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Evidence-Based Practice: Proving That What You Do Makes a Difference
Evidence-Based Practice: Proving That What You Do Makes a Difference
Evidence-Based Practice
Evidence-Based Practice
Outline
Outline
ADVOCACY
ADVOCACY
Statewide Studies: 1993 to Present
Statewide Studies: 1993 to Present
Principals, teachers, and parents want to hear of local successes:
Principals, teachers, and parents want to hear of local successes:
II
II
How?
How?
Suggested Strategies from Information Power
Suggested Strategies from Information Power
Move from quantitative reporting to qualitative Reports to
Move from quantitative reporting to qualitative Reports to
Evidence-Based Practice
Evidence-Based Practice
III
III
Project information available at http://www
Project information available at http://www
Measurements collected in four major program areas: Reading
Measurements collected in four major program areas: Reading
IV
IV
Customize to your school Enter basic data concerning lesson/unit,
Customize to your school Enter basic data concerning lesson/unit,
V. Link to Academic Achievement
V. Link to Academic Achievement
At Your School Analysis of SOL Curriculum Frameworks, Scope and
At Your School Analysis of SOL Curriculum Frameworks, Scope and
VI
VI
Action Research: Nine Steps
Action Research: Nine Steps
Design an action plan based on the data Take action Evaluate the
Design an action plan based on the data Take action Evaluate the
Action research is reflective and recursive
Action research is reflective and recursive
Sample Action Research Questions
Sample Action Research Questions
Should information literacy standards be separate from or integrated
Should information literacy standards be separate from or integrated
Benefits of Action Research Process
Benefits of Action Research Process
Analyze the data Allows for reflective practice, see interconnections
Analyze the data Allows for reflective practice, see interconnections
Evidence-Based Practice
Evidence-Based Practice
Prove that what you do makes a difference
Prove that what you do makes a difference
Resources
Resources
For more information, contact:
For more information, contact:

: Evidence-Based Practice: Proving That What You Do Makes a Difference. : Audrey Church. : Evidence-Based Practice: Proving That What You Do Makes a Difference.ppt. zip-: 104 .

Evidence-Based Practice: Proving That What You Do Makes a Difference

Evidence-Based Practice: Proving That What You Do Makes a Difference.ppt
1 Evidence-Based Practice: Proving That What You Do Makes a Difference

Evidence-Based Practice: Proving That What You Do Makes a Difference

Audrey Church Longwood University VEMA 2004

2 Evidence-Based Practice

Evidence-Based Practice

The process of carefully documenting how you make a difference in student learning The process of showing how and why your services are important to student learning The process of gathering meaningful evidence on the impact of your instructional role on student achievement

3 Outline

Outline

Review of statewide impact studies Collecting portfolio evidence Participating in Project Achievement Using data collection software Linking to academic achievement Performing action research

4 ADVOCACY

ADVOCACY

5 Statewide Studies: 1993 to Present

Statewide Studies: 1993 to Present

Test scores improve in schools which have a school library staffed by a licensed librarian and assisted by adequate staff, in which the library has a strong collection and adequate funding, in which the librarian collaborates with teachers, teaches information literacy skills, provides in-service for teachers in information technology, in which library resources are available outside of library walls via computer networks.

6 Principals, teachers, and parents want to hear of local successes:

Principals, teachers, and parents want to hear of local successes:

they want to know how their studentsnot other schoolsare benefiting. Local outcomes matter.

Dr. Ross J. Todd, in School Libraries & Evidence: Seize the Day, Begin the Future, LMC, 8/9-03

7 II

II

Collecting Portfolio Evidence

Lessons and assignments that connect the library to the classroom curriculum A paper trail that shows what you have done that has increased student learning, how students have benefited from your lessons ?

8 How?

How?

End of information literacy lessonquick evaluation from students Samples of students work Collaborative lesson plans/statements from teachers Survey data from teachers and/or students Collaborative Instructional Partnerships form Test scores

9 Suggested Strategies from Information Power

Suggested Strategies from Information Power

Checklistsbefore and after instruction Rubricsset criteria Conferencingstudent reflection (their work, skills, the benefits) Journalingyour reflections on instruction and the outcomes Portfolioscollect student work over time, matched to content curriculum and information literacy standards

10 Move from quantitative reporting to qualitative Reports to

Move from quantitative reporting to qualitative Reports to

administrators Sharing of evidence with parent teacher organization

11 Evidence-Based Practice

Evidence-Based Practice

Equals assessment at a higher level Moves beyond observation to collection of evidence Proves students benefit from what you do as a teacher and instructional partner Provides evidence that you boost student achievement and create a more effective learning environment

