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Evaluation of instructional personnel is standard procedure in our Pre-K-12 public schools, and its purpose is to document educator effectiveness. With Race to the Top and No Child Left Behind waivers, states are required to implement performance-based evaluations that demonstrate student academic progress. This three-year study describes the implementation of performance-based evaluations for school librarians in Virginia. Participants completed an online survey at the end of the 2011-2012, 2012-2013, and 2013-2014 school years. Findings indicate that the majority of participants were evaluated using teacher-performance standards and that the majority write teaching goals as opposed to program goals. Further research should be conducted to describe the implementation process in other states, to compare performance-based evaluation of school librarians from state to state, and to explore the use of student performance data that is collected to demonstrate academic progress to also provide local evidence of the school librarian's impact on student learning.

This study explores Virginia elementary school principals' perceptions of the instructional role of the library media specialist and the origin of these perceptions. Principals who responded to the study strongly endorse the role of library media specialist as teacher of information literacy skills and as instructional partner. Respondents indicated that they learn about the instructional role of the library media specialist from library media specialists with whom they work, either in their current positions as principals or through their previous experiences as classroom teachers. Principals form their views on the basis of both negative and positive interactions with library media specialists and base their expectations of their current and future library media specialists on these prior experiences and expectations. Another key finding was that principals place primary responsibility for initiation of collaboration at both the individual teacher level and the school level with the library media specialist. These findings indicate that school library media specialist preparation programs should prepare their graduates to positively present and advocate for their key instructional role and that training in this area should be provided for those library media specialists already in the field. (Contains 7 tables.)

Teacher observation and teacher evaluation are a given in American schools, and Charlotte Danielson's work in teacher effectiveness and professional practice has guided evaluation efforts for many years. There is a new, big kid in town, however. As Race to the Top requires documentation of student growth, and research shows that teacher effectiveness is a key factor in student learning, people see full implementation of performance-based teacher-evaluation systems in states and school districts across the nation. The goal of performance-based teacher evaluation is actually two-fold: first, to document teacher effectiveness and, second, to guide professional growth. Educators must not lose sight of the second goal, professional growth, in their focus on the first; in fact, teacher effectiveness is a logical outcome of quality professional growth. Well-prepared teachers fully involved in professional learning are more effective teachers. States are at various stages in the development and implementation of performance-based teacher evaluation for school librarians. As connected educators, school librarians have rich and deep personal learning networks that can be used strategically for professional growth, and data from summative evaluations should be used to drive this growth.

Being a solo librarian today is certainly challenging; however, because of technological interconnectedness, today's solo librarian is definitely not alone. Technology allows a school librarian to immediately and constantly connect and interact with other school librarians. This article discusses online resources and websites that will allow a school librarian to remain connected.

According to a November 2004 Pew Internet and American Life Project survey, "87% of those between the ages of 12 and 17 are online...and half of them say they go online every day" ("Teens Forge" 1). They prefer the Internet to traditional libraries because they consider the Internet to be easier to use, more convenient, open 24/7, and full of more up-to-date material ("Digital Disconnect" 8). The challenge, therefore, is to offer them library sources and services via the Internet--the virtual school library/the school library Web page. Promoting reading and supporting research have always been goals for school libraries: in today's digital environment, however, it is possible to achieve these goals in a virtual setting. This article explores ways to promote reading among students and to support research virtually via a quality school library Web page.

A library media specialist should be involved in understanding the curriculum and the content area standards in the school, school district and the state, which would help the library media specialists to assist in planning, collaboratively teaching and co-evaluating with the classroom teachers. The library media program can become an integral part of the instructional program of the school and can contribute towards student achievement by involving the library media specialist in teaching students information literacy skills.

Today's principals must have knowledge of content area standards and be involved in curriculum planning and pacing. They assign strong master teachers as mentors to new teachers. They are involved in what's happening in their classrooms and practice ongoing assessment of the classroom teaching, focusing on improving student learning. Today's principal is the instructional leader of the school and sets the tone and expectations for teaching and learning. In this role, the principal can make or break the library program. Numerous studies completed in various states show that strong library programs contribute to student achievement. Student learning is higher in schools in which the library is adequately funded and appropriately staffed and the library media specialist takes an active role in instruction. The principal is a key player, perhaps the key player, in library media programs that make a difference. This article discusses this key factor which is the basis for three important questions: (1) How does the principal support the library media specialist's ability to contribute to teaching and learning?; (2) Where does the principal's perception of the library media specialist's job originate?; and (3) What exactly does the principal expect from the library media specialist instructionally?

Evaluation of instructional personnel is standard procedure in our Pre-K–12 public schools, and its purpose is to document educator effectiveness. With Race to the Top and No Child Left Behind waivers, states are required to implement performance-based evaluations that demonstrate student academic progress. This three-year study describes the implementation of performance-based evaluations for school librarians in Virginia. Participants completed an online survey at the end of the 2011–2012, 2012–2013, and 2013–2014 school years. Findings indicate that the majority of participants were evaluated using teacher-performance standards and that the majority write teaching goals as opposed to program goals. Further research should be conducted to describe the implementation process in other states, to compare performance-based evaluation of school librarians from state to state, and to explore the use of student performance data that is collected to demonstrate academic progress to also provide local evidence of the school librarian’s impact on student learning. [ABSTRACT FROM AUTHOR]

Principals serve as instructional leaders within their schools. Their understanding and support play a key role in the effectiveness of the library program. At the same time, findings from studies in numerous states demonstrate the positive impact that the school library media specialist (SLMS) has on student achievement. This descriptive study explored Virginia secondary school principals’ perceptions of the role of the SLMS as teacher and as instructional partner. Findings demonstrate that principals support the instructional role of the SLMS, that they expect the SLMS to be the primary initiator of collaboration with classroom teachers at both the individual teacher and school levels, and that they gain their knowledge of the instructional role of the SLMS from SLMSs with whom they work as teachers and as administrators. These findings have significant implications for the field—in the K–12 environment for practicing SLMSs and in the higher education environment for SLMS preparation programs. [ABSTRACT FROM AUTHOR]

This study explores Virginia elementary school principals' perceptions of the instructional role of the library media specialist and the origin of these perceptions. Principals who responded to the study strongly endorse the role of library media specialist as teacher of information literacy skills and as instructional partner. Respondents indicated that they learn about the instructional role of the library media specialist from library media specialists with whom they work, either in their current positions as principals or through their previous experiences as classroom teachers. Principals form their views on the basis of both negative and positive interactions with library media specialists and base their expectations of their current and future library media specialists on these prior experiences and expectations. Another key finding was that principals place primary responsibility for initiation of collaboration at both the individual teacher level and the school level with the library media specialist. These findings indicate that school library media specialist preparation programs should prepare their graduates to positively present and advocate for their key instructional role and that training in this area should be provided for those library media specialists already in the field. [ABSTRACT FROM AUTHOR]