TEACHER-LIBRARIAN PROFESSIONAL RESPONSIBILITIES STANDARDS AND INDICATORS
STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 Collection and Information Library Environment Program Planning and School Community and Professionalism and Access Management Family Engagement Growth
Indicator 1 Indicator 1 Indicator 1 Indicator 1 Indicator 1 Teacher-Librarian Teacher-Librarian organizes Teacher-Librarian schedules Teacher-Librarian welcomes Teacher-Librarian pursues independently and/or physical space to enable ease and/or facilitates consistent and parents/guardians and students aligned professional learning collaboratively implements a of use. equitable use of the library for to become more active opportunities to support selection policy in which print information literacy instruction members of the school improved instructional practice. and digital learning resources and/or activities. community, and encourages are selected/deselected based parents/guardians to come into on their ability to support LIBRARY/classroom as instructional goals, curriculum volunteers or experts and standards, interests, and needs attend school events. of the students and school community. Indicator 2 Indicator 2 Indicator 2 Indicator 2 Indicator 2 Teacher-Librarian uses data, Teacher-Librarian fosters an Teacher-Librarian advocates for Teacher-Librarian models Teacher-Librarian seeks out including student perception environment that promotes and promotes the library respect, courtesy, and integrity feedback from the school data, to evaluate and develop reading, learning, and program initiatives and services in his/her interaction with school community, and uses a variety the collection to ensure it encourages the school that support instruction community. of data to self-reflect on his or supports curriculum standards, community to work throughout the school her practice. interests, and needs of the independently, collaboratively, community. students and school and/or virtually. community. Indicator 3 Indicator 3 Indicator 3 Indicator 3 Indicator 3 Teacher-Librarian maintains an Teacher-Librarian creates and Teacher- Librarian develops Teacher-Librarian fosters the Teacher-Librarian follows up to date collection of print and maintains a welcoming, and implements a plan for the success of all students by policies, regulations, and digital resources in multiple attractive, and supportive library continuous improvement of the communicating and procedures specific to role and genres that appeals to environment. library program that includes collaborating effectively with the responsibilities. differences in age, gender, utilization of available funds to school community in ways that ethnicity, reading and language support the learning goals of enhance student learning. abilities and information needs. the school community.
Indicator 4 Teacher Librarian implements and facilitates the use of technology to support instruction throughout the school community Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 1
STANDARD 1
Collection and Information Access Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 1 • Selection policy • Selection Policy • Selection policy Teacher-librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian • Direct • Collection reflects the fully implements a adequately minimally does not implements a observation analysis technological, selection policy in implements a implements a implement a selection policy in OR document cultural, which print and selection policy in selection policy in selection policy in which print and One additional • Assessment curricular, and digital learning which print and which print and which print and digital learning item from scores language needs resources are digital learning digital learning digital learning resources are confirmatory • Collection of the school selected/deselect resources are resources are resources are selected/deselect evidence decisions community, ed base on their selected/ selected/ selected/ ed based on their sources aligned with Teacher- ability to support deselected based deselected based deselected based ability to support content area Librarian makes instructional on their ability to on their ability to on their ability to instructional standards every effort to goals, curriculum support support support goals, curriculum • Student/staff select and/or standards, instructional instructional instructional standards, perception data deselect interests, and goals, curriculum goals, curriculum goals, curriculum interests, and • Weeding log materials based needs of the standards, standards, standards, needs of the students and interests, and interests, and interests, and • Purchasing on criteria students and school needs of most needs of most needs of most reports/acquisiti outlined in school community. students and students and students and ons selection policy community. • school school school • Inventory Weeding/ community. community. community. Report systemic National • Pre/post removal of Standards conferences obsolete, American inaccurate Association of resources School Librarians • Surveying/ Standards: receiving AASL 1.2.a feedback from AASL 2.5.e various school AASL 2.6.c community AASL 2.6.d members to make informed decisions regarding the selection of materials
