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					 Measuring, managing,
marketing, documenting
and proving your worth!
   Joyce Kasman Valenza
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• Listen and think about what you want
  to explore later.
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• Data is important to prove your worth
• To understand your impact
• To reflect on your practice
Would anyone hear it?
      About pies

                      Phys ed
                      Social Studies
                      Student Activities

They just don’t get bigger!
Who is slicing
 your pie?
For the sake of your learners . . .

 •You must figure out how
 to get an appropriate slice
 •Or bake another pie!
     Perception is critical!
You must:
   • 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

  Name something
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
  reading development
       • 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
  was “caretaker.”
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.”
Administrators value
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
  benefit others
• Do no appear self-serving
• Take part in school activities and
  meetings— decisions are made by
  those who show up
• Make others look good
     Library’s “outputs”
"[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)
          One LM_Netter
• Goal?
    Flexible scheduling

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?
         Two weapons
“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.”
                             Doug Johnson
It’s about mission
         Your 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
concentrate our
                 Building /

 Information                       National /
Power / NETS                      State/ Local
   Process                        Content Area
  Standards                        Standards


                                         Planning /
     Principal                            Advisory


Libraries don’t exist in vacuums.
It’s about others!

     Faculty goals:               Principal’s goals:

      Needs of                           Parent goals:


         Setting goals
• Building
• Instructional
• District
• Professional
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?

• Realistic
• 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
 resources said:
  “these proposed cuts will not affect
    student learning and will not disrupt the
    learning process.”
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

•   Cognitive
•   Affective
•   Social
•   Physical
Two years later
Last year
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
• Paper
• Video focus groups
   Two-question survey:
• 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
      feedback survey)
Your two- or three-question survey?
    Need to Communicate!
• Newsletters
• 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
              Share success
                                                             •Goals and updates

                                                              No one will know
                                                               you are doing
                                                                 unless you
“Hear No Evil, See No Evil, Speak No Evil”
26 May 2003        report it!
 How do we measure and
share impacts & outcomes?

• Skills with
  • Spreadsheets
  • Desktop publishing
  • Presentation
  • HTML editors, blogs
• Importance of library
                 PowerPoint as a
                  Chart Creator

                                         1st Qtr
                                         2nd Qtr
                                         3rd Qtr
                                         4th Qtr

90                                                  90
80                                                  80
70                                                  60                                        East
                                                    50                                        West
                                                    40                                        North
50                                                 East
40                                                  10
30                                                   0
                                                        1st Qtr   2nd Qtr 3rd Qtr   4th Qtr
     1st Qtr   2nd Qtr   3rd Qtr   4th Qtr
How many pathfinders this year?

                   Pathfinder menu
 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
                           Tech ED
                           Special Ed
                           Social Studies
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
6                               classes
After                           G. __Grand total using the LMC
school                          today (D + F)

                  From LMC, January 2006
  Your Web use stats—easy!

Extreme Tracker
 Database use statistics
                Summarizes activity
             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
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


   80                                                                     2000-2001
   60                                                                     2001-2002
   20                                                                     2004-2005

          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
 Based Practice

   C:\Documents and Settings\Joyce Valenza\Desktop\Resources.htm
Power Tools
ALA Editions,
        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:

Dear Joyce,
           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
• Rubrics
• Senior exit interviews
  • Baseline
  • Annual
• School issues and growth
  • Be part of this research
Evidence-based practice
 is reflective practice!

 Our measurements and study
 should improve our practice!
    Reflective practice is:

• honest
• multi-sourced
• 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
  each other
• Colleagues learn by evaluating
• Teams of workers critique each
  others’ work
  • Architects
  • Lawyers
  • Writers
“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
      Education Center.
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
  statements, etc.
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!
             Getting started!
•   Do the job. Live Information Power!
•   Plan explicit lessons. Use explicit rubrics.
•   Document collaborative plans
•   Paper trail.
    •   Collect samples of student work
    •   Survey
    •   Lesson plans
    •   Checklists
    •   Portfolios
    •   Rubrics
 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.”
           Tell stories!
• 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
  • Plagiarism
  • Rubrics
  • Diversity
            Ben’s Story

 Information need:
  Conditions in Civil
  War prisons
 A good searcher
 300 books!
 Problem: Not every
  student is as
  motivated as Ben
Michelle’s Story
       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
      evidence-based practice:
• 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
  instructional intervention
• Moves you to more scientific practice,
  beyond the hunch, beyond library advocacy
• Improves your practice as a teacher-
Accountability for
 forward thinking!
      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
  • Blogs
  • Wikis
  • 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!)

• Vision

• Anticipate the resistance

• Plan the first steps
“Energy and persistence
    alter all things.”

        Ben Franklin

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