Standard 5:
ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING.
The ASLA Evidence guide for Teacher Librarians in the Highly Accomplished Career stage states that:
"Highly accomplished teacher librarians play a key role in the development and implementation of appropriate assessment tools across the school. They have particular responsibility for specific areas of expertise; such as inquiry learning and digital literacy, and employ a wide range of methods of formal/informal and formative/summative assessment. They identify digital information literacy issues across the curriculum and take responsibility for a coordinated, whole school approach to assessing those outcomes, using a wide range of assessment strategies."
Information literacy & ICT literacy
In the areas of information literacy and ICT literacy, the highly accomplished TL has the responsibility for the carefully considered development, delivery and assessment of informative programs (IFLA) which enable student learning in: research, referencing, on-line interaction, and digital literacies, including the provision of opportunities for students as creators of coding, and STEAM (Horizon 2016). The highly accomplished TL will also proactively collaborate with teaching colleagues to ensure that teaching programs that use appropriate and relevant use of ICT's and information resources (ASLA: 2014). It is expected that the highly accomplished TL constantly monitor and assess student learning through a range of assessment procedures including summative and formative assessment processes, and through the purposeful consideration and interpretation of school NAPLAN results. This student data interpretation enables judgements on student learning to further inform learning and teaching directives, and report on student achievement.
The TL at site 2 operates primarily in a library managerial level, and as such has minimal contact with the teaching/learning process within the school community.
When I come to power, I would initiate a collaborative learning community, informing teaching colleagues of my intention and abilities to assist both staff and students through the development and delivery of ICT literacy programs built specifically around their subject materials and assessment tasks. I would aim to provide students from all subject areas, specific and explicit library-use lessons with emphasis on researching and referencing. I would also seek out teaching opportunities with subject areas that require students to use digital platforms, to further inform and assist teaching staff. This would be achieved by advertising my skill set, asking teaching staff to provide me with assessment tasks, and through relaxed ongoing collegial communication to further inform and fill needs or gaps in curriculum resourcing.
Promotion of reading/literacy
The highly accomplished teacher librarian is at heart deeply motivated to promote reading and literacy in the school setting. They have a keen awareness of the requirements of library patrons. This understanding is derived through the interpretation of student data found in student assessment information obtained through the MySchool website (pertaining to the particular school setting) which contains NAPLAN results, through school NAPLAN records, through consultation with teaching staff about student understanding and curricula needs, and through informal conversation with students. Library purchases are thus thoroughly informed and directed to provide rich literary experiences and support curricula requirements for a specific school community.
The TL at site 2 relies upon borrowing statistics, tracking borrowing trends to assess for future library acquisitions. She also uses informal conversation with teaching staff to drive curricula purchases for specific subject matter.
When I come to power, I would further inform acquisitions through close scrutiny of Literacy results in recent NAPLAN tests, and use direct student feedback to direct purchases. I plan to use processes such as student book recommendations to peers (via a notice board or slips in books), a student/staff suggestion box (students are encouraged to provide resource recommendations) and staff curricula needs to further inform purchases.
Through the interpretation of student data in ongoing NAPLAN results I plan to track student literacy rates to make informed judgements about the needs of specific student groups, to drive future acquisitions.
Activities to encourage extended reading such as reading challenges, website based reading blogs, book displays and book week displays all serve to further promote the library, the staff and the resources within.
Leadership
The excellent teacher librarian actively engages in school leadership and participates in key committees; promotes and nurtures a whole school focus on information literacy policy and implementation; builds and fosters collaborative teams within school and professional communities; and provides effective and transformational leadership to school library and information services staff (ASLA: 2014).
It is within the leadership role that a TL has the capacity to work collaboratively with staff, to assess student learning, provide feedback to students on their learning, make consistent and comparable judgements, interpret student data and report on student achievement. Through collaboration with staff members, the TL is in an excellent position to provide staff with up-to-date resources to enable effective assessment tasks whereby student learning can be assessed. (AITSL: 2013)
The highly accomplished TL is also in a position to be able to provide feedback to the principal on data provided by recent NAPLAN results and present this to the staff body in such a way that staff are empowered to structure further teaching specifically around the needs of the student body.
The TL at site 2 may refer to NAPLAN results to inform resource acquisition, however she is not in the role of collating this data to present to the staff body or the principal.
When I come to power, I will endeavour to seek out opportunities for collaboration with staff, to assist with the formulation of Inquiry Learning (IL) structured programs, demonstrating the use of IL rubrics to assess and provide feedback on student learning. This information can then be utilised in the collation of student outcomes for reporting and in the development of future IL teaching/learning programs. I will proactively attend Key Learning Area staff meetings to be informed about ongoing departmental issues, particularly in the areas of assessment, marking and reporting.
I will also use NAPLAN results to inform library acquisitions, and provide up-to-date information to the principal on student literacy levels, particularly when these levels are improving as a result of a healthy, well resourced library. I will proactively seek out opportunities to promote the library and its effectiveness in the development of higher literacy levels in the student cohort.
