Media Specialist Rubric 15-16

LIBRARY MEDIA SPECIALIST EVALUATION INSTRUMENT
Performance Rating
Requires Action
Progressing
Accomplished
(0 points)
(1 point)
(2 points)
Domain 1: Planning and Preparation (Domain weight: 25%)
1a:
The LMSs plans and practice
The LMSs plans and
The LMSs plans and practice
Demonstrating
demonstrate solid knowledge
demonstrate little knowledge of practice demonstrate some
Knowledge of
of curriculum, current and
curriculum, current and classic knowledge of curriculum,
Literature,
classic literature of all genres,
literature of all genres, content, current and classic literature
Content, and
content, best practices,
of all genres, content, best
best practices, instructional
Practice
instructional strategies, and
practices, instructional
strategies, and program
program expectations.
expectations.
(Component weight: 5%)
expectations.
Exemplary
(3 points)
The LMSs plans and
practice demonstrate
extensive knowledge of
curriculum, current and
classic literature of all
genres, content, best
practices, instructional
expectations.
The LMS stays abreast of
emerging research areas
and innovative methods and
incorporates them into plans
and practice.
Elements include:
Knowledge of curriculum
Knowledge of information, media, current and classic literature and digital literacy
Knowledge of the research process
Knowledge of pedagogy
1b:
Demonstrating
Knowledge of
Students
The LMS demonstrates little

knowledge of students
backgrounds and needs, and
does not attain this knowledge
when planning activities and
selecting resources and
strategies.
The LMS indicates the

importance of understanding
students backgrounds and
needs, and attains this
knowledge for the school as a
whole when planning activities
and selecting resources and
strategies.
The LMS actively seeks

backgrounds and needs, and
attains this knowledge for
specific groups when
planning activities and
strategies.
The LMS actively seeks

backgrounds and needs from a
variety of sources, and attains
this knowledge for individuals
when planning activities and
strategies.
The LMSs outcomes are stated

as goals reflecting high
expectations, clarity, and
suitability for student needs.
The LMSs outcomes are

stated as goals reflecting
rigorous expectations, clarity,
and suitability for student
needs. Outcomes represent
different types of content and
offer opportunities for crosscurricular connections.
Elements include:
Knowledge of child and adolescent development
Knowledge of learning process
Knowledge of students backgrounds and needs
Use in planning instruction, promoting reading, and/or developing the resource collection
1c:
Setting Media &
Instructional
Outcomes
The LMSs outcomes reflect low

expectations. Outcomes are
unsuitable for student needs
and/or lack clarity.
The LMSs goals are not
measureable, not aligned to
relevant curriculum, nor evident
in plans and/or practice.
The LMSs outcomes are

stated as goals reflecting
modest expectations, clarity,
and suitability for student
needs.
The LMS develops
measureable goals that are
partially aligned to relevant
curriculum and somewhat
evident in both plans and
practice.
The LMS develops

measureable goals that are
aligned to timely and
relevant curriculum and
practice.
The LMS develops ambitious

and measureable goals that
are aligned to timely and
relevant curriculum and
practice.
Elements include:
Knowledge and use of data
Suitability for students
Clarity, balance, sequence, and alignment
Connection to classroom initiatives
Knowledge of curriculum resources and maps
Distribution: Information Services, Empowering Effective Teachers

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Requires
Action
1d:
Demonstrating
Knowledge of
Resources
The LMS demonstrates

little knowledge of the
resources available
through the library
collection, school, district,
and online to enhance own
knowledge, to use in
designing instruction, or to
provide for stakeholders in
order to enhance learning.
The collection is not
current and/or balanced
and does not meet the
curricular and reading
interest/needs of users.
Progressing
(1 point)
Performance Rating
Accomplished
(2 points)
The LMS demonstrates basic

knowledge of the resources
available through the library
collection, school, district, and
online to enhance own
knowledge, to use in designing
instruction, or to provide for
stakeholders in order to
enhance learning. The LMS
uses professional selection
guides to keep the collection
current and balanced to
partially meet the curricular and
reading interest/needs of users.
The LMS demonstrates solid

