plan. Provide Librarian with signed copy of
the form(s).
6. Submit a signed copy January /May Librarian Evaluation Form-Part 1 (and
if created, Librarian Improvement Plan) to the Librarian by January 15 and
keep a copy in your file (or May 30).
5. Meet with Evaluator to January /May Librarian Evaluation Form-Part 1by
early January. If Ineffective in any category, collaboratively create Librarian
Improvement Plan.
Over please →
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
LIBRARIAN EVALUATION PROCESS-FORMAL EVALUATION YEAR, continued- PART 1
WINTER/SPRING:
Librarian
1. OPTIONAL FOR CONTINUING CONTRACT WITH PREVIOUS RATING OF
SKILLED OR ACCOMPLISHED: Meet with Evaluator for Pre-Observation
Conference- review Annual Professional Growth Plan and PreObservation Conference Form.
2. OPTIONAL FOR CONTINUING CONTRACT WITH PREVIOUS RATING OF
SKILLED OR ACCOMPLISHED: Complete Observation (30+ mins) prior to
May 15 (before spring break for limited contract).
Evaluator (Building Administrator or Peer Evaluator)
1. OPTIONAL FOR CONTINUING CONTRACT WITH PREVIOUS RATING OF
SKILLED OR ACCOMPLISHED :Meet with Librarian for Pre-Observation
Conference- review Annual Professional Growth Plan and PreObservation Conference Form.
2. OPTIONAL FOR CONTINUING CONTRACT WITH PREVIOUS RATING OF
SKILLED OR ACCOMPLISHED: Complete Observation (30+ mins) prior to
May 15 (before spring break for limited contract). Complete Observation
Summary Form and provide to Librarian in a timely manner.
3. OPTIONAL FOR CONTINUING CONTRACT WITH PREVIOUS RATING OF
SKILLED OR ACCOMPLISHED: Meet with Librarian for Post-Observation
Conference in timely manner (within approx. 1 week) after Observation(s).
Review Post-Observation Conference Form.
4. Complete May Summative Librarian Evaluation Form.
5. Meet with Librarian to discuss May Summative Librarian Evaluation Form
and final results of Annual Professional Growth Plan by May 30.
Collaboratively discuss Annual Professional Growth Plan for upcoming
school year, or if final rating of Ineffective, collaboratively create Librarian
Improvement Plan. Provide Librarian with signed copy of the form(s).
6. Submit a signed copy of the final May Summative Librarian Evaluation and
Annual Professional Growth Plan (or Librarian Improvement Plan) to
Human Resources by May 30.
3. OPTIONAL FOR CONTINUING CONTRACT WITH PREVIOUS RATING OF
SKILLED OR ACCOMPLISHED : Meet with Evaluator for Post-Observation
Conference in timely manner (within approx. 1 week) after Observation(s).
Complete & review Post-Observation Conference Form.
4. Meet with Evaluator to discuss May Summative Librarian Evaluation Form
and final results of Annual Professional Growth Plan by May 30.
Collaboratively discuss Annual Professional Growth Plan for upcoming
school year, or if final rating of Ineffective, collaborative create Librarian
Improvement Plan.
In addition, an evaluation of Program Management & Professionalism will be conducted by the Director of Library & Technology Services
(see LIBRARIAN, PROGRAM MANAGEMENT, PART 2, EVALUATION PROCESS PROTOCOLS)
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
LIBRARIAN EVALUATION PROCESS-INFORMAL EVALUATION YEAR(S)-PART 1
FALL:
Librarian
Evaluator (Building Administrator or Peer Evaluator)
1. It is recommended that the Librarian turn in a first draft of the
Annual Professional Growth Plan to the evaluator by September 30.
1. Meet with Librarian for Pre-Observation Conference- review Annual
Professional Growth Plan and Pre-Observation Conference Form.
2. Meet with Evaluator for Pre-Observation Conference- review Annual
Professional Growth Plan and Pre-Observation Conference Form.
3. Complete Observation (30+ mins) prior to the end of the first
semester (end of January).
4. Meet with Evaluator for Post-Observation Conference in timely
manner (within approximately 1 week) after Observation(s).
Complete and Review Post-Observation Conference Form.
5. Work on the Annual Professional Growth Plan goals over the year
and informally discuss with the evaluator.
2. Complete Observation (30+ mins) prior to the end of the first
semester (end of January).
3. Meet with Librarian for Post-Observation Conference in timely
manner (within approximately 1 week) after Observation(s). Review
Post-Observation Conference Form.
4. Work on the Annual Professional Growth Plan goals over the year
and informally discuss with the Librarian.
6. Keep copies of all documentation as informal evaluation
information. Submit Annual Professional Growth Plan to Human
Resources Office by May 30.
5. Keep copies of all documentation as informal evaluation
information. Submit Annual Professional Growth Plan to Human
Resources Office by May 30.
.
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
LIBRARIAN ANNUAL PROFESSIONAL GROWTH PLAN
Librarian Name
Evaluator Name
School Year
Date Created
Date(s) Reviewed
Director of Library and Technology Services
Professional Goals
These are addressed by the evaluator as appropriate for this librarian
Evidence Indicators
What will show your progress toward the goal?
Consider creating goals that meet SMART criteria
SSpecific (What do I want to measure?)
M–
Measurable (How am I going to measure it?)
A–
Attainable (Is this a reasonable goal?)
R–
Results-oriented (What will my goal look like when I’ve reached it?)
T–
Time-Bound (When will I reach my goal?)
Goal 1 (Instructional Focus): Goal Statement: Align to AASL Standards for the 21st Century Learner
What will show your achievement of the goal?
Include tentative deadlines
Goal 2(Program Management Focus): Goal Statement: Align to standards
Librarian’s Signature ________________________________
Date
Evaluator’s Signature ________________________________ Date
Signatures above verify acknowledgement of receipt of final documented plan by both parties.
Both parties should keep a copy of this document as a point of reference throughout the year.
A final copy should be submitted each year to the Human Resources Office by Evaluator by May 30.
A copy of this document should be shared with the Building Principal.
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The following forms/resources can be found in the Teacher Evaluation Packet (www.shaker.org/teachereval.aspx):

