Library Media Specialist- Formative Observation Form-OPGES

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Observation Date *

YYYY

Observation Start Time *

Time

Employee's Full Name *

Employee's E-mail address *

Evaluator's Name *

Evaluator's E-mail address *

Building *

Component 2A: Creating an Environment of Respect and Rapport

Please check all of the following items observed and related to component 2A.

asks students to serve on the library advisory committee or volunteer in the library

places students in charge of soliciting displays of student work in all areas of the curriculum

provides a suggestion box and elicits feedback via a variety of Web 2.0 polling and survey tools

encourages teachers to meet in the library to discuss topics such as comparing brands of e-readers

forms book clubs for various interest groups such as teachers and students, males only, and genre-related.

uses student volunteers to both support library goals and contribute to their own personal learning

invites the school nurse, speech tutor, drug counselor, and other support staff to work in the LMC space and share the “learning commons” with adults as well as students

converts non-public library spaces to service spaces that meet program goals and the needs of the learning community (e.g. convert LMC storeroom to a video production studio so students can create films)

increases the impact of presentations by using Web 2.0 tools to create brief slideshows that include video and audio clips of students at work in library space

converts library website into a publishing opportunity for librarian and stakeholders by adding a blog for their comments and librarian responses

2A - Observer Evidence:

Type any observations you would like to share.

2A - Component Rating

Ineffective

Exemplary

Clear selection

2B: Establishing a Culture for Learning

Please check all of the following items observed relating to component 2B.

places netbooks around the library, when not in use in the classroom, for student convenience

loops book reviews and trailers on projectors and whiteboards during school hours and other events

encourages school groups, such as the high school astronomy club, to meet in the library, and provides them with appropriate materials to check out

snaps photos of students engaged in reading activities, enlarges, and posts

strives to create a learning commons atmosphere in physical and virtual library space to facilitate interdisciplinary learning through inquiry, collaboration, and creativity

creates a learning environment where students can think critically, creatively, and ethically

keeps the library accessible to students, parents, and the community 24-7 in a virtual environment

eliminates any unfriendly practices now in place and determines what “barriers to access” can be removed

utilizes time before and after school, and during lunch periods to maximize in-library access for the school community

focuses on open access for learners rather than on “preserving” the collection

demonstrates the philosophy that the library space, both virtual and physical, is a common area for self-paced learning, collaboration and content creation, as well as for accessing and sharing resources

provides convenient hours for student access ( i.e. Before/ after school hours)

2B - Observer Evidence:

Type any observations you would like to share.

2B - Component Rating

Ineffective

Exemplary

Clear selection

2C: Managing Library Procedures

Please check all of the following items observed related to component 2C.

supplies students with free choices including nonfiction materials in multiple formats, not just fiction

allows students to check in/out their own materials at convenient stations in the library

creates a technology collection for students to browse or borrow, and include magazines, brochures and equipment

makes sure students have a choice of instructional materials and resources at all levels and for a range of abilities

documents library procedures and shares them with library support staff and volunteers

sets up an equitable reservation and sign-out procedure for teachers and student groups who want to use library equipment

allows students with “no way to pay” lost or damaged fees to work off their obligations by volunteering in the library where they can learn library skills authentically

sets up student checkout stations that free staff to help learners

teaches library team as many clerical skills as necessary to keep operations going smoothly behind the scenes

encourages students to use self-checkout stations to request materials located in other spaces in the school district

provides learning opportunities for library orientation

provides schedule of availability in multiple places (i.e., website, library/ classroom boards

2C - Observer Evidence:

Type any observations you would like to share.

2C Component Rating

Ineffective

Exemplary

Clear selection

2D: Managing Student Behavior

Please check all of the following items observed related to component 2D.

uses library routines and procedures to develop appropriate student behavior

practices efficient circulation procedures

posts and enforces rules to make the library media center a place of learning for all

maintains a welcoming, neat, attractive library media center that is user friendly

develops, implements, and evaluates policies and procedures that support teaching and learning in school libraries

develops a behavior management plan that aligns with the school-wide discipline plan

posts procedures for centers

reviews behavior expectations

provides signage for facility usage

acknowledges positive behavior

sets expectations for all students

2D - Observer Evidence:

Type any observations you would like to share.

