CHESHIRE WEST AND CHESTER BOROUGH COUNCIL JOB DESCRIPTION QUESTIONNAIRE

JOB TITLE /Learning JOB REF NO AAAE5112 Resources Centre Manager ()

BASIC JOB PURPOSE To organise the general day-to-day running of the /Learning Resource Centre and to promote the Library/Learning Resource Centre as an effective centre for independent learning for all students

NO MAIN RESPONSIBILITIES 1 To organise the day-to-day running of the Library or Learning Resource Centre and liaison with school staff as required over Library or Learning Resource Centre related issues. 2 Liaison with faculty heads in order to review their requirements and observations on Library/Learning Resource Centre issues (and visiting faculty meetings as necessary). 3 To promote the development of reading and literacy skills for information, recreation and reading for pleasure. 4 To organise, direct and participate in appropriate IT training for staff and pupils. 5 Preparation of the Library/Learning Resource Centre Development Plan. 6 Management and administration of the Library/Learning Resource Centre budget. 7 Line management of Library/Learning Resource Centre staff, including the encouragement and recruitment of pupil helpers and other volunteers. 8 To manage all matters concerning Library/Learning Resource Centre software, security and furnishings. 9 Provide Library and Learning Resource Centre introduction lessons so that students are given foundations for effective study skills. 10 Production of Library/Learning Resource Centre newsletters, development of competitions and other promotional events. 11 To establish, maintain and develop links with the school’s wider community and support services. Notwithstanding the detail in this job description, in accordance with the School's/Council’s Flexibility Policy the job holder will undertake such work as may be determined by the Headteacher/Governing Body from time to time, up to or at a level consistent with the Main Responsibilities of the job.

1 RESPONSIBILITY FOR SUPERVISION / DIRECTION / COORDINATION OF EMPLOYEES

Employees directly supervised by jobholder

No Levels / grades Types of work Where based and FTE Either Library or Learning Support for pupils in the School's School Resource Centre Centre for Independent Learning. Library/Learning Assistant Resource Centre

And/or Paid 6th form pupils The operation of the Learning School and/or Pupil Volunteer Resource Centre. Library/Learning Helpers within the school Resource centre who work every lunchtime on a rota basis.

What does the supervision / management of these employees involve? (eg allocating work, training for the job, assessing performance, discipline, probationary periods, recruitment, appraisals, induction, - see guidance notes)

NB: Some schools may have both a paid assistant and pupil volunteers, other schools may have either/or.

Learning Resource Centre Assistant - To carry out annual appraisal and set key objectives and the identification of training needs; to provide training in Library/Learning Resource Centre procedures and routines; to delegate daily work tasks and to confirm the appointment at the end of the probationary period. To carry out informal discipline. Recruitment and selection is a shared responsibility with the jobholder’s own Line Manager.

6th Form Pupils - To carry out recruitment and selection; to devise and undertake induction training and confirm the appointment at the end of the probationary period.

Pupil Volunteers - Jobholder has sole responsibility to recruit (including drawing up a job description), interview, induct, train on the job, allocate tasks, check the quality and output of work, to manage performance and if necessary use informal discipline.

Other Employees supervised by jobholder (not in a direct line relationship)

No Levels / grades Types of work Where based and FTE New members of staff – Education School teachers and classroom assistants

What does the supervision of these employees involve? (Demonstrating, guiding and training)

The jobholder regularly briefs and keeps all staff informed about any new systems, on-line resources, new books or resources and any special deals negotiated with local booksellers. This is either carried out at staff meetings or through the Library/Learning Resource Centre newsletter produced for staff by the jobholder.

Does the job involve supervision, direction or management of people who are not employees? eg contractors, students on secondment

No Levels / grades Types of work Where based and FTE Volunteer helpers within the school To provide assistance School e.g. parents and occasional work in the Library/Learning experience staff from external Library/Learning Resource Centre agencies, i.e. Department of Resource Centre. Employment and schools. What does the supervision of these employees involve?

To devise training, to support the development of knowledge of children’s’ books and authors and to mentor throughout the placement.

