Mansfield University Competency Checklist
for School Librarians

Standard 1 - Teaching for Learning

Candidates are effective teachers who demonstrate knowledge of learners and learning and who model and promote collaborative planning, instruction in multiple literacies, and inquiry-based learning, enabling members of the learning community to become effective users and creators of ideas and information. Candidates design and implement instruction that engages students' interests and develops their ability to inquire, think critically, gain and share knowledge.

Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning.

Candidates assess learner needs and design instruction that reflects educational best practice.

Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs.

Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement.

PDE Alignment to AASL Standard 1.1

PDE I, IA and IC (Knowing the Content); II, IIA, IID; and IIE (Performances)

Element 1.2 - Effective and Knowledgeable Teacher

Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning.

Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators.

Candidates can document and communicate the impact of collaborative instruction on student achievement.

PDE Alignment to AASL Standard 1.2

PDE I, IA and IC (Knowing the Content); II, IIA, IID and IIE (Performances)

Element 1.3 - Instructional Partner

Candidates Model, share, and promote effective principles of teaching and learning as collaborative partners with other educators.

Candidates acknowledge the importance of participating in curriculum development, of engaging in school improvement processes, and of offering professional development to other educators as it relates to library and information use.

PDE Alignment to AASL Standard 1.3

PDE III, IIIC (Professionalism) and II, IIB (Performances)

Element 1.4 - Integration of twenty-first century skills and learning standards

Candidates advocate for twenty-first century literacy skills to support the learning needs of the school community.

Candidates demonstrate how to collaborate with teachers to plan and implement instruction of AASL Standards for 21st-Century Learners and state student curriculum standards.

Candidates employ strategies to integrate multiple literacies with content curriculum.

Candidates integrate the use of emerging technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative processes.

PDE Alignment to AASL Standard 1.4

PDE I, IA (Knowing the Content) and III, IIIC (Professionalism)

Standard 2 - Literacy and Reading

Candidates promote reading for learning, personal growth, and enjoyment. Candidates are aware of major trends in children's and young adult literature and select reading materials in multiple formats to support reading for information, reading for pleasure, and reading for lifelong learning. Candidates use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers.

Element 2.1 - Literature

Candidates are familiar with a wide range of children's, young adult, and professional literature in multiple formats and languages to support reading for information, reading for pleasure, and reading for lifelong learning.

PDE Alignment to AASL Standard 2.1

PDE I, IC and IE (Knowing the Content)

Element 2.2 - Reading Promotion

Candidates use a variety of strategies to promote leisure reading and model personal enjoyment of reading in order to promote habits of creative expression and lifelong reading.

PDE Alignment to AASL Standard 2.2

PDE I, IC and IE (Knowing the Content)

Element 2.3 - Respect for Diversity

Candidates demonstrate the ability to develop a collection of reading and information materials in print and digital formats that support the diverse developmental, cultural, social, and linguistic needs of P-12 students and their communities.

PDE Alignment to AASL Standard 2.3

PDE I, IC and IE (Knowing the Content)

Element 2.4 - Literacy Strategies

Candidates collaborate with classroom teachers to reinforce a wide variety of reading instructional strategies to ensure P-12 students are able to create meaning from text.

PDE Alignment to AASL Standard 2.4

PDE I, IC and IE (Knowing the Content) and III, IIIC (Professionalism)

Standard 3 - Information and Knowledge

Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice.

Element 3.1 - Efficient and Ethical Information-Seeking Behavior

Candidates identify and provide support for diverse student information needs.

Candidates model multiple strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for specific purposes.

Candidates collaborate with students, other teachers, and administrators to efficiently access, interpret, and communicate information.

PDE Alignment to AASL Standard 3.1

PDE I, IC and IE (Knowing the Content) and III, IIIB, and IIIC (Professionalism)

Element 3.2 - Access to Information

Candidates support flexible, open access for library services.

Candidates demonstrate their ability to develop solutions for addressing physical, social and intellectual barriers to equitable access to resources and services.

Candidates facilitate access to information in print, non-print, and digital formats.

Candidates model and communicate the legal and ethical codes of the profession.

