Chapter 2
Part 3 - Persistent Challenges in Collaboration between Learning Specialist and Teaching Staff
and
Part 4 – Implications for the School Library Media Specialist
The quote from Ellen Guiney (2001) says it all: “This is not work for the faint-hearted.”
When looking at the things that impact our effectiveness in building this collaboration framework, I am most challenged by the reflection and adaptability piece, but realize that it is absolutely essential. I found myself thinking, “Who are the people I need to talk with about my effectiveness in presenting lessons; teaching skills; etc.? Would teachers be more honest with me face-to-face or responding to an online survey? How will I best obtain the feedback I need to improve?” [That “dead right” story hit a bit too close to home. I like to be right, but I usually admit my mistakes.]
When the authors present the concept of working with all staff in transparent, consistent and reasonable ways, It resonates with me…
BUT… I think there needs to be a validation from our administrators (top down) in order for this to become reality. (I am sorry that we haven’t initiated a meeting with Garry Stone about this.)
THEN, we’re going to need to “work our tails off” to demonstrate that we are familiar with “research-based” learning principles, the curriculum, the learning gaps in our district, and how to reach our students.
I would say it is essential for us as a department to meet with our counterpart “learning specialists.” Too often I live in an adversarial mindset. I need to cleanse that image and move into “If we do not hang together, we shall surely hang separately” (Paine) mindset.
Once again we are confronted with the idea that we’ve heard Allison Zmuda speak: if our busy tasks are not tied to authentic learning, we are not doing the work we’ve been hired to do. The biggest challenge for me is developing the process which will turn the busy-ness around. I found that the tables 2.2 and 2.3 (the book is all marked up now) were helpful in considering the problems and thinking about strategies… absolutely loved the connections to Data Mentor and Atlas. I see clearly where these educational tools can serve us well. When we share face-to-face at our next meeting, I’m looking forward to dissecting the charts more completely.
And lastly, I’m building a whole list of action steps (from table 2.3 and other areas of the chapter)… trying to put them in manageable size pieces… and projecting completion dates for them. So far, the process is leaving me energized (much better than the “overwhelmed” depression feeling).
Marcia, I had to laugh when I read your post! The line, “This is not work for the faint-hearted” resonated with me too. I highlighted, and starred, it! The same questions were running through my head as I read these sections. “How do I obtained the feedback I need to improve?” The big question! And I’m nervous about the answers. My thought was to attend department meetings and just put forth the questions, “What can I do to help our students succeed in ELA? Global? Etc…" But I'm liking the survey idea! I too felt that it would be beneficial to include Garry and Rob in this conversation, perhaps after we finish this book it would be a good time to engage in a conversation?
ReplyDeleteI also felt the tables 2.3, 2.4 and 2.5 to be very helpful. Regarding table 2.3, I felt I was strongly entrenched in LMS 1, but hitting on some of the steps the second column. I can definitely see where ATLAS fits in! And, like Marcia, I have started a list of action steps, for example, orient new teachers assigned to your school and attend in-service sessions with your leaders were two that I thought I could absolutely accomplish. Perhaps we can coordinate these ideas and work them into our goals. And, table 2.5 was another wake up call…sadly, I often define success in the ways described in column 1. Marcia, once again, I agree- it is learning a whole new mindset. Zmuda continues to remind us that there are no upsides to “bad business practices.”
One other section I particularly appreciated was on pages 37-38 in the paragraphs titled "Nurturing a Collaborative Culture." Jean Donham states that the library media specialist who assumes a collegial leadership role articulates his/her ideas clearly, and they maintain a “good say-do ratio.” One does what they say they will do, and establishes processes for continuous reflection and assessment. This is exactly what we talked about earlier in our discussion. I am constantly looking for ways to do this!
I appreciated the ended of this chapter, and agree with the sentiment, “…the greatest cause for optimism is the fact that the library media specialists are in the right place at the right time to play a significant role in the transformation of teaching that must occur as K-12 education is impacted by the revolution in telecommunications and information technologies.” As Cathy Mangan says, “We need to own this!” No pressure.
I also highlighted the first quote from Ellen Guiney and, at least in my own case, need to strengthen my leadership skills through reading or training. I liked the bulleted collaboration process points on page 33 of clear communication, focus on student needs rather that adult preference and blend of "right now and forward-thinking tasks" and think that we all currently work to follow that process. I questioned the last concerning the transparency of our role and agree with all that a conversation about this needs to happen after our PPL.