Does the jobholder develop policy or provide advice and information which impacts on the supervision / direction / coordination of employees? No

2 RESPONSIBILITY FOR FINANCIAL RESOURCES

Financial responsibility Value of the How often is financial the duty resource performed? (p.a.) Budget – Circa £7,000 to  Jobholder has delegated responsibility for the £12,000 per management of Library/Learning Resource Centre annum average budget and is accountable for the expenditure. The jobholder liaises with school faculties to identify Cross curricula gaps in Library/Learning Resource Centre ICT budget Circa resources and makes spending decisions and £3,000 per annum monitors and reports on expenditure ensuring that it remains within financial limits.  to monitor individual departmental spending on books, learning resources, displays etc throughout the financial year in order to ensure that all purchases remain within set financial constraints. Handling cash, cheques and vouchers from fines, lost or Circa £250 to damaged book replacements, proceeds from book fairs £1,000 per annum etc., maintaining records, safekeeping. Does the jobholder develop policy or provide advice and information which impacts on financial resources? Yes If yes, give details

 To devise and compile the Library/Learning Resource Centre budget for approval by the Leadership Group.  To identify gaps and deficiencies in learning materials and recommend appropriate expenditure by faculties.  To make bids for additional funding from internal and external sources.

3 RESPONSIBILITY FOR PHYSICAL RESOURCES

How often is Physical Nature of responsibility of jobholder the resource responsibility exercised? Computerised  To collate and compile reports from the bespoke library Information circulation system, and to create spreadsheets and Systems databases for school information and reporting systems, for example library user figures, library issues and reading figures.  To add all new stock to system, cataloguing, assigning Dewey numbering and key-wording. Library/Learning  To order and maintain the security of stock. Resource  Establish and maintain subject classifications of incoming Centre learning resources, accession and issue stock. Resources  To withdraw stock that is out of date or in poor condition. (books,  To identify book needs and purchases for each of the multimedia and faculties in consultation with teaching staff. other learning  The selection and purchase of school fiction and resources) recreational books from the Library/Learning Resource Centre budget.  To source suppliers and to negotiate with external learning resource companies for price reductions. Library/Learning  To maintain an inventory of learning resources, equipment Resource and hardware, carry out an annual stock check and Centre identify shortages and any security issues, and to including ICT maintain a record of stock and equipment values for Equipment, replacement purposes. Furniture,  To identify school requirements in terms of fixtures, fittings Fixtures and and IT equipment for the Library/Learning Resource Fittings Centre, source suppliers and request quotations including equipment guarantees and place order following approval from the school Senior Management Team.  To revisit existing contracts and equipment guarantee agreements and to negotiate extensions as necessary.  To determine the appropriate siting of equipment, computers, printers, scanners etc, identify faults and carry out rudimentary repairs, liaise with the school IT Technician and to contact suppliers/manufacturers as necessary for fault rectification. Library/Learning Responsible for maintaining Library/Learning Resource Daily Resource Centre security at all times, and particularly at the end of Centre each working day.

Does the jobholder develop policy or provide advice and information which impacts on physical resources? Yes If yes, give details  Liaison with faculty heads to review their requirements and discuss any library issues.  Review of library policies and procedures e.g. Internet Codes of Conduct, Library usage, loans, returns etc.  To prepare reports for the use of school management in library usage, learning resource issue figures and the most popular access of learning materials.  To give advice on use of Library/Learning Resource Centre equipment e.g. video, digital camera and other resources.

4 RESPONSIBILITY FOR IMPACT ON PEOPLE

Task/Duty Who How they benefit? benefits?  To answer a wide range of enquiries All school To encourage reading habits and provide information related to the users - pupils and facilitate access to and use of learning resources to include and staff best use of learning books, use of the internet etc. resources including  To provide introductions to all Year 7 independent and autonomous pupils in the use of the library and IT usage as part of the equipment and also to induct new development of pupils. teaching staff.  To mount displays and organise competitions, activities and themed events to maintain pupil interest.  To produce training booklet and step by step guide on the system.  To supervise pupils working independently within the Library/Learning Resource Centre both in lesson time and during lunch breaks, to ensure that they behave appropriately and receive the help they need. To organise and develop a schedule for All pupils and Space made available at groups and individuals wishing to use the staff appropriate times to suit library (whole classes, small groups, 6th needs. formers etc.). To ensure the security, safety and All pupils A safe, secure and clean cleanliness of the Library/Learning Resource environment which meets Centre including the identification of potential school standards. hazards, and to ensure that pupils view suitable online material. Does the Jobholder develop policy or provide advice and information which impacts on people? Yes If Yes, give details:-  Development and review of Library Policies and Procedures.  Gathers information for staff and sources information and resources for topics and builds up a resource.  Assists in the use of ICT (individuals and small groups) by giving advice and/or practical assistance.  Gives advice on choice of reading materials to pupils participating in scheduled lessons within the Library/Learning Resource Centre.  Gives advice on appropriate on-line sources of information.

