The document discusses evaluating school library media programs. It defines evaluation and discusses its purposes, including improving effectiveness, determining needs, and demonstrating value. The summary discusses formal vs informal evaluation, quantitative and qualitative data collection methods, and developing goals, objectives and recommendations from evaluation findings to strengthen programs.
NISO Virtual Conference: Expanding the Assessment Toolbox: Blending the Old and New Assessment Practices
Assessing Game-Based Library Initiatives
Kyle Felker, Digital Initiatives Librarian, Grand Valley State University Libraries
NISO Virtual Conference: Expanding the Assessment Toolbox: Blending the Old and New Assessment Practices
‘Good Enough’: Applying a Holistic Approach for Practical, Systematic Collection Assessment
Madeline Kelly, Head of Collection Development, University Libraries, George Mason University
NISO Virtual Conference: Expanding the Assessment Toolbox: Blending the Old and New Assessment Practices
Assessing Game-Based Library Initiatives
Kyle Felker, Digital Initiatives Librarian, Grand Valley State University Libraries
NISO Virtual Conference: Expanding the Assessment Toolbox: Blending the Old and New Assessment Practices
‘Good Enough’: Applying a Holistic Approach for Practical, Systematic Collection Assessment
Madeline Kelly, Head of Collection Development, University Libraries, George Mason University
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Lecture presented by Willian San Andres-Frias on 5 July 2016, at the Philippine Association of Academic/Research Libraries forum on the occasion of the Philippine Academic Book Fair on July 5 to 7, at the Megatrade Hall 1, SM Megamall, Mandaluyong.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Lecture presented by Willian San Andres-Frias on 5 July 2016, at the Philippine Association of Academic/Research Libraries forum on the occasion of the Philippine Academic Book Fair on July 5 to 7, at the Megatrade Hall 1, SM Megamall, Mandaluyong.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
Why Assessment Matters: Defining Your ResultsJill Hurst-Wahl
The year is 2013 and your management has called you in to discuss your library’s impact. Would you have the data needed in order to answer the questions (and perhaps concerns)? To prepare you for conversations like that one, we will begin by discussing the options available for assessing your library’s services.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
NISO Virtual Conference: Expanding the Assessment Toolbox: Blending the Old and New Assessment Practices
Keynote Address: The Value of Library-Provided Content: Assessing Usage and Demonstrating Impact
Megan Oakleaf, Associate Professor of Library and Information Science, iSchool at Syracuse University
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Preemptive Action : The busy librarian’s guide to program evaluation Based in part on: A workshop developed by the Pennsylvania School Librarians Association Professional Development Committee ( No longer available online) indicates the slide was originally from the above presentation
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48. Action Plan Example: Target Indicator: Curriculum development is modeled and promoted Objective Activity Documentation Participants New Resources Completion Date Review barriers preventing librarians from participating in curriculum sessions. Review policies School Council minutes School Council & admin. None projected Sept. 1 Secure schedule Post schedule in lib. & faculty rm. Principal None Sept. 10 Participate in mtgs. Meeting minutes Librarians None projected June 1 Report back Faculty mtg. minutes Librarians None Monthly Written material In professional library Librarians None Within 5 days of mtg
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Editor's Notes
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* 07/16/96 * ## Activity #1: OPENING ACTIVITY. Ask how many in the audience have designed a program evaluation (show of hands). Ask various people to share the focus of their evaluation—was it a total program evaluation, an evaluation of the collection, a facility or services evaluation, etc.? Most groups should respond with some of these topics. Make the point that most of the topics shared will fit within the American Association of School Librarians (AASL) Rubric categories of: Teaching and Learning; Information Access and Delivery; and Program Administration . Presenter asks participants to turn to rubric. Go to page 35 of the book A Planning Guide for Information Power, Building Partnerships for Learning . Divide the participants into small groups. If the set-up is one with tables, each table can be a group. Give each group three index cards or post-it notes. Somewhere in the room ( wall/chalk board/flip charts), post the three headings from the rubric: Teaching and Learning Information Access and Delivery Program Administration Give the following directions: Each group has three votes. Take ten minutes to review the rubric and identify the three target indicators you believe represent the most important elements to evaluate in a school library media program to determine whether it is positioned to influence student achievement. Post your votes under the appropriate heading. Highlight the target indicators in each category. Ask the group for some feedback on why the elements were selected. Summarize with a statement such as, “The majority of us believe the target indicators under Access are most important with particular emphasis on collection.” or “Most groups seem to think the target indicators under Teaching and Learning are most important. (Note to Presenter: Keep the flipcharts/wall/chalk board results. There will be an ENDING ACTIVITY that will build on this OPENING ACTIVITY . At the end of the workshop, participants will go back to the same groups. You will be asking if anyone wants to change his or her vote and why. More instructions are under the last slide.)
