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LIBRARIAN (Anticipated)- SOUTH HIGHLANDS
CADDO PARISH SCHOOL JOB DESCRIPTION
Job Title: School Librarian
Prepared By: Brandy Holcomb/Jennifer Tillman
Prepared Date: June 30, 2025
Approved By: Emily L. Stanford
Approved Date: July 1, 2025
AREA OF RESPONSIBILITY
Domains and Components will be used for librarian evaluation in conjunction with measures of student growth.
Measures of student growth will be aligned with the Caddo Parish Public School System’s accountability measures
as outlined in the Louisiana Accountability System.
Working under the direction of the principal or assigned evaluator, administers the library in accordance with School
Board policies and uses instructional and administrative skills to promote the educational development of each student.
Librarians will fulfill duties and responsibilities associated with instruction, supervision, library management, student
assessment and evaluation, communication and collaboration, and extracurricular involvement.
Librarians are held accountable for meeting the LEADS Teaching Skills, Knowledge, and Responsibilities Performance
Standards, research-based standards based on twenty-six indicators and operationalized against a five-point scale
rubric. Librarians are also responsible for the academic growth of their students.
The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains.
Descriptors for each indicator may be found in the LEADS Rubric.
Domain 1: Instruction
This domain includes 11 indicators:
Standards and Objectives: Planning effective lessons aligned to the standards is dependent upon the librarian’s ability
to create and communicate clearly defined learning outcomes or objectives appropriate for the students. In many ways,
this indicator is the foundation for all other indicators because if the librarian is not clear about what he or she wants
students to know and be able to do as a result of the lesson, the balance of the lesson cannot be properly developed or
implemented. Both the students and the librarian should understand what is to be accomplished during each lesson.
Planning: This indicator focuses on the librarian’s ability to collaborate with content teachers in designing and
implementing meaningful learning experiences that integrate the use of resources, develop research skills, support
content skills, and various literacies.
Motivating Students: This indicator focuses on a librarian’s ability to organize and present the content in a manner that
motivates students to learn. For a librarian to be able to develop these types of learning experiences, a librarian must
have in-depth knowledge of the students he/she teaches. This indicator connects strongly to Librarian Knowledge of
Students.
Activities and Materials: This indicator addresses the variety and appropriateness of activities and materials that a
librarian chooses to implement during a lesson as well as resources available in the library. Librarians should
demonstrate and model productive ways to use the resources and tools in the library. In order to provide and plan
appropriate activities and materials, a librarian must have knowledge of the needs and interests of the students.
Promoting Literacy: This indicator addresses the librarian promoting good books, reading for pleasure, fostering a love
of learning, and building students’ personal curiosity by encouraging students to read widely and deeply in multiple
genres, and to write and create for a variety of purposes.
Promoting Inquiry: This indicator focuses on the librarian’s implementation of an inquiry-based research process with
students.
Librarian Content Knowledge: This indicator addresses the librarian’s knowledge of the content he/she is teaching, as
well as his/her ability to implement strategies to support student learning. Also addressed in this indicator is the
librarian’s ability to connect the content being taught to other ideas and concepts.
School Librarian – Revised June 2025 Page 2 of 4
Librarian Knowledge of Students: The indicator focuses on how well a librarian knows his/her students and their
learning styles and interests. Therefore, it is closely connected to the indicator, Motivating Students.
Thinking: Thinking is something that can and should apply to every observation of a librarian. Librarians are expected
to implement regularly and consistently different types of thinking including:
Problem Solving: Developing multiple skills in problem solving enriches the learner’s ability to manage complex
tasks and higher levels of learning. By providing opportunities for students to practice many different approaches to
solving problems, the librarian empowers the student with an important life skill.
Domain 2: Environment
This domain includes 4 indicators:
Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. The
librarian establishes and communicates clear standards of conduct, monitors student behavior, and responds to student
misbehavior in ways that are appropriate and respectful to the students. Learning opportunities are developed where all
students consistently experience success, and students lead opportunities that support learning and take initiative to
meet or exceed librarian standards. The librarian optimizes time to ensure each student meets individual goals.