Pre-Observation Conference Form

Optional Lesson Plan Template

Walk Through Template

Post-Observation Conference Form
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
LIBRARIAN OBSERVATION SUMMARY FORM
Teaching and Pedagogy (Part 1)
Observation (select one)
Fall 1 (all)
Spring (limited or continuing developing/ineffective)
Librarian Name
Evaluator Name
Observation Information
School Year:
Grade/Subject Area(s)
Date/Time
See Part 2: TEACHER EVALUATION (MODIFIED) RUBRIC FOR USE WITH LIBRARIANS (in Appendix)
Planning
Rating
Ineffective
Developing
Skilled
Accomplished
Ineffective
Developing
Skilled
Accomplished
Ineffective
Developing
Skilled
Accomplished
Explanation for Rating
(cite specific evidence)
Teaching I
Rating
Explanation for Rating
(cite specific evidence)
Teaching II
Rating
Explanation for Rating
(cite specific evidence)
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Observation Information
See Part 2: TEACHER EVALUATION (MODIFIED) RUBRIC FOR USE WITH LIBRARIANS (in Appendix)
Assessment
Rating
Ineffective
Developing
Skilled
Accomplished
Ineffective
Developing
Skilled
Accomplished
Explanation for Rating
(cite specific evidence)
Professionalism
Rating
Explanation for Rating
(cite specific evidence)
Librarian’s Signature
Date
Evaluator’s Signature
Date
Signatures above verify acknowledgement of receipt of Observation Summary Form by both parties.
A copy of this form should be provided by the evaluator to the librarian as a resource.
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
JANUARY (OR MAY) LIBRARIAN EVALUATION FORM-TEACHING & PEDAGOGY (PART 1)
Completed by Building Administrator or Peer Evaluator
Librarian Name
Evaluator Name
School Year
Date
Part I: Teaching
completed by principal/peer evaluator
(Includes information from observations, conferences,
walk throughs, and other evidence from school year)
See Teacher Evaluation (modified) for use with
Ineffective
Developing
Skilled
Accomplished
Ineffective
Developing
Skilled
Accomplished
Ineffective
Developing
Skilled
Accomplished
Ineffective
Developing
Skilled
Accomplished
Ineffective
Developing
Skilled
Accomplished
Librarians (in Appendix)
Planning
Areas of strength
Areas for growth
Teaching I
Areas of strength
Areas for growth
Teaching II
Areas of strength
Areas for growth
Assessing
Areas of strength
Areas for growth
Professionalism
Areas of strength
Areas for growth
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Part 1: Teaching
Ineffective (1)
Developing (2)
Skilled (3)
completed by building administrator/evaluator
If Ineffective, a Librarian Improvement Plan (in Appendix) will be collaboratively created by the librarian and evaluator.
Check here if Improvement Plan has been created. A copy of this plan will be submitted by the evaluator with the Evaluation.
If evaluator is a peer, the building administrator should be notified that an Improvement Plan has been created.
Librarian’s Signature
Date
Evaluator’s Signature
Date
Signatures above verify acknowledgement of receipt of Evaluation by both parties.
Evaluator should send a completed copy of this form to the librarian and keep a copy in the evaluator file.
A copy of this form should be submitted to the Human Resources Department by May 30 (for FORMAL evaluation year)
While I have signed this, I also intend to submit a supplement by
.
Date
__________________
Librarian’s Initials
11
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Accomplished (4)
LIBRARIAN, PROGRAM MANAGEMENT, PART 2, EVALUATION PROCESS PROTOCOLS
Librarians are evaluated on teaching & pedagogy (Part 1), and on library program management & professionalism (Part 2).
Librarians will have one observation on teaching by building principal or peer evaluator. A second observation is optional.
Evaluation of program management & professionalism will be conducted by the Director of Library & Technology Services.
Librarian
1.
Director--Librarian Evaluator(s)
Meet with Evaluator for review of Annual Professional Growth Plan and Program
Management Rubric. Begin to collect data and evidence to support Library
Program Management and Goals.
Meet with Evaluator before winter break (December) to review progress.
At mid-point of school year (no later than January 15), meet to review collected
data and evidence to support Library Program Management and Goals.
1.
4.
Meet with Evaluator to discuss and sign January Formative Librarian Evaluation
Forms by end of January.
4.
5.
Continue to collect data and evidence to support Library Program Management
and Goals.
Meet with Evaluator in April to review data and evidence to support Library
Program Management and Goals.
Meet with director to discuss and sign May Librarian Formative Evaluation Form
by May 15.
5.
Meet with building principal and director to discuss May Summative Librarian
Evaluation Form and Annual Professional Growth Plan by May 30.
Collaboratively create Professional Development Plan for upcoming school year,
or if final rating of Ineffective, collaboratively create Librarian Improvement Plan.
8.
2.
3.
6.
7.
8.
2.
3.
6.
7.
9.
Meet with librarian for pre-evaluation conference- review goals set by librarian
and the Program Management rubric. To be completed by October 15 of the
school year.
Meet with librarian before winter break (December) to review progress.
At mid-point of school year (no later than January 15), meet to review the
Program Management rubric, goals, and data collected to support activities in
these areas.
Based on the review, complete January Librarian Formative Evaluation Form* and
provide to librarian in a timely manner (by the end of January). Meet with the
