Texas Register
(30 TexReg 1729).
This section establishes standards for school library programs, whose general
purpose is to improve school library programs in Texas and their services
to students and the community. The standards are a professional tool for objective
assessment based on recognized measures of performance, and are based on research
that shows a correlation between school library resources and services and
greater student achievement.
One lengthy comment was received from a school librarian in Carrollton,
Texas. This commenter did not address the text of the actual rule, but made
numerous remarks and raised multiple questions regarding the sections of the
standards that are included by reference in the rule.
There were 4 general comments on the standards. The agency made a general
response to these and then addressed each of the four individually.
General Response: Most of the comments question the requirements necessary
for a library to achieve "Exemplary" status. It should be noted that to achieve
this status, the standards call for certain levels of staffing and resources.
For even the smallest school at the exemplary level, the standards require
a minimum of one and one-half certified librarians and one and one-half paraprofessional
staff members. By definition, a one-person library will not have a sufficient
level of staffing to meet the "Exemplary" status.
Comment 1: The "Example of an Annual Summary or Evaluation Report for the
School Library Program" contains six standards under the category "Evaluation
of Library Program Strategies for Librarians." This indicates the standards
will be used to evaluate librarians and it is important to include in these
standards only factors over which librarians have control. The factors are
important to consider in evaluating a library program but the document needs
to distinguish clearly between factors over which a librarian has control.
Response: The agency responds that this Summary is not part of the standards,
but is part of the supplemental materials available for use by librarians.
This is not an evaluation tool for the librarian, but rather the library program.
Librarians will use the standards for planning and goal setting, as stated
in the introduction, and provide a measure to demonstrate to school administrators
what constitutes a good program. The librarian carries out the program, but
the standards are used to evaluate the program, not the librarian. For example,
if the school library had several staff the standards are used to evaluate
the program, not individual staff, or the staff as a whole.
Comment 2: Librarians have little control over their membership on campus
and district level committees. The standards seem to suggest that in order
to be exemplary a librarian must be on all of the committees listed each year,
which is impossible, and those strategies that reference such service should
be revised to better reflect reality.
Response: The agency responds that taking part in campus and district level
committees is encouraged at all levels in the standards. At the exemplary
level, the librarian is encouraged to be proactive, to take a leadership role,
in asking for inclusion on such committees. Membership each year on all committees
is not required.
Comment 3: Standards should be achievable. What percentage of school librarians
in Texas do you estimate are exemplary according to these new standards right
now?
Response: The agency responds that an estimated 10-20% of programs could
meet the exemplary level with some effort, and many more will be exemplary
in some areas, but not all. With school library program budgets as low as
they generally are, it will be, and should be, impossible for all programs
to be exemplary. The standards were developed in alignment with national standards
established by the American Association of School Librarians and the National
Board for Professional Teaching Standards.
Comment 4: How, and by whom, were the TEKS selected that appear in Table
1, "TAKS objectives and related TEKS student expectations?" My list based
on my experience looks quite different. Why are all elementary social studies
TEKS excluded?
Response: The agency responds that the Table is part of the supplementary
materials, not part of the standards. The process to determine which TEKS
could reasonably be expected to be taught in libraries involved sending sections
of TEKS to various school library district coordinators. Librarians reviewed
the lists and made recommendations for inclusion. The list is comprised of
TEKS objectives that are tested on the TAKS test, and social studies is not
tested at the elementary level. The list is not intended to be either all-inclusive,
or exclusive, and a librarian could add as desired.
There were 26 comments on specific strategies for librarians:
Comment 1: Standard I, Principle 2, Strategy D: A good example of micromanagement.
Why do I have to use nine different methods at the exemplary level to encourage
students to develop a lifelong appreciation of literature. Only six methods
are listed. What would the other three be?
Response: The agency responds that this principle states, "The librarian
works collaboratively with students, teachers, and the community to promote
local, state, and national reading initiatives that encourage learners to
read, write, view, speak, and listen for understanding and enjoyment." The
strategy states that for the exemplary level, "Collaborates with members of
the learning community and actively engages, directs and encourages students
to develop a lifelong appreciation of literature and other creative expressions
of information through at least 9 methods throughout the school and community."