Student Engagement: Students are consistently engaged in behaviors that maximize learning and increase time on task.
The librarian supports students’ engagement by structuring a learning environment for innovative use of information
and information technologies, in which all students respect diverse perspectives.
Learning Environment: This indicator addresses the learning environment of the library, including the physical
arrangement of the furniture availability of supplies for students to utilize. The librarian is responsible for maintaining
an inviting, flexible, and attractive environment with expectations that reflect students are curious, on task and are
respectful.
Respectful Conditions: Creating a positive-library climate begins with showing respect to one another. Librarians
most often set this in motion when they foster curiosity by:
This domain includes 4 indicators:
Seeking Information:
The librarian supports students in seeking information by
Librarians prepare students for this by
and defending the principles of the Library Bill of Rights and the American Library Association’s Code of Ethics
Resource Management: Effective resource management is essential to the success of a dynamic library program. To
achieve this, librarians are expected to:
Library Administration: The librarian is charged with managing an effective library program that supports the learning
goals of the school community.
Domain 4: Professionalism
This domain includes 4 indicators:
Growing and Developing Professionally:
The Librarian
School/Community Involvement: The librarian contributes to the school and district community through participation,
service, and leadership.
School Responsibilities:
OTHER PERFORMANCE RESPONSIBILITIES
to school improvement initiatives
activities, concessions/ gates of athletic events, sponsoring groups or clubs, supervision, and duties when students
are on or off campus at a school-related event, supervising students between classes, during recess/intermission,
during lunch, assemblies, and other duty times
observation/evaluation meetings, and student discipline hearings/meetings when applicable
Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said
professional conduct includes but is not limited to neglect of duty, dishonesty, and engagement in acts that are contrary to
CPSB policy, unlawful activities, or any other conduct that is seriously prejudicial to the school system.
Minimum Qualifications: United States citizen or authorized alien; those requirements as outlined in Louisiana Bulletin
746. (Louisiana Standards of State Certification of School Personnel)
Personal Characteristics: Physical and mental stamina and ability to perform job functions, tasks, and duties. Possesses
physical health to report regularly to work and deal effectively with students. Exhibits ability to plan, and organize.
Terms of Employment: 182 days, or as stated in contract or employment agreement
Reports to: School Principal and/or Assistant Principal or Assigned Evaluator
Salary Range: See adopted Caddo Parish Salary Schedules
I acknowledge awareness of responsibilities and evaluation criteria.
Employee Name: ______________________________________________
(Type or Print)
Caddo Employee ID# or SSN: ___________________________________
_____________________________________________________ ________________________________________
Job Title: School Librarian
Prepared By: Brandy Holcomb/Jennifer Tillman
Prepared Date: June 30, 2025
Approved By: Emily L. Stanford
Approved Date: July 1, 2025
AREA OF RESPONSIBILITY
Domains and Components will be used for librarian evaluation in conjunction with measures of student growth.
Measures of student growth will be aligned with the Caddo Parish Public School System’s accountability measures
as outlined in the Louisiana Accountability System.
Working under the direction of the principal or assigned evaluator, administers the library in accordance with School
Board policies and uses instructional and administrative skills to promote the educational development of each student.
Librarians will fulfill duties and responsibilities associated with instruction, supervision, library management, student
assessment and evaluation, communication and collaboration, and extracurricular involvement.
Librarians are held accountable for meeting the LEADS Teaching Skills, Knowledge, and Responsibilities Performance
Standards, research-based standards based on twenty-six indicators and operationalized against a five-point scale
rubric. Librarians are also responsible for the academic growth of their students.
The Teaching Skills, Knowledge, and Responsibilities Performance Standards are divided into four domains.
Descriptors for each indicator may be found in the LEADS Rubric.
