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School Library Programs:
Standards and Guidelines for Texas
Texas Administrative Code
Title 13. Cultural Resources
Part I. Texas State Library and Archives Commission
Chapter 4. School Library Programs
Subchapter A. Standards and Guidelines
Section 4.1
STANDARD II: LEARNER-CENTERED PROGRAM LEADERSHIP AND MANAGEMENT –
STRATEGIES FOR LIBRARIANS
Goal: To demonstrate effective school library program leadership
and management throughout the school, the district, and in local, state, and
national activities and associations.
Level of Support of Student
Achievement
Principle 1.
Planning: As an advocate for libraries, the librarian leads in the development
and implementation of a library vision, mission, goals, objectives, and strategic
plan that incorporate sound policies and practices. In the following Program
Development stages, the librarian:
| Exemplary Program Development |
Recognized Program Development |
Acceptable Program Development |
Below Standard Program Development |
| A. Initiates collaboration with administrators, classroom teachers,
and other colleagues to develop library vision, mission, goal statements
and strategic plan based on local, state, and national standards. Designs,
implements and promotes a dynamic library program, reflecting district/campus
vision of excellence for all learners based on the school’s mission
and goals, addressing changing needs of unique populations. |
A. Collaborates with administrators, classroom teachers, and other
colleagues in developing library vision, mission, goal statements and strategic
plan based on local, state, and national standards. Designs and implements
a library program, reflecting the district/campus vision, mission, and
goals for all learners, with consideration to the needs of unique populations. |
A. Is aware of district/campus vision, mission, and goals, and state
and national standards. Designs and implements a program for library activities
with a limited integration of the district/campus vision, mission, and
goals. |
A. Is not aware of district/campus vision, mission and goals, or
state and national standards. Does not have a library vision, mission,
and goal. Has no plan for the development of a library program. |
| B. Assumes a leadership role in formal and informal curriculum development
by proactively identifying needs and designing continuing professional
education. Serves as a member of school and district curriculum development
groups. |
B. Participates in formal and informal curriculum development by
designing continuing professional education. Serves as a member of school
and district curriculum development groups. |
B. Participates in formal and informal curriculum development when
invited by teachers of district staff. |
B. Does not participate in formal and informal school or district
curriculum development. |
| C. Integrates students in the leadership and management of the school
library program through participation in a library advisory committee,
by bringing issues to student government and clubs, and by establishing
channels of communication such as focus groups, discussion lists, and electronic
bulletin boards on library issues. |
C. Involves students in the leadership and management of the school
library program by bringing issues to student organizations such as student
government and clubs, and by establishing channels of communication such
as focus groups, discussion lists, and an electronic bulletin board on
library issues. |
C. Encourages students to participate in the management of the school
library program by establishing formal channels for communication such
as suggestion box, focus groups, discussion lists, and an electronic bulletin
board on library issues. |
C. Does not involve students in the leadership and management of
the school library program. |
Benefits for Students:
- Develop an ownership of the library program and understand how the library
vision, mission, and goals align with the educational objectives of the school.
Students contribute to the leadership and management of the library.
- Benefit from a dynamic library program with a vision of excellence for
all learners based on the educational mission of the school to support student
achievement of Texas Essential Knowledge and Skills.
- Are involved in an advocacy
organization for the school library.
Principle 2.
Organizing and Staffing:
The librarian manages staff, volunteers, and partners to support the curriculum,
to satisfy learners’ diverse needs, and to encourage lifelong learning.
The professional
staffing levels listed below are for campuses that support one level.
Special consideration must be given to additional staffing to serve students
if a library supports more than one level.
Campus Level Professional and Paraprofessional Staff to Support Student Achievement
Campus-Level Enrollment |
Exemplary Program Development |
Recognized Program Development |
Acceptable Program Development |
Below Standard Program Development |
0 - 500 ADA |
At least 1.5 Certified Librarians |
At least 1 Certified Librarian |
At least 1 Certified Librarian |
Less than 1 Certified Librarian |
501 - 1,000 ADA |
At least 2 Certified Librarians |
At least 1.5 Certified Librarians |
At least 1 Certified Librarian |
Less than 1 Certified Librarian |
1,000 - 2,000 ADA |
At least 3 Certified Librarians |
At least 2 Certified Librarians |
At least 1 Certified Librarian |
Less than 1 Certified Librarian |
2,001 + ADA |
3 Certified Librarians plus add at least 1 additional Librarians for
every 700 students |
2 Certified Librarians plus add at least 1 additional Librarian for
every 1,000 students |
At least 2 Certified Librarians |
Less than 2 Certified Librarians |
The paraprofessional
staffing levels listed below are for campuses that support one level.