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 2
STANDARD 1
Collection and Information Access Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 2 • Student and/or • Selection Policy Examples may Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian staff perception • Collection include: accesses multiple accesses at least accesses at least does not use uses data to data analysis • Assessment data sources, one data source, one data source, data, including evaluate and • Direct document scores, surveys, including student including student including student student develop the observation • Assessment students' perception data, perception data, perception data, perception data, collection to OR scores requests for to evaluate and to adequately to evaluate and to evaluate and ensure it supports One additional • Collection book develop the evaluate and develop the develop the curriculum item from decisions purchases, collection to develop the collection to collection to standards, confirmatory aligned with teacher and/or ensure it supports collection to ensure it supports ensure it supports interests, and evidence content area administrator curriculum ensure it supports curriculum curriculum needs of the sources standards requests for standards, curriculum standards, standards, students and • Student/staff suggested interests, and standards, interests, and interests, and school perception data materials needs of the interests, and needs of the needs of the community. • Weeding log • Collection students and needs of the students and students and school students and school school • Purchasing reports National community. school community. community. reports/acquisiti • Perception data Standards community. ons from students American • Inventory and/or staff Association of Report • School School Librarians • Pre/post Performance Standards: Plan AASL 1.2.a conferences AASL 2.5.d AASL 2.6.b AASL 2.6.g AASL 2.6.h
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 3
STANDARD 1
Collection and Information Access Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 3 • Collection • Selection Policy Examples may Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Analysis • Collection include: consistently adequately inconsistently makes little or no maintains a • Direct analysis • Collection maintains an up maintains an up maintains an up attempt to collection of print Observation document summary report to date collection to date collection to date collection maintain an up to and digital OR • Assessment that shows the of print and digital of print and digital of print and digital date collection of resources in One additional scores various areas resources in resources in resources in print and digital multiple genres item from • Collection for which multiple genres multiple genres multiple genres resources in that appeals to confirmatory decisions materials were that appeals to that appeals to that appeals to multiple genres differences in evidence aligned with needed differences in differences in differences in that appeals to age, gender, sources content area attached to an age, gender, age, gender, age, gender, differences in ethnicity, standards invoice of ethnicity, reading ethnicity, reading ethnicity, reading age, gender, information • Student/staff materials and language and language and language ethnicity, reading needs, and perception data purchased abilities, and abilities and abilities, and and language reading and • Weeding log • Collection information needs information needs information needs abilities and language abilities information needs • Purchasing reflects the and information reports/acquisiti diversity of the needs. ons school • • Inventory Repairing/ National Report replacing Standards • Pre/post materials as American needed Association of conferences School Librarians Standards: AASL 2.6.g AASL 2.6.h
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 4
STANDARD 2
Library Environment Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 1 • Direct • Student/staff Examples may Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian observation perception data include: makes highly sufficiently inadequately makes little or no organizes • One item from • Photos/diagram • Appropriate effective use of organizes organizes attempt to physical space to confirmatory s/other artifacts seating the physical physical space to physical space to organize physical enable ease of sources of • Library arrangements space, resulting enable ease of enable ease of space to enable use evidence schedule/calend for whole group, in clear signage, use use ease of use, ar small group and excellent traffic signage is limited National • Pre/post individuals flow, and or not existent Standards observation (flexible seating adequate space and/or space is American Conferences arrangements) devoted to work not ADA Association of • Library • Appropriate areas and compliant School Librarians staff/aide(s) work space computer/technol Standards: expectations arrangements ogy use. AASL 2.3.b • Appropriate AASL 2.3.c access to AASL 2.3.d computers/tech AASL 2.3.e nology AASL 2.3.i • Signage is clear AASL 3.1.f and easy to see • ADA compliant • Visible Wi-Fi code for personal devices (if allowed) • Ease of use/access at circulation desk • Makerspaces • Quiet reading areas
