Performance Standard 1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. Sample may 1.1 Effectively addresses appropriate curriculum standards. 1.2 Integrates key content elements and facilitates students use of higher level thinking skills in instruction. 1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real world experiences and applications. 1.4 Bases instruction on goals that reflect high expectations and an understanding of the subject. 1.5 Demonstrates knowledge and understanding of the students physical, social, emotional, and cognitive development. 1.6 Understands how parent, family, and community values, language and culture influence learning. Information Literacy/Multiple Literacies Students know when information is needed; locate, evaluate, and use information effectively; and use information resources ethically. Inquiry Learning Independent learners ask questions, evaluate information to improve understanding, practice critical thinking, and use self-assessment strategies. Reading Students have high levels of reading literacy and become independent, lifelong readers work conducted in the performance of the standard may 1.7 Designs learning tasks that incorporate the Inquiry Process 1.8Provides aids that help learners develop questions, collect information, evaluate resources, organize and synthesize ideas from multiple sources 1.9 Instructs on search strategies in various formats (e.g., print, non-print, electronic) 1.10Recommends formats most appropriate to the learning task (e.g., print, non-print, electronic) 1.11 Instructs on legal, ethical, and social responsibilities in the Inquiry Process 1.12 Uses read-aloud, booktalks, displays, exposure to authors, and other means to motivate learners to read widely 1.13 Models, integrates, and /or applies appropriate reading strategies in lessons, units of instruction, and/or informal coaching sessions 1
Performance Standard 2: Instructional Planning The teacher plans using the Virginia Standards of Learning, the division s curriculum, effective strategies, resources, and data to meet the needs of all students. Sample may 2.1 Uses student learning data to guide planning and adjust instruction. 2.2 Plans time realistically for pacing, content mastery, and transitions. 2.3 Plans for differentiated instruction. 2.4 Aligns instruction and objectives to standards and curriculum. 2.5 Develops appropriate long- and short-range plans and adapts plans when needed. 2.6 Selects relevant instructional goals that reflect high expectations. Instructional Design Students acquire, evaluate, and use information effectively through instructional strategies designed to meet learner needs Collaborative Planning Students are encouraged to become lifelong learners through the collaboration and coordination of the library media program with classrooms and the community work conducted in the performance of the standard may include, but are not limited to 2.9 Plans learning activities that involve application, analysis, evaluation, and creativity 2.10 Collaborates with classroom teachers and/or specialists to design, implement, and evaluate inquiry lessons and units 2.11 Collaborates with teachers and other specialists to integrate reading strategies into lessons and units of instruction 2.12 Collaborates with classroom teachers to embed skills associated with multiple literacies (e.g., text, video, music, images, Internet) into lessons and curricular units 2.7 Selects and uses appropriate resources and materials. 2.8 Connects instruction to students prior learning and experiences. 2
Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Sample in the performance of the standard may 3.1 Engages and maintains students in active learning. 3.2 Builds upon students existing knowledge, skills, and strengths. 3.3 Reinforces learning goals consistently throughout lessons. 3.4 Uses a variety of effective instructional strategies and resources. 3.5 Uses instructional technology to enhance student learning. 3.6 Communicates clearly and regularly checks for understanding. 3.7 Provides students the opportunity to explore concepts in varying degrees of depth, breadth, and complexity. 3.8 Paces instruction to accommodate learning needs of the students. 3.9 Provides clear and concise learning goals, content-specific vocabulary, explanations, and directions. Add program elements that should also be observed in the Library Educational Technology Technologies to impact student achievement are integrated into teaching and learning through the library media program work conducted in the performance of the standard may include, but are not limited to 3.10 Uses emerging technologies and formats when applicable 3
Performance Standard 4: Assessment for/of Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. Sample in the performance of the standard may 4.1 Uses pre-assessment data to develop expectations for students, to differentiate instruction, and to document learning. 4.2 Facilitates students in setting learning goals and monitoring their own progress. 4.3 Uses a variety of formative and summative assessments that are valid and appropriate for the content and students. 4.4 Uses grading practices that report final mastery in relationship to content goals and objectives. 4.5 Gives constructive and frequent feedback to students on their learning. 4.6 Provides timely feedback to parents regarding student progress. 4.7 Uses student achievement data to assess the effectiveness of instruction and adjust teaching. Assessment for Learning Student learning is assessed in the library media program in collaboration with classroom teachers, utilizing data analysis and standards work conducted in the performance of the standard may include, but are not limited to 4.9 Uses performance-based assessments (rubrics, checklists, portfolios, journals, observation, conferencing, selfquestioning) 4.10 In collaboration with classroom teacher, creates rubrics for student work that integrate information literacy skills in curriculum areas 4