knowledge of the resources
available through the library
collection, school, district,
and online. The LMS uses
this understanding to
enhance own knowledge, to
use in designing instruction,
or to provide for
current and balanced to
meet the curricular and
reading interest/needs of
users.
Exemplary
(3 points)
extensive knowledge of the
resources available through
the library collection, school,
district, and online. The LMS
skillfully uses this
understanding to enhance own
knowledge, to use in designing
instruction, and to provide for
current and balanced to meet
and exceed the curricular and
reading interest/needs of
users.
Elements include:
Resources for stakeholders
Instructional resources and technology
Collection analysis
1e:
Designing
Instructional
Practice
The LMS coordinates knowledge

of content, students, and
resources to design a plan
aligned with outcomes and
suitable for most students. The
plan has a clear structure and is
likely to positively impact student
learning.
The LMS coordinates

knowledge of content, students,
and resources to design a plan
aligned with outcomes and
differentiated for individual
students. The plan has a clear
structure and is likely to
positively and significantly
impact student learning.
The LMSs plan for assessment

of activities is partially aligned
with outcomes. Assessment
methodologies have been
adapted for some students
and/or conditions.
The LMSs plan for assessment of

activities is aligned with
outcomes. Assessment
adapted for groups of students
and/or conditions.
The LMSs plan for assessment of

activities is aligned with
outcomes. Assessment
adapted for individual students
and/or conditions.
Assessment criteria and

standards have been
developed but are unclear.
The LMS has a basic
strategy for using formative
assessment within practice.

standards are clear. The LMS
has a well-developed strategy
for using formative assessment
within practice.

standards are clear. The LMS
has a well-developed strategy for
using formative assessment
within practice.
The LMS does not

coordinate knowledge of
content, students, and/or
for instruction. The plan is
poorly aligned with outcomes
and/or suitable for only a few
students. The plan has no
recognizable structure and/or
experiences are unlikely to
positively impact student
learning
The LMS inconsistently

coordinates knowledge of
content, students, and
that is partially aligned with
outcomes and/or suitable for
some students. The plan has
a recognizable structure and
some experiences are likely to
positively impact student
learning.
The LMSs plan for

assessment of activities is
poorly aligned with outcomes.
Assessment methodologies
have not been adapted for
students and/or conditions.
standards have not
been developed or are
unclear. The LMSs
strategy for using
formative assessment
within practice is
nonexistent or
unsuitable.
Elements include:
Learning activities
Alignment with outcomes
Structure
1f:
Designing
Assessment of
Media & Instructional
Activities
Students are included in the

development of assessment.
Planned assessment includes
opportunities for selfassessment by students.
Elements include:
Alignment with outcomes
Criteria and standards
Design of formative assessments

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Requires Action
(0 points)
Domain 2: The Environment (Domain weight: 25%)
2a:
Interactions between the LMS,
Creating an
students, and adults are
Environment of
generally negative,
Respect and
inappropriate, or insensitive to
Rapport
students cultural backgrounds
or developmental differences
and are characterized by
sarcasm, put-downs, or
conflict.
Performance Rating
Progressing
Accomplished
(1 point)
(2 points)
Exemplary
(3 points)
Interactions between the

LMS, students, and adults
are respectful, generally
appropriate, and free from
conflict, but may be
characterized by occasional
displays of insensitivity,
harshness, or lack of
responsiveness to cultural or
developmental differences
among students.
Interactions between the

