‘AITSL Standards Forum’ Day 6 – Standard 5.5

Welcome to Day 6 of the online forum. Today we are asking participants to focus on AITSL Standard 5.5

AITSL Standard 5.5

Image: AITSL Standards

Using the above information and the AITSL Standards: teacher librarian practice document (available from the ALIA Schools website or Google Drive), please reflect on how the teacher librarian can meet that part of the Standard.

The next step is to comment or provide feedback. We are keen to learn how teacher librarians gather their evidence and how the Standards are used at your school.

To post a comment, scroll down to the bottom of the page and type your response into the box underneath ‘Leave a Reply’, then click the ‘Post Comment’ button that will appear after you start typing in the box. Sometimes comments will not automatically appear as a moderator needs to approve the first comment for each new respondent. Our moderator will check in throughout the day to approve comments.

We look forward to your active participation as we gain a nationwide perspective on how the Standards are being used in our schools.


7 thoughts on “‘AITSL Standards Forum’ Day 6 – Standard 5.5

  1. As a teacher, I believe I demonstrate this standard through the assessment and reporting procedures at my school i.e. maintaining accurate assessment records of my students, talking to parents at Parent/Teacher Conferences, writing reports, being part of the report proofreading team to ensure a consistent standard is met. As a teacher librarian, I struggle a bit to come up with and produce EVIDENCE which explicitly demonstrates this standard. In terms of keeping records of student achievements, I do keep a list of information literacy classes that I run – this document in effect provides an overview when and where specific skills are covered from Year 7 to 12. I would love to see some examples and or ideas from other teacher librarians.

    -All Year 7 classes come in to the library for a reading session once a fortnight. Towards the end of the session, they reflect on what they have read in their reading journals. As a teacher librarian, I provide students with feedback and comments. Year 7 English teachers show these journals to parents during parent teacher interviews and refer to them when they are writing students’ reports.
    -We also invite students to write book reviews and publish these in the school newsletter and library blog.
    -We display students’ work from a range of subject areas on the noticeboards in and around the library. The students’ art work in the library foyer is great. So many students have found it inspiring!

  3. Our use of the LMS to set, mark online and generate reporting comments helps to maintain data regarding students achievement. This is for formative as well as summative assessment so can include small tasks, different methods of presentation. We also record data which is available only to the teacher providing background information on student ability and attitude to each task.
    In the reporting process we have sections for Habits of Mind and strategies for improvement based on this data. This report data is tracked across all semesters and years at the College so trends are available for each student.

  4. As a current Library and Information Sciences Masters student I’m not as familiar as I’d like to be with the Standards, but this makes a great deal of sense to me. It seems as if this particular Standard reflects many of the qualities I would personally attribute to a successful and driven teacher librarian. I wholeheartedly agree with the notion that a particularly strong emphasis should be placed on the construction and evaluation of reporting and accountability mechanisms, if only to provide a means to establishing common ground (or ‘bridge the gap’) between parents, students and faculty members.

  5. Evidence
    I have conducted Literacy Circles/ book clubs with groups of about six students per group. The students have each chosen a designated role such as “Discussion Director”, “Character Composer” or “Vocabulary Enricher” for our discussions. In their roles, students have participated in discussions about their stories. As they have done so, I have taken notes about the comprehension levels of the students. I have communicated these qualitative results to the students’ classroom teachers (in addition to providing the teachers with literacy and information skill records of their students).

  6. This is probably the one area that I struggle with most in my role. I report on over 500 students from prep to year 6 , I see the students for 40 minutes per week all year. So I suppose I focus on the assessment tasks for evidence for the comments that are provided to parents via the written reports. I also think I use the student reflections on their terms work as a valuable source of information to help when writing reports. We document student tasks using a rating system eg allocating to each task a scoring system to determine high, middle and low achievement of a skill. I also need to take into account all the students on Individual learning plans as many of these have learning needs. With over 500 students and the other library teacher has the other 500 it becomes a task that you could spend all your time on , but there are a lot of other things that have to also be done in your role as teacher librarian

  7. I agree with Anne, this standard can be a tricky one because it probably is the one that has the most limited opportunities. At my current school I have had more impact with assessment through co teaching with several Year 7 teachers in the areas of History, Geography and Science. I have been able to provide input on the various assignments which in turn has impacted on providing feedback on the assessment criteria. Whilst I don’t get the chance to mark the finished product, I have been able to give suggestions on how to mark the data chart and the bibliography. It is always a work in progress!

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