Leadership: School Librarian Evaluation
CA
Moreillon, J. (2013). Leadership: school librarian evaluation. School Library Monthly, 30(2), 24-25, 59. Retrieved from: http://www.abc-clio.com/Portals/0/PDF/FeaturedArticles/LU/SLMFreeArticles/1113_v30n2p24_Leadership_Moreillon.pdf
Summary:
The implementation of Common Core influenced a review of teacher evaluations.  Teachers are evaluated on many aspects of their teaching including student achievement on standardized tests.  While school librarians are not specifically evaluated based on student assessment, they should be concerned about student success and how it can be achieved.  This article suggests that with the use of formal and informal assessments, such as pre- and post-tests, reflections, graphic organizers, and checklists, school librarians can accurately assess student learning and achievement.  It is also important for school librarians to practice self-assessment.  Some suggestions in the article for self-assessment include reflection on teaching, collaboration with teachers, professional development, outreach, collection access, leadership, and planning and evaluation.  The article even provides an example of a self-assessment, “School Librarian Self-Assessment: Five Roles of the School Librarian” as a resource for teacher librarians and school administrators.
Evaluation:

This article provides a guide to school librarians with specific standards that should be met based on the American Association of School Librarians (AASL) 21st-Century Approach to School Librarian Evaluation. An emphasis in the standards is placed on the collaboration and co-teachingof school librarians with other teachers and faculty members.  Self-assessment and self-evaluation are important tools for any person to reflect upon if they want to become better.  The resource provided at the end of this article is a great tool to help school librarians initially self-assess themselves so that they can set goals for future improvement.
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Standards: Who, What, Where, and Why

Jolene Nechiporenko

ET, CA

McClure, p. (2005). Where standards com from. Theory into practice, 4(1),4-10.
     doi:  10.1207/s15430421tip4401_2

Have you ever wondered where educational standards come from?  If so, start by reading this article in which the author does a nice job of simplifying and explaining the history and current development of standards. 

She explains that common standards are “rooted in the struggle for equal education.”  Keep in mind that several different factors can contribute to inequality: socioeconomic conditions, minorities, etc.

In the early 1990s an achievement gas was recognized and addressed by a congressionally mandated study that suggested “There was a clear difference in standards, expectations, and curriculum” between states and schools.

in 1993 federal grants were given to state departments to develop curriculum and/or content standards.

In 1995 brought about the reform of professional development and teaching.  “The inequalities in the delivery of funding of educational and the achievement gasp between school and among groups of students could not be seriously addressed without setting uniform guidelines and regulations for the teaching profession.

McClure also mentions the implementation of Title 1 programs.