Librarian Rubric of Effectiveness

1: Planning and preparation / Exemplary description
1. Demonstrates knowledge of curriculum, literature and trends in library practice, information technology, and research process / Librarian displays rich extensive knowledge of the curriculum, resources and trends within the library, various literacies, literature, information technology, and the research process, and is able to create or suggest meaningful real-life curricular connections
2. Demonstrates knowledge of students and staff / Clearly demonstrates knowledge of age appropriateness, basic skills, backgrounds, interests, abilities, and special needs of students and uses knowledge expertly in planning instruction, promoting reading, and developing the resource collection to support classroom or campus goals
3. Collaborates in the design of structured lessons / Displays full understanding of the instructional goals for all disciplines and diverse student populations, and collaborates with classroom teachers to design cohesive lessons that support the classroom curriculum, goals, and objectives
4. Demonstrates knowledge and use of resources / Has an extensive knowledge of resources within the library collection, various online and electronic resources, with advanced skills for accessing information using these resources, and actively seeks other resources throughout
2: Instructional practice / Exemplary description
1. Establishes clear and high expectations and goals / Clearly develops and maintains high and common expectations for all students and teachers. Works with all students and teachers on individual goal-setting and developing necessary support
2. Encourages higher-order learning skills / Clearly develops challenging instructional content and uses multiple teaching strategies and effective questioning that engages students by connecting to other subjects, topics, and real life situations
3. Clearly presents instructional content to all students / Frequently and clearly establishes and reinforces the purpose of the lesson, and uses effective verbal and nonverbal techniques as well as instructional media and technology to foster active inquiry and with no irrelevant or nonessential information
4. Actively adjusts instruction to respond to classroom & campus needs / Consistently checks for understanding throughout the lesson and acts on areas of misunderstanding by delivering routinely high quality feedback
3: Library Culture / Exemplary description
1. Establishes routines and procedures / Creates and implements consistent library routines and procedures that promote student independence and ownership of library procedures and routines which allow for optimal, flexible access to the resources, equipment, facility, and librarian
2. Maintains a welcoming environment that promotes healthy social-emotional interactions / Maintains an inviting, respectful environment and safe physical space, with interactions that are caring with expectations that students are curious, on-task, value the library, and are sensitive to individual needs and cultures
3. Maximizes use of the library / Maximizes use of the library, its resources, equipment, the expertise of the librarian through the effective organization of space and access to resources; usage is evidenced by the daily volume of students and classes, circulation statistics, and 6 weeks reports
4. Develops and maintains collection / Uses input from staff members, students, school community, assessment data, or outside resources to keep a current and relevant collection of physical and electronic resources that are aligned with and responsive to curriculum, student, and campus needs
3.1: Elementary Library Culture / Exemplary Description
1.Lessons taught in support of library culture and in support of classroom / Clearly has excellent skills in teaching students how to navigate and become independent users in the library organizational schema as well as support skills taught in the classroom.
2. Reading and literacy promotions / Clearly supports reading and literacy through a variety of reading opportunities
3.2: Secondary Library Culture / Exemplary Description
1. Promotes college readiness and 21st century research skills, and digital citizenship through a network of learners / Rigorously promotes college readiness and research skills with digital citizenship and ethics with emphasis on utilization of online and web-based resources in an environment which promotes a network of learners.
2.Creates a learning hub for the school community / Rigorously encourages exploration, creation, and collaboration between students, teachers, and a broader global community which helps to benchmark student maturation and achievement through triangulation.
4: Professionalism and Collaboration / Exemplary description
1. Models excellent attendance / Clearly has excellent (significantly above average) attendance and gives ample notice to administration whenever possible; always leaves directions and lesson plans for substitutes
2. Follows rules and procedures / Complies with all verbal and written directives, participates in the development of operating procedures, and demonstrates a commitment to the professional ethics of librarianship
3. Engages in professional development and learning / Actively seeks and implements professional development into practice, such as feedback from colleagues, conferences, research, etc., to improve effectiveness
4. Leads professional community / Regularly keeps colleagues informed of the development of the library program, new resources, and services through staff development or other leadership roles; collaborates to plan units, share teaching ideas, and review student work; frequently collaborates with stakeholders
5. Actively supports the school improvement plan / Has an in-depth understanding of the school improvement plan. Actively participates in improvement planning, seeks to meet designated performance goals and to overcome performance gaps
6. Establishes relationships with families and community / Uses multiple methods to communicate effectively with parents and community and implements reading motivation and other planned programs to involve community according to campus needs.
7. Performs other duties and responsibilities as assigned / Makes substantial contributions to the school and to the district by successfully executing other duties and responsibilities as assigned by administrator, e.g. volunteer coordinator, field trip coordinator, library technology troubleshooting