5 KNOWLEDGE

Type of What knowledge is Why are these needed? How is it knowledge essential? normally acquired?

Qualifications Extensive cross curricula To organise the day-to- Qualified knowledge day running of the Library librarian or or Learning Resource equivalent plus Centre and purchase office relevant resources. administration, consumer environment or library experience. Specialist  Popular children's books  To understand, keep Experience, in- and authors. up to date and house training  Understanding of pupils research children's from Education & their needs. reading requirements Library Service  Understanding of how a including undertaking and research, library works & is book reviews. reading of organised including  the classification and inspection Dewey cataloguing and cataloguing of books. copies. classification systems.  To manage  Budget management. Library/Learning  Knowledge of education Resource Centre On the job environment. budget. experience. School  Library/Learning  To develop the Experience and organisation, Resource Centre policies Library/Learning in-house training. Policies and and school procedures Resource Centre ethos procedures which impact on the in accordance the Library/Learning school aims and Resource Centre. objectives.  Links with school  To ensure resources Liaison with curriculum. available meet needs. faculties. IT Skills All Microsoft Office To support pupils and European applications, the bespoke staff, to undertake book Computer library circulation database reviews, and to locate Driving Licence system and specialist subject specific material & or equivalent packages. manage the circulation of level of resources. competence, experience and training. Legislation Data Protection, Child To recognise and interpret Experience and Protection, Copyright etc. legislative issues and in-house training. ensure compliance. Equipment All Library/Learning Day to day usage and to Experience, Resource Centre equipment. assist staff and pupils. manufacturers' instructions and in-house training.

How long would it take for a jobholder to become fully operational?

3 years administration or library experience + 1 to 2 years to understand the routines of the school calendar year and to develop knowledge of pupils' reading requirements and the necessary working relationships with staff and pupils and to develop network of support = total up to 5 years.

6 MENTAL SKILLS a) What sort of situations/problems does the jobholder typically have to deal with? Give two examples of typical problems solved on a regular basis.

Example: Research activities – To carry out research on various topics for teachers (with varying deadlines). To examine existing stock for suitable resources and search for other materials on the web, and from the Education Library Service and where possible to obtain videos and multimedia items and free leaflets. To assemble the topic box and if the subject matter is one which is likely to be used again e.g. diary writing for English Faculty, to build up a pool of resources for future use.

Example: Planning and development – layout of the Library. The jobholder identifies where resources can be more appropriately displayed or shelved to maximise usage and enable easy identification and location of resources. The jobholder constantly reviews the design of areas of the Library and re-classifies books e.g. by T.V. tie-ins rather than by author to ensure as full usage as possible. Displays are also used as a way of promoting reading. The jobholder looks at the big picture to find ways of improving and developing the resource.

Give an example of the most difficult or demanding situation/problem the jobholder has to solve.

Example: Development of policies, handbooks and other materials – the jobholder is required to develop suitable materials for use by pupils and staff throughout the school. These include worksheets, induction booklets, newsletters and Library/Learning Resource Centre policy documents. The jobholder develops the materials, tests and tries them out on a sample of pupils, makes any necessary changes before implementing, obtaining feedback and resolving any issues that arise. c) Approximately how often would the example in (b) occur?

Ongoing development and constant review of all materials

Give details below of the mental skills required in the job and reasons why they are needed.

Mental Skill Why Needed? Creative/Developmental To organise promotions, competitions, the modification of library layouts and displays and produce newsletters etc. in order to create and maintain pupil & staff interest. Planning and Development To devise and compile the Library/Learning Resource Centre budget. To identify gaps and deficiencies in school learning materials and formally recommend appropriate expenditure in given faculty areas. Redesign of library areas to improve accessibility and usage. Fact-finding To consult and determine precise pupil and staff expectations and requirements. Analytical To collate and compile reports from the bespoke library circulation system, and to create spreadsheets and databases for school information and reporting systems. Judgment Approaches to pupil behaviour management. Effective recruitment, selection and staff/volunteer deployment. Decisions re stock purchase, design of Library/Learning Resource Centre, ways to promote reading activity.

