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Management Exemplar - Highly Effective Schools Through Libraries

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



In a sense, the library is a unique non-profit business that empowers curiosity, learning, and deeper thinking skills for its student and staff clients.  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 fulfill the following:  staffing, management of staff, a healthy/diverse collection, policies and procedures and data privacy.


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 TL 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 TL provides strengths-based guidance for those who work in the library. The TL provides feedback to staff that helps them grow and thrive. The TL 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 TL 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.
Component D: Collection Development – Weeding Materials
The TL 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. The TL and/or library staff weeds the collection regularly to withdraw and/or replace materials for numerous reasons such as outdated or unappealing materials, materials that are not used, and more.

Component E:  Policies, Procedures and Practice Policies 
Policies, Procedures and Practice Policies to effectively manage the collection are in place and reflect the library’s values, goals, and community needs. 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 Element F)
● Student Access (See Element F)

Component F: Student Privacy/Access/Digital Literacy
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 sch
ool services.

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 6 components included in this application. The below questions and evidence look-fors may be helpful in this discussion.

  • Is the library’s collection current, responsive, and meeting the needs of students and staff?  Share an example.
  • How often does weeding occur? As a result of weeding, how is the collection appealing and encouraging for constant checking out of books?
  • Is the collection one that encourages diverse perspectives and thinking? How?
  • Are ALL users able to pursue personal interests, and if so, how?

We will award the exemplar based on the criteria below.
  • Evidence that the teacher librarian provides a strong collection with print and digital resources that are easily accessible, align to the curriculum, foster independent reading needs, and reflect diverse points of view;
  • Evidence that the collections is regularly weeded to create collection that meets the needs of the community and is current
  • Evidence that students and staff have access to the collection that anticipates curricular and recreational needs.
  • Evidence that staff and students can provide input about the collection.
  • Evidence that the administration supports the teacher librarian in various ways.
  • Evidence is formatted in a narrative or detailed summary. 

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

(A) Student and/or staff surveys of the library’s current collection.

(B) Narrative or multimedia evidence of current, responsive, and diverse collection, and additional evidence such as pictures, etc.

(C) Curation & use of digital content narrative or multimedia of what was weeded, including before/after pictures of weeded section and/or a reflection of the changes. 

(D) Statistics on the age of collection, diversity of collection with a narrative/reflection about how you have changed the collection or how you are in the process of changing the collection and why. 

(E) Other artifact(s) that provide evidence of management.

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