Twitter Chat: Job-Embedded Professional Development

This fall graduate students in “IS516: School Library Media Center” are participating in bimonthly Twitter chats. The schedule is listed below. The chats will be based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018). We invite you to join us for our first chat on Monday, September 9th from 7:00 to 7:30 p.m. Central Time. Chat questions will be posted on this blog on the Wednesday before our Monday chats.

Monday, September 9, 2019: #is516 Twitter Chat: Job-embedded Professional Development

“A team is not a group of people who work together. A team is a group of people who trust each other” (Sinek, Mead, and Docker 2017, 104).

Professional learning embedded in the everyday practice of educators is an effective way to transform teaching and learning. In this model, school librarians can serve as professional learning leaders. They enact this role in a number of ways: through providing formal staff development; by serving as a member or team leader in one or more professional learning communities (PLCs); and through classroom-library collaboration, which involves trusting colleagues in coplanning, coteaching, and coassessing learning outcomes.

Coteaching offers educators the opportunity to hone their craft while teaching “actual students in real time, with the taught curriculum, available resources and tools, and within the supports and constraints of their particular learning environments” (Moreillon 2012, 142). School librarians add value when they co-collect evidence (student learning outcomes data) to demonstrate the effectiveness of their teaching in terms of what is important to colleagues and administrators. These data point the way toward continuous instructional improvement. Coteaching also creates the opportunity for school librarians to co-lead in a culture of adult as well as student learning in their schools.

#is516 Chat Questions
These are the questions that will guide our chat on September 9, 2019 at 7:00 p.m. CT.

Q.1: What does the term “reciprocal mentorship” mean in terms of classroom Ts & #schoollibrarians #collaboration? #IS516

Q.2: What is your experience in coplanning w/Ts? #IS516

Q.3: What’s an example of “engaging curriculum”? #IS516

Q.4: How do #schoollibrarians & administrators work together for change? #IS516

Please respond with A.1, A.2, A.3, A.4 as each question is posted.

Join us and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

Thank you!

Works Cited

Moreillon, Judi. 2012. “Job-embedded Professional Development: An Orchard of Opportunity.” In Growing Schools: School Librarians as Professional Developers, edited by Debbie Abilock, Kristin Fontichiaro, and Violet Harada, 141-156. Santa Barbara: Libraries Unlimited.

Sinek, Simon, David Mead, and Peter Docker. 2017. Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team. New York: Penguin.

 

#IS516 Twitter Chats: Time: 7:00 – 7:30 p.m. Central

Second and Fourth Mondays – Fall 2019

September 9 | Twitter Chat #1
Topic: Chapter 2: Job-embedded Professional Development
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 9/4/19

September 23 | Twitter Chat #2
Topic: Chapter 3: Inquiry Learning
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 9/18/19

October 14 | Twitter Chat #3
Topic: Chapter 6: Digital Learning
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 10/9/19

October 28 | Twitter Chat #4
Topic: Chapter 7: Assessment
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 10/23/19

November 11 | Twitter Chat #5
Topic: Chapter 8: Leadership and Advocacy
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 11/6/19

December 9 | Twitter Chat #6
Topic: Chapter 9: Sustaining a Connections in a Culture of Collaboration
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 12/4/19

School Librarian Evaluation

Episode 7: Assessment (Evidence-based Practice) Virtual Podcast Interview with Kelly MillerIf school librarians are to achieve their capacity as leaders in their schools, it is their charge to influence the practices of their colleagues. As noted in Chapter 2: Job-Embedded Professional Development, coteaching is an ideal context in which educators organically practice reciprocal mentorship. Coteachers learn with and from one another as they guide, monitor, and assess student learning outcomes.

If school librarians are to collect direct measures, “they must be proactive in creating the conditions in which they can collect, analyze, and use evidence of their impact on student learning” (Moreillon 2016, 30). In short, in order to maximize their leadership, school librarians must seek out instructional partnerships, and they must coplan, coteach, and coassess student learning outcomes.

And in the best of all possible worlds, school librarian evaluators would observe them and provide actionable feedback in the context of coteaching. I was fortunate in my career to have site-level administrators who, with the classroom teacher’s permission, observed me during cotaught lessons. In several cases, our pre-evaluation conferences were conducted with the other educator present. In all cases, the post-evaluation conferences were one-on-one conversations between my evaluators and me.

Readiness for Coteaching
Jennifer Sturge, the Teacher Specialist for School Libraries and Instructional Technology for Calvert County (MD) Public Schools published an article in the January/February issue of Knowledge Quest (KQ). In the article, Jen shares how she provided collaboration training to help classroom teachers and school librarians prepare for classroom-library coteaching. She also worked with administrators to help them overcome possible barriers to coteaching such as library scheduling, collaboration time, and library staffing.