PDE Alignment to AASL Standard 3.2

PDE I, IC and ID (Knowing the Content) and III, IIIB (Professionalism)

Element 3.3 - Information Technology

Candidates demonstrate their ability to design and adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources.

Candidates model and facilitate the effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research, learning, creating, and communicating in a digital society.

PDE Alignment to AASL Standard 3.3

PDE I, IB, IC and ID (Knowing the Content) and II, IIA, IIB (Performance)

Element 3.4 - Research and Knowledge Creation

Candidates use evidence-based, action research to collect data.

Candidates interpret and use data to create and share new knowledge to improve practice in school libraries.

PDE Alignment to AASL Standard 3.4

PDE I, IB, IC and ID (Knowing the Content); II, IIA, IIB (Performance); and III, IIA, IIIC, and IIID (Professionalism)

Standard 4 - Advocacy and Leadership

Candidates advocate for dynamic school library programs and positive learning environments that focus on student learning and achievement by collaborating and connecting with teachers, administrators, librarians, and the community. Candidates are committed to continuous learning and professional growth and lead professional development activities for other educators. Candidates provide leadership by articulating ways in which school libraries contribute to student achievement.

Element 4.1 - Networking with the Library Community

Candidates demonstrate the ability to establish connections with other libraries and to strengthen cooperation among library colleagues for resource sharing, networking, and facilitating access to information.

Candidates participate and collaborate as members of a social and intellectual network of learners.

PDE Alignment to AASL Standard 4.1

PDE III, IIIA, IIIC, and IIID (Professionalism)

Element 4.2 - Professional Development

Candidates model a strong commitment to the profession by participating in professional growth and leadership opportunities through membership in library associations, attendance at professional conferences, reading professional publications, and exploring Internet resources.

Candidates plan for ongoing professional growth.

PDE Alignment to AASL Standard 4.2

PDE III, IIIA, IIIC, and IIID (Professionalism)

Element 4.3 - Leadership

Candidates are able to articulate the role and relationship of the school library program's impact on student academic achievement within the context of current educational initiatives.

Utilizing evidence-based practice and information from education and library research, candidates communicate ways in which the library program can enhance school improvement efforts.

PDE Alignment to AASL Standard 4.3

PDE III, IIIA, IIIC, and IIID (Professionalism)

Element 4.4 - Advocacy

Candidates identify stakeholders within and outside the school community who impact the school library program.

Candidates develop a plan to advocate for school library and information programs, resources, and services.

PDE Alignment to AASL Standard 4.4

PDE III, IIIA, IIIC, and IIID (Professionalism)

Standard 5 - Program Management and Administration

Candidates plan, develop, implement, and evaluate school library programs, resources, and services in support of the mission of the library program within the school according to the ethics and principles of library science, education, management, and administration.

Element 5.1 - Collections

Candidates evaluate and select print, non-print, and digital resources using professional selection tools and evaluation criteria to develop and manage a quality collection designed to meet the diverse curricular, personal, and professional needs of students, teachers, and administrators.

Candidates organize school library collections according to current library cataloging and classification principles and standards.

PDE Alignment to AASL Standard 5.1

PDE I, IC and ID (Knowing the Content)

Element 5.2 - Professional Ethics

Candidates practice the ethical principles of their profession, advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibility.

Candidates educate the school community on the ethical use of information and ideas.

PDE Alignment to AASL Standard 5.2

PDE III and IIIB (Professionalism)

Element 5.3 - Personnel, Funding, and Facilities

Candidates apply best practices related to planning, budgeting, and evaluating human, information, and physical resources.

Candidates organize library facilities to enhance the use of information resources and services and to ensure equitable access to all resources for all users.

Candidates develop, implement, and evaluate policies and procedures that support teaching and learning in school libraries.

PDE Alignment to AASL Standard 5.3

PDE I, IC and ID (Knowing the Content)

Element 5.4 - Strategic Planning and Assessment

Candidates communicate and collaborate with students, teachers, administrators, and community members to develop a library program that aligns resources, services, and standards with the school's mission.

Candidates make effective use of data and information to assess how the library program addresses the needs of their diverse communities.

PDE Alignment to AASL Standard 5.4

PDE III, IIIA, IIIC, and IIID (Professionalism)