1 RESPONSIBILITY FOR SUPERVISION / DIRECTION / COORDINATION OF EMPLOYEES. Levels / grades Types of work Where based

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1 CHESHIRE WEST AND CHESTER BOROUGH COUNCIL JOB DESCRIPTION QUESTIONNAIRE JOB TITLE Librarian/Learning Resources Centre Manager (Secondary School) JOB REF NO AAAE5112 BASIC JOB PURPOSE To organise the general day-to-day running of the Resource Centre and to promote the Resource Centre as an effective centre for independent learning for all students NO MAIN RESPONSIBILITIES 1 To organise the day-to-day running of the Library or Learning Resource Centre and liaison with school staff as required over Library or Learning Resource Centre related issues. 2 Liaison with faculty heads in order to review their requirements and observations on Resource Centre issues (and visiting faculty meetings as necessary). 3 To promote the development of reading and literacy skills for information, recreation and reading for pleasure. 4 To organise, direct and participate in appropriate IT training for staff and pupils. 5 Preparation of the Resource Centre Development Plan. 6 Management and administration of the Resource Centre budget. 7 Line management of Resource Centre staff, including the encouragement and recruitment of pupil helpers and other volunteers. 8 To manage all matters concerning Resource Centre software, security and furnishings. 9 Provide Library and Learning Resource Centre introduction lessons so that students are given foundations for effective study skills. 10 Production of Resource Centre newsletters, development of competitions and other promotional events. 11 To establish, maintain and develop links with the school s wider community and support services. Notwithstanding the detail in this job description, in accordance with the School's/Council s Flexibility Policy the job holder will undertake such work as may be determined by the Headteacher/Governing Body from time to time, up to or at a level consistent with the Main Responsibilities of the job. 1 RESPONSIBILITY FOR SUPERVISION / DIRECTION / COORDINATION OF EMPLOYEES Employees directly supervised by jobholder No and FTE Either Levels / grades Types of work Where based Library or Learning Resource Centre Support for pupils in the School's Centre for Independent Learning. School

2 Assistant Resource Centre And/or Paid 6th form pupils and/or Pupil Volunteer Helpers within the school who work every lunchtime on a rota basis. The operation of the Learning Resource Centre. School Resource centre What does the supervision / management of these employees involve? (eg allocating work, training for the job, assessing performance, discipline, probationary periods, recruitment, appraisals, induction, - see guidance notes) NB: Some schools may have both a paid assistant and pupil volunteers, other schools may have either/or. Learning Resource Centre Assistant - To carry out annual appraisal and set key objectives and the identification of training needs; to provide training in Resource Centre procedures and routines; to delegate daily work tasks and to confirm the appointment at the end of the probationary period. To carry out informal discipline. Recruitment and selection is a shared responsibility with the jobholder s own Line Manager. 6th Form Pupils - To carry out recruitment and selection; to devise and undertake induction training and confirm the appointment at the end of the probationary period. Pupil Volunteers - Jobholder has sole responsibility to recruit (including drawing up a job description), interview, induct, train on the job, allocate tasks, check the quality and output of work, to manage performance and if necessary use informal discipline. Other Employees supervised by jobholder (not in a direct line relationship) No and FTE Levels / grades Types of work Where based New members of staff teachers and classroom assistants Education School What does the supervision of these employees involve? (Demonstrating, guiding and training) The jobholder regularly briefs and keeps all staff informed about any new systems, on-line resources, new books or resources and any special deals negotiated with local booksellers. This is either carried out at staff meetings or through the Resource Centre newsletter produced for staff by the jobholder. Does the job involve supervision, direction or management of people who are not employees? eg contractors, students on secondment No and FTE Levels / grades Types of work Where based

