Formal Observation/Evaluation Rubric – Media Specialists Media Specialist: School: Bergenfield High School Participants: Activity: Observer: Date: Summary of the Activity: Evidence of Professional Activity Domain 2: The Environment Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 2a Creating an Environment of Respect and Rapport Weight 6.0 Interactions, both between the media specialist and students and among students are negative, inappropriate, or insensitive to students’ cultural backgrounds and are characterized by sarcasm, or conflict. Interactions, both between the media specialist and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Interactions, both between the media specialist and students and among students, are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Interactions the media specialist, individual students, and the classroom teachers are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among students in the media center. Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 2b Establishing a Culture for Investi- gation and Love of Literature Weight 6.0 Media specialist conveys a sense that the work of seeking information and reading literature is not worth the time and energy required. Media specialist goes through the motions of performing the work of the position, but without any real commitment to it. Media specialist, in interactions with both students and colleagues, conveys a sense of importance of seeking information and reading literature. Media specialist, in interactions with both students and colleagues, conveys a sense of the essential nature of seeking information and reading literature. Students appear to have internalized these values.
Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 2c Establishing and Maintaining Procedures Weight 5.0 Media center routines and procedures (for example, circulation of materials, working on computers, independent work) are either nonexistent or inefficient, resulting in general confusion. Media assistants are confused as to their role. Media center routines and procedures (for example, circulation of materials, working on computers, independent work) have been established but function sporadically. Efforts to establish guidelines for media assistants are partially successful. Media center routines and procedures (for example, circulation of materials, working on computers, independent work) have been established and function smoothly. Media assistants are clear as to their role. center routines and procedures (for example, circulation of materials, working on computers, independent work) are seamless in their operation, with students assuming considerable responsibility for their smooth operation. Media assistants work independently and contribute to the success of the media center. Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 2d Managing Student Behavior Weight 4.0 There is no evidence that standards of conduct have been established, and there is little or no monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. It appears that the media specialist has made an effort to establish standards of conduct for students and tries to monitor student behavior and respond to student misbehavior, but these efforts are not always successful. Standards of conduct appear to be clear to students, and the media specialist monitors student behavior against those standards. Media specialist’s response to student misbehavior is appropriate and respectful to students. Standards of conduct are clear, with evidence of student participation in setting them. Media specialist’s monitoring of student behavior is subtle and preventive, and response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior.
Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 3b Collaborating with Teachers in the Design of Instructional and Lessons Weight 6.0 Media specialist declines to collaborate with classroom teachers in the design of instructional lessons and units. Media specialist collaborates with classroom teachers in the design of instructional lessons and units when specifically asked to do so. Media specialist initiates collaboration with classroom teachers in the design of instructional lessons and units. Media specialist initiates collaboration with classroom teachers in the design of instructional lessons and units, locating additional resources from sources outside the school. Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 3c Engaging Students in Enjoying Literature and in Learning Information Skills Weight 6.0 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. Component Unsatisfactory Improvement Needed/Developing Effective Highly Effective 3d Assisting Students and Teachers in the Use of Technology in the Media specialist declines to assist students and teachers in the use of technology in the media center. Media specialist assists students and teachers in the use of technology in the media center when specifically asked to do so. Media specialist initiates sessions to assist students and teachers in the use of technology in the media center. Media specialist is proactive in initiating sessions to assist students and teachers in the use of technology in the media center and throughout the educational environment.