In our library, we measure great deal of our success on how the students perform based on the goals of the assignments we co-teach with our colleagues. Hence, we assess in part or whole with the classroom teachers, and through that assessment, we are able to have discussions about successes and area that need work. This is informal, but it works well.
To invest the limited time we have on the ad hoc questions that occur throughout our days would be a disservice to our students and colleagues. The one-off questions are often adequately answered, and if not, we might contemplate an additional resource. However, our funding and our time needs to support the curriculum and the school community.
Hence, we concentrate on curriculum. However, the informal evaluation of our practice is not the only thing we spend time considering. We also try to determine what factors bring a new teacher or a teacher whom has not been using the LLC in for services. This is important: sometimes it is their knowledge that they need resources; sometimes it is word of mouth; sometimes they recognize they could use help with planning and assessment; and sometimes it is word-of-mouth.
And we also worry about a colleague that has stopped coming in for services. This can be a delicate thing, but we try to informally find out why this is. Obviously, we do not have the time or resources to hunt down a teacher who does not come in. Instead, we realize this towards the end of the year, or near the beginning of the following year. And the ensuing conversation can be very telling and very informative for us. Sometimes, the teacher just made a change. However, what we want to know is if we need to fix something; we want to know what the teacher needs for them to come back to us.
These are good conversations for many reasons. It is good to listen to criticism; it thickens the skin and keeps us focused on what is important—supporting our staff! It can elicit good news, especially when the teacher has good advice or ideas for us to implement. It is good to listen to criticism or ideas and not be defensive, but receptive; this makes the teacher more comfortable sharing with us, and can create a stronger relationship.
The Shelf Life 