Part-Time Media Specialist

Ann Arbor Public Schools; Ann Arbor (MI); On-site; USD 30,000 - 40,000; Part time

Job summary

Ann Arbor Public Schools is seeking a Part-Time Media Specialist for Abbot Elementary. The role requires a Master's degree in library/media and skills in technology. Essential duties include supervising media staff, managing budgets, and supporting instructional programs.

The Media Specialist will foster lifelong reading and develop innovative curriculum with teachers. The position is focused on enhancing student engagement through media literacy.

Qualifications

• Master's degree with a major in library/media.
• Experience working with special education students is desirable.
• Skilled in technology and media.

Responsibilities

• Formulate goals and evaluate the building's media program.
• Supervise media support staff.
• Select media and manage the media budget.

Skills

Technology skills

Experience with special education students

Knowledge of reading strategies

Sensitivity to multicultural needs

Education

Master's degree in library/media

School Media Specialist’s endorsement

K-5 all subject endorsement (optional)

Job description

Position Title

Part‑Time Media Specialist (FTE: 0.8) – Abbot Elementary (In‑Person)

Salary

AAEA Teacher Salary Schedule

Reporting Relationship

Building Principal

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education and Experience

• Master's degree with major concentration in library/media.
• School Media Specialist’s endorsement or a School Librarian Specialist endorsement preferred.
• Alternatively for Elementary level, holds a K-5 all subject endorsement.
• Sensitivity to the multi‑cultural needs of students and teachers.
• Skilled in technology.
• Experience working with special education students desirable.
• Experience working with students and teachers in the use of media/TV, desirable.
• Knowledge of reading strategies, desired.

Essential Duties and Responsibilities

• Formulate goals, objectives, and evaluation of building level media program.
• Implement building level media program.
• Supervise media support staff.
• Select media and manage the building level media budget to support the instructional program in the school.
• Plan and develop library skill units.
• Maintain all required records for the operation of the building media program.
• Serve as consultant to faculty and administrators in the building.
• Produce media and operation audio‑visual equipment including video equipment.
• Serve on district wide committee.
• Participate in professional growth activities.
• Regular and reliable attendance.
• Other duties as assigned.

Literacy – Fosters Lifelong Reading

• Inspires and supports the reading lives of both students and teachers through the creation of inclusive collections, celebrating diverse experiences and by providing opportunities to empower learners as effective users and creators of information and ideas.
• Recognizes that literacy can be explored in many different ways, i.e., foundational literacy, digital literacy, media literacy, computational literacy, news literacy, etc.
• Provides and advocates for equitable access to collection tools using digital resources, programming and services of support of the school’s/district’s strategic vision.

Curriculum, Instruction & Assessment – Empowers Students as Creators

• Curates digital resources and tools to support transformational teaching and learning and develops the digital curation skills of others.
• Partners with teachers to design and implement curriculum and assessments that integrate elements of deeper learning, critical thinking, information literacy, digital citizenship, creativity, innovation and the active use of technology.
• Encourages and facilitates students to become increasingly self‑directed as they create digital products of their learning that engage them in critical thinking, collaboration, and authentic real‑world problem solving.
• Provides flexible spaces that promote inquiry, creativity, collaboration, making and community.

Personalized Professional Learning – Functions as a Lead Learner

• Leads professional learning to cultivate broader understanding of the skills that comprise success in the digital age, i.e., technology tools and apps, information literacy, digital citizenship, etc.

Collaborations & Partnerships – Leads Beyond the Library

• Promotes the school's strategic plan for digital learning and fosters a culture of collaboration and innovation to empower teachers and learners.
• Cultivates partnerships within the school and local community to promote engagement and a community of readers.

Language Skills

• Read, analyze, and interpret professional journals, technical procedures, or governmental regulations.
• Communicate effectively and present information both in oral and in written form.

Reasoning Ability

• Define problems, collect data, establish facts, and draw valid conclusions.
• Interpret an extensive variety of statistical information and data related to student achievement.

Other Skills and Abilities

• Interact with public and other staff as required.
• Apply knowledge of current replicated research and techniques related to sensory issues.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes of books and AV/VCR carts. The employee is directly responsible for safety, well‑being, or work output of other people. Specific vision abilities required by this job include close vision such as to read handwritten or typed material and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is occasionally quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well‑being of students.