LMS, students, and adults
are polite and respectful,
reflecting genuine warmth,
caring, and sensitivity to
students cultures and
developmental levels. The
LMS fosters an environment
of civility among students in
the library.
Interactions between the LMS,

students, and adults are polite
and respectful, reflecting
genuine warmth, caring and
sensitivity to students cultures
and developmental levels. The
LMS fosters an environment of
civility among students in the
library. Students themselves
ensure a high level of civility in
the library.
The LMSs attempt to create

a media center culture of
high expectations for learning
and inquiry is partially
successful. Students
demonstrate moderate
commitment to learning and
pride in their work.
The media center culture is

characterized by high
expectations for learning and
inquiry. Students
demonstrate a commitment
to learning and pride in their
work.
High levels of student energy

and LMS passion create a
culture of learning and inquiry
in which everyone shares a
belief in the importance of
reading and learning and the
belief that students can
succeed if they work hard. All
students hold themselves to
high standards of
performance.
Elements include:
Interactions with stakeholders
2b:
Establishing a
Culture for
Learning and
Literature
Appreciation
The media center

environment conveys a
negative culture,
characterized by low
expectations for learning and
inquiry. Students
demonstrate little or no
commitment to learning and
pride in their work.
The LMS works with groups
and individuals to promote
reading for pleasure and love
of learning with little success.
The LMS does not provide
effective literature/reading
motivation programs.

of learning with partial
success. The LMS provides
general literature/reading
motivation programs.

of learning. The LMS
provides differentiated
literature/reading motivation
programs.

and/or individuals to promote
of learning. The LMS
provides differentiated
literature/reading motivation
programs, making
connections to classroom
curriculum and/or school-wide
initiatives.
Elements include:
Expectations for learning and engagement, reading promotion, and literature programs/activities
Importance of reading and learning
Student pride in work
2c:
Establishing and
Maintaining Library
Procedures
The LMSs communication and

management of procedures for
access to and delivery of media
services are not effective.
Much time is lost due to
inefficient preparation and
management of materials and
procedures.
The LMSs communication and

management of procedures for
access to and delivery of media
services are partially effective.
Some time is lost due to
preparation and management
of materials and procedures.
The LMS clearly communicates

and effectively manages
procedures for access to and
delivery of media services. Little
time is lost due to efficient

and effectively manages
procedures for access to and
delivery of media services. No
time is lost due to skillful
Stakeholders contribute to the
development, adjustment,
and/or management of
procedures.
Elements include:
Management of materials
Scheduling procedures
Training and use of available assistants
Circulation procedures

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Requires Action
(0 points)
2d:
Managing Student
Behavior
There is no evidence that

standards of conduct have
been established and little or
no LMS monitoring of student
behavior. Reponses to
student misbehavior are
inappropriate or disrespectful.
The LMS does not
appropriately reinforce
positive behavior or address
inappropriate behavior
efficiently.
Inappropriate and off-task
student behavior has
significant negative impact on
the learning of students in the
media center.
Performance Rating
Progressing
Accomplished
(1 point)
(2 points)
The LMS has made an effort to
establish standards of conduct
for students and tries to monitor
student behavior and respond
to student misbehavior, but
these efforts are not always
successful.
Exemplary
(3 points)
Standards of conduct are clear,

with evidence of student
participation in setting them.
The LMSs monitoring of
student misbehavior is subtle
and preventive, and responses
to student misbehavior are
sensitive to individual student
The LMS strategically
The LMS reinforces positive
needs. Students actively
behavior and addresses some reinforces positive behavior and
monitor the standards of
addresses most inappropriate
inappropriate behavior
behavior.
behavior efficiently.
efficiently.
The LMS strategically
reinforces positive behavior
student behavior has little
student behavior has some
and there is significant
negative impact on the learning negative impact on the learning
evidence that students
of students in the media center. of students in the media center.
reinforce positive media center
culture. The LMS addresses
almost all inappropriate
behavior efficiently.
Standards of conduct are clear
to students, and the LMS
monitors student behavior
against those standards. The
LMSs response to student
misbehavior is appropriate and
respectful to students.

behavior has no negative
impact on student learning.
Elements include:
Expectations
Monitoring of and response to student behavior
Response to student misbehavior
2e:
Organizing Physical
Space
The library and resources are

unsafe or disorganized for
accessibility, traffic flow, and
various learning activities.
Materials are not current or
maintained to support
curriculum standards and
student learning.
Signage does not aid in
identification of collection
subdivisions and resources.
Displays of materials are
inappropriate or nonexistent.

