PLEASE CONTACT TAMMY LANGEBERG AT langeberg_t@cde.state.co.us WITH QUESTIONS.
Program Standard 5 - LIBRARIAN AS MANAGER OF PEOPLE, SPACE, AND COLLECTION
In a sense, the library is a unique non-profit business that empowers curiosity, learning, and deeper thinking skills for its student and staff. Based on this viewpoint, here are some guiding points upon which to reflect. To help this library program fulfill this unique role, the administration supports the librarian/library staff to fulfill staffing, management of staff, a healthy/diverse collection, policies and procedures, and data privacy.
TO EARN THE CREDENTIAL, SELECT 2 TO 6 MANAGEMENT COMPONENTS (see below for the 6 components):
Choosing Component C and/or D is strongly encouraged.
Component A: Library Staff
The teacher librarian is viewed by the administration and staff as a teacher librarian in collaboration, co-planning, co-instructing, student and/or adult program coordination, and more. As such, the school and district provides an adequate support staff so that the teacher librarian can be actively engaging with students, staff, and community in initiatives that help them thrive. How is the library staffed so that the teacher librarian can be actively engaged with staff and students?
Component B: Managing Library Staff and Others
A teacher librarian must have strong managerial skills if they are working with other support staff, volunteers, and student aides. The teacher librarian provides strengths-based guidance for those who work in the library. They provide feedback to staff that helps them grow and thrive. The teacher librarian is able to self-advocate and empower others in the library to also self-advocate in order to create a healthy work environment.
Component C: Collection Development – Building a Responsive Collection
The teacher librarian and/or library staff provide current and appealing materials representing a wide variety of interests and in a variety of formats, based on the unique needs of the school/community. The materials also meet the needs of the school’s goals/focus/community demographics including diversity, equity, and inclusion.
Component D: Collection Development – Weeding Materials
The teacher librarian and/or library staff is aware of the retail aspect of the library and knows that an appealing library collection involves deleting materials in order to make room for new materials. They and/or library staff weeds the collection regularly to withdraw and/or replace materials for numerous reasons such as outdated or unappealing materials, materials that are not used, and more.
Components E/F: Policies, Procedures and Practice Policies and Student Privacy/Access/Digital Literacy
Component E Policies, Procedures and Practice Policies to effectively manage the collection are in place and reflect the library’s values, goals, and community needs.
Component F Using the Family Educational Rights and Privacy Act (FERPA) as the basis, the district has up-to-date policies, procedures, and practices that address legal, ethical, and safety issues related to the privacy and security of data, and the usage of data, technology, and the Internet. Such policies, procedures and practices address the collection, storage, analysis, reporting, transmission, and archiving of data, as well as the usage of data, the Internet, and technology by students and education professionals in the course of teaching, learning, communications, and the management of school services.
The Collection Management Plan includes policies and procedures for:
● Procedures for handling challenged materials/requests for reconsideration of materials
● Selection and deselection
● Conservation/preservation
● Procedures for handling gifts and donations
● Student Library Material Privacy (Privacy of Records)
● Student Data Privacy (See F)
● Student Access (See F)