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Instruction Exemplar - Highly Effective Schools Through Libraries

Highly Effective Schools Through Libraries: Every Student Succeeds - Instruction Exemplar


 A highly effective TL plans lessons with intentionality and begins with the end in mind taking into consideration the essential learning skills for learners (whether young or adult). The TL perseveres and secures administrative support to work with staff on collaborative co-teaching opportunities, realizing that co-taught lessons is a strategy that better meets the differentiating needs of students and adults. A highly effective teacher in this area embeds learner reflection into lessons to adjust instruction. The teacher-librarian values student and adult voice and choice in designing learning opportunities that learners find authentic in the real-world.


Component A: Instructional Design
The TL plans lessons with the end in mind, focusing on working with staff to incorporate essential learning skills into learning opportunities for students. The TL works with staff to design lessons that engage young learners and, when possible, are authentic learning opportunities.

Component B: Collaborative Relationships
The administrators and staff value a collaborative culture and view the teacher-librarian as an instructional partner who co-teaches lessons on a wide variety of essential learning and higher-order thinking skills. The librarian is not viewed as a teacher in isolation or a supplemental staff member. Rather, the librarian is viewed as a valued teaching partner in helping to differentiate instruction to meet the varying needs of learners (whether student or adult learners).

Component C: Measuring Impact and Growth
The TL regularly analyzes, self-reflects and adjusts instruction accordingly in learning opportunities they provide for student and adult learners in order to determine impact.  The TL also gathers reflections and other means of formatively assessing the lesson, both from staff and students (Exit tickets, student reflection, etc.)

1. Please complete the following questions. *This question is required.
2. Please visit the Highly Effective Schools Through Libraries Guiding Document to help you provide effective evidence of library climate/environment.  

We encourage you to have a collegial discussion with your administrator about the 3 components
included in this application. The below questions and evidence look-fors may be helpful in this discussion.

  • How is the Teacher Librarian using backwards design, differentiated instruction, reflection and other promising practices to actively engage all learners and help them thrive? 
  • In what ways is the Teacher Librarian providing meaningful and authentic learning opportunities for students?
  • In what ways are students actively involved in their learning?
We will award the exemplar based on the criteria below. 
  • Evidence of teacher as facilitator (as opposed to being a lecturer)
  • Evidence of using probing questions to students
  • Evidence of continual formative assessment
  • Evidence of overarching concept being taught (not all about facts/content)
  • Evidence using reflective narrative within a SMART goal (see template on HESTL web page)
  • Evidence of students collaborating and engaged in their learning*

      *Collaboration = something new being created; Cooperation = students talking to with one another. 

In order to be eligible for the instruction exemplar, the Teacher Librarian must provide at least two quality artifacts from the following list:   

(A) Video clip of teaching.

(B) Student pre/post reflections and/or student samples of completed work.

(C) Principal or assessor evaluation (annotated with specific examples of instructional delivery).

(D) Peer observation feedback (description of lesson and how it went, etc.).

(E) Backwards-design lesson plan that includes: Student-centered, authentic, and rigorous learning experience (such as appreciative inquiry or project-based learning). 

(F) Narrative about lesson design and how it was implemented with the classroom teacher.
(G) Other artifact(s) that provide evidence of instruction.

The applicant will provide sufficient evidence of how he/she is exemplary in this standard. 

*Be sure the teacher librarian's name is on the documents.
​**Please note: All documents should be edited to remove students' personal identifying information (PII).
***If you achieve the credential, your evidence may be used as an example with future applicants.  If using photos and/or videos with student participants be sure to follow your district's permissions and policies.

Allowable document formats are png,gif,jpg,jpeg,doc,xls,docx,xlsx,pdf,txt,mov,mp3,mp4.  There is limited file sizes.  If your video or file does not download, please contact Tammy Langeberg at to use a different format. *This question is required.

To help us understand why you are recommending your teacher-librarian or library staff, we want to give you the opportunity to share why she/he is worthy of this credential.  Use a narrative format to share detailed information with examples of their effectiveness. Upload the document(s) here. Tammy Langeberg may contact you or your teacher librarian/library staff to collect more evidence or with questions about the information you provided.

Allowable document formats are png,gif,jpg,jpeg,doc,xls,docx,xlsx,pdf,txt,mov,mp3,mp4 and no larger than 500K per document.  If you are unable to download your documents, contact Tammy Langeberg at to try a different way to share. *This question is required.
4. Supervisor/Administrator
By signing this form, you are verifying that information you entered is correct, factual, and provided by you.  The credential that is awarded to your Teacher Librarian requires your recommendation and professionalism.  Thank you for your submission. *This question is required.
Signature of
5. Teacher Librarian/Library Staff
By signing this form, you are verifying that information you entered is correct, factual, and provided by you. Thank you for your submission. *This question is required.
Signature of