Embedded Files
Teacher-Librarian
Teacher-librarians support and implement the vision of their school communities through advocating and building an effective library and information services and programs that contribute to the development of lifelong learners. The Teacher-Librarian holds a valid teaching license with a school library media specialist endorsement and is working in that position.
Similar to school administrators and teachers, the NEPF for Teacher-Librarians consists of two categories and three domains. The Educational Practice Category consists of the Instructional Practice and Professional Responsibilities Domains. The Student Performance Category consists of the Student Performance Domain. Each domain is weighted differently per recommendations by the TLC and approval by the State Board of Education (see the current year's Protocols for more information).
Educational Practice Category
Instructional Practice Standards
Standard 1: New Learning is Connected to Prior Learning and Experience
Indicator 1: The teacher-librarian independently and/or collaboratively activates all students’ initial understandings of new concepts and skills.
Indicator 2: The teacher-librarian independently and/or collaboratively makes connections explicit between previous learning and new concepts and skills for all students.
Indicator 3: The teacher-librarian independently and/or collaboratively makes clear the purpose and relevance of new learning for all students.
Indicator 4: The teacher-librarian independently and/or collaboratively provides all students opportunities to build on or challenge initial understandings.
Standard 2: Learning Tasks Have High Cognitive Demand for Diverse Learners
Indicator 1: The teacher-librarian independently and/or collaboratively provides tasks that purposefully employ all students’ cognitive abilities and skills.
Indicator 2: The teacher-librarian independently and/or collaboratively provides tasks that place appropriate demands on each student.
Indicator 3: The teacher-librarian independently and/or collaboratively provides tasks that progressively develop all students’ cognitive abilities and skills.
Indicator 4: The teacher-librarian operates with a deep belief that all children can achieve regardless of race, perceived ability, and socioeconomic status.
Standard 3: Students Engage in Meaning-Making through Discourse and Other Strategies
Indicator 1: The teacher-librarian independently and/or collaboratively provides opportunities for extended, productive discourse between the teacher and student(s) and among students.
Indicator 2: The teacher-librarian independently and/or collaboratively provides opportunities for all students to create and interpret multiple representations.
Indicator 3: The teacher-librarian independently and/or collaboratively assists all students to use existing knowledge and prior experience to make connections and recognize relationships.
Indicator 4: The teacher-librarian independently and/or collaboratively structures the classroom environment to enable collaboration, participation, and a positive affective experience for all students.
Standard 4: Students Engage in Metacognitive Activity to Increase Understanding of and Responsibility for Their Own Learning
Indicator 1: The teacher-librarian and all students understand what students are learning, why they are learning it, and how they will know if they have learned it.
Indicator 2: The teacher-librarian independently and/or collaboratively structures opportunities for self-monitored learning for all students.
Indicator 3: The teacher-librarian independently and/or collaboratively supports all students to take actions based on the students’ own self-monitoring processes.
Standard 5: Assessment is Integrated into Instruction
Indicator 1: The teacher-librarian independently and/or collaboratively plans ongoing learning opportunities based on evidence of all students’ current learning status.
Indicator 2: The teacher-librarian independently and/or collaboratively aligns assessment opportunities with learning goals and performance criteria.
Indicator 3: The teacher-librarian independently and/or collaboratively structures opportunities to generate evidence of learning during the lesson for all students.
Indicator 4: The teacher-librarian independently and/or collaboratively adapts actions based on evidence generated in the lesson for all students.
Professional Responsibilities Standards
Standard 1: Collection and Information Access
Indicator 1: Teacher-librarian implements a selection policy in which print and digital learning resources are selected/deselected based on their ability to support instructional goals, curriculum standards, interests, and needs of the students and school community.
Indicator 2: Teacher-librarian uses data to evaluate and develop the collection to ensure it supports curriculum standards, interests, and needs of the students and school community.
Indicator 3: Teacher-librarian maintains a collection of print and digital resources in multiple genres that appeal to differences in age, gender, ethnicity, information needs, and reading and language abilities and information needs.
Standard 2: Library Environment
Indicator 1: Teacher-librarian organizes physical space to enable ease of use.
Indicator 2: Teacher-librarian fosters an environment that promotes reading and learning and encourages the school community to work independently, collaboratively, and/or virtually.
Indicator 3: Teacher-librarian creates and maintains a welcoming, attractive, and supportive library environment.
Standard 3: Program Planning and Management
Indicator 1: Teacher-librarian schedules and/or facilitates consistent and equitable use of the library for information literacy instruction and/or activities.
Indicator 2: Teacher-librarian advocates for and promotes the library program initiatives and services that support instruction throughout the school community.
Indicator 3: Teacher-librarian develops and implements a plan for the continuous improvement of the library program that includes the utilization of available funds to support the learning goals of the school community.
Indicator 4: Teacher-librarian implements and facilitates the use of technology to support instruction throughout the school community.
Standard 4: School Community and Family Engagement
Indicator 1: Teacher-librarian welcomes parents/guardians and students to become more active members of the school community and encourages parents/guardians to come into the library/classroom as volunteers or experts and attend school events.
Indicator 2: Teacher-librarian models respect, courtesy, and integrity in his/her interaction with the school community.
Indicator 3: Teacher-librarian fosters the success of all students by communicating and collaborating effectively with the school community in ways that enhance student learning.
Standard 5: Professionalism and Growth
Indicator 1: Teacher-librarian pursues aligned professional learning opportunities to support improved instructional practice.
Indicator 2: Teacher-librarian seeks out feedback from the school community and uses a variety of data to self-reflect on his or her practice.
Indicator 3: Teacher-librarian follows policies, regulations, and procedures specific to role and responsibilities.
The Nevada Educator Framework for Teacher-Librarians rubrics provide educators with mandatory and confirmatory evidence sources, descriptions/ notes for additional guidance, and performance level descriptors for each Standard and Indicator. The NEPF rubrics also specify how each Standard and Indicator aligns with national standards; however, the Instructional Practice and Professional Responsibilities rubrics are also available for reference.
Student Performance Category
Teacher-librarians are also the only OLEP educators whose evaluation includes a student performance domain, similar to teachers and school administrators. Like other OLEPs, teacher librarians are required to set a Professional Practice Goal (PPG); however, teacher-librarians are also required to set either a Student Learning Goal (SLG) or a Library Program Goal (LPG). The selection of which type of goal is most appropriate is a matter that should be discussed and decided between the teacher-librarian and his/her evaluator. For more information on goal setting and planning, refer to the Goal Setting and Planning Guide for Teacher-Librarians in the NEPF Protocols for Teacher-Librarians.
Please visit NDE's website to see other tools specific to Teacher-Librarians.
Take the Quiz to check your knowledge.
Check out one of the other OLEP groups:
Page updated
Google Sites
Report abuse