Jen found that 83% of the classroom teachers she surveyed believed that collaborating with school librarians would benefit students. Of course, there were challenges along the way, but can-do collaborators found solutions to address them. As Jen notes at the end of her article, “I was hoping to succeed but was also prepared to fail. After all, how could this project take off without funding? Through the sheer determination of everyone who has recognized the benefits to students and worked along with way with me, we’re moving slowly but surely to a more collaborative approach in our elementary school libraries” (Sturge 2019, 31).

Evaluating Coplanning
Using a coplanning form is one way to assess you and your colleague’s readiness to coteach. In the January/February KQ article “Co-Planning and Co-Implementing Assessment and Evaluation for Inquiry Learning,” I provided sample planning forms that include standards, learning objectives, and student outcomes evaluation criteria (Moreillon 2019, 42-43).

Effective collaborative planning creates a framework for measurable student success; it addresses the Understanding by Design (UbD) approach (Wiggins and McTighe 2005) to planning instruction. School librarian evaluators will benefit from observing, participating in, or reviewing educators’ evidence of collaborative planning.

Evaluating Coteaching
Evidence-based practice (EBP) suggests that educators base their instruction on published research, apply research-based interventions in their practice, and measure the success of their efforts in terms of the targeted student outcomes. UbD and EBP are aligned and can assist educators in determining the effectiveness of their teaching.

In the same issue of KQ, the literacy coordinator for Bismarck Public Schools Misti Werle shared her leadership in implementing and evaluating instructional partnerships in her district. Writing along with middle school librarian Kat Berg and English language arts teacher Jenni Kramer, Misti shared a “Levels of Library Services and Instructional Partnerships” document that guided Bismarck school librarians in serving as equal instructional partners. The document assisted them in stretching their collaborative practices and helped them assess their progress as well (Berg, Kramer, and Werle 2019, 35).

Evaluating the Outcomes of Classroom-Library Collaboration
In her podcast interview, Kelly Miller, Coordinator of Library Media Services for Virginia Beach (VA) Public Schools, provides school librarians with a pathway to leadership through evidence-based practice. When school librarians collaborate with others to develop an action research project, they can demonstrate their professionalism, collect and analyze data, and document how they are improving teaching and learning in their schools.

This tweet was cited in a recent issue of ASCD’s Education Update: “Have a dream or vision and struggling to get there? If so, let go of perfection, bring as many people together as you can, and focus on continuous improvement rather than a destination point of ‘success’” (@PrincipalPaul 2019, 3). Collaborative relationships can be challenging. Codesigning and coimplementing an action research project can be imperfect at times and collaborators must be able to self-assess and regroup.

Just as educators help students strive for continuous development, wise administrators and school librarian supervisors support educators in continually improving their practice. Approaching school librarian evaluation as providing feedback for learning means that librarians will have the necessary guidance to move their practice forward. Success is in the journey rather than reaching some static target for “perfection.”

Questions for Discussion and Reflection

  1. Why is it essential for school librarians to have a different evaluation instrument than classroom teachers?
  2. Think of a time you had an effective coteaching experience. What would an evaluator have noticed during this teaching and learning event?

For Fun!
Effective classroom-library collaboration can flourish in a positive school climate and a collaborative school culture. Figure 7.4 in this chapter (also available as a free download) shows a possible way to involve one’s administrators and colleagues in suggesting criteria for assessing the school librarian’s effectiveness.

Works Cited

@PrincipalPaul. 2019. ASCD Education Update 61 (1): 3.

Berg, Kat, Jenni Kramer, and Misti Werle. 2019. “Implementing & Evaluating Instructional Partnerships.” Knowledge Quest 47 (3): 32-38.

Moreillon, Judi. 2019. “Co-Planning and Co-Implementing Assessment and Evaluation for Inquiry Learning,” Knowledge Quest 47 (3): 40-47.

Sturge, Jennifer. 2019. “Assessing Readiness for School Library Collaboration.” Knowledge Quest 47 (3): 24-31.

Wiggins, Grant, and Jay McTighe. 2005. Understanding by Design, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.

 

Coleading Alongside Principals

Earlier this month there was a discussion on the AASL Forum about the perceptions of education decision-makers regarding school librarians’ skill sets and contributions to student learning and classroom teachers’ teaching. (In addition, Rebecca Moore also published an article in VOYA magazine called “Beyond Mysterious Stain Removal: Top Skills for School Librarians.”)

Several people have commented on the Forum that school librarians must listen to principals, in particular, and help them solve the challenges they face. By helping principals and other district-level administrators solve problems and serving as coleaders alongside their administrators, school librarians can help others successfully implement change.

I invite you to revisit Misti Werle’s virtual podcast interview for Chapter 2: Job-Embedded Professional Development to note how she is leading coteaching practices among Bismarck (North Dakota) Public Schools as a way of addressing school administrators’ priorities.

