1. The Principal advocates and facilitates the development of an information
literate school
community.
Present: Future:
2. The Principal ensures that the attainment of information literacy is part of the school plan.
Present: Future:
3. The Principal encourages and facilitates the professional development of staff.
Present: Future:
4. The Principal understands and advocates the role of the teacher-librarian
(as per ministry/
system policies) in the school's instructional program.
Present: Future:
5. The Principal demonstrates support for collaboration among the teacher-librarian
and
teaching staff.
Present: Future:
6. The Principal ensures that the school library resource centre objectives reflect school goals.
Present: Future:
7. The Principal ensures that the teacher librarian has an appropriate
allocation of support staff.
Present: Future:
8. The Principal allocates adequate, flexible time for the teacher-librarian
to administer the library
resource centre.
Present: Future:
9. The Principal encourages the teaching staff to involve themselves in the
development of library
resource
centre policies and programs.
Present: Future:
10. The Principal encourages the teaching staff to invest time in
cooperatively planning and
teaching
with the teacher-librarian.
Present: Future:
11. The Principal encourages and facilitates the professional
development of teaching staff to
enhance
their understanding and use of information technology.
Present: Future:
12. The Principal informs new teaching staff about the importance of
collaborating with the
teacher-librarian.
Present: Future:
13. The Principal supports the development of a resource collection
that is current and relevant
to the curriculum needs of the school.
Present: Future:
14. The Principal encourages teaching staff debate about information policy.
Present: Future:
15. The Principal ensures that significant funding is allocated to
the library resource centre budget.
Present: Future:
16. The Principal actively seeks outside school funding possibilities
that can be used to
supplement the library resource centre budget.
Present: Future:
17. The Principal engages in regular and timely communication with the
teacher-librarian.
Present: Future:
18. The Principal visits the library resource centre to observe the work of the teacher-librarian.
Present: Future:
19. The Principal encourages the teacher-librarian to debate and justify current practice.
Present: Future:
20. The Principal asks questions of the teacher-librarian about teaching and learning.
Present: Future:
21. The Principal relies on the teacher-librarian to keep him/her
abreast of developments
that affect the teacher-librarian's role.
Present: Future:
22. The Principal seeks advice from the teacher-librarian with
respect to issues of whole school
information management.
Present: Future:
23. The Principal encourages the teacher-librarian to take risks.
Present: Future:
24. The Principal encourages teaching staff to employ a wide range of
information resources
in their teaching programs.
Present: Future:
25. The Principal encourages the teacher-librarian to take a leadership
role in the development
and
maintenance of a school wide information skills continuum.
Present: Future:
26. The Principal works with the teacher-librarian to develop the
teacher-librarian's personal
professional development plan.
Present: Future:
27. The Principal advocates that the teacher-librarian be a member of
key school committees
to tap into his/her expertise and schoolwide
perspective.
Present: Future:
28. The Principal encourages teaching staff to incorporate the learning
and use of a range of
information skills into their teaching programs and
to assess process skills as well as content.
Present: Future:
29. The Principal provides time release and funding to the
teacher-librarian to undertake
ongoing professional development.
Present: Future:
30. When the teacher-librarian is not represented on a key committee,
the Principal ensure
that the needs of the library resource centre are
addressed.
Present: Future:
31. The Principal seeks feedback from staff about their impressions of
the quality of library
resource centre services.
Present: Future:
32. I believe that the teacher-librarian should be a key player in the school's
information literacy
programs.
I:
33. I believe that a teacher-librarian ought to have a qualification in education
and librarianship.
I:
34. I believe teacher-librarians ought to be appointed according to a merit
selection process.
I:
35. Should an unqualified teacher-librarian be appointed to a school, I would
expect that s/he
undertake a specialist qualification in teacher librarianship.
I:
36. As the teacher-librarian I expect to spend all of his/her day in the library
resource centre.
I:
37. I believe that staff development plans should address the development of
teachers’
information literacy.
I:
38. I believe that a teacher-librarian should be timetabled to cover classroom
teachers' preparation
time.
I:
39. I believe the teacher librarian should be identified as an information
technology leader in the
school.
I:
40. I believe that teacher-librarians should provide a flexible timetable that
best meets the needs
of individual students, groups, and whole classes.
I:
41. I believe that Internet access should be available through the library
resource centre.
I:
42. I believe that students should have individual access to the library
resource centre during
class time.
I:
43. I believe that the Principal should supervise the teacher-librarian.
I:
44. I believe that teacher-librarians should provide appropriate inservicing to
the teaching staff.
I:
45. I believe it is important that Principals act as role models and mentors to
staff who are
reticent about the appropriate instructional use of information
technology.
I:
46. I believe that cooperative planning and teaching should occur in the
classroom as well as
in the library resource centre.
I:
47. When the teacher-librarian is absent, I believe that it is necessary to fill
his/her position with
a suitably qualified replacement.
I:
48. I believe that teacher-librarians should be supported to serve as a school or ditrict
curriculum leader and/or to attain appropriate administrative positions.
I:
49. I believe that the Principal is well placed to judge a teacher-librarian's
professional competence.
I:
50. I believe that it is the teacher-librarian's responsibility to educate the
Principal about the role
of the teacher-librarian.
I:
51. I believe that the teacher-librarian should inform the Principal about
issues affecting the
potential of library resource centres.
I:
52. I believe that the teacher-librarian is good preparation for the position of
Principal.
I:
53. Teacher-librarians seek mentorship from teaching staff in addition to that
provided by
the Principal.
I:
Please check your responses carefully as they can only be accepted once and then select .
Thank you for your participation. If you have any
problems completing this survey email
your Survey Co-ordinator Dianne Oberg.
IFLA IRRG Principals Project Web Site Coordinator Lyn Hay
Survey software developed by the Internet Special Projects Group copyright 1997