3 Volunteer helpers within the school e.g. parents and occasional work experience staff from external agencies, i.e. Department of Employment and schools. To provide assistance in the Resource Centre. What does the supervision of these employees involve? School Resource Centre To devise training, to support the development of knowledge of children s books and authors and to mentor throughout the placement. Does the jobholder develop policy or provide advice and information which impacts on the supervision / direction / coordination of employees? No 2 RESPONSIBILITY FOR FINANCIAL RESOURCES Financial responsibility Budget Jobholder has delegated responsibility for the management of Resource Centre budget and is accountable for the expenditure. The jobholder liaises with school faculties to identify gaps in Resource Centre resources and makes spending decisions and monitors and reports on expenditure ensuring that it remains within financial limits. to monitor individual departmental spending on books, learning resources, displays etc throughout the financial year in order to ensure that all purchases remain within set financial constraints. Handling cash, cheques and vouchers from fines, lost or damaged book replacements, proceeds from book fairs etc., maintaining records, safekeeping. Value of the financial resource (p.a.) Circa 7,000 to 12,000 per annum average Cross curricula ICT budget Circa 3,000 per annum Circa 250 to 1,000 per annum How often is the duty performed? Does the jobholder develop policy or provide advice and information which impacts on financial resources? Yes If yes, give details To devise and compile the Resource Centre budget for approval by the Leadership Group. To identify gaps and deficiencies in learning materials and recommend appropriate expenditure by faculties. To make bids for additional funding from internal and external sources.

4 3 RESPONSIBILITY FOR PHYSICAL RESOURCES Physical resource Computerised Information Systems Resource Centre Resources (books, multimedia and other learning resources) Resource Centre including ICT Equipment, Furniture, Fixtures and Fittings Resource Centre Nature of responsibility of jobholder To collate and compile reports from the bespoke library circulation system, and to create spreadsheets and databases for school information and reporting systems, for example library user figures, library issues and reading figures. To add all new stock to system, cataloguing, assigning Dewey numbering and key-wording. To order and maintain the security of stock. Establish and maintain subject classifications of incoming learning resources, accession and issue stock. To withdraw stock that is out of date or in poor condition. To identify book needs and purchases for each of the faculties in consultation with teaching staff. The selection and purchase of school fiction and recreational books from the Resource Centre budget. To source suppliers and to negotiate with external learning resource companies for price reductions. To maintain an inventory of learning resources, equipment and hardware, carry out an annual stock check and identify shortages and any security issues, and to maintain a record of stock and equipment values for replacement purposes. To identify school requirements in terms of fixtures, fittings and IT equipment for the Resource Centre, source suppliers and request quotations including equipment guarantees and place order following approval from the school Senior Management Team. To revisit existing contracts and equipment guarantee agreements and to negotiate extensions as necessary. To determine the appropriate siting of equipment, computers, printers, scanners etc, identify faults and carry out rudimentary repairs, liaise with the school IT Technician and to contact suppliers/manufacturers as necessary for fault rectification. Responsible for maintaining Resource Centre security at all times, and particularly at the end of each working day. How often is the responsibility exercised? Does the jobholder develop policy or provide advice and information which impacts on physical resources? Yes If yes, give details Liaison with faculty heads to review their requirements and discuss any library issues. Review of library policies and procedures e.g. Internet Codes of Conduct, Library usage, loans, returns etc.

5 To prepare reports for the use of school management in library usage, learning resource issue figures and the most popular access of learning materials. To give advice on use of Resource Centre equipment e.g. video, digital camera and other resources. 4 RESPONSIBILITY FOR IMPACT ON PEOPLE Task/Duty To answer a wide range of enquiries and provide information related to the use of learning resources to include books, use of the internet etc. To provide introductions to all Year 7 pupils in the use of the library and IT equipment and also to induct new teaching staff. To mount displays and organise competitions, activities and themed events to maintain pupil interest. To produce training booklet and step by step guide on the library circulation system. To supervise pupils working independently within the Resource Centre both in lesson time and during lunch breaks, to ensure that they behave appropriately and receive the help they need. To organise and develop a schedule for groups and individuals wishing to use the library (whole classes, small groups, 6 th formers etc.). To ensure the security, safety and cleanliness of the Resource Centre including the identification of potential hazards, and to ensure that pupils view suitable online material. Who benefits? All school users - pupils and staff All pupils and staff All pupils How they benefit? To encourage reading habits and facilitate access to and best use of learning resources including independent and autonomous usage as part of the development of pupils. Space made available at appropriate times to suit needs. A safe, secure and clean environment which meets school standards. Does the Jobholder develop policy or provide advice and information which impacts on people? Yes If Yes, give details:- Development and review of Library Policies and Procedures. Gathers information for staff and sources information and resources for topics and builds up a resource. Assists in the use of ICT (individuals and small groups) by giving advice and/or practical assistance. Gives advice on choice of reading materials to pupils participating in scheduled lessons within the Resource Centre. Gives advice on appropriate on-line sources of information.

