Alabama Quality Teaching Standard 1, Content Knowledge: To improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students. 1.1 Demonstrates a deep knowledge of the principles of library and information studies and an ability to develop, organize and manage a curriculum-based library collection to promote student achievement. Pre-Service and Beginning Emerging Applying Integrating Innovating Demonstrates knowledge of the missions, skills, dispositions, responsibilities and self assessment outlined in current national, state, and local plans and standards for librarians to ensure that students and staff are effective uses of ideas and information. …and Uses knowledge of library and information studies to gain administrative support to provide open, flexible, and equitable access to the library. Ensures a quality curriculum-based collection and technologies. …and Evaluates and uses a variety of resources to motivate and academically challenge all learners. Supports the school’s instructional program by advocating virtual access to appropriate, high quality digital resources during and outside the school day. …and Uses expanded knowledge, including primary sources when appropriate, to support student understanding of key concepts, themes, multiple perspectives, and interrelationships. Works with colleagues to plan units and lessons that immerse learners actively in the discipline and to think analytically and creatively about the content. Reads academic journals and other sources to identify research findings and best practices and shares these with colleagues. …and Uses comprehensive knowledge of subject matter and student development to ensure that all students understand related facts and concepts within and across content areas. Writes for academic journals and other outlets, including the Web, to report successful innovations implemented by members of the school community. Facilitates professional development for the learning community. 1.2 Activates learners’ knowledge, experience, and interests and uses this information to collaboratively plan lessons that integrate information skills with curricular content and help individual students attain learning goals.
Pre-Service and Beginning Emerging Applying Integrating Innovating Establishes a positive communication network with the learning community to foster collaboration. …and Connects new content to learner’s interests and life experiences. Assesses and uses students’ prior knowledge and understanding to inform the planning and delivery of instruction. …and Designs a variety of assessments, including rubrics, checklists, pretests and informal measures such as observations to determine pre- and levels of students’ knowledge and skills to differentiate instruction. …and Engages colleagues and students in formulating questions and designing learning activities that draw upon and respond to learners’ varied experiences, knowledge, and interests. Plans and delivers relevant learning activities that build upon student knowledge as assessed through purposeful questioning. Identifies learner misconceptions about content and modifies activities to scaffold new understandings. …and Leads colleagues in reflection and assessment focused on the extent to which they are deepening students’ understanding of content knowledge and strategically linking student experiences, knowledge, and interests to content throughout instruction. Supports colleagues in the analysis of factors influencing learner performance and in acting on results. Attends and departmental meetings to strengthen collaboration and communication. 1.3 Connects the library curriculum to classroom content areas and real-life settings to promote retention and relevance Pre-Service and Beginning Emerging Applying Integrating Innovating Demonstrates knowledge of the importance of making the curriculum relevant to learners. …and Uses the reference interview to pose carefully conceived questions to …and Collaboratively designs and presents units of study and lessons that demonstrate connections …and Works with colleagues to integrate academic disciplines and connect life themes, skills, and …and Collaborates with colleagues to plan, assess, and revise a systematically integrated
Seeks and utilizes opportunities to identify real-life connections across the curriculum. help learners connect to the resources they need. Assists students, as needed, in identifying relevant connections. Engages students in exploring real-world issues and solving authentic problems using digital tools and resources. Collaboratively designs, develops, and assesses lessons and units that are learner centered and reflective of best practices in teaching and learning with technology (e.g., project-based learning). to key concepts and information skills across disciplines. Collaboratively teaches rigorous and relevant lessons that connect learners to content and ensure deep understanding. situations throughout instruction. Uses a variety of responsive instructional methods to support learners in building relevant connections within and across academic disciplines. information curriculum that engages all learners in relevant academic challenge across academic disciplines and results in fostering learning for life. 1.4 Collaboratively designs instructional activities based on state content standards Pre-Service and Beginning Emerging Applying Integrating Innovating Collaboratively plans instructional activities that align with Alabama’s Courses