and proving your worth!
Joyce Kasman Valenza
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• Data is important to prove your worth
• To understand your impact
• To reflect on your practice
Would anyone hear it?
They just don’t get bigger!
Who is slicing
For the sake of your learners . . .
•You must figure out how
to get an appropriate slice
•Or bake another pie!
Perception is critical!
• Craft “reporting forms” that show you at your
• Demonstrate your impact on learners and
• Demonstrate how you have made teachers’
jobs easier, more effective.
• Demonstrate your vision for the program
Money tends to flow where success is,
where the excitement it!
Does that person who slices the
pie really know what you do?
Does he or she understand your
contribution to the learning
important you do for
learners that no one
knows you do!
According to an SLJ survey:
• Only 37% of principals said that the
teacher-librarian made them familiar
with current research of library
programs and student achievement.
• Only 35% of principals were made
familiar with current research on
• Lau, Debra. “What Does Your Boss Think About
You.” SLJ Sept. 2002.
More from the SLJ survey:
• Only 47% believed there was a direct
link between an effective media
center and student achievement
• Only 26% believed that librarians
taught regularly scheduled classes
• Only one third believed that librarians
took a pro-active role in the school
• Half said their librarian’s primary role
Gary Hartzell’s response:
Though expressing support for the
media center is the “socially
preferred” response, when you dig
deeper “the truth comes out. . .
Principals think they should say that
but they don’t back it up with a
budget or appropriate staffing.”
According to SLJ:
“The message is clear:
librarians must make
themselves more visible by
better articulating their
mission and the impact they
have on student learning.”
We all value and protect the things and
people that make us more successful,
make our jobs easier, and make us look
good. Convincing your principal that you and
your library can do those things will go a long
way toward making clear that it's in his or her
best interests to give you the time and tools
you need to sustain a quality library media
Gary Hartzell, Professor, Department of Education Administration,
University of Nebraska at Omaha.
Do you know. . .
what keeps that person
up at night?
Supporting those who support you:
Concerns How you can help
Put others first
• Our projects and practices should
• Do no appear self-serving
• Take part in school activities and
meetings— decisions are made by
those who show up
• Make others look good
"[Librarians] need to talk about how
many research lessons they
presented, how many books they
booktalked, and detail the
collaborations they've had with
Mike Eisenberg. "This Man Wants to Change
Your Job." SLJ. September 2002)
Is that the goal?
Your outcomes (should)
impact learners, the whole
How are you perceived?
• As an add-on or drop-and-run
• As an instructional partner who
directly impacts student learning?
Is the perception. . .
That your library and its initiatives make a
difference in student learning?
Do teachers and administrators say, “We
need to see more of this!”?
That the library contributes to the continuous
improvement of the school program?
“You really need two psychological
weapons when fighting to make your
program a budget priority: a thick skin
and a deep-felt mission. Without
them, you’ll get eaten alive; with
them, you can accomplish anything.”
It’s about mission
• Guiding principles that state goals,
values, and vision
• Should be achievable
• Consider larger mission of the
• Should be a mission the whole
school can endorse
Information National /
Power / NETS State/ Local
Process Content Area
Libraries don’t exist in vacuums.
It’s about others!
Faculty goals: Principal’s goals:
Needs of Parent goals:
and. . .
• Teaching and learning
• Program Administrative
• Information access and delivery
Mid-year and end-year updates
SMART Guidelines for Goal
• Specific: What exactly do you wish to accomplish?
• Measurable: benchmarks? How will you know
you have reached them?
• Attainable /Action Oriented: what
specific steps will you take?
• Timely: Set target date(s)
* Michael Angier
Let’s create a SMART goal.
Making Instruction Explicit!
“Pedagogical intervention is at the core
of being a teacher-librarian.”
“If school libraries do not contribute to
learning outcomes, and if teacher-
librarians cannot articulate what
these outcomes are, then school
libraries are on shaky ground.”
Ross Todd, IASL, 2003
A cut-back scenario
When asked why teacher-librarians
were cut, the director of human
“these proposed cuts will not affect
student learning and will not disrupt the
How is learning demonstrated?
1. What the student knows
2. What the student can do with what
he or she knows
3. The student’s confidence and
motivation in carrying out the
Spady and Marshall. “Light not heat on OBE.”
ASBJ Nov. 1994
Ask your learners
Two years later
Surveys as powerful tools
• Student satisfaction
• Faculty satisfaction
• Plagiarism / academic integrity
• Readers’ interest
• Student feedback is very revealing!
• Surveys reflect attitudes, confidence
• Baseline and comparison
• First grade and fifth grade
• Before and after a unit
• Freshmen and senior
• Before and after an initiative
• Video focus groups
• During this term, how did the library
best help you learn?