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 5
STANDARD 2
Library Environment Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Level 4 Level 3 Level 2 Level 1 Evidence Sources Notes to Demonstrate Sources
Indicator 2 • Direct • Student/staff • Identifies nonfiction texts in Teacher- Teacher- Teacher- Teacher- Teacher- observation perception data the content area for Librarian Librarian Librarian Librarian Librarian fosters • One item • Photos/diagrams/ students to read and use ACTIVELY sufficiently sporadically makes little or an environment from other artifacts • Promotes and uses active fosters an fosters an fosters an no attempt to that promotes confirmatory • Library schedule/ reading strategies environment environment environment foster an reading, learning, sources of calendar • Provides and uses print and that promotes that promotes that promotes environment and encourages evidence • Pre/post electronic graphic reading, reading, reading, that promotes the school observation organizers learning, and learning, and learning, and reading, community to conferences • Teaches reading strategies encourages the encourages the encourages the learning, and work • Library by reading aloud and school school school encourages the independently, staff/aide(s) modeling rereading for community to community to community to school collaboratively, expectations comprehension on difficult work work work community to and/or virtually passages independently, independently, independently, work • Library blog, book talks, collaboratively, collaboratively, collaboratively, independently, National student book reviews, face- and/or virtually. and/or virtually and/or virtually collaboratively, Standards to-face and virtual book and/or virtually American clubs, literacy events (e.g., Association of Battle of the Books, Nevada School Librarians Reading Week, Bristlecone Standards: Storytelling Festival, Poetry AASL 1.2.c Jam, author visits, school- AASL 1.2.e wide activities and contests) AASL 1.2.g • Arranges space to allow for AASL 2.3.e flexibility and to support and AASL 2.3.h accommodate reading, AASL 2.3.i research, production AASL 2.6.e activities, culture of learning, investigation and love of literature • Enables independent use of the library
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 6
STANDARD 2
Library Environment Indicators Performance Levels
What Teacher- Mandatory Librarians Confirmatory Description/ Evidence Level 4 Level 3 Level 2 Level 1 Need to Evidence Sources Notes Sources Demonstrate
Indicator 3 • Direct • Student/staff Examples may include: Teacher- Teacher- Teacher- Teacher- Teacher- observation perception data • Library staff is positive Librarian actively Librarian Librarian Librarian makes Librarian • One item • Photos/diagrams/ and welcoming creates and sufficiently inconsistently little or no creates and from other artifacts • Students/staff perceive maintains a creates and creates and attempt to create maintains a confirmatory • Library the library as the ‘hub’ welcoming, maintains a maintains a and maintain a welcoming, sources of schedule/calendar of the school attractive, and welcoming, welcoming, welcoming, attractive, and evidence • Pre/post • Library is accessible to supportive attractive, and attractive, and attractive, and supportive observation staff and students as library supportive supportive supportive library conferences much as scheduling and environment. library library library environment • Library staffing allow (before Interactions environment environment environment. staff/aide(s) and after school, lunch between Interactions National expectations periods, etc.) Teacher- between Standards • Library staff, including Librarian, Teacher- American student aides, offer students, and Librarian, Association of assistance to library colleagues are students, and School patrons positive, colleagues are Librarians • Provide students with appropriate, and negative, Standards: supplies and tools (as sensitive to inappropriate, or AASL 2.3.b available) students’ insensitive to AASL 2.3.h • Interactions among the learning needs students’ AASL 2.3.i Teacher-Librarian, or cultural and learning needs students, and developmental or cultural and colleagues are highly differences. developmental respectful, reflecting differences. warmth, caring, and sensitivity to students’ learning needs, cultures, and levels of development. • Book displays are attractive and inviting
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 7
STANDARD 3
Program Planning and Management Indicators Performance Levels
What Teacher- Confirmatory Librarians Mandatory Description/ Evidence Level 4 Level 3 Level 2 Level 1 Need to Evidence Sources Notes Sources Demonstrate