In 2014, my former Texas Woman’s University colleague Teresa Starrett, who teaches school administration courses, and I crowdsourced a video titled “Principals Know: School Librarians Are the Heart of the School.” We put out a nationwide request to school librarians who had experience collaborating with their principals and with classroom teachers. These testimonials, from across the country, document what these school administrators know are the reasons all schools should have a professional school librarian on the faculty who leads a collaborative school library program.

The following are transcript excerpts from the videos we received. They were used to create the composite video.  From my perspective, these testimonials clearly indicate what all administrators should value and what all school librarians should contribute to their learning communities. I have highlighted some of the keywords in their testimonials. (Note: The administrators’ positions and titles listed were accurate at the time the video was published in 2014).

Paula Godfrey, Elementary School Principal (Retired), Tucson, Arizona
“Principals should stand for what’s important in schools, and having teacher librarians in elementary schools is essential. When you have a teacher librarian in an elementary school, they teach teachers how to be better at their craft, how to help children evaluate sites so that the research they do is meaningful and allows student voices to come out because they truly understand the research that they’re doing. When you work with the teacher librarian, you’re able to grow professionally in a way that’s very non-threatening, very supportive, but accomplishes that raise of rigor in the classroom, and their confidence in being able to complete a research project with their students. There is the opportunity on a day-to-day basis for the teacher librarian to use the skills that she has to improve teaching in classroom teachers. That professional development doesn’t happen on Wednesday afternoons from 1:45 to 2:45. Professional development happens as teacher librarians and classroom teachers collaborate together on projects for their students.

Teacher librarians are the heart of the school. And without a teacher librarian there is no central focus on literature. There is no support for families, for students, for teachers, for staff, on literature, on professional development, on research. Teacher librarians are the heart of the school.”

Dr. Neil Stamm, Assistant Principal, Crittenden Middle School, Newport News, Virginia
“The school librarian has become more of a resource for students, rather than the keeper of books. Librarians now work with students and teachers as an information agent.”

Felicia Barnett, Principal, Crittenden Middle School, Newport News, Virginia
“The true indication of the value of our school librarian is found in the excitement that our students experience when visiting our library. It’s an obvious result of the librarian’s passion: making literacy a priority for all content areas in our building and all students and families.”

Regina Stafford, Assistant Administrator, Crittenden Middle School, Newport News, Virginia
“School libraries and school librarians contribute in rich and diverse ways to the intellectual life of a school. They help develop students to function in a complex and increasingly digital environment. The school librarian really is a co-teacher who undertakes an active role by engaging in shared instruction to produce literate and informed learners who can thrive in a digital knowledge-based world.”

Linda Nathan, Founding Headmaster, Boston Arts Academy, Boston, Massachusetts
“I’m a huge advocate for bringing librarians into the forefront and bringing libraries into the forefront of thinking about urban school reform.”

Dr. Lourenco Garcia, Principal, Revere High School, Revere, Massachusetts
“The learning commons is a place where the librarian, the person that’s running it, can really program, plan activities in a more engaging and interactive way, where teachers and students feel good because technically they are not entrenched in an area that’s cold like the traditional library, but in a place that is very engaging, very interactive, where the work can be done in a more relaxing environment.”

Dr. Nadene Stein, Northeast Elementary School, Waltham, Massachusetts
“We are blessed to have a vibrant library and a great librarian who can connect with the teachers and the students and really make learning come alive for kids. And I’m not really sure what we would do without that resource. I can’t imagine not having a library teacher. I’ve worked in other systems where that’s one of the first things that gets cut, and I would be holding on to the library teacher kicking and screaming if they told me that we had to lose that out of the budget. The resource is invaluable, and it is something that just enhances the curriculum of every grade level in this building.”

Priscila Dilley, Director of Elementary Leadership, Principal Supervisor, Fort Worth, Texas
“We like to really push for a coteaching approach, where the librarian and the teacher are there side by side and they know the skills that students need to review or, you know, spiral back in, whatever it might be. We like for the librarians to be heavily involved with that so that they can support the student achievement in their libraries as well.”

Rebecca Beidelman, (Former) Principal, Kutztown Area High School, Kutztown, Pennsylvania
“They (school librarians) are teachers. They are information specialists. And they sit down and they help with writing curriculum. And helping to design assessment. Because a lot of assessment is also project based and process based – you’re evaluating the process as opposed to just the process outcome. And that process, of course, in terms of Common Core, has to include all of the research components that are required. The technology components that are required. The higher-level thinking and the depth of knowledge that’s required. I cannot imagine not having an information literacy specialist in my building to bounce things off of.”