librarian to discuss and sign the completed form.
Submit a signed copy January Formative Librarian Evaluation Form to the
librarian and keep a copy for evaluator file.
In April, meet with librarian to review the Program Management rubric, goals, and
data collected to support activities in these areas.
Based on the review, complete May Librarian Formative Evaluation Form and
provide to librarian in a timely manner (by May 15). Meet with the librarian to
discuss the completed form. Provide librarian with signed copy of the form(s).
Meet with librarian and building principal to discuss May Summative Librarian
Evaluation Form and Annual Professional Growth Plan by May 30.
Collaboratively create Professional Development Plan for upcoming school year,
or if final rating of Ineffective, collaboratively create Librarian Improvement Plan.
Provide librarian with signed copy of the form(s).
Submit a signed copy of the final May Summative Librarian Evaluation Form (and,
if created, Librarian Improvement Plan) to the Human Resources Office by May
30. (FORMAL YEAR ONLY)
During informal evaluation years, Librarian Gathers Evidence for Program Management and Evidence for Program Management and is monitored by the
Director of Technology and Media Services
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
MAY LIBRARIAN FORMATIVE EVALUATION FORM-PROGRAM MANAGEMENT (PART 2)
Completed by Director of Technology and Media Services
Librarian Name
Evaluator Name
Proficiency of Standards:
School Year
Date
Ineffective (1)
Developing (2)
Skilled (3)
Accomplished (4)
Ineffective (1)
Developing (2)
Skilled (3)
Accomplished (4)
Ineffective (1)
Developing (2)
Skilled (3)
Accomplished (4)
Includes information from quarterly report
and other evidence
Collaboration and Communication
Areas of strength
Areas for growth
Developing and Maintaining
Collection
Areas of strength
Areas for growth
Data/Records
Areas of strength
Areas for growth
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Proficiency of Standards:
Ineffective (1)
Developing (2)
Skilled (3)
Accomplished (4)
Ineffective (1)
Developing (2)
Skilled (3)
Accomplished (4)
Ineffective (1)
Developing (2)
Skilled (3)
Accomplished (4)
Includes information from quarterly report
and other evidence
Planning and Evaluation
Areas of strength
Areas for growth
Professional Development
Areas of strength
Areas for growth
May Rating
Librarian-Prog. Mgmt.
If Ineffective in any category, a Librarian Improvement Plan (in Appendix) will be collaboratively created by the librarian and evaluator.
Check here if Improvement Plan has been created. A copy of this plan will be submitted by the evaluator with the Evaluation Form.
If evaluator is a peer, the building administrator should be notified that an Improvement Plan has been created.
Librarian’s Signature
Date
Director of Library and Media Services Signature
Date
Signatures above verify acknowledgement of receipt of the Evaluation by both parties.
Evaluator should send a completed copy of this form including signatures to the librarian.
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
MAY SUMMATIVE LIBRARIAN EVALUATION FORM
Completed by Building Administrator AND Director of Technology and Media Services
Librarian Name
Evaluator Name
Part I: Teaching
School Year
Date
Ineffective (1)
Developing (2)
completed by principal/peer evaluator
(Includes information from observations, conferences,
walk throughs, and other evidence from school year)
See Teacher Evaluation (modified) for use with
Librarians (in Appendix)
Overall Area(s)
of Strength
Recommendation(s)
for Growth
To be considered for next Annual Professional Growth or Improvement Plan
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Skilled (3)
Accomplished (4)
Part 2: Program Management
& Professionalism
Ineffective (1)
Developing (2)
Skilled (3)
Accomplished (4)
Ineffective (1-2)
Developing (3-4)
Skilled (5-6)
Accomplished (7-8)
completed by Dir. of Lib. & Media Services
Final Summative Rating
completed collaboratively by Principal and
Dir. of Lib. & Media Services
Overall Area(s)
of Strength
Recommendation(s)
for Growth
To be considered for next Annual Professional Growth or Improvement Plan
If final summative rating is Ineffective, an Improvement Plan (in Appendix) will be collaboratively created by the librarian and evaluator.
Check here if Improvement Plan has been created. A copy of the Improvement Plan will be submitted by the evaluator with the May Summative Evaluation Form.
Librarian’s Signature
Date
Building Administrator Signature
Date
Dir. Of Lib. & Media Services Signature
Date
While I have signed this, I also intend to submit a supplement by
.
__________________
Date
Librarian’s Initials
Evaluator should send a completed copy of this form including signatures to the Human Resources Office by May 30
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SHAKER HEIGHTS CITY SCHOOL DISTRICT
LIBRARIAN IMPROVEMENT PLAN
Librarian Name
Evaluator Name
School Year/Building
Date of Conference
Written improvement plans are to be developed in circumstances when an educator makes below expected academic growth with his/her students AND/OR receives an overall
Ineffective rating or an Ineffective rating on any of the components on the evaluation. The purpose of the improvement plan is to identify specific deficiencies in performance
and foster growth through professional development and targeted support.
Teaching Area(s)
Needing Improvement
Improvement Statement
List specific areas for improvement
From Teacher Evaluation Rubric
(Modified for Librarians) /
Evaluation Forms
Specific Plan of Action

