TITLE 6 PRIMARY
AND SECONDARY EDUCATION
CHAPTER 69 SCHOOL PERSONNEL - PERFORMANCE
PART 5 PERFORMANCE EVALUATION SYSTEM
REQUIREMENTS FOR LIBRARIAN-
TEACHERS
6.69.5.1 ISSUING AGENCY: Public
Education Department.
[6.69.5.1 NMAC - N, 10/17/05]
6.69.5.2 SCOPE: Chapter 69,
Part 5 governs performance evaluation system requirements for
librarian-teachers.
[6.69.5.2 NMAC - N, 10/17/05]
6.69.5.3 STATUTORY AUTHORITY: Sections
22-2-1, 22-2-2, and 22-10A-1, et seq., NMSA 1978.
[6.69.5.3 NMAC-N, 10/17/05]
6.69.5.4 DURATION: Permanent.
[6.69.5.4 NMAC - N, 10/17/05]
6.69.5.5 EFFECTIVE DATE: October 17,
2005, unless a later date is specified at the end of a section.
[6.69.5.5 NMAC - N, 10/17/05]
6.69.5.6 OBJECTIVE: This
regulation governs the requirements for a high objective statewide standard of
evaluation for librarian-teachers from kindergarten through grade twelve. This regulation identifies the specific
evaluation/supervision standards and indicators and requirements for a
competency based evaluation system for librarian-teachers.
[6.69.5.6 NMAC - N, 10/17/05]
6.69.5.7 DEFINITIONS: "Librarian-teacher"
means a licensed teacher with a library/media endorsement performing work in a
public school or charter school that requires that endorsement.
[6.69.5.7 NMAC - N, 10/17/05]
6.69.5.8 REQUIREMENTS:
A. Every
public school librarian-teacher must have an annual performance evaluation
based on an annual professional development plan that meets the requirements of
the state’s high objective uniform standard of evaluation as provided in 6.69.5.9
NMAC. The format for this evaluation
shall be established by the department and shall be uniform throughout the
state in all public school districts.
B. In
order for a librarian-teacher to advance from licensure level I to level II and
from licensure level II to level III-A a librarian-teacher who applies for
licensure after June 30, 2005 must successfully meet the requirements of the
state’s high objective uniform standard of evaluation as provided in 6.69.5.10
NMAC.
C. On
the effective date of this rule, librarian-teachers holding level I, level II,
or level III licenses will continue to hold those licenses at the same level
and shall meet the requirements for their level of licensure as provided in
6.69.5.11 NMAC by September 1, 2006, as established through local annual
evaluations.
[6.69.5.8 NMAC - N, 10/17/05]
6.69.5.9 IMPLEMENTATION OF THE HIGH
OBJECTIVE UNIFORM STANDARD OF EVALUATION- ANNUAL:
A. No
later than June 30, 2006, each school district adopt policies, guidelines, and
procedures for annual librarian-teacher performance evaluation that meet the
requirements of this regulation. The
annual evaluation plan will be combined with the evaluation plan for licensure
advancement provided in Subsection A of 6.69.5.10 NMAC to form an overall
system for librarian-teacher evaluation and support.
B. No
later than forty school days after the first of school of each school year,
each librarian-teacher and his or her school principal shall establish a
professional development plan for the librarian-teacher, with measurable
objectives, for the coming year based on, among other things:
(1) the public education department’s (PED)
eleven librarian-teacher competencies and indicators for the librarian-teacher’s
licensure level; and
(2) the previous year’s annual evaluation, if
applicable.
C. Annual
performance evaluations shall be based on, among other things, how well the
professional development plan was carried out and the measurable objectives
were achieved.
D. The
school principal shall observe each librarian-teacher’s program practice at
least once annually to determine the librarian-teacher’s ability to demonstrate
state adopted competencies and indicators for each librarian-teacher’s
licensure level.
