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Sorry I took so long to gather "hot" this information on flex scheduling. I am sure you all know about those end of the year responsibilities and how they creep up on us. Anyway, I am in the process of putting together what one of my principals calls a "rationale" to staff on my proposal. I know the admin all support what I am trying to do but in the long run no one really wnats to take the "hit" for this. Fortunately, I do have Jan Buchanan"s book on Flex Scheduling which was recommended by some of my lm_net colleagues. I will be quoting from her and Info Power extensively no doubt. Again many thanks to all of the awesome people on this list who sent words of support and good wishes. LONG HIT follows. Sincerely, Sandy Kelly LMS Westford, MA Try and interlibrary loan a copy of Jan Buchanan's book, _Flexible Access Library Media Programs_. She fully explains how to go about winning over teachers and even has a sample presentation in the appendix to present to teachers. She suggests that you begin to build the program by collaborating with a few respected teachers, do something really awesome with them, and others will slowly follow. Also, find out what services your teachers want and do all you can to provide those services. Kindly remind your teachers that a lot of schools have eased into this and, though there may be bumps along the way, it will work (act confident, but with kindness). Some teachers as you know like regularity. If you have a parially fixed schedule where they can come weekly for book exchange and a story (20 minutes max) this will still open up your schedule for everyone else. When I was at the elementary level each teacher each grading period was 'required' (although I wouldn't say that, but it equaled out the LMC access) to come for 60 minutes (k-2) and 90 (3-5). This could be two 45 minute times or three 30 minute times either weekly or consecutively. Does your flex schedule allow for planning/grade level time? Try to work this in as you can remind teachers that you will be in there too and how much you can accomplish (they can understand learning library skills in isolation and how it won't be as effective as if it accomplishes a curriculum objective). Also, try to plan lessons that do meet their curriculum objectives; it will help take the edge off and see that you can be helpful. To offset problems and a RUSH, I would suggest a requirement that tchrs meet with you PRIOR to scheduling classes. Require a week, or 2,3,4 day or some adequate turn around time between planning and actual class time. Also, YOU MUST BE FLEXIBLE AND WILLING so that tchrs feel this is GOOD and beneficial to kids (that's your bottom line...good for kids! not for you or tchrs). Be willing to do almost anything at least at beginning even if it's not your cup-of-tea. Another point, will tchrs be required to be with class or just you,,,decide that ahead of time so the word is out. And when a tchr has a super idea for let's say grade 5, then tell other grade 5 tchrs so all fifth graders get the same. That would be a PLUS for kids, tchrs & great PR. You need to 'reach out' to all so they feel your domain includes them. The way to everyone's heart is through their stomach... FOOD!...so have some at your first introductory session. I have had flex in 2 schools. one was 3-5 and the other (current one) K-5. It is difficult at first since the teachers do lose a planning time but what counts is what is best for the children. You really need to be organized and present them with a detail of how the flex will work. Remind them that flex does not mean NO schedule. I teach a lot of classes and what really sold my teachers was after I finished a lesson I asked to have any students come to me in a small group who I felt did not really understand - this was they get retraining etc. I have a form that teachers can request materials and I try to fill these request the same day. couldn't do that with rigid sched. just be organized and make yourself indispensible and they will wonder how they ever survived without flex. This was my 6th year at our elementary school, and my first to finally persuade the principal to try flex.To make it an easy beginning for a hesitant staff, the 3rd and 4th weeks of each grading period were fixed, the other weeks were scheduled classes for library instruction. (This arranmgement on Tues-Weds-Thurs) Mondays and Fridays are whole class check-out days each week.It caught on gradually, until this period there was not a minute left unscheduled (except my lunch and planning period) on the flexible days and I had to turn people away. We accomplished some great projects in some grades, but others have a long way to go to get the idea.I'll keep the same schedule next year as I don't want to do too much too fast - I want the teachers to request more flexible time, not have it as a mandate from the principal or me. First of all know why you need flex scheduling...in my opinion it is so that you can teach information literacy skills in the context of studentlearning. Read Phil Turner's book HELPING TEACHERS TEACH. It talks about a levels approach to working with teachers. We tried this and had many successes as we moved to flex scheduling. Keep your administrator informed about what is working well and how motivated students are. Make sure you collaborate with teachers to make flex work...otherwise it could become dedicated to all the myriad chores we NEED to do and never seem to have time. We asked teachers "How can I help you?" and then FOLLOWED THROUGH or at least kept communicating with the teachers that we were trying even if we couldn't get all the resources we needed. Collaboration is