Evaluators should date the evidence when observed. TEACHING II Ineffective Developing Skilled Accomplished 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 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 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 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
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 Developing Skilled Accomplished 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. 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. 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.) 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 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. 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 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. 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
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. role of weeding and inventory in this process. Knows there is a policy for materials selection. Understands and applies the district materials selection policy. Follows guidelines for use of library funds. Weeds and performs inventory regularly. Manages a budget. Manages circulation procedures. 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. Manages circulation procedures and analyzes data about material use to determine needs for resources Professional Development Does not participate in professional development activities. Does not participate in building initiatives. Participates in professional development activities as required. Works with educator teams when invited. Presents training when requested. 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 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.