partially organized for
accessibility, safety, traffic
flow, and various learning
activities.
Materials are somewhat
current and maintained to
support curriculum standards
and student learning.
Some signage is provided to
identify collection subdivisions
and resources.
Displays of materials are
present but result in limited
engagement.

organized for accessibility,
safety, traffic flow, and various
learning activities.

organized for accessibility,
safety, traffic flow, and various
learning activities.
Materials are current and well

maintained to support
curriculum standards and
student learning.
Materials and resources are

current, well maintained, and
organized, allowing
stakeholders to independently
engage in learning and meet
their individual needs.
Signage for collection

subdivisions and resources
promote self-directed use.
Multiple timely, thematic
displays of materials are
engaging and market the
collection.
Signage for collection

subdivisions and resources
promote self-directed use.
Multiple timely, thematic
displays of materials are
engaging and market the
collection.
Elements include:
Safety and accessibility
Arrangement and use of physical resources
Maintenance of library materials
Marketing of resources

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Requires Action
(0 points)
Domain 3: Delivery of Service (Domain weight: 30%)
3a:
The directions, purpose, and
procedures are unclear or
Using
confusing. The LMSs
Communication
explanation of content contains
Techniques
major errors. The LMSs
communication contains errors
of grammar or syntax.
Vocabulary is inappropriate,
vague, or used incorrectly,
resulting in confusion.
Performance Rating
Progressing
Accomplished
(1 point)
(2 points)
Exemplary
(3 points)
The LMSs attempt to explain

directions, purpose and
procedures has limited
success and/or must be
clarified after initial confusion.
The LMSs explanation of
content may contain minor
errors; some portions are
clear, other portions are
difficult to follow.
Communications are correct;
however, vocabulary is limited
or not fully appropriate to aid
understanding.

directions, purpose, and
procedures. The LMSs
explanation of content is well
scaffolded, clear, accurate, and
connects with students prior
knowledge and experiences.
During the explanation of
content the LMS invites student
intellectual engagement.
Communications are clear,
correct, appropriate and aid
students understanding.
The LMS links the purpose

and relevancy of media and
instructional outcomes to
students specific needs and
anticipate/addresses possible
misunderstandings. The
LMSs explanation of content
is thorough and clear,
developing conceptual
understanding through artful
scaffolding. Students
contribute to the extension of
content. The LMSs
communication is expressive
and capitalizes on
opportunities to extend
student understanding.
The LMS uses some openended and probing questions/

prompts to guide students
thinking, with most answers
seemingly determined in
advance and promoting a
singe path of inquiry. The
LMS attempts to frame some
questions/ prompts to promote
thinking and understanding,
but student involvement is
limited.
The LMS uses open-ended

and probing questions/
prompts to guide students
inquiry and to help students
think critically. The LMS
creates a genuine discussion
with and among students,
facilitating self-discovery of
learning through discussion.
The LMS employs a range of
strategies to involve students
in discussion.
The LMS uses a variety or

series of questions/prompts to
challenge students
cognitively, advance high
level thinking and discourse,
and promote meta-cognition
via self-discovery of learning.
Students are fully involved in
discussion, initiate topics, and
make meaningful
contributions to discussion.
Learning tasks and activities

are partially aligned with
media and instructional
outcomes. Students are
passively engaged in content
that lacks rigor and/or is
minimally appropriate,
resulting in some learning and
enhancement of knowledge.
Pacing is not fully appropriate
to provide students time to be
intellectually engaged.