the key to flex scheduling success. It drives collection development and makes teachers such a part of the selection process and allows you to showcase your talents as a resource person and master teacher. Co-teach with willing teachers. If a teacher doesn't want to work with you take that as a blessing and work with someone who is willing. Be sure to communicate all the wonderful things that are going on and display work that is generated from collaborative units. David Loertscher's book REINVENT YOUR SCHOOL'S LIBRARY IN THE AGE OF TECHNOLOGY also has some great suggestions. Collaboration without flex is almost impossible, but flex without collaboration is useless so meet with those teachers and find out what they are teaching, what they need and how you can help them with information resources as well as technology and those teachers will come around. I know. It happened to me. Good luck. I am in a 7-9 school and we use a schedule by day and period for the teachers to sign up well in advance. There are some noses that get out of joint but it is first come, first served. We also allow book exchange for all classes at the beginning of every period. We ask that each class send only 3-4 students at a time for book exchange. We have a fixed/flex schedule in our district. It works like this. Each class is scheduled for a 20 min. checkout period each week. The rest of the schedule is flex time. If teachers need to use the LMC during a scheduled checkout period for research....we reserve the right to move classes to another time during that day if it exists or to another time during the week. This works both ways...ie if their class is going on a field trip on the day they have checkout....we reschedule them if it is possible. Also, we do not reschedule classes that miss a time due to days off from school. Any flex time can be used by a class, individual or small group. Class use and small group use presumes that there has been some pre-planning between the library media specialist and the classroom teacher. We have students coming and going all day long. As far as working with the staff.....seek out those who may be willing to work with you. Display their projects in the LMC and before long, you will have others "hopping on the bandwagon." It is a slow process to get the flex to work the way you think it should. Talk to your teachers about the need to work collaborativley with you to plan and coteach research skills at the time of need, ie. when they are studying whales, they need to schedule with you several days in a row to do the research. At that time you need to show students how to locate access and manage the information they locate. This is a great time to introduce the Big 6 method of research and it works great team teaching together with the librarian and the teacher. You might also indicate that score rise in schools that use flex scheduling and that the CO study proved it. A rigid schedule may be the best thing for the teachers but it is NOT the best thing for the kids.North Carolina has a video that supports flexible access. It has talking heads but really makes the point that the teachers must plan with you before they come. They also need to include you in the initial planning of a unit or project. They also must get away from the idea that they must come to the Media Center once a week. We have open access all day. I have a lot of classes but we still do open check-out and small groups can come at anytime for research. BTW, our 2nd through 5th graders check out their own books. Begin with Information Power, then go to ALA website, then try your state policies and state association. I would suggest asking teachers if they teach reading or math or writing the way they did 10 yrs. ago. Hopefully they would all say no because of what has been learned about how kids learn and national standards etc. Then you can say well I can't teach information skills the old way either. Point out how when the instructional need is driving the program rather than the clock learning is more meaningful and successful. Another thing I try to do is get teachers to use the media center during content area lessons not just language arts times. If a teacher begins to monopolize one time I recruit another teacher for that time and break the cycle. I also try to work out activities to support differentiation so I may have just the top kids or just the low ones to provide specific skills they are ready for. This lets the teacher work with another focused group and all come out ahead. Sometimes we will look at a whole grade level (2 classes for us) and group from both classes according to ability for specific activities. We differentiate book exchange activities from instructional visits too. Kids have daily access to book exchange but not in connection with instructional visits. They come between the time they come into the building in the morning and announcements (about a 20 min. window). They also come from classes during DEAR time after lunchand recess. Hope this helps. Keep after it it is important. Be sure to have some sort of readily available scheduling device for the entire day. Block out those fixed classes, lunch, etc. and then have the teachers sign up for the times they need. The absolute rule has to be "First come, first served." This will encourage planning ahead! Thank you again everyone! :-) =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. To quit LM_NET (or set-reset NOMAIL or DIGEST), send email to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST 3) SET LM_NET MAIL * Please allow for confirmation from Listserv For LM_NET Help & Archives see: http://ericir.syr.edu/lm_net/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=