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* 07/16/96 * ## Presenter: Everyone in Pennsylvania is aware of the impact of PSSA scores. The move to greater accountability has placed a new emphasis on assessment and evaluation based on educational research. Studies and research are important because all federal grant programs are requiring research based justifications for use of funds.
* 07/16/96 * ## Presenter: These findings are from the Keith Curry Lance Colorado study. Read slide. Lance did a number of other studies as well in Alaska, Pennsylvania, Colorado, Oregon, New Mexico, Iowa and Michigan. In addition, Esther G. Smith, EGS Research and Consulting, conducted a study in Texas: “Texas School Libraries: Standards, Resources, Services, And Students’ Performance.” All these studies have similar findings. Of course we all know about Pennsylvania’s study, “Measuring Up to Standards,” by Keith Curry Lance. The Pennsylvania study showed that full time librarians with aides made a difference. Please note, however, research shows that a full time school librarian isn’t enough. The school librarian must be collaborating with teachers. The presence of an aide enables the school librarian to collaborate with teachers.
* 07/16/96 * ## Presenter: The studies have shown a number of other attributes also contribute to quality school library programs . [Read the bullets.]
* 07/16/96 * ## Presenter: [Show first bullet.] In this workshop, we’ll investigate ways to collect baseline data about your program. [Show second bullet.] For example, emergent literacy programming in schools are requiring classroom collections. Rather than fighting classroom collections, librarians should provide leadership in selecting, developing and circulating quality classroom collections. [Show third bullet.] When opportunities for better support present themselves, it’s better to have the data than to have to collect it on the spot. For example, when grant opportunities arise, you can use the evaluative data to serve as your needs assessment in the grant application. Remember, you may be building a case for better support that doesn’t involve funding proposals. You may need administrative support to change a school practice. For example, to extend school library hours after school, you may need administrative support to relieve the school librarian of bus duty. Another example would be needing administrative support to increase collaboration with teachers to bring reluctant teachers into the collaborative planning.
* 07/16/96 * ## Presenter: Nancy Everhart is the author of the book “Evaluating the School Library Media Center.” She’s a professor at St. John’s University, NY and was previously a school librarian in Tamaqua, Pennsylvania. Her point is that an evaluation provides the data you need to determine success in all these areas. Read the bullets.
* 07/16/96 * ## Presenter: The remainder of the workshop will focus on three examples of evaluation on components identified as critical by the research. This is a good time to take questions concerning the background information on the topic of evaluation.
* 07/16/96 * ## [Show the bulleted words one by one. As you do, read the following DEFINITIONS.] Formal: Typically this kind of evaluation would be highly structured; the data collection instruments would be carefully vetted; the result would be a detailed, public report including recommendations. Formal evaluations are more likely to be summative but they often include both quantitative and qualitative data. Formal evaluations are more likely to be evaluations of the entire program. Informal: Typically an informal evaluation is less structured. The data collection instruments will provide useful information, but may not be so carefully vetted and therefore may have a lower level of accuracy than a research study or a formal evaluation. Informal evaluations are more likely to be formative, although they also use both quantitative and qualitative data. External: An evaluation that includes feedback and assessment from individuals external to the school district. An outside consultant might be involved. If an advisory committee is involved, it will include members external to the administration, teaching staff and librarians of the school district. Internal: An evaluation that solicits data from sources within the school such as administrators, teaching staff and librarians of the school or district. If an advisory committee is involved, it will include only members of the faculty or staff of the school. Summative: An evaluation designed to document the current status. This evaluation would “sum up” the current state of the library. Formative: An evaluation designed to determine the current status for the purpose of planning improvement. This workshop emphasizes formative evaluation because we advocate continuous improvement.
