Standard 5: Leadership, Advocacy, and Professional Responsibility
Description
Candidates in school librarian preparation programs are actively engaged in leadership, collaboration, advocacy, and professional networking. Candidates participate in and lead ongoing professional learning. Candidates advocate for effective school libraries to benefit all learners. Candidates conduct themselves according to the ethical principles of the library and information profession.
Elements
5.1: Professional Learning
5.2: Leadership and Collaboration
5.3: Advocacy
5.4: Ethical Practice
Project 1:
School Library Advocacy Plan
The School Library Advocacy Plan most closely aligns and supports the AASL Standard 5: Leadership, Advocacy, and Professional Responsibility. This projects shows my ability to lead, collaborate, and advocate for the library’s role as an essential component of the school’s community. This plan was created to help introduce new teachers and school staff to the resources, technology, and collaborative opportunities available through the school library (5.1).
​
Additionally, through the use of structured professional development sessions, technology workshops, and ongoing communication, the plan also models the skills of leadership and collaboration by partnering with administrators, technology staff, and teachers to strengthen instructional integration and resource use across the different curriculum areas (5.2). Lastly, the use of marketing strategies such as newsletters, a professional development calendar, and a library website also reflects my commitment to advocacy by promoting the visibility accessibility (5.3).
Project 2:
Book Defense Project
My Book Defense Project: To Kill a Mockingbird supports AASL Standard 5: Leadership, Advocacy, and Professional Responsibility. This project demonstrates my ability to lead, communicate, and advocate for intellectual freedom and access to information within the school community. Through this professional response to a challenged book, I was able to showcase my skills in leadership and collaboration (5.1, 5.2) by addressing outside concerns with empathy and professionalism while still upholding the school’s selection policy.
​
In addition, my defense of the book's literary and educational value reflects the role of advocacy (5.3) and for students’ right to explore complex social issues through literature. Lastly, by using the established policies, maintaining transparency, and promoting respectful dialogue, I was also able to demonstrate ethical professional practice (5.4) by ensuring that all viewpoints were valued while still protecting the rights of intellectual freedom and access to diverse ideas.