Special consideration must be given to additional staffing to serve students
if a library supports more than one level.
| Campus-Level Enrollment |
Exemplary Program Development |
Recognized Program Development |
Acceptable Program Development |
Below Standard Program Development |
0 - 500 ADA |
At least 1.5 Para- professionals |
At least 1 Para- professionals |
At least 0.5 Para- professionals |
Less than 0.5 Para- professionals |
501 - 1,000 ADA |
At least 2 Para- professionals |
At least 1.5 Para- professionals |
At least 1 Para- professionals |
Less than 1 Para- professionals |
1,000 - 2,000 ADA |
At least 3 Para- professionals |
At least 2 Para- professionals |
At least 1.5 Para- professionals |
Less than 1.5 Para- professionals |
2,001 + ADA |
3 Para- professionals plus add at least 1 additional Librarian for
every 700 students |
2 Para-
professionals plus add at least 1 additional Librarian for every 1,000
students |
At least 2 Para- professionals |
Less than 2 Para- professionals |
District
Level Staff to Support Student Achievement
| Number of Schools in District |
Exemplary Program Development |
Recognized Program Development |
Acceptable Program Development |
Below Standard Program Development |
1-5 |
1 All-level Director/ Coordinator with library certification; may
have other district responsibilities
.5 Para-professional |
1 All-level Director/ Coordinator, with other district duties
0.5 Para-
professional |
1 All-level Director/ Coordinator, with other district duties
0.5 Para-
professional |
1 Certified Librarian, with other campus and district duties |
6-15 |
1 All-level Director/ Coordinator with library certification
0.5 Para-professional |
1 All-level Director/ Coordinator
0.5 Para-
professional |
1 All-level Director/ Coordinator, with other district duties
0.5 Para-
professional |
1 Certified Librarian, with other campus or district duties |
16-40 |
1 All-level Director/ Coordinator with library certification
1 Technical Services Coordinator with library certification
1 Professional Librarian with library certification
4 Para-
professionals |
1 All-level Director/ Coordinator
1 Technical Services Coordinator
1 Professional Librarian
2 Para-
professionals |
1 All-level Director/ Coordinator
1 Technical Services Coordinator
2 Para-
professionals |
1 All-Level Director/ Coordinator, with other district duties
1 Library Technologist
1 Para-
professional |
41-81 |
1 Director/ Coordinator with library certification
1 Assistant Director/ Coordinator with library certification
1 Assistant Library Technologist (or Cataloger) with library certification
1 Technical Services Coordinator with library certification
1 Professional Librarian with library certification
8 Para- professionals |
1 Director/ Coordinator
1 Library Technologist
1 Technical Services Cataloger
1 Professional Librarian
5 Para- professionals |
1 Director/ Coordinator
1 Library Technologist
0.5 Technical Services Cataloger
0.5 Professional Librarian
3 Para- professionals |
1 Director/ Coordinator
1 Library Technologist
2 Para- professionals |
82+ |
1 Director/ Coordinator with library certification
2 Assistant Director/ Coordinator with library certification
1 Technical Services/ Coordinator
1 Library Technologist with library certification
1 Professional Librarian with library certification
8 Para- professionals (+ 1 for every 20 schools above 82) |
1 Director/ Coordinator
1 Assistant Director/ Coordinator
1 Library Technology Coordinator
1 Technical Services/ Cataloger
1 Professional Librarian
6 Para- professionals (+ 1 for every 30 schools above 82) |
1 Director/ Coordinator
1 Assistant Director/ Coordinator
1 Library Technology Coordinator
0.5 Technical Services/ Cataloger
0.5 Professional Librarian
4 Para- professionals (+ 1 for every 40 schools above 82) |
1 Director/ Coordinator
1 Library Technologist
3 Para- professionals |
Level of Support of Student Achievement
| Exemplary Program Development |
Recognized Program Development |
Acceptable Program Development |
Below Standard Program Development |
A. Librarian(s) and qualified paraprofessional staff provide
access during all hours of the instructional day and a minimum of 12 hours
before and after school and/or on weekends. |
A. Librarian(s) and qualified paraprofessional staff provide access
during all hours of the instructional day and a minimum of 8 hours before
and after school and/or on weekends. |
A. Library staff provide access during all hours of the instructional
day and a minimum of 5 hours before and after school and/or on weekends. |
A. Library staff provide access during all hours of the instructional
day and less than 5 hours before and after school and/or on weekends. |
Benefits for Students:
- Routinely visit the library throughout the instructional day and before
and after school to access library resources, to complete assignments, or
to access materials for personal enjoyment.