E. If
a level II or level III-A librarian-teacher does not demonstrate essential
competencies for a given school year, the school district shall provide the
librarian-teacher with professional development and peer intervention,
including mentoring, for a period the school principal deems necessary. If by the end of that school year the
librarian-teacher still fails to demonstrate essential competencies, a district
may choose not to contract with that librarian-teacher.
F. If
a level III-A librarian-teacher does not demonstrate essential competencies at
level III-A for a given school year, the school district shall provide the
librarian-teacher with professional development and peer intervention,
including mentoring, for a period the school principal deems necessary. If by the end of the following school year
the librarian-teacher still fails to demonstrate essential level III-A
competencies, the superintendent may recommend to the secretary of education
that the librarian-teacher’s level III-A license be suspended until such time
as the librarian-teacher demonstrates the essential competencies at level
III-A. Depending on the outcome of any
due process proceeding under the Uniform Licensing Act, Sections 61-1-1 through
61-1-31, NMSA 1978, and if the superintendent verifies that the
librarian-teacher meets the standards for a level II license, the
librarian-teacher may be issued a level II license during the period of level
III-A licensure suspension. A suspended
level III-A license may be reinstated by the secretary of education either upon
verification by a local superintendent that the librarian-teacher now
demonstrates the essential competencies at level III-A or through the process
described in 6.69.5.10 NMAC.
G. Any
librarian-teacher who held a level II or level III-A license prior to July 1,
2005, shall meet the requirements of the high objective uniform standard of
evaluation for his/her level of licensure through the annual evaluation process
by September 1, 2006 or shall not be eligible for the increased base salary
provided in 22-10A-11(C), NMSA 1978.
[6.69.5.9 NMAC - N, 10/17/05]
6.69.5.10 IMPLEMENTATION OF THE HIGH
OBJECTIVE UNIFORM STANDARD OF EVALUATION FOR ADVANCEMENT TO LEVEL II OR LEVEL
III LICENSURE:
A. No later than June 30, 2006, each
school district shall adopt policies, guidelines, and procedures for
librarian-teacher performance evaluation for licensure advancement that meet
the requirements of this regulation. The
licensure advancement plan will be combined with the annual evaluation plan
provided in Subsection A of 6.69.5.9 NMAC to form an overall system for
librarian-teacher evaluation and support.
B. The
librarian-teacher shall develop and submit a professional development dossier
(PDD) according to the following schedule:
(1) if advancing to level II, not earlier than
three months prior to the completion of the third year at level I;
(2) if advancing to level III, not earlier
than three months prior to the completion of the third year at level II.
C. The
PDD shall include:
(1) evidence of competence that may be
collected over multiple school years, including the year the PDD is being
developed;
(2) evidence in the following format that
demonstrates how the librarian-teacher meets the PED’s eleven librarian-teacher
competencies and indicators for the level of licensure to which the
librarian-teacher is advancing; evidence that demonstrates how the librarian-teacher
meets competencies related to a:
(a) teaching and learning strand (competencies
1-6); and a
(b) program development and
management/information access and delivery strand (competencies 7-9); and a
(c) professional learning strand (competencies
10 and 11).
(3) evidence from an evaluation strand that
includes the librarian-teacher’s annual evaluations from at least the two years
prior to the application for advancement and the superintendent’s
recommendation for advancement to the next licensure level;
(4) a verification strand that includes:
(a) for a level I librarian-teacher advancing
to level II:
(i) verification of
participation in a district’s formal mentorship program;
(ii) verification of three years successful
librarian-teaching experience at level I;
(iii) verification by the superintendent that the
work product in the dossier is that of the librarian-teacher and that the data
submitted is accurate.
(b)
for a level II teacher advancing to level IIIA:
(i) verification of a post
baccalaureate degree or national board professional teaching certification;
(ii) verification of a minimum
three years of successful librarian-teaching experience at level II;
(iii) verification by the
superintendent that the work product in the dossier is that of the
librarian-teacher and that the data submitted is accurate;
D. Evidence
in the PDD competency strands:
(1) The teaching and learning strand shall
include evidence of:
(a) student achievement data; and
(b)
assessment techniques and procedures; and
(c) instructional plans and materials; and
(d) examples of student work and performance;
and
(e) evidence of implementation of state
curriculum standards;
(2) The program development and
management/information access and delivery strand shall include mandatory
evidence and may include optional evidence as follows:
(a) the student learning strand shall include
evidence of:
(i) adaptations/modification
for diverse learners; and
(ii) evidence of effective
classroom management strategies and procedures; and
(iii) classroom observation
reports; and
(iv) evidence of communication
with students and parents.
