Professional
Competencies relate to the teacher-librarians'
knowledge and skill in the areas of collaboration
and leadership, curriculum and instruction, cooperative
program planning and teaching, information resources,
information access, technology, management and research,
and the ability to apply these abilities as a basis
for providing library and information services.
Personal
Competencies represent a set of skills,
attitudes and values that enable teacher-librarians
to work efficiently and effectively, be good communicators,
focus on continuing learning throughout their careers,
demonstrate the value-added nature of their contributions
and thrive in the new world of education.
The
following sections highlight the major professional
and personal competencies of teacher-librarians and
provide practical examples of the multitude of roles
and tasks that teacher-librarians can perform. The
examples are illustrative and are tempered by critical
factors such as the nature of school leadership and
culture, the climate for collaboration and innovation
in the work environment, flexible scheduling, the
time allocation of professional and support
staff and the specific education and
training of the teacher-librarian to do the job.
PROFESSIONAL COMPETENCIES
The
Teacher-librarian:
1.1
places a priority
on staff relationships and leadership in the implementation
of change.
EXAMPLES:
Establishes rapport with school staff, students and
the community. Develops a collaborative approach with
the principal, teachers and other staff. Provides
an environment conducive to learning. Keeps abreast
of and communicates developments in curriculum, instructional
strategies, and newer information technologies. Participates
in the school's governance by serving on advisory
and decision-making bodies.
1.2 provides leadership
in collaborative program planning and teaching to
ensure both physical and intellectual access to information
and commitment to voluntary reading.
EXAMPLES:
Advocates the integration of information skills and
strategies in classroom programs through collaborative
program planning and team teaching with colleagues.
Develops with teachers a coordinated approach to information
literacy, including decision-making, problem-solving
and research strategies, integrated with classroom
instruction. Understands and distinguishes between
physical and intellectual access to information. Provides
leadership for reading and research programs, incorporating
both informational and imaginative literature and
technologies. Plans and teaches with teachers from
establishing objectives through to student assessment
and unit evaluation.
1.3
knows curriculum programs mandated
by the province, district and school.
EXAMPLES:
Is aware of new curricula and implications for implementation.
Provides support for teachers through training and
implementation. Understands the appropriate integration
of resources and technologies with specific curriculum
areas. Promotes congruence of stated learning outcomes,
delivered curriculum, assessment and supporting resources
and technologies.
1.4 understands
students and their social, emotional, and intellectual
needs.
EXAMPLES:
Understands child and adolescent growth and development
for the age levels of the school. Can respond to student
needs and interests. Works with teachers and others
to match resources to a variety of learning styles
and requirements and to adapt the curriculum and program
for students with special needs.
1.5
has expert knowledge in evaluating
learning resources in different formats and media,
both on-site and remote, to support the instructional
program.
EXAMPLES:
Works within written school and district policies
on the selection of learning resources and their appropriate
use. Works within a written school policy on the purchase
and management of all school resources and their access.
Evaluates print, CD-ROM and on-line versions of databases.
Selects the best books, journals, nonprint and electronic
resources for specific curriculum areas and specific
learning outcomes using authoritative evaluation sources
and selection"tools". Organizes teacher
involvement in evaluation. Compiles guides to resources
both on and off site. Develops and manages a collection
of quality materials that reflect resource-based units
of study.
1.6
develops and promotes the effective
use of informational and imaginative resources in
all formats through cooperative professional activities.
EXAMPLES:
Promotes voluntary reading throughout the school.
Develops themes and celebrations that reflect the
school's curriculum and unique community. Designs
and produces materials for specific instructional
purposes, where commercial materials are not available.
Assists students and teachers in the effective use
of resources and technologies.
1.7
provides appropriate information,
resources or instruction to satisfy the needs of individuals
and groups.
EXAMPLES:
Recommends learning resources for specific learning
outcomes. Works with individuals and groups to identify'
problems, frame questions, check authority, evaluate
information and develop critical thinking. Provides
guidance on accessing information appropriate to the
specific need. Understands the design and structure
of bibliographic and other databases. Conducts searches
from complex or difficult sources. Answers questions
using on-site and remote resources. Assists students
and teachers with using authoring tools in print,
electronic and multimedia formats. Supports colleagues
who are accessing information services from the classroom.
