Brecksville - Broadview Heights City School District
Media Specialist Development and Evaluation System

Components of Professional Practice: Media Specialists
Domain 1: Planning and Preparation

Component
1a: Demonstrating knowledge of content and pedagogy 1b: Demonstrating knowledge of students & colleagues 1c: Setting library benchmark outcomes

Ineffective

Developing

Skilled

Accomplished

Media specialist’s plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or of the instructional practices specific to that discipline.

Media specialist’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relations between them and of the instructional practices specific to that discipline.

Media specialist’s plans and practice reflect knowledge of the content, prerequisite relations between important concepts and of the instructional practices specific to that discipline. Media specialist’s plans and practice reflect extensive knowledge of the content, prerequisite relations between important concepts and of the instructional practices specific to that discipline.

Media specialist demonstrates little or no knowledge of student’s special needs, and does not seek such understanding. Media specialist demonstrates little or no knowledge of colleagues understanding of technology or library resources and does not seek such understanding.

Media specialist indicates the importance of understanding student’s special need, and attains this knowledge for the class as a whole. Media specialist indicates the importance of understanding colleagues knowledge of technology or library resources. Media specialist seeks knowledge of student’s special needs and acquires this knowledge for individual students. Media specialist seeks the knowledge of colleagues understanding of technology or media skills.

Media specialist actively seeks knowledge of student’s special needs from a variety of sources and acquires this knowledge for individual students. Media specialist actively seeks the knowledge of colleagues understanding of technology or media skills.

Library benchmark outcomes are unsuitable for students, represent trivial or low­level learning, or are stated only as activities.

Library benchmark outcomes are suitable for some students, but consist of a combination of activities and goals. They reflect more than one type of learning, but media specialist makes no attempt at coordination or integration.

Library benchmark outcomes are stated as goals reflecting student learning and content standards. They are suitable for many students in the class and represent different types of learning. The outcomes reflect opportunities for some coordination and integration. Library benchmark outcomes are stated as goals reflecting high­level learning and content standards. They are suitable for most students in the class and represent different types of learning. The outcomes reflect opportunities for coordination and integration. Media specialist demonstrates little or no familiarity with resources available in the school or district to enhance own knowledge, to use in teaching, or for students & colleagues who need them.
Media specialist does not seek such knowledge. Media specialist demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. Media specialist does not seek to extend such knowledge.

Media specialist is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them.

Media specialist seeks out resources in and beyond the school or district in professional organizations, on the Internet to enhance own knowledge, to use