Best practices for scheduling

This list of resources can help support schools as they navigate conversations related to schedules.

Library programs should strive to adhere to the standards outlined in the following professional documents.

WakeForward

Defining a Strong School Library Program and School Library Program Assessment

These documents outline elements of a strong school library program. Elements that can be impacted by scheduling include:

• Curriculum & Instruction

  • The library media coordinator and teachers/PLTs collaborate to design and implement instruction for students that integrates the NC Information and Technology Essential Standards.

  • The library media coordinator and teachers/PLTs collaborate to design and implement inquiry-based instruction for students.

  • The library media coordinator and teachers/PLTs collaborate to design and implement instruction for students that integrates student technology use to facilitate deeper learning, critical thinking, access to information, amplification of student voice, and creativity.

  • The library media coordinator and teachers/PLTs collaborate to design and implement instruction that provides students with opportunities to solve authentic, culturally sustaining, real-world problems.

  • Students have opportunities for guided and self-directed inquiry to explore the curriculum.

  • Students have opportunities for guided and self-directed creation of digital products to demonstrate their learning and understanding.

  • Students have opportunities to nurture their curiosity, creativity, and critical thinking through learning activities, including maker.

  • Students have open and flexible access to physical resources that facilitate their creativity, critical thinking, communication, and collaboration.

  • Students have open and flexible access to digital resources that facilitate their creativity, critical thinking, communication, and collaboration.

• Equity & Cultural Competency

  • The library media coordinator collaborates with teachers/PLTs to design and implement instruction that employs culturally relevant pedagogy.

  • The library media coordinator and teachers/PLTs collaborate to design and implement instruction for students that leverages a variety of learning resources to meet the diverse needs of the student population.

  • The library media program reflects all students through learning opportunities, spaces, and other means of engagement.

  • The library media program provides challenging and authentic opportunities that address the needs of the broad range of diverse learners.

  • The library media program implements solutions that address physical, social, cultural, linguistic, and intellectual barriers to equitable access to resources and services.

• Use of Space & Time

  • The library media program facilitates a student-centric learning space that allows for multiple types of simultaneous learning activities.

  • The library media program has a flexible schedule that allows for collaborative instructional design that can extend over multiple days and occur at the point of need.

  • Students have flexible access to the library media center throughout the entire school day, every day. This may include open circulation.

School Library Media Coordinator Evaluation (NCDPI)

The Rubric for Evaluating North Carolina's School Library Media Coordinators contains professional standards for school librarians. The standards most directly relate to scheduling include:

• Standard 1, element a: School library media coordinators lead in the school library media center and media program to support student success.

  • Provides leadership in collaboratively planning, promoting, and sustaining the school library media program, services, and resources.

  • Establishes the library media center as both a physical and virtual shared learning space.

  • Provides an open, equitable and accessible learning environment.

• Standard 1, element b: School library media coordinators lead in their schools.

  • Infuses multiple literacies and 21st century skills within content-area instruction.

• Standard 2, element a: School library media coordinators establish a learning environment that facilitates access to resources and addresses the learning needs of all members of the school community.

  • Collaborates with teachers to develop culturally relevant classroom instructional practices.

• Standard 2, element b: School library media coordinators provide appropriate resources, services, and instruction for learners at all stages of development.

  • Collaboratively designs differentiated instruction that assures the integration of content, pedagogy, and technology across the curriculum.

• Standard 3, element b: School library media coordinators serve, promote and facilitate inquiry-based instruction and the effective use of information and technology.

  • Collaboratively plans, implements, and assesses inquiry-based instruction.

• Standard 4, element a: School library media coordinators use effective pedagogy to infuse content-area curricula with 21st century skills.

  • Designs, delivers and assesses instruction that integrates 21st century skills and content.

• Standard 4 element b: School library media coordinators know the content appropriate to their teaching specialty.

  • Works with teachers to:

    • Assure that students are safe and ethical users of information and technology resources.

    • Integrate effective strategies for accessing, evaluating, and synthesizing information resources to support teaching and learning.

    • Implement a school wide research model.

AASL (American Association of School Librarians)

Position Statement on School Library Scheduling