Purpose of Evaluation
As with the purpose of the Wisconsin Educator Effectiveness (EE) System for evaluating teachers and principals, as well as the Wisconsin-created evaluations for other professional staff roles, the WI Evaluation of Library Media Specialists (LMS) is designed and intended as a performance-based continuous improvement system. The Library Media Specialist Evaluation processes and rubric are intended to provide meaningful and relevant feedback for the LMS that supports guided, individualized, self-determined professional growth and development.
A stakeholder workgroup of Wisconsin LMSs, administrative leaders and evaluators, CESA representatives, and experts from higher education updated the Wisconsin Library Media Specialist (LMS) Evaluation rubric and processes to align to national professional standards, including the National School Library Standards from the American Association of School Librarians and the Future Ready Librarian Framework. These revised WI LMS evaluation tools will be available in the Frontline Education Platform starting 2020-21 and Google format that may be used through the individual district’s local storage options.
WI LMS Evaluation User Guide
The WI LMS Evaluation User Guide provides a foundational understanding of WI’s LMS Evaluation System. The LMS Evaluation User Guide outlines the recommended minimum processes for library media specialists and their evaluators to plan and carry out learning-centered evaluations that are specific to their unique professional roles. AT THIS TIME, THE DOCUMENT IS IN DRAFT FORM. THE FINAL VERSION WILL BE UPLOADED AS SOON AS IT IS AVAILABLE.
LMS Evaluation Process Forms
Each link will have you make a copy of the form template in your Google Drive account.
The LMS uses this form to reflect on the strengths and areas for growth aligned to the components of the practice rubric.
This form guides the development and review of annual professional goals: Professional Practice Goal (PPG) and Student or Program Outcome (SPO).
The LMS lists documents, videos, graphs, etc. that contain evidence of performance aligned to the practice rubric components and SPO goal(s).
LMS shares the planning process related to instruction or other specific activity prior to the observation event by the evaluator.
LMS shares reflections on what went well and what could have been done differently during the observed activity. This information can inform formative, growth-oriented dialog and feedback.
Observer(s) document evidence observed throughout the Evaluation Cycle. The form sorts the evidence by component on individual tabs for each observation with opportunity for the observer to engage with the LMS to provide formative feedback, as well as all cycle evidence compiled, sorted by component, to use in the End-of-Cycle Summary.
LMS shares reflections on the learning process of the Evaluation Cycle and how this learning will influence continued growth in the next Evaluation Cycle.
The evaluator reviews all artifact and observation evidence collected throughout the Evaluation Cycle to collaborate with the LMS on next steps for continued growth, how improved practices can positively impact student, staff, or program outcomes, and provide summative feedback.