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Observations

I chose to watch case #980 on the Atlas/NBPTS site, of a middle school librarian conducting an introductory session with students making documentaries for National History Day. I used a blank framework and simply jotted down what I observed when I noticed that the librarian's actions matched up with one of the components in Domain 2 or 3. I had initially chosen just a single component, which is what I understood to be the task listed in the first step of the performance task "1. Select a component from Domains 2 or 3  (from Danielson) and collect evidence." However, I soon had to decide to broaden my approach, as there really was not enough evidence for just a single component. I believe that if I was using the framework for teachers, it would have been easier for this particular lesson, as it was really more of a classroom situation rather than an active library-use session. Reflecting on this point was meaningful for me, as I am frequently frustrated by the fact that my principal has only used the teacher framework when observing me, rather than the library framework. However, he also only observes a "lesson" - and I am able to request when/which class he observes. The issue is, there is so much more to being a librarian than the (usually short) lesson which is incorporated into any given class, and very few of the components (or even domains) from Danielson can be observed in the lesson setting. Now, realizing that observing a lesson with the librarian framework is difficult to match up observable actions to components within a domain, makes me think that IF an administrator is ONLY going to observe a lesson, perhaps it is best to use the teacher framework. I never expected to come to a conclusion like that and would really love to discuss this with the group.

I think that Domain 2 may be the best one for a beginning teacher or librarian to attend to, as it has the most impact on the school community overall. By establishing an environment of respect and rapport, plus a culture of investigation and love of learning, all else can follow later, yet if the focus is on any of the other 3 Domains, it is possible that no one will actually make use of the library if Domain 2 is not attended to. I believe I truly experienced this when I began as the library director in a 700-student middle/high school (my second professional position after earning my MLS). The previous librarian had been a true academic, with a PhD and had others address her as "Dr. _____." The collection, arrangement and policies of the library reflected her approach to a purposeful, studious space for quiet research, and it had been that way for her multi-decade tenure there. I had a radically different approach and did all I could to illustrate that to students and teachers. It was a huge undertaking, a lot of which involved component 2e: Organizing physical space to enable smooth flow. I would elaborate on smooth flow to include different zones, if the physical space is large enough - which mine was. In the process, all in the school could SEE and feel the difference in the library environment I was creating, even though it was the same library.

Comments

  1. Michelle HJuly 24, 2020 at 12:28 PM

    Your comment about using the teacher rubric from Danielson vs. the librarian one for teaching is an interesting one. If the goal is "teaching a lesson," using section 3 of Danielson could be more useful because it has additional components. Wondering if you might propose some other options for your admin. Maybe some sort of combination rubric might be helpful based on the goals you set with the admin? So, you might take some components of the original Danielson and add them or substitute some to create a more relevant rubric. I often think, too, about all we do that isn't directly observable, but that also needs evaluating. I was observed teaching in many of my jobs and I was happy this year to have a different focus.

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  2. Judy KaplanJuly 25, 2020 at 6:53 AM

    Piggy backing on Michelle's comment about how a school librarian should be evaluated, I think that a conversation around goal setting with your administrator might be a way to redefine the evaluation process a bit. If the evaluation system is based on Danielson, then there are options to include school librarian goals beyond teaching and learning. In the Mentor 2020 shared folder for Teacher evaluation systems, there is an example of the revised Danielson framework for school librarians. Did you see that? Are there some components that might work to enhance the idea that librarians have extensive roles and responsibilities that could be adapted?
    Meanwhile, you have included some fine details about your approach to the practice video. Domain 2 is really critical for analyzing the efficacy of the learning space and instruction in the school library. We have to build those respectful relationships, and give everyone a chance to take responsibility for his/her/their own learning.
    Well done!
    Judy

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