*** *** *** *** ***
We do not collaborate because of lack of time to do so. I am fixed
schedule with 35 classes per week and do provide release time for the
teachers. The 3 and 4 th grade teachers and I have tried to collaborate
but have to remain after or come early before school in order to plan
and that is not always feasible. It is just another of those situations
which in the ideal would be lovely but in our imperfect situation is
almost impossible.
*** *** *** *** ***
Fixed scheduling is NOT the only problem! Teachers don't like to change what
they have been doing for years. It's only been in recent years that
certified LMS have entered the schools and most teachers do not understand
what we do. Many teachers still believe that a library is for checking out
books and the librarian is the gatekeeper of those books. The solution does
not rest entirely on administrators, but the education of all personnel.
Also, as a LMS I need to make sure everyone does know what we do and do all I
can to educate my own staff. I measure success one teacher at a time.
*** *** *** *** *** ***
I do have the problem of being in rotation 2 days a week and I do not have an
assistant and have many extra committees that I serve on.
Beyond the excuses, I have tried collaborating with the teachers and I must be
going about it wrong, because no one seems interested. I have tried sending
letters, email, talking to them in the hall, lounge... When I first got to
this
school I sent a letter introducing myself and told them I would like a list of
their planning times so that I could plan with them, give them ideas on books
and materials we have in the library, teach lessons in the library...One
teacher
came to me as a spokesperson, saying that "We don't operate that way here,
we just
fly by the seat of our pants" That was very eye opening, so I have backed
off, but
continuing to offer. Very slowly those teachers are retiring and are being
replaced by motivated teachers who want to take advantage of all the school
offers. The next problem is the state exams that our illustrious president is
pushing. I live in his state, Texas and we give the TAAS, and even though
we are not supposed to "teach to the test" it is a very hard push from
administration
and everyone ends up feeling very stressed from the attention. As a result
of the
testing we are also doing curriculum alignment, which takes the teachers
out of the
classroom once or twice a month in meetings. They are so stressed by all this
extra-curricular stuff and being out of the classroom and trying to figure out
what the administration and our legislators want us to teach, that they
don't want
to hear from one more person. I am determined that if I could get one or 2
teachers
or a grade level to take advantage of what I have to offer that the rest
would follow.
*** *** *** *** ***
This is anecdotal but I imagine you will receive other responses similarly
flavored. Yes, fixed scheduling which provides a prep period is a barrier to
effective collaboration but I think a "fixed mindset" is a greater barrier.
I do not say this with a spirit of meanness, just reality. In our district,
school librarians were extinct for a few years and shared multiple schools
during other tough times. We now have a full-time librarian dedicated to
each school but we are working in an environment where collaboration was
never modeled. The "old school" teachers are just used to the old model of
parent volunteers and the newer teachers are not being taught in their
teacher prep classes just how great an experience collaboration can be.
I am in my fourth year as a school librarian (mid-life career change) so I
am not a newbie age wise. I am chipping away at this mindset barrier and
have been successful with certain teachers at certain grade levels but it is
a slow as molasses process.
*** *** *** *** ***
We have a so-called fixed (K -3rd) schedule and then a flexible schedule
(5-6th) in our school of 900 with 42 classrooms. Our media center has two
library media specialists. We also are required by the administration to
provide AIS (academic intervention services, two periods four days a week).
The way it really works out, unlike our classroom teachers, we do not get a
"prep" time or a lunch time without student supervision. When we speak of
collaboration, it's "not on my time" says the classroom teacher---they're
already too busy. The few teachers who have done collaborative lessons with
us love it, but they never advertise for us. What to do?
*** *** *** *** ***
You've got it pegged... our teachers meet during their planning time, when I
have their kids! My school had an open schedule last year, but then
experienced staff cuts. When it came to a choice between planning time and
an open library, planning time won. We do meet during staff workdays, but
it's not the same.