are aligned with media and
instructional outcomes.
Students are intellectually
engaged in innovative,
rigorous, appropriate content
resulting in active learning and
enhancement of knowledge.
Pacing is appropriate,
providing students time to be

are aligned with media and
instructional outcomes.
Students are intellectually
engaged in significant,
innovative, rigorous, and
appropriate content. The
LMS empowers students and
promotes enhanced
understanding through
inquiry and self-initiated
learning. Pacing is fully
appropriate, providing
students time to intellectually
engage with and reflect upon
learning to consolidate
understanding.
Elements include:
Expectations for learning
Directions and procedures
Explanations of content
Use of oral and written language
Connection to classroom curriculum
3b:
The LMSs questions/prompts
Promoting Discussion
are of low cognitive challenge
asking for rote responses.
Interactions between the LMS
and students are
predominately recitation style,
with the LMS mediating
interactions. Student
involvement in discussion is
minimal.
Elements include:
Quality of questions and prompts
Discussion techniques
Student participation
Use of questioning in the research model
3c:
Engaging Students
in Learning

are poorly aligned with media
and instructional outcomes or
require rote responses.
Students are minimally
engaged in learning. Pacing is
too slow or rushed.
intellectually engaged.
Elements include:
Activities and assignments
Grouping of students
Use of instructional materials and resources
Structure and pacing

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Requires Action
(0 points)
3d:
Using Assessment
Assessment is minimally used

through limited monitoring of
students understanding by the
LMS. Feedback to students is
inaccurate or nonexistent.
Students are unaware of the
criteria and performance
standards by which their
understanding will be
evaluated.
Performance Rating
Progressing
Accomplished
(1 point)
(2 points)
Exemplary
(3 points)
Assessment is occasionally
used through some
monitoring of students
understanding by the LMS.
Feedback to students is
uneven. Students are aware
of some of the criteria and
performance standards by
which their understanding will
be evaluated.
Assessment is regularly used

through student selfassessment, monitoring of
students understanding by
the LMS, and high quality
feedback to students.
Students are aware of the
criteria and performance
evaluated.
Assessment is skillfully
integrated through selfassessment by students,
monitoring of students
understanding by the LMS,
and individualized, highquality feedback to students.
Students are fully aware of
the criteria and performance
evaluated.
The LMS attempts to modify

plans when needed with
moderate success; however,
alternate strategies are limited
and minimally successful. The
LMS accepts some
responsibility for student
performance.
The LMS promotes student

success, making adjustments
to plans as necessary,
drawing on a repertoire of
strategies, and
accommodating students
questions and needs. The
LMS accepts responsibility for
students performance,
modifying plans and practice
as appropriate.
The LMSs plans are

proactive and flexible to meet
the needs of students. The
LMS seizes opportunities to
enhance learning, ensuring
the success of students,
using an extensive repertoire
of strategies. The LMS
accepts responsibility for
student performance,
modifying plans and practice
as appropriate.
Elements include:
Assessment criteria
Monitoring of student understanding
Feedback to students
Student self-assessment
Relevancy to outcomes
3e:
Demonstrating
Flexibility and
Responsiveness
The LMS adheres to plans,

even when a change would
improve effectiveness. The
LMS does not accept
responsibility for student
performance.
Elements include:
Session adjustment
Response to students and stakeholders
Presence in the reading room

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Performance Rating
Requires Action
Progressing
Accomplished
(0 points)
(1 point)
(2 points)
Domain 4: Professional Responsibilities (Domain weight: 20%)
4a:
The LMS does not accurately
The LMS provides a partially
The LMS provides an
Reflecting on
assess the effectiveness of
accurate and objective
accurate and objective
Practice
practice and has no ideas
description of practice but
description of practice, citing
about how practice could be
does not cite specific
specific evidence. The LMS
improved.
evidence. The LMS makes
makes some specific
general suggestions as to how suggestions as to how
practice might be improved.
practice might be improved.
Exemplary
(3 points)
The LMSs reflection on
practice is thoughtful and
accurate, citing specific
evidence. The LMS draws on
an extensive repertoire to
suggest alternative strategies
and predicts the likely success
of each.
Elements include:
Accuracy
Use in future practice
Effectiveness of services, resources, instructional strategies, and facilities
4b:
Maintaining
Accurate Records
and Media Budget
The LMS's systems for

maintaining records and
media budget are either
nonexistent or in disarray,
resulting in errors, confusion,
and/or inaccurate data.
Reports and budgetary items
are not submitted within
required time frames.

