Research Finding:
Principals and teacher-librarians have different
views of how the principal evaluates the school library.
Comment
How do principals gather information about the effectiveness
of the school library?
According to principals in New York, in rank order,
through: informal visits to the library; examination
of student work for evidence of library use; examination
of reading scores on standardized tests; interviews
with students; formal observation of teaching; examination
of teacher lesson plans; interviews with faculty (plus
seven others).
What are they looking for? Again, according to principals:
- In informal visits—An inviting, clean,
organized environment with relevant displays. Interaction
among teachers and students. Active engagement of
students with materials. Students borrowing materials.
- In examination of student work—Work
that supports the school’s goals. Literary quality
to the writing. Presenting results of inquiry in
a variety of ways. Variety of references consulted.
- In interviews with faculty—How knowledgeable
is the teacher-librarian? Are teachers enthusiastic
about use? Is the library used extensively? How useful
are the staff development programs conducted by the
teacher-librarian?
- In interviews with students—What are
you reading? What did you learn in the library today?
Does the library have good books? Can you find what
you need in the library?
And some of the implications?
- Develop an orderly, attractive, inviting environment
with relevant displays.
- Discard old and unattractive materials.
- Plan with teachers to develop engaging activities
for students. Move toward a flexible schedule.
- Report regularly and meet regularly with your principal.
Avoid jargon.
- Provide staff development opportunities for teachers.
Source:
Everhart, N. & Strauss, A. (2001, November). Evaluation
of the school library media center: The principal’s
perspective. Presentation to the 10th biannual
conference of the American Association of School
Librarians, Indianapolis, Indiana.