Indicator 1 • Calendar/schedule • Communication Examples may Teacher- Teacher- Teacher- Teacher- Teacher- • Direct observation (e.g. email, include Librarian actively Librarian Librarian Librarian makes Librarian OR website, blog, • Calendar shows provides regularly sporadically little or no schedules One item from etc.) use of library/library opportunities to schedules and/or schedules and/or attempt to and/or confirmatory • Collaboration resources by schedule and/or facilitates facilitates the schedule and/or facilitates evidence sources log/notes multiple facilitate consistent and consistent and facilitate the consistent and • Pre/post classes/content consistent and equitable use of equitable use of consistent and equitable use of observation areas equitable use of the library for the library for equitable use of the library for conferences • Schedule reflects the library to information information the library for information • Staff perception collaborative ensure all literacy literacy information literacy data teaching is taking content areas instruction instruction literacy instruction • Lesson Plans place and grade levels and/or activities and/or activities. instruction and/or activities • Various artifact • Library is available have the Access to the and/or activities. (e.g. photos, (as staffing allows) opportunity to library may be Access to the National etc.) for extracurricular access library limited to select library may be Standards activities and/or materials, subjects/content limited to select American meetings information areas or grade subjects/content Association of • Provides resources literacy levels areas or grade School for classroom use instruction levels Librarians • Provides and/or activities Standards: opportunities for AASL 2.3.a staff and students AASL 2.3 f to schedule groups and classes into the library consistently to make full use of the facility as scheduling/staffing allow
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 8
STANDARD 3
Program Planning and Management Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Level 4 Level 3 Level 2 Level 1 Librarians Need Evidence Evidence Notes to Demonstrate Sources Sources
Indicator 2 • Direct • Communication • Examples may Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian observation documentation include: actively regularly inconsistently makes little or no advocates for and • One item from • Presentations/ • Writes articles advocates for and advocates for and advocates for and attempt to promotes the confirmatory handouts/ for family promotes the promotes the promotes the advocate for and library program evidence agendas newsletters/com library program library program library program promote the initiatives and sources • Brochure munication, initiatives and initiatives and initiatives and library program services that • Pre/post emails to staff services that services that services that initiatives and support observation • Presentations support support support services that instruction conference and instruction instruction instruction support throughout the • Variety of participation in throughout the throughout the throughout the instruction school community artifacts (e.g. department and school community school community school community throughout the photos, flyers, staff meetings school community National etc.) • Maintains online Standards presence (e.g. American website, blog, Association of social media School Librarians etc.) Standards: • Creates a AASL 2.6.e library brochure AASL 2.7.g • Participates in AASL 2.7.k school AASL 2.7.l community/ AASL 3.1.b district/state/ national library initiatives (e.g. Nevada Reading week, reading nights, Teen Read Week, School Library Month etc.)
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 9
STANDARD 3
Program Planning and Management Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 3 • Library • Budget • Library Program Plan may Teacher- Teacher- Teacher- Teacher- Teacher- Program • Collection include: Librarian Librarian Librarian Librarian makes Librarian Plan development • Budget for funding sources engages a develops and develops and little or no develops and • Direct plan (grants, district allocations, broad-range of regularly inadequately attempt to implements a observation • Library vision student generated funds, stakeholders in implements a implements a develop and/or plan for the OR statement donations, etc.) the plan for the plan for the implement a continuous One item • Pre/post • Set budget priorities development continuous continuous plan for the improvement of from observation • Library mission and vision and consistent improvement of improvement of continuous the library confirmatory conferences statement are tied to the implementation the library the library improvement of program that evidences school (and district) mission of a plan for the program that program that the library includes sources and vision statements continuous includes includes program that utilization of • Develop short and long term improvement of utilization of utilization of includes available funds to library improvement goals the library available funds available funds utilization of support the • Create a timeline to guide the program that to support the to support the available funds learning goals of ongoing evaluation of the includes learning goals learning goals to support the the school library program utilization of of the school of the school learning goals community • Manages available funds to available funds community community of the school support library program, and to support the community National school goals collaborates with learning goals Standards school community to develop of the school American the plan community Association of School Librarians Standards: AASL 2.1.a AASL2.1.b AASL2.1.c AASL 2.1.d AASL 2.1.e AASL 2.1.h AASL2.4.e AASL 2.4.f