media budget are basic and
partially effective. Reports
and budgetary items are
inconsistently submitted within

media budget are accurate,
efficient, and effective.
Records and budgetary items
are regularly submitted within

media budget are accurate,
efficient, effective, and can be
used as a model for others.
Reports and budgetary items
are always submitted within

communicates with the school
staff and community to keep
them informed and to promote
the use of the library media
program, resources, and
services. The LMS
inconsistently uses
stakeholder feedback when
planning the library media
program.
The LMS uses a variety of

strategies to communicate
with the school staff and
community, keeping them
informed and promoting the
use of the library media
services. The LMS uses
stakeholder feedback when
planning the library media
program.
The LMS effectively and

consistently communicates
with the school staff and
community through a variety
of strategies. The LMS
communicates the
development of the library
media program, resources
and services. The LMS
actively solicits feedback from
the stakeholders to improve
instruction, program, and
services.
The LMS becomes involved in

the professional community
and in school/district events
and projects when specifically
asked, makes some effort to
collaborate with colleagues,
and maintains cordial
relationships with colleagues.
provides assistance to
stakeholders with media
center resources and
organization of materials.
The LMS participates actively

in the professional community
and in school/district events
and projects, actively seeks
opportunities to collaborate
with others, and maintains
positive and productive
relationships with colleagues.
The LMS provides assistance
to stakeholders with media
The LMS makes substantial

contributions to the
professional community and
to school/district events and
projects, collaborates with and
coaches others through
difficult situations, and
assumes a leadership role
among the faculty. The LMS
anticipates the needs of
stakeholders and provides
assistance with media center
resources and organization of
materials.
Elements include:
Accuracy of reports, records, and media budget
Catalog of resources, circulation data, and statistics of library use
Media equipment and library book inventory
Adherence to appropriate time frames
4c:
Communicating with
Stakeholders
The LMS minimally

communicates with the school
staff and community to keep
them informed and to promote
the use of the library media
services. The LMS nominally
uses stakeholder feedback
when planning the library
media program.
Elements include:
Communication with school staff and community
Promotion of library media program, resources, and services
Use of surveys and feedback
4d:
Participating in a
Professional
Community
The LMS avoids participating

in a professional community
or in school/district events and
projects and rarely
collaborates with colleagues.
Relationships are negative or
self-serving. The LMS
minimally provides assistance
to stakeholders with media
Elements include:
Participation in school and district projects
Involvement in a culture of professional inquiry
Relationships with colleagues
Management of administratively assigned additional duties

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4e:
Growing and
Developing
Professionally
Requires Action
(0 points)
The LMS makes no attempt to
go beyond what is required for
maintaining certification. The
LMS resists feedback on
performance from either
supervisors or more
experienced colleagues. The
LMS makes no effort to share
knowledge with others or to
assume professional
responsibilities.
Performance Rating
Progressing
Accomplished
(1 point)
(2 points)
The LMS participates in
The LMS seeks opportunities
professional activities when
for professional development
convenient. The LMS
to enhance professional
accepts, with some
practice. The LMS welcomes
reluctance, feedback on
feedback from colleagues
performance from both
when made by supervisors or
supervisors and professional
when opportunities arise
colleagues. The LMS
through professional
contributes to the profession
collaboration. The LMS
to a limited extent.
participates actively in
assisting other educators.
Exemplary
(3 points)
The LMS seeks out
opportunities for professional
development through
professional reading,
memberships, conferences,
and action research. The
LMS seeks out feedback from
both supervisors and
colleagues. The LMS initiates
important activities such as
teaching workshops, writing
articles, and making
presentations to contribute to
the profession on a district,
state, and/or national level.
Elements include:
Enhancement of professional knowledge
Receptivity to feedback from colleagues
4f:
Showing
Professionalism
The LMS does not adhere to

standards for professional
conduct and overall
performance requirements,
including confidentiality,
attendance, and punctuality.
The LMS fails to comply with
copyright laws and/or
school/district protocols,
regulations, and timelines.
The LMS has difficulty
demonstrating respect,
responsibility, honesty, and
integrity; requires frequent
support and/or supervision;
resists feedback from
colleagues and
administrators; and/or does
not work cooperatively with
colleagues.

