Standards

Standard 1, Leader: The librarian and information teacher models leadership and best practices throughout the school community to develop an effective school library program and serve as an advocate for student learning in support of career and technical education.

Knowledge.  The librarian and information teacher knows theories of

1.1   leadership that provide the basis for the school librarian’s role in student learning and achievement within the context of current educational initiatives.

1.2   networking that enable establishment of connections with other educators for curriculum planning, implementation, and evaluation.

1.3   professionalism relevant to continuous professional learning through participation and membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources.

1.4   advocacy that provide the basis for best educational practices for identifying stakeholders within and outside the school community, and to develop a plan to advocate for school library and information programs, resources, and services.

Performance. The librarian and information teacher

1.5   evaluates, selects, and organizes the library collection as the essential information base for the school.

1.6   engages in professional learning by reading publications, attending conferences, and participating in professional networks that foster best practices in school libraries.

1.7   collaborates with colleagues to maintain and promote a professional learning collection.

1.8   uses research-based evidence to contribute to and lead school improvement and professional development initiatives.

Standard 2, Instructional Partner:  The librarian and information teacher participates with members of the school community to develop district and school building level policies, practices, and curricula to guide student learning in content areas including instruction of information and technology literacy.

Knowledge. The librarian and information teacher knows

2.1   theories of policy development and identifies exemplars of district and school building level policies, practices, and curricula in content areas, including information and technology literacy, to guide P-12 student learning.

2.2   theories of co-teaching and curriculum integration.

2.3   good communication, consultation, and problem-solving skills.

2.4   content area curriculum and effective instructional techniques to integrate information and technology literacy instruction.

2.5   information literacy standards as delineated by the American Library Association.

2.6   technology literacy standards as delineated by International Society for Technology and Education.

2.7   relationships between professional learning and student performance.  

Performance. The librarian and information teacher collaborates with

  2.8 teachers and school specialists to design, implement, and evaluate inquiry-based lessons and units that integrate multimedia, research, and information literacy skills into instruction.

2.9 teachers and school specialists in teaching P-12 students essential content skills, effective

2.10  communication skills, and information literacy as an integral component of the school’ comprehensive literacy instruction.

2.11 teachers and students by providing instruction to teachers and students in finding and using age and ability appropriate resources.

2.12  parents, members of the community, museums, municipal services, private organizations, and commercial entities to include their expertise and utilize their assistance in integrated inquiry-based lessons and units.

2.13  administrators to actively promote, support, and implement collaboration and content integration.

2.14  students by seeking input from students on the learning process including identifying critical content.

Standard 3, Information Specialist: The librarian and information teacher models the use of information and technology literacy skills, and promotes their importance in the curriculum as foundational learning tools.

Knowledge. The librarian and information teacher knows

3.1   theories of information-seeking behavior.

3.2   principles of information ethics including intellectual freedom, intellectual property, privacy, and professional ethics.

3.3   ethical code of the American Library Association.

3.4   strategies for providing and promoting flexible, open access to library services and information.

3.5   research-based models for addressing physical, social, and intellectual barriers to equitable access.

3.6   instructional design models for creating authentic learning experiences that engage students.

3.7  current and emerging technology tools to locate, analyze, evaluate, and use information resources to support research, learning, communication, and creativity.

3.8   current computer technology that supports research, learning, communication, and creativity.

3.9   research concepts and methods for the collection, interpretation, and use of data to create new practices and to enhance existing practices in school libraries.

Performance

The librarian and information teacher

3.10  demonstrates expertise with computer technologies to prepare and deliver instruction.

3.11  demonstrates expertise with computer technologies for information creation, access, interpretation, storage, retrieval, organization, management, communication, and use.

3.12 enables open and equitable access by collaborating with school community members to address physical, social, and intellectual barriers to library resources and services.

3.13 models and promotes efficient and ethical information seeking behaviors through the design and delivery of authentic learning experiences for P-12 students, teachers, and administrators in professional learning communities.

3.14 conducts research to enhance instruction.

Standard 4, Teacher (knowledge of learners and learning): The librarian and information teacher uses effectively instructional practices to teach students to become enthusiastic readers, critical thinkers, skillful researchers, and ethical users of information.

Knowledge

The librarian and information teacher knows

4.1   a wide range of children’s, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.

4.2   strategies that promote leisure reading and models personal enjoyment of reading to promote creative expression.

4.3   models of collection development for reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students.

4.4   strategies for collaboration with content teachers to reinforce comprehensive literacy instruction that ensures P-12 students are able to create meaning from text.

4.5   strategies for evaluation of text complexity.

Performance

The librarian and information teacher participates with reading specialists and other teachers

4.6 in comprehensive literacy instruction: reading, writing, thinking, listening, and speaking.

4.7 to promote reading for children and young adults through the use of high-quality and high-interest literature that reflects the diverse developmental, cultural, social and linguistic needs of P-12 students.