of Study and Alabama’s School Library Media Plan for the 21st Century Learner. …and Collaboratively designs learning activities that integrate multiple content standards. Communicates clearly the connections between the standards and the knowledge and skills being taught. Collaboratively designs, develops, and evaluates …and Uses multiple print, nonprint, technology and online resources, including textbooks, to collaboratively develop coherent short- and long- range plans that are aligned with content standards. Collaboratively formulates essential questions to …and Collaborates with colleagues in using a wide range of materials and methods to plan and implement instructional activities that promote learners’ deep understanding of content and enable them to demonstrate the knowledge and skills …and Facilitates teams of teachers in the creation of varied and differentiated opportunities for learners to develop, monitor, and extend learning related to state standards. Provides leadership that engages colleagues in ongoing analysis and mapping of curriculum to
digital-age learning experiences and assessments. organize and focus content for students. Collaboratively differentiates plans to support all learners in accessing state content standards. embedded in state standards. ensure alignment of state standards with the curriculum being taught. 1.5 Provides instructional accommodations, modifications, and adaptations to meet the needs of each individual learner Pre-Service and Beginning Emerging Applying Integrating Innovating Collaboratively addresses identified learner needs in designing instructional plans using available resources and materials. …and Collaboratively selects and incorporates alternative curricular materials to accommodate various levels of learner readiness. …and Collaboratively modifies instructional strategies, materials, and resources to provide appropriate support and challenge for each learner based on ongoing formative assessments. Collaboratively analyzes student assessments with colleagues to identify learner needs and modifies instruction accordingly. …and Collaborates with colleagues in the identification and use of an extensive repertoire of instructional adaptations to enhance and advance learning opportunities for each learner. Works with colleagues to monitor and assess the effectiveness of these adaptations on student learning; makes modifications as indicated. Collaboratively adapts content delivery based on student learning styles and interests to ensure achievement of learning goals for all students. Collaborates with colleagues to assess student work and identify a wide variety of modifications in instructional resources and delivery methods. …and Provides leadership to engage colleagues in the design, implementation, analysis, and refinement of lesson accommodations and modifications that ensure success for all learners.
2.2 Creates a positive climate that promotes respect and responsibility Pre-Service and Beginning Emerging Applying Integrating Innovating Establishes rapport with individual learners. Acknowledges student displays of respect and responsibility. …and Models respectful interactions with learners, families, and colleagues; cultivates positive rapport. Uses strategies to respond to, nurture, and reinforce respectful and responsible behaviors including the care and maintenance of library materials. …and Maintains positive relationships with all learners. Teaches and reinforces a variety of contextualized strategies that promote respectful and responsible interactions between learners. …and Fosters learner participation in creating and maintaining a respectful and responsible learning culture. Supports learners in developing skills to respond to inequity and disrespect. Collaborates with colleagues to collect and analyze data for use in improving school climate. …and Leads colleagues in examining, interpreting, and applying behavioral research. Ensures positive and proactive interactions with learners, families, colleagues, and administration through shared responsibility. 2.3 Creates a safe, orderly, and stimulating learning environment that nurtures responsibility, motivation, and engagement of learners Pre-Service and Beginning Emerging Applying Integrating Innovating Recognizes and responds to unsafe situations as they occur. Implements routines and procedures within the library, including plans for transitions. Identifies motivational techniques and utilizes available visuals to …and Reviews safety considerations when planning lessons and implements safe practices. Teaches responsibility, routines, procedures, and transitions that contribute to an orderly environment. Models initiative and inquiry in ways that nurture learner motivation. …and Anticipates potential problems to maintain a safe library at all Engages learners in activities that develop their awareness and responsibility for helping to manage, monitor, and support an orderly environment. …and Engages with learners and colleagues to examine underlying factors affecting school safety and to make ongoing improvements that support a positive learning environment schoolwide. Draws upon a wide repertoire of skills to nurture motivation and engagement in all learners. …and Leads colleagues in the design and implementation of research-based strategies that promote positive, safe, and orderly environments for learning. Engages learners in extending studies of content, based on learner curiosity and motivation.