• During this term, how could the
library help you learn better?
Ross Todd, IASL, 2003 (quoting one teacher-librarian’s
Your two- or three-question survey?
Need to Communicate!
• Frequent, targeted emails
• Intrude politely on meetings
• Decisions are made by those who show up
• Get invited, offer to host meetings
• USE your website!
• As your teaching portfolio
• As a dynamic public relations tool
• As a knowledge management site with you as
•Goals and updates
No one will know
you are doing
“Hear No Evil, See No Evil, Speak No Evil” WebShots.com
26 May 2003 http://www.webshots.com/g/25/522-sh/18287.html report it!
How do we measure and
share impacts & outcomes?
• Skills with
• Desktop publishing
• HTML editors, blogs
• Importance of library
PowerPoint as a
70 60 East
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
How many pathfinders this year?
How do you share new
experiences / resources?
Types of reports
• Full written report--give to board,
administrators, tech director, advisory
• Oral presentation to board, building level
meetings, department meetings
• “Executive” summary share with full staff
• Survey results--baseline, over time
• Summaries of anecdotal research
• Observations, video interviews, samples of
student work, journals, etc.
The annual report
• OLA Template
From the OLA Toolkit
Who uses you?
Usage by classes / groups 2004 /2005
Jacquie Henry’s Daily Schedule
and Attendance Stats
Period Classes / Activities A. ___# students using library
before school, homeroom, lunch
1 B. __# independent study hall
C. __#after school users
D. __#total independent users
4 (A +B+C)
E. __# classes today (E X 25?)
F. __# students in research
After G. __Grand total using the LMC
school today (D + F)
From LMC, January 2006
Your Web use stats—easy!
Extreme Tracker http://extremetracking.com/open?login=jvalenza
Database use statistics
MONTHLY USAGE SUMMARY
For the month of December 2005
Inside Usage Remote Usage Total Usage
Total Sessions 1676 314 1990
Connect Time (min) 14836 2884 17720
Avge Session Time (min) 9 9 9
Total Fulltext 2070 525 2595
Total Retrievals 3227 701 3928
Total Searches 12411 2613 15024
Total Turnaways 0 0 0
MONTHLY DATABASE USAGE by database
For the month of December 2005
Sessions FT Retrievals Searches
Expanded Academic ASAP 71 123 147 162
(Inside) 62 111 135 149
(Remote) 9 12 12 13
Gale Biography Res Center 304 348 568 1661
(Inside) 261 285 463 1377
(Remote) 43 63 105 284
General Ref Ctr Gold 102 90 119 170
(Inside) 81 71 96 138
(Remote) 21 19 23 32
Literature Resource Center 260 637 1021 1636
(Inside) 204 478 791 1319
(Remote) 56 159 230 317
Opposing Viewpoints 251 258 638 2892
(Inside) 237 241 609 2752
(Remote) 14 17 29 140
Science Resource Center 19 21 52 206
(Inside) 12 6 27 69
(Remote) 7 15 25 137
How would you use this data?
Library Evening Usage
Library Evening Usage
Sept Oct Nov Dec Jan Feb Mar Apr May June
*Dec 2002 - Snow Day/Bomb Scare Day
*Jan 2003 – 1 weather day / 1- bomb scare / Feb 26 & March 5 Ice-closed
Teacher Librarian Toolkit for Evidence
C:\Documents and Settings\Joyce Valenza\Desktop\Resources.htm
From a librarian:
“I do not let an opportunity go by when I let
staff know about what the library
contributes to learning. I always quote
some of the things the students have said
to illustrate my points. The school has got
the idea that what I am about is helping
kids learn. The key thing, in my view, is to
have something to say that goes beyond
gut reaction. The student survey does just
that. The teachers hear what students
have to say.” (Ross Todd, 2004)
Results are used to:
• Make decisions on improving
• Identify learning gaps
• Design future information literacy
• Plan the whole-school agenda
Why evaluate your program?
• Help increase budget
• Refocus on goals
• Improve program
• Critical for long range planning
Response to this year’s report:
What an impressive annual report. Thank you for all you have done this
year. I have been sending information about our library to my friend and mentor, . . .,
Superintendent of Schools in West Chicago. He is assembling a team to review his
library and make recommendations. I'd like to talk with you about participating on the
team. I don't think they could have anyone better. Thanks once again for your
outstanding work. You have certainly 'raised the bar' for not only the libraries in the
nation, but our High School. What you do has an impact on the entire school. I don't
have to tell you that, but I'd like to take this opportunity to tell you how much you are
valued. Have a nice summer. You have certainly earned it.