4.8 to teach the evaluation of visual, quantitative, and oral information in multiple formats.

4.9 to use authentic and engaging instructional strategies that reinforce classroom reading in support of lifelong learning and to develop in children and youth an appreciation for literature in support of personal and creative pursuits.

4.10 to promote reading through readers’ advisory services, literature selection, and other focused activities in the school and community.

4.11  to teach effective reading strategies to build P-12 student comprehension.

Standard 5, Teacher (knowledge of pedagogy):  The librarian and information teacher uses principles of effective teaching and learning to create an active, inquiry-based learning environment.

Knowledge

The librarian and information teacher knows

5.1   theories of learning styles, stages of human growth and development, and cultural influences on learning.

5.2   formative and summative assessment strategies that can be used to design instruction based on the American Association of School Librarian’s twenty-first century skills and educational best practices that reflect student’s age-range, abilities, and interests.

5.3   principles of effective teaching and learning that contribute to an active, inquiry-based learning environment for all students with regard to diverse learning styles, interests, needs, and intellectual and physical disabilities.

5.4   strategies for documentation and communication of the impact of collaborative instruction on student achievement.

Performance

The librarian and information teacher

5.5 uses knowledge of learning styles and human development to shape instructional decisions.

 5.6 uses reading, viewing, and listening activities to foster motivation and learning.

5.7 recognizes and makes appropriate accommodations including selecting appropriate materials and resources for individual differences.

5.8 builds a local library media curriculum integrating content, information, and technology standards.

5.9 designs and delivers inquiry-based instruction that enhances information, media, visual, and technical literacies of P-12 students.

5.10 integrates use of current technologies into a variety of instructional strategies to support the diverse learning styles, interests, and abilities of all students to inquire, think critically, gain, and create knowledge.

5.11collaborates with teachers and other stakeholders in professional development activities involving curriculum development and school improvement in support of student achievement.

5.12 collects and analyzes data, and reports impact of collaborative instruction on student learning and achievement.

Standard 6, Administrator:  The librarian and information teacher manages and administers the school library and advocates for the success of its educational program in collaboration with building and district colleagues.

Knowledge

The librarian and information teacher knows

6.1   the vision, mission statement, goals, objectives, policies, and procedures of their local professional learning community.

6.2   school improvement and accreditation processes.

6.3   district, state, and national standards.

6.4   management theories that support an effective school library program, including budget, personnel, facilities,  evaluation,  selection,  acquisitions, cataloging, processing, deselection, inventory, client access, and circulation.

Performance

The librarian and information teacher

6.5 models ethical and responsible behavior in use of information.

6.6 provides equitable intellectual and physical access to resources and services.

6.7 develops a balanced collection that is up-to-date, and represents multiple points-of-view.

6.8 respects and upholds the rights of users in matters of privacy and confidentiality.

6.9 promotes the library media program within the school, the district, and the community.

6.10  participates in the school improvement process through support of and involvement in curriculum planning, departmental committees, and personal professional learning.

6.11  establishes connections with students, staff, administrators, parents, and community members.

4.1. Change Agent.  Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning.

a Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process.

b Facilitate equitable use of digital learning tools and content that meet the needs of each learner.

c Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals.

d Recognize educators across the organization who use technology effectively to enable high-impact teaching and learning.

e Connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning.

4.2. Connected Learner.  Coaches model the ISTE Standards for Students and the ISTE Standards for Educators and identify ways to improve their coaching practice.

a Pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders.

b Actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences.

c Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.

4.3. Collaborator.  Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes.

a Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.

b Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards.

c Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.

d Personalize support for educators by planning and modeling the effective use of technology to improve student learning.

4.4. Learning Designer.  Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students.

a Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.

b Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.

c Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.

d Model the use of instructional design principles with educators to create effective digital learning environments.

4.5. Professional Learning Facilitator.  Coaches plan, provide and evaluate the impact of professional learning for educators and leaders to use technology to advance teaching and learning.

a Design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.

b Build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback.

c Evaluate the impact of professional learning and continually make improvements in order to meet the schoolwide vision for using technology for high-impact teaching and learning.

4.6. Data-Driven Decision-Maker.  Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.

a Assist educators and leaders in securely collecting and analyzing student data.

b Support educators to interpret qualitative and quantitative data to inform their decisions and support individual student learning.

c Partner with educators to empower students to use learning data to set their own goals and measure their progress

4.7. Digital Citizen Advocate.  Coaches model digital citizenship and support educators and students in recognizing the responsibilities and opportunities inherent in living in a digital world.

a Inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities.

b Partner with educators, leaders, students and families to foster a culture of respectful online interactions and a healthy balance in their use of technology.

c Support educators and students to critically examine the sources of online media and identify underlying assumptions.

d Empower educators, leaders and students to make informed decisions to protect their personal data and curate the digital profile they intend to reflect.