stimulate learner interest in topics of study. some adjustments during instruction to promote engagement. Facilitates and inspires student learning and creativity through a variety of engaging instructional practices, including the use of technology. Provides an enriching environment that stimulates, motivates and engages learners. and adjusts instruction to ensure continual engagement. Using Instructional Strategies to Engage Learners 2.4 Develops challenging, standards-based academic goals for each learner, using knowledge of cognitive, social, and emotional development Pre-Service and Beginning Emerging Applying Integrating Innovating Identifies cognitive, social, and emotional needs of learners. Follows required guidelines in instruction for establishing academic learning goals. …and Demonstrates a basic understanding of how learners’ cognitive, social, and emotional development influences learning. Identifies and refines challenging academic goals based on knowledge of learners’ readiness for standards-based instruction. …and Utilizes understanding of each learner’s cognitive, social, and emotional development to identify readiness for instruction. Participates in the design challenging academic goals for each learner based on the learner’s current developmental readiness and on the teacher’s understanding of long-range academic goals. …and Collaborates with colleagues, families/guardians, and learners to establish developmentally appropriate and academically challenging goals for each learner. Ensures that all short- and long-term standards-based instructional goals are clear and accessible to all learners and families/guardians. Engages students in setting own academic goals and in communicating them to parents, peers, and other interested parties. …and Engages with colleagues, families/guardians, and community professionals to examine and utilize research on cognitive, social, and emotional development. Provides leadership to colleagues schoolwide to establish challenging, standards-based goals that are differentiated to meet the needs of all learners.
Selects specific effective instructional strategies, including those that incorporate current and emerging Web-based technologies that support content understanding and meet the needs of individual learners. contexts; adapts instruction based on results. Utilizes a variety of lesson structures to design learning activities that promote a thorough understanding of content. Applies a variety of research-based instructional strategies that are appropriately matched to the content being taught and that engage all learners in meaningful ways. responsive to the needs of diverse learners. Initiates action research efforts with colleagues to identify, select, and modify instructional strategies and resources that ensure success for each learner. 2.7 Creates learning activities that optimize each individual’s growth and achievement within a supportive environment Pre-Service and Beginning Emerging Applying Integrating Innovating Creates learning activities using available resources. Uses effective questioning strategies to engage learners in thinking about and learning the content. Supports and encourages individual learners to achieve. Becomes informed about additional resources, including existing and emerging digital tools and content, to support learners. …and Selects specific instructional strategies that reflect high expectations and are responsive to the characteristics of various groups of learners. Formulates and uses questions to engage students in thinking at all cognitive levels and in mastering the content. Models a belief that all learners can achieve and persists in supporting each learner’s success. …and Holds high expectations for each learner and differentiates and scaffolds instructional practices to move all learners forward in their growth and development. Encourages and teaches learners to formulate questions to guide their learning. Uses effective questioning strategies to facilitate learner interactions and discussions. …and Engages colleagues in the design of differentiated learning activities to optimize each learner’s growth and achievement. Leads colleagues in the formulation of essential questions that cross the disciplines and that enable learners to integrate knowledge from different sources and make meaningful connections across content areas. Works with colleagues to sustain their commitment …and Leads colleagues in the analysis of student work and/or performances to design responsive and differentiated instructional activities that meet individual learner needs and ensure success. Advocates for curricular and instructional adaptations and resources that support the needs of individual and diverse learners schoolwide.