*** *** *** *** ***
I do have the problem of being in rotation 2 days a week and I do not have an
assistant and have many extra committees that I serve on.
Beyond the excuses, I have tried collaborating with the teachers and I must be
going about it wrong, because no one seems interested. I have tried sending
letters, email, talking to them in the hall, lounge... When I first got to
this
school I sent a letter introducing myself and told them I would like a list of
their planning times so that I could plan with them, give them ideas on books
and materials we have in the library, teach lessons in the library...One
teacher
came to me as a spokesperson, saying that "We don't operate that way here,
we just
fly by the seat of our pants" That was very eye opening, so I have backed
off, but
continuing to offer. Very slowly those teachers are retiring and are being
replaced by motivated teachers who want to take advantage of all the school
offers. The next problem is the state exams that our illustrious president is
pushing. I live in his state, Texas and we give the TAAS, and even though
we are not supposed to "teach to the test" it is a very hard push from
administration
and everyone ends up feeling very stressed from the attention. As a result
of the
testing we are also doing curriculum alignment, which takes the teachers
out of the
classroom once or twice a month in meetings. They are so stressed by all this
extra-curricular stuff and being out of the classroom and trying to figure out
what the administration and our legislators want us to teach, that they
don't want
to hear from one more person. I am determined that if I could get one or 2
teachers
or a grade level to take advantage of what I have to offer that the rest
would follow.
*** *** *** *** ***
I have been a media specialist for five years at a prek - 2nd grade school
of about 560 students. I replaced a wonderful lady who retired after many
years as the school librarian. She was always used as a relief time for
teachers even though our county policy and state standards stated
otherwise. I followed in her footsteps the first year trying not to
implement too many changes at once. The second year I presented the
principal with a list of various activities and services that I would like
to offer through the media center. I shared my goals for what I hoped would
build a stronger media program through more collaboration among all
stakeholders. The principal allowed me to alternate a fixed and flexible
schedule every other week. The teachers became quite upset but got use to
the new schedule. I was not able to collaborate with each grade level
because the team meetings would be planned when I had a class. I have a new
principal this year. I returned to school and was given my schedule for the
media center. This schedule was to allow the teachers to have a 45 minute
common planning time everyday. Grade level team leaders and principal were
involved in the planning of the schedule. I was able to work out a time
each week that I could collaborate with each grade level. I was approached
by the entire 2nd grade team and questioned by the team leader as to why I
had to meet with them. Upon explaining what I could bring to the table, I
was told by another teacher on the team that they did not need to know what
I did. I was unsuccessful in trying to talk with my principal. Our system
planned a two day inservice on collaboration and plan to make it an ongoing
thing until there is improvement in this area. It is very difficult to
collaborate when your administrator does not collaborate on decisions
pertaining to the media center.
*** *** *** *** *** ***
I do collaborate some, but what stands in the way of utilizing
collaboration for all library instruction is that I serve two large
schools of 1300 students. When I am teaching, I teach almost every
period I am in one of my buildings. Then I move to the other building
and do the same. I only have a few periods each week, when I am free to
meet with teachers and cooperatively plan, and the teachers seldom are
free at those times.
This summer I am taking two classes, which are actually planning times
to develop the new Social Studies texts that we adopted for 5th & 6h
grades. I have hopes that I can leave these two sessions with concrete
plans to integrate Social Studies instruction directly into my library &
information skills lessons. Once school begins, there probably will not
be time for planning of this nature. I have high hopes for these
sessions!
And, as always, some teachers are more willing to plan cooperatively. I
have been a media specialist for 20 years, and with some teachers, it may
never happen.