Describe in detail specific plans of action that must be
taken by the librarian to improve his/her
performance.
Indicate the sources of evidence that will be used to
document the completion of the improvement plan.

Librarian’s Signature:
Date:
Evaluator’s Signature:
Date:
The evaluator’s signature above verifies that the proper procedures in the local contract have been followed .
A copy of this plan should be submitted to the Human Resources Office with the May Evaluation Forms as applicable.
If the evaluator is a peer, the building administrator should be notified.
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Assistance &
Professional Development




Examples include:
Mentoring
Observing other colleagues
PD 360
Attend workshops
SHAKER HEIGHTS CITY SCHOOL DISTRICT
LIBRARIAN IMPROVEMENT PLAN- EVALUATION
Librarian Name
Evaluator Name
School Year/Building
Date of Conference
The improvement plan will be evaluated at the end of the time specified in the plan. Outcomes from the improvement plan demonstrate the following actions have been taken:
Improvement is demonstrated and performance standards are met to a satisfactory level of performance.
The Improvement Plan should continue for time specified:
Non-renewal is recommended.
Improvement Plan Evaluation Comments: Provide justification for recommendation indicated above and attach evidence to support recommended course of action.
I have reviewed this evaluation and discussed it with my evaluator. My signature indicates that I have been advised of my performance status; it does not necessarily imply that I
agree with this evaluation.
Librarian’s Signature:
Date:
Evaluator’s Signature:
Date:
The evaluator’s signature above verifies that the proper procedures in the local contract have been followed .
Evaluator should send a completed copy of this form including signatures to Human Resources Office by May 10 with the May Summative Evaluation Form.
If the evaluator is a peer, the building administrator should be notified.
Additional details being finalized.
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PART 2: PROGRAM MANAGEMENT & PROFESSIONALISM RUBRIC
Code of Ethics of the American Library Association
As members of the American Library Association, we recognize the importance of codifying and making known to the profession and to the general public the ethical principles
that guide the work of librarians, other professionals providing information services, library trustees and library staffs.
Ethical dilemmas occur when values are in conflict. The American Library Association Code of Ethics states the values to which we are committed, and embodies the ethical
responsibilities of the profession in this changing information environment.
We significantly influence or control the selection, organization, preservation, and dissemination of information. In a political system grounded in an informed citizenry, we are
members of a profession explicitly committed to intellectual freedom and the freedom of access to information. We have a special obligation to ensure the free flow of
information and ideas to present and future generations.
The principles of this Code are expressed in broad statements to guide ethical decision making. These statements provide a framework; they cannot and do not dictate conduct
to cover particular situations.
I. We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate,
unbiased, and courteous responses to all requests.
II. We uphold the principles of intellectual freedom and resist all efforts to censor library resources.
III. We protect each library user's right to privacy and confidentiality with respect to information sought or received and resources consulted, borrowed,
acquired or transmitted.
IV. We respect intellectual property rights and advocate balance between the interests of information users and rights holders.
V. We treat co-workers and other colleagues with respect, fairness, and good faith, and advocate conditions of employment that safeguard the rights and
welfare of all employees of our institutions.
VI. We do not advance private interests at the expense of library users, colleagues, or our employing institutions.
VII. We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our
institutions or the provision of access to their information resources.
VIII. We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills, by encouraging the professional development of coworkers, and by
fostering the aspirations of potential members of the profession.
Adopted at the 1939 Midwinter Meeting by the ALA Council; amended June 30, 1981; June 28, 1995; and January 22, 2008.
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PART 2: PROGRAM MANAGEMENT & PROFESSIONALISM RUBRIC
Position Statement on the Role of the School Library Program
Learning for life…whether the focus is on readiness for the next grade or college and career readiness, the school library program plays a crucial role in preparing students for
informed living in the 21st century. Today’s information universe affords opportunities for around-the-clock access to information in diverse and often unjuried venues. Citizens
of this information world must have the skills and dispositions to access information efficiently and to assess critically the sources they rely upon for decision-making, problem
solving, and generation of new knowledge.
The school library program provides learning opportunities in multiple literacies that enable students to become efficient and effective in the pursuit of information. Further, the
school library program encourages a critical stance as it encourages students to examine the authority of authors and the bias of sponsors; to assess the importance of currency
of information to the topic at hand; and to determine the scope and relevance of information to meet their needs. This instruction occurs best in the context of the school
curriculum where students have a need to know and are guided by a standard of excellence set by their classroom teachers in collaboration with the school librarian.
Beyond its curricular role, the school library program gives each individual member of the learning community a venue for exploring questions that arise out of individual
curiosity and personal interest. As part of the school library program, the school librarian provides leadership in the use of information technologies and instruction for both
students and staff in how to use them constructively, ethically, and safely. The school librarian offers expertise in accessing and evaluating information, using information
technologies, and collections of quality physical and virtual resources. In addition, the school librarian possesses dispositions that encourage broad and deep exploration of ideas
as well as responsible use of information technologies. These attributes add value to the school community.
The school library program is based on long-range goals developed through strategic planning and reflecting the mission of the school. The school librarian participates fully in all
aspects of the school’s instructional program including federally mandated programs and reform efforts. The school library program provides flexible and equitable access to all,
physically as well as virtually. The collection includes materials to meet the needs of all learners, representing various points of view on current and historical issues, as well as a
wide variety of interest areas. Policies, procedures and guidelines are developed to maintain the school library program. Library staffing and budget are sufficient to support the
school’s instructional program and meet the needs of the school library program goals.
The school library represents for students one of our most cherished freedoms--the freedom to speak our minds and hear what others have to say. Students in America have the
right to choose what they will read, view, or hear and are expected to develop the ability to think clearly, critically, and creatively about their choices, rather than allowing others
to do this for them.
Revised 01/21/2012
American Association of School Librarians
http://www.ala.org/aasl/aaslissues/positionstatements/roleslp
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AASL STANDARDS FOR THE 21ST CENTURY LEARNER
Standard 1: LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
Inquire, think critically, and gain knowledge.
1.1 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.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and reline a range of questions to frame the search for new
understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying
misconceptions, main and supporting ideas, conflicting information, and point of view
or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing
inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.3 Responsibilities
1.3.1 Respect copyright/intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and
adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
1.2 Dispositions in Action
1.2.1 Display initiative and engagement by posing questions and investigating the
answers beyond the collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the
selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all
information.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or
strategies when necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite
challenges.
1.2.7 Display persistence by continuing to pursue information to gain a broad
perspective.
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AASL STANDARDS FOR THE 21ST CENTURY LEARNER
Standard 2: LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.1 Skills
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills
(analysis, synthesis, evaluation, organization) to information and knowledge in order to
construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create
products that express new understandings.
2.4 Self-Assessment Strategies
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
2.2 Dispositions in Action
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies
to each specific resource and by seeking additional resources when clear conclusions
cannot be drawn.
2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions
and test them against the evidence.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern
of evidence leads to a decision or conclusion.
2.2.4 Demonstrate personal productivity by completing products to express learning.
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AASL STANDARDS FOR THE 21ST CENTURY LEARNER
STANDARD 3: LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.1 Conclude an inquiry-based research process by sharing new understandings and
reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of
learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge
and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
3.3 Responsibilities
3.3.1 Solicit and respect diverse perspectives while searching for information,
collaborating with others, and participating as a member of the community.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of
viewpoints.
3.3.3 Use knowledge and information skills and dispositions to engage in public
conversation and debate around issues of common concern.
3.3.4 Create products that apply to authentic, real-world contexts.
3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
3.3.6 Use information and knowledge in the service of democratic values.
3.3.7 Respect the principles of intellectual freedom.
3.2 Dispositions in Action
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both
formal and informal situations.
3.2.2 Show social responsibility by participating actively with others in learning
situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.4 Self-Assessment Strategies
3.4.1 Assess the processes by which learning was achieved in order to revise strategies
and learn more effectively in the future.
3.4.2 Assess the quality and effectiveness of the learning product.
3.4.3 Assess own ability to work with others in a group setting by evaluating varied
roles, leadership, and demonstrations of respect for other viewpoints.
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AASL STANDARDS FOR THE 21ST CENTURY LEARNER
Standard 4: LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:
Pursue personal and aesthetic growth.
4.3 Responsibilities
4.3.1 Participate in the social exchange of ideas, both electronically and in person.
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and
interaction.
4.1 Skills
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.2 Read widely and fluently to make connections with self, the world, and previous
reading.
4.1.3 Respond to literature and creative expressions of ideas in various formats and
genres.
4.4 Self-Assessment Strategies
4.4.1 Identify own areas of interest.
4.4.2 Recognize the limits of own personal knowledge.
4.4.3 Recognize how to focus efforts in personal learning.
4.4.4 Interpret new information based on cultural and social context.
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for
personal interests and needs.
4.1.4 Seek information for personal learning in a variety of formats and genres.
4.1.5 Connect ideas to own interests and previous knowledge and experience.
4.1.6 Organize personal knowledge in a way that can be called upon easily.
4.1.7 Use social networks and information tools to gather and share information.
4.1.8 Use creative and artistic formats to express personal learning.
4.2 Dispositions in Action
4.2.1 Display curiosity by pursuing interests through multiple resources.
4.2.2 Demonstrate motivation by seeking information to answer personal questions
and interests, trying a variety of formats and genres, and displaying a willingness to go
beyond academic requirements.
4.2.3 Maintain openness to new ideas by considering divergent opinions, changing
opinions or conclusions when evidence supports the change, and seeking information
about new ideas encountered through academic or personal experiences.
4.2.4 Show an appreciation for literature by electing to read for pleasure and
expressing an interest in various literary genres.
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PART 2: PROGRAM MANAGEMENT & PROFESSIONALISM RUBRIC
Outline of Guidelines: Empowering Learners
An exemplary school library meets all of the guidelines areas in this broad, general outline.
The full set of guidelines can be found in Empowering Learners: Guidelines for School Library Programs
I. Developing Visions for Learning
 Mission: The mission of the school library program is to ensure that students and staff are effective users of ideas and information; students are empowered to be
critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information.
II. Teaching for Learning
 Collaboration: The school library program promotes collaboration among members of the learning community, and encourages learners to be independent lifelong