Plans and implements equitable and effective student access to available technologies and other resources to enhance student learning. Presents concepts and principles at various levels of complexity to optimize the growth of learners at all levels of development. Uses a wide range of student response strategies to ensure that all students are engaged in thinking about and responding to instructional questions. to seeking approaches that support the optimal achievement of each learner. Models effective questioning skills when leading colleagues in professional learning activities related to improved instruction. Assessment of Learning 2.8 Uses formative assessments to provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction Pre-Service and Beginning Emerging Applying Integrating Innovating Selects and implements informal assessments aligned to curricular objectives. Shares assessment results with learners within established timelines. Recognizes when students are confused and responds by reteaching lessons when necessary. …and Provides assessment results for learners so that they may make adjustments prior to the next assessment to meet learning targets. Implements checks for understanding. …and Designs informal and formal assessments to monitor progress and to inform the planning and delivery of instruction. Utilizes multiple methods to provide specific and timely feedback to learners; as a result, students improve in meeting learning targets. Embeds, proactively and routinely, a variety of strategies that check for understanding; adapts lessons accordingly throughout instruction. …and Collaborates with colleagues and learners to develop a wide variety of ongoing assessments and to refine methods of providing feedback to learners. Models use of a comprehensive repertoire of formative assessment designed to guide instructional decisions. Collaborates with colleagues to develop strategies that build learners’ capacity to effectively use feedback …and Provides consultative support to school and district personnel related to effective formative assessment practices. Engages teams of teachers in the design of common formative assessment tools, including classroom questions, student performances, and others. Facilitates data team meetings designed to examine evidence related to the effectiveness of
Collects and reflects upon evidence to inform and modify short- and range plans that are differentiated to support all learners. from assessments to meet learning targets. Actively contributes to data team meetings and uses results for own instructional planning. instructional strategies; colleagues in using results to modify and/or differentiate instruction as needed. 2.9 Uses summative assessments to measure learner attainment of specified learning targets Pre-Service and Beginning Emerging Applying Integrating Innovating Assists with the administration of required school and district summative assessments. …and Collects summative assessment data aligned to content goals and benchmarks; notes successes, challenges, and differences in learners. …and Demonstrates understandings of why and when to select and integrate various summative assessments into the instructional Collaborates with colleagues to develop common assessments, and to analyze results to improve instruction. Analyzes data results for all learners to inform improvements in the design of summative assessments. …and Facilitates colleagues in grade–level and/or content team reviews of summative data. Engages with colleagues to develop and refine common summative assessment options to demonstrate learners’ knowledge and skills and to respond to learners’ needs in relation to learning targets. …and Leads collaborative efforts to create, calibrate, and evaluate summative assessments for and/or content teams based on specific targets or benchmarks. 2.10 Maintains evidence and records of learning performance to communicate progress Pre-Service and Beginning Emerging Applying Integrating Innovating …and …and …and …and
Recognizes when learners are confused during instruction and responds with additional support. Uses assistive technologies provided for individual learners to facilitate communication. …and Notices most verbal and nonverbal indicators of learner understanding and confusion. Is especially attentive to learners with assistive devices. Teaches methods for effective verbal and nonverbal communications. Responds in ways that model expectations for verbal and nonverbal communications. …and Models and teaches effective verbal, nonverbal, and media communication techniques. Creates a learning environment where all learners initiate effective verbal and nonverbal communications to further understanding and critical thinking. Responds to learners in ways that maintain individual and group focus, promote understanding, and encourage individual learner persistence and perseverance in tackling difficult tasks. …and Works with colleagues to enhance their communication abilities and styles. …and Engages with colleagues to study the effects of verbal and nonverbal responses within groups and to design methods to improve communications. Development of Reading Skills and Accessing K-12 Literary Resources 3.3 Uses age-appropriate instructional strategies to improve learners’ skills in critical literacy components Pre-Service and Beginning Emerging Applying Integrating Innovating Works with colleagues to use appropriate instructional strategies to support learners in reading and comprehending curriculum within and across content areas. …and Works with colleagues to provide explicit vocabulary instruction in content areas and employ strategies to improve learner skills in comprehension of subject matter. …and Implements appropriate instructional strategies to support all learners in increasing literacy skills across content areas. Works with colleagues to monitor learner progress in …and Provides support to colleagues for engaging learners in monitoring fluency and comprehension of and other materials; both in advocating for their needs …and Leads colleagues in action research focused on the improvement of literacy across the curriculum and facilitates the use of results to improve instruction.