DOMAIN 1: Planning and preparation
Exemplary
(3 points) / Proficient
(2 points) / Progressing
(1 point) / Unsatisfactory
(0 points)
Description / Look Fors*
1.1:
Demonstrates knowledge of content, concepts, and skills of research process / Displays extensive knowledge of the curriculum, resources within the library, various literacies, and the research process, and is able to create meaningful connections /

Librarian actively builds upon student learning from other classes or from real life through various library resources (e.g., researching in electronic databases)
Librarian regularly highlights key concepts and ideas from the curriculum and uses them as bases to connect other powerful ideas
Lessons are clearly aligned with the curriculum and integrate the research process
Has extensive knowledge of information, media, and digital literacy
Evidence of continuing pursuit of knowledge (e.g., professional development)

/ Displays knowledge of the curriculum, resources within the library and available online, various literacies, and the research process, and is able to create connections / Is familiar with the curriculum, resources within the library , various literacies, and the research process, but cannot articulate connections between literacies and the research process / Demonstrates limited knowledge of content, resources available for use, and research process.
1.2: Demonstrates knowledge of students / Clearly demonstrates knowledge of age appropriateness, basic skills, backgrounds, interests, abilities, and special needs and use knowledge expertly in planning instruction, promoting reading, and developing the resources collection to support classroom or campus goals as well as student wants and needs /

Lessons are developmentally and culturally appropriate
Librarian uses, appropriate knowledge of students’ varied approaches to learning in instructional planning

/ Demonstrates adequate knowledge of age appropriateness, basic skills, backgrounds,interests, abilities, and special needs of students and uses knowledge for planning instruction, promoting reading, and developing the print and digital resource collection / Demonstrates some of knowledge of age appropriateness, basic skills, backgrounds,interests, abilities, and special needs of students and uses knowledge for planning instruction, promoting reading, and developing the print and digital resource collections / Makes little or no attempt to acquire knowledge of age appropriateness, basic skills, backgrounds,interests, abilities, and special needs and uses knowledge for planning instruction, promotes reading, and developing print and digital resource collections

Plans collaboratively with other teachers in a team to create multidisciplinary units
Collects data from multiple sources (e.g., student and staff inquiries, collaboration with other teaching professionals) to better understand students and help them individually
Lessons are differentiated for students by their skills, knowledge, language proficiency, or student interests and cultural heritage

*”Look fors” provide evaluators a menu of highly effective strategies or techniques that they might see in a classroom or library. The hope is that look fors will reduce subjectivity and increase inter-rater reliability.

Exemplary
(3 points) / Proficient
(2 points) / Progressing
(1 point) / Unsatisfactory
(0 points)
Description / Look Fors
1.3:
Collaborates in the design of structured lessons aligned with formative and summative assessments (formal or informal) / Displays full understanding of the instructional goals for all disciplines and diverse student populations, and initiates collaboration with classroom teachers to design cohesive lesson plans and provides the necessary resources to support the classroom curriculum, goals, and objectives /

Portfolio shows how lessons link to classroom curriculum, goals, and objectives

/ Displays understanding of the instructional goals for most subject areas and diverse student populations, and provides many of the necessary resources and collaborates with teachers to support the classroom curriculum, goals, and objectives / Displays some understanding of the instructional goals for different subject areas and diverse student populations; provides some of the necessary resources to support the classroom curriculum, goals, and objectives, and collaborates with classroom teachers only when asked multiple times / Does not display a real understanding of the instructional goals for the disciplines and diverse student populations; shows no attempt to collaborate with teachers and provides few of the necessary resources to support the goals

Collaborates with teachers to write clear instructional goals, written in the form of student learning, and permits viable methods of assessment

Lesson design and instructional goals take into account the varying learning needs of individual students or groups

Develops and uses assessing and advancing questions for all students

Portfolio shows how lessons link to classroom curriculum, goals, and objectives

1.4:
Demonstrates knowledge and use of resources / Has an extensive knowledge of resources within the library collection, various online and web-based resources, with advanced skills for accessing information using these resources; and actively seeks other age appropriate resources within and beyond the district and community at large /

Evidenced in professional learning activities
Conference with librarian reveals a broad understanding of how diverse learners acquire specific content knowledge
Librarian actively works with students and teachers with online resources and shares that knowledge.

