School Library Programs:
Standards and Guidelines for Texas

A. Makes both campus and district library collections available through an online union catalog and remotely through online databases. Promotes the state supported databases. Establishes a network with neighboring districts for training and support.

A. Makes campus library collection available through an online union catalog and remotely through online databases. Promotes and takes part in training network.

A. Makes campus library collection available through an online union catalog, and remotely through online databases.

A. Does not make the campus library collection available online.

B. Develops a library web site in collaboration with campus staff and provides links to public and academic library online catalogs, and national and state online sites that support TEKS student expectations.

B. Develops a web site in collaboration with campus staff and provides links to public and academic library online catalogs, and national and state online sites that support TEKS student expectations.

B. Develops a web site in collaboration with campus staff and provides links to public and academic library online catalogs, and national and state online sites that support TEKS student expectations.

B. Does not develop or provide a web site.

C. Assumes a leadership role in determining opportunities to collaborate with campus/district/ regional administrators, curriculum specialists and professional staff to develop and provide continuing professional education opportunities.

C. Collaborates with campus/district administrators, campus/district/ regional curriculum specialists and professional staff to develop and provide continuing professional education opportunities.

C. Collaborates with campus administrators and professional staff to provide continuing professional education opportunities upon request.

C. Does not collaborate with campus/ district administrators, campus/ district curriculum specialists, and professional staff to develop and provide continuing professional education opportunities.

D. Assumes a leadership role in establishing collaboration with librarians in institutions of higher learning to provide high school students and staff with access to collections and services.

D. Collaborates with librarians in institutions of higher learning to provide high school students and staff with access to collections and services.

D. Collaborates with librarians in institutions of higher learning to provide high school students and staff with access to collections and services upon request.

D. Does not collaborate with librarians in institutions of higher learning to provide high school students and staff with access to collections and services.

E. Initiates collaboration to provide educational outreach through museums, science centers, and other institutions that provide student-learning opportunities.

E. Collaborates to provide educational outreach through museums, science centers, and other institutions that provide student-learning opportunities.

E. Collaborates to provide educational outreach through museums, science centers, and other institutions that provide student-learning opportunities upon request.

E. Does not collaborate to provide educational outreach through museums, science centers, and other institutions that provide student-learning opportunities.

F. Initiates collaboration with public library to ensure all students and staff have library cards and access to public library resources, to promote student participation in summer reading clubs, and to communicate assignment alerts.

F. Collaborates with public library to ensure that all students and staff have library cards and access to public library resources, to promote student participation in summer reading clubs, and to communicate assignment alerts.

F. Collaborates with public library to ensure that all students and staff have library cards and access to public library resources, and to promote student participation in summer reading clubs.

F. Does not collaborate with public libraries.

A. In collaboration with classroom teachers, reviews and utilizes student achievement as measured on TAKS and other assessments such as the Iowa Test of Basic Skills so that collaborative lesson plans include development of information literacy skills and are based on TEKS student expectations.

A. In collaboration with classroom teachers, reviews student achievement as measured on TAKS and other assessments such as the Iowa Test of Basic Skills so that lesson plans include the development of information literacy skills and are based on TEKS student expectations.

A. Includes information literacy skills in lesson plans.

A. Is unaware of the definition of information literacy.

B. Assumes a leadership role in district and campus site-based decision making committees.

B. Serves as an active member in district and campus site-based decision making committees.

B. Serves as a member of campus site-based decision-making committees.

B. Is not involved in district or campus site-based decision making committees.

C. Evaluates the library program in accordance with the Strategies for Librarians, the supplemental Output Measures, and the supplemental Evidence-Based Measures annually. Utilizes this evaluation to develop a plan for collection development, to support budget requests, and to improve the effectiveness of the library program in supporting student achievement. Provides results of evaluation along with program profile (data on circulation, age of collection, number of items per student, etc.) to school administration annually. An example of an Annual Report is included in the supplementary resource section of this document.

C. Evaluates the library program in accordance with the Strategies for Librarians and the supplemental Output Measures annually. Utilizes this evaluation to develop a plan for collection development, to support budget requests, and to improve the effectiveness of the library program in supporting student achievement. Provides results of evaluation along with program profile (data on circulation, age of collection, number of items per student, etc.) to school administration annually. An example of an Annual Report is included in the supplementary resource section of this document.