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 10
STANDARD 3
Program Planning and Management Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 4 • Direct • Newsletters Informs and Teacher-librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher Librarian observation • Video tutorials assists takes a consistently inconsistently makes little or no implements and • One item from • Print materials staff/students in leadership role in implements and implements and attempt to facilitates the use confirmatory • Blog posts the use of implementing and facilitates the use facilitates the use implement and of technology to evidence • Library website technology facilitating the use of technology to of technology to facilitate the use support sources • Lesson plan sources such of technology to support support of technology to instruction as: support instruction instruction support • Professional throughout the • instruction throughout school throughout school instruction development Online library school community throughout the community community throughout school agenda/material catalog school community community s instruction National • • Various artifacts Web tools and Standards (video, photos resources American • etc.) Statewide Association of • Pre/post databases School Librarians • conferences Public library Standards: resources AASL 1.3.b • Available AASL 1.3.c hardware/devic AASL 2.3.g es AASL 2.3.e • Software AASL 2.6.f • Digital AASL 3.1.i citizenship
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 11
STANDARD 4
School Community and Family Engagement Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 1 • Direct • Notes/communi • Encourages Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian observation cation school welcomes welcomes welcomes welcomes welcomes • One item from • Pre/post community parents/guardians parents/guardians parents/guardians parents/guardians parents/guardians confirmatory conferences groups to meet and students to and students to and students to and students to and students to evidences • Parent/family/ in the library become more become more become more become more become more sources student and provides active members active members active members active members active members feedback supplementary/ of the school of the school of the school of the school of the school • Library complimentary community, and community, and community, and community, and community, and Calendar information and actively seeks out encourages sporadically rarely encourages encourages resources parents/guardians parents/guardians encourages parents/guardians parents/guardians • Participates in to come into the to come into parents/guardians to come into to come into school-wide classroom/library LIBRARY/ to come into classrooms as library/classroom family events as volunteers or Classroom as classrooms as volunteers or as volunteers or (e.g. book experts and volunteers or volunteers or experts and experts and fairs/open attend school experts and experts and attend school attend school house/family events attend school attend school events events nights) events. events • Writes National newsletters/artic Standards les in the school American paper Association of • Uses a variety School Librarians of Standards: communication AASL 1.1.b modes to AASL1.1.d effectively AASL 2.1.b communicate AASL 2.7.a with a diverse AASL 2.7.b student AASL 2.7.d population AASL 2.7.f
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STANDARD 4
School Community and Family Engagement Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 2 • Direct • Notes/ • Demonstrates Teacher-librarian Teacher-librarian Teacher-librarian Teacher-Librarian Teacher-Librarian observation communication the highest demonstrates and demonstrates and demonstrates a demonstrates models respect, • One item from • Pre/post standards of models the models a high minimal level of little or no attempt courtesy, and confirmatory conferences professional highest level of level of respect respect and to show respect integrity in his/her evidences • Family/ behavior, respect and and integrity (e.g. integrity (e.g. and integrity (e.g. interaction with sources community exercises integrity (e.g. ethical standards ethical standards ethical standards school community feedback professional ethical standards of the profession) of the profession) of the profession) judgement, and of the profession) in all interactions with students, with students, National acts in a in all interactions with students, families, families, Standards courteous and with students, families, colleagues, and colleagues, and American sensitive families, colleagues, and the community. the community. Association of manner when colleagues, and the community. School Librarians interacting with the community. Standards: students, The teacher- AASL 2.7.d parents or Librarian takes an AASL 3.1.c guardians, staff active role in AASL 3.1.f and the ensuring that community students and staff treat others with integrity.