7 INTERPERSONAL AND COMMUNICATION SKILLS ESSENTIAL FOR THE JOB

Skill Used for? With whom?

Supervision,  To provide training and guidance in Professional teaching Motivation, Library/Learning Resource Centre staff, pupils, staff, Training and procedures and IT systems. parent and pupil Induction  To deliver induction presentations to new volunteers and work pupils to the school in formal timetabled experience students. lessons.  To motivate and encourage interest from pupils to use the facilities.  To supervise pupils using the Library/Learning Resource Centre including the diffusion of difficult situations.  To recruit, train and manage staff and volunteer pupils carrying out library duties. Liaison  To obtain and give information and obtain Staff, Education Library suitable resources to support the Service, publishers, curriculum. other , outside  To provide networking opportunities. agencies, public  To negotiate preferential terms of purchase. , booksellers. Guidance and  To listen, understand and interpret Pupils and professional Advice requirements, give advice and guidance in teaching staff. order to provide access to suitable learning resources.  To give advice and practical support. Negotiation  To agree codes of conduct and pupil Pupils, teaching staff behaviour in the library. and the school senior  To bid for extra money outside of school management team. funds. Written  To produce induction materials, teaching Teaching staff, pupils resources, workbooks, displays, including those with presentations and handbooks. special needs, parents,  To catalogue books and key-word. classroom assistants,  To set and produce Library/Learning pupil and parent Resource Centre guidelines and volunteers. procedures for library usage etc.

8 PHYSICAL SKILLS ESSENTIAL FOR THE JOB

Physical skill Used for? Any precision/speed requirements?

Hand-eye co-ordination and  To undertake book Accuracy manual dexterity repairs, cover & bind books.  enter data, write correspondence, newsletters, catalogue books and use of the PC – fundamental to job role.

9 INITIATIVE AND INDEPENDENCE

Allocation of work a) How is work allocated to the jobholder? School daily and weekly routines in accordance with school timetables and National Curriculum requirements and to respond directly to the needs and enquiries of pupils and school staff. In the absence of direct supervision, this is a proactive role requiring independence of thought in order to continuously improve and adapt Library/Learning Resource Centre systems and procedures to meet pupil, staff and school needs. b) What is a typical cycle for allocating work to the jobholder eg hourly, daily, weekly? As above

Scope for initiative

c) How much freedom/discretion does the jobholder have:

to change the way work is done? (e.g. recommending changes in policy, procedures, resources) The jobholder has a high degree of autonomy to manage the Library/Learning Resource Centre, to rearrange library resources to maintain pupils' interest throughout the year, to develop displays and organise activities to promote the use of the Library/Learning Resource Centre.

to allocate their time to duties?

Free to plan and prioritise own workload within established procedures to meet school requirements and to plan the work of staff and volunteers within the Library/Learning Resource Centre.

d) What is the level of guidance/instruction available? Library/Learning Resource Centre handbook, School Policies and Procedures, the Dewey Classification System, the circulation database system, Health and Safety Guidelines and Financial Regulations, Line Manager Advice and guidance.

e) What sort of direction, management or supervision is given to the jobholder?

Works mainly unsupervised but with telephone contact for advice and guidance on as and when required basis. Regular meetings are held for Library/Learning Resource Centre staff to discuss issues and report progress with any projects. The jobholder also attends some faculty meetings. The jobholder is expected to manage the Library/Learning Resource Centre on a day to day basis, have input into its planning and use initiative to resolve issues and problems. f) Give three examples of problems or decisions the jobholder would be expected to deal with themselves without reference to a supervisor/manager. How often do these occur?

Expected problem Nature of available Typical Frequency guidance To redefine and modify the Experience and school Ongoing Library/Learning Resource expectations. Centre work ethos and to consult with pupils and school staff. Supervision of Experience, initiative, policies Daily unaccompanied pupils, and procedures. oversight of their activity and behaviour. Unexpected problem Nature of available Typical Frequency guidance Scheduling usage of Experience , initiative. Few times a term Library/Learning Resource Centre – if conflicts of use arise, jobholder determines feasibility or tries to organise room swaps if whole groups are involved.

g) Give two examples of problems or decisions the jobholder would be expected to refer to their supervisor/manager. How often do these occur?

