HIT=> how to get off prep coverage (long)

[Johanna Halbeisen Woodland ES <jhalbei@k12.oit.umass.edu>]

Here was my post:
The bad news is that I am doing prep coverage, the dump-and-run type
of library use, my schedule is blocked in nearly solid with classes and the
library is a terrific mess in desperate need of overhaul, organization and
promotion.

The good news is that I have a *very* supportive principal who is willing
to consider almost anything to help me and who sees the importance of a
good library program.  She cannot see how we can get the library off the
prep coverage schedule, BUT she is willing to read anything I give her and
talk about any ideas I have.

I am looking for articles, ideas, dramatic true stories, whatever you think
might help her get the picture of how underutilized a prep schedule library
is (to say nothing of the prep coverage librarian).  I am going to do a
thorough job description, starting with Info Power, to show her the true
scope of the job.  I am going to give her lists of all the work that needs
doing and I have no time to do (and the benefits of getting such work done).
I am going to search for articles on library schedules.  Any and all
suggestions are VERY welcome.

Here are the answers (edited):
One thing my principal was able to do to help somewhat was to pair me
with the guidance counselor on the schedule.  We each see half of the
classes each week.  The principal made two schedules with half the classes
in each schedule.  I do one schedule one week and the guidance counselor
does the other schedule.  We alternate weeks, you either have guidance
or media at the same time every week.  That frees up both of our
schedules a great deal.  We each do 3 to 4 scheduled classes a day.  The
rest of my day is used for open library for all students, and gives me some
time to do some of my other work.
*********************************************************************
The school corp. had the same problem--library was always a dumping
ground and teachers didn't care what you did as long as you kept them
for 30 min.  We have formed a school-wide committee, organized by the
media supervisor, but planned with all the upper adminstrators, so no
one would balk at the plan or meetings.  Each building has representation:
media specialist, 3 union members (since the union members are always
the first to complain about their prep time), school principal, ALL the
upper adminstrators.  The goal is to come up with a media plan which will
integrate everything into the library program - computer, library skills,
curriculum--agree on it and then it is easier to implement.  Naturally, the
committee will decide on flexible scheduling because that it is the only
type of scheduling which will permit that time of integration to occurr.
We have our 2nd meeting this year and all members will attend, will
receive a copy of Information Power.  Really, you need to contact one of
those 2 people I mentioned above and they can get you going on the right
track.
*************************************************************************
It's solved at my elementary school by using paraprofessionals to cover
lunch in the cafeteria and at lunch recess thus giving the teachers a
full forty minute lunch each and every day.  At the moment I'm an "ed
tech" (Maine's designation for paraprofessional) and lunch duty is
miserable.  But it may be a viable solution to give teachers an extra
planning period with their lunch.
*************************************************************************
This is the essence of the problem.  If you do prep coverage, you cannot
provide information services and lessons AT POINT OF NEED.  I can't even
find out what the points of need are because I can't meet with teachers.
I am also giving my principal a thorough job description...that's another
avenue to use, do the forward looking job description and then demon-
strate how much of it is impossible if you are doing prep coverage.  Show
how much of your skill and value to the school is lost.
****************************************************************************
You might check WHAT WORKS: RESEARCH ABOUT TEACHING AND
LEARNING THROUGH THE SCHOOL'S LIBRARY RESOURCE CENTER, which I
wrote in 1992. It's a guide to 600 studies and is updated in each issue of
EMERGENCY LIBRARIAN.--Ken
*****************************************************************************
and last but not least (thanks to Bettie Fisher):
                             FLEXIBLE SCHEDULING
                                BIBLIOGRAPHY

        The following are resources I located recently on this topic.
There are also an increasing number of articles about media specialists'
growing involvement in collaboration with classroom teachers.  This also
relates to flexible scheduling; such collaboration is not possible within a
full fixed schedule.

Buchanan, Jan.  Flexible Access Library Media Programs.  Englewood,
Colorado:  Libraries Unlimited, Inc., 1991.
        Probably the best resource available.  Covers everything from what
flexible scheduling is, why it is a good idea and how to implement it, to
evaluating the program.

Lankford, Mary D.  "Flexible Access:  Foundation for Student Achievement"
School Library Journal , August, 1994.  p. 21-23.
        Describes briefly how flexible access was implemented and thrived
in the Irving (TX) Independent School District.

Ohlrich, Karen Browne.  "Flexible Scheduling:  the Dream vs. Reality."
School Library Journal,  May 1992.  p. 35-38.
        I must confess I did not read this one.  It wasn't available where
I looked, but it looks like it would be a good one.

van Deusen, Jean Donham.  "The Effects of Fixed versus Flexible Scheduling
on Curriculum Involvement and Skills Integration in Elementary School
Library Media Programs."  School Library Media Quarterly,  Spring 1993.  p.
173-182.

        Initial study in which author determines that advocates for
flexible scheduling may need to change their recommendations since their
findings suggested that fixed schedules and individual planning didn't seem
to be significantly different than flexible schedules and team planning.
She revised her conclusions the next year.  (See below.)

van Deusen, Jean Donham and Julie I. Tallman.  "The Impact of Scheduling on
Curriculum Consultation and Information Skills Instruction.  Part One:  The
1993-94 AASL/Highsmith Research Award Study"  School Library Media
Quarterly,  Fall 1994.  p. 17-25.

Tallman, Julie I. and Jean Donham van Deusen.  "External Conditions as They
Relate to Curriculum Consultation and Information Skills Instruction by
School Library Media Specialists.  Part Two:  The 1993-94 AASL/Highsmith
Research Award Study.  School Library Media Quarterly,  Fall 1994.  p.
27-31.

Tallman, Julie I. and Jean Donham van Deusen.  "Collaborative Unit Planning
- Schedule, Time, and Participants.  Part Three:  The 1993-94
AASL/Highsmith Research Award Study.  School Library Media Quarterly,  Fall
1994.  p. 33-37.

        These three articles appear together in this issue of SLMQ.  Van
Deusen states that this research supports the importance of flexible
scheduling.



--
Johanna Halbeisen
Woodland Elementary School(K-4)
Southwick, Mass
jhalbei@k12.oit.umass.edu