(b)
the student learning strand may include evidence in the form of:
(i) student surveys; and/or
(ii) video tapes with
reflections/analysis.
(3)
The professional learning strand shall include evidence of at least one
of the following:
(a) professional development activities
associated with the teachers annual professional development plan (PDP); or
(b) evidence of collaborating with
professional community; or
(c) parent surveys; or
(d) research publications; or
(e) professional presentations.
(4) Evidence comparable and equivalent to
Paragraphs (1), (2) and (3) of Subsection E of this section may be developed
through certification by the national board of professional teaching standards
(NBPTS).
E. Unless
special accommodations are requested in writing to the PED 30 days in advance
of a submission, the PDD and associated fees in Subsection C of 6.60.7.8 NMAC
shall be submitted electronically following procedures established by the PED.
F. The
PDD shall be evaluated by the superintendent of the teacher’s school district
and by two external reviewers, one of whom shall hold a library/media
endorsement, as follows:
(1) The superintendent will complete the
verification and evaluation strands in order to make his recommendation for
licensure advancement and the two external reviewers will rate the three
competency strands as “exceeds standards,” “meets standards” or “does not meet
standards in order to make their recommendations for licensure advancement.”
(2) Each one of the three competency strands
of a librarian-teacher’s PDD reviewed by the independent reviewers must be
rated as either “exceeds standards” or “meets standards” and each one of the
strands completed by the superintendent must be verified and have a positive
recommendation in order for the librarian-teacher to advance to the next higher
level of licensure.
(3) The superintendent and the reviewers will
submit the PDD to the PED or its contractor with their ratings.
(4) PED will evaluate the ratings of the
superintendent and the external reviewers and approve or deny the teacher’s
application for licensure advancement.
(a) If one of the external reviewers rates one
of the competency strands of the PDD as “exceeds standards” and the other
external reviewer rates the same strand as “meets standards”, the strand will
be deemed passed.
(b) If
one of the external reviewers rates one of the competency strands of the PDD as
“does not meet standards” and the other rates the same strand as “exceeds
standards”, the finding will be that the candidate “meets standards” and the
strand will be deemed passed.
(c) If one of the external reviewers rates one
of the competency strands of the PDD as “does not meet standards” and the other
rates the same strand as “meets standards,” a third reviewer will resolve the
discrepancy in order to determine if the strand will be passed.
(d) If both of the external reviewers rate the
competency strand(s) of PDD the same, that rating will be their finding. If, however, both of the external reviewers
rate the competency strand(s) of the PDD as "does not meet
standards," a third trainer/reviewer may review the strand(s) to confirm
or reject their ratings.
G. A
candidate for licensure advancement who is not successful in the PDD may
continue to submit a new PDD.
H. If
a candidate for licensure advancement meets or exceeds standards in one or some
of the strands, but not in all of them, the librarian-teacher’s score(s) of
“meets standards” or “exceeds standards” may be retained for a period of two
calendar years. Any resubmission of a
PDD during that two-year period need only address those strands rated “does not
meet standards” in order to determine a final passing score for all strands for
licensure advancement.
[6.69.5.10 NMAC - N, 10/17/05]
6.69.5.11 NEW
MEXICO LIBRARIAN-TEACHER COMPETENCIES AND INDICATORS FOR LICENSURE LEVELS I,
II, III:
A. New
Mexico is one of the most diverse states in the nation, and this diversity is
reflected in the strengths and needs of New Mexico’s students. The ability of a highly qualified
librarian-teacher to address the learning needs of all of New Mexico’s
students, including those who learn differently as a result of disability,
culture, language, or socioeconomic status, forms the framework for the New
Mexico librarian-teacher competencies for licensure levels I, II, and III
assessment criteria indicators.
