604 wds

(Note to Peer Reviewers: References Fig.1 etc refer to artifacts embedded in the portfolio)
STANDARD 1. KNOW STUDENTS HOW THE LEARN
1.2/1.5
Leadership Expert Teacher
As both an education and information leader the exemplary teacher librarian undertakes an active role
in curriculum design, support and implementation and is responsive to the diverse characteristics, needs
and strengths of learners within their school community. The skilled teacher librarian applies expert
knowledge and models a range of flexible and effective teaching strategies in the design and execution
of differentiated learning relevant to students from a wide variety of abilities and backgrounds (ASLA,
2014). Effectively embracing a variety of learning models and teaching principles to achieve the best
outcomes for all students the highly accomplished teacher librarian exhibits exemplary teaching and
leadership skills (Klinger, Lee, Stephenson, Deluca and Luu, 2009; New York State Department of
Education, 2012). Operating with and sharing expert knowledge of teaching strategies and learning
styles the skilled teacher librarian leads teachers to understand the needs of contemporary students
(ASLA, 2001). Further, the expert teacher librarian collaborates on long-term program planning across
grade levels to provide for specific learning needs and build teacher capacity (ASLA, 2014; New York
State Department of Education, 2012).

In evidence of valuing expertise in teaching practice the teacher librarian at Site 1 is seen as a leader in
both the shaping and implementation of the whole school pedagogical framework. Hay (2006) asserts
that one of the hallmarks of an effective school library program is the contribution made by the library
to the learning needs of students through policies and programs that reflect the philosophies and shared
vision of the school. At Site 1 the whole school curriculum framework (Fig.1) is collaboratively planned
by the teacher librarian and Head of Curriculum, and encompasses core values in learning
understandings such as differentiation; brain based learning and blended learning models. In school
libraries that are considered exemplary, teacher-librarians who are viewed as leaders in curriculum can
be active agents of change and transformation (Klinger et al., 2009; Oberg, 2002), and as such Site 1
respects and utilises the teacher librarians knowledge in learning theory and teaching practice. This
expertise in how students build knowledge and learn deeply (Todd, 2010. p.32) is further evidenced in
the leadership role the teacher librarian at Site 1 provides to teachers, students and the school
community in blended learning approaches. At Site 1 the teacher librarian shares learning philosophies
on the library blog and twitter feed; and integrates learning models, such Blooms Taxonomy, Zone of
Proximal Development, Fixed/Growth Mindset and the SAMR model (Fig. 2), into unit tasks and library
lesson delivery. As part of her forward planning the teacher librarian is working with the Head of
Curriculum to embed the SAMR learning model explicitly into unit planning documents later this year. In
addition to her school based leadership role the teacher librarian at Site 1 is a leader within her regional
cluster, providing professional development on learning theory and practice and in building teacher
capacity to cater for diverse learners.

If I were to come to power at this site I would continue to advocate for a lead role in the planning and
support of the whole school pedagogy within the library program. I would achieve this by continuing to
be involved in curriculum planning and would be active in school curriculum committees (ASLA, 2001). I
would maintain the existing focus of working with teachers to plan and implement units of works
aligned with school goals and that are grounded in effective teaching practice (New York State
Department of Education, 2012). In recognition of the importance of being an information learning
specialist and curriculum partner-leader (Todd, 2010, p.32) I would strive to remain current in
educational research and learning theory through active participation in professional development,
teacher librarian networks such as OZTL, and through personal learning. As an experienced lead teacher
I would continue to provide professional development sessions to share teaching knowledge and
practice that supports the learning goals of the school.

Hi Michelle, and thanks for the prompt posting. I have a few suggestions that might be helpful
- you forgot a y in the heading
- I looked at page 17 of the learning hubs handbook, and noticed that it recommends/lists
leadership in relation to standards 3, 6 & 7. While leadership is important for all standards, and
we can be flexible with which we link where, you might consider leadership of curriculum as
more closely aligned to standard 3, planning and implementing effective teaching and learning.
- standard 1.1 with a flexible repertoire in response to diverse needs and 1.5, dont mention
working with others which would definitely be leadership, but 1.3 does. We were told that we
didnt have to write to the focus area level but I would be careful about what the strongest links
are in a standard about students and how they learn.
- The second paragraph has strong elements of curriculum and pedagogy that I wonder might
be teased out for standard 2.1 with knowing content and teaching strategies, while supporting
colleagues.
- the third paragraph considers curriculum planning and leadership, and talks more about
teachers than the students so I wonder if (again according to page 17 of the learning hubs
handbook)if that would be more closely aligned with standard 3.2 & 3.3?

- the 4 areas to consider over the portfolio, are information literacy and ict literacy, promotion of
reading, collection management and leadership - it might be clearer if you linked knowledge of
students, standard 1, to promotion of reading and info. literacy and ICT literacy.
- your quote choices to support statements are effective and well chosen.
- When I read your topic sentences aloud, I want to put commas in where I take a tiny breath, to
break up the sentence clauses.
- you thoroughly link your arguments to scholarly best practice and make strong connections to
what your site teacher-librarian does.
- I think you mean units of work, not works in the last paragraph.