There are many methods to do this; six suggestions are given, but others are
available in the professional literature. The six listed reflect standard
practices in libraries. However, the agency agrees that the numbers given
at the recognized and exemplary levels should be corrected so that 5, 6, and
7 methods respectively are required for standard, recognized and exemplary
levels.
Comment 2: Standard I, Principle 3, Strategy D: What is the role of the
librarian in administering the TPRI? This test is administered twice a year
to hundreds of children per building at about one hour per child. How could
I justify closing the library for that many hours each semester?
Response: The agency responds that at the exemplary level the strategy
states, "Elementary librarians collaborate with teachers to administer reading
assessment instruments such as the Texas Primary Reading Inventory (TPRI),
and collaborate with teachers to determine how the results may be used to
improve student reading achievement." No specific role or action is required,
but rather that the librarian actively collaborates with the teachers on reading
assessments. For example, if part of the class is in the classroom while the
test is being administered, and part is in the library, the librarian provides
library instruction or library programs to the part of the class that is not
taking the test.
Comment 3: Standard I, Principle 3, Strategy F: What constitutes an online
training module? Who is going to teach me to develop them? How many a year
am I supposed to develop?
Response: The agency responds that educational terms vary but generally
an online training module refers to an instructional unit available on a computer.
Workshops on how to develop them may be available from many sources, such
as education service centers. A specific number is not required, but should
be based on the individual program.
Comment 4: Standard II, Principle 1, Strategy C: Another example of micromanagement.
Librarians may choose to include students on library advisory committees,
but making this an expectation is unreasonable.
Response: The agency responds that this is required only at the exemplary
level. Involving students in the management and leadership of the school library
program through an advisory committee is accepted practice in national standards
such as those of the American Association of School Librarians, Information
Literacy Standards for Student Learning www.ala.org/ala/aasl/aaslproftools/informationpower/informationliteracystandards_final.pdf.
Comment 5: Standard II, Principle 2, Strategy A: This conflicts with Standard
III, Principle 4, Strategy A. As a one-person library to be open all hours
of the instructional day means I never have a lunch break or engage in other
activities. I can be exemplary at one, but not both; therefore, both are unachievable.
Will there be additional compensation for added hours?
Response: The agency responds that Standard II asks the library program
to be open extended hours at all levels to better serve the school community.
Standard III asks the librarian to collaborate with teachers through regular
sessions both during the school day and beyond at the exemplary level. As
stated in the general response, at the exemplary level a higher level of staffing
is required to achieve that status.
Comment 6: Standard II, Principle 3, Strategy C: How will students benefit
if I understand the bidding process?
Response: The agency responds that Standard II, Principle 3, Strategy B
at the exemplary level asks librarians to understand standard budget terms
and processes, including understanding that the bidding process helps obtain
the lowest price for materials and services. Obtaining the lowest price helps
maximize budget resources and thus benefits students.
Comment 7: Standard III, Principle 1, Strategy H: This strategy tells me
that my professional judgment cannot be trusted. If I have read a book and
believe the book needs to be added to the collection, my judgment is reason
enough to purchase the book. It is unreasonable to expect me to find five
reviews of the book in addition.
Response: The agency responds that at the exemplary level the librarian
is asked to use five or more professional resources to locate, evaluate, and
select materials. It does not require a librarian to find five reviews for
every book. It asks that the librarian have tools to assist in collection
development. A librarian would still use professional judgment.
Comment 8: Standard III, Principle 3, Strategy D: Why should I dedicate
two computers for circulation since I am a one-person library? I can't use
more than one computer at a time. More micromanagement.
Response: The agency responds that an exemplary library would have more
than one staff member, as stated in the general response. Having more than
one computer for circulation facilitates circulation of materials to customers
when there are multiple staff assisting customers.
Comment 9: Standard III, Principle 4, Strategy A: This conflicts with Standard
II, Principle 2, Strategy A.
Response: The agency responds that the response to Comment 5 above also
applies here.
Comment 10: Standard IV, Principle 1, Strategy A: Are building principals
and district directors in the state being notified that working with design
professionals is appropriate for librarians?
Response: The agency responds that the standards are being distributed
to school administrators as well as school librarians. The Commissioner's
Rules Concerning School Facilities specifically mention school libraries.
In general, at the exemplary level, the librarian is asked to take a proactive,
leadership role.