adheres to standards for
professional conduct and
overall performance
requirements, including
confidentiality, attendance,
and punctuality.
The LMS adheres to and

models standards for
overall performance
requirements, including
and punctuality.
The LMS complies minimally

with copyright laws and
school/district protocols,
The LMS complies fully and

voluntarily with copyright laws
and school/district protocols,
The LMS strives to develop

behaviors that model the
values of respect,
integrity. The LMS may
require some support and/or
supervision.

behaviors that model the
values of respect,
integrity. The LMS performs
with minimal supervision.
The LMS responds

appropriately to and acts upon
feedback. The LMS works
cooperatively with colleagues
most of the time.
The LMS helps colleagues

understand and adhere to
these professional obligations.
The LMS responds well to and
acts upon feedback. The LMS
works cooperatively with
colleagues.
The LMS adheres to and

models standards for
overall performance; including
and punctuality.
The LMS complies fully and
voluntarily with copyright laws
and school/district protocols,
Stakeholders are aware that
the LMS models the values of
respect, responsibility,
honesty, and integrity. The
LMS performs with minimal
supervision.
The LMS helps members of
the professional community
understand and adhere to
these professional obligations.
The LMS actively seeks,
responds well to, and acts
upon feedback. The LMS
works cooperatively with the
professional community and
actively encourages
colleagues.
Elements include:
Copyright law
Intellectual freedom
Privacy/confidentiality
Attendance and punctuality
Integrity and ethical conduct
Compliance with school and district regulations

SB 34909 (Updated 8/11/15)
Page 8 of 8

Media Specialist Rubric 15-16

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Media Specialist Rubric 15-16

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LIBRARY MEDIA SPECIALIST EVALUATION INSTRUMENT

The LMS demonstrates little

The LMS indicates the

The LMS actively seeks

The LMS actively seeks

The LMSs outcomes are stated

The LMSs outcomes are

The LMSs outcomes reflect low

The LMSs outcomes are

The LMS develops

The LMS develops ambitious

Distribution: Information Services, Empowering Effective Teachers

LIBRARY MEDIA SPECIALIST EVALUATION INSTRUMENT

The LMS demonstrates

The LMS demonstrates basic

The LMS demonstrates solid

The LMS coordinates knowledge

The LMS coordinates

The LMSs plan for assessment

The LMSs plan for assessment of

The LMSs plan for assessment of

Assessment criteria and

Assessment criteria and

Assessment criteria and

The LMS does not

The LMS inconsistently

The LMSs plan for

Students are included in the

Distribution: Information Services, Empowering Effective Teachers

LIBRARY MEDIA SPECIALIST EVALUATION INSTRUMENT

Interactions between the

Interactions between the

Interactions between the LMS,

The LMSs attempt to create

The media center culture is

High levels of student energy

The media center

The LMS works with groups

The LMS works with groups

The LMS works with groups

The LMSs communication and

The LMSs communication and

The LMS clearly communicates

The LMS clearly communicates

Distribution: Information Services, Empowering Effective Teachers

LIBRARY MEDIA SPECIALIST EVALUATION INSTRUMENT

There is no evidence that

Standards of conduct are clear,

Inappropriate and off-task

The library and resources are

The library and resources are

The library and resources are

The library and resources are

Materials are current and well

Materials and resources are

Signage for collection

Signage for collection

Distribution: Information Services, Empowering Effective Teachers

LIBRARY MEDIA SPECIALIST EVALUATION INSTRUMENT

The LMSs attempt to explain

The LMS clearly communicates

The LMS links the purpose