Domain 1: Instruction
This domain includes 11 indicators:
Standards and Objectives: Planning effective lessons aligned to the standards is dependent upon the librarian’s ability
to create and communicate clearly defined learning outcomes or objectives appropriate for the students. In many ways,
this indicator is the foundation for all other indicators because if the librarian is not clear about what he or she wants
students to know and be able to do as a result of the lesson, the balance of the lesson cannot be properly developed or
implemented. Both the students and the librarian should understand what is to be accomplished during each lesson.
Planning: This indicator focuses on the librarian’s ability to collaborate with content teachers in designing and
implementing meaningful learning experiences that integrate the use of resources, develop research skills, support
content skills, and various literacies.
Motivating Students: This indicator focuses on a librarian’s ability to organize and present the content in a manner that
motivates students to learn. For a librarian to be able to develop these types of learning experiences, a librarian must
have in-depth knowledge of the students he/she teaches. This indicator connects strongly to Librarian Knowledge of
Students.
Activities and Materials: This indicator addresses the variety and appropriateness of activities and materials that a
librarian chooses to implement during a lesson as well as resources available in the library. Librarians should
demonstrate and model productive ways to use the resources and tools in the library. In order to provide and plan
appropriate activities and materials, a librarian must have knowledge of the needs and interests of the students.
Promoting Literacy: This indicator addresses the librarian promoting good books, reading for pleasure, fostering a love
of learning, and building students’ personal curiosity by encouraging students to read widely and deeply in multiple
genres, and to write and create for a variety of purposes.
Promoting Inquiry: This indicator focuses on the librarian’s implementation of an inquiry-based research process with
students.
Librarian Content Knowledge: This indicator addresses the librarian’s knowledge of the content he/she is teaching, as
well as his/her ability to implement strategies to support student learning. Also addressed in this indicator is the
librarian’s ability to connect the content being taught to other ideas and concepts.
School Librarian – Revised June 2025 Page 2 of 4
Librarian Knowledge of Students: The indicator focuses on how well a librarian knows his/her students and their
learning styles and interests. Therefore, it is closely connected to the indicator, Motivating Students.
Thinking: Thinking is something that can and should apply to every observation of a librarian. Librarians are expected
to implement regularly and consistently different types of thinking including:
- Analytical Thinking,
- Practical Thinking,
- Creative Thinking,
- Research-based Thinking.
- Generate ideas and alternatives,
- Analyze problems from multiple perspectives and viewpoints,
- Monitor their thinking to ensure that they understand what they are learning, are attending to critical information,
Problem Solving: Developing multiple skills in problem solving enriches the learner’s ability to manage complex
tasks and higher levels of learning. By providing opportunities for students to practice many different approaches to
solving problems, the librarian empowers the student with an important life skill.
Domain 2: Environment
This domain includes 4 indicators:
Expectations: The descriptors under this indicator directly connect to the descriptors in the Instruction domain. The
librarian establishes and communicates clear standards of conduct, monitors student behavior, and responds to student
misbehavior in ways that are appropriate and respectful to the students. Learning opportunities are developed where all
students consistently experience success, and students lead opportunities that support learning and take initiative to
meet or exceed librarian standards. The librarian optimizes time to ensure each student meets individual goals.
Student Engagement: Students are consistently engaged in behaviors that maximize learning and increase time on task.
The librarian supports students’ engagement by structuring a learning environment for innovative use of information
and information technologies, in which all students respect diverse perspectives.
Learning Environment: This indicator addresses the learning environment of the library, including the physical
arrangement of the furniture availability of supplies for students to utilize. The librarian is responsible for maintaining
an inviting, flexible, and attractive environment with expectations that reflect students are curious, on task and are
respectful.