Comment 11: Standard IV, Principle 2: Why should I be providing members
of the learning community with opportunities to meet their recreational needs
during and beyond the school day? A school library exists to meet the instructional
needs of students. This is irrelevant to the mission of school libraries.
Response: The agency responds that this standard refers to recreational
use of school library materials. A primary goal of the school library program
is to encourage a love for reading, in addition to fulfilling instructional
requirements.
Comment 12: Standard IV, Principle 2, Strategy I: Since my library is in
the center of the building, how will I open the library during evenings and
weekends without giving access to the rest of the building?
Response: The agency responds that this standard asks that the physical
design of the library allow convenient access to the library beyond the instructional
day. Evenings or weekends are not required. There are many possible solutions
that could be explored with the school administration to ensure access, and
secure the rest of the building. An example would be to install gates. Schools
are often open beyond the instructional day to accommodate student activities.
Comment 13: Standard IV, Principle 2, Strategy L: What are the Illuminating
Engineering Society standards, where do I get a copy, and how will students
benefit from my knowledge of them?
Response: The agency responds that the standards for lighting ensure that
students and teachers have proper lighting. Librarians should have knowledge
of the standards to ensure that the library is properly lit. Copies may be
found in libraries or could be requested via interlibrary loan.
Comment 14: Standard V, Principle 1, Strategies A, B, C, D: Who are the
community constituents I should be partnering with beyond the school community,
and how will this partnering benefit students?
Response: The agency responds that these strategies ask the librarian to
establish partnerships within and beyond the school community to contribute
to the school library program and student success. Examples of partners may
include the public library, other schools, community colleges and universities,
businesses, civic groups such as Rotary clubs, and other community non-profit
organizations.
Comment 15: Standard V, Principle 2, Strategy E: What sort of resources
should I be providing to community members during and beyond the instructional
day? This standard implies that part of the mission of the school library
is to fulfill the mission of the public library for those unwilling to visit
the public library. That is unreasonable.
Response: The agency responds that the standard asks the librarian to provide
library materials and services to community members and partners during and
beyond the instructional day. This encourages use of libraries and increases
support from the community for library program. For example, parents with
preschool children should be allowed to check out resources. It is a community
service, especially when parents do not have access to a public library.
Comment 16: Standard V, Principle 2, Strategy F: According to this standard
twenty days will be added to the length of the school librarian's annual contract.
Will the librarian be paid for these days and who will provide the funds?
Response: The agency responds that at the exemplary level the library should
be open two days per week during the summer. All funding decisions are made
at the local level and the district would determine the source of funds. No
librarian is asked to work without compensation.
Comment 17: Standard V, Principle 4, Strategy A: What would be examples
of community programs that promote the library?
Response: The agency responds that at the exemplary level the librarian
is asked to participate in community programs run by non-profit organizations
and others to promote the school library and student success. Examples of
community groups are given in Comment 14.
Comment 18: Standard VI, Principle 1, Strategy D: This strategy is only
relevant for high school librarians and that should be stated in the document.
Response: The agency responds that this standard states " . . . establishing
collaboration with librarians in institutions of higher learning to provide
high school students . . ." and thus applies to high school librarians only.
Comment 19: Standard VI, Principle 1, Strategy E: Why should I initiate
collaboration with museums and science centers? How will students benefit
and how does this relate to school librarianship?
Response: The agency responds that collaboration between libraries and
museums is a model best practice as promoted by the Institute of Museum and
Library Services. Museums and science centers are learning environments that
create interest in subjects and reading, and often have speakers or web-based
resources for use by students and teachers. Initiating collaborations with
these institutions helps promote student learning and reading, a primary purpose
of school libraries.
Comment 20: Standard VI, Principle 3, Strategy A: This is another example
of micromanagement. Some librarians may choose to have a selection advisory
committee that includes students and community members, but making this an
expectation is unreasonable.
Response: The agency responds that having such a selection committee is
part of the exemplary level strategy and reflects the AASL national standards,
Information Literacy Standards for Student Learning.
Comment 21: Standard VI, Principle 3, Strategy C and D: In my district
all cataloging is done at the district level, so this strategy tells me I
am condemned to be below standards.
