Finding the evidence: School libraries and self evaluation

1. Finding the evidence:School libraries and self evaluation Kathy Lemaire OBE BA DipLib MCLIP Former Chief Executive, The School Library Association Conference on self evaluation of school libraries Lisbon 3rd November, 2008 1

2. 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 2

3. 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 3

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5. 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 5

6. 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 6

7. UK school libraries • Most actively support development of literacy and reading for pleasure 7

8. UK school libraries • Most give some training to students on research skills and using the library 8

9. UK school libraries Primary schools • usually open only part of the day • usually run by a teacher, teaching assistant or volunteer 9

10. 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 10

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12. 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 12

13. 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. 13

14. Developing self evaluation 1. Evidence gathering and description ↓ Evaluation 2. Output ↓ Impact 3. Occasional inspection ↓ Continuous self assessment 14

15. 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 15

16. 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 16

17. Self Evaluation Models - Englandbased on Ofsted themes Improve your library: a self-evaluation process for primary schools 17

18. Self Evaluation Models - Englandbased on Ofsted themes Improve your library: a self-evaluation process for secondary school libraries and learning resource centres 18

19. Self Evaluation Models:based on Ofsted themes Improve your library: a self-evaluation process for secondary school libraries and learning resource centres 19

20. 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? 20

21. Other drivers for self evaluation • Accountability and transparency • The expectation of continuous improvement • Demonstrating the value of the library 21

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23. 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 23

24. 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 24

25. 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 25

26. 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 26

27. 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 27

28. And finally . . . • Remember to record everything • If possible make use of a ‘critical friend’ • Make good use of your findings 28

29. 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 29

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