SCHOOL LIBRARIAN

FLSA:Exempt

QUALIFICATIONS:

As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746)

REPORTS TO: School Principal

SUPERVISES: Library Aide

JOB GOAL: To provide a school library media center that will offer a comprehensive
program of services and activities for those served by the school

TERM: Nine Months

SALARY: Nine Month Teacher Salary Schedule

PERFORMANCE RESPONSIBILITIES:
I. To evaluate, select, and maintain an appropriate collection of media for the use of students, faculty, and staff
II. To maintain a collection of professional books and other instructional materials for faculty and staff
III. To assist teachers in the selection of books and other instructional materials
IV. To inform students, teachers and other staff members concerning new materials the library media center acquires
V. To maintain a comprehensive and efficient system for cataloging all media materials and instructs teachers and students on the use of the system
VI. To work with teachers using planned assignments likely to lead to extended use of library
resources
VII. To cooperate with community librarians to encourage continued educational and cultural growth of students
VIII. To promote appropriate conduct of students using library facilities
IX. To teach basic library media skills to each grade so that the students will become independent in locating library materials

X. To help students to develop habits of independent reference work and to develop skills in the use of reference materials in relation to planned assignments
XI. To encourage the enjoyment of reading through the promotion of good literature
XII. To participate at curriculum meetings
XIII. To arrange frequently changed book-related displays and exhibits likely to interest the library’s patron
XIV. To prepare and administer the library media budget
XV. To supervise library media aides and student assistants in the performance of their duties
XVI. To maintain the library, office and work areas in a neat, orderly condition
XVII. To routinely weed the library collection of books that are outdate, worn or otherwise considered unsatisfactory for the collection
XVIII. To establish and execute a professional growth and self-evaluation plan
XIX. To work effectively with school personnel and staff
XX. To consistently demonstrate self-direction
XXI. To submit accurate records and reports promptly
XXII. To exhibit professional ethics
XXIII. To foster open communication and positive relationships with school and personnel and staff
XXIV. To foster open communication and positive relationships with the community
XXV. To perform any additional duties assigned by the Superintendent and/or evaluator

Instructional Domain

• Standards and Objectives (SO)
  a. Learning objectives and state content standards* are communicated.
  b. Objectives and expectations are aligned to the depth and rigor of the state standards; lesson content is aligned to the objectives of the high-quality instructional materials.
  c. Sub-objective/Prerequisite skills are aligned to the lesson’s major objective.
  d. Learning objectives are connected to what students have previously learned.
  e. Expectations for student performance are clear.
  f. Learning objectives are displayed.
  g. There is evidence that students are progressing or demonstrating mastery of the objective(s).

• 
  Motivating Students (MS)
  a. The teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students.
  b. The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
  c. The teacher regularly reinforces and rewards effort.
• 
  Presenting Instructional Content (PIC)
  Presentation of content consistently includes:
  a. Visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson;
  b. Examples, illustrations, analogies, and labels for new concepts and ideas;
  c. Modeling by the teacher to demonstrate his or her performance expectations;
  d. Criteria that clarifies how students can be successful;
  e. Concise communication;
  f. Logical sequencing and segmenting;
  g. All essential information; and
  h. No irrelevant, confusing, or nonessential information.
• 
  Lesson Structure and Pacing (LS)
  a. The lesson starts promptly.
  b. The lesson’s structure is coherent, based on the content, and has a beginning, middle, and end, with time for reflection to ensure student understanding.
  c. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
  d. Routines for distributing materials are efficient.
• 
  Activities and Materials (ACT)
  Activities and materials include a majority of the following:
  a. Content:
  i. Support the lesson objectives;
  ii. Are challenging;
  iii. Elicit a variety of thinking; iv. Provide time for reflection; and
  v. Are relevant to students’ lives.
  b. Student-centered:
  i. Sustain students’ attention;
  ii. Provide opportunities for student-to-student interaction;
  iii. Evoke student curiosity and suspense; and iv. Provide students with choices when
  appropriate and aligned to the learning objectives. c. Multiple materials:
  i. Incorporate additional standards-based resources where appropriate to support individual and whole group understanding (e.g., visuals, multimedia, technology, manipulatives, resources from museums, cultural
  centers, etc., when not available in the high-quality instructional materials).

• 
  Questioning (QU)
• Teacher questions are varied and high-quality, providing an appropriate mix of question types based on content:
  i. Knowledge and comprehension;
  ii. Application and analysis; and
  iii. Creation and evaluation.
  b. Questions are purposeful and coherent.
  c. The frequency of questions engages students in critical thinking.
  d. Questions are sequenced with attention to the instructional goals.
  e. Wait time (3-5 seconds) is provided.
  f. Questions require active responses (e.g., whole-class signaling, choral responses, or group and individual answers).
  g. The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.

• 
  Academic Feedback (FEED)
  a. Oral and written feedback is academically focused, frequent, and high-quality.
  b. Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.
  c. The teacher circulates during instructional activities to support engagement and monitor student work.
  d. Feedback from students is used to monitor and adjust instruction.
• 
  Grouping Students (GRP)
  a. The instructional grouping arrangements (whole class, small groups, pairs, or individual) adequately enhance student understanding and learning efficiency.
  b. Teacher sets expectations that are understood by students.
  c. In an instructional group, students take responsibility for their roles, tasks, and group work expectations so they can have meaningful and productive collaboration.
  d. Students participating in groups are held accountable for group work and individual work.
  e. Instructional group composition is varied to accomplish the goals of the lesson.
  f. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.

