Overall Purpose

The job of Media Specialist is done for the purpose/s of serving as a school leader and collaborating member of the instructional team, planning with administrators and teachers to identify, select, and provide print, digital, technological, and other resources to best meet the needs of learners. The media specialist ensures a unified media program that is effectively managed, instructionally sound, supportive of learning in a variety of formats, and accessible to all.

Direct Supervisor 

Building Principal

Essential Functions

• Serves as a school leader, promoting literacy and lifelong learning, as well as developing learning skills and good digital citizenship throughout the school community.

• Integrates media and technology based on the needs of the instructional program and individual users.

• Collaborates with school instructional coaches and district instructional technology specialists to provide students and educators with instruction that includes relevant, up-to-date resources.

• Maintains awareness of new developments in technology; implements and evaluates utilization of instructional innovations and related educational technology.

• Adheres to federal copyright law and system policy; develops expertise in ethical use of digital and print information; instructs students and educators in this area.

• Ensures that all members of the learning community have access to resources, experiences, and instruction that meet a variety of needs and interests.

• Utilizes technology to supplement library resources, assist in creating engaging learning products, connect with the global community, ensure access to resources, and communicate with students, teachers, and the community

• Seeks opportunities to increase professional skills through study and staff development activities; builds a professional learning network through webinars, social media, conference attendance, and professional organizations.

• Directs others working with and/or helping in the learning environment (assistant teachers, student teachers, instructional assistants, volunteers and/or student workers, etc.) for the purpose of providing an effective program and addressing the needs of individual students.

• Manages student behavior for the purpose of providing a safe and optimal learning environment.

• Monitors students for the purpose of providing a safe and positive learning environment.

• Participates in a variety of meetings (Professional Learning Communities, etc.) for the purpose of conveying and/or gathering information required to perform functions.

• Reports suspected child or substance abuse to assigned site administrator for the purpose of maintaining student personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.

• Responds to inquiries from a variety of sources (other teachers, parents, administrators, industryspecific organizations, etc.) for the purpose of resolving issues, providing information and/or direction.

• Responds to emergency situations (student behavior problems, health emergencies, security threats, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

• Skills-based Competencies Required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administering first aid; analyzing data; applying physical restraint practices; planning and managing projects; promoting activities and/or events; and using curriculum and instructional techniques.

• Knowledge-based Competencies Required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations, and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; assessment instruments and techniques; classroom instructional media and technology; cultural differences of student population; current and emerging curricula; health standards and hazards; job-related codes/laws/rules/regulations/policies; community resources; methods of instruction and training; office equipment and technology; school safety and security practices; school safety and security practices.

• Ability-based Competencies Required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.; communicating with persons of diverse backgrounds; dealing with frequent interruptions; meeting deadlines and schedules; organizing tasks; setting priorities; working as part of a team; working extended hours; and working with detailed information/data; working with frequent interruptions.

Requirements

Hold or obtain a valid teaching certificate in Library Media (S-5) Three (3) years’ classroom teaching experience preferred Three (3) years ‘experience in working with technology in a teaching environment preferred Background in children or young adult literature

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 20% sitting, 40% walking, and 40% standing.

Continuing Education/Training

Maintains all licenses and certifications

Clearances

Criminal Justice Fingerprint

Background Clearance

Fair Labor Standards Act

Exempt