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Library Media Specialist (PK-8)

WATERBURY PUBLIC SCHOOLS

Waterbury, CT

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JOB DETAILS
SKILLS
Analysis Skills, Auditory, Background Investigation, Budget Management, Coaching, Communication Skills, Community Relations, Computer Networks, Continuous Improvement, Copyrights, Data Analysis, Distance Learning, Diversity, Educational Technology, Facilities Planning, Fitness, Funding, Graphical Presentations, Graphics Software, Information Technology & Information Systems, Intellectual Property (IP), Interpersonal Skills, Leadership, Library and Information Science, Literacy, Management of Information Systems/Technology (MIS), Materials Analysis, Mentoring, Multimedia, Negotiation Skills, People Management, Policy Development, Presentation Software, Problem Solving Skills, Procurement Planning, Product Development, Product Testing, Production Support, Program Evaluation, Project/Program Management, Property Rights, Public/Media/Press/Analyst Relations, Purchasing/Procurement, Qualitative Analysis, Reference Verification, Resource Utilization, Schedule Development, School Library, School Management, Software Administration, Spreadsheets, Staff Development, Standards Strategy, Strategic Planning, Systems Maintenance, Team Lead/Manager, Team Player, Technical Strategy, Technology Analysis, Training Program, Training/Teaching, Training/Teaching Curriculum, Training/Teaching Materials, Video Production, Word Processing, Workplace Issues
LOCATION
Waterbury, CT
POSTED
3 days ago
Position Type:
PK-8 School Teaching/Library Media Specialist

Date Posted:
5/20/2026

Location:
Districtwide

Date Available:
08/20/2026

Closing Date:
open until filled
JOB CLASSIFICATION TITLE
Library Media Specialist (PK-8)

DEPARTMENT

Academics

INCUMBENT NAME

BARGAINING UNIT CLASSIFICATION
Waterbury Teachers' Association CEA-NEA

REPORTS TO:

Receives administrative direction from the Principal or other administrative official of a higher grade

FLSA DESIGNATION

Exempt

PART I - SUMMARY OF CLASSIFICATION

This class is accountable for establishing and coordinating the services of the school library-media center and technology lab appropriate to the educational needs of all students; providing a full spectrum of educational enrichment materials to ensure that student' in the school will find available instructional and non-instructional materials appropriate to their interests, abilities, and level of maturity; and making sure students and teachers are effective users of information and ideas by providing instruction in the use of technology to foster competence and stimulate interest in reading, viewing and using information and ideas.

PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE

General Experience:
  1. Bachelor's degree from an accredited college or university.
  2. Experience with managing school site collections andthe selection/acquisition of materials and equipment.
  3. Previous teaching and/or related school experience.
Special Requirement:
  1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.
B. CREDENTIALS:

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
  1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
  2. School Library Media Specialist - 062 Endorsement.
  3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.
D. CONTINUING EDUCATION REQUIREMENTS:
  1. Teachers in this job class must complete all State CEU requirements for re-certification.
E. KNOWLEDGE, SKILLS AND ABILITIES
  • Knowledge and mastery of information literacy standards for student learning by creating and maintaining a program for a broad learning community;
  • Knowledge of a variety of strategies for communicating with various constituencies;
  • Knowledge of both the access to information and the operation of the devices that deliver, produce, and manage that information;
  • Knowledge of current and developmentally appropriate resources and the strategies for guiding the intellectual access to information;
  • Knowledge of information, instruction, and production-based technologies that enhance learning and teaching;
  • Knowledge of literature and methodologies to provide reading, listening, and viewing guidance to students and others in the learning community;
  • Knowledge of methods of collaboration with the other members of the learning community to ensure that the school library media program is able to meet the individual learning needs of students;
  • Knowledge of selection, installation, management, and maintenance of technologies applicable to the library information center and the larger learning community;
  • Knowledge of strategies for eliciting information needs from students;
  • Knowledge of strategies necessary to assist in school reform efforts;
  • Knowledge of the importance of community groups in maintaining support for the library information program;
  • Skill to assist learners in locating, evaluating, and using information;
  • Ability to apply effective methods and strategies for teaching the use of technological tools;
  • Ability to create and maintain inviting, attractive physical spaces that encourage a positive learning climate;
  • Ability to effectively communicate with students, faculty, staff, administrators, parents, and the community;
  • Ability to establish, maintain, and supervise the school's library resource program and library information program support personnel;
  • Ability to model and promote collaborative planning and curriculum development that includes creative, effective, and collaborative teaching;
  • Ability to provide an effective library resource program that supports the mission, goals, and objectives of the school.
  • Ability to recognize developmental growth patterns of children and youth and its influence upon reference and search processes;
  • Ability to recognize elements essential to collaborative work, including time, trust, climate, and resources;
  • Ability to recognize the importance of a positive learning climate in creating appropriate and attractive environments;
  • Ability to recognize the need for policies and procedures and knows strategies for developing and evaluating the collection of materials and equipment needed to support a curriculum that meets the diverse learning needs of students and teachers;
  • Ability to recognize the principles of flexible and equitable physical access to information and resources at time and point of need;
  • Ability to recognize the role that parents play in developing students' lifelong learning skills;
  • Ability to stay current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program;
  • Ability to understand centralized systems for bibliographic control, materials, equipment circulation, and information distribution;
  • Ability to understand curriculum in all subject areas and levels, State and national learning standards, and a variety of assessment strategies;
  • Ability to understand how to use word processing, databases, spreadsheets, presentation software, graphics, and production software to support students' learning;
  • Ability to understand information literacy, efficient and effective access to information, critical and competent evaluation of information, and accurate and creative use of information;
  • Ability to understand social and ethical behavior in regard to information and information technology;
  • Ability to understand that the library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students' achievement of learning goals;
  • Ability to understand the importance of appropriate planning and purchasing to address issues of software and hardware compatibility;
  • Ability to understand the process of reforming educational systems and structures and the needs of the individual in relation to these processes;
  • Ability to understand the relationship between school climate and effective teaching and learning;
  • Ability to understand the role of the central administration and the school board in communicating the importance of the library information program to teaching and learning;
  • Ability to understand the structure of the school learning community and the leverage points for influence;
  • Ability to understand the variety of motivational, coaching, and guidance;
  • Ability to understand, encourage, and promote opportunities for independent learning and understand various learning styles;
  • Ability to work with individuals from diverse backgrounds.
PART III - POSITION SUPERVISES
  1. May direct the work of paraprofessionals and clericals as assigned.