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* 07/16/96 * ## [First, Read definitions below before clicking to start the list.] Presenter: Quantitative: Numerical data, such as circulation statistics, collection and equipment counts, number of classes using the school library media center, number of lessons planned with teachers, etc. Qualitative: Data that involves perceptions, opinions or judgments, such as could be collected through surveying or interviewing users about satisfaction with the services, collections and facilities of the school library media center. [Go through the slide bullet by bullet. First show the quantitative measure and ask the participants what a corresponding qualitative measure would be. Then show the bullet for the qualitative measure on the slide. Continue down the list.] [The following chart, from Nancy Everhart’s book Evaluating the School Library Media Center, provides more examples, if needed, to illustrate the point:] Quantitative Measure Qualitative Measure Circulation of fiction books Students’ success rate in finding a desired fiction book # of periodical titles % of library’s titles cited in student research papers Library attendance Students’ satisfaction with library hours
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* 07/16/96 * ## Presenter: We are now going to demonstrate the use of an evaluation model focused on this research finding: “ Students whose school librarian plays an instructional role tend to achieve higher than average test scores. This is also dependent on collaboration between school librarians and teachers and the inclusion of the library materials in the curriculum.” This research came from the Lance studies mentioned earlier that show a positive correlation between student achievement and strong library programs where the school librarian plays an instructional role and collaborates with teachers.
* 07/16/96 * ## Presenter: Here is the evaluation model. [Read the bullets as they appear on the screen, one by one.]
* 07/16/96 * ## Presenter: The first step in our model is to define the question. In this example, we are defining the question based on the research finding.
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* 07/16/96 * ## [Read the slide because this is an important point:] Presenter: “ According to Information Power, the instructional role is determined by collaboration between school librarians and teachers that results in the inclusion of library materials in the curriculum”
* 07/16/96 * ## Presenter: These are the target indicators in the Rubric. [Refer participants to pages 35-36. of the Planning Guide for Information Power .]
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* 07/16/96 * ## Presenter: The next step in the evaluation model is to collect data. Our choice in this example is going to be a questionnaire based on the Teaching and Learning rubric.
* 07/16/96 * ## Presenter: While a group’s perception may not be accurate, that information is good data for the school librarian because perception drives action. For example, if a teacher believes no information literacy standards document exists, even though one does, the teacher obviously will not use it in planning or consult the librarian in planning. An easy corrective action is to meet with the teacher and use the standards document to suggest ways to incorporate library materials in content area instruction as well as to offer to help with that work. One way to collect data to determine whether or not the school librarian plays an effective instructional role in the school is to use the Information Power Teaching and Learning Rubric as a questionnaire to administer to the following groups: · School Library Staff · Administrative Staff · Teaching Staff Summarize each group’s responses separately to determine where perceptions differ and where they agree.
* 07/16/96 * ## Presenter: These data are qualitative because the responses indicate attitude about the role the school librarian plays. For example, the principal puts the librarian on the weekly faculty meeting agenda to encourage faculty to use the school library and to promote new materials purchased to support the curriculum. The librarian spends considerable time preparing weekly presentations. The math teacher does not see an easy connect for his curriculum and tunes the presentations out, often correcting papers during this time. When responding to the second Target Indicator, he checks none of the boxes which reflects his attitude that he does not have discussions with the librarian about math lessons and curriculum. The librarian and the principal check Exemplary because they believe the faculty meeting provides common planning time. The conflicting data identify an area where the program can be improved.
* 07/16/96 * ## Presenter: The third step in our evaluation model is to analyze the data. How can the data collected in the questionnaires be analyzed? Identify areas of agreement and disagreement among the groups that responded to the questionnaire. Use the questionnaire responses to identify areas of strength and areas that need improvement. Use the questionnaire responses to identify where more data is needed. The slides that follow will demonstrate how to analyze data from a questionnaire based on the rubric.
* 07/16/96 * ## Presenter: The good news here is that the school community is in 96%* agreement that the Information Literacy Standards exist and provide a strong base for curricular integration. The bad news is that this target indicator is absolutely essential to the remaining 7 target indicators in the rubric and should be at the Exemplary level. So, even though it is an agreement area, it is also an area that warrants improvement. [96% is the average of the scores in the proficient category.]
* 07/16/96 * ## Presenter: Those who provide the service and those who use it are pretty much in agreement that curriculum development is functioning at a basic level while the administrative staff believes that it is functioning at a proficient level. Going back to the rubric, we find that proficient requires school policies that enable the librarian to participate in building and district meetings. These data indicate a review of school policy as well as practice is appropriate.
* 07/16/96 * ## Presenter: Having 100% agreement in the school that collaborative planning is occurring at a proficient level is a strong statement given the research. However, the proficient rubric descriptor says some teachers collaboratively plan and teach. Therefore, even strength areas provide opportunities for continuous growth.