B. With
the adoption of this rule, the high objective statewide standard of evaluation
for librarian-teachers shall include the following standards and indicators as
part of the evaluation criteria for level I librarian-teachers.
(1) The librarian-teacher demonstrates
knowledge of the library content area and established curriculum:
(a) utilizes and enhances established library
curriculum;
(b) gives clear explanations relating to
lesson content and procedure;
(c) communicates accurately in the library
content area;
(d)
articulates to students the interrelatedness of content areas.
(2) The librarian-teacher appropriately
utilizes a variety of teaching methods:
(a) provides opportunities for students to work
independently, in small groups and in large groups;
(b) uses a variety of teaching methods such as
demonstrations, lecture, student‑initiated work, group work, questioning,
and independent practice;
(c) uses a variety of resources, such as print
and non-print materials, manipulatives, on-line resources, and technology;
(d) provides opportunities for students to
apply, practice, and demonstrate knowledge and skills;
(e) implements necessary modifications and
adaptations in instruction and library curriculum so that students with
disabilities have access in the least restrictive environment.
(3) The librarian-teacher communicates with
and obtains feedback from students in a manner that enhances student learning
and understanding:
(a) explains and/or demonstrates the relevance
of topics and activities;
(b) communicates to students the instructional
intent, directions or plan;
(c) establishes and states expectations for
student performance
(d) clarifies actions, directions and
explanations when students do not understand.
(4) The librarian-teacher effectively utilizes
student assessment techniques and procedures:
(a) solicits communication from students about
their learning;
(b) uses a variety of strategies in
instructional planning using ongoing assessment;
(c) documents observations of student learning
using tools such as anecdotal records, consultations with teachers and/or logs.
(5) The librarian-teacher comprehends the
principles of student growth, development and learning, and applies them
appropriately:
(a) instructs students in the use of cognitive
thinking skills such as critical thinking, problem-solving, divergent thinking,
inquiry, and decision-making;
(b) uses
teaching techniques that address student learning levels, rates, styles, and
special needs, as well as diverse interests and backgrounds;
(c) uses materials and media that address
student learning levels, rates, styles, and special needs, as well as diverse
interests and backgrounds.
(6) The librarian-teacher
recognizes student diversity and creates an atmosphere conducive to the
promotion of positive student involvement and self-concept:
(a) demonstrates sensitivity and
responsiveness to the personal ideas, learning needs, interests, and feelings
of students with disabilities, and/or from culturally and linguistically
diverse backgrounds (e.g., Native Americans, Hispanic Americans, African Americans, Asian
Americans, as well as other recent immigrant groups);
(b) understands how students differ in their
approaches to learning and adjusts instruction to meet diverse needs;
(c) provides opportunities for each student to
succeed;
(d) provides students with opportunities that
promote creativity as well as critical and divergent thinking;
(e) provides opportunities for students to be
responsible for their own behavior and learning;
(f) promotes positive student/teacher
relationships;
(g) encourages high expectations for all
students.
(7) The librarian-teacher models and promotes
collaborative planning:
(a) participates in informal collaborative
curriculum planning with the teaching staff;
(b) collaborates with teaching staff to identify student
information needs;
(c) identifies potential areas of
collaborative opportunities to design authentic learning tasks and informal
assessments.
(8) The librarian-teacher organizes and
manages the library in accordance with established written policies and
procedures:
(a) organizes the library to meet patron
needs;
(b) selects resources that support
instructional priorities as well as recreational and informational needs of the
patrons;
(c) applies collection development techniques
including needs analysis, evaluation, selection, and deselection of resources.
(d) assesses collection annually based on
currency, size and balance;
(e) maintains inventory of library resources;
(f) evaluates and adjusts library program and
services;
(g) promotes effective use of the library and
its services.