PART IV - ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
  • Administers a program that provides for learning experiences utilizing technology and resources accessed from classrooms or other locations outside of the library information center;
  • Analyzes instructional and technological requirements and other features of the school to recommend appropriate staffing and training necessary to meet the learning and information needs of the students and to ensure the effectiveness of the program;
  • Assists teachers and learners in developing appropriate activities for assessing the effectiveness of the curriculum;
  • Assists teachers and other educational staff in developing connections among subjects, standards, and strategies for learning;
  • Assists teachers and students in finding, evaluating, and developing these additional resources;
  • Assists teachers in developing interdisciplinary connections using a variety of resources and technologies;
  • Builds support for the role of the library media program in teaching and learning through the effective use of influence strategies;
  • Catalogs, classifies, and arranges information resources in various forms and media according to recognized standards;
  • Collaborates and communicates with all staff, and particularly the technology staff, to identify and use the full range of learning technologies required to meet students' informational needs;
  • Collaborates with classroom teachers in the creation and implementation of their content-area standards, goals, and visions;
  • Collaborates with classroom teachers in the creation of integrated classroom assignments and projects;
  • Collaborates with other members of the learning community to ensure that the school library information program is able to meet the individual learning needs of students;
  • Collaborates with the technology department to plan budgets and purchases software and hardware that meet the school curriculum needs and support the library information center, the classroom, and individual learning needs of students;
  • Collaborates with the technology staff on issues of software and hardware compatibility;
  • Communicates effectively with students, faculty, staff, administrators, parents, and the community;
  • Communicates effectively with the technology staff and other educators about learning technology needs of the students who use the library information center;
  • Communicates with the community the relationship of library media programs to students' achievement and lifelong learning for everyone;
  • Contributes to the school curriculum by attending school and district curriculum meetings;
  • Co-teaches and mentors along with the classroom teacher on projects and assignments for students;
  • Creates and implements the library media program;
  • Creates and maintains inviting, attractive physical spaces that encourage a positive learning climate;
  • Demonstrates leadership in curricular planning and assessment;
  • Demonstrates leadership in evaluating the effectiveness of the library media program in improving teaching and learning;
  • Develops a budget and locates sources of funding that provide for purchasing and upkeep of all resources required for an effective school library information program;
  • Develops action plans in conjunction with the technology specialist to accommodate changes in critical areas such as the utilization of new resources and technologies;
  • Develops facility plans to include learning technology systems to meet students' needs in the library information center which may include but are not limited to video/playback production units, CD-ROM towers and servers, electronic card catalogues, and on-line reference resources;
  • Encourages and assists students to seek information from diverse sources, contexts, disciplines, and cultures through equitable access to information;
  • Encourages and engages students in reading, viewing, and listening for understanding and enjoyment;
  • Encourages and guides the student to produce and communicate information and ideas in appropriate formats using critical thinking and problem-solving skills;
  • Encourages collaboration with the technology specialist and others, both in person and through the use of various technologies, to design, develop, and evaluate information products and solutions;
  • Ensures that policies on information use and distribution are reviewed and approved by appropriate governing bodies;
  • Establishes and maintains ties with information resources and services within the wider community;
  • Establishes effective interpersonal relationships that demonstrate an understanding of curriculum objectives, effective listening, and negotiation of responsibility for activities;
  • Establishes, maintains, and supervises the school's library resource program and library information program support personnel;
  • Facilitates students' development of information literacy skills;
  • Guides the student to distinguish among facts, points of view, and opinions;
  • Identifies examples that demonstrate the library information program's relationship to improved student achievement;
  • Implements courses and content for students using distance learning technologies as available;
  • Involves parents in library information center activities, suggests learning activities for parents and children to do together, and uses a variety of communication devices to keep parents informed about the program;
  • Maintains a positive teaching and learning climate in the library media center;
  • Maintains centralized systems for bibliographic control of materials, equipment, and electronic information distribution systems, including computer networks and distance learning facilities;
  • Models and promotes collaborative planning and curriculum development that includes creative, effective, and collaborative teaching.
  • Models continuous learning through activities such as membership in district, regional, State and national organizations that support library information programs and participation in staff development programs;
  • Models the effective and enthusiastic use of print and non-print materials as sources of pleasure and information;
  • Organizes information resources that align the library information program and information literacy standards for students' learning with the school's goals and integrates these standards into the curriculum;
  • Participates as a partner and change agent in curriculum development at the building and district levels;
  • Participates in collaborative planning of interdisciplinary instruction and uses the level of involvement appropriate to the learning activity and goal;
  • Participates on committees charged with developing and implementing strategic plans for the school, including school improvement plans, technology plans, and curriculum development plans;
  • Participates on the school's curricular decision-making body;
  • Plans and efficiently administers a program that makes a significant contribution to students' learning an leads, collaborates, and applies technology skills in designing and managing a program that is integrated into the school's curriculum and supports the development of effective users and communicators of ideas and information within a lifelong, independent learning process;
  • Plans and implements the access to and delivery of a full range of information resources and services through the library media program;
  • Plans and teaches the latest research techniques and strategies that are applicable to the content area and assignment;
  • Plans instruction collaboratively with teachers and other members of the learning community;
  • Plans, develops and maintains a management system for print and non-print resources, equipment, and other learning technology resources that are inventoried and circulated through the library information center;
  • Presents information creatively in a variety of formats so that students can learn to develop creative products in a variety of formats;
  • Provides an effective library resource program that supports the mission, goals, and objectives of the school;
  • Provides an environment that assists students with multiple learning styles;
  • Provides equitable access for staff, students, and the community to the school library information center as needed to support the integration of the information literacy standards for student lifelong learning;
  • Provides equitable access to multiple media resources with current and appropriate equipment for all students, staff, and the community through extended library hours before and after school;
  • Provides instruction in the five cross-disciplinary abilities as they apply to the CT Learning Standards.
  • Provides opportunities for students to seek information for personal interest and self-improvement;
  • Provides reading, listening, and viewing guidance to students and others in the learning community;
  • Recommends appropriate resources and activities to meet individual learning needs;
  • Reports the results of program assessment on a regular basis to teachers, students, administrators, and other community members;
  • Responds to various developmental levels, physical and intellectual disabilities, special gifts and talents, diverse cultural backgrounds, and different styles of accessing and processing information;
  • Serves as a reference person, teacher, and mentor who may help students with issues relating to learning;
  • Stays current with new information and trends in technologies and dissemination strategies to effectively plan, implement, and assess the effectiveness of the school's library information program;
  • Supervises support staff and plans for and implements an effective program that is fundamental to students' learning and is based upon the school's instructional programs, services, facilities, size, and numbers of students and teachers;
  • Supervises, schedules, and administers all aspects of the operation of the school library information program;
  • Supports teachers and students with the selecting interest based materials for students to explore while learning about their interests using books, technology, and other sources of media;
  • Teaches and demonstrates to students how to structure a search across a variety of sources and formats to locate the best information to meet a particular need;
  • Teaches and encourages students to respect the principles of intellectual freedom, to respect copyrights and intellectual property rights, and to value the responsible use of technology;
  • Teaches uses of computers and other technological tools and the application of technology-based resources to support instruction;
  • Uses a variety of strategies to build collaborative teams for interdisciplinary teaching and learning;
  • Uses active listening skills to assist learners in locating, evaluating, and using information;
  • Uses appropriate strategies to guide reference and search processes with students and learners of all ages;
  • Uses collaborative strategies that encourage administrators and teachers to integrate the library information program into the school's instructional program;
  • Uses probing questions to clarify information needs;
  • Uses reflective listening strategies to help students develop metacognitive skills;
  • Uses the results of quantitative and qualitative data analysis to make decisions and develop plans and policies for the continuous improvement of the school's library information program;
  • Works cooperatively with the technology department and other educators to provide flexible access to resources, spaces, and technology systems to individuals and groups at time of need, within or outside of regular classroom hours, as appropriate;
  • Works with student learners, assisting them with production application questions and resource analysis, for use in word processing and graphic presentations;
  • Performs related duties as required.