Shenequa Coles, Principal, Columbia High School, Columbia, South Carolina
“Our librarian is a member of our leadership team, she assists with the decision-making that the team has to do, and that includes department chairs and administrators. The bottom line is, our librarian assists with projects for students with teachers, research, she provides professional development through our Technology Tuesday sessions and other sessions that we have professional development sessions throughout the school year. This school could not function without our school librarian, and she helps to provide a rich culture that is filled with inviting and new learning opportunities.”

For me, all of these testimonials suggest that school librarians’ roles as curriculum developers (#1 on Rebecca Moore’s list) and leaders in job-embedded professional development can be pathways for school librarians to help principals and district-level administrators solve the challenges they face in our schools.

Questions for Discussion and Reflection

  1. How does your principal engage in distributed leadership?
  2. What roles do leaders play in your school?

Work Cited

Moreillon, Judi, and Teresa Starrett, eds. 2014. “Principals Know: School Librarians Are the Heart of the School.”  YouTube. https://youtu.be/bihGT7LoBP0

All quotes used with permission

Classroom-Library Coplanning

Through coplanning, school librarians and classroom teachers engage in reciprocal mentorship. They learn with and from one another during the planning process. As they negotiate learning objectives, they identify alignment and connections between classroom curriculum, state and national standards, and literacies, including information literacy skills. They approach their collaborative work as equal partners who share responsibility for gathering resources and materials, developing and analyzing formative and summative assessments, modeling strategies, and guiding students through the learning process.

Coplanning Forms
I have found that coplanning forms can be quite useful in guiding school librarians and classroom teachers through the collaborative planning process. These forms help educators apply the Understanding by Design (Wiggins and McTighe 2005) as they plan with the end in mind. From objectives to assessments and all of the components in between, forms help educators cover all the bases.

Elementary Collaborative Planning Forms

Secondary Collaborative Planning Forms

Coteachers will identify various subskills such as notemaking that students will need to learn, review, and practice. They may create graphic organizers to scaffold student learning. These scaffolds guide students and help educators identify areas of mastery and areas where students need more instruction, guidance, and practice. These formative assessments as well as summative assessments that measure student achievement at the end of the learning event are important to prepare in advance or prepare with students so that students’ path to success is supported and clear from the beginning.

Responsibilities in Coteaching
Educators’ roles during direct instruction will likely need to be discussed in advance of lesson implementation, especially if one or the other educator is new to coteaching. When school librarians coteach, they may be engaged in direct instruction alongside classroom teachers. One or the other may take the lead in teaching specific subskills.

Direct instruction involves educators in sharing information and modeling strategies and tasks to help students learn and meet learning targets. When two educators coteach during direct instruction, they can authentically demonstrate various pathways for thinking using think-alouds. They can model collaboration, communication, discussion, debate, and other skills. For example, if educators are coteaching/teaching questioning strategies, notemaking skills, website/information evaluation, ethical use of information/citation, and more, they may take different roles such as question poser and responder or note identifier and recorder.

Both educators will monitor student practice and conduct inquiry/reading/writing conferences with individual students or small groups. Lowering the student-to-educator ratio offers coteachers the opportunity to interact with more students and offers students more individualized interventions.

Co-Assessment Responsibilities
Direct instruction is followed by formative assessments that help school librarians collect and analyze data on students’ progress as well as on the effectiveness of their teaching. Two or more educators look for gaps in comprehension and reteach individuals, small groups, or whole classrooms of students, if necessary. They also use summative assessments to measure students’ overall achievement in terms of the learning objectives and the overall success of the unit of instruction.

As equal partners in planning and implementing instruction, school librarians must be equal partners in assessment.

Engaging Relevant Learning Opportunities
In my experience, coteachers inspire and energize each other’s instructional planning and teaching. They bounce ideas off one another. They may push each other to take calculated risks to stretch their teaching and students’ learning. During instruction, they may take a playful attitude and demonstrate that wondering, puzzling, and problem solving is fun. They model communication, collaboration, critical thinking, and creativity in an authentic context.

School librarians have an important role to play in guiding the planning and teaching process toward involving relevant questions, challenging problems, exciting resources and tools, and increased opportunities student-led learning.

Coplanning with classroom teachers gives school librarians the opportunity to influence curriculum as well as instructional practices. This is leadership work. Misti Werle, school librarian supervisor in Bismarck, North Dakota, and I created a “Levels of Library Services and Instructional Partnerships” matrix. School librarians and classroom teachers in her district are using it to co-assess and chart their understanding of cooperation, coordination, and collaboration. Their goal is to increase classroom-library coteaching in their district.

You can access the matrix as a Web Extra or find it on page 28 in the book.

Questions for Discussion and Reflection

  1. What is your role in recording ideas and decisions made during coplanning?
  2. Why should school librarians share their coplanning activities with their administrators?

Reference

Wiggins, Grant, and Jay McTighe. 2005. Understanding by Design, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.

