Functions of and Competencies for Information Specialists in the RRC Program

(1) To define for Information Specialists the essential competencies required for them to perform their jobs.
(2) To help Information Specialists determine their professional  development needs and priorities.
(3) To inform RRC directors and others responsible for hiring about the knowledge and skills required for fully functioning information professionals who can add value to the activities and outcomes of the RRC.

• Information management competencies include knowledge of information resources, information access, technology, management, and research, and the ability to use that knowledge as a basis for providing information services.
• Knowledge of content area represents familiarity with issues related to special education and education policy, the SPP/APR process and indicators, the structure and function of the U.S. Department of Education, and the history and role of the RRC Program.
• Professional competencies represent a set of skills, attitudes, and values that enable Information Specialists to work efficiently, be good communicators, focus on professional development throughout their careers, demonstrate the value-added nature of their contributions, and survive in the new world of the Information Age.

• Knowledge of how to find and evaluate high-quality reference and research materials and resources.
• Knowledge of how to use databases (on-line and in-house) to store, organize, and retrieve information.
• Ability to assist RRCP staff, clients, and stakeholders in locating information and materials.
• Ability to use research and reference tools to produce substantive material matching users' needs.
• Knowledge of information experts, locally and nationally, in subject areas relevant to users.
• Ability to make personal contacts with information experts to create an informal network of information sources.

• Ability to evaluate and apply current and new technologies to organize and disseminate information, and to assist users in finding material and information.
• Ability to use on-line resources, email, word processing, spreadsheets, web conferencing, and other appropriate applications.
• Skills and ability to develop specialized information products for use inside or outside the organization or by individual clients.
• Motivation to investigate new knowledge and information management technologies.
• Ability to apply knowledge of copyright laws and guidelines in order to comply with the law and advise others in copyright compliance.

• Ability to provide effective instruction and support for information service users.
• Ability to communicate to users the information services process and interpret the needs of the users for the purposes of improving services.
• Ability to work with a variety of people in complex situations.
• Ability to engage in effective reference interviews with users, utilizing professional skills in interpreting users' needs.
• Skill in preparing and giving presentations, demonstrating the ability to communicate clearly, concisely, and accurately, both orally and in writing.
• Ability to prepare reports and write proposals pertaining to information services activities.

• Knowledge of IDEA and how it is implemented and monitored at the state and local levels.
• Knowledge of related laws, such as NCLB and ADA, and their implications for special education as well as how to access legal information resources. Knowledge of the State Performance Plan/Annual Performance Report (SPP/APR) process and the indicators for both Parts C and B.
• Understanding of state-, district-, and school-level perspectives.
• Knowledge of specific disabilities and services, and how they are affected by IDEA.
• Awareness of the concepts and research in the area of promising practices in the areas of delivery of technical assistance, education management, and classroom instruction.

• Maintains an awareness of current developments in the field and uses this knowledge to anticipate trends and pro-actively realign services and products to meet developing needs.
• Assists in knowledge translation, helping to close the gap between what is known and what is done.
  

• Knowledge of the structure and leadership of the U.S. Department of Education.
• Knowledge of the structure and personnel in the state agencies responsible for IDEA in the RRC region of employment.
• Awareness of the demographics of states in area of employment and the implications for education policy.
  

• Knowledge of RRC Program history, principles, and protocols. 
• Knowledge of the locations, states served, and key staff in other RRCs.
• Awareness of RRCP work groups, priority teams, participant roles and procedures, expectations for and relationships among RRCs, OSEP-funded TA&D projects, and the general array of federally-funded projects.
• Knowledge of OSEP reporting procedures.

• An understanding of the RRC scope of work, cooperative agreement, and objectives.
• Knowledge of the specific policies and procedures of the Center of employment.

• Develops and implements client services that are responsive to the needs of clients, project staff, and consultants.
• Seeks out performance feedback and uses it for continuous improvement. Celebrates own success and that of others.
• Takes pride in a job well done.
• Shares new knowledge gained through conferences, etc. with other Information Specialists in the RRC Program.
• Uses the research knowledge base of the other Information Specialists within the network as a resource for improving services.
• Seeks out challenges and sees new opportunities both inside and outside the RRC Program.
• Utilizes evaluation strategies to drive improvement in services and continually improves information services in response to the changing needs.
• Employs a team approach, recognizing the balance of collaborating, leading, and following.

• Understands and supports the mission of the center.
• Functions as an active contributor and participant in program activities.
• Provides leadership on the information services team. Forms partnerships/alliances with other information services inside or outside the RRC Program to optimize resource sharing and improve products and services.
• Is an effective consultant to the organization on knowledge management issues.
• Uses appropriate business and management approaches in order to communicate the importance of information services to senior management.
• Creates an environment of mutual respect and trust.
• Works well with others in a team. Takes on responsibility in teams both inside and outside the RRC Program. Acknowledges the contribution of all members of the team. Contributes to an environment where everyone’s work is valued and acknowledged.
• Mentors other team members. Asks for mentoring from others when it is needed.
•  Exercises leadership within the RRC Program and as a member of other teams or units within the organization.
• Plans, prioritizes, and focuses on what is critical for the accomplishment of center and program goals.

• Is committed to lifelong learning and personal career planning.
• Takes personal responsibility for long-term career planning and seeks opportunities for learning and enrichment. Constantly looks for ways to enhance personal performance and that of others through formal and informal learning opportunities.
• Recognizes the value of professional networking and solidarity.
• Is flexible and positive in a time of continuing change.
• Is willing to take on different responsibilities at different points in time to respond to changing needs within the center or the network.
• Maintains a positive attitude and helps others to do the same.