2D Component Rating

Ineffective

Exemplary

Clear selection

2E: Organizing Physical Space

Please check all of the following items observed related to component 2E.

creates a “presentation area” in the library space for students to create, practice, and present

creates learning nooks in the library space where students can practice using multiple formats during their free time, before, during, and after school

integrates real-world and authentic venues and settings when appropriate

studies the library literature about learning commons and devises a step-by-step plan to use these principles to convert LMC space

rearranges LMC space to make more room for new technologies

provides signage that directs learners to the right resources and employs user-friendly terms such as “checkout desk,” not “circulation desk”

redesigns LMC website to make access to resources less complicated and more user-friendly

provides students with the supplies and tools they need and creates “supply centers” at strategic points in the library space

prepares documentation guides, pathfinders, and getting-started sheets to help learners find information

moves (occasionally) to the classroom for book talks and citation instructions as part of a “learning on wheels” initiative if the library is completely occupied

encourages the use of mobile netbooks, e-readers, and tablet computers so “learning with technology everywhere” can take place anywhere in the building

includes assistive features so students with disabilities can also learn from LMC website

arranges the library in a manner that allows accessibility

provides signage appropriate to available resources

2E - Observer Evidence:

Type any observations you would like to share.

2E Component Rating

Ineffective

Exemplary

Clear selection

DOMAIN 2: ENVIRONMENT- OVERALL Rating

Ineffective

Exemplary

Clear selection

3A: Communicating Clearly and Accurately

Please check all of the following items observed related to component 3A.

encourages students to use Web 2.0 tools to build and manage their own virtual space, including a portal, a personal learning network, and a personal portfolio

assigns reading “roles” in small group instruction

includes visual, digital, textual, and technological literacies in lessons and assignments

encourages teachers to include in their lessons online content creation tools such as video-production and microblogging sites and offers to help teachers and students learn to use these tools.

Uses print and electric graphic organizers including flowcharts, Venn diagrams, and Web 2.0 brainstorming tools (e.g. Bubbl.us, Mind Meister) to help students organize their facts and ideas

ensures students can create and interpret visual communication

takes advantage of blended-learning opportunities by creating an online library course for students using an open- source electronic learning-management system (e.g., Moodle, Sakai)

shares information-literacy tutorials and videos with students and teachers (e.g., Kent State University’s T2C)

encourages the use of free, online collaboration tools for word processing, creating slideshows, authoring websites, creating personal learning networks, sending e-mail, etc. (e.g., Google Apps for Education, Mozilla, Firefox, Gel sheet)

teaches students meta-cognition skills before launching a unit by modeling “thinking about thinking” strategies

encourages students to share book reviews that support their reading recommendations because 21st-century students expect to participate in adding resources to their personal learning networks

3A - Observer Evidence:

Type any observations you would like to share.

3A Component Rating

Ineffective

Exemplary

Clear selection

3B: Using Questioning and Research Techniques

Please check all of the following items observed relative to component 3B.

models “think aloud” reading for students; don’t just “tell”

teaches students how to use an electronic auto-summarizing tool to shorten reading passages and boost comprehension

teaches strategies by reading aloud and modeling rereading for comprehension of difficult passages

provides print and electronic graphic organizers for students (e.g., Kidspiration and Bubbl.us)

uses online tools to teach students how to refine their inquiry research with incorporation of Boolean search strategies

teaches students to evaluate their research sources, particularly websites, and judge their credibility

creates a technology club that researches and discusses emerging technologies and meets for lunch periodically

determines what students know, as well as what they don’t, using pretesting, brainstorming, and other assessment strategies

uses electronic graphic organizers to help students narrow their focus

includes the use of self-inquiry tools such as double-column journal entries to evaluate student process

3B - Observer Evidence:

Type any observations you would like to share.