(9) The librarian-teacher manages the
educational setting in a manner that promotes positive student behavior, and a
safe and healthy environment:
(a) serves as a model for constructive
behavior patterns;
(b) establishes and states expectations for
student behavior in the library;
(c) makes transitions in instruction
effectively;
(d) prepares and arranges instructional
material in advance for easy student accessibility;
(e) implements a classroom management system
that promotes acceptable and appropriate student behavior;
(f) identifies hazards, assesses risks, and
takes appropriate action.
(10) The librarian-teacher demonstrates a
willingness to examine and implement change, as appropriate:
(a)
seeks professional development opportunities to identify relevant
strategies in education and librarianship to improve the quality of learning;
(b) participates in instructional improvement
and school reform initiatives.
(11) The librarian-teacher works productivity
with colleagues, parents, and community members:
(a) actively promotes collegial relations with
other school personnel;
(b)
invites parents and community to the library;
(c) communicates in a professional manner with
colleagues, parents, and community members.
C. With
the adoption of this rule, the high objective standard of evaluation shall
include the following standards and indicators as part of the evaluation
criteria for level II librarian-teachers.
(1) The librarian-teacher demonstrates
knowledge of the library content area and established curriculum.
(a) enhances and extends established library
curriculum;
(b) gives clear explanations relating to
lesson content and procedure;
(c) communicates accurately in the library
content area;
(d) demonstrates the interrelatedness of
content areas.
(2) The librarian-teacher appropriately
utilizes a variety of teaching methods:
(a) designs appropriate opportunities for
students to work independently, in small groups and in large groups;
(b) selects from a variety of teaching methods
such as demonstrations, lecture, student‑initiated work, group work,
questioning, and independent practice for specific instructional goals and
purposes;
(c) integrates into instruction a variety of
resources such as print and non-print materials, manipulatives, on-line
resources, and technology;
(d) demonstrates understanding and appropriate
application of learning styles, modalities, and intelligence theories;
(e) designs and implements necessary
modifications and adaptations in instruction and library curriculum so that
students with disabilities have access in the least restrictive environment.
(3) The librarian-teacher communicates with
and obtains feedback from students in a manner that enhances student learning
and understanding:
(a) explains, demonstrates, or communicates
the relevance of topics and activities;
(b) consistently communicates to students the
instructional intent, directions or plan;
(c) establishes and states expectations for
student performance;
(d) presents directions and explanations in a
variety of ways to ensure student understanding.
(4) The librarian-teacher effectively utilizes
student assessment techniques and procedures:
(a) communicates with students about their
learning;
(b) selects appropriate strategies for
specific learning outcomes and adjusts instruction using ongoing assessment;
(c) documents observations of student learning
using tools such as anecdotal records, consultations with teachers and/or logs.
(5) The librarian-teacher comprehends the
principles of student growth, development and learning, and applies them
appropriately:
(a) integrates into instruction cognitive
thinking skills such as critical thinking, problem-solving, divergent thinking,
inquiry, and decision-making;
(b) adapts teaching techniques that address
student learning levels, rates, styles and special needs, as well as diverse
interests and backgrounds;
(c) adapts materials and media that address
student learning levels, rates, styles and special needs, as well as diverse
interests and backgrounds.
(6) The librarian-teacher recognizes student
diversity and creates an atmosphere conducive to the promotion of positive
student involvement and self-concept:
(a) acknowledges and validates the ideas,
learning needs, interests, and feelings of students with disabilities, and/or
from culturally and linguistically diverse backgrounds (e.g., Native Americans, Hispanic Americans,
African Americans, Asian Americans, as well as other recent immigrant groups);
(b) demonstrates an awareness of the
influences of context, disability, language and culture on students learning;
(c) designs opportunities for each student to
succeed based on individual learning needs;
(d) designs learning experiences that promote
creativity as well as critical and divergent thinking;
(e) designs opportunities that require and
reinforce student responsibility for their own behavior and learning;
(f) develops students’ self-esteem,
motivation, character, and sense of civic responsibility;
(g) establishes and communicates high
expectations for all students.