- Consistently receive guidance and instruction from trained, competent,
certified library staff in completing assignments and selecting materials
that satisfy diverse needs.
- Are an integral part of volunteers in the library.
Principle 3.
Budgets/Funding:
The librarian advocates for funding and manages school library program
budgets to build and maintain a program with resources and services that support
a curriculum designed to develop information-literate students who achieve
success in the classroom and function effectively in the community.
External Funds: Library budget should be considered when
a campus receives additional funding for the purchase of learning materials
that address the needs of special populations.
Local Operating Funds: A campus may employ any one of the
three budgeting options listed below to achieve collection development standards
as described in Standard III: Leaner-Centered Teaching and Learning. Options
are shown to serve needs of elementary, secondary, as well as large and small
campuses. If a library supports more than one level, special consideration
must be made for additional budget. Local operating funds include items typically
purchased by libraries annually such as books, periodicals, audiovisual software,
puppets, realia, databases, maintenance contracts, and supplies. Local operating
funds do not typically include items in other budget categories, such as computers,
theft detection systems, furniture, overhead projectors and other equipment
such as audiovisual equipment, continuing professional education, and salaries.
Librarians should assume a proactive role in identifying budgetary needs for
equipment and opportunities for securing adequate funding through sources
such as principal’s budget, grants, district and campus technology plans,
friends of the library, book fairs, and parent groups.
Level of Support of Student Achievement
| Exemplary Program Development |
Recognized Program Development |
Acceptable Program Development |
Below Standard Program Development |
| A. Receives from campus or district budget an amount equal to the
number of students times 1.50 multiplied by the average replacement cost
of a book, as reported annually in a national professional library publication
such as Bowker or the March issue of School Library Journal. |
A. Receives from campus or district budget an amount equal to the
number of students times 1.25 multiplied by the average replacement cost
of a book, as reported annually in a national professional library publication
such as Bowker or the March issue of School Library Journal. |
A. Receives from campus or district budget an amount equal to the
number of students times 1.00 multiplied by the average replacement cost
of a book, as reported annually in a national professional library publication
such as Bowker or the March issue of School Library Journal. |
A. Receives from campus or district budget an amount equal to less
than the number of students times 1.00 multiplied by the average replacement
cost of a book, as reported annually in a national professional library
publication such as Bowker or the March issue of School Library Journal. |
The Acceptable budget recommendation is based on an average library operating
budget per student for libraries at all levels of $19.93 as reported by Texas
school librarians in Table I.1 of the 2001 study, “Texas
School Libraries: Standards, Resources, Services, and Student’s Performance”
prepared by EGS Research and Consulting for the Texas State Library and Archives
Commission. The average cost of a book in 2003 is reported in the March, 2003
issue of School Library Journal as $19.18. The budget recommendation is tied
to the average cost of a book so that annual library budgets may be adjusted
for growth.
| Exemplary Program Development |
Recognized Program Development |
Acceptable Program Development |
Below Standard Program Development |
| B. Understands standard budget terminology, functions, and practices.
Develops a 5-year strategy for planning, implementing, evaluating, and
reporting the budget. Skilled in articulating and advocating the accountability,
justification, and negotiation of the campus budget with administration.
Spends the library budget in a systematic and timely manner consistent
with local and state bidding practices. Understands bidding process as
a method for obtaining the lowest price based on a set of specifications
for a service or item. |
B. Understands standard budget terminology, functions, and practices.
Develops an annual strategy for planning, implementing, evaluating, and
reporting the budget. Justifies and negotiates the campus budget with administration.
