20 percent or more of individual teachers”
(CDE, 2011, p. 33) and deliver instruction
for at least 20 hours per week.
The MSLS “School Library Standards for
Students” closely support the CCSS ELA,
as evidenced by a document issued by the
CDE’s 2012 document entitled “Examples
of Model School Library Standards for Cal-
ifornia Public Schools Supporting Common
Core State Standards (CCSS) for English
Language Arts & Literacy in History/Social
Studies, Science, and Technical Subjects.”
Additionally, the 2014 English Language
Arts/English Language Development
Framework for California Public Schools
(ELA Framework) specifically addresses
the role of libraries and teacher librarians in
Chapter 11:
Given the demands for independent read-
ing and reading across the range of literary
and informational texts in the CA CCSS
for ELA/Literacy and the CA ELD Stan-
dards, library professionals are more impor-
tant than ever to the success of students in
achieving the standards. Teacher librarians
have key responsibilities for building library
collections that accomplish the following:
• Nurture students’ love of literature and
pursuit of knowledge.
• Support instruction in all content areas.
• Reflect the languages spoken by students
and their families and those taught in bilit-
eracy programs.
• Represent and connect with the cultures
and interests of all students and their fami-
lies in positive and relevant ways.
• Build students’ technological and critical
competencies.
Teacher librarians are also key collabo-
rators with classroom teachers on research
projects and other inquiry-based learning.
In addition, they coordinate with classroom
teachers and other specialists to address the
MSLS in classroom and library instruc-
tion. Critically important for 21st century
learners, students need to acquire informa-
tion literacy skills in conjunction with their
instruction in ELA, ELD, and disciplinary
literacy (CDE, 2015a, p. 996).
Implications
Each of the administrators I interviewed
for my study agreed that embedded instruc-
coaches, curriculum specialists, or teachers
on special assignment. Administrators can
review the CCTC’s 2017 edition of The Ad-
ministrator’s Assignment Manual and the
MSLS for guidance in staffing the teacher
librarian position.
References
In 2010 the California
State Board of Education
adopted the Model School
Library Standards for
California Public Schools,
which provides guidance
for the library services
that should be delivered
to students as specified in
California Education Code
18100 and 18101.”
tional support provided by site-based teacher
leaders is the best form of professional learn-
ing and value being able to provide this type
of support to their teachers. Given that 51%
of California students did not meet the stan-
dards on the 2015–2016 Smarter Balanced
Summative Assessment for English Lan-
guage Arts/Literacy (CDE, 2016), school
leaders will need to continue their efforts
to provide strong instructional leadership
in this area. As districts forge ahead, ad-
ministrators should carefully consider the
needs of their schools when choosing sup-
port personnel. If the priority is to improve
student achievement in ELA or student
literacy across all subject areas, a creden-
tialed teacher librarian might be the best
choice considering that he or she is a certi-
fied expert in collaborating with teachers
to integrate 21st century skills, multiple lit-
eracies, and technology into the curriculum.
Fully utilizing a teacher librarian to provide
embedded professional learning in ELA
may also eliminate the need for districts to
employ additional support personnel such
as part- or full-time ELA instructional
Achterman, D. (2008). Haves, halves,
and have-nots: School libraries and student
achievement in California (Doctoral disser-
tation). Retrieved from ProQuest Disserta-
tions & Theses Global database. (Order No.
3376017).
California Commission on Teacher Cre-
dentialing. (2014). Teacher librarian services
credential. Retrieved from http://www.ctc.
ca.gov/credentials/leaflets/cl562.pdf.
California Commission on Teacher Cre-
dentialing. (2015). Teacher librarian services
credential and special class authorization in
information and digital literacy program
standards. Sacramento, CA: California
Commission on Teacher Credentialing.
Retrieved from http://www.ctc.ca.gov/ed-
ucator-prep/standards/Teacher-Librarian-
Service-Credential.pdf.
California Commission on Teacher Cre-
dentialing. (2017). The administrator’s assign-
ment manual. Retrieved from http://www.
ctc.ca.gov/credentials/manuals-handbooks/
Administrator-Assignment-Manual.pdf.
California Department of Education.
(2011). Model school library standards for
California public schools: Kindergarten
through grade twelve. Sacramento, CA:
California Depatrment of Education. Re-
trieved from http://www.cde.ca.gov/be/st/
ss/documents/librarystandards.pdf.
California Department of Education.
(2012). Greatness by design: Supporting
outstanding teaching to sustain a Golden
State. Retrieved from https://www.cde.
ca.gov/nr/ne/yr12/yr12rel81.asp.
California Department of Education.
(2013). California Common Core State
Standards: English language arts & literacy
in history/social studies, science, and tech-
nical subjects. Sacramento, CA: California
Department of Education. Retrieved from
http://www.cde.ca.gov/be/st/ss/documents/
finalelaccssstandards.pdf.
California Department of Education.
January | February 2019
23