1.8
uses appropriate information technology
to acquire, organize and disseminate information.
EXAMPLES:
Establishes, maintains and teaches the use of an on-line
catalogue of the library collection. Works on information
management teams to select appropriate software, hardware
and security for desktop access. Contributes to a
home page for the World Wide Web for the school. Links
the library page to other relevant curriculum sites.
Informs school community of copyright issues. Keeps
up-to-date with new products and modes of information
delivery. Plans and participates in the development
and provision of information networks.
1.9
manages library programs, services
and staff to support the stated educational goals
of the school.
EXAMPLES:
Develops an integrated library program linked to the
curricular goals of the school. Develops procedures
for the cost-effective selection, acquisition, organization,
management and use of resources. Manages professional
and support staff Recruits, selects, trains and motivates
volunteers. Manages space and equipment. Maintains
an inventory of materials and equipment. Plans and
manages a budget which reflects the instructional
program. Develops a marketing plan for specific audiences.
Plans strategies for securing support for learning
resource services in the school and community.
1.10
evaluates program and services.
EXAMPLES:
Actively seeks opportunities for improvement and strives
for excellent programs and services. Involves school
staff in program evaluation. Conducts regular needs
assessments using research tools such as questionnaires,
focus groups and interviews. Prepares oral and written
reports on program development. Reports regularly
and confers with the principal and staff on program
implementation. Conducts research related to the solution
of information management problems. Demonstrates how
library and information services add value to the
school. Refocuses programs and services on new needs.
PERSONAL
COMPETENCIES
The
Teacher-librarian:
2.1
is committed to program excellence.
EXAMPLES:
Seeks feedback and uses it for continuous improvement.
Celebrates own success and that of others. Takes pride
in a job well done. Shares new knowledge with others
at conferences and in the professional literature.
Uses the research base of education and teacher-librarianship
as a resource for improving services.
2.2
seeks out challenges and sees
new opportunities both inside and outside the library
EXAMPLES:
Takes on new roles in the school community that require
an information leader. Uses library-based knowledge
and skills to solve a variety of information problems.
Expands the library collection beyond traditional
media such as books and journals. Creates the"library
without walls".
2.3
sees the big picture.
EXAMPLES:
Recognizes that information seeking and use are part
of the creative process for individuals. Sees the
library and its information services as part of the
bigger process of making informed decisions. Anticipates
trends and proactively realigns library and information
services to take advantage of them.
2.4
looks for partnerships and alliances.
EXAMPLES:
Provides leadership in information management. Forms
partnerships with other libraries for resource sharing.
Seeks alliances with vendors to improve products and
services. Seeks alliances with
researchers in education and library and information
studies to conduct relevant studies.
2.5
creates an environment of mutual
respect and trust.
EXAMPLES:
Knows own strengths and the complementary strengths
of others. Is dependable. Values and acknowledges
the contributions of others in a problem solving environment.
2.6
has effective communications
skills.
EXAMPLES:
Runs meetings effectively. Presents ideas clearly
and enthusiastically both orally and in writing. Requests
feedback on communication skills and uses it for self
improvement.
2.7
works well with others in a team.
EXAMPLES:
Seeks out opportunities for team participation. Asks
for mentoring from others when needed. Looks for ways
to enhance personal performance.
2.8
provides leadership.
EXAMPLES:
Exercises leadership as a member of teams within the
school and community. Seeks opportunities for leadership.
2.9
plans, prioritizes and focuses
on what is critical.
EXAMPLES:
Recognizes that ongoing planning and time management
are required. Reviews goals with administrators and
colleagues on a regular basis.
2.10
is committed to lifelong learning.
EXAMPLES:
Advocates for a learning environment to encourage
the contributions of staff members. Participates in
professional associations.
2.11
is flexible and positive in
a time of continuing change.
