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Certified school librarians (CSLs) in the United States are entrusted with facilitating inquiry-based learning through creating learning environments that provide students with time, resources, and support to ensure success. Implementing inquiry learning teaching practices that impact academic achievement is enhanced by professional development for CSLs and for those who supervise and evaluate CSL performance. Professional development facilitators need to provide pedagogical and experiential opportunities for examining inquiry learning in action. Strategies to improve CSL skills and knowledge should include opportunities to experience inquiry learning personally so that CSLs and their performance evaluators become familiar with the inquiry learning process and understand how inquiry learning influences student success. This chapter describes how action research conducted by CSLs and collaborations between evaluators and the school district human resources department in a large city in Massachusetts led to policy change as well as to deeper understanding of the inquiry learning process. School librarian specific rubrics, the AASL National School Library Standards (AASL 2018a, 2018b) and inquiry learning strategies were crosswalked with student learning goals to demonstrate alignment and to develop a performance evaluation rubric appropriate to the work of CSLs in Massachusetts.
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