12 III

III

Project Achievement

A national initiative to collect and present evidence at the local level that links school library media programs to student achievement, 2003-2005 Sponsored by David V. Loertscher Participants agree to collect evidence and to present the evidence locally

13 Project information available at http://www

Project information available at http://www

davidvl.org/Achieve/achieve.html Project guidelines available at http://www.davidvl.org/Achieve/ProjectAchievementNational.pdf

14 Measurements collected in four major program areas: Reading

Measurements collected in four major program areas: Reading

Collaborative planning Information literacy Technology Analysis at Learner level Teaching unit level Organization level Direct and indirect measures

15 IV

IV

IMPACT! Documenting the LMC Program for Accountability

Instructional Media Professionals Academic Collaboration Tool Template for Microsoft Excel that tracks contribution of LMC program in three areas: collaborative planning, information literacy, and links to state standards

16 Customize to your school Enter basic data concerning lesson/unit,

Customize to your school Enter basic data concerning lesson/unit,

objectives, standards, resources, activities, research process used, time spent Data is aggregated and made available in charts and diagrams Profiles availablecollaboration, resource, content area, research skills Download a trial version (good for five launches) from http://www.lmcsource.com/tech/new.html

17 V. Link to Academic Achievement

V. Link to Academic Achievement

Current VDOE Project Linking Libraries and Academic Achievement Documents to be introduced at fall 2004 VEMA conference in Roanoke, for LMS and for content area curriculum specialists Analysis of SOL Test Blueprints SOL which lend themselves to collaboration and information literacy instruction

18 At Your School Analysis of SOL Curriculum Frameworks, Scope and

At Your School Analysis of SOL Curriculum Frameworks, Scope and

Sequence Guides, Test Blueprints Analysis of test scores Classroom data, Student data Collection of data What impact did your involvement in the instructional process have?

19 VI

VI

Action Research

Also called teacher research and teacher-as-researcher An approach designed to develop and improve teaching and learning Teachers solving everyday problems in schools to improve both student learning and teacher effectiveness

20 Action Research: Nine Steps

Action Research: Nine Steps

Focus on a topic or issue Review and synthesize the research and theory on the topic Develop research questions Collect data Analyze data Report results

21 Design an action plan based on the data Take action Evaluate the

Design an action plan based on the data Take action Evaluate the

action

Dr. Lesley S. J. Farmer, How to Conduct Action Research: A Guide for Library Media Specialists, p. 3

22 Action research is reflective and recursive

Action research is reflective and recursive

23 Sample Action Research Questions

Sample Action Research Questions

How does the presence of parent library volunteers affect student achievement? To what degree are parents involved in their childrens reading? How early should students use the Internet for research? In what ways, if any, does filtering software affect student research and student learning?

24 Should information literacy standards be separate from or integrated

Should information literacy standards be separate from or integrated

into the curriculum? How can I increase collaboration with classroom teachers? What effects do book clubs have on reading comprehension? How can the library program help increase boys engagement in reading? What effect does library appearance and atmosphere have on student learning? And on, and on, and on?

25 Benefits of Action Research Process

Benefits of Action Research Process

Focus on an issue Observe carefully, listen actively Review the theory Examine best practice, see what is happening in the field Ask the question Forces reasonableness and objectivity Collect the data Forces reality check, provides baseline, demonstrates professionalism

26 Analyze the data Allows for reflective practice, see interconnections

Analyze the data Allows for reflective practice, see interconnections

and interdependence Communicate the results Legitimizes efforts, allows for positive proactivity Design the action Goal-centered opportunity to collaborate Implement the action Facilitates positive change; demonstrates responsiveness and reflection Reanalyze the issue Look at outcomes and impact; regroup; cycle of inquiry

Dr. Lesley S. J. Farmer, How to Conduct Action Research: A Guide for Library Media Specialists, p. 39-40

27 Evidence-Based Practice

Evidence-Based Practice

Every student succeeds @ your library Partners for learning @ your library Teacher librarians make a difference @ your library Evidence proves students learn @ your library

28 Prove that what you do makes a difference

Prove that what you do makes a difference

29 Resources

Resources

Farmer, L. S. J. (2003). How to conduct action research: a guide for library media specialists. Chicago: American Association of School Librarians. Todd, R. J. (2003). Irrefutable evidence: how to prove you boost student achievement. School Library Journal, 49(4), 52-54.

30 For more information, contact:

For more information, contact:

Audrey Church, Coordinator, School Library Media Program, Longwood University, 201 High Street, Hull 234, Farmville, VA 23909 Phone: 434-395-2682 Email: achurch@longwood.edu Web page: http://www.longwood.edu/staff/achurch

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