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Teacher-Librarian Professional Responsibilities Standards and Indicators

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Teacher-Librarian Professional Responsibilities Standards and Indicators 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
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