Standards

2.1 Planning for Instruction.

Candidates collaborate with members of the learning community

to design developmentally and culturally responsive resource-based learning experiences that integrate inquiry, innovation, and exploration and provide equitable, efficient, andethical information access.

.

2.2 Instructional Strategies.

Candidates use a variety of instructional strategies and technologies to ensure that learners have multiple opportunities to inquire, include, collaborate,curate, explore, and engage in their learning.

2.3 Integrating Ethical Use of Information into Instructional Practice.

Candidates teach learners to evaluate information for accuracy, bias, validity, relevance, and cultural context. Learners demonstrate ethical use of information and technology in the creation of new knowledge.

2.4

Assessment.

Candidates use multiple methods of assessment to engage learners in their

own growth. Candidates, in collaboration with instructional partners, revise their instruction to address areas in which learners need to develop understanding.

Supporting Explanation

2.1 Planning for Instruction.

Candidates collaborate with members of the learning community to design developmentally and culturally responsive resource-based learning experiences that

integrate inquiry, innovation, and exploration and provide equitable, efficient, and ethical information access.

In alignment with CAEP principle C., candidates demonstrate their ability in planning for instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

The planning involves collaboration with instructional partners, such as classroom and content area teachers, specialists, and administrators. As expressed by CAEP principle A.,candidates use their understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments and are expected to apply the principles of culturally relevant pedagogy and cultural competence, and to connect themes surrounding social justice into their teaching.

2.2

Instructional Strategies.

Candidates use a variety of instructional strategies to ensure that learners have multiple opportunities to inquire, include, collaborate, curate, explore, and engage in their learning. Candidates design and develop guided inquiry activities and incorporate instructional strategies that engage learners in the process of inquiry in their learning experience. As highlighted by CAEP principle C., candidates encourage learners to develop deep understanding of contentareas and their connections, and to build skills to apply knowledge in meaningful ways. Candidates generate meaningful questions to guide inquiry and exploration. Candidates leverage new and emerging learning resources, tools, and environments that meet the curriculum needs and personal interests of all learners. Candidates align the National School Library Standards for Learners with other national standards. By using a variety of instructional strategies, candidates creatively combine technology, content, and knowledge of learning and teaching so that the instruction ignites the learners’ passion, imagination, and desire to learn in a participatory learning culture.

4.3

Evidence-Based Decision Making. Candidates make effective use of data and information to assess how practice and policy impact groups and individuals in their diverse learning communities.

5.1 Professional Learning.

Candidates engage in ongoing professional learning. Candidates deliver professional development designed to meet the diverse needs of all members of the learning community.

Component 5.1 Professional Learning.

Candidates engag

e in ongoing professional learning.

Candidates deliver professional development designed to meet the diverse needs of all members

of the learning community.

When meeting Standard 5 and its components, candidates demonstrate their participation in

their ow

n

professional learning

. Candidates engage with the larger educational community

through membership and participation in professional organizations as well as personal

learning communities.

Candidates understand and use current research from experts and

other school librarians to

grow as professionals. Candidates engage in research to improve their own practice. Candidates

share these findings with their school colleagues and with the broader professional community.