* 07/16/96 * ## Presenter: For this example, let’s say the library staff consistently sponsors high interest contests to bring students into the library media center to see new acquisitions with particular emphasis on fiction, which does not have a high circulation. The staff spends time preparing the displays and planning the contests; the students respond positively. The library staff’s perception is that the programming meets the proficient criteria. However, administrators and teachers see the programming as promotion, not motivation that is generated by special literary events. Given the overall emphasis on reading and information literacy in evaluating the effectiveness of schools and the research on the correlation between effective school library programs and reading achievement, the responses indicate this is a weak area that warrants improvement. The responses from the administrators and teachers also suggests librarians may want to divert some of the time spent on contests to planning author visits and working with teachers to develop reading and writing assignments based on the author’s work.
* 07/16/96 * ## Presenter: The good news is that the total school community believes that the library staff models and promotes effective teaching. The interesting news is that the descriptor for exemplary performance specifies authentic assessment. The bad news is that the total school community, including the library staff, believes the librarians do not assess student work. Obviously, more data are needed to determine what improvement is needed.
* 07/16/96 * ## Presenter: After Step 3, analyzing the data, it may become necessary to return to Step 2 and collect more data. To help resolve any contradictory data collected from questionnaires, collect more data by convening a focus groups of teachers. Tape record the sessions and analyze the tape for themes. Ask: How are student products and performances assessed in units that involve use of the library media center and resources? Look for: Use of rubrics; involvement of library staff in assessment; use of panels (peer, adult, specialist). How do you determine the products and performances students will complete to demonstrate mastery of content in units that involve use of the library media center and resources? Look for: Library staff involvement in determining; affirmation of authentic assessments. What is the role of reflection in student work that involves the use of the library media center and its resources? Look for: Affirmation of role in all instruction; focus on evaluation of search strategy used in library-media based units. [If time permits, these questions can be posed to the group and elicit responses for what you look for in the focus group’s discussion.] When analyzing the responses to the questions, determine whether or not authentic assessment and reflection are used consistently in teaching. If yes, determine whether that use does or does not carry over into the library media based units. The data may suggest a school-wide need for improvement that includes the library media program rather than one specifically focused on the library media program.
* 07/16/96 * ## Presenter: We are now moving to Step 4 of the evaluation model. When the data has been collected and analyzed, it may be time to involve an advisory committee. An advisory committee is made up of stakeholders. In the case of this example, which is using the Teaching and Learning Rubric, the stakeholders are internal—teachers, administrators, and library staff. It’s the technical nature of this rubric that keeps the stakeholder group more limited than it would normally be. The advisory committee can help the librarian review the data analysis and formulate recommendations. For example, they can review the research data, the responses to the rubric questionnaire and the analysis of the focus groups. They see from the research that there is a strong correlation between the school librarian’s instructional role and student achievement. They see from the responses to the rubric-based questionnaire on the school librarian’s instructional role, that their school is only at a basic or proficient level. They gain further understanding from the focus group analysis. The advisory committee decides to set a goal that over the next three years the school will reach the exemplary level in all target indicators in the Teaching and Learning Rubric.
* 07/16/96 * ## Presenter: Here is an example of recommendations that the advisory committee might make for the first year, based on the research, the data collected in the rubric-based questionnaire and the data collected in the focus groups.
* 07/16/96 * ## More examples of recommendations.
* 07/16/96 * ## More examples of recommendations.
* 07/16/96 * ## Presenter: We are now at the last step in the evaluation process. When developing an action plan, it is important to get investment by the stakeholders because many of the changes that need to occur go beyond the school library and affect the whole school. For example, the common planning time issue will affect teacher prep periods to some extent. Any modifications to teacher prep periods requires effective administrative leadership.
* 07/16/96 * ## [There is a handout of this slide for participants to use. Go over the components of an action plan. Note: Participants will also get a blank action plan for use later when they complete one.]
* 07/16/96 * ## Presenter: This example of an evaluation was formal because it generated a written summary that was to be made public and that resulted in an action plan developed by an advisory committee. It was internal because feedback was solicited from within the organization and the advisory committee was from within the organization. It was formative because the purpose of the evaluation was to identify areas for continuous improvement. The data used in the evaluation were both quantitative and qualitative . The research provided quantitative data, that is, numerical data, including student scores on standardized tests, size of library collections, number and work hours of staff, library hours open, number of lessons planned with teachers, etc. The rubric-based questionnaire and the focus group both yielded qualitative data, that is, data that involves perceptions, opinions or judgments.