/ Has a commendable knowledge of resources within the library collection, various online or web-based resources, with demonstration of the knowledge of accessing and using these resources; and seeks other resources throughout the district and community at large / Is aware of the resources within the library collection and various online or web-based resources, and is aware of some places to seek other resources throughout the district and community at large / Has little awareness of the resources within the library collection or various online or web-based resources, and does not seek resources outside of the library

Adapts instruction during the lesson to meet specific student needs

Shares professional learning with faculty and students on online resources

Works with colleagues to align curriculum vertically across grades and horizontally across content

Evidenced in professional learning activities
Conference with librarian reveals a broad understanding of how diverse learners acquire specific content knowledge

DOMAIN 2: Instructional Practice
Exemplary
(3 points) / Proficient
(2 points) / Progressing
(1 point) / Unsatisfactory
(0 points)
Description / Look Fors
2.1:
Establishes clear and high expectations and goals / Clearly develops and maintains high and common expectations for all students. Works with all students on individual goal-setting and developing necessary support /

Describes and designs a variety of methods students can use to meet expectations

/ Has high expectations for all students. Sets goals and creates rubrics for the class but not necessarily for individual students / Recognizes and communicates that students can be successful but that belief may not be tied to performance expectations or specific goals / Communicates a fixed mindset that some students have ability and other students do not

Plans for multiple iterations/drafts of student work toward goals with clear feedback provided on each draft

Clearly visible student peer review activities
Librarian reflection shows high expectations and a commitment to helping students reach their goals

2.2:
Encourages higher-order learning skills / Clearly develops challenging instructional content and uses multiple teaching strategies and effective questioning that engages students by connecting to other subjects, topics, and real life /

Librarian models for students how to report on knowledge, e.g., students are asked to “retell” a problem or lesson
Librarian uses multiple engagement strategies: such as instructional media and technology, group work, pair exercises, movement activities
Librarian's communication and questioning demonstrates an understanding of how students with broad ranges of ability learn

/ Uses multiple teaching strategies and questioning techniques that allows for problem-solving and connection to students’ real life / Attempts to engage students using a limited range of classroom strategies and questioning techniques that sometimes connect to students’ real life / Mostly lectures to passive students or has students go through books and utilize worksheets
2.3:
Clearly presents instructional content to all students / Frequently and clearly establishes and reinforces the purpose of the lesson, and uses effective verbal and nonverbal techniques as well as available instructional media and technology to foster active inquiry and with no relevant or nonessential information /

Modeling by the librarian to demonstrate his or her performance expectations
Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson

/ Clearly establishes the purpose of the lesson, and attempts to uses multiple verbal and nonverbal techniques as well as instructional media and technology to convey concepts with very little irrelevant or nonessential information / Initially establishes the purpose of the lesson, but is not reinforced or may be vague. Uses limited verbal and nonverbal and techniques and
instructional media and technology and often presents irrelevant or nonessential information / Fails to establish a coherent purpose of the lesson and often presents irrelevant, nonessential, or confusing information. Does
not use, or uses ineffectively, instructional media and technology

Examples, illustrations, analogies, and labels for new concepts and ideas
Concise language and communication, with all the essential information and no irrelevant or confusing information
Librarian’s spoken and written language is correct, expressive, with well-chosen vocabulary

Exemplary
(3 points) / Proficient
(2 points) / Progressing
(1 point) / Unsatisfactory
(0 points)
2.4
Actively adjusts instruction to respond to classroom and campus needs / Regularly checks for understanding throughout the lesson, and anticipates misunderstandings; and expertly modifies instruction to respond to student needs and campus demands without taking away from the flow of the lesson or losing engagement /

Uses non-verbal cues, such as written student examples, thumbs-up-thumbs-down, do-nows, turn and talk, exit slips, to check for understanding
Librarian is constantly moving around the library and school to work with individuals
Checks for understanding at higher levels by asking pertinent, scaffold questions that push thinking; accepts only high quality student responses(those that reveal understanding or lack thereof)
Librarian seizes a major opportunity to enhance learning by building on a spontaneous event
Takes interruptions as a normal part of the day and does not let it cause disruptions in the library
Feedback is high quality in a timely manner and students promptly use it in their learning
Is flexible and integrates changing campus needs into daily work and instruction

/ Checks for understanding throughout the lesson through a variety of strategies, and responds to misunderstandings through different adjustments in instruction if the first try is unsuccessful / Checks for understanding at some points during the lesson but strategies are limited, and often misses opportunities to remedy misunderstanding or attempts to but disrupts the flow of the lesson / Does not respond to classroom needs in instruction and infrequently checks for student understanding or is ineffective in accurately assessing student misunderstanding and fails to remedy them
2.5 Differentiates for different learning styles / Clearly adapts the depth, pace and delivery mode of what is taught in a lesson to ensure successful learning for all students and to accommodate different student learning styles, needs, interests, abilities, and questions /

Librarian successfully makes a major adjustment to a lesson (in pacing, content, structure)
Librarian persists in seeking effective approaches for students who need help
Uses multiple instructional strategies and media in each lesson (flexible grouping, accessible technology, hands-on, text, tiered activities, projects)
Librarian seizes a major opportunity to enhance learning by building on a spontaneous event

/ Generally utilizes various instructional strategies and arrangements that are appropriate to the students and to convey the instructional purposes of the lesson / Adapts some elements of the lesson’s delivery to meet the needs of most learners, but use of strategies is limited; some individual students may not be able to access the lesson in an effective way / Adapts few or no elements of the lesson to meet different student learning styles and needs