users and producers of ideas and information.
Reading: The school library program promotes reading as a foundational skill for learning, personal growth, and enjoyment.

Multiple Literacies: The school library program provides instruction that addresses multiple literacies, including information literacy, media literacy, visual literacy,
and technology literacy.
 Inquiry: The school library program models an inquiry-based approach to learning and the information-search process.
 Assessment for Learning: To ensure the program is meeting its goals, the school library program is guided by regular assessment of student learning.
III. Building the Learning Environment
 Planning and Evaluating: The school library program is built on a long-term strategic plan that reflects the mission, goals, and objectives of the school.
 Staffing: The school library program has a minimum of one full-time certified/licensed school librarian supported by qualified support staff sufficient for the school’s






instructional programs, services, facilities, size, and numbers of teachers and students.
The Learning Space: The school library program includes flexible and equitable access to physical and virtual collections of resources that support the school
curriculum and meet the diverse needs of all learners.
Budget: The school library program has sufficient funding to support priorities and make steady progress to support the program’s mission, and to attain its goals and
objectives.
Policies: The school library program includes policies, procedures, and guidelines that support equitable access to ideas and information throughout the school
community.
Collection and Information Access: The school library program includes a well-developed collection of books, periodicals, and non-print material in a variety of
formats that support curricular topics, and that are suited to inquiry learning and users’ needs and interests.
Outreach: The school library program is guided by an advocacy plan that builds support from decision makers who affect the quality of the school library.
Professional Development: To sustain and increase knowledge and skills, the school library program includes support for professional development for school
librarians and teachers.
IV. Empowering Learning through Leadership
 Leadership: The school library program is built by professionals who model leadership and best practice for the school community.
http://www.ala.org/aasl/standards-guidelines/outline
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PART 2: LIBRARIAN EVALUATION-TEMPLATE FOR PROGRAM MANAGEMENT AND PROFESSIONALISM
Outline of Guidelines: Empowering Learners
Reporting to be compiled twice during the school year per schedule.
1. Collaboration and Communication
A. Written documents including bulletin announcements, letters to students, parents, and faculty, reading lists, bibliographies etc.
B. Web communication (screen shot of web site updates, blogs, etc.)
C. Presentations
D. Records of collaboration and products produced in collaboration (example: unit plans)
E. Use of technology – samples
2. Developing and Maintaining a Collection of Resources
A. New materials list(s)
B. Examples of work with staff to identify print and electronic materials for the library collection
C. Book Review Process (example, review journals perused, books read…)
D. Collection Reports reviewed. (example: Age of collection, quantity of materials per collection code)
E. Analysis and review of:
a. Budget
b. Inventory
c. Weeding
3. Data Collection/Maintaining Accurate Records
A. Record of circulation, database usage, etc., with supporting narrative
B. Record of library usage (classes seen, number of independent users, traffic counts etc.)
4. Planning and Evaluating the Library Program
A. Narratives connecting data-collection (part 3) to review of program success and the need for possible program adjustment.
B. Program Goals for School Year with narrative on progress toward goals
C. Programs to support district or school initiatives (author visits, etc.)
5. Professional Development
A. Documentation of professional development activities (conferences, participation in district or building initiatives)
B. Samples of professional development offered to teachers/staff or other leadership activities.
C. Narrative on professional reading and connection to efforts in the library
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Revised 9-17-14
APPENDIX
SHAKER HEIGHTS CITY SCHOOL DISTRICT
PART 2: TEACHER EVALUATION (MODIFIED) RUBRIC FOR USE WITH LIBRARIANS
Ineffective
PLANNING
FOCUS FOR LEARNING
(Standard 4)




Objectives
Standards/
curriculum

ASSESSMENT DATA
(Standard 3)

Developing
does not have clear focus for student
learning
objective is too general to guide lesson
planning or the objective is
inappropriate for the students

plans instruction without analyzing
student learning data
does not use or only uses one measure
of student performance