Performance Standard 5: Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning and building relationships. Sample may 5.1 Arranges the classroom to maximize learning while providing a safe environment. 5.2 Establishes clear expectations, with student input, for classroom rules and procedures early in the school year, and enforces them consistently and fairly. 5.3 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic. 5.4 Respects students diversity, including language, culture, race, gender, and special needs. 5.5 Encourages students to develop self-discipline and conflict resolution skills. Climate Conducive to Learning Library atmosphere invites all to explore, read and learn; provisions for diverse student needs are met Resources and Materials Student needs for learning resources are met through well developed collections of materials in a variety of formats Resource Sharing Cooperative relations improve library media program services and provide better access for students to information, knowledge and learning Equitable Access Students have flexible and equitable access to resources that support their academic and personal learning and meet diverse learning needs Intellectual Freedom Students achieve intellectual and social development as responsible, contributing members of society Social Learning Students develop skill in sharing knowledge and learning with others work conducted in the performance of the standard may 5.6 Creates a friendly, comfortable, aesthetically pleasing space that enhances and encourages technology use, leisure reading and browsing, and the use of materials in all formats 5.7 Uses shelving and storage of resources to facilitate independent use 5.8 Maintains a library website that provides 24-7 access to digital information resources and instructional support. 5.9 Creates an environment where independent reading is valued, promoted, and encouraged 5.10 Regularly seeks input from students and staff (through surveys, suggestion boxes, etc.) to determine reading interests and motivations 5.12 Promotes alternative reading options through reading lists, bibliographies, and webliographies that include 5
both in face-to-face situations and through technology Social Responsibility Students seek multiple perspectives and use information and ideas expressed in any format in a safe, responsible, and ethical manner Use of Resources - Facility Library media center facility is conducive to learning and flexible to meet every student s needs periodicals, bestseller lists, graphic novels, books, and websites in multiple languages 5.13 Collaborates with the teaching staff to develop and promote an up-to-date collection of print and digital resources in multiple genres that appeals to differences in age, gender, ethnicity, reading abilities, and information needs 5.14 Acquires, manages, and provides access to current and relevant collection. 5.15 Teaches students to research, use text, music, images, and Internet with minimal plagiarism. Students cite sources using appropriate formats. 5.16 Fosters an environment to encourage students to actively seek multiple perspectives and to work collaboratively with other students. 5.17 Advocates for and protects intellectual access to information and ideas 5.18 Reviews challenged materials using district s reconsideration policy 6
Performance Standard 6: Professionalism The teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. Sample may 6.1 Collaborates and communicates effectively within the school community to promote students well-being and success. 6.2 Adheres to federal and state laws, school and division policies, and ethical guidelines. 6.3 Seeks professional growth opportunities and incorporates learning into instructional practice. 6.4 Engages in activities outside the classroom intended for school and student enhancement. 6.5 Works in a collegial and collaborative manner with school personnel and the community. 6.6 Builds positive and professional relationships with parents/guardians through frequent and effective communication concerning students progress. Program Advocacy A focus on student achievement guides an advocacy plan that builds support of decision makers who affect the quality of the library media program work conducted in the performance of the standard may 6.11 Seeks opportunities to teach new skills to the faculty and staff, whether in a group or one-on-one 6.12 Meets with school principal to discuss library budget, policies, programs, student outcomes 6.13 Seeks additional funding through fundraisers, grant writing, and/or parent donation program 6.14 Analyzes stakeholder goals and issues for potential alignment with library activities and resources, and builds promotional efforts around them. 6.7 Serves as a contributing member of the school s professional 7
learning community through collaboration with colleagues. 6.8 Demonstrates clear and appropriate oral and written English in all communication. 6.9 Accurately and frequently reflects on instruction and student progress. Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress. Sample may 7.1 Sets measurable and appropriate achievement goals for student learning progress based on baseline data. 7.2 Documents and provides evidence for the progress of each student throughout the year. 7.3 Provides evidence of targeted support for student learning progress towards achievement goals. 7.4 Uses available performance outcome data to continually document and communicate student progress and develop interim learning targets. Program Planning and Evaluation Progress in student achievement in the library media program is monitored, assessed, and analyzed to inform decisions Reporting Effectiveness of library media program policies and resource use in meeting the needs of students is reported throughout the school community work conducted in the performance of the standard may 7.5 Conducts ongoing evaluation to generate data for strategic planning to improve library program 7.6 Writes data-driven goals and objectives that include action steps, a timeline, and evaluation criteria 7.7 Reports and uses evidence of learning outcomes to support program goals 7.8 Collects and reports data to demonstrate student use of the library facility and collection 8
Note: Performance Standard 7: If a teacher effectively fulfills all previous standards, it is likely that the results of teaching -- as documented in Standard 7: Student Academic Progress -- would be positive. The Virginia teacher evaluation system includes the documentation of student growth as indicated within Standard 7 and recommends that the evidence of progress be reviewed and considered throughout the year. Sources Consulted American Association of School Librarians. (2009). Empowering Learners: Guidelines for School s. Chicago: American Library Association.. (2012). A Planning Guide for Empowering Learners with Program Assessment Rubric. Accessed 1/31/2012 from http://aasl.eb.com/aaslwebapp-static-content/pdf/aasl_empowering-planning_v6_spreads.pdf New York State Education Department. (2009). School Evaluation. Accessed 1/4/2011 from http://www.p12.nysed.gov/technology/library/slmpe_rubric/home.html Newport News Public Schools (January 13, 2012) Teacher Evaluation and Developing Process: Rubrics. Personal Communication. Virginia Department of Education. (April, 2011). Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. Accessed 1/4/2011 from http://www.doe.virginia.gov/teaching/performance_evaluation/index.shtml. 9