Problem or decision Point of referral Typical Frequency Pupil discipline issues – Refer to Line Manager, Few times a year disruptive or using abusive Headteacher, Pastoral Co- language. ordinator or call to teacher on- call. The purchase of expensive Line Manager for decision. Few times a year single items or issues that have a policy implication.

10 PHYSICAL DEMANDS

Physical Demand Typical How often? Other details Duration (eg how heavy?)

Lifting, carrying, and unpacking Daily 2 to 5 kilograms books and boxes for projects. Seated in a constrained position in Daily the use of the PC and whilst cataloguing and classifying books and on feet and walking around the Library/Learning Resource Centre. Kneeling, bending, stooping and Daily stretching to shelve and retrieve books and pushing and pulling of trolley. Cleaning shelves and books and Termly repairing books (all books are taken off shelves, dusted and returned).

11 MENTAL DEMANDS OF THE JOB

Nature of task Mental Duration Frequency Demand To respond to general enquiries and General Throughout Daily maintain an ongoing awareness of library alertness and the working usage awareness day including Health & Safety of users.  The cataloguing, classification and key- Concentration, Daily wording of books – involves accurate, accuracy and detailed input of information, individual attention to entry for each new resource. detail,  To train, encourage and support pupil awareness of and parent volunteers, work experience audience, personnel and school staff in the use of collection of library resources and IT systems. information and  To deliver library skills lessons and drawing logical induct new staff in library usage. conclusions.  To manage and monitor the Library/Learning Resource Centre budget ensuring monies spent prudently.  To maintain statistical records of library related issues and prepare reports.  development of resources, handbooks, presentations, leaflets, newsletters and proofreading.  Planning schedules for usage of Library/Learning Resource Centre.  To maintain an inventory of learning resources, equipment and hardware.  To prepare teaching resources and pupil worksheets.

To what extent is the job subject to work-related pressures e.g. regular deadlines, frequent interruptions, conflicting demands?

Nature of pressures Source For how How often? / interruptions long?

Interruptions - an Pupils, staff, phone for advice and Throughout the inherent part of the information. working day. job Deadlines  To prepare teaching resources and pupil worksheets.  Requests for materials for projects often at short notice for particular date/time.  Delivery of lessons, induction and presentations.  Budget deadlines.  Unexpected requests for information e.g. by the end of the day.

Conflicting demands To juggle library usage and simultaneous and conflicting demands of staff and pupils each with own priority e.g. all PC’s booked for class use therefore none available for 6th form use. If the jobholder is subject to any other form of mental demand, please give details below.

Not Applicable

12 EMOTIONAL DEMANDS

Nature of the task being Behaviour / source of the emotional Frequency (per performed by jobholder demand day/wk/ month)

Direct contact and to listen  Disadvantaged pupils with special Daily attentively to pupils and helpers needs. – the Library/Learning Resource  mainstream pupils with domestic Centre is regarded as a “safe” difficulties. environment and the jobholder is  upset, distressed, angry to not viewed as a teacher. academic and less able pupils.

13 WORKING CONDITIONS

a) In what kind of places does the jobholder normally work (eg office, library, gardens, clients’ homes)?

If more than one, give approximate proportion of time in each.

Location of work Proportion of time

The learning resource centre or library 100 per cent

Classrooms to give presentations to pupils Few times per year

b) If the jobholder works outside, are they expected to work regardless of the weather or are alternative arrangements made eg work on other duties? Not applicable

c) What unpleasant environmental working conditions or behaviour from other people are met in performing the job? (See guidance notes for examples)

Working Condition or Behaviour from other How long does it How often does it people last at any one typically occur? time? Behaviour problems including: Few times per year  abusive and bad language ,disagreements between pupils, Physical aggression e.g. kicking things and causing damage to surroundings, knocking shelves down.

d) What protection is offered (if any) e.g. against adverse weather (clothing, shelter), against infection, security measures etc.

Training in behaviour management

OTHER CONSIDERATIONS If you feel that there are other, special considerations which might affect the evaluation of this job, please give details.  Jobholder is expected to work outside normal working day to attend Open Evenings etc.  Peaks and pressures at start and end of term.  Expected to pro-actively organise out of school activities linked to activities.