Response: The agency responds that this standard does not state at what
level the cataloging must be done. If the cataloging is done at the district
level and meets the standard this meets the requirement. The agency agrees
that the wording should be clarified and the phrase "campus or district" will
be added.
Comment 22: Standard VI, Principle 5, Strategy E: This is another example
of micromanagement. Some librarians will choose to organize book clubs, but
making this an expectation is unreasonable.
Response: The agency responds that this strategy asks a librarian to inspire
a love of reading by relating reading to students' interests through such
means as individual dialogue, booktalks, book clubs, or large and small group
instruction. Book clubs are not required.
Comment 23: Standard VI, Principle 5, Strategy F: This strategy says I
will check out books for teachers on my personal account at the public library.
Am I responsible for paying the late fees? This expectation is outrageous.
Response: The agency responds that this strategy asks librarians to provide
access to the right book at the right time through resource sharing programs,
and to use either a personal or institutional card to borrow needed resources
from the public library or through interlibrary loan. Use of a personal card
is not required. The librarian may set policies for the use of borrowed materials
as they would for any other materials in the library. A common practice is
to make such borrowed materials available on reserve only at the library or
in the classroom.
Comment 24: Standard VI, Principle 7, Strategy A: This strategy says the
librarian will go through the evaluation process twice a year, while classroom
teachers go through evaluation once a year. This expectation is unreasonable.
Response: The agency responds that this strategy asks the librarian to
review and revise library program goals twice a year with the immediate supervisor
at the exemplary level. This is a review of the program goals, not the librarian.
Comment 25: Standard VI, Principle 7, Strategy D: This is another example
of micromanagement. Some librarians will choose to read listservs, but making
it an expectation is unreasonable. How will students benefit? Why do I have
to read three as opposed to some other number?
Response: The agency responds that the exchange of ideas and information
on electronic lists provides on-going education in areas such as curriculum,
research, collection development, and technology. The exemplary level asks
a librarian to read three such electronic lists to ensure exposure to a broad
range of ideas and information. This on-going education enriches the librarian's
experience and thus benefits students and the school community.
Comment 26: Standard VI, Principle 7, Strategy E: This strategy says every
librarian in the state will submit a proposal to a conference every year.
From a mathematical standpoint alone this is unreasonable. Are there any other
professional fields in which practitioners are expected to submit a proposal
to a conference every year?
Response: The agency responds that the language needs to be clarified and
will be changed to reflect on the exemplary level that a librarian should
attend a regional, state, or national association conference annually, present
information gained at the campus and district level, and participate actively
in regional, state, or national professional associations through such activities
as serving on committees or presenting programs.
This amended section is adopted under the authority of Education
Code, §33.021, which provides the Commission authority to adopt school
library standards.
The adopted amended section affects the Education Code, §33.021.
§4.1.School Library Programs: Standards and Guidelines for Texas.
(a)
The School Library Programs: Standards and Guidelines for
Texas, which are available at http://www.tsl.state.tx.us/ld/pubs/index.html,
are adopted by the Texas State Library and Archives Commission. The Standards
and Guidelines are based on the work and recommendations of an advisory committee
formed to review and update the current Standards and Guidelines.
(b)
The School Library Programs: Standards and Guidelines for
Texas are applicable to local Texas school districts (Independent, consolidated,
common, or municipal districts and charter schools accredited by the Texas
Education Agency as provided by TEC Chapter 11 Subchapter D, Chapter 39).
(c)
The School Library Programs: Standards and Guidelines for
Texas, describe six components for school library programs: Learner-Centered
Teaching and Learning, Learner-Centered Program Leadership and Management,
Learner-Centered Technology and Information Access, Learner-Centered Library
Environment, Learner-Centered Connections to Community, and Learner-Centered
Information Science and Librarianship. The Standards and Guidelines describe
four levels of achievement, below standard, acceptable, recognized, and exemplary,
for the goals within each component.
This agency hereby certifies that the adoption has been reviewed
by legal counsel and found to be a valid exercise of the agency's legal authority.
Filed with the Office of
the Secretary of State on May 31, 2005.
TRD-200502170
Edward Seidenberg
Assistant State Librarian
Texas State Library and Archives Commission
Effective date: June 20, 2005
Proposal publication date: March 25, 2005
For further information, please call: (512) 463-5459