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 13
STANDARD 4
School Community and Family Engagement Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Level 4 Level 3 Level 2 Level 1 Librarians Need Evidence Evidence Notes to Demonstrate Sources Sources
Indicator 3 • Direct • Communication • Participates in Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian observation documentation school wide consistently fosters the sporadically makes little or no fosters the • One item from • Pre/post family fosters the success of all fosters the effort to foster the success of all confirmatory conferences engagement success of all students by success of all success of all students by evidence • Various artifacts • Regularly students by communicating students by students by communicating sources (webpages, publishes a communicating and collaborating communicating communicating and collaborating photos etc.) library column in and collaborating effectively with and collaborating and collaborating effectively with • Parent/student/ the school effectively with the school effectively with effectively with the school family feedback newsletter/ the school community in the school the school community in student paper community in ways that community in community in ways that • Maintains an ways that enhance student ways that ways that enhance student online presence enhance student learning enhance student enhance student learning to communicate learning learning learning with the school National community to Standards promote library American • Share best Association of practices and School Librarians research Standards: AASL 1.1.a AASL 1.1.b AASL 1.1.c AASL1.1.d AASL 1.2.f AASL 1.2.h AASL 3.1.a AASL 3.1.b AASL 3.1.d
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 14
STANDARD 5
Professionalism and Growth Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 1 • Two items from • Teacher- • Applies Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-librarian Teacher-Librarian confirmatory Librarian notes research, facilitates school- seeks out and participates in minimally pursues aligned evidences • Pre/post knowledge, and and/or district- participates in required participates in professional sources conferences skills from level professional aligned professional professional learning • Professional professional learning across professional learning learning opportunities to growth plan development the school learning opportunities to opportunities, support improved • Transcripts opportunities to community opportunities to improve rarely appears instructional • Class syllabi improve in order to improve instructional actively engaged practice • Conference practice improve instructional performance but during National agendas • Shares current instructional performance, shows minimal professional Standards practices, and applying those evidence of learning, and • Direct educational American seeks out and professional applying those rarely applies observation research and Association of best practices participates in a learning professional learning School Librarians with colleagues variety of experiences in learning experiences in Standards: professional the classroom. experiences in the AASL2.8.a learning the classroom/library AASL 2.8.c opportunities, classroom/library. AASL 2.8.d applying them in AASL 2.8.e the AASL 2.8.f classroom/library
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 15
STANDARD 5
Professionalism and Growth Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 2 • Two items from • Feedback from • Consults with Teacher-librarian Teacher-Librarian Teacher-librarian Teacher-librarian Teacher-Librarian confirmatory parents, library is highly self- is adequately is inadequately is rarely self- seeks out evidence students and committee/ reflective, self-reflecting, self-reflective, reflective. The feedback from the sources colleagues colleagues/focu frequently obtaining seeking feedback teacher does not school • Teacher- s group etc. seeking feedback feedback from from instructional or rarely seeks community, and Librarian notes • Reviews survey from instructional instructional leaders and/or out or uses uses a variety of • Library reports results and leaders and leaders and/or colleagues, but feedback from data to self-reflect • Library plan other data to colleagues, using colleagues (might not using the data instructional on his or her • Pre/post improve multiple data want to add to to modify leaders or practice conferences practice points to assess this section), and instruction in the colleagues to • Reflects on the effectiveness using those data way the data modify National practice of instruction, and to assess and represents instruction. Standards • Evaluates modifying modify American library program instruction based instruction. Association of (circulation on those data. School Librarians reports, The teacher Standards: surveys, etc.) models self- AASL1.1.a • Read latest reflection for AASL 1.1.c library research colleagues and AASL 1.1.d and facilitates group AASL 2.1.d professional reflective AASL 2.1.e journals activities using AASL 2.1.f • Attends multiple data AASL 2.7.k professional sources, with AASL 2.6.h development colleagues. related to library programming • Revises library plan
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STANDARD 5
Professionalism and Growth Indicators Performance Levels
What Teacher- Mandatory Confirmatory Description/ Librarians Need Evidence Evidence Level 4 Level 3 Level 2 Level 1 Notes to Demonstrate Sources Sources
Indicator 3 • Direct • Library reports • Possesses a Teacher takes a Teacher-Librarian Teacher-Librarian Teacher-Librarian Teacher-Librarian observation • Pre/post thorough leadership role in follows all follows most demonstrates follows policies, • One item from conferences knowledge of developing and/or policies, policies, little effort to regulations, and confirmatory • Teacher- and complies enacting school- regulations, and regulations, and follow policies, procedures evidence Librarian notes with all and district-level procedures procedures regulations, specific to role sources • Teacher- district/school policy, specific to his or specific to his or and/or and Librarian files policies, regulations, and her role and her role and procedures responsibilities regulations, and procedures, and responsibilities responsibilities. related to his or procedures follows all her role and National specific to his or policies, responsibilities. Standards her role and regulations, and American responsibilities procedures Association of in both teaching specific to his or School Librarians and her role and Standards: extracurricular responsibilities. N/A involvements
Nevada Department of Education – NEPF – July 2019 – Rubric with Evidence and Descriptions – Teacher-Librarian Professional Responsibilities Standards and Indicators – Page 17