C. Evaluates the library program in accordance with the Strategies for Librarians annually. Utilizes this evaluation to develop a plan for collection development, to support budget requests, and to improve the effectiveness of the library program in supporting student achievement. Provides results of evaluation along with program profile (data on circulation, age of collection, number of items per student, etc.) to school administration annually. An example of an Annual Report is included in the supplementary resource section of this document.

C. Does not collect statistical data or evaluate the library program.

D. Creates and convenes a library advisory committee twice a semester to review statistical data. Works with the advisory committee using statistics to update and create goals for a long-range library plan. Goals, objectives, and minutes of the committee meetings are reported to students, staff, parents, and administrators. Annual reports are made to the school board.

D. Creates and convenes a library advisory committee on a semester basis to review statistical data. Minutes of the committee meetings are reported to students, staff, parents, and administrators. Annual reports are made to the school board.

D. Solicits informal input from staff on collection development and planning library programs on an annual basis.

D. Does not create a library advisory committee or gather input for collection development.

A. Develops, uses, and annually reviews campus/district selection and acceptable use policies. Utilizes collection analysis tools or collection mapping to analyze collection annually. Collection development is performed in consultation with selection advisory committee of students, staff, and community members and utilizing 4-5 professional selection tools.

A. Develops, uses, and annually reviews campus/district selection and acceptable use policies. Utilizes collection analysis tools or collection mapping to analyze collection less frequently than an annual basis. Collection development is performed in consultation with selection advisory committee of students, staff, and community members and utilizing 2-3 professional selection tools.

A. Uses at least 1 professional selection tools and has a board-approved selection policy.

A. Selects library resources from vendor catalogs and personal choice without the guidance of a selection policy or reviews in professional resources.

B. Creates a 5-year collection development plan. Evaluates and maintains a collection with an average age of less than 10 years (excluding folklore, poetry, literature, and history.) Time sensitive material has an average age of less than 5 years (science, technology, travel and geography).

B. Creates a 3-year collection development plan. Evaluates and maintains a collection with an average age of less than 12 years (excluding folklore, poetry, literature, and history.) Time sensitive material has an average age of less than 8 years (science, technology, travel and geography.)

B. Creates a 1-year collection development plan. Evaluates and maintains a collection with an average age of less than 14 years (excluding folklore, poetry, literature, and history.) Time sensitive material has an average age of less than 10 years (science, technology, travel and geography.)

B. Has no collection development plan. Evaluates and maintains a collection with an average age of more than 14 years (excluding folklore, poetry, literature, and history.) Time sensitive material has an average age of more than 10 years (science, technology, travel and geography.)

C. Campus or district employs established cataloging standards and campus database is merged into statewide union catalog, if a statewide union catalog exists. Catalogs at Level 2 of AACR2r (or latest edition) and MARC 21 (or latest version). Utilizes current DDC classification and LC subject headings. At least 90% of bibliographic records are in compliance with MARC 21 standards.

C. Campus or district employs established cataloging standards and campus database is merged into statewide union catalog, if a statewide union catalog exists. Catalogs at Level 2 of AACR2r (or latest edition) and MARC 21 (or latest version). At least 80% of bibliographic records are in compliance with MARC 21 standards.

C. Campus or district employs established cataloging standards used in statewide union catalog, if a statewide union catalog exists. At least 70% of bibliographic records are in compliance with MARC 21 (or latest version) standards.

C. Does not own or utilize standard cataloging tools. Not in compliance with MARC 21 (or latest version) standards.

D. Campus or district utilizes 2 to 3 cataloging software tools, such as E-Z Cat, Bibliofile, MARCMagician, and Z39.50 databases.

D. Campus or district utilizes 1 or 2 cataloging software tools, such as E-Z Cat, Bibliofile, MARCMagician, and Z39.50 databases.

D. Campus or district utilizes at least 1 cataloging software tool, such as E-Z Cat, Bibliofile, MARCMagician, and Z39.50 databases.

D. Does not utilize cataloging software tools.

A. Participates in the development of district and/or campus Long-Range Plan for Technology, and has input into assessment of technology through the campus STaR Chart.

A. Participates in development of campus Long-Range Plan for Technology, and has input into assessment of technology through the campus STaR Chart.

A. Knows and understands the campus Long-Range Plan for Technology, and has some input into the assessment of technology through the campus STaR Chart.

A. Provides little or no input into the assessment of technology through the campus STaR Chart.

B. If a statewide information sharing technology initiative exists, librarian fulfills the conditions of participation, develops a web site within district guidelines with links to statewide databases, promotes their utilization, systematically trains teachers and students, and assumes a leadership role by evaluating use of databases and publicizing success stories.