Seeks support for struggling learners. Begins to utilize appropriate strategies and supplemental resources to meet the instructional needs of diverse learners. both content knowledge and literacy skills. Works with colleagues to design appropriate instructional activities and grouping strategies that make content more accessible and improve learners’ literacy skills. and in celebrating their progress. Collaborates with and/or content-area teams to seek out innovative techniques that improve learners’ literacy skills across content areas. 3.4 Integrates narrative and expository reading strategies across the curriculum Pre-Service and Beginning Emerging Applying Integrating Innovating Collaboratively teaches a variety of literacy strategies. …and Begins to model appropriate strategies for reading narrative and expository text across the disciplines to support access to the curriculum. Communicates the value of literacy skills across all disciplines. …and Collaboratively and consistently teaches literacy skills for narrative and expository texts to ensure that each learner has access to the curriculum. Encourages learners to read widely and supports learners in seeking out resources matched to interests and abilities. …and Collaborates with colleagues to integrate literacy instruction throughout the curriculum based on a thorough understanding of learner skill levels and knowledge of the literacy demands in narrative and expository resources. with colleagues to identify and use a broad range of narrative and expository resources to foster motivation and to support learners’ learning. …and Leads colleagues in the design and refinement of lessons that integrate literacy instruction within content instruction and promote high levels of literacy throughout the school and/or district. Development and Application of Mathematical Knowledge and Skills across Content Areas
3.5 Solves mathematical problems across subject areas using a variety of strategies to verify and interpret results and to draw conclusions Pre-Service and Beginning Emerging Applying Integrating Innovating with colleagues to provide opportunities for mathematical problem solving to further students’ understanding of content across disciplines. Support colleagues in encouraging learners to approach mathematical problem solving in various ways. …and Supports colleagues in modeling appropriate mathematical problem solving using a variety of strategies appropriate to the learners and the content being taught. Guides learners in the identification of specific mathematical information that contributes to interpretations of data and conclusions. …and Supports colleagues in planning and implementing mathematically based instructional activities to enhance learner understanding of content and to ensure that learners develop abilities to solve complex problems across disciplines. Supports learners in thinking critically in order to interpret data accurately. …and Collaborates with mathematics teachers and those of other disciplines to design engaging problem- solving experiences for learners. …and Assists colleagues in developing and nurturing learning environments that analytical thinking and improve learners’ ability to articulate content-related issues and to solve problems collaboratively. 3.6 Communicates mathematical concepts, processes, and symbols within the content taught Pre-Service and Beginning Emerging Applying Integrating Innovating Provide resources to communicate mathematical concepts, processes, and symbols. …and Identifies the importance of mathematical processes and symbols; and uses them throughout instruction as appropriate to the content. (Ex: Decimals as related to the Dewey Decimal System) …and Supports colleagues in teaching mathematical vocabulary and concepts explicitly as they apply within and across disciplines. …and Supports colleagues in ensuring that students develop fluency in the application of mathematical concepts and utilize processes and symbols with ease within and across content areas. …and Engages with colleagues across grade levels and content areas to design and implement instructional activities that integrate mathematical concepts, processes, and symbols
consistently and in meaningful ways. Utilizing Technology 3.7 Identifies and integrates available emerging technologies into the teaching of all content areas Pre-Service and Beginning Emerging Applying Integrating Innovating Uses available site-based technological resources to support instruction. Selects additional technological resources based on needs assessment. Identifies, evaluates, and uses technological resources and technical assistance, i.e., available online and on-site within a school and district setting. …and Expands knowledge of existing and emerging technological resources and assesses potential use to enhance instructional and learning activities. Assist colleagues in incorporating technological resources into lesson planning. Models digital-age work and learning by exhibiting knowledge, skills, and work processes representative of an innovative professional in a global society. Provides explicit instruction in the ethical use of technology including cyber safety, digital citizenship, and respect for intellectual property. …and Integrates multiple technological resources into instruction to enhance learners’ understanding of content. Plans the use of technology to support curriculum in ways that address individual learning needs. Uses technological ethically (including, but not limited to, spreadsheets, Web page development, digital video, the Internet, and e-mail) for instruction, student assessment, management, reporting purposes, and communication with parents/guardians of students. …and Engages with colleagues to expand knowledge and use of hardware and software resources to better meet the needs of all learners. Involves students and colleagues in the evaluation of technological resources and data to determine quality of information and possible bias. …and Collaborates with colleagues to evaluate, design, and integrate technological resources routinely into instructional activities. Embeds technology into all adopted curriculum to enhance and extend learning opportunities for all students. 3.8 Facilitates learners’ individual and collaborative use of technology and evaluates their technological proficiency
