2 (CONTINUED) COMPONENT Level of performance Unsatisfactory BASIC Proficient DISTINGUISHED 2e: Organizing physical space to enable smooth flow Library/media specialist makes poor use of the physical environment, resulting in poor traffic flow, confusing signage, inadequate space devoted to work areas and computer use, and general confusion. Library/media specialist’s efforts to make use of the physical environment are uneven, resulting in occasional confusion. Library/media specialist makes effective use of the physical environment, resulting in good traffic flow, clear signage, and adequate space devoted to work areas and computer use. Library/media specialist makes highly effective use of the physical environment, resulting in clear signage, excellent traffic flow, and adequate space devoted to work areas and computer use. In addition, book displays are attractive and inviting. Comments: 3 COMPONENT Level of performance Unsatisfactory BASIC Proficient DISTINGUISHED 3a: Maintaining and extending the library collection in accordance with the school’s needs and within budget limitations Library/media specialist fails to adhere to district or professional guidelines in selecting materials for the collection and does not periodically purge the collection of outdated material. Collection is unbalanced among different areas. Library/media specialist is partially successful in attempts to adhere to district or professional guidelines in selecting materials, to weed the collection, and to establish balance. Library/media specialist adheres to district or professional guidelines in selecting materials for the collection and periodically purges the collection of outdated material. Collection is balanced among different areas. Library/media specialist selects materials for the collection thoughtfully and in consultation with teaching colleagues, and periodically purges the collection of outdated material. Collection is balanced among different areas.
3b: Collaborating with teachers in the design of instructional units and lessons Library/media specialist declines to collaborate with classroom teachers in the design of instructional lessons and units. Library/media specialist collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so. Library/media specialist initiates collaboration with classroom teachers in the design of instructional lessons and units. Library/media specialist initiates collaboration with classroom teachers in the design of instructional lessons and units, locating additional resources from sources outside the school. 3c: Engaging students in enjoying literature and in learning information skills Students are not engaged in enjoying literature and in learning information skills because of poor design of activities, poor grouping strategies, or inappropriate materials. Only some students are engaged in enjoying literature and in learning information skills due to uneven design of activities, grouping strategies, or partially appropriate materials. Students are engaged in enjoying literature and in learning information skills because of effective design of activities, grouping strategies, and appropriate materials. Students are highly engaged in enjoying literature and in learning information skills and take initiative in ensuring the engagement of their peers. 3d: Assisting students and teachers in the use of technology in the library/media center Library/media specialist declines to assist students and teachers in the use of technology in the library/media center. Library/media specialist assists students and teachers in the use of technology in the library/media center when specifically asked to do so. Library/media specialist initiates sessions to assist students and teachers in the use of technology in the library/media center. Library/media specialist is proactive in initiating sessions to assist students and teachers in the use of technology in the library/media center. 3 (CONTINUED) COMPONENT Level of performance Unsatisfactory BASIC Proficient DISTINGUISHED 3e: Demonstrating flexibility and responsiveness Library/media specialist adheres to the plan, in spite of evidence of its inadequacy. Library/media specialist makes modest changes in the library/media program when confronted with evidence of the need for change. Library/media specialist makes revisions to the library/media program when they are needed. Library/media specialist is continually seeking ways to improve the library/media program and makes changes as needed in response to student, parent, or teacher input.
Comments: 4 COMPONENT Level of performance Unsatisfactory BASIC Proficient DISTINGUISHED 4a: Reflecting on practice Library/media specialist does not reflect on practice, or the reflections are inaccurate or self-serving. Library/media specialist’s reflection on practice is moderately accurate and objective, without citing specific examples and with only global suggestions as to how it might be improved. Library/media specialist’s reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Library/media specialist makes some specific suggestions as to how the media program might be improved. Library/media specialist’s reflection is highly accurate and perceptive, citing specific examples. Library/media specialist draws on an extensive repertoire to suggest alternative strategies and their likely success. 4b: Preparing and submitting reports and budgets Library/media specialist ignores teacher requests when preparing requisitions and budgets or does not follow established procedures. Inventories and reports are routinely late. Library/media specialist’s efforts to prepare budgets are partially successful, responding sometimes to teacher requests and following procedures. Inventories and reports are sometimes submitted on time. Library/media specialist honors teacher requests when preparing requisitions and budgets and follows established procedures. Inventories and reports are submitted on time. Library/media specialist anticipates teacher needs when preparing requisitions and budgets, follows established procedures, and suggests improvements to those procedures. Inventories and reports are submitted on time. 4c: Communicating with the larger community Library/media specialist makes no effort to engage in outreach efforts to parents or the larger community. Library/media specialist makes sporadic efforts to engage in outreach efforts to parents or the larger community. Library/media specialist engages in outreach efforts to parents and the larger community. Library/media specialist is proactive in reaching out to parents and establishing contacts with outside libraries, coordinating efforts for mutual benefit. 4d: Participating in a professional community Library/media specialist’s relationships with colleagues are negative or self-serving, and the specialist avoids being involved in school and district events and projects. Library/media specialist’s relationships with colleagues are cordial, and the specialist participates in school and district events and projects when specifically requested. Library/media specialist participates actively in school and district events and projects and maintains positive and productive relationships with colleagues. Library/media specialist makes a substantial contribution to school and district events and projects and assumes leadership with colleagues.