SUMMARY:

Works with teachers and other educators to build and strengthen connections between student information and research needs, curricular content, learning outcomes, and information resources. Provides leadership and expertise in the selection, acquisition, evaluation, and organization of information resources and technologies in all formats, as well as expertise in the ethical use of information. Empowers students to become critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information, Works collaboratively with members of the learning community to define the goals of the school library program, and to guide and direct all activities related to it.

ESSENTIAL FUNCTIONS

Leader

As a leader, the school librarian creates an environment where collaboration and creative problem-solving thrive. The school librarian is an excellent communicator who instills enthusiasm in others by making them feel that they are important members of a team. Strong leaders foster an environment of creativity, innovation, and openness to new ideas, welcoming and encouraging input from others to create consensus. They anticipate future obstacles and continually retool to meet challenges. The school librarian demonstrates his or her role as a visible and active leader within the school community, and a professional member of the school library community by:

Instructional Partner

As an instructional partner the school librarian works with teachers and other educators to build and strengthen connections between student information and research needs, curricular content, learning outcomes, and information resources. The school librarian demonstrates his or her role as an essential and equal partner in the instructional process by:

Information Specialist

As an information specialist, the school librarian provides leadership and expertise in the selection, acquisition, evaluation, and organization of information resources and technologies in all formats, as well as expertise in the ethical use of information. The school librarian ensures equitable access and responsible use of information by:

Teacher

As a teacher, the school librarian empowers students to become critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information. The school librarian supports students’ success by:

Program Administrator

As program administrator, the school librarian works collaboratively with members of the learning community to define the policies of the school library program and to guide and direct all activities related to it. The school librarian maximizes the efficiency and effectiveness of the school library program by:

MINIMUM QUALIFICATIONS

• Must have Texas Deaf Education Certification
• Master’s degree in deaf education, special education, library science, reading, curriculum and instruction, or other related field.
• Must have at least two years of classroom teaching experience
• Valid Texas certification as a school librarian or reading specialist or the ability to obtain a valid Texas certification/Masters within a prescribed time frame.
• Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position. Must have at least minimum level of ADVANCED.

DESIRABLE QUALIFICATIONS

• Experience working in a Deaf bilingual classroom
• Experience working with students with additional disabilities
• Knowledgeable about Demonstration of professional development in ASL and English bilingual education
• Knowledge of research-based methodologies for reading/writing instruction
• Excellent interpersonal skills with the ability to professionally interface with students, parents, staff and administration
• Two or more years of English/Language Arts Education and Intervention in a classroom setting for Deaf and Hard of Hearing students
• Experience in conducting educational assessments and development of literacy/intervention programs
• Fluency in the ASL/English bi-lingual modality with in-depth knowledge of its impact on the language arts component of an education program
• Working knowledge of curriculum design and implementation, particularly as it relates to the integration of information literacy and technology within the context of content curriculum

KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES

• Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
• Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
• Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
• Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
• Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
• Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
• Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
• Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.

SUPERVISOR

Director of Instruction in collaboration with Department Principals

MILITARY OCCUPATION SPECIALTY (MOS)