Pre-Service and Beginning Emerging Applying Integrating Innovating Provides students with access to available hardware and software in the library to support content learning, completion of assignments, and/or practice of basic skills. …and Teaches procedures and routines that provide practice in using technology for academic purposes. Provides some differentiation for students based on assessed abilities to use technological resources appropriately. …and Engages individuals and groups in learning experiences that are supported through the use of technology to locate, collect, create, produce, communicate, and present information. Works to improve student abilities to utilize technological resources by using formal and/or informal assessments of their technological proficiency in independent work and in collaborative groups. …and Works with colleagues to nurture learning environments that increase students’ skills and abilities to use technology independently and in cooperative groups. Collaborates with colleagues to identify, develop, and utilize tools and other resources that support students’ evaluation of their proficiency in the use of technology. …and Works with colleagues to design and refine individual and collaborative instructional activities that support students in locating, selecting, evaluating, and using technological resources effectively. Alabama Quality Teaching Standard 4, Diversity: To improve the learning of all students, teachers differentiate instruction in ways that exhibit a deep understanding of how cultural, ethnic, and social background; second language learning; special needs; exceptionalities; and learning styles affect student motivation, cognitive processing, and academic performance. Cultural, Ethnic, and Social Diversity 4.1 Develops a culturally responsive collection and instruction supports the curriculum in response to differences in individual experiences; cultural, ethnic, gender, and linguistic diversity; and socioeconomic status Pre-Service and Beginning Emerging Applying Integrating Innovating …and delivers, and evaluates lessons that …and Maintains a collection which makes curriculum . . and Shares curricula, units, and lesson designs that improve learner . . . and Models and coaches colleagues in expanding culturally
Listens actively to speaker and to understand different perspectives. Selects instructional strategies, resources, and technologies with some consideration for diverse learners. reflect positive regard for the culture, gender, linguistic background, and socioeconomic status of students and families/guardians. Incorporates into the learning environment visuals, readings, and other materials that reflect student diversity. Designs and manages content to facilitate learning experiences utilizing technologies that are responsive to a diversity of students, learning styles, and special needs. and content standards more meaningful to diverse learners through planning, implementing, and evaluating differentiated instructional activities that specifically connect to and reflect students’ cultures and backgrounds. Includes lessons that teach about the contributions of people of diverse cultures and backgrounds. Invites students to contribute resources that augment curriculum and reflect culture and other aspects of diversity. Supports students in articulating how lessons and collection resources reflect the relevance of the curriculum in their lives. engagement and achievement among diverse learners. Works with colleagues to design strategies to engage learners in lessons that are relevant to their lives and that value their background experiences. responsive curricula and instruction in the school and district. Builds capacity in learners and colleagues to utilize the assets that each learner brings to the learning community based on their backgrounds and experiences. 4.2 Communicates in ways that demonstrate sensitivity to diversity and that acknowledge and respond to various cultural, ethnic, and social modes of communication and participation Pre-Service and Beginning Emerging Applying Integrating Innovating Communicates periodically communications with families/guardians concerning available library resources. Utilizes differentiated communication modes with students and their families/ …and Considers diverse communication patterns among students and their families/guardians and adapts and adjusts language selection and types of questions asked in …and Seeks greater knowledge and understanding of communication patterns through conversations with colleagues and family/guardians, as well as through community …and Reflects with colleagues to refine communication skills and flexibility in interactions to ensure effective outcomes for students and families/guardians. Works with colleagues to identify, utilize, and …and Facilitates opportunities for colleagues to engage with and involve diverse populations represented in the schoolwide community. Leads colleagues in building students’
guardians based on identified needs. Varies library programming to increase student participation. ways that support positive interactions. Notices patterns of participation and utilizes strategies to support equitable participation. visits, school resources, or study. Uses strategies designed to ensure that all students feel safe participating in library activities and have equitable opportunities in learning. evaluate an extensive repertoire of strategies, library resources, and technologies to ensure full participation and engagement of all students. accountability for maintaining a learning environment that fosters safe and equitable participation for all. 4.3 Demonstrates and applies to own practice an understanding of how personal and cultural biases can affect teaching and learning Pre-Service and Beginning Emerging Applying Integrating Innovating Recognizes the need to consider own assumptions, attitudes, and expectations about students. Begins to reflect on possible personal biases and their impact on learning and on the collection. …and Acknowledges potential personal biases based on an understanding of the differences between own background and that of students. Reflects on personal and cultural biases and identifies of strength and growth. …and Reads, attends workshops, and asks questions of people different from self to increase understanding of diverse cultures and backgrounds. Develops instructional strategies and collection that diminish negative and increase positive impacts on learning based on analysis of own personal/cultural biases. Implements instructional strategies that avoid biases, stereotypes, and generalizations and that reflect current understanding of own personal/cultural biases. …and Collaborates with colleagues to overcome some of the effects of institutional biases in the classroom by using strategies from the library’s professional resources such as flexible grouping, differentiation, broad curricular perspectives, and alternative assessments. Provides opportunities for colleagues to express viewpoints regarding personal and cultural biases based on experience and other evidence in the library. Collaboratively develops responses for reflection. …and Takes leadership with colleagues in positively influencing school culture on issues of race, culture, gender, linguistic background, and socioeconomic status. Works with colleagues to develop strategies that empower students to recognize, analyze, and overcome the effects of institutional bias.