(7) The librarian-teacher models and promotes
collaborative planning:
(a) participates in informal or formal collaborative
curriculum planning with teaching staff;
(b) collaborates with teaching staff to
identify student information needs;
(c) promotes collaborative opportunities to
design authentic learning tasks and informal assessments.
(8) The librarian-teacher organizes and
manages the library in accordance with established written policies and
procedures:
(a) adjusts the organization of the library
according to observation of patron needs;
(b) solicits patron input to select resources
that support instructional priorities as well as recreational and informational
needs of patrons;
(c) applies collection development techniques
including needs analysis, evaluation, selection and deselection of resources;
(d) assesses the collection annually based on
currency, size and balance and develops a collection development plan;
(e) conducts regular periodic inventories and
analyzes inventory reports;
(f) seeks input from learning community on
perceived needs for library improvement and adjusts library program and
services accordingly;
(g) develops library awareness through
promotional materials.
(9) The librarian-teacher manages the
educational setting in a manner that promotes positive student behavior, and a
safe and healthy environment:
(a) identifies, explains and models
constructive behavior patterns;
(b) establishes and reinforces expectations
for student behavior in the library;
(c) makes transitions in instruction
effectively;
(d) prepares and arranges instructional
material in advance for easy student accessibility;
(e) implements a classroom management system
that promotes acceptable and appropriate student behavior;
(f) identifies hazards, assesses risks, and
takes appropriate action.
(10) The librarian-teacher demonstrates a
willingness to examine and implement change, as appropriate:
(a) uses professional development
opportunities to identify relevant strategies in education and librarianship to
improve the quality of learning;
(b) contributes to instructional improvement
and school reform initiatives.
(11) The librarian-teacher works productivity
with colleagues, parents, and community members:
(a) collaborates with colleagues;
(b) promotes active roles for parents and
community members in the library;
(c) provides a system for interactive
communication in a professional manner with colleagues, parents, and community
members.
D. With
the adoption of this rule, the high objective standard of evaluation shall
include the following standards and indicators as part of the evaluation
criteria for level III librarian-teachers.
(1) The librarian-teacher demonstrates
knowledge of the library content area and established curriculum.
(a) contributes to the refinement and
development of the library curriculum;
(b) provides clear explanations relating to
lesson content and procedures in multiple ways and is aware of knowledge and
preconceptions that students can bring to the subject;
(c) communicates accurately in the library
content area and creates multiple paths to the subject matter;
(d)
integrates other content areas and the library curriculum.
(2) The librarian-teacher appropriately
utilizes a variety of teaching methods:
(a) engages students in activities designed
for small groups, large groups, and independent work;
(b) demonstrates effective selection and use
of a variety of teaching methods to make information accessible to all
students;
(c) demonstrates effective integration of a
variety of resources into instruction, such as print and non-print materials,
manipulatives, on-line resources, and technology;
(d) designs opportunities for students to
apply, practice, and demonstrate knowledge and skills based on learning
modalities, style preferences and intelligences;
(e) engages with colleagues to implement
necessary modifications and adaptations in instruction and library curriculum
so that students with disabilities have access in the least restrictive
environment.
(3) The librarian-teacher communicates with
and obtains feedback from students in a manner that enhances student learning
and understanding:
(a) engages students in explaining or
demonstrating the relevance of topics and activities;
(b) engages students in instructional
directions and plans using techniques such as query, survey, or instructional
choice;
(c) establishes and states expectations for
student performance;
(d) presents directions and explanations in a
variety of ways to ensure student understanding.
(4) The librarian-teacher effectively utilizes
student assessment techniques and procedures:
(a) involves students in the analysis and
evaluation of their learning;
(b) designs appropriate strategies for
specific learning outcomes and adjusts instruction using ongoing assessment;
(c) documents observations of student learning
using tools such as anecdotal records, consultations with teachers and/or logs.