6 5 KNOWLEDGE Type of knowledge What knowledge is essential? Why are these needed? How is it normally acquired? Qualifications Extensive cross curricula knowledge Specialist Popular children's books and authors. Understanding of pupils & their needs. Understanding of how a library works & is organised including Dewey cataloguing and classification systems. Budget management. Knowledge of education environment. School organisation, Resource Centre policies Policies and and school procedures procedures which impact on the Resource Centre. Links with school curriculum. IT Skills All Microsoft Office applications, the bespoke library circulation database system and specialist packages. Legislation Equipment Data Protection, Child Protection, Copyright etc. All Resource Centre equipment. To organise the day-today running of the Library or Learning Resource Centre and purchase relevant resources. To understand, keep up to date and research children's reading requirements including undertaking book reviews. the classification and cataloguing of books. To manage Resource Centre budget. To develop the Resource Centre ethos in accordance the school aims and objectives. To ensure resources available meet needs. To support pupils and staff, to undertake book reviews, and to locate subject specific material & manage the circulation of resources. To recognise and interpret legislative issues and ensure compliance. Day to day usage and to assist staff and pupils. Qualified librarian or equivalent plus office administration, consumer environment or library experience. Experience, inhouse training from Education Library Service and research, reading of inspection copies. On the job experience. Experience and in-house training. Liaison with faculties. European Computer Driving Licence or equivalent level of competence, experience and training. Experience and in-house training. Experience, manufacturers' instructions and in-house training.

7 How long would it take for a jobholder to become fully operational? 3 years administration or library experience + 1 to 2 years to understand the routines of the school calendar year and to develop knowledge of pupils' reading requirements and the necessary working relationships with staff and pupils and to develop network of support = total up to 5 years. 6 MENTAL SKILLS a) What sort of situations/problems does the jobholder typically have to deal with? Give two examples of typical problems solved on a regular basis. Example: Research activities To carry out research on various topics for teachers (with varying deadlines). To examine existing stock for suitable resources and search for other materials on the web, and from the Education Library Service and where possible to obtain videos and multimedia items and free leaflets. To assemble the topic box and if the subject matter is one which is likely to be used again e.g. diary writing for English Faculty, to build up a pool of resources for future use. Example: Planning and development layout of the Library. The jobholder identifies where resources can be more appropriately displayed or shelved to maximise usage and enable easy identification and location of resources. The jobholder constantly reviews the design of areas of the Library and re-classifies books e.g. by T.V. tie-ins rather than by author to ensure as full usage as possible. Displays are also used as a way of promoting reading. The jobholder looks at the big picture to find ways of improving and developing the resource. Give an example of the most difficult or demanding situation/problem the jobholder has to solve. Example: Development of policies, handbooks and other materials the jobholder is required to develop suitable materials for use by pupils and staff throughout the school. These include worksheets, induction booklets, newsletters and Resource Centre policy documents. The jobholder develops the materials, tests and tries them out on a sample of pupils, makes any necessary changes before implementing, obtaining feedback and resolving any issues that arise. c) Approximately how often would the example in (b) occur? Ongoing development and constant review of all materials Give details below of the mental skills required in the job and reasons why they are needed. Mental Skill Creative/Developmental Planning and Development Why Needed? To organise school library promotions, competitions, the modification of library layouts and displays and produce newsletters etc. in order to create and maintain pupil & staff interest. To devise and compile the Resource Centre

