School Librarian

Rapides Parish School District•Alexandria, LA

22h•Onsite

About The Position

The School Librarian is responsible for providing a comprehensive school library media center program that offers services and activities for students, faculty, and staff. This role involves managing the library collection, assisting with instructional materials, and promoting reading and library skills. The librarian also plays a role in curriculum development and budget administration, while supervising library aides and student assistants. Additionally, the librarian is expected to maintain professional growth, foster positive relationships, and adhere to all school and district policies.

Requirements

As set forth in Louisiana Standards for State Certification of School Personnel (Bulletin 746)
Learning objectives and state content standards are communicated.
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.
Sub-objective/Prerequisite skills are aligned to the lesson’s major objective.
Learning objectives are connected to what students have previously learned.
Expectations for student performance are clear.
Learning objectives are displayed.
There is evidence that students are progressing or demonstrating mastery of the objective(s).
The teacher organizes the content, including high-quality curriculum resources, so that it is personally meaningful and relevant to students.
The teacher develops learning experiences where inquiry, curiosity, and exploration are valued.
The teacher regularly reinforces and rewards effort.
Presentation of content consistently includes visuals, examples, illustrations, analogies, labels, modeling, clear criteria, concise communication, logical sequencing, essential information, and no irrelevant information.
The lesson starts promptly.
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.
Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
Routines for distributing materials are efficient.
Activities and materials support lesson objectives, are challenging, elicit a variety of thinking, provide time for reflection, and are relevant to students’ lives.
Activities and materials are student-centered, sustain attention, provide interaction opportunities, evoke curiosity, and offer choices when appropriate.
Multiple materials incorporate additional standards-based resources.
Teacher questions are varied and high-quality, providing an appropriate mix of question types.
Questions are purposeful and coherent.
The frequency of questions engages students in critical thinking.
Questions are sequenced with attention to instructional goals.
Wait time (3-5 seconds) is provided.
Questions require active responses.
The teacher calls on a variety of students.
Oral and written feedback is academically focused, frequent, and high-quality.
Feedback is given during guided practice, throughout the lesson, and during review of independent work assignments.
The teacher circulates during instructional activities to support engagement and monitor student work.
Feedback from students is used to monitor and adjust instruction.
Instructional grouping arrangements adequately enhance student understanding and learning efficiency.
Teacher sets expectations that are understood by students.
In an instructional group, students take responsibility for their roles, tasks, and group work expectations.
Students participating in groups are held accountable for group work and individual work.
Instructional group composition is varied.
Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
Teacher displays accurate content knowledge and understanding of state standards and high-quality instructional materials.
Teacher implements subject-specific instructional strategies.
Teacher highlights key concepts and ideas and uses them to connect other powerful ideas.
Teacher practices display understanding of students’ anticipated learning abilities.
Teacher practices incorporate student interests and backgrounds.
Teacher provides differentiated supports and strategies.
The teacher engages students in multiple types of thinking: analytical, practical, creative, and research-based.
The teacher and students generate a variety of ideas and alternatives.
The teacher and students analyze problems from multiple perspectives and viewpoints.
The teacher uses and/or engages students in problem-solving types such as abstraction, categorization, drawing conclusions, predicting outcomes, observing and experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, and creating and designing.
Instructional plans include evidence of internalization of plans from the high-quality curriculum, objectives aligned to state standards and curriculum, activities/materials/assessments aligned to standards and curriculum, sequenced and scaffolded plans, plans that build on prior knowledge, and appropriate time for student work and closure.
The plan is appropriate for the age, knowledge, and interests of learners.
Assignments are aligned to the rigor and depth of standards and curriculum content.
Assignments are aligned to lesson objectives and include descriptions of how assessment results will inform future instruction.
Assignments require students to interpret information, draw conclusions and support them, and connect learning to prior knowledge and life experiences.
Assessments are aligned with the depth and rigor of state standards and content.
Assessments are designed to provide feedback on progress against objectives.
Assessments use a variety of question types and formats.
Assessments measure student performance in more than two ways.
Teacher engages students in learning with clear and rigorous academic expectations and uses aligned high-quality materials and resources.
Teacher encourages students to learn from mistakes.
Teacher creates learning opportunities where all students can experience success.
Students complete their work according to teacher expectations.
Students are mostly engaged in behaviors that optimize learning and increase time on task.
Teacher establishes rules for learning and behavior.
Teacher uses a variety of techniques that maintain student engagement and promote a positive classroom environment.
Teacher often recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
Teacher addresses students who have caused disruptions, yet sometimes addresses the entire class.
The classroom welcomes all students and guests.
The classroom is organized to promote learning for all students.
The classroom has supplies, equipment, and resources accessible.
The classroom displays current student work.
The classroom is arranged to promote individual and group learning.
Teacher-student interactions are generally positive and reflect awareness and consideration of all students’ backgrounds.
Teacher and students exhibit respect and kindness for each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
Teacher is receptive to the interests and opinions of students.
Observe standards of conduct inside and outside of school, demonstrating integrity and dependability, setting a desirable example for pupils.
Set a good example for pupils by dressing appropriately and being well groomed within the provisions of the dress code adopted by the Board.
Use language which is void of vulgarity, lewdness, coarseness, or profanity.
Maintain self-control and poise.
Maintain good general health with the physical vitality to perform the duties of an effective teacher.
Enunciate clearly in a pleasant, controlled voice, expressing ideas clearly, employing good English usage.
Demonstrate ability to adjust to new situations, showing control and effectiveness under pressures, demonstrating a mature understanding of problems.
Accept responsibility commensurate with assigned tasks, meeting obligations to pupils and staff on time.
Be in attendance at work except for personal illness or emergency as defined by the policies of the Rapides Parish School Board.
Perform any other duties assigned by the superintendent and/or evaluator within the scope of teaching and learning during contracted work hours.
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 students assigned to the teacher, School committees or task forces to contribute to school improvement initiatives, Educational or coaching best practices and techniques, 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 meetings, Attend 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.