Language Diversity 4.4 Supports learners to accelerate language acquisition by utilizing their native language and linguistic background Pre-Service and Beginning Emerging Applying Integrating Innovating Explores ways in which students’ native language and linguistic background can be used during instruction. Works with colleagues and the community to provide native language support services to students, if available. …and Provides opportunities for second-language learners to use their native language to support understanding of skills and concepts. Makes academic connections to native languages to support transfer of learning by providing a variety of resources whenever possible. Refers to native language as a positive and resource in learning. …and Increases understanding of native languages represented by students to better utilize connections during instruction. Plans and provides instructional opportunities for students to utilize their linguistic backgrounds to support thorough understanding of content. …and Collaborates with colleagues to systematically provide supports for language learners, including use of native language. Works with colleagues to build language learners’ capacity to actively reference and utilize their linguistic backgrounds to accelerate learning. …and Builds greater understanding of the role of linguistic background in the learning process and guides colleagues to implement effective strategies. Advocates for schoolwide outreach to families/guardians whose first language is not English. 4.5 Guides second-language acquisition and utilizes English Language Proficiency strategies to support learning Pre-Service and Beginning Emerging Applying Integrating Innovating Provides materials for the support of instruction. Uses some ELP strategies to promote literacy. …and Considers accessibility of library materials with regard to the language proficiency levels of second-language learners and adapts materials accordingly. …and Uses a variety of ELP strategies to make adopted program materials more accessible to students of all language proficiency levels. …and Engages with colleagues to organize and implement available second-language resources/curriculum to support English language learners at all levels. …and Works with colleagues to ensure that all English language learners are supported in their language growth by the use of the library’s collection and resources
Provides some visuals as environmental references, using available resources. Develops visuals to augment auditory directions and information. Provides modeling and step-by-step visuals as supports for students with learning differences. whole-class participation. Shares these strategies with colleagues. Uses a wide range of engaging visual scaffolds and supports in all learning activities to ensure high levels of success for exceptional students. Shares these supports with colleagues. that are adaptive and differentiated, that respect and value the educational and social contributions that exceptional students bring to the learning community. Learning Styles 4.9 Helps students assess their own learning styles and build upon identified strengths Pre-Service and Beginning Emerging Applying Integrating Innovating Demonstrates understanding of the research on learning styles and multiple intelligences, and considers ways these influence students’ academic growth and access to content. …and Gathers information individual students’ learning styles and intelligences in order to plan and deliver appropriate instruction. Engages individual students in assessing their own learning styles and in understanding their learning strengths and those of classmates. …and Uses a variety of assessment tools to support students in understanding their individual learning strengths. Provides students with opportunities to articulate their learning style strengths and needs to peers, teachers, and families/guardians. Articulates and celebrates the diverse learning styles represented in the library. …and Integrates formal and informal learning into instruction continually. Helps students internalize assessment results and proactively choose study skills and strategies that complement their learning strengths. Evaluates the effectiveness of these strategies and shares results with colleagues. …and Leads colleagues in collaborative efforts to identify and/or develop effective assessment tools and protocols to enhance students’ confidence and 4.10 Designs learning experiences that engage all learning styles and multiple intelligences
Communicates with colleagues and shares resources for each student’s growth, including learners with an Individual Education Program and/or 504 Plan. Interacts with colleagues to share responsibility for meeting the diverse needs of each student through collaborative conversations and planning. Uses technology tools for reporting purposes and for communication with parents/guardians of students. Establishes ongoing communications with families, and solicits input to advance each student’s plan for success. with colleagues to effectively differentiate instruction to improve and accelerate individual and group learning. efforts. Evaluates the success of these initiatives and shares with colleagues. efforts to strengthen collaborative endeavors on behalf of all students, with particular attention to the needs of subgroups of learners. 5.2 Engages in ongoing professional learning to move practice forward Pre-Service and Beginning Emerging Applying Integrating Innovating Sets required individual professional learning goals. Participates in professional development related to school, district, and goals. Plans for ongoing personal professional learning that is aligned with the Alabama definition and standards for professional development. …and Articulates professional learning and commits to a learning plan based on self-reflection and other formative assessments. Utilizes current professional literature, best practices, and collegial relationships to improve as a school librarian and as a learner. Continually improves professional practice, models lifelong learning, and exhibits leadership in schools and professional communities by promoting and demonstrating the effective use of digital and resources. …and Constructs and implements long-term and learning goals based on student, resource, and facility needs. Engages in action research with colleagues for the purpose of examining and advancing one’s practice to achieve professional goals. Utilizes nontraditional avenues (e.g., online professional development opportunities, Web-based information, online collaboration with other educators and experts) to provide and/or embed professional development …and Modifies short- and professional goals by analyzing and reflecting on evidence of student learning and on of professional teaching practice. Initiates ongoing action research based upon reflective classroom observations and ongoing professional learning. Applies research findings to support student success. Helps colleagues understand Alabama’s definition and standards for professional development and apply these in planning …and Organizes and leads colleagues in identifying and developing professional goals around student needs and outcomes. Collaborates with other school leaders to foster an environment of standards-based inquiry, reflective practice, and collaborative learning in order to improve teaching and learning at the school and district levels. Models the use of Alabama Professional Development Standards while leading professional learning for colleagues.