B. If a statewide information sharing technology initiative exists, librarian fulfills the conditions of participation, develops a web site within district guidelines with links to statewide databases, promotes their utilization, participates in some training of teachers and students, and evaluates the use of the databases.

B. If a statewide information sharing technology initiative exists, librarian fulfills the conditions of participation and trains students in accessing statewide databases.

B. Does not participate in existing statewide information sharing technology initiatives.

C. Researches, evaluates, selects, and uses existing and emergent technologies utilizing professional reviews, recommendations from technology specialists, and conference demonstrations to meet the needs of student and staff, and manage the library program.

C. Evaluates, selects, and uses existing and emergent technologies utilizing professional reviews and conference demonstrations to meet the needs of student and staff, and manage the library program.

C. Selects existing and emergent technologies utilizing teacher requests, publisher catalogs and/or sales driven presentations to meet the needs of students and staff and manage the library program.

C. Uses no consistent methods for selecting existing and emergent technologies and does not use technology to manage library program.

D. Facilitates student-centered learning by using constructivist research, by modeling the effective use of existing and emerging technologies, and by collaborating with teachers.

D. Facilitates student-centered learning by modeling the effective use of existing and emerging technologies and by collaborating with teachers.

D. Facilitates student-centered learning by modeling the effective use of existing and emerging technologies.

D. Provides no student-centered learning utilizing existing and emerging technologies.

A. Collaboratively identifies information needs related to educational priorities in district and state curriculum through means such as attending grade level and departmental meetings, and serving on curriculum development teams, textbook selection committees, and building level leadership teams. Collaboratively plans with teachers to facilitate a cohesive learning community.

A. Collaboratively identifies information needs related to educational priorities in district and state curriculum through means such as attending grade level and departmental meetings. Collaboratively plans with teachers to facilitate a cohesive learning community.

A. Collaboratively identifies information needs related to educational priorities in district and state curriculum by informally communicating with teachers.

A. Does not collaboratively identify information needs or assume a leadership role.

B. Fulfills at least 90% of student and staff curriculum requests annually.

B. Fulfills at least 80% of student and staff curriculum requests annually.

B. Fulfills at least 75% of student and staff curriculum requests.

B. Fulfills less than a 75% of student and staff curriculum requests.

C. Collaboratively assesses student needs and instructs students and staff in the use of the most effective research process model and rubric for creation of new knowledge.

C. Instructs students and staff in the use of a research process model for creation of new knowledge.

C. Provides students and staff with a research process.

C. Does not provide students and staff with a research process.

D. Teaches and models search strategies using inquiry techniques to locate information and draw conclusions.

D. Models search strategies using inquiry techniques to assist students in locating information and resources.

D. Assists students to develop search strategies for locating information and resources.

D. Does not assist students in formulating search strategies.

E. Inspires a love of reading by relating reading to students’ interest, background, culture, and enjoyment and by introducing students to literary forms such as stories, poems, and information books through practices such as individual dialogue, booktalks, reading motivation programs, book clubs, and large and small group instruction.

E. Relates reading to students’ interest, background, culture, and enjoyment and introduces students to literary forms such as stories, poems, and information books through means such as individual dialogue, reading motivation programs, and large and small group instruction.

E. Relates reading to students’ interest and enjoyment and introduces students to literary forms such as stories, poems, and information books individually and through reading motivation programs and large and small group instruction.

E. Does not relate reading to students’ interest, background, culture, and enjoyment.

F. Provides access to the right book at the right time by instructing students and staff in the use of the campus and district collection and by broadening access through promotion and instruction in the use of interlibrary loan from state and local resources sharing programs. Librarian uses personal or institutional library card to borrow needed resources from local public library or institutes an interlibrary loan agreement with the public library.

F. Provides access to the right book at the right time by instructing students and staff in the use of the campus and district collection and by broadening access through promoting and requesting materials through interlibrary loan state and local resources sharing programs. Librarian uses personal or institutional library card to borrow needed resources from local public library.

F. Instructs students and staff in the use of the campus and district collection and requests materials through interlibrary loan from state and local resources sharing programs. Librarian uses personal or institutional library card to borrow needed resources from local public library.

