| Criterion | Unacceptable |
Acceptable (Possible to earn all 25 points in this column) |
| Contains
all necessary components: []school description []school mission statement, and/or goals []philosophy []mission statement []service overview (including circulation, scheduling, services, copyright policy, known weaknesses) []facilities []budget sources []media committee []personnel []long-range goals with rationales []short-range goals []budgeting plan []plan for planning/evaluation []rubric with self-assessment []individual reflections []references Value: 2 |
[]Something
missing: []Something incomplete: []Something does not match its definition Deduct proportional points for missing items - some "weigh" more than others. |
[]Contains
all necessary components []Components are complete, meaning that every statement listed in the Assignment Description is honored. []Components reflect what they are defined to reflect |
| 1.3
Access to
Information Value: 3 |
[]Little or no
evidence of knowledge issues related to access to
information []No knowledge of the legal and ethical practices of the profession |
[]Supports flexible
and open access for the LMC and its services []Makes an effort to identify barriers to equitable access to resources and services []Complies with, communicates legal and ethical codes of the profession (as regards to access).(Address copyright, intellectual freedom, and confidentiality for both staff and students as MC users.) |
| 1.4
Stimulating
learning environment Value: 3 |
Little or no
evidence of awareness of the impact of the
climate of the library media environment on learning |
[]Demonstrates ways to establish and maintain an attractive,
positive
educational climate in
the library media center (this
addresses activity as well as physical space) []Identifies relationships among facilities, programs, and environment that impact student learning:
[]Plans and organizes LMCs according to their use by the learning community |
| 3.2 Instructional
partner Value: 3 |
[]Fails to articulate how
to create an integrated LMP from an isolated SLMC []Fails to communicate copyright policy to teachers on an annual basis |
[]Models, shares,
promotes ethical and legal
principles of education and librarianship (in this role) []Acknowledges the importance of participating on school and district committees (media committee is necessary but insufficient to fully meet this element) []Acknowledges the importance of participating in faculty staff development opportunities (as provider) |
| 3.3
Educational Leader Value: 3 |
[]Unaware of basic trends
and issues in the field of education []Minimal knowledge of professional associations in other disciplines, or of the role of other educational professionals []Passive role in the school |
[]Articulates
relationship of the LMP with current educational
trends and important
issues []Recognizes the role of other educational professionals and professional associations []Applies information found in professional journals to improve library practice |
| 4.2
Managing program
resources: human, financial, physical Value: 3 |
[]Demonstrates little
knowledge of effective management policies, procedures, and principles []Shows little knowledge of relationship of facility to program needs |
[]Develops and evaluates
policies, procedures, and/or goals that address specific needs of the LMP []Applies accepted management principles and practices that relate to
[]Plans adequate space for individuals, small groups and whole classes |
| 4.3
Comprehensive and
collaborative strategic planning and assessment Value: 5 |
[]Fails to develop a plan
for the LMP []Does not use data for decision-making []School mission/goals not evident in planning process []Goals not anchored to school mission []Not possible to figure out what money will be spent on (generally) []Budget is presented in spending categories (such as Books, Supplies, AV, etc.) []Benchmarks for objectives are vague or missing (evaluation) |
[]Collaborates with
teachers and administrators to develop a LMP plan []LMP plan aligns resources, services, goals, and IL standards with the school's mission []Uses data for decision-making []Philosophy leads to goals, which lead to short-term goals, which lead to budget categories (internal alignment) []Evaluation of objectives is measurable and specific |
| Mechanics:
presentation, grammar, spelling, quality of writing; formatting;
organization; referencing Value: 2 |
[]Errors frequently
interrupt evaluator's ability to absorb content []Elements to be viewed by the community have embarrassing or unprofessional errors []Disorganized; hard to find required elements []Referencing problems or omissions []PDEP is rambling and/or contains redundancies |
[]A few minor
errors []Items meant for viewing by learners, co-workers, and parents are nearly perfect []Organized; headings included; tags applied []Clear []Concise []Consulted sources are referenced in APA 5th edition style |
| Self-assessment and
reflection Value: 1 |
[]Rubric is missing []No self-assessment []Missing individual reflections (counts against the individual, not the group) |
[]Rubric has
self-assessment []Individual reflections address group process, quality of learning experience, personal contributions |
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Originally posted
8-15-00
by M. Fitzgerald.
Updates: 9/15/08: links;1/1/08: revised after
grading of C7's
PDEPs.
8/30/07: no changes for 07.
July 2006 - major revision. 8/15/06:
version presented to class. 9/14/06: typos. 10/31/06: limited table
width for easier printing.
Expires 12-31-08.
All rights reserved
The content and opinions expressed on this Web page do not necessarily reflect the views of nor are they endorsed by the University of Georgia or the University System of Georgia. http://it.coe.uga.edu/~mfitzger/6300/pde-rubric.html