Reciprocal Mentorship

October Podcast Episode 2: Job-Embedded Professional Development: An Interview with Misti Werle, Library Systems Innovator, Bismarck (North Dakota) Public Schools

One challenge school librarians have faced in collaborative work is being acknowledged as equal partners with classroom teacher colleagues. In states where school librarians are required to hold classroom teacher certification and have classroom teaching experience, this may not be as much of a challenge. If, on the other hand, teaching certification and experience is not required, classroom teachers may need to be convinced that the school librarian is indeed an “equal.”The reverse may also have been true. I may be that when professionals serving in school libraries are perceived of as “coaches” or “mentors,” their classroom teacher colleagues may feel “less than” in terms of knowledge and expertise. A hierarchy—whether or not it is intentional—is implied. If school librarians position themselves as professionals who know more than their colleagues—in all areas of teaching and learning—classroom teachers may perceive that the school librarian is trying to “fix” a classroom teacher’s instructional or other practices.

In either case, relationships will suffer and collaboration may not be successful in the long run.

Reciprocal Mentorship
If, on the other hand, school librarians and classroom teachers collaborate as equal partners who learn with and from one another, then relationships have a better chance of thriving and collaboration is more likely to be on-going. Educators are adults who need to be respected for their knowledge and experience. Collaboration needs to be experienced by both/all parties as a problem-solving activity that benefits both/all educators and subsequently, all students.

In the best of instructional partnerships, mentorship goes both ways. It is reciprocal. There will be areas of the curriculum in which school librarians may lack knowledge or lack teaching experience. Classroom teachers may have little or no knowledge of or experience teaching the inquiry process or reading comprehension strategies. One or the other educator may be stronger in integrating technology tools and devices. One or the other may have better student observation skills or classroom management skills.

School librarians who approach collaborative work as educators with both strengths and areas for growth and who communicate the dispositions (character traits) of lifelong learners will have more success as coteachers. School librarians’ opportunities for professional development in their daily practice are truly limitless!

Job-Embedded Professional Development
In a learning commons library model, adult learning is as important as student learning. It is, after all, the adults who organize the learning environment and create learning opportunities for students. If adults do not engage in on-going professional development and continue growing their practice, then future ready students will be short-changed.

“Collaboration” involves “working with a member of the teaching team to plan, implement, and evaluate a specialized instructional plan” (AASL 2016). Collaboration requires effective on-going communication, joint planning, individual and collective action, and commitment to a shared outcome.

While coplanning, coimplementing, and co-assessing a lesson or unit of instruction, school librarians and classroom teachers are engaged in a just-in-time opportunity to learn with and from one another. Most educators do not have the golden opportunity school librarians have; they are not positioned to learn with and from colleagues who teach in all content areas. Due to that fact, it’s my experience that collaborating school librarians can accelerate their instructional expertise at a faster rate than most classroom teachers. And still, school librarians have more to learn from every educator and student they have the good fortune to serve.

One of the Future Ready Librarians™ gears is personalized professional development. When school librarians and classroom teachers engage in reciprocal membership, they are indeed providing and receiving personalized professional development. And students are receiving a higher quality of instruction. Win. Win. Win.

Questions for Discussion and Reflection

  1. What is your definition of a learning commons, and how does your current library measure up to that description?
  2. How do you ensure that the colleagues with whom you collaborate perceive classroom-library collaboration as the work of equal partners?

Work Cited

American Association of School Librarians. 2016 “Position Statements: Definition for an Effective School Library Program.” www.ala.org/aasl/advocacy/resources/statements

Professional Development Is Key

One of the long-term trends (five or more years) in the 2017 K-12 Horizon Report is advancing cultures of innovation. As noted in last week’s post, collaboration and leadership are both essential aspects of innovation and change. As innovators and change-makers, school librarians working alongside their administrators and colleagues can be at the forefront in a distributed leadership culture.

If innovation is a process of thinking that involves creating something new and better (George Couros paraphrase), then school librarians, as professional developers, will always be seeking improvement. As Senge and his colleagues suggest: schools that learn are “… places where everyone, young and old, would continuously develop and grow in each other’s company; they would be incubation sites for continuous change and growth. If we want the world to improve, in other words, then we need schools that learn” (cited in Moreillon 2018, 10).

Formal and Informal Staff Development

Formal staff development and informal professional learning (coteaching) are ways that school librarians lead in their schools. In recent years and in many quarters, the term “professional development” applied to adult learning has been replaced with “professional learning.” For me, development implies improvement. If we agree that all learning requires change, then I, for one, welcome “professional development” as a term that indicates an upward continuum of growth. I do not perceive of “development” as contrary to the autonomous aspect of andragogy, adult learning. (In my book, I use both terms: “professional development” and “professional learning.”)