(5) The librarian-teacher comprehends the
principles of student growth, development and learning, and applies them
appropriately:
(a) consistently integrates into instruction
cognitive thinking skills such as critical thinking, problem-solving, divergent
thinking, inquiry, and decision-making;
(b) integrates into instruction the most
effective techniques that address student learning levels, rates, styles and
special needs, as well as diverse interests and backgrounds;
(c) integrates into instruction materials and
media that address student learning levels, rates, styles and special needs, as
well as diverse interests and backgrounds.
(6) The librarian-teacher recognizes student
diversity and creates an atmosphere conducive to the promotion of positive
student involvement and self-concept:
(a) acknowledges and integrates the ideas,
learning needs, interests, and feelings of students with disabilities, and/or
from culturally and linguistically diverse backgrounds (e.g.,
Native Americans, Hispanic Americans, African Americans, Asian Americans, as
well as other recent immigrant groups);
(b) creates an environment that encourages the
awareness of the influences of context, disability, language, and culture on
student learning;
(c) provides accommodations and interventions
that allow each student to succeed based on individual learning needs;
(d) engages students in learning experiences
that promote creativity as well as critical and divergent thinking;
(e) designs opportunities that require and
reinforce student responsibility for their behavior and learning;
(f) fosters the development of respect for
individual, cultural, linguistic, ability, and religious differences;
(g) assists students in setting high standards
for their performance.
(7) The librarian-teacher models and promotes
collaborative planning:
(a) participates in formal collaborative
curriculum planning with the teaching staff;
(b) collaborates with the teaching staff to
identify student information needs;
(c) collaborates in designing authentic
learning tasks and informal assessments.
(8) The librarian-teacher organizes and
manages the library in accordance with established written policies and
procedures:
(a) plans for long-range improvements of
library organization based on evaluation of patron needs, using indicators such
as usage patterns, traffic flow and circulation;
(b) forms and leads library advisory committee
to assist in the selection of resources that support instructional priorities
as well as recreational and informational needs of patrons;
(c) applies collection development techniques
including needs analysis, evaluation, selection and deselection of resources;
(d) assesses the collection annually based on
currency, size and balance and develops a long-range collection development
plan;
(e) uses analysis of inventory reports as a
component of collection development;
(f) responds effectively to learning community
needs for library program and services;
(g) analyzes and revises promotional materials
for effectiveness and currency.
(9) The librarian-teacher manages the
educational setting in a manner that promotes positive student behavior, and a
safe and healthy environment:
(a) integrates the teaching of constructive,
pro-social behaviors into regular instruction;
(b) engages students in establishing
expectations for building a learning community in the library;
(c) makes transitions in instruction effectively;
(d) prepares and arranges instructional
material in advance for easy student accessibility;
(e) implements a classroom management system
that promotes acceptable and appropriate student behavior;
(f) identifies hazards, assesses risks, and
takes appropriate action.
(10) The librarian-teacher demonstrates a
willingness to examine and implement change, as appropriate:
(a) contributes to the professional community
by sharing relevant strategies in education and librarianship;
(b) assumes a leadership role in the study and
implementation of instructional improvement and school reform initiatives.
(11) The librarian-teacher works productivity
with colleagues, parents, and community members:
(a) serves as a role model for collaborative
working relations across the profession;
(b) promotes active roles for parents and
community members in the library;
(c) provides a system for interactive communication
in a professional manner with colleagues, parents, and community members.
E. A
school district may select and/or develop additional standards and indicators
determined appropriate by the local school district to complete the local
librarian-teacher performance evaluation system.
F. Each
school district shall provide training in evaluation of performance, program
observation techniques, conference skills, and growth planning to all
librarian-teacher and personnel assigned performance evaluation duties.
G. Librarian-teacher
whose leadership roles are primarily outside of the library will be evaluated
on their ability to lead other librarian-teachers in meeting the competencies
and indicators in their level of licensure.
[6.69.5.11 NMAC - N, 10/17/05]
HISTORY
OF 6.69.5 NMAC:
HISTORY
OF REPEALED MATERIAL:
6.69.3.10
NMAC, Evaluation of Library/Media Specialist Performance, Filed 6/01/01 -
Repealed 10/17/05