F. Sends students to OPAC to locate information.

G. Participates in the evaluation of standardized reading scores in collaboration with classroom teachers to determine the library program’s role in improving student achievement. Identifies and implements plan to improve literacy. Collaboratively promotes and supports campus and community adult and family literacy programs such as Even Start and Head Start, ESL instruction, and GED programs.

G. Determines the library program’s role and implements a plan, in collaboration with classroom teachers, to improve reading scores and literacy. Collaboratively promotes and supports campus and community adult and family literacy programs such as Even Start and Head Start, ESL instruction, and GED programs.

G. Determines the library program’s role and implements a plan, in collaboration with classroom teachers, to improve reading scores and literacy. Supports campus adult and family literacy programs such as Even Start and Head Start, ESL instruction, and GED programs.

G. Takes no purposeful part in improving reading scores or literacy. Does not support campus literacy programs.

A. Participates with district committees to develop and implement Acceptable Use, Copyright, Intellectual Freedom, Privacy, Patron Rights, and Plagiarism policies. Understands the function, need, utilization, and necessity of board-adopted policies. Understands legal issues pertaining to proprietary rights. Teaches and models principles pertaining to these policies and First Amendment rights in all professional contexts.

A. Implements district Acceptable Use, Copyright, Intellectual Freedom, Privacy, Patron Rights, and Plagiarism policies. Understands the function, need, utilization, and necessity of board-adopted policies. Understands legal issues pertaining to proprietary rights of licensed of online databases. Teaches and models principles pertaining to these policies and First Amendment rights in all professional contexts.

A. Implements district Acceptable Use, Copyright, Intellectual Freedom, Privacy, Patron Rights, and Plagiarism policies if adopted by district. Models principles pertaining to these policies and First Amendment rights in all professional contexts.

A. Does not teach or model principles pertaining to copyright, plagiarism, censorship, or First Amendment rights. No board-adopted policies on file.

B. Develops, maintains and promotes board-adopted policies based on the principles of intellectual freedom included in the American Library Association’s Library Bill of Rights and other national, state, and local library policies.

B. Maintains the principles of intellectual freedom included in the ALA’s Library Bill of Rights and other national, state, and local library policies.

B. Is aware of the principles of intellectual freedom included in the ALA’s Library Bill of Rights and other national, state, and local library policies.

B. Assumes no role in maintaining the principles of intellectual freedom included in the ALA’s Library Bill of Rights .

C. Teaches, models, and maintains confidentiality of library patron records as required by the school district, the State of Texas, and recommended by the Texas Library Association and the American Library Association.

C. Models and maintains confidentiality of library patron records as required by the school district, the State of Texas, and recommended by the Texas Library Association and the American Library Association.

C. Maintains confidentiality of library patron records as required by the school district, the State of Texas.

C. Does not monitor the confidentiality of library patron records.

A. Uses library and curriculum standards to assess performance and program in order to establish goals for improvement. Reviews and revises library program goals twice per year with immediate supervisor.

A. Uses library and curriculum standards to assess performance and program in order to establish goals for improvement. Reviews and revises library program goals once per year with immediate supervisor.

A. Uses library standards to assess performance and program in order to establish goals for improvement. Reviews and revises library program goals once per year.

A. Does not use standards to establish goals.

B. Actively participates in local, state, and national associations such as TLA, TASL TCEA, ALA, AASL, ASCD, NSDC, and IRA.

B. Participates in at least one local, state or national association. Seeks positions on committees.

B. Occasionally participates in local, state, or national association committees.

B. Does not participate in local, state, and national association.

C. Subscribes to and reads at least 3 library and education-related professional journals to maintain awareness of trends, research and best practices. Uses professional journals as a source of information and adds to the literature through submission of articles and research.

C. Subscribes to and reads at least 2 library-related professional journals to keep informed in library trends and best practices.

C. Subscribes to and reads at least 1 library-related professional journal to keep informed in library trends and best practices.

C. Does not read library literature to keep informed in library trends and best practices.

D. Participates in at least 3 professional e-mail discussion lists.

D. Participates in at least 2 professional e-mail discussion lists.

D. Participates in at least 1 professional e-mail discussion lists.

D. Does not take part in any e-mail discussion list.

E. Attends regional, state, or national professional association conferences annually, and presents information gained at campus and district level. Participates actively in regional, state, or national associations through such activities as serving on committees or presenting programs.

E. Attends regional, state, or national conferences annually and presents information gained to campus or district level.

E. Attends professional association conferences and shares information gained at campus level.

E. Does not attend professional association conferences or participate in regional, state, or national professional associations.