Section 1: Initial Self-Assessment Using Competency Standards Rubric
Reflective paragraphs: Consideration of Competency Standards in Your Practice
ISLLC Standard 2: Education leaders champion and support instruction and assessment that maximizes student learning and achievement. 2c. Identify evidence-based instructional strategies to strengthen existing methods or to implement new ones. ALA Standard Domain 3: Instruction Component 3e: Demonstrating Flexibility and Responsiveness Elements: Teaching strategies • Lesson adjustments • Response to students • Persistence
Distinguished The School Principal regularly assesses instructional practices and builds teacher capacity to implement a variety of practices that are relevant to student needs and interests, research based, and based on academic rigor and strategies that supports the learning of all students The school librarian uses a repertoire of diverse strategies in seeking ways to ensure successful learning for all students. The school librarian makes adjustments to instructional plans and provides interventions as needed and responds to opportunities arising from spontaneous events to accommodate students’ learning styles, needs, interests, abilities and questions.
Proficient The School Principal assesses instructional practices, identifies a few practices that are research-based, rigorous and relevant that will be implemented school-wide and supports teacher development around those practices The school librarian uses some diverse strategies in seeking ways to ensure successful learning for all students. The school librarian usually makes adjustments to instructional plans and provides interventions as needed and sometimes responds to opportunities arising from spontaneous events to accommodate students learning styles, needs, interests, abilities and questions.
Emerging The School Principal measures the quality of instructional practices and attempts to articulate research based and rigorous strategies for improving instructional practices The school librarian attempts to accommodate students’ learning styles, needs, abilities, interests and questions but the use of diverse strategies is limited. Responding to spontaneous events is rare.
Please examine the School Principal and School Librarian competencies above. Reflect on the following queries. Your reflection on each query will be at least two paragraphs. When necessary, use terminology familiar to those in the education, school administration, and school librarian communities. Your reflection is written for an audience of yourself and your peers in both areas. While you will not be asked to share your personal reflection, you will be sharing insights in a discussion board. This reflection document is due on _.
Consider the competency component for your area. What does it mean to you? How would you “translate” the component into your understanding? Visualize some examples of co-workers that have demonstrated all or part of this standard. What do they do? What specific behaviors to they show?
At what level is your current practice? Why do you think this? What do you do that demonstrates your current competence in this standard? What evidence would you have to justify your self-assessment?
School Librarians recognize the Information Search Process (ISP) as the model for the learner’s experience of seeking information uses the resources facilitated by a library. (See https://comminfo.rutgers.edu/~kuhlthau/informationsearchprocess.htm). As a future principal or librarian, consider how this model relates to the characteristics and actions described in your standard? How would this model inform the demonstration of this standard in your practice?
a. For Librarian Candidates: How would you lead your principal to understand this process for the instructional benefit of your learner/patrons?
b. For Principal Candidates: How would you lead your faculty to understand this process for the instructional benefit of your school’s learners?