Standard 2: Planning for Instruction
Description
Candidates in school librarian preparation programs collaborate with the learning
community to strategically plan, deliver, and assess instruction. Candidates design
culturally responsive learning experiences using a variety of instructional strategies and assessments that measure the impact on student learning. Candidates guide learners to reflect on their learning growth and their ethical use of information. Candidates use data and information to reflect on and revise the effectiveness of their instruction.
Elements
2.1: Planning for Instruction
2.2: Instructional Strategies
2.3: Integrating Ethical Use of Information Into Instructional Practice
2.4: Assessment
Project 1:
Curriculum Mapping Project
The Curriculum Mapping Project helps demonstrate my ability to collaboratively plan and assess instruction in alignment with AASL Standards and elements. Through intentional collaboration with Boys Town English teachers, we have strategically designed culturally responsive learning experiences that incorporate a range of instructional strategies such as project-based learning, gamification, and flipped classrooms to engage students in diverse and engaging ways (2.1, 2.2).
​
In addition, the inclusion of teaching ethical research practices, source evaluation, and critical literacy components help promote our students and their ability to use information responsibly (2.3). Finally, the curriculum also uses formative and summative assessments, allowing our teachers to monitor progress and make instructional adjustments that will help improve student outcomes (2.4).
Project 2:
Capstone Inquiry Project
The Presidential Debate Project closely aligns with AASL Standard 2: Planning for Instruction and a variety of different elements. This project demonstrates thoughtful collaboration, instructional design, and planning between the classroom teacher and school librarian. Throughout this American History unit, me and the classroom teacher collaboratively developed an engaging unit that integrated both history content and information literacy skills, ensuring that students had equitable access to credible resources and research support (2.1).
​
The unit used a variety of different instructional strategies such as guided database instruction, student-led debates, and reflective writing in order to help promote multiple literacies and active engagement (2.2). In addition, students were also taught how to locate, evaluate, and cite reliable sources using library databases such as Britannica and NebraskaAccess while reinforcing ethical research practices and responsible information use (2.3). Finally, the use of multiple types of assessments such as the pre-assessment activity, debate rubric, and post-project reflection helped for ongoing evaluation of learning growth and the opportunity to revise instruction based on student needs and outcomes (2.4).