Data based
Diagnostic
evidence
PRIOR CONTENT
KNOWLEDGE /
SEQUENCE /
CONNECTIONS
(Standards 1, 2,4)
 Interdisciplinary
 Authentic inst.
 Real world
connections


makes no effort to have the lesson build 
on or connect to students’ prior
knowledge
may make an effort that is ineffective or
may give an explanation that is illogical
or inaccurate as to how the content
connects to previous and future learning
Skilled
communicates focus for student
learning, develops learning objectives
that are appropriate for students and
reference the Ohio standards
does not include measurable goals

demonstrates an understanding that
assessment is a means of evaluating and
supporting student learning
has evidence of more than one measure
of student performance
has difficulty analyzing data to
effectively inform instructional planning
and delivery

states how the lesson connects to
students’ prior knowledge and/or to
previous lessons and will prepare
students for future learning




27
Revised 9-17-14

develops a measurable objective for
student learning that aligns with the Ohio
standards
can explain the importance of the
objective and its appropriateness for
students
Accomplished


develops an ambitious and measurable
objective for student learning that aligns with
the Ohio standards
can explain how objective fits into broader
unit and course goals for content learning and
skills
utilizes assessment data to identify

students’ strengths and needs to plan and
modify instruction
has evidence that indicates that student
learning needs were accurately identified

demonstrates an understanding that
assessment is a means of evaluating and
supporting student learning through

effectively incorporating diagnostic,
formative, and/or summative
assessments into lesson planning
purposefully plans assessments and
differentiates assessment choices to match
the full range of student needs, abilities, and
learning styles; incorporating a range of
assessments into lesson plans
student learning needs are accurately
identified through an analysis of student data
uses assessment data to identify student
strengths and areas for student growth

lesson builds on students’ prior knowledge in
a significant and meaningful way
can accurately explain how the lesson fits
within the structure of the discipline
makes meaningful and relevant connections
between lesson content and/or other
disciplines, real-world experiences and
careers
makes clear and coherent connections
with students’ prior and future learning—
both explicitly to students and within the
lesson
when relevant, connects the content
being learned to other disciplines, realworld experiences and/or careers



KNOWLEDGE OF
STUDENTS
(Standard 1)






Relationships
Needs
Learning styles
Readiness


LESSON DELIVERY
(Standards 2&4)


Developmentally
appropriate
Clear explanations
Inquiry based




DIFFERENTIATION
(Standards 1&4)

Purposeful varied
instruction






Developing

can describe the population of students
in the classroom and articulate their
instructional needs
describes procedure used to obtain this
information
plan shows evidence of an analysis of the
students’ development, readiness for
learning, preferred learning styles, and
backgrounds and prior experiences


lesson is disorganized and students
seem confused
explanations may be unclear or
incoherent, and they are generally
ineffective in building student
understanding
strategies fail to engage students, are
inappropriate to the content, or
discourage independent or creative
thinking
students may frequently ask questions
that show confusion or frustration
presents information inaccurately,
leaving students with a significant
misunderstanding

lesson is not accessible to most
students
lesson is not challenging to most
students
may give students only one way to
engage with the content





Skilled
explanations are generally clear,
coherent, and accurate
some language, but not necessarily all,
is developmentally appropriate and
precise
demonstrates an effort to re-explain
when students show confusion, but is
not always able to provide an effective
alternative explanation
students may ask some clarifying
questions

makes the lesson accessible to most
students, though some may not be able
to access certain parts of the lesson or
some students may not be challenged
provides student with more than one
way to engage with content

28
Revised 9-17-14

demonstrates some understanding of
why it is important to become familiar
with students’ background experiences,
describes one procedure used to obtain
this information
has some familiarity with the
background knowledge and experiences
of students in the class
makes an attempt to tailor the
instructional plan to the specific
population of students in the classroom

Ineffective
TEACHING I


demonstrates a lack of understanding of
why it is important to become familiar
with students’ backgrounds
does not know how to find this
information, and lacks familiarity with
students’ backgrounds
plan for instruction does not suggest an
understanding of:
-student development (physical, social,
emotional, cognitive, linguistic)
-student learning and preferred learning
styles
-students’ backgrounds/prior
experiences



explanations are clear, coherent, and
accurate
the language the teacher uses is
developmentally appropriate and precise
when students demonstrate confusion,
provides an alternative explanation or
uses different instructional strategies
encourages students to think
independently, creatively, or critically
about the content
Accomplished





attempts to differentiate for individual
and/or group needs through varying
strategies, activities, and/or pacing
demonstrates a comprehensive
understanding of why it is important to
become familiar with students’ background
experiences
describes procedure used to obtain this
information, and demonstrates a clear
understanding of students’ background
knowledge and experiences
analysis of student data shows a deep
understanding of how to connect the data to
specific instructional strategies and plans
plans for and can articulate specific strategies,
content, and delivery that will meet the needs
of individual students and groups of students


explanations are clear, coherent, and
accurate
uses developmentally appropriate language
and explanations, using specific academic
language as appropriate
students’ questions show engagement and
connections
develops high-level understanding through
effective questioning and varied levels of
questions
uses strategies that are designed to actively
encourage independent, creative, and
critical thinking
matches strategies, materials, and/or pacing
to students’ individual needs, to make
learning accessible and challenging for all
students in the classroom
able to provide library materials to meet
interests and abilities of individual students
Ineffective
TEACHING II

LEARNING
ENVIRONMENT
(Standards 1&5)





Transitions
Rapport
Routines and
procedures
Appropriate tasks
Classroom
management/
behavioral
expectations





little or no evidence of a positive
rapport between the teacher and
students
no evident routines or procedures;
students seem unclear about what they
should be doing
transitions are inefficient and lessons
progress slowly enough that students
are frequently disengaged
learning environment may pose safety
hazards for students
expectations for behavior are not
established or are inappropriate and/or
no monitoring of behaviors occurs
responds to misbehavior
inappropriately
Developing






Skilled
routines and procedures are in place,
but require teacher prompting and
direction when students are unclear or
idle
fair in the treatment of students and
establishes a basic rapport with them
attention is paid to the safety of the
classroom environment
transitions between learning activities,
but occasionally loses some
instructional time in the process
appropriate expectations for behavior
are established, but some expectations
are unclear or do not address the needs
of individual students
inconsistently monitors behavior







RESOURCES
(Standards 2&4)