ReplyDeleteI thought about Cathy M.'s comment concerning PLCs when I read the section about "Content and Pedagogical Expertise" and agree that the district support of PLCs could be a real opportunity for us to define and share with other staff our roles within the building. When begun in September, I was consistently attending a Special Area meeting during PLCs but have moved to grade level activities and have already benefited from what was shared as well as what I could bring to the group - am encouraged by that.
Feedback about efforts - That is something that I would really appreciate - Could we design a generic survey and then edit it for our own buildings or does anyone else have a great idea of how we can get honest, professional feedback. I am constantly asking about how we can help but much feedback is in that emergency, right now mode rather than long term impact.
How can I be a learning specialist - I keep posting to the blog before I am ready!! Here is the rest of what I wanted to share.
ReplyDeleteThe tables in this section were valuable. I need to think more about the third column in Table 2.2 concerning evidence of student acheivement in my classroom. I have completed more quick assessments this year and incorporated an assessment piece in additional activities. I used SMART response clickers for an opinion survey and hope to use again soon for an assessment. The clear job description appears again here and reminds us of need for discussion with admin. and other learning specialists after our PPL. I highlighted the suggestion that staff thinks we do only what they see. The challenge I find is to complete the organizational, managerial aspect of our job when no one is looking because if you let that aspect of our role go it affects the success and/or ease of other efforts.
I too see most of my efforts in Table 2.3 in the LMS1 column with just a few steps into LMS 2 and need to develop action steps.
At the bottom of p.38, I appreciated the reminder that one must consider the view of other partners in a collaborative effort when assessing value.
I was encouraged by Table 2.4 in that I think we all have worked at the possible actions suggested. I recently conducted a library orientation for two new student teachers with one returning frequently for book and lesson suggestions and support.
I want to talk more about displaying our mission statement in our libraries and and the reflection points on p. 41 when we next meet in person.
Re: Mission Statement
ReplyDeleteAt our next meeting we should go over the mission statement and where it belongs-nicely framed as you enter the library? posted in a conspicuous spot on the website? on a tee shirt? all three or none or some of the above?
Re: Reflection
-core walk through with AASL (just sent as an email)
-just had meeting on the new ELA core standards. We can make a major impact there.
-Atlas (must do)
-Data Mentor (our life line/life saver)
ooo I like section4
Table 2.3 How do we go about it to get it done. Who do we need to talk to?
Table 2.4. I need to have this printed out and hung over my desk as a constant reminder to get out there.
As usual the timing part-now teachers besides meeting at grade level meeting have their families they work with. That would mean me attending (if I could) an additional 8-10 meetings per week. So, for now, I'm sticking with grade level meetings (when I can make them) and hope to get on the agenda that if a project is needed (maybe an email would be better?) I would be happy to join them in their family (feel sort of black sheep of the family baaa). Which really made sense when I got to table 2.5--it's not the number, but the quality of the collaboration! That really helped put things in perspective and also takes some of the pressure off- do things right rather than do a lot of stuff not so great.
I like this book. It's making me think of what we need to look at for next year as well as what I want to finish up this year with....
I agree with Suzanne's comment...it's not the number of collaborations, but the quality. Yes to that! I love the idea Ellen had about the generic survey. Perhaps we can put in on the agenda for our next meeting?
ReplyDeleteEllen, I feel your pain in posting. However, I have the opposite problem. I clicked away to check the spelling of the word "dilemma" ( one I should really know how to spell!) and lost everything I had just written. I forget to post. And - believe me - what I had just written was brilliant! I will try to recapture its essence.
ReplyDeleteGeneric survey? Great idea! This is why collaboration is wonderful. Do I think of this? No. I spend a lot of energy soliciting feedback through email and drop-in visits.
Suzanne,I agree with going for quality over quantity. This seems to be a good rule of thumb in many things. I, too, like the Guiney quote but after "faint-hearted" I wrote "patience!" We must strive forward into the realm of learning specialist but have patience with ourselves to get there and with teachers to see us in this role. It's a new way of viewing librarians. We need to establish credibility with teachers as expressed on page 33. Is there a quick and sure way to do that? Perhaps with a continuous development of understanding and skills on our part as well as a focus on student needs and not "what the adults prefer" we will achieve a level of acknowledged expertise. i love DataMentor. It is such a valuable tool to assess needs. My favorite quote from this section? ""In short, resilience and adaptability are vital to the long-term success of the learning specialist." Go with the flow. Move with the groove!
ReplyDelete