HIT: What I didn't learn in library school, Part 5

[Nancy Westendorf <NSpringWes@AOL.COM>]

What do you do when there is no substitute and all classes are sent to the
library for the day?

The most amazing thing to me was that some teachers think you only shelve
books
and read so you do not deserve prep time.  They also interrupt your lunch time
and classes constantly.  I really enjoy my job, but do get your priorities
straight in the beginning.  If you want lunch, eat in the teachers room with
work
you are doing later visible, but do not work on it then.  (teachers always
carry
their work to lunch even when they do not work on it.)   If there is a topic
some
teacher might use, take the books to lunch with you.  Teachers are a diverse
group of people and do not expect the same reaction from different teachers on
anything.

The most necessary trick is to work with the principal.  With luck you
have one that is knowledgable, but chances are you are unlucky.  The most
effective way to get the LMC program rolling (assuming the librarian is on
the ball) is to get worked into the principal's evaluation of classroom
teachers  comment on the effectiveness of the classroom teacher's use of
the library media program and collaboration with the LMS.  When one is
graded on something it happens.  Just like teaching for the test, yes?
Neither the LMS nor the principal can put a LMC program in place alone.
It has to be a team effort.

Also, your best friend in the school is the custodian.,  Make friends with
that dept. day one.  Valentines, cookies, little surprises, as well as
being cooperative with them reaps great rewards when you need something.


One of the things that nobody seemed to mention when I was in school, is how
to
handle irate parents.  I was asked to teach lessons and give out grades my
first
year of teaching.  Several of the students did absolutely nothing in my class
for 9 weeks.  Their parents were a little upset to find an F on their report
cards.  I have now found out that you send home more warnings for kids who are
failing and you explain the difference in an F in Math and an F in a support
class!


I came from a public library into a school library 8 years ago. One of the
hardest adaptations I needed to make was being the ONLY librarian. It is
hard working toward certain goals when no one understands what you do! I
wish I had a dime for each time I heard "You need to have a MASTERS to do
this?" or "It must be nice to be able to read all day." HAH! It's taken me
8 years, but I've been fortunate to have understanding, fair administrators
who hear me out when I whine that no one is returning their overdue books.

On the flip side of your question, I might comment on what I DID learn in
library school. An MLS prepared me for a million pieces of this job. While
a student, I complained endlessly about the drudgery of cataloging class,
yet without it I would have been entirely lost. Now, cataloging is one of
my most favorite things to do!

As a student I had an internship in a school library. When they asked me to
do circ, I hid behind the ivory tower and refused, claiming it wasn't a
professional responsibility, and that I had chosen this internship to learn
about ONLY professional responsibilities. The librarian chuckled and let it
slide. I guess she'd had too many complaints from the university about
intern placements using library school students to do clerical work. She
did quietly remark, though, that if I wanted to run a school library, I'd
have to learn how to do EVERYTHING. Yeah, she was right. I've mylared my
share of books and I've stamped plenty of date dues. I've even - *gasp* -
shelved. But when I think back on my career, these are not the things that
stand out. What does? The theories, the issues, and the sense of
professionalism I acquired as an MLS student are what stay with me today.
Just my two cents worth...
Hope it's helpful!

Nancy Westendorf, Librarian
Community School 14
Rochester, NY  14605
NSpringWes@aol.com

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