8 Fact-finding Analytical Judgment budget. To identify gaps and deficiencies in school learning materials and formally recommend appropriate expenditure in given faculty areas. Redesign of library areas to improve accessibility and usage. To consult and determine precise pupil and staff expectations and requirements. To collate and compile reports from the bespoke library circulation system, and to create spreadsheets and databases for school information and reporting systems. Approaches to pupil behaviour management. Effective recruitment, selection and staff/volunteer deployment. Decisions re stock purchase, design of Resource Centre, ways to promote reading activity. 7 INTERPERSONAL AND COMMUNICATION SKILLS ESSENTIAL FOR THE JOB Skill Used for? With whom? Supervision, Motivation, Training and Induction To provide training and guidance in Resource Centre procedures and IT systems. To deliver induction presentations to new pupils to the school in formal timetabled lessons. To motivate and encourage interest from pupils to use the facilities. To supervise pupils using the Resource Centre including the diffusion of difficult situations. To recruit, train and manage staff and volunteer pupils carrying out library duties. Liaison To obtain and give information and obtain suitable resources to support the curriculum. Guidance and Advice Negotiation To provide networking opportunities. To negotiate preferential terms of purchase. To listen, understand and interpret requirements, give advice and guidance in order to provide access to suitable learning resources. To give advice and practical support. To agree codes of conduct and pupil behaviour in the library. To bid for extra money outside of school funds. Written To produce induction materials, teaching resources, workbooks, displays, presentations and handbooks. To catalogue books and key-word. To set and produce Resource Centre guidelines and procedures for library usage etc. Professional teaching staff, pupils, staff, parent and pupil volunteers and work experience students. Staff, Education Library Service, publishers, other librarians, outside agencies, public libraries, booksellers. Pupils and professional teaching staff. Pupils, teaching staff and the school senior management team. Teaching staff, pupils including those with special needs, parents, classroom assistants, pupil and parent volunteers.

9 8 PHYSICAL SKILLS ESSENTIAL FOR THE JOB Physical skill Used for? Any precision/speed requirements? Hand-eye co-ordination and manual dexterity To undertake book repairs, cover & bind books. enter data, write correspondence, newsletters, catalogue books and use of the PC fundamental to job role. Accuracy 9 INITIATIVE AND INDEPENDENCE Allocation of work a) How is work allocated to the jobholder? School daily and weekly routines in accordance with school timetables and National Curriculum requirements and to respond directly to the needs and enquiries of pupils and school staff. In the absence of direct supervision, this is a proactive role requiring independence of thought in order to continuously improve and adapt Resource Centre systems and procedures to meet pupil, staff and school needs. b) What is a typical cycle for allocating work to the jobholder eg hourly, daily, weekly? As above Scope for initiative c) How much freedom/discretion does the jobholder have: to change the way work is done? (e.g. recommending changes in policy, procedures, resources) The jobholder has a high degree of autonomy to manage the Resource Centre, to rearrange library resources to maintain pupils' interest throughout the year, to develop displays and organise activities to promote the use of the Resource Centre. to allocate their time to duties? Free to plan and prioritise own workload within established procedures to meet school requirements and to plan the work of staff and volunteers within the Resource Centre. d) What is the level of guidance/instruction available? Resource Centre handbook, School Policies and Procedures, the Dewey Classification System, the circulation database system, Health and Safety Guidelines and Financial Regulations, Line Manager Advice and guidance. e) What sort of direction, management or supervision is given to the jobholder?

10 Works mainly unsupervised but with telephone contact for advice and guidance on as and when required basis. Regular meetings are held for Resource Centre staff to discuss issues and report progress with any projects. The jobholder also attends some faculty meetings. The jobholder is expected to manage the Resource Centre on a day to day basis, have input into its planning and use initiative to resolve issues and problems. f) Give three examples of problems or decisions the jobholder would be expected to deal with themselves without reference to a supervisor/manager. How often do these occur? Expected problem To redefine and modify the Resource Centre work ethos and to consult with pupils and school staff. Supervision of unaccompanied pupils, oversight of their activity and behaviour. Unexpected problem Scheduling usage of Resource Centre if conflicts of use arise, jobholder determines feasibility or tries to organise room swaps if whole groups are involved. Nature of available guidance Experience and school expectations. Experience, initiative, policies and procedures. Nature of available guidance Experience, initiative. Typical Frequency Ongoing Typical Frequency Few times a term g) Give two examples of problems or decisions the jobholder would be expected to refer to their supervisor/manager. How often do these occur? The purchase of expensive single items or issues that have a policy implication. 10 PHYSICAL DEMANDS Problem or decision Point of referral Typical Frequency Pupil discipline issues disruptive or using abusive language. Refer to Line Manager, Headteacher, Pastoral Coordinator or call to teacher on- Few times a year call. Line Manager for decision. Few times a year Physical Demand Typical Duration How often? Other details (eg how heavy?) Lifting, carrying, and unpacking books and boxes for projects. 2 to 5 kilograms

