Praxis School Librarian study plan

Map every Program Administration objective into a personal checklist, marking each as known, shaky, or unknown before studying any content

Define the library media specialist's administrative roles (budget, scheduling, staffing, advocacy, policy) and write a one-sentence job description for each

Draft a sample annual library budget covering print, digital, supplies, and professional development line items with percentage allocations

List the components of a written library media program policy (selection, reconsideration, circulation, acceptable use, privacy) and note which your own district likely already has

Compare flexible, fixed, and mixed scheduling models and write the instructional trade-offs of each

Explain how to align library program goals to school improvement plans and district strategic priorities

Identify the elements of an effective library advocacy plan aimed at administrators, teachers, and families

Describe how to collect and report program data (circulation, collaboration counts, instruction hours) for annual reporting

Write or revise a collection development policy section covering selection criteria, formats, and community needs analysis

Differentiate the roles of selection aids, review journals, and patron requests in building a balanced collection

Outline a step-by-step reconsideration procedure that respects both district policy and intellectual freedom principles

Explain weeding using the CREW/MUSTIE criteria and apply them to three sample title descriptions

Match award criteria to their awards (Newbery, Caldecott, Printz, Coretta Scott King, Pura Belpré, Schneider, Sibert) without looking them up

Build a reading ladder that connects a high-interest middle grade title to three progressively challenging read-alikes

Identify intellectual freedom principles and the difference between a challenge and a reconsideration request

Explain how to evaluate diversity and representation in a collection using published audits and review sources

Sequence the stages of the inquiry process (questioning, locating, evaluating, synthesizing, communicating) and name one librarian intervention at each stage

Write three essential questions for a sample research unit that require synthesis rather than fact retrieval

Distinguish primary from secondary sources and design a task where students must justify source choices

Explain how to teach evaluation of online sources using lateral reading and source-triangulation techniques

Apply a research model (such as Guided Inquiry Design or Big6) to a grade-level content standard and map each phase to a lesson

Describe co-teaching models (parallel, station, team, one-teach-one-support) and select one for a specific unit

Explain formative assessment strategies usable in a library setting, including exit tickets, conferencing, and process portfolios

Identify assistive and universal design technologies that support equitable library instruction

Evaluate three digital tools for a stated instructional purpose using criteria such as privacy, accessibility, and cost

Explain how to build a digital citizenship scope that covers safety, copyright, and ethical use across grade bands

Design a reading promotion campaign that targets reluctant readers and includes measurable participation goals

Describe how to use circulation and reading data to adjust promotional programming mid-year

Take one full-length timed practice test under exam conditions and record raw scores by domain

Analyze every missed item by domain and root cause (content gap, misread, or terminology)

Re-review the two weakest domains using your earlier checklists and notes

Recite from memory the key definitions and frameworks for each domain in a 20-minute self-quiz