Engaging materials
Efficient routines
Differentiated and
purposeful use of
technology


instructional materials and resources
used for instruction are not relevant to
the lesson or are inappropriate for
students
materials and supplies are handled
inefficiently, resulting in significant loss
of instructional time
technology is not used or is used
ineffectively or without meaningful
integration into lesson or support for
student use



instructional materials and resources
are only partially suitable to
instructional purposes, or students are
only partially engaged with them
routines for handling materials and
supplies function moderately well, but
with some loss of instructional time
technology is used to support the
lesson
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Revised 9-17-14



transitions between learning activities
and uses instructional time effectively
has positive rapport with students and
demonstrates respect for and interest in
all students
routines and procedures run smoothly
throughout the lesson, and students
assume age-appropriate levels of
responsibility for the efficient operation
of the classroom
classroom management system has been
implemented that is appropriate and
responsive to classroom and individual
needs of students
clear expectations for student behavior
are evident
monitoring of student behavior is
consistent, appropriate, and effective
Accomplished







instructional materials and resources are 
aligned to the instructional purposes,
appropriate for students, and engage
students mentally
routines for handling materials and

supplies occur smoothly with little loss of
instructional time
technology is used effectively to meet

the objectives of the lesson and teachers
facilitate student access to technology
positive rapport with students
demonstrates respect for and interest in
individual student’s experiences, thoughts
and opinions
routines and procedures run smoothly and
the lesson progresses at a quick pace
effectively maximizes instructional time and
combines independent, collaborative, and
whole-class learning situations
classroom management system has been
designed, implemented, and adjusted with
student input and is appropriate for the
classroom and individual student needs
students are actively encouraged to take
responsibility for their behavior
uses effective strategies to lessen disruptive
behaviors and reinforce positive behaviors
instructional materials are varied and
appropriate to ability levels of students,
actively engage students and are suitable to
instructional purposes
routines for handling materials and supplies
work effectively, with teacher and students
assuming responsibility for smooth operation
technology is meaningfully integrated into
the lesson to convey key subject matter
concepts and serves a clear purpose for
student learning and/or engagement

ASSESSMENT OF
STUDENT LEARNING
(Standard 3)







Student mastery

Checks for
understanding

Formative/
summative
adjustments

Descriptive
feedback
Rubrics/exemplars

does not routinely use assessments to
measure student mastery
rarely or never checks for
understanding of content
fails to get an accurate read of the
class’s understanding
fails to make adjustments in response to
student confusion
persists in using a particular technique
for responding to misunderstandings,
even when it is not succeeding
plan for evaluation may be
inappropriate to either the lesson or the
students
does not provide students with
feedback about their learning




uses assessments to measure student
mastery, but may not differentiate
instruction based on this information
checks for student understanding and
makes attempts to adjust instruction
accordingly, but may sometimes
persist in using a particular technique
even when it is not succeeding
gathers and uses student data from a
few sources to choose appropriate
instructional strategies for groups of
students
students receive feedback about their
performance




routinely uses assessments to measure
student mastery
responds to some student
misunderstandings with effective
scaffolding
plans products or demonstrations of
understanding that will show whether
students can apply knowledge
appropriately, correctly, and
independently in new situations
students receive feedback about their
performance and demonstrate
understanding of how they are doing






Ineffective
PROFESSIONALISM

PROFESSIONAL
RESPONSIBILITIES
(Standards 6&7)




Effective
communication
Collaboration
Goal setting
Ethical behavior


fails to communicate clearly with
students and families or collaborate
effectively with professional colleagues
fails to understand and follow
regulations, policies, and agreements
fails to demonstrate evidence of an
ability to accurately self-assess
performance and to appropriately
identify areas for professional
development
Developing



Skilled
uses a variety of strategies to
communicate with students and
families and collaborate with
colleagues, but these approaches may
not always be appropriate for a
particular situation or achieve the
intended outcome
understands and follows district policies
and state and federal regulations at a
minimal level
identifies strengths and areas for
growth to develop and implement
targeted goals for professional growth
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Revised 9-17-14




uses effective communication strategies

with students and families and works
effectively with colleagues to examine

problems of practice, analyze student
work, and identify targeted strategies
meets ethical and professional
responsibilities with integrity and honesty
models and upholds district policies and

state and federal regulations
sets data-based short-term and long-term
professional goals and takes action to
meet these goals

routinely uses assessments to measure
student mastery and provides different
ways to demonstrate mastery
checks for understanding at most key
moments and makes whole-class
adjustments accordingly
when an explanation is not effectively
leading students to understand the content,
adjusts quickly and uses an alternative way
to explain the concept
can articulate what the students best
understood, what areas remain challenges,
and how these will be woven into
subsequent lessons
students receive substantive and specific
feedback
students are engaged in self-assessment
and show awareness of their own strengths
and weaknesses
Accomplished
communicates effectively with students,
families, and colleagues
collaborates with colleagues to improve
personal and team practices by facilitating
professional dialogue, peer observation
and feedback, peer coaching, and other
collegial learning activities
meets ethical and professional
responsibilities and helps colleagues access
and interpret laws and policies and
understand their implications in the
classroom
sets and regularly modifies short-term and
long-term professional goals based on selfassessment and analysis of student
learning evidence
PART 2: PROGRAM MANAGEMENT & PROFESSIONALISM RUBRIC
Evidence for the elements of library program management will be provided two times a year, in the following ways: ongoing
conference/discussion with the Director, observation of standard practices in program management as outlined in this rubric, progress on goals,
and artifacts to support actions in program management areas. There will be a discussion between the librarian and the Director during which
information for the formative and summative assessments will be reviewed.
Components
(tied to
professionalism/
ethical practices)
Ineffective




Collaboration and
Communication
Fails to understand the importance 
of information, inquiry and reading
literature.
Does not attempt to communicate 
with teachers
Does not make connections
between teacher lessons and
library instruction.

Does not provide reading lists or
resources.
Developing
Skilled
Understands the importance of
information, inquiry and reading
literature.
Communicates with teachers and
uses materials provided by the
teacher to coordinate library
instruction and resources.
Communicates with the school
community at a limited level about
library resources, services and
program.





