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This is the "Educator Effectiveness System" page of the "PA School Library Project" guide.
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A school library research project funded by the U.S. Institute of Museum and Library Services (IMLS) to study the impact of school library programs and librarians on student achievement in Pennsylvania; edited by Debra E. Kachel
Last Updated: Oct 14, 2017 URL: http://paschoollibraryproject.org/home Print Guide RSS Updates

Educator Effectiveness System Print Page
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About EES

Resources curated on this page will help PA school librarians and their principals to use the PA Dept. of Education's Educator Effectiveness System (ESS) to evaluate and assess of the job performance of school librarians.

Goal: To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth.

Act 82 of 2012 Passed- June 30th, 2012 and defined three groups of educators:

 

 

Draft of Document to Assist Librarians and Prinicpals

This document, which is in DRAFT format, is being prepared under a 2015 Library Services and Technology Act (LSTA) grant from Commonwealth Libraries, PA Department of Education (PDE), under the leadership of Dr. Mary Kay Biagini, University of Pittsburgh, in collaboration with the Pennsylvania School Librarians Association (PSLA). It is designed to help Pennsylvania school librarians prepare for assessment by their school district administrators under the Educator Effectiveness System (EES) of the PA Department of Education.

This guide for school librarians uses as its foundation The Model Curriculum for PA School Library Programs, prepared under a 2012-2014 LSTA grant awarded through Commonwealth Libraries of PDE to the University of Pittsburgh in collaboration with PSLA. 

    Resources on SLOs

    Source: Bucks County Intermediate Unit #22.  “UbD, Formative Assessment, & SLOs.”  PowerPoint, February 12 & 24, 2014.

    SLOs should…

    • Represent a diversity of students.
    • Be based on academic standards within a course/content area.
    • Use learning targets that are aligned with the selected academic standards and can be measured on a performance measure.
    • Be based on two time-bound events/data collection periods (growth) and/or performance levels defined as “mastery.”
    • Be based on verifiable data that can be collected and scored in a standardized manner using a welldesigned performance measure.
     

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