"Highly accomplished teacher librarians play a key role in the development and implementation of appropriate assessment tools across the school. They have particular responsibility for specific areas of expertise; such as inquiry learning and digital literacy, and employ a wide range of methods of formal/informal and formative/summative assessment. They identify digital information literacy issues across the curriculum and take responsibility for a coordinated, whole school approach to assessing those outcomes, using a wide range of assessment strategies."
Information literacy & ICT literacy
In the areas of information literacy and ICT literacy, the highly accomplished TL has the responsibility for the carefully considered development, delivery and assessment of informative programs (IFLA) which enable student learning in: research, referencing, on-line interaction, and digital literacies, including the provision of opportunities for students as creators of coding, and STEAM (Horizon 2016). The highly accomplished TL will also proactively collaborate with teaching colleagues to ensure that teaching programs that use appropriate and relevant use of ICT's and information resources (ASLA: 2014). It is expected that the highly accomplished TL constantly monitor and assess student learning through a range of assessment procedures including summative and formative assessment processes, and through the purposeful consideration and interpretation of school NAPLAN results. This student data interpretation enables judgements on student learning to further inform learning and teaching directives, and report on student achievement.
The TL at site 2 operates primarily in a library managerial level, and as such has minimal contact with the teaching/learning process within the school community.
When I come to power, I would initiate a collaborative learning community, informing teaching colleagues of my intention and abilities to assist both staff and students through the development and delivery of ICT literacy programs built specifically around their subject materials and assessment tasks. I would aim to provide students from all subject areas, specific and explicit library-use lessons with emphasis on researching and referencing. I would also seek out teaching opportunities with subject areas that require students to use digital platforms, to further inform and assist teaching staff. This would be achieved by advertising my skill set, asking teaching staff to provide me with assessment tasks, and through relaxed ongoing collegial communication to further inform and fill needs or gaps in curriculum resourcing.
Promotion of reading/literacy
The highly accomplished teacher librarian is at heart deeply motivated to promote reading and literacy in the school setting. They have a keen awareness of the requirements of library patrons. This understanding is derived through the interpretation of student data found in student assessment information obtained through the MySchool website (pertaining to the particular school setting) which contains NAPLAN results, through school NAPLAN records, through consultation with teaching staff about student understanding and curricula needs, and through informal conversation with students. Library purchases are thus thoroughly informed and directed to provide rich literary experiences and support curricula requirements for a specific school community.
The TL at site 2 relies upon borrowing statistics, tracking borrowing trends to assess for future library acquisitions. She also uses informal conversation with teaching staff to drive curricula purchases for specific subject matter.
When I come to power, I would further inform acquisitions through close scrutiny of Literacy results in recent NAPLAN tests, and use direct student feedback to direct purchases. I plan to use processes such as student book recommendations to peers (via a notice board or slips in books), a student/staff suggestion box (students are encouraged to provide resource recommendations) and staff curricula needs to further inform purchases.
Through the interpretation of student data in ongoing NAPLAN results I plan to track student literacy rates to make informed judgements about the needs of specific student groups, to drive future acquisitions.
Activities to encourage extended reading such as reading challenges, website based reading blogs, book displays and book week displays all serve to further promote the library, the staff and the resources within.
Leadership
The excellent teacher librarian actively engages in school leadership and participates in key committees; promotes and nurtures a whole school focus on information literacy policy and implementation; builds and fosters collaborative teams within school and professional communities; and provides effective and transformational leadership to school library and information services staff (ASLA: 2014).
It is within the leadership role that a TL has the capacity to work collaboratively with staff, to assess student learning, provide feedback to students on their learning, make consistent and comparable judgements, interpret student data and report on student achievement. Through collaboration with staff members, the TL is in an excellent position to provide staff with up-to-date resources to enable effective assessment tasks whereby student learning can be assessed. (AITSL: 2013)
The highly accomplished TL is also in a position to be able to provide feedback to the principal on data provided by recent NAPLAN results and present this to the staff body in such a way that staff are empowered to structure further teaching specifically around the needs of the student body.
The TL at site 2 may refer to NAPLAN results to inform resource acquisition, however she is not in the role of collating this data to present to the staff body or the principal.
When I come to power, I will endeavour to seek out opportunities for collaboration with staff, to assist with the formulation of Inquiry Learning (IL) structured programs, demonstrating the use of IL rubrics to assess and provide feedback on student learning. This information can then be utilised in the collation of student outcomes for reporting and in the development of future IL teaching/learning programs. I will proactively attend Key Learning Area staff meetings to be informed about ongoing departmental issues, particularly in the areas of assessment, marking and reporting.
I will also use NAPLAN results to inform library acquisitions, and provide up-to-date information to the principal on student literacy levels, particularly when these levels are improving as a result of a healthy, well resourced library. I will proactively seek out opportunities to promote the library and its effectiveness in the development of higher literacy levels in the student cohort.