31
Revised 9-17-14
Conveys the importance of
information, inquiry and reading
literature in general
communication and collaboration.
Collaborates with teachers in
planning and implementing
learning activities
Provides reading suggestions
through reading and resource lists
in a variety of formats
Communicates with the school
community about library
resources, services and program
Communicates with organizations
in the greater community (Public
libraries, educational institutions,
etc.)
Accomplished





Conveys a sense of the essential
nature of information, inquiry, and
reading literature in all
communication and collaboration.
Collaborates with teachers to
design, implement and evaluate
integrated inquiry lessons and
instructional units.
Provides up to date reading
suggestions through reading lists,
bibliographies and webliographies
that include materials in a variety
of formats.
Communicates with the entire
school community (students,
faculty, parents) about library
resources, services and program.
Communicates and collaborates
with the organizations from the
greater community (public
libraries, educational institutions,
etc.) about library resources,
services and program.


Developing and
Maintaining a
Collection of
Resources






Data Collection/
Maintaining
Accurate Records
Acquires materials without
consulting curriculum or
inviting input from
stakeholders.
Knows there are online
resources but does not
promote their use.
Fails to keep the collection
current.
Is not aware of district policies
for materials selection and
challenges.
Does not weed the collection of
out dated materials.
Does not inventory the
collection.




Is unable to use an online

integrated learning system
Fails to see value in maintaining
procedures and reporting

about the collection and
program.

Acquires materials that appeal
to readers on multiple levels
and align with curriculum needs
Uses resources online and
promotes their use with
students and staff
Attempts to keep collection up
to date and understands the
role of weeding and inventory
in this process.
Knows there is a policy for
materials selection.






Demonstrates use of an online 
integrated library system and
its reporting capabilities
Provides some data on how the 
library is used for instruction
and library use

Acquires and promotes a
quality collection of high
interest reading and curricular
resources in multiple formats
aligned to curriculum.
Uses resources provided online,
and promotes their use with
students and staff.
Understands and applies the
district materials selection
policy.
Follows guidelines for use of
library funds.
Weeds and performs inventory
regularly.
Manages a budget.
Demonstrates understanding
and use of an online integrated
library system
Uses available tools to provide
accurate records about
resources and programming
efforts
Manages circulation
procedures









32
Revised 9-17-14
Acquires and promotes a
quality collection of high
interest reading and curricular
resources in multiple formats
aligned to curriculum and
standards.
Collaborates with stakeholders
to provide materials that
appeals to different reading
abilities, ethnicities and
genders.
Maintains a virtual presence
that provides 24/7 access to
resources.
Keeps the entire collection and
catalog up to date by
maintaining a systematic
schedule for regular weeding
and inventory of the entire
collection.
Manages a budget.
Demonstrates mastery in the
use of an online integrated
library system, aiming for
accuracy and access in records,
and using reporting capabilities
for decision making.
Manages circulation
procedures and analyzes data
about material use to
determine needs for resources
Uses data on traffic - usage of
the library by the school
community
Collects and reviews available
data on the use of online links
and data



Unaware of goal-setting as a
process for program planning
and evaluation.
No plan for the library program
and its evaluation.
Does not respond to
suggestions for planning and
evaluation of the library
program.


Planning and
Evaluating the
Library Program
Uses existing program goals

and collects available data to
determine progress toward
those goals.

Develops a basic plan that
evaluates some elements of the
library program and its

alignment to the school
program in general.




Does not participate in
professional development
activities.
Does not participate in building
initiatives.



Professional
Development
Participates in professional
development activities as
required.
Works with educator teams
when invited.
Presents training when
requested.




Collects and analyzes available
data regularly to set goals and
support programming decisions
Sets goals for the library
program and reviews them
regularly
Incorporates knowledge of
school and district policies to
the library program
Develops a plan to evaluate the
library program: services,
collection, programming,
physical space and technology.
Considers the library's
alignment to the school
program in general

Seeks opportunities to further
best practices in school
librarianship and technology
use.
Participates in professional
development to further student
learning.
Serves on building teams and
provides input to the work at
hand.
Provides professional
development










33
Revised 9-17-14
Collects and analyzes data,
including action research,
regularly to set goals and
support programming decisions
Sets goals for the library
program and evaluates
progress toward those goals,
adjusting as needed using
available data to develop
services
Communicates goals with
principal
Models and applies district
policies to library program
(materials selection, copyright,
etc.)
Develops a comprehensive plan
to evaluate the library program
and its alignment to the school
program in general services,
collection, programming,
physical space and technology
Stays current with emerging
technologies and information
format
Promotes fair use of materials
in multiple formats.
Attends and participates in
department, building level,
district level
Acts as a visible and active
leader within the school and
district community.
Maintains a defined personal
learning network.
Participates in and provides
professional development
opportunities.
SHAKER HEIGHTS CITY SCHOOL DISTRICT
PEER EVALUATION INTENT FORM-LIBRARIANS
2014-2015
Name:
Name of the Librarian I Wish to Peer Evaluate:
DIRECTIONS: Please carefully review the information below and print this form to complete by hand.
I understand that I must:





be on a continuing contract (tenured).
complete the entire evaluation cycle of the person I evaluate.
follow the Shaker Heights City Schools librarian evaluation process- complete Part 1 only (observations).
attend meetings to discuss the process with the Peer Evaluation Program Coordinators.
inform the building administrator if an Improvement Plan is created for the librarian.
I understand that:







all peer evaluators must be approved by the building administrator in the building of the person being peer evaluated.
I will conduct the observations and meetings during school time during my non-instructional time (times not requiring class coverage).
the evaluation I complete will be the person’s official evaluation for the year (if formal evaluation year).
all formal evaluation documents will be submitted to the person’s personnel file.
the peer evaluation coordinators will review all documents submitted to the Human Resources Office.
I will be paid at the end of the school year for my work outside of the contract time (includes conferences, meetings, etc.).
my pay will be based on whether it is the an informal or formal evaluation year for the teacher I am evaluating.
Please identify 2-3 reasons why you wish to peer evaluate.
Please identify why you wish to peer evaluate the colleague you have identified above.
PEER EVALUATOR SIGNATURE:
Please print and complete & sign this form and submit to your building principal by May 15, 2015.
DATE:
BUILDING ADMINISTRATOR SIGNATURE:
_____________
DATE: ___________
Peer evaluators will be notified by their principal if they have been approved or denied by June 4, 2015.
The original copy of this final form should be sent to the Human Resources Office by June 10, 2015.
34
Revised 9-17-14