My formal goal-setting in my library has been driven primarily by the district evaluation process, which uses the Danielson Framework. I have always used the library-specific rubric, as it was given to me by the previous librarian and my principal. In my first two years of teaching, my mentor (the art teacher in my school) was very helpful in developing a specific, measurable goal based on one specific competency. My first year I focused on 2d: Managing student behavior. I still have a couple of videos I made from my desk while teaching, showing the students, and it is very hard for me to watch how few expectations I set for my students, and the resulting fidgety behaviors throughout my lessons. However, those videos as well as my mentor's observations were extremely helpful in figuring out what was missing from my classroom management. I have continued to use the Danielson rubric to set my yearly goal, and my end-year conversation with my principal usually involves each of us independently scoring me throughout the whole rubric and comparing notes.
Likely as a result of it's primary place in my formal evaluation, the "distinguished" category of Danielson has always been an inspiration for me as I imagine myself and my library in the future. I appreciate how simple and clear their picture of a library is---I guess that it just feels like something that is achievable. Danielson includes 4 Domains that each include 5-6 Competencies, for a total of 22 Competencies. In contrast, the National School Library Standards for School Librarians feel a bit overwhelming. I understand that standards should be aspirational, However, there are 6 Shared Foundations, each with 4 Domains within them, and between 2-3 competencies for each of those----a total of 66 Competencies. Three times as many competencies as Danielson; a LOT more! However, there is also a lot more inspiration to be had for what an excellent school librarian would look like, act like, sound like, do. A challenge to using the School Librarian Standards for evaluation is the lack of a rubric describing levels of performance like Danielson has. Chapter 13: Measuring School Librarian Growth suggests that a rubric be developed locally---which would be a major undertaking with 66 competencies to articulate. Thus far I haven't been able to locate a rubric shared online, so perhaps this could be a document we could eventually create collaboratively as a cohort.
It will be interesting to learn about another district's evaluation process when I mentor someone in another district. No matter what their process is like, I will definitely encourage my mentee to use the SMART goal framework to set their goal, and specifically to ensure that the goal is measurable, and observable for the sake of their observation.
Wow, doing the math for that and seeing that there are 66 competencies justifies my feelings of overwhelm about the AASL standards! I must agree with you that seems a high bar to set, especially without a rubric to measure your performance against. I hope we do develop a way to use the standards in a simplified manner because I'm concerned that yes, they are aspirational, but are they easy to demonstrate when they've been met?
ReplyDeleteThank you for doing the math! It does seem as if there is a very high bar if you want to use the AASL standards as targets and to develop a whole rubric around them-a monumental task! After spending time trying to dig deep into the standards, I have a couple of observations about how to integrate them into personal learning growth, improved teaching, and the school library environment. The standards, as the authors have reminded us, are not a complete meal, but offer a menu of choices that can be tailored to an individual's position. They are not a curriculum that has to be followed, but guideposts to build professional learning. In other words, we can pick and choose our own adventure.
ReplyDeleteSetting a goal starts with personal reflection-what will make me a better teacher, school librarian, or help build a better school library environment-physical or virtual? This is just what Hannah has shared in her experience. Even though the Danielson domains focus on teaching, school librarian goals can be developed through the school library lens. Did you happen to see the one from Chicago that has been adapted for school librarian? It's in the Teacher evaluation systems folder.
As part of the reflection process for developing school library goals, you have to think about the relevance of a goal in the wider school community. How does it fit with current initiatives, continuous improvement plans, diversity, etc.
Once you have homed in some of these ideas through the school library lens, then you can think about how your ideas might be aligned in the AASL shared Foundations for Learner, School Librarian, or School library. Is the big idea for your goal about Inquiry or Inclusion, Collaboration or Curation, Exploration oar Engagement?
Look at the Best Practices for the one that matches your ideas. Then look at the competencies for something that might describe your intent. Most of them are quite broad, and you can personalize them.
Deliberate practice: Big Ideas, break them into chunks, zero in on one or two, and then build your practice.
Charles Dabirtz has developed a great visual flow chart that summarizes a lot of this. Check it out on his blog.
Judy