3B Component Rating

Ineffective

Exemplary

Clear selection

3C: Engaging Students in Learning

Please check all of the following items observed related to component 3C.

teaches students to use the summarizing tool in their word processing program to aid reading comprehension

creates a set of webpages that contain subject guides and pathfinders to guide inquiry research (e.g., LibGuides, SubjectsPlus)

locates website content and lessons to teach critical-thinking skills to students

uses personal devices, such as the e-reader tablet and netbook, at school during student lessons to model use of emerging technology

connects students to websites that contain content and strategies that support critical-thinking skills

locates website content and lessons to teach critical-thinking skills to students

stimulates critical thinking in collaborative lessons by including multiple activities such as brainteasers, optical illusions, mind maps, and online simulations

uses free social media and open-source tools

3C - Observer Evidence:

Type any observations you would like to share.

3C Component Rating

Ineffective

Exemplary

Clear selection

3D: Assessment in instruction (whole class, one-on-one and small group)

Please check all of the following items observed related to component 3D

monitors students as they create and maintain permanent displays devoted to reading, such as Predictive Assessment of Reading (PAR) charts

connects students to websites that contain content and strategies that support critical-thinking skills

uses performance-based assessments to evaluate authentic products such as cartoons, recipes, and interventions

introduces a “conference log” to track conversations with students about their progress with library-related assignments

shares with students self-reflective tools, such as suggestion boxes, electronic surveys, and polling, and student response systems (SRS or “clickers”), so learners can help evaluate collaborative units at the end of the project

uses information-literacy assessment tools designed to evaluate students’ information literacy skills at all grade levels

encourages students to use Web 2.0 tools to build and manage their own virtual space, including a portal, a personal learning network, and a personal portfolio

creates posters that show how to align social media formats to appropriate student products, and hang the posters in the library space to guide student work

posts material about evaluation criteria tools, citation formats, and acceptable-use policy (AUP) forms on LMC website, LMC social media page, and school’s learning management system (e.g., Moodle, Blackboard)

teaches students to locate not only quantitative data, but encourage the collection of qualitative data as well (e.g. blog responses and anecdotal polls)

offers students tools such as muddiest point, one-minute paper, journals, and focus groups to evaluate completed units

promotes student-generated rubrics to motivate students’ intrinsic “buy in”

uses tablet computers to assess students by employing immediate feedback features such as screen casting to drive instruction

encourages students to tweet their responses in place of written exit slips

creates a step-by-step rubric for students to revise their work and allow class time for students to complete the rubric

3D - Observer Evidence:

Type any observations you would like to share.

3D Component Rating

Ineffective

Exemplary

Clear selection

3E: Demonstrating flexibility and responsiveness

Please check all of the following items observed related to component 3E.

revisits learning/reviewing reading strategies for school’s grade levels and curriculum

invites public and academic librarians to speak with students on a variety of topics

initiates a sustained silent reading initiative such as “Drop Everything and Read” (D.E.A.R.), and includes one or all grade levels in the school

integrates learning styles (e.g., spatial) and multiple intelligences (e.g., interpersonal) into library lessons

creates posters that show how to align social media formats to appropriate student products, and hangs the posters in the library space to guide student work

integrates learning styles and multiple intelligences into lessons

Plans time to talk with students

monitors students and makes adjustments in teaching as lessons are presented

personalizes LMC instruction to fit each learner and incorporates student interests into lessons

3E - Observer Evidence:

Type any observations you would like to share.

3E Component Rating

Ineffective

Exemplary

Clear selection

DOMAIN 3: INSTRUCTION- OVERALL Rating

Ineffective

Exemplary

Clear selection

1A: Demonstrating Knowledge of Content Curriculum and Process

Please check all of the following items observed related to component 1A.

purchases and circulates audiobooks, or links the library website to online audiobook services

purchases or circulates e-materials for playing/listening on e-readers, MP3 players, and tablets

prepares bookmarks and handouts listing available assistive devices

creates template for students to use at each level of the information-literacy model

considers textual, visual, technological, and digital literacies when choosing print and e-resources

adds 21st -century formats to the LMC collection, such as graphic novels, e-readers, and interactive book-review tools

uses AASL’s Common Core crosswalks to find where KCAS align with traditional library curriculum

analyzes circulation data to determine balanced collections

collaborates in access of resources

1A - Observer Evidence:

Type any observations you would like to share.