There are many examples in editors Debbie Abilock, Kristin Fontichiaro, and Violet H. Harada’s book Growing Schools: School Librarians as Professional Developers. I highly recommend Maximizing School Librarian Leadership (MSLL) readers return to that book for examples of the many pathways school librarians have taken in leading professional development. (I would contend that all the examples in Growing Schools required collaboration in order to achieve success!) My chapter in that book provided the foundation for MSLL Chapter 2: Job-Embedded Professional Development.

Banned Books Week: Professional Development Opportunity
The American Librarian Association is part of a coalition of organizations that focuses a spotlight on Banned Books Week September 23rd – September 29th. School librarians can lead by coteaching and providing professional development focused on “Call Out Censorship.”  For inspiration read Jacqueline Higginbotham’s post “What? I am not allowed to read that” and comments on the TxASL Talks: Advocacy for All blog.

Then, ask yourself how you can offer your school community an opportunity to consider the ramifications of censorship. Follow up and ollaborate with classroom teachers to invite students to consider issues of censorship in light of the “Top 10 Most Challenged Books of 2017.”

MSLL Book Study Support
The discussion questions, activities, and reflection prompts at the end of each chapter in MSLL are designed to position school librarians as professional development leaders. The majority of the questions, activities, and prompts are focused at the building level but can be adapted for other contexts. By guiding MSLL co-readers through these activities, school librarians demonstrate leadership and their impact on adult learning in their schools and districts.

For example, one of the activities offered at the end of Chapter One is a job description writing exercise. It starts with the end in mind—the job description of a future ready student. From that foundation, MSLL readers are invited to write job descriptions for any stakeholder in that endeavor. School librarians facilitate these kinds of adult learning activities in order to build trust with and among colleagues, to develop shared values and priorities, and to improve instructional practices in their buildings or at the district level.

Brain research confirms that metacognition—thinking about our thinking/learning—is the way we modify our understandings and integrate new knowledge into our schema. I have included reflections prompts at the end of every chapter. I offer one prompt especially for school librarians. In this question in Chapter One, I encourage school librarians to think about how they make connections and contribute to a culture of learning in their schools or districts. (This will be one of the questions #txlchat participants will discuss on Twitter focused on Maximizing School Librarian Leadership tomorrow, Tuesday, September 25th. Join us!)

MSLL readers are encouraged to adapt the book study components of each chapter to their unique learning environments. Developing site-specific or district-level discussion questions is recommended as appropriate. Activities and reflection prompts can also be modified.

There are no shortcuts to culture building. Educators must develop trust and invest in their own and each other’s continuous learning. Shared professional development is the way.

Questions for Discussion and Reflection

  1. How do you currently lead professional development in your school?
  2. What are your plans for increasing your contributions to your own and to colleagues professional learning this academic year?

References

Abilock, Debbie, Kristin Fontichiaro, and Violet Harada, Eds. 2012. Growing Schools: School Librarians as Professional Developers. Santa Barbara: Libraries Unlimited.

Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. Chicago: ALA.

New Media Consortium and Consortium for School Networking. 2017. The NMC/CoSN Horizon Report: 2017 K-12 Edition.

 

Maximizing Leadership: Chapter 9

Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy will be published by ALA Editions in June, 2018. Chapter 9 is the final chapter in the book.

The book will be hot off the presses next month and a limited number of copies will be available at the ALA Store at the Annual Conference in New Orleans. I will be participating in the conference and will carry copies of the book for you to preview. I will also have $5-off coupons to hand out.

Chapter 9: Sustaining Connections in a Learning Culture

“Courageous leadership and the perseverance to continually improve are critical to creating a better learning culture for all students and ultimately, to transform learning” (Sheninger and Murray 2017, 227).

Building and sustaining a collaborative culture of learning provides the necessary foundation for change. In order for any innovation to be successful, all stakeholders must work together to achieve that shared goal. In this culture, leaders engender trust and ensure positive relationships among team members. Beginning and ending with the plural pronoun “our,” all members of the school learning community share responsibility for learning and take pride in the outcomes. They all have a common stake in continuous improvement that results in student success.

A collaborative culture of learning allows individual educators to capitalize on the strengths their colleagues possess while they build their own instructional expertise. When school librarians enter into future ready learning partnerships, they help others achieve their goals. Working in teams, they build trusting relationships. In classrooms and libraries, educators practice reciprocal mentorship in order to improve student learning outcomes. They take risks together to coteach, and they believe that their instructional practices can develop at a much greater rate with more assured improvements when they collaborate.

With leadership, a successful change process breeds more change. School librarians working as change aides have the opportunity and responsibility to collaborate with administrators to codevelop and sustain library programs that are at the center of initiatives to transform learning and teaching. As leaders, librarians embody the vision, walk the talk, and go the extra mile.

What you will find in this chapter:
1. Graphic from How to Make a Switch (Heath and Heath 2010);
2. AASL Shared Foundations and Key Commitments (AASL 2018);
3. Your Plan and Reality Graphic;
4. Empowered Collaborative Culture of Learning Graphic.

