NBPTS Library Media cheat sheet

AASL's National School Library Standards (2018) are organized around six Shared Foundations-Inquire, Include, Collaborate, Curate, Explore, Engage-and four Domains: Think, Create, Share, Grow.

The school library media program is built on three integrated roles: teacher, instructional partner, and information specialist (AASL), plus program administrator and leader.

Collection development follows a written policy that includes selection criteria (curriculum alignment, accuracy, currency, diversity, cost), reconsideration procedures, and weeding using CREW/MUSTIE or the 5-year/3-year rule for health and technology.

Information literacy models: Big6 (Task Definition, Information Seeking Strategies, Location & Access, Use of Information, Synthesis, Evaluation) and Guided Inquiry Design (Open, Immerse, Explore, Identify, Gather, Create, Share, Evaluate).

The school librarian integrates inquiry and digital citizenship into the curriculum, not as isolated skills; collaboration with classroom teachers is the primary model for information literacy instruction.

Intellectual freedom: ALA Library Bill of Rights, Freedom to Read Statement, and ALA Code of Ethics. The librarian resists censorship and follows board-approved reconsideration policy, not ad hoc removal.

Equitable access includes physical access (scheduling, hours), intellectual access (reading levels, formats, languages, assistive technology), and digital access (devices, bandwidth, OER, databases).

The library is a learning commons: flexible spaces for collaboration, creation, and quiet study; makerspaces, production tools, and digital resources support inquiry and creativity.

Professional standards: AASL School Library Standards, ALA/AASL Code of Ethics, ISTE Standards for Students and Educators, and state certification requirements guide practice and evaluation.

Component 1 is the online assessment at Pearson VUE test centers; it consists of constructed-response items (typically 3 prompts) based on the certificate field standards.

Responses are scored holistically by trained assessors using rubrics aligned to the NBPTS Five Core Propositions and the certificate-specific standards.

The Five Core Propositions: (1) commitment to students and learning, (2) knowledge of subjects and how to teach them, (3) managing and monitoring student learning, (4) thinking systematically about practice, (5) membership in learning communities.

Each constructed-response item presents a classroom-based scenario or description; candidates analyze, justify decisions with evidence, and connect practice to standards.

Scoring emphasizes evidence of accomplished practice: specific examples, rationale grounded in research and standards, student learning outcomes, and reflection on decisions.

Time management: approximately 30 minutes per item; allocate time for planning, writing, and review; responses are typed in the testing platform.

Responses are scored on a 1–4 scale per item; the composite score is compared to the passing standard; scores are reported to candidates and state agencies.

Preparation should include review of certificate standards, practice with constructed-response writing, and familiarity with the testing platform and item types.

Component 2 is a portfolio entry submitted through ePortfolio; it requires a description of teaching/learning context, analysis of student work, and reflection on practice.

The entry typically includes: a context description, instructional artifacts, student work samples (2–3), and a written commentary analyzing evidence of student learning.

Scoring focuses on evidence of differentiated instruction, assessment of student learning, and reflective analysis connected to the Five Core Propositions and certificate standards.

Commentary must analyze what students learned, why the instruction was effective or not, and how the candidate would adjust practice; description alone is insufficient.

Student work samples must be anonymized; confidentiality and permissions are required; follow NBPTS guidelines for student release forms.

The ePortfolio platform has file size and format limits (PDF, JPEG, etc.); check specifications and upload early to avoid technical issues.

The entry is scored holistically by trained assessors; the rubric emphasizes evidence of accomplished teaching, not perfect students or perfect lessons.

Reflection should connect evidence to standards, explain decisions, and demonstrate ongoing professional growth and collaboration with colleagues.