EXAMPLES:
Willing to take on different responsibilities and
respond to changing needs. Maintains a positive attitude
and helps others to do the same. Looks for solutions.
Uses technology as an enabler.
GLOSSARY
OF TERMS
Teacher-librarian:
A professional teacher with a minimum of two years
of successful classroom experience and additional
qualifications in the selection, management and utilization
of learning resources, who manages the school library
and works with other teachers to design and implement
resource-based instructional programs.
School
library: The instructional centre in
the school that coordinates and provides on site and
offsite access to information, resources, services
and programs that integrate information literacy,
the intellectual access to information, with teachers,
to develop independent learners who are effective
users of information and ideas and committed to informed
decision-making.
School
library program: The collaboratively
planned and taught units of study developed through
the shared expertise and equal partnership of classroom
teachers and teacher-librarians based on the principles
of resource based learning and designed to achieve
the educational goals of the school.
Support
staff: Under the direction of a teacher-librarian,
may include graduates of a post-secondary library
technician program who organize and maintain the resources
and equipment and provide reference and technical
support services to teachers and students; clerical
staff who provide support services in areas such as
acquisition, circulation, and processing of resources,
shelving and filing of materials, and typing or word
processing; adult and student volunteers.
Information
literacy: The ability to: recognize the
need for information to solve problems and develop
ideas; pose important questions; use a variety of
information gathering strategies; locate relevant
and appropriate information; assess information for
quality, authority, accuracy and authenticity Includes
the abilities to use the practical and conceptual
tools of information technology to understand form,
format, location and access methods, how information
is situated and produced, research processes, and
to format and publish in textual and multimedia formats
and to adapt to emerging technologies.
Acknowledgements
This
document is based on prior work by the Association
for Teacher-librarianship in Canada and the Canadian
School Library Association.
The
format has been adapted from one developed by the
Special Libraries Association (Washington, DC).
Prepared
by a joint committee of the Association for Teacher-librarianship
in Canada and the Canadian School Library Association
- Joan Harper (CSLA); Ken Haycock (ATLC/CSLA Chair),
Judith Kootte (CSLA); Pat Parungao (ATLC); Liz Austrom
(ATLC) - in consultation with provincial and national
education groups and associations and a national response
panel.
Research
evidence for these competencies has been reported
in scholarly and professional journals and monographs
and in Australia, Canada, the United Kingdom and the
United States.
PROVINCIAL GUIDELINES
NEWFOUNDLAND
AND LABRADOR
Learning to learn: Policies and guidelines for r the
implementation of resource-based learning in Newfoundland
Labrador schools Newfoundland and Labrador Department
of Education, 1991.
PRINCE
EDWARD ISLAND
School library policy for the province of Prince Edward
Island Prince Edward Island Department of Education,
1989.
NOVA
SCOTIA
Nova Scotia school libraries: Standards and practices.
Nova Scotia Teachers Union, 1987.
NEW
BRUNSWICK
Standards and practices for New Brunswick school libraries.
New Brunswick Teachers Association Library Council,
1989.
QUEBEC
Direction générale d'évaluation
et des ressources didactiques. Also: Library resources
in the schools: Pedagogical and organizational aspects
[English translation]. Québec Ministère
de l'Education, 1987.
ONTARIO
Partners in action: The library resource centre in
the school curriculum. Ontario Ministry of Education,
1982. Also: Information literacy and equitable access:
A framework for change. Ontario Ministry of Education,
1995.
MANITOBA
Resource-based learning: An educational model. Manitoba
Education and Training, 1994.
SASKATCHEWAN
Resource-based learning: Policies, guidelines and
responsibilities for Saskatchewan learning resource
centers. Saskatchewan Education, 1988.
ALBERTA
Focus on learning: An integrated program model for
Alberta school libraries. Alberta Education, 1985.
Also: Focus on research: A guide to developing student
research skills. Alberta Education, 1990.
BRITISH
COLUMBIA
Developing independent learners: The role of the school
library resource centre. British Columbia, Ministry
of Education, 1991.
NORTHWEST
TERRITORIES
Guidelines for the development of school information
centres. Northwest Territories Education, 1990.
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