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1
Finding the evidence:School libraries and self evaluation
Kathy Lemaire OBE BA DipLib MCLIPFormer Chief Executive,
The School Library Association
Conference on self evaluation of school librariesLisbon
3rd November, 2008
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What is self evaluation?
Why self evaluation is an essential tool
The drivers for school and school library improvement
How the UK model came about
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It is not enough to understand what we ought to be, unless we know what we are; and we do not understand what we are, unless we know what we ought to be.
T.S. Eliot
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The political background
Education law is created by : The Scottish Parliament The Welsh Assembly
The Northern Ireland Assembly The UK Parliament (England)
and managed by Local Authorities Individual schools
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School libraries in the UK
Non-statutory status Most schools have libraries Most provide books, magazines, CD-
ROMs, Internet access Most give some training to students on
research skills and using the library Often targets for budget cuts
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UK school libraries
Most actively support development of literacy and reading for pleasure
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UK school libraries
Most give some training to students on research skills and using the library
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UK school libraries
Primary schools
usually open only part of the day
usually run by a teacher, teaching assistant or volunteer
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UK school libraries
Secondary schools
may be run by qualified or unqualified librarian or a teacher, often with student helpers
usually open longer hours, often before and after school for homework and reading clubs
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Review of standards in schools External review – Inspection by official bodies
Internal review – carried out by the school
Internal review is becoming more formal and extensive
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Inspection of schools England: The Office for Standards in Education
(OFSTED) Wales: ESTYN Scotland: Her Majesty’s Inspectorate (HMIE) Northern Ireland: The Education and Training
Inspectorate (ETINI)
All have been moving towards a model of schools evaluating their own performance.
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Developing self evaluation
1. Evidence gathering and description ↓
Evaluation
2. Output↓
Impact
3. Occasional inspection↓
Continuous self assessment
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New Haven public school criteria for libraries: Relationships: with students, staff, principal, parents,
etc Role: as teacher, education leader, manager Services: newsletters, email Facility: layout, desk, seating, access, scheduling Programmes, collaboration, research methods Collection: resources, reference, periodicals Technology: number of computers, online and other
technology
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Self Evaluation Model - Scotland
How Good is Our School?
How Good is Our School Library Taking a Closer Look at the
School Library Resource Centre
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Self Evaluation Models - Englandbased on Ofsted themes
Improve your library:
a self-evaluation process for primary schools
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Self Evaluation Models - Englandbased on Ofsted themes
Improve your library: a self-evaluation process
for secondary school libraries and learning resource centres
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Self Evaluation Models:based on Ofsted themes
Improve your library: a self-evaluation process
for secondary school libraries and learning resource centres
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Self Evaluation Model Themes� How high are standards?� How well are students’ attitudes, values and
personal qualities developed?� How effective are teaching and learning?� How well does LRC provision meet pupils’
needs?� How well are pupils guided and supported?� How effectively does the school work with
parents and the community?� How well is the LRC led and managed?
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Other drivers for self evaluation
Accountability and transparency
The expectation of continuous improvement
Demonstrating the value of the library
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Self evaluation
Range of activities – assessing, appraising, monitoring, auditing etc
Undertaken from within – looking inwards and outwards
Reviewing the past, taking stock of the present and planning for the future
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Development planning
“Policies are helpful management tools; development planning is management itself…...Development planning helps schools determine priorities for action and turn good intentions into actions”
Stewart Robertson HMI
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What does self evaluation involve?
Agreeing focus – on specific areas of work Deciding indicators – activities that
demonstrate success Gathering evidence – how you know they
are taking place Planning development – taking place after
evaluation to improve service / activities
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Focus of evaluation
How the library / librarian might:
support teaching and learning develop students’ information literacy skills help raise standards support students’ reading for education and
for pleasure affect students’ learning outcomes
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Why evaluate your school library?
Develop a shared vision
Transparency
Demonstrate your value
Support whole school strategic planning
Basis for development / improvement
Support budget bids
Evidence for school Inspectors, school Governors, SMT
Salary and status
Comparison with national/local benchmarks
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And finally . . .
Remember to record everything
If possible make use of a ‘critical friend’
Make good use of your findings
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Weblinks
http://www.informat.org/schoollibraries/
http://www.hmie.gov.uk/documents/publication/hgiosjte3.pdf
http://www.slainte.org.uk/slic/schoollibs/performance.htm
http://www.hmc.org.uk/publications/Making-self-evaluation-work.pdf
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