PART V - Working Conditions, Physical and Mental Requirements

Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

Frequency: Place an "X" in each box that is appropriate to your job.

NEVER (N)

OCCASIONALLY (O)

FREQUENTLY (F)

CONSTANTLY (C)

0 % of Shift

1-33% of Shift

34-66% of Shift

67-100% of Shift

Working Conditions

N

O

F

C

Working Conditions

N

O

F

C

Physical Demands

Depth Perception

X

Standing

X

Color Distinction

X

Walking

X

Peripheral Vision

X

Sitting

X

Driving

X

Lifting

X

Physical Strength:

Carrying

X

Little Physical Effort (-10 lbs.)

X

Pushing

X

Light Work (-20 lbs.)

X

Pulling

X

Medium Work (20-50 lbs.)

X

Climbing

X

Heavy Work (50-100 lbs.)

X

Balancing

X

Very Heavy Work (100+ lbs.)

X

Stooping

X

Environmental Conditions

Kneeling

X

Cold (50 degrees F or less)

X

Crouching

X

Heat (90 degrees F or more)

X

Crawling

X

Temperature Changes

X

Reaching

X

Wetness

X

Handling

X

Humidity

X

Grasping

X

Extreme Noise or Vibration

X

Twisting

X

Exposure to Chemicals

X

Feeling

X

Exposure to Gases and Fumes

X

Talking

X

Exposure to Unpleasant Odors

X

Hearing

X

Exposure to bodily fluids

X

Repetitive Motion

X

Exposure to dampness

X

Hand/Eye/Foot Coordination

X

Confinement to Small or Restricting Area

X

Visual Acuity/Near

X

Mechanical Hazards

X

Visual Acuity/Far

X

Physical danger or abuse

X

The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.

Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

Prepared on: July 25, 2019

About the Company

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WATERBURY PUBLIC SCHOOLS

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