For all stakeholders to work together over time, an empowered learning culture must be nurtured in order to sustain change. Time and time again, principals, school librarians, and teacher leaders will be called upon to renew and reinvigorate the learning community’s commitment to growth.
School librarians can be essential leaders who build and sustain the relationships that cement the foundation of a culture of learners—young and older—who strive to make schools joyful, relevant, challenging, and effective learning environments for all.

Works Cited

American Association of School Librarians. 2018. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: American Library Association.

Heath, Chip, and Dan Heath. 2007. Switch: How to Change Things When Change Is Hard. New York: Broadway Books.

Sheninger, Eric C., and Thomas C. Murray. 2017. Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today. Alexandria, VA: Association for Supervision and Curriculum Development.

Image Credit: Word Cloud created at Wordle.net

 

Maximizing Leadership: Chapter 3

Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy will be published by ALA Editions in June, 2018. As a preview to the book, I am using one blog post a month to share a one-page summary of each of the nine chapters in the book.

Chapter 3: Inquiry Learning

“Curiosity is the tool that sparks creativity. Curiosity is the technique that gets to innovation” (Grazer and Fishman 2015, 62).

Inquiry learning can spark students’ curiosity and ignite their passions. Inquiry puts learners in the driver’s seat and leads them to invest in and care about the literacies, skills, and dispositions they develop during the process. As students pursue the answers to personally meaningful questions and engage in real-world projects, they learn how to learn and build their confidence.  Hands-on, minds-on inquiry learning experiences help prepare young people to problem solve when confronted with the inevitable learning that will characterize their futures.

Educators are responsible for creating the conditions in which inquiry learning can flourish. Inquiry doesn’t just happen; it must be expertly designed. Building connections between required curriculum and students’ interests is essential. When two or more educators plan for inquiry, they increase the resources and knowledge at the collaboration table. They push each other’s creativity and codevelop more engaging learning experiences for students.

When school librarians and classroom teachers coplan, coteach, and comonitor students’ inquiry learning process, they create opportunities for students to increase their content knowledge. They help students develop future ready skills and strategies that are transferrable to other learning contexts—both in and outside of school.

This chapter provides a rationale for applying a research-based model for inquiry learning. Guided Inquiry Design (GID) is grounded in the findings of Kuhlthau’s information-seeking process research. GID provides a structure in which a team of educators share responsibility for launching, guiding, monitoring, and assessing learning outcomes. During curriculum-connected inquiry, students take responsibility for and reflect on their own learning process and products.

What you will find in this chapter:

1. A Recipe for Inquiry Learning Graphic;
2. Learning Phases in Various Inquiry Models;
3. Guided Inquiry Design Process (Kuhlthau, Maniotes, and Caspari 2012);
4. Inquiry Learning Subskills (*Tested on Standardized Tests);
5. Inquiry as a Strategy for Professional Learning.

School librarians can be leaders in codeveloping, coimplementing, and sustaining a culture of inquiry in their schools. When school sites or entire districts adopt and practice a single inquiry model, students can rely on multiple opportunities to experience deeper learning. When educators use an inquiry model to explore their own questions about teaching and learning, their understanding of the process and their confidence in their shared findings strengthen a culture of learning and improve teaching in their schools.

Works Cited

Grazer, Brian, and Charles Fishman. 2015. A Curious Mind: The Secret to a Bigger Life. New York: Simon & Schuster.

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. 2012. Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara, CA: Libraries Unlimited.

Image credit: Word cloud created at Wordle.net

Maximizing Leadership: Chapter 2

Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy will be published by ALA Editions in June, 2018. As a preview to the book, I am using one blog post a month to share a one-page summary of each of the nine chapters in the book.

Chapter 2: Job-Embedded Professional Development

“A team is not a group of people who work together. A team is a group of people who trust each other” (Sinek, Mead, and Docker 2017, 104).

Professional learning embedded in the everyday practice of educators is an effective way to transform teaching and learning. In this model, school librarians can serve as professional learning leaders. They enact this role in a number of ways: through providing formal staff development; by serving as a member or team leader in one or more professional learning communities (PLCs); and through classroom-library collaboration, which involves trusting colleagues in coplanning, coteaching, and coassessing learning outcomes.

While all of these contributions to professional learning are important, collaboration for instruction gives school librarians the optimum opportunity to learn with and from their colleagues. Coteaching is personalized learning for educators. It is aligned with adult learning theory that puts educators in the driver’s seat—controlling the content and context of their learning while they solve self-identified instructional problems.

Planning for instruction is teacherly work. It requires connecting curricula with students’ interests and motivation and making learning experiences relevant. It involves determining goals, objectives, and assessments. It includes identifying compelling resources and effective instructional strategies. Through the hands-on implementation of coplanned lessons or units, educators monitor student learning and the success or areas for improvement in their instruction.