1A Component Rating

Ineffective

Exemplary

Clear selection

1B: Demonstrating Knowledge of Students

Please check all of the following items observed related to component 1B.

provides audio and video versions of print texts for comparison and contrast

purchases resources in multiple languages, such as Spanish versions of English classics

helps students who think better visually: for both teaching and assessment, uses tools for organizing knowledge (e.g., concept maps, diagrams, outlines, mind maps, webs)

uses the “fish bowl” technique: two students model peer-editing, based on their rubric criteria, for a third student

provides a formal work plan for students, breaking down lesson assignments, using a calendar or timeline, and providing for frequent feedback

allows other adults in the library to work with students having trouble getting started

leads students how to use the think-pair-share strategy when they are peer-editing

engages students in ongoing feedback and revision as essential to the learning processes

utilizes reading interest surveys

provides multiple resources for multiple reading levels

1B - Observer Evidence:

Type any observations you would like to share.

1B Component Rating

Ineffective

Exemplary

Clear selection

1C: Supporting Instructional Goals

Please check all of the following items observed related to component 1C.

makes sure collaborative lessons and student products include visual, digital, textual, and technological formats

provides pathfinders on information literacy and helps students create them about their individual research topics

seeks new resources to enrich the curriculum and matches students with the appropriate resources

collaborates with multiple content areas

provides resources in print and digital formats

provides open scheduling (flexible scheduling) for equitable access

provides workshops and trainings

1C - Observer Evidence:

Type any observations you would like to share.

1C Component Rating

Ineffective

Exemplary

Clear selection

1D: Demonstrating Knowledge and Use of Resources

Please check all of the following items observed related to component 1D.

uses electronic rubric generators to create rubrics appropriate for student assessments (e.g., RubiStar, TeAchnology)

locates and uses free resources to save library funds; takes advantage of online citation generators and free e-books

joins consortiums to take advantage of vendors’ group discounts on resources and supplies

attempts to satisfy email requests from teachers

publishes staff newsletters

attempts to fulfill teacher requests quickly

manages circulation statistics

1D - Observer Evidence:

Type any observations you would like to share.

1D Component Rating

Ineffective

Exemplary

Clear selection

1E: Demonstrating a Knowledge of Literature and Lifelong Learning

Please check all of the following items observed related to component 1E.

helps teachers identify nonfiction texts in the content areas for students to read

schedules books fairs, book talks, and books on display to promote reading

provides genre collaboration with classroom teachers

engages in multimedia projects with students and teachers

invites local storytellers and puppet performers to share their expertise with students

1E - Observer Evidence:

Type any observations you would like to share.

1E Component Rating

Ineffective

Exemplary

Clear selection

1F: Collaborating in the Design of Instructional Experiences

Please check all of the following items observed related to component 1F.

initiates collaboration with teachers to create “co-teaching” inquiry lessons and units

co-plans and co-teaches to help students read better in the content areas

focuses collaborative lessons on teaching the skills of argument analysis, problem solving, decision- making, and cognitive process

collaborates with teachers and shows them how to integrate new formats into their lessons

researches critical- thinking concepts and finds templates to use as rubrics for students.

“chunks” assignments within collaborative lessons into doable pieces of learning

collaborates with teachers to use multiple assessment strategies; cooperative learning activities, demos, exit cards, “I learned” statements, interviews, journal entries, K-W-L charts, learning logs, oral attitude surveys, oral presentations, peer evaluations, problem-solving activities, products, questioning, quizzes, response groups, and self-evaluations

ensures collaborative lessons include a method to document student growth over time as a result of evidence-based practice lessons

adopts a philosophy of collaboration and makes sure it underscores all communication and teaching practices

collaborates with public librarians by sharing curriculum and projects so that they can support student learning, too

collaborates with teachers and school district grant writers to generate library funds and learn about the grant-writing process

collaborates with stakeholders to meet every learner’s needs

uses KAS to move library program forward by collaborating with teachers who need support as they teach reading comprehension, higher-level thinking, and inquiry research

uses knowledge of curriculum resources to collaborate with teachers to create instructional units that are resource- based and student centered

focuses collaborative lessons on student talk, interaction with information, and active learning

collaborates with teachers and students to create a common vocabulary of search terms (e.g., pathfinders, subject guides, Boolean search strategy)

1F - Observer Evidence:

Type any observations you would like to share.