11 Seated in a constrained position in the use of the PC and whilst cataloguing and classifying books and on feet and walking around the Resource Centre. Kneeling, bending, stooping and stretching to shelve and retrieve books and pushing and pulling of trolley. Cleaning shelves and books and repairing books (all books are taken off shelves, dusted and returned). Termly 11 MENTAL DEMANDS OF THE JOB Nature of task To respond to general enquiries and maintain an ongoing awareness of library usage The cataloguing, classification and keywording of books involves accurate, detailed input of information, individual entry for each new resource. To train, encourage and support pupil and parent volunteers, work experience personnel and school staff in the use of library resources and IT systems. To deliver library skills lessons and induct new staff in library usage. To manage and monitor the Resource Centre budget ensuring monies spent prudently. To maintain statistical records of library related issues and prepare reports. development of resources, handbooks, presentations, leaflets, newsletters and proofreading. Planning schedules for usage of Resource Centre. To maintain an inventory of learning resources, equipment and hardware. To prepare teaching resources and pupil worksheets. Mental Demand General alertness and awareness including Health & Safety of users. Concentration, accuracy and attention to detail, awareness of audience, collection of information and drawing logical conclusions. Duration Throughout the working day Frequency To what extent is the job subject to work-related pressures e.g. regular deadlines, frequent interruptions, conflicting demands?

12 Nature of pressures / interruptions Source For how long? How often? Interruptions - an inherent part of the job Deadlines Pupils, staff, phone for advice and information. To prepare teaching resources and pupil worksheets. Requests for materials for projects often at short notice for particular date/time. Delivery of lessons, induction and presentations. Budget deadlines. Unexpected requests for information e.g. by the end of the day. Throughout the working day. Conflicting demands To juggle library usage and simultaneous and conflicting demands of staff and pupils each with own priority e.g. all PC s booked for class use therefore none available for 6 th form use. If the jobholder is subject to any other form of mental demand, please give details below. Not Applicable 12 EMOTIONAL DEMANDS Nature of the task being performed by jobholder Behaviour / source of the emotional demand Frequency (per day/wk/ month) Direct contact and to listen attentively to pupils and helpers the Resource Centre is regarded as a safe environment and the jobholder is not viewed as a teacher. Disadvantaged pupils with special needs. mainstream pupils with domestic difficulties. upset, distressed, angry to academic and less able pupils.

13 13 WORKING CONDITIONS a) In what kind of places does the jobholder normally work (eg office, library, gardens, clients homes)? If more than one, give approximate proportion of time in each. Location of work The learning resource centre or library Classrooms to give presentations to pupils Proportion of time 100 per cent Few times per year b) If the jobholder works outside, are they expected to work regardless of the weather or are alternative arrangements made eg work on other duties? Not applicable c) What unpleasant environmental working conditions or behaviour from other people are met in performing the job? (See guidance notes for examples) Working Condition or Behaviour from other people Behaviour problems including: abusive and bad language,disagreements between pupils, Physical aggression e.g. kicking things and causing damage to surroundings, knocking shelves down. How long does it last at any one time? How often does it typically occur? Few times per year d) What protection is offered (if any) e.g. against adverse weather (clothing, shelter), against infection, security measures etc. Training in behaviour management OTHER CONSIDERATIONS If you feel that there are other, special considerations which might affect the evaluation of this job, please give details. Jobholder is expected to work outside normal working day to attend Open Evenings etc. Peaks and pressures at start and end of term. Expected to pro-actively organise out of school activities linked to public library activities.