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SJSU Portfolio

Instructional Competency/Secondary

CTC Standard 13: Instructional Leader

“Each candidate demonstrates the knowledge and skill to provide leadership in the systematic design, implementation and assessment of curriculum, instruction and learning.”

As part of the central teaching role, the California Commission on Teacher Credentialing (1991) highlights“instructional strategies for teaching the use of information and related technologies” (vii). The 2010 standards created by the American Association of School Librarians and their “Learner for Life” (L4L) implementation plan have been an inspiration to me in my library teaching development. These standards emphasize the importance of strategies which are active and student centered. Compared to creating lessons for the English curriculum, I have found it easier to plan engaging information literacy lessons. Hands–on searches and evaluations naturally appeal to students’ curiosity, interest in technology, and love of games. In the next year our high school will be increasing emphasis on project–based learning. I felt well–prepared during my field experience to take an active role in the development of the a curriculum, rubrics for assessment, and planning for interdepartmental coordination, and my status as a library student made it easier for me to take a cross–curricular role.

Information literacy is the survival skill of the future, but I do feel the CTC document‘s inclusion of “understanding of and ability to provide for the diverse needs of students and staff” reflects also the specifically instructional aspect of the Literature Competency. One of our middle school library technicians told me that she only buys what kids ask for. I had to wonder—how do they learn what to ask for?