1F Component Rating

Ineffective

Exemplary

Clear selection

DOMAIN 1: PLANNING & PREPARATION- OVERALL Rating

Ineffective

Exemplary

Clear selection

4A: Reflecting on Practice

Please check all of the following items observed related to component 4A.

Performs accurate reflections of a lesson/event/program

Adjusts practice by drawing on a repertoire of strategies through collegial conversations, informal observations, and/or getting feedback from students.

Counselor's way of thinking and analyzing is accurate from the student lens and has become a habit of mind

Can accurately determine what aspects of programming they will continue in future lessons.

Creates a growth plan

Maintains personal/ counseling notes

Organizes the counseling schedule

4A - Observer Evidence:

Type any observations you would like to share.

4A Component Rating

Ineffective

Exemplary

Clear selection

4B: Maintaining Accurate Records

Please check all of the following items observed related to component 4B.

Routines and systems in place to track completion of programs/tasks

Routines and systems in place to track student success/mastery of tasks assigned

Processes in place to keep accurate records for non-instructional events/needs

Follows school/district policies and processes involving money, field trips, and day-to-day

Maintains records of counseling services.

Maintains records of parent and teacher communications.

Communicates with district and state on testing and attendance deadlines.

4B - Observer Evidence:

Type any observations you would like to share.

4B Component Rating

Ineffective

Exemplary

Clear selection

4C: Communicating with School Staff and Community

Please check all of the following items observed related to component 4C.

Regular information sent or communicated home regarding the instructional program/course/unit

Regular information sent or communicated home regarding student progress/growth/performance

Specific, designed projects utilized involve family participation or engage them in their child's learning

Documentation provided of communication and outreach to parents and families

Opportunities provided and encouraged for parents/families to provide feedback/input to teacher

Cultural needs and diversity of students when communicating is evident in outreach

Response to family/student concerns is handled with professional and cultural sensitivity

Students develop/maintain records about their learning and share this information with families

Collaborates with parents and guardians to create learning environments that promote educational equity and success for every student

Utilizes webpage, social media, and/or email for parents and community transparency

Offers workshops to meet various needs of school and students.

Provides information on school website and/or newsletters

Creates counseling office brochure

Develops middle school 101 info session and/or facilitates session

Creates an advisory council for school counseling program

4C - Observer Evidence:

Type any observations you would like to share.

4C Component Rating

Ineffective

Exemplary

Clear selection

4D: Participating in a Professional Community

Please check all of the following items observed related to component 4D.

Regular participation with colleagues in evaluating effective practices and processes to impact student learning and positive problem-solving for improvement

Regular participation in professional learning opportunities with colleagues beyond requirements that emphasize growth and improvement practices

Regular participation in school initiatives

Designs or Initiates programs or opportunities that improve school culture and community

Designs or Initiates programs or opportunities that improves student learning

Assumes regularly leadership roles within school and/or district

Maintains professionalism while providing encouraging, constructive, collegial support and challenge to colleagues

Regular participation in community initiatives

Participates in open house/parent nights/etc.

Option 10

4D - Observer Evidence:

Type any observations you would like to share.

4D Component Rating

Ineffective

Exemplary

Clear selection

4E: Growing and Developing Professionally

Please check all of the following items observed related to component 4E.