The library report is excellent - and the accomplishments are outstanding.
Congratulations to Michelle, Joan and you for a great year.
Video as evidence
• Senior exit interviews
• School issues and growth
• Be part of this research
is reflective practice!
Our measurements and study
should improve our practice!
Reflective practice is:
• based on systematic analysis
• involves thinking about and learning from
your own practice and from the practices of
• offers new perspectives
• improves judgment
• increases the probability of taking informed
action when situations are complex and
In most professions
• Colleagues learn by sharing with
• Colleagues learn by evaluating
• Teams of workers critique each
“Looking at student work is a way to
move out of complacency. Looking
at student work brings you face to
face with your values.”
Daniel Baron, Director Outreach Services, Harmony School
Librarians have a major stake
• However hard you are teaching, do
you have any real evidence that
students are learning those skills and
adopting those behaviors?
• Student products are evidence of
their true level of information fluency
• Consider what pieces of products you
might examine—works cited, thesis
The video Looking at Student Work: A
Window Into the Classroom is available
from the Annenberg Institute for School
Reform's Looking at Student Work Web
page or by calling 401-863-7990.
Tuning Protocol in action
Why use protocols?
• Creates a structured environment for
speaking listening, and questioning
• Makes the most of limited time
• Promotes deep, meaningful
conversation about teaching and
From Joyce’s principal:
If you want the support of your
• Show them your impact on student
learning / achievement
• Document tangible learning
• Do not advocate for libraries;
advocate for learners
• This evidence may not exist
• You must gather it!
• Do the job. Live Information Power!
• Plan explicit lessons. Use explicit rubrics.
• Document collaborative plans
• Paper trail.
• Collect samples of student work
• Lesson plans
From Information Power:
Simple checklist strategies: check levels of
student info literacy and tech skills,
knowledge, attitudes before and after
• Ask student to rate level of skills: thesis
development, documenting sources, note
cards, evaluation, etc.
• Look for general statements, opinions
“More than 75% of the class described dramatic
improvement in their ability to evaluate
From Information Power:
Conferencing strategies: devise activities where
students can reflect on their work, their skills, and
the benefit of library instruction
“We conferenced with all the senior seminar
students, examining their preliminary
bibliographies and tentative thesis statements.
Students felt far more confident about continuing
their research. At the end, we noted fewer
incidents of plagiarism, very few „research holes,‟
and more focused products.”
From Information Power:
Rubric strategies: Evaluate students based
on a set of criteria that clearly defines the
impact of your lessons
“In evaluating student essays, we discovered
that more than 80% of the students
developed proficient thesis statements, an
increase of 30% over the first assigned
essay in the fall.”
Rubrics to document learning
• Make sure that information literacy
goals are integrated into all research-
based assignment rubrics (offer to help
write and assess)
• Look at rubrics and work at beginning
and end of semester or school year
• Look at one criteria at a time
• Is documentation improving? Are students’
questioning skills improving?
More Information Power
Journaling strategies: Document your
instruction and the outcome of your
“Student research journals revealed 35%
more students used our subscription
databases since we introduced them in
instruction. Among their comments . . . . „I
never knew how many scholarly articles I
could find in EBSCOhost!‟”
More Information Power
Portfolio strategies: Gather samples of
students’ work over a period of time and
match them to your school’s curriculum
goals and information literacy
“Suzie‟s sixth grade writing shows growing
mastery of careful documentation. She is
developing an analytical voice as a writer.”
• Anecdotal evidence is evidence!
• Stories make arguments easier to
understand and more memorable
• Connect emotionally with audience
• Have your teachers (and your
students) share their stories too
Conditions in Civil
A good searcher
Problem: Not every
student is as
motivated as Ben
Thesis: Hitler’s personality was
the primary reason for the
Research holes: Mein Kampf,
Rise and Fall of the Third Reich
Lesson: A search engine is not
a reference librarian
Human intervention is still
Problem: Kids/people don’t
know what they don’t know
Your voluntary focus on
• Demonstrates your commitment to learning
• Convinces the “pie-slicers” of the worth of
funding libraries, evidence of your value to
the learning community
• Enables you to better plan more effective
• Moves you to more scientific practice,
beyond the hunch, beyond library advocacy
• Improves your practice as a teacher-
How are you visioning?
How are you leading?
• What new tools are you planning to
incorporate this year?
• How are you responding to the read/write
• Open Source
• Academic readiness?
More important issue:
What if I don’t do it?
This is an opportunity!
Game plan for change
• Issue (Pick just one for now!)
• Anticipate the resistance
• Plan the first steps
“Energy and persistence
alter all things.”