in their learning community. their own professional learning. 5.3 Participates as a teacher leader and professional learning community member to advance school improvement initiatives Pre-Service and Beginning Emerging Applying Integrating Innovating Shares resources with colleagues, families, and community members to improve learning for all students. …and Analyzes benchmark assessment data with colleagues to identify instructional gaps and challenges. Generates possible solutions, and plans and implements next steps. Engages students and families in the implementation and monitoring of next steps to advance student achievement. …and Engages with colleagues and other stakeholders to develop and implement schoolwide initiatives that address achievement gaps and enhance learning for individual students and across classrooms and grade levels. …and Facilitates schoolwide, professional learning communities that explore patterns and gaps in academic achievement. Based on findings, guides professional learning community in identifying content- specific and instructional strategies to ensure success for all students and to narrow achievement gaps. …and Leads standards-based professional learning activities for colleagues, families, and the community that support quality implementation of educational improvement initiatives. Assumes increased leadership to advance reform initiatives at the school, district, state, and national levels. 5.4 Promotes professional ethics and integrity Pre-Service and Beginning Emerging Applying Integrating Innovating Demonstrates understandings of the Alabama Educator Code of Ethics and other national, state, and local standards including professional …and Practices appropriate professional behaviors and dispositions to foster safe, positive, and productive interactions with students, …and Continually challenges self intellectually and professionally. Implements school and district acceptable use policies, including fair-use …and Models and promotes high levels of integrity, ethical practices, and intellectual freedom. …and Facilitates dialogue among colleagues on relevant ethical issues facing educators at the local, state, and national
conduct related to student safety, maintenance of records, copyright guidelines, and ethical use of technological and other resources. Demonstrates commitment to ethical and equitable practices for all students. colleagues, families, and the community. Monitors one’s integrity through individual and collaborative reflection that focuses on maintenance of records and on the safe, legal, and ethical use of technological and other resources. and copyright guidelines, Internet user protection policies and national, and local library standards. Articulates and discusses ethical issues with colleagues. Engages in an ongoing cycle of reflection, collaboration, and advocacy in order to revise own practices and beliefs. levels. Advocates for positive solutions. Leads colleagues in an ongoing cycle of reflection, collaboration, and advocacy in order to advance quality teaching at the school and district levels. 5.5 Complies with local, state, and federal regulations and policies Pre-Service and Beginning Emerging Applying Integrating Innovating Locates information and identifies key contacts to access laws and policies. Adheres to state, and federal requirements related to students’ and teachers’ rights and student plans, including IEPs. Complies with local, state, and federal requirements related to students’ and teachers’ rights and student plans, including IEPs. …and Adapts library services according to student and needs. Accesses resources and/or referral services available to support student plans. …and Works collaboratively with colleagues and support staff to ensure compliance with local, state, and federal regulations and requirements. Models the safe, responsible, legal, and ethical use of technology; implements school and district acceptable use policies. …and Enlists colleagues in relevant dialogue regarding new regulations and requirements and their implications for classroom teaching and learning. Advocates for all students’ equitable learning opportunities and access to resources. …and Engages colleagues to identify areas of compliance that need to be addressed and/or modified.