• 
  Teacher Content Knowledge (TCK)
• Teacher displays accurate content knowledge and understanding of both state standards and high-
  quality instructional materials, including their adopted or approved curriculum, for all the subjects they teach.
  b. Teacher implements subject-specific instructional strategies to enhance student content knowledge.
  c. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
• 
  Teacher Knowledge of Students (TKS)
  a. Teacher practices display understanding of students’ anticipated learning abilities and
• Teacher practices incorporate student interests and backgrounds.
  c. Teacher provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.

• 
  Thinking (TH)
  a. The teacher engages students in multiple
  b. types of thinking:
  i. Analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;
  ii. Practical thinking, where students use, apply, and implement what they learn in real-life
  scenarios;
  iii. Creative thinking, where students create, design, imagine, and suppose; and iv. Research-based thinking, where students explore and review a variety of ideas, models, and solutions to problems.
  c. The teacher and students:
  i. Generate a variety of ideas and alternatives; and
  ii. Analyze problems from multiple perspectives and viewpoints.

• 
  Problem Solving (PS)
  a. The teacher uses and/or engages students in some of the following problem-solving types: i.Abstraction
  ii. Categorization
  iii. Drawing conclusions/justifying solutions
  iv. Predicting outcomes
  v. Observing and experimenting
  vi. Improving solutions
  vii. Identifying relevant/irrelevant information
  viii. Generating ideas
  ix. Creating and designing

Planning Domain

• Instructional Plans (IP)
  Instructional plans include:
  a. some evidence of the internalization of the plans from the high-quality curriculum;
  b. objectives aligned to state standards and aligned high-quality curriculum, both in content and in rigor;
  c. activities, materials, and assessments that:
  i. Are aligned to state standards; content, including high-quality curriculum; and success criteria;
  ii. Are sequenced and scaffolded based on student need;
  iii. Build on prior student knowledge; and
  iv. Provide appropriate time for student work and lesson closure;
  d. Evidence that the plan is appropriate for the age, knowledge, and interests of learners; and
  e. Evidence that the plan provides

• 
  Student Work (SW)
  Assignments are:
  a. Aligned to the rigor and depth of the standards and curriculum content.
  b. Aligned to the lesson’s objective and include descriptions of how assessment results will inform future instruction.
  Assignments require students to:
  a. Interpret information rather than reproduce it;
  b. Draw conclusions and support them through writing; and
  c. Connect what they are learning to prior learning and life experiences.
• 
  Assessment (AS) Assessments:
  a. Are aligned with the depth and rigor of the state standards and content, including curriculum resources;
  b. Are designed to provide feedback on progress against objectives;
  c. Use a variety of question types and formats to gauge student learning and problem-solving;
  d. Measure student performance in more than two ways (e.g., in the form of a project, experiment, presentation, essay, short answer, or multiple choice);

Environment Domain
1. Expectations (ES)
a. Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources for students to access.
b. Teacher encourages students to learn from mistakes.
c. Teacher creates learning opportunities where all students can experience success.
d. Students complete their work according to teacher expectations.

• Engaging Students and Managing Behavior (ESMB)
  a. Students are mostly engaged in behaviors that optimize learning and increase time on task.
  b. Teacher establishes rules for learning and behavior.
  c. Teacher uses a variety of techniques (e.g., rewards, approval, contingent activities, consequences, etc.)
  that maintain student engagement and promote a positive classroom environment.
  d. Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
  e. Teacher addresses students who have caused disruptions, yet sometimes he or she addresses the entire class.
• 
  Environment (ENV)
  The classroom:
  a. Welcomes all students and guests.
  b. Is organized to promote learning for all students.
  c. Has supplies, equipment, and resources accessible to provide opportunities for students. d.Displays current student work.
• Is arranged to promote individual and group learning.

• 
  Respectful Conditions (RC)
  a. Teacher-student interactions are generally positive and reflect awareness and consideration of all students’ backgrounds.
  b. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
  c. Teacher is receptive to the interests and opinions of students.

• 
  Personal Responsibilities
  A. To observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils
• 
  To set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board
• 
  To use language which is void of vulgarity, lewdness, coarseness, or profanity
• 
  To maintain self-control and poise
• 
  To maintain good general health with the physical vitality to perform the duties of an effective teacher
• 
  To enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage
• 
  To demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems
• 
  To accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time
• 
  To be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board
• 
  To perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours
• 
  To follow Federal, State, School Board and school policies

Teachers shall be expected to perform the following duties, along with the completion of
corresponding documents, forms, and reports:

• Instructional Components

• Fulfill duties traditionally expected of those in teaching profession Lesson Plans
• Instruction
• Collaborate with colleagues and departments
• Grade Papers
• Take and record attendance
• Enter/Average Grades
• Maintain positive and timely interaction with parents relative to the performance or conduct of studentsassigned to the teacher
• School committees or task forces to contribute to school improvement initiatives
• Educational or coaching best practices and techniques

• Supervision

• Supervision of Students when students are on or off campus at a school related/sponsored event
• Supervision of Students prior to school and/or drop-off, when assigned
• Supervision of Students in the classroom
• Supervision of students between classes, during recess/intermission, during lunch, assemblies
• Supervision of Students after school and/or pick-up, when assigned

• Non-instructional Components

• Attend meetings generally associated with the instruction of students
• Attend faculty, staff, and department meetingsAttend training sessions
• Attend IEP meetings
• Attend parent-teacher conferences
• Attend back-to-school and open-house events
• Attend graduation
• Attend PGP, PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings
• Attend school board/committee meetings, upon request

• Extracurricular Activities

• Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor