AITSL Standard 1. Know students and how they learn.
AITSL Standard 2. Know the content and how to teach it.
AITSL Standard 3. Plan for and implement effective teaching and learning.
AITSL Standard 4. Create and maintain supportive and safe learning environment.
AITSL Standard 5. Assess, provide feedback and report on student learning.
AITSL Standard 6. Engage in professional learning.
AITSL Standard 7. Engage professionally with colleagues, parents/carers and the community.
I like AITSL Standard 3 – Plan for and implement effective teaching and learning. Bonanno, K. (2011) points out that “school libraries provide students with access to a variety of rich information sources and teacher librarians engage students in the inquiry process to develop their knowledge and understanding of the world within which they live.” (p.5) I could use the inquiry process to help students with their learning as Bonanno suggested.
Based on Australian School Library Association (ASLA), teacher librarians are curriculum leaders, information specialists and information managers. TLs as curriculum leaders “plan, teach and evaluate collaboratively with teachers to ensure the effective integration of information resources and technologies into student learning.” (p.2)
When TLs know national and state curriculums well and work collaboratively with other teachers, they enable students to learn and develop more information by providing well-organised resources and technologies. TLs as information specialists also provide extra assistance to students in need and teach them how to have good skills of information technology.
Reference
Australian Institute for Teaching and School Leadership Limited (AITSL). (n.d.). Retrieved April 15, 2019. from https://www.aitsl.edu.au/teach/standards
Australian School Library Association (ASLA). (2019). What is a teacher librarian? Retrieved March 18, 2019. from https://asla.org.au/what-is-a-teacher-librarian
Bonanno, K. (2011). Do school libraries really make a difference? Retrieved March 21, 2019. from http://www.austlil.edu.au/au/journals/inCiteALIA/2011/97.pdf Incite 32/5