Respectful Conditions: Creating a positive-library climate begins with showing respect to one another. Librarians
most often set this in motion when they foster curiosity by:
- Creating an atmosphere in which all students feel safe and empowered
- Interactions are learner-initiated
- Demonstrating respect for students and staff
- Using praise and positive reinforcements
This domain includes 4 indicators:
Seeking Information:
The librarian supports students in seeking information by
- Encouraging students to formulate questions about the validity and accuracy of information
- Activating students’ background knowledge as context
- Guiding students to make critical choices about information resources to use
Librarians prepare students for this by
- Cultivating an environment that encourages students to access, ethically use, and share information
- Modeling the ethical use of a variety of communication tools, technology, and information resources
- Requiring complete attribution to acknowledge authorship and demonstrate respect for the intellectual property of
- Demonstrating a commitment to professional ethics of librarianship by following copyright law and by upholding
and defending the principles of the Library Bill of Rights and the American Library Association’s Code of Ethics
Resource Management: Effective resource management is essential to the success of a dynamic library program. To
achieve this, librarians are expected to:
- Consider changes necessary for future needs in an expanding dynamic program
- Solicit input from stakeholders
- Assess the collection, purchase new resources, and manage the collection to keep holdings current and meet the
- Use data effectively
- Follow district, department, and/or school guidelines for managing the budget and maintaining accurate financial
- Advocate for a progressive and comprehensive program by requesting financial support for resources and other
Library Administration: The librarian is charged with managing an effective library program that supports the learning
goals of the school community.
Domain 4: Professionalism
This domain includes 4 indicators:
Growing and Developing Professionally:
The Librarian
- Pursues professional development opportunities,
- Contributes to the profession by sharing newly learned knowledge and practices, and
- Seeks opportunities to lead professional development.
- The librarian evaluates and refines the effectiveness of services, resources, instructional strategies, and facilitates
- The librarian offers specific actions to improve his/ her teaching/programming.
- The librarian accepts responsibilities contributing to school improvement.
- The librarian utilizes student achievement data to address strengths and weaknesses of students and guide
School/Community Involvement: The librarian contributes to the school and district community through participation,
service, and leadership.
School Responsibilities:
- The librarian accepts leadership responsibilities and/or assists peers in contributing to a safe and orderly school
OTHER PERFORMANCE RESPONSIBILITIES
- Administers library in accordance with Caddo Parish School Board policies and regulations: including but not
to school improvement initiatives
- Accepts and exercises responsibilities for duties and assignments related to administrative/management, curricular
activities, concessions/ gates of athletic events, sponsoring groups or clubs, supervision, and duties when students
are on or off campus at a school-related event, supervising students between classes, during recess/intermission,
during lunch, assemblies, and other duty times
- Works tactfully, harmoniously, and collaboratively with staff, parents, students, and/or public stakeholders
- Reports promptly to work and maintains good attendance in compliance with Caddo Parish School Board Policy
- Attends meetings generally associated with student instruction including but not limited to departmental meetings,
observation/evaluation meetings, and student discipline hearings/meetings when applicable
- Completes all mandated trainings such as Project Read, ACT 260 of 2023 Legislative Session
- Attends incentivized and or required training
- Appears neat, dresses appropriately for the profession, and is well-groomed
- Maintains a high standard of professional conduct based on ethical practices to include but not limited to the
- Accepts other responsibilities as required by the principal or his/her designee as assigned
Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said
professional conduct includes but is not limited to neglect of duty, dishonesty, and engagement in acts that are contrary to
CPSB policy, unlawful activities, or any other conduct that is seriously prejudicial to the school system.
Minimum Qualifications: United States citizen or authorized alien; those requirements as outlined in Louisiana Bulletin
746. (Louisiana Standards of State Certification of School Personnel)
Personal Characteristics: Physical and mental stamina and ability to perform job functions, tasks, and duties. Possesses
physical health to report regularly to work and deal effectively with students. Exhibits ability to plan, and organize.
Terms of Employment: 182 days, or as stated in contract or employment agreement
Reports to: School Principal and/or Assistant Principal or Assigned Evaluator
Salary Range: See adopted Caddo Parish Salary Schedules
I acknowledge awareness of responsibilities and evaluation criteria.
Employee Name: ______________________________________________
(Type or Print)
Caddo Employee ID# or SSN: ___________________________________
_____________________________________________________ ________________________________________
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