Section 6: Administration of the School Library
6.1 Personnel (School Library Guide p. 52)
A well-trained and highly qualified school librarian should be the leader and administrator of the school library program. As the administrator of the library program, the school librarian should use collaboration, leadership, and technology skills to manage a 21st-century library program that is comprehensive and fully integrated into the school curriculum.
- ALA: Directory of Accredited Library Programs in the US
- NEW AASL: Position Statement Appropriate Staffing for School Librarians
- NEW AASL: Position Statement Preparation for School Librarians
- MDE: Library Media Licensure
- NEW MDE: Librarian Prep Crosswalk
- MDE: Sample Librarian Job Description
6.2 Budget and Funding (School Library Guide p. 54)
For a school library to have a collection that is balanced, diverse, and updated and that meets the needs of its patrons and the school’s curriculum, school librarians must have adequate, consistent, sustained funding.
- MDE: Budget Justification Fillable Form
- MDE: Sample Library Budget Fillable Forms
- MDE: School Library Grants Toolkit
6.3 Copyright Information (School Library Guide p. 56)
The information age has made knowledge of copyright and fair use laws a critical issue for school librarians.
6.4 Acceptable Use Policy (School Library Guide p. 56)
The school librarian educates the learning community about the acceptable use policy adopted by the school district, which outlines the terms and conditions of Internet use, rules of online behavior, and access privileges. The school librarian will adhere - and lead the learning community in adherence - to the AUP set by the school district.
6.5 Librarian Growth Rubric (School Library Guide p. 56)
School library services are evaluated annually by the district in two areas: 1) the performance of the school librarian in his/her duties and 2) and the scope and implementation of the school library’s services. Minimum of 3 evaluations with two informal and one formal evaluation. Feedback is required after each evaluation. A face-to-face post-conference is required after the formal evaluation, which should include a discussion regarding the goals, budget, and needs of the library program for the following year.
- NEW MDE: Library Binder Categories
- NEW MDE: PGS Guidebook
- NEW MDE: PGS Performance Level Descriptors
- NEW MDE: Pre/Post Conference Form
- NEW MDE: Professional Growth Cycle
- NEW MDE: School Librarian Self-Evaluation Form
- NEW MDE: Summative Observation Form
6.6 Library Monitoring Rubric (School Library Guide p. 56)
An effective school library program does not happen in a vacuum. Program success depends on the careful evaluation of pivotal aspects of the program and must be approached with the access to and the provision of the informational/instructional needs of the patrons being served.
6.7 School Library Facility Recommendations (School Library Guide p. 57)
The school library facility is more than just a space. The arrangement of library space is pivotal to the success of a school library program.
6.8 SMART Goals (School Library Guide p. 65)
Long-term goals are broad statements describing desirable results toward which the library will work over the long term. Short-term goals are to be achieved within the school year.
- MDE: Library Program SMART Goal
- NEW MDE: Library Program SMART Goal Example
- MDE: Needs Assessments (Surveys)
- MDE: Student Learning Outcome SMART Goal
- NEW MDE: Student Learning Outcome SMART Goal Example
6.9 Policies and Procedures Handbook (School Library Guide p. 65)
The goal of a school library is to support the educational goals and aspirations of the district in which it are located. To that end, the purpose of the handbook is to provide a guide for the effective management and operations of the school district's libraries.