Actively seeks out feedback on counseling program from supervisors and colleagues

Accepts feedback provided from others positively and implements within practice

Actively seeks out professional learning opportunities beyond requirements and implements learning within classroom

Takes an active role in professional organizations in order to contribute to the profession

Studies current trends in counseling and strives to be lifelong professional learner

Participates in school or counseling professional learning

Attends mental health or trauma professional learning

Holds membership & participation in state level counseling association

Participates in counseling PLC’s outside of school/district

4E - Observer Evidence:

Type any observations you would like to share.

4E Component Rating

Ineffective

Exemplary

Clear selection

4F: Collection Development and Maintenance

Please check all of the following items observed related to component 4F.

Acts with integrity and honesty consistently in all matters

Puts students first in all considerations of their practice

Supports students' best interest, even in the face of traditional practice or beliefs

Solves problems with students' needs as a priority

Adheres consistently to school/district policies and procedures

Willing to re-evaluate existing practice/tradition in order to put students first

Demonstrates trustworthiness and confidentiality

Works to improve or problem solve on practices, policies, traditions that have become outdated or ineffective shown through collected data

Demonstrates good listening skills with an open-growth mindset

Participates in or Completes requirements related to ARC, 504, cumulative records, and testing data

Initiates contact with parent/ guardians

Submits/completes reports/tasks in timely manner to appropriate agencies or within the school and district

4F - Observer Evidence:

Type any observations you would like to share.

4F Component Rating

Ineffective

Exemplary

Clear selection

4G: Managing the Library Budget

Please check all of the following items observed related to component 4F.

Acts with integrity and honesty consistently in all matters

Puts students first in all considerations of their practice

Supports students' best interest, even in the face of traditional practice or beliefs

Solves problems with students' needs as a priority

Adheres consistently to school/district policies and procedures

Willing to re-evaluate existing practice/tradition in order to put students first

Demonstrates trustworthiness and confidentiality

Works to improve or problem solve on practices, policies, traditions that have become outdated or ineffective shown through collected data

Demonstrates good listening skills with an open-growth mindset

Participates in or Completes requirements related to ARC, 504, cumulative records, and testing data

Initiates contact with parent/ guardians

Submits/completes reports/tasks in timely manner to appropriate agencies or within the school and district

4G - Observer Evidence:

Type any observations you would like to share.

4G Component Rating

Ineffective

Exemplary

Clear selection

4H: Managing Personnel

Please check all of the following items observed related to component 4F.

Acts with integrity and honesty consistently in all matters

Puts students first in all considerations of their practice

Supports students' best interest, even in the face of traditional practice or beliefs

Solves problems with students' needs as a priority

Adheres consistently to school/district policies and procedures

Willing to re-evaluate existing practice/tradition in order to put students first

Demonstrates trustworthiness and confidentiality

Works to improve or problem solve on practices, policies, traditions that have become outdated or ineffective shown through collected data

Demonstrates good listening skills with an open-growth mindset

Participates in or Completes requirements related to ARC, 504, cumulative records, and testing data

Initiates contact with parent/ guardians

Submits/completes reports/tasks in timely manner to appropriate agencies or within the school and district

4H - Observer Evidence:

Type any observations you would like to share.

4H Component Rating

Ineffective

Exemplary

Clear selection

4I: Professional Ethics

Please check all of the following items observed related to component 4F.

Acts with integrity and honesty consistently in all matters

Puts students first in all considerations of their practice

Supports students' best interest, even in the face of traditional practice or beliefs

Solves problems with students' needs as a priority

Adheres consistently to school/district policies and procedures

Willing to re-evaluate existing practice/tradition in order to put students first

Demonstrates trustworthiness and confidentiality

Works to improve or problem solve on practices, policies, traditions that have become outdated or ineffective shown through collected data

Demonstrates good listening skills with an open-growth mindset

Participates in or Completes requirements related to ARC, 504, cumulative records, and testing data

Initiates contact with parent/ guardians

Submits/completes reports/tasks in timely manner to appropriate agencies or within the school and district

4I - Observer Evidence:

Type any observations you would like to share.

4I Component Rating

Ineffective

Exemplary

Clear selection

DOMAIN 4: PROFESSIONALISM- OVERALL SCORE

Ineffective

Exemplary

Clear selection

Observation Completion Time *

Time

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