What you will find in this chapter:

1. A Rationale for Coteaching as Effective Job-Embedded Professional Development;
2. A Description of Classroom-Library Coteaching Approaches;
3. A Levels of Library Services and Instructional Partnerships Matrix;
4. An Explanation and Application of the Diffusion of Innovations Model:
5. A Coplanning and Coteaching Self-assessment Instrument.

Coteaching offers educators the opportunity to hone their craft while teaching “actual students in real time, with the taught curriculum, available resources and tools, and within the supports and constraints of their particular learning environments” (Moreillon 2012b, 142). School librarians add value when they co-collect evidence (student learning outcomes data) to demonstrate the effectiveness of their teaching in terms of what is important to colleagues and administrators. Data points the way toward continuous instructional improvement. Coteaching also creates the opportunity for school librarians to co-lead in a culture of adult as well as student learning in their schools.

Works Cited

Moreillon, Judi. 2012. “Job-embedded Professional Development: An Orchard of Opportunity.” In Growing Schools: School Librarians as Professional Developers, edited by Debbie Abilock, Kristin Fontichiaro, and Violet Harada, 141-156. Santa Barbara: Libraries Unlimited.

Sinek, Simon, David Mead, and Peter Docker. 2017. Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team. New York: Penguin.

Image Credit: Word Cloud created at Wordle.net

Planning 4 Assessment

03_advanced_students_3h_sizedWe did not have the opportunity to address some of the questions asked during the “Classroom Library Coteaching 4 Student Success” Webinar held on October 13th. For the next few BACC posts, I will share my experience and perspective on some of those unanswered and sometimes thorny questions.

Several participants asked questions about assessment. One participant from Virginia asked about informal assessments. Another from Fort Mill noted that she does not “give grades” in “library class.” Other participants who were not school librarians noted that they were pleased to be “reminded” of the benefits of coteaching with their school librarians. I inferred that they were including joint assessment as one of those benefits.

In my experience, sharing responsibility for assessments can be one of a school librarian’s calling cards—a way to introduce a coteaching benefit that many classroom teachers and specialists will respond to positively. Designing, gathering, and analyzing formative assessment data collected before, during, or after a lesson or unit of instruction is an essential activity for all educators.

When educators coplan for assessment, they can practice articulating a rationale for the lesson or unit of instruction. In “Every Lesson Needs a Storyline,” Bradley A. Ermeling and Genevieve Graff-Ermeling suggest that coherent instruction helps educators test and refine hypotheses about effective teaching and learning. In their article, they provide a series of questions that can help educators self-assess their lessons. One example is this: “What evidence did we collect during and after the lesson to help us evaluate student progress and study the relationship between teaching and learning” (26).

One of the critical skills for 21st-century school librarians engaged in collaborative lesson planning is being able to align standards and to codevelop learning experiences with student outcomes in mind. Many school districts across the country have focused professional development on Understanding by Design (UbD) as codified by Grant Wiggins and Jay McTighe. In short: When educators plan, they begin by specifying what they want students to know and to be able to do at the end of the lesson or unit of instruction. Educators also determine how they will measure student learning outcomes at the beginning of the planning process.

Codeveloping anticipation guides, exit slips, graphic organizers, checklists, rubrics, and other assessment and student self-assessment tools is an excellent strategy for creating the context/expectation for shared responsibility for assessment. With this level of collaboration, most educators will feel comfortable with each other’s assessments of student work. However, one excellent strategy to help ensure inter-rater reliability is to coassess a few “anchor papers/products” that demonstrate various levels of mastery. Then both educators will know when they see an exemplary product, an average one, and/or a “needs more work” example. They will also learn when their instruction supported individual student’s learning and when it did not.

When you coplan in the role of a school librarian, keeping the focus on outcomes helps position your collaborative work and the role of the school library program at the center of academic achievement. This is essential to the value others place on your work, especially principals who are charged with the role of instructional leaders. When we plan appropriately for instruction, coteach, and coasssess lessons, we experience job-embedded professional develop and provide the same for our colleagues. We also serve as co-instructional leaders with our principals.

The bottom line: Educators must assess student learning outcomes in order to measure their teaching effectiveness. Let’s keep on improving our instruction by coplanning for assessment and sharing responsibility for evaluating the effectiveness of our teaching.

BACC readers can link to the archive on edWeb.net. Resources for the Webinar on my presentations wiki.

Work Cited

Ermeling, Bradley A., and Genevieve Graff-Ermeling. “Every Lesson Needs a Storyline.” Educational Leadership, vol. 74, no. 2, 2016, pp. 22-26.

Image Caption: Fifth-grade students completing a graphic organizer for the Advanced Building Background Knowledge lesson in Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (ALA, 2013).