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AASL Standards
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Distinguished
Artifacts and
reflections show high degree of understanding, knowledge, and or performance;
statements demonstrate understanding, are well designed and exceptionally
well
written.
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Proficient
Artifacts and reflections show clear understanding, knowledge, and or
performance; statements are thoughtful, have strong connection to standards,
and are well written.
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Unacceptable
Artifacts and
reflections do not demonstrate understanding, knowledge, and or performance;
statements do not connect to standards, poorly
written
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STANDARD 1. USE OF
INFORMATION AND IDEAS
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1.1 Efficient
and Ethical Information-Seeking Behavior
Candidates advocate for and
demonstrate effective use of current and relevant information processes and
resources, including emerging technologies.
Candidates model a variety of effective strategies to locate, evaluate and
use information in a variety of formats for diverse purposes.
Candidates plan reference services, using traditional and electronic
services that are comprehensive and address the needs of all users.
Candidates model and teach
legal and ethical practices.
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1.2 Literacy and
Reading
Candidates are knowledgeable about
historical and contemporary trends in reading material for children and young
adults.
Candidates analyze and apply research in literacy and reading in order to
select and recommend materials in formats and at levels that facilitate the
reading process and the development of fluency in readers.
They collaborate with teachers to integrate literature into curriculum.
Candidates instill a sense of enjoyment in reading in others that leads to
lifelong reading habits.
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1.3 Access to
Information
Candidates analyze and
implement library media program scheduling options for different needs by
developing flexible and open access for the library media center and its
services.
Candidates plan strategically to ensure physical and intellectual access to
information for the entire school community.
Candidates identify means of providing remote access to information.
Candidates model and promote the tenets of privacy, confidentiality,
intellectual property, and intellectual freedom.
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1.4 Stimulating
Learning Environment
Candidates demonstrate collaborative techniques as they create and maintain
an attractive positive educational climate in a technology-rich, library
media center.
Candidates use research-based data, including action research, to analyze and
improve services.
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STANDARD 2:
TEACHING AND LEARNING
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2.1 Knowledge of
Learners and Learning
Candidates ensure that the library media curriculum is documented as
significant to the overall academic success of all students.
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2.2 Effective
and Knowledgeable
Teacher Candidates can document and communicate the impact of collaborative
instruction on student achievement.
Candidates develop a regular communication procedure between home and school.
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2.3 Information
Literacy Curriculum
Candidates work to ensure that responsibility for an integrated information
literacy curriculum is shared across curricular areas throughout the school.
Candidates advocate for the information skills curriculum in order to assure
appropriate learning experiences for all students, and to address the
academic needs of the school community.
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STANDARD 3:
COLLABORATION AND LEADERSHIP
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3.1 Connection
with the Library Community
Candidates employ strategies to ensure connections between the school
community and the larger library world of public, academic, special
libraries, and information centers.
Candidates participate in professional associations
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3.2
Instructional Partner
Candidates anticipate providing leadership to school and district committees.
Candidates share expertise in the design of appropriate instruction and
assessment activities with other professional colleagues
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3.3 Educational
Leader
Candidates develop a library media program that reflects the best practices
of education and librarianship. They have a thorough understanding of current
trends and issues in education.
Candidates write a plan for professional growth that justifies their own
professional choices.
Candidates engage in school improvement activities by partnering with
administrators to help teachers learn and practice new ways of teaching.
Candidates share information, apply research results, and engage in action
research.
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STANDARD 4: PROGRAM
ADMINISTRATION
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4.1 Managing
Information Resources: Selecting and Organizing, Using
Candidates utilize collection analysis and evaluation research and techniques
to ensure a balanced collection.
Candidates design plans for collection development and analysis and policies
that ensure flexible and equitable access to facilities and resources.
Candidates develop procedures to analyze the effectiveness of library media
policies, procedures, and operations.
Candidates ensure that policies and procedures are in place to support
intellectual freedom and the privacy of users of all ages.
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4.2 Managing
Program Resources: Human, Financial, Physical
Candidates organize, manage and assess all human, financial, and physical
resources of the library media program.
Candidates advocate for ongoing administrative support for library media
program and policies.
Candidates actively seek alternative sources of funding for the library media
program, both within and outside the school community.
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4.3
Comprehensive and Collaborative Strategic Planning and Assessment
Candidates collaborate with
teachers, administrators, students and others in the school community to
develop, implement, and assess long-term, strategic plans
Candidates are able to align the library media program with the information
literacy standards and the school’s goals, objectives, and content standards.
Candidates use quantitative and qualitative methods of data collection and
analysis to assess data and make decisions on which to base plans and
policies.
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