Spends the library budget in a timely manner consistent with local and
state bidding practices. Understands bidding process as a method for obtaining
the lowest price based on a set of specifications for a service or item.
|
B. Has limited knowledge of standard budget terminology, functions,
and practices. Completes and reports the campus budget. Spends the library
budget in a manner consistent with local and state bidding practices. |
B. Is unaware of standard budget terminology, functions, and practices.
Does not prepare a campus budget or budget reports. Does not spend the
library funds in a manner consistent with local and state bidding practices. |
| C. Maximizes library collection development funds to exceed library
and campus goals and objectives for student achievement. Continuously analyzes
library resources for support of state and district curriculum. Solicits
teacher/student input, analyzes the collection annually using a method
such as the CREW
method, and selects resources utilizing reputable selection tools. |
C. Expends library collection development funds to meet library and
campus goals and objectives for student achievement. Analyzes library resources
for support of state and district curriculum. Solicits teacher/student
input, analyzes the collection biennially using a method such as the CREW
method, and selects resources utilizing reputable selection tools. |
C. Expends library collection development funds to meet library and
campus goals and objectives for student achievement. Solicits teacher input,
analyzes collection less frequently than biennially using a method such
as the CREW
method, and selects resources utilizing reputable selection tools. |
C. Is inconsistent in expending library collection development funds
to attain campus goals and objectives of student achievement. Purchases
frequently do not reflect a plan for updating aging materials, teacher/student
requests, and the use of reputable selection tools. |
Benefits for Students:
- Needs are fully supported by a wide range of attractive current materials
in varying formats.
- Are aware of budget limitations, the value of information resources,
and work with the librarian to expand sources for funding, and understand
the importance of care of books and other resources.
- Have opportunities to provide input on resource needs.
Principle 4.
Research/Assessment/Reporting: The librarian manages a successful program
by demonstrating the value of the library program through research, data collection,
assessment, evaluation, and dissemination of information about services and
resources. In the following Program Developments the librarian:
| Exemplary Program Development |
Recognized Program Development |
Acceptable Program Development |
Below Standard Program Development |
| A. In accordance with this document, collects data and evaluates
the library resources and services through the Strategies for Librarians,
evaluates the use of the collection through the Output Measures provided
as a supplemental resource, and evaluates the impact of the library program
on student learning of TEKS student expectations =through the Evidence-Based
Measures provided as a supplemental resource. Prepares and provides an
annual report to school administration that includes a library program
profile and Output and Evidence-Based Measures. Note: See example of Annual
Evaluation Report included as a supplemental
resource to this document. |
A. In accordance with this document, collects data and evaluates
the library resources and services through the Strategies for Librarians
and evaluates the use of the collection through the supplemental Output
Measures. Prepares and provides an annual report to school administration
that includes a library program profile and Output Measures provided as
a supplemental resource. Note: See example of Annual Evaluation Report
included as a supplemental
resource to this document. |
A. In accordance with this document, collects data and evaluates
the library resources and services through the Strategies for Librarians.
Prepares and provides an annual report to school administration that includes
a library program profile and evaluation in accordance with the Strategies
for Librarians. Note: See example of Annual Evaluation Report included
as a supplemental
resource to this document. |
A. Fails to formally assess the library program utilizing measures
provided in this document. |
| B. Based on the results of annual evaluation of the library program
in accordance with the Strategies for Librarians, the supplemental Output
Measures, and the supplemental Evidence-Based
Measures, librarian develops a plan to improve the library services
and resources in accordance with campus and district goals. Uses the results
of the evaluation to justify the proposed library budget. |
B. Based on the results of annual evaluation of the Library program
in accordance with the Strategies for Librarians and the supplemental Output
Measures, librarian develops a plan to improve the library services
and resources in accordance with campus and district goals. Uses the results
of the evaluation to justify the proposed library budget. |
B. Based on the results of annual evaluation of the library program
in accordance with the Strategies for Librarians, librarian develops a
plan to improve the library services and resources in accordance with campus
and district goals. Uses the results of the evaluation to justify the proposed
library budget. |
B. Does not analyze the library program or develop a plan for improvement
in accordance with the Strategies for Librarians, Output Measures, or Evidence-Based
measures. |
| C. Uses assessment of Strategies for Librarians, supplemental Output
Measures, and supplemental Evidence-Based
Measures to encourage a vision of a library program that provides excellence
for all learners. Employs national and international standard of practice
as a benchmark to advocate for the development of the library program. |
C. Uses assessment of Strategies for Librarians and supplemental
Output
Measures to encourage a vision of a library program that provides excellence
for all learners. Is aware of national and international standard of practice. |
C. Uses assessment of Strategies for Librarians to encourage a vision
of a library program that provides excellence for all learners. |
C. Does not use assessment of library program to advocate for the
development of the library and does not have a vision of excellence for
all learners. |
Benefits for Students:
Recognize the value and support of the librarian and library services and
are supported in both curricular and personal reading and information needs.
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