Responsibilities

Evaluate, select, and maintain an appropriate collection of media for students, faculty, and staff.
Maintain a collection of professional books and instructional materials for faculty and staff.
Assist teachers in selecting books and other instructional materials.
Inform students, teachers, and staff about new library acquisitions.
Maintain a comprehensive system for cataloging media materials and instruct users on its use.
Collaborate with teachers on assignments that utilize library resources.
Cooperate with community librarians to encourage student growth.
Promote appropriate conduct within the library.
Teach basic library media skills to students to foster independence.
Help students develop independent reference work and skills.
Encourage the enjoyment of reading through the promotion of good literature.
Participate in curriculum meetings.
Arrange book-related displays and exhibits.
Prepare and administer the library media budget.
Supervise library media aides and student assistants.
Maintain library, office, and work areas in a neat and orderly condition.
Routinely weed the library collection of outdated or worn materials.
Establish and execute a professional growth and self-evaluation plan.
Work effectively with school personnel and staff.
Consistently demonstrate self-direction.
Submit accurate records and reports promptly.
Exhibit professional ethics.
Foster open communication and positive relationships with school personnel and staff.
Foster open communication and positive relationships with the community.
Perform any additional duties assigned by the Superintendent and/or evaluator.
Fulfill duties traditionally expected of those in the teaching profession, including lesson plans, instruction, collaboration, grading, attendance, parent interaction, and school improvement initiatives.
Supervise students when they are on or off campus at school-related events, prior to school, between classes, during recess/intermission, during lunch, assemblies, and after school.
Attend meetings associated with student instruction, faculty, staff, department meetings, training sessions, IEP meetings, parent-teacher conferences, back-to-school/open-house events, graduation, PGP/PIP/Evaluation/Observation/IAP/student discipline meetings, and school board/committee meetings.
Attend all meetings and functions of extracurricular activities for which the employee is a sponsor.