*** *** *** *** ***
I have been a media specialist for five years at a prek - 2nd grade school
of about 560 students. I replaced a wonderful lady who retired after many
years as the school librarian. She was always used as a relief time for
teachers even though our county policy and state standards stated
otherwise. I followed in her footsteps the first year trying not to
implement too many changes at once. The second year I presented the
principal with a list of various activities and services that I would like
to offer through the media center. I shared my goals for what I hoped would
build a stronger media program through more collaboration among all
stakeholders. The principal allowed me to alternate a fixed and flexible
schedule every other week. The teachers became quite upset but got use to
the new schedule. I was not able to collaborate with each grade level
because the team meetings would be planned when I had a class. I have a new
principal this year. I returned to school and was given my schedule for the
media center. This schedule was to allow the teachers to have a 45 minute
common planning time everyday. Grade level team leaders and principal were
involved in the planning of the schedule. I was able to work out a time
each week that I could collaborate with each grade level. I was approached
by the entire 2nd grade team and questioned by the team leader as to why I
had to meet with them. Upon explaining what I could bring to the table, I
was told by another teacher on the team that they did not need to know what
I did. I was unsuccessful in trying to talk with my principal. Our system
planned a two day inservice on collaboration and plan to make it an ongoing
thing until there is improvement in this area. It is very difficult to
collaborate when your administrator does not collaborate on decisions
pertaining to the media center.
*** *** *** *** ***
We do not collaborate because of lack of time to do so. I am fixed
schedule with 35 classes per week and do provide release time for the
teachers. The 3 and 4 th grade teachers and I have tried to collaborate
but have to remain after or come early before school in order to plan
and that is not always feasible. It is just another of those situations
which in the ideal would be lovely but in our imperfect situation is
almost impossible.
*** *** *** *** ***
You hit the nail on the head. I teach 29 forty minute classes per week ~ I
actually had less planning periods this year than the classroom teachers.
Next year I'll get one back and be even again. When I taught the Big6, I
sent around a note to the teachers asking for suggested topics to tie the
lessons in with what they were doing in the classroom. I received responses
from about half the teachers. A couple of the teachers had already done
research projects and felt it was not necessary for me to teach research
skills in library. :-( Two were really enthusiastic and we planned
collaborative units...but they became caught up in other things in the
classroom and it sort of fell apart. I taught the steps and we did the
research in the library, but the classroom connection got lost.
*** *** *** *** ***
I do collaborate some, but what stands in the way of utilizing
collaboration for all library instruction is that I serve two large
schools of 1300 students. When I am teaching, I teach almost every
period I am in one of my buildings. Then I move to the other building
and do the same. I only have a few periods each week, when I am free to
meet with teachers and cooperatively plan, and the teachers seldom are
free at those times.
This summer I am taking two classes, which are actually planning times
to develop the new Social Studies texts that we adopted for 5th & 6h
grades. I have hopes that I can leave these two sessions with concrete
plans to integrate Social Studies instruction directly into my library &
information skills lessons. Once school begins, there probably will not
be time for planning of this nature. I have high hopes for these
sessions!
And, as always, some teachers are more willing to plan cooperatively. I
have been a media specialist for 20 years, and with some teachers, it may
never happen.
*** *** *** *** ***
At a leadership conference I attended recently one of the speakers said
"collaboration by invitation doesn't work." I think too many of us invite
teachers to collaborate, but are not assertive enough or don't have the
backing of our administrators to make it work. Teachers think they don't have
the time for collaboration, and until they see the benefit they are not
willing to commit the time to it.
*** *** *** *** ***
I spent two years as a prep time librarian. It is IMPOSSIBLE to collaborate
with the teacher if you are providing prep time for her. You have no time
to get with the teacher during the day, plus the library has no open blocks
for the teacher to use with her students.
I am now on a flexible schedule and collaboration happens, but there were
still barriers to overcome. The elementary teacher has less planning time
than the secondary teacher. To be successful, an elementary librarian needs
to make planning with the teacher as simple as possible. A lot of planning
at my school is done on the run. The teacher gives me a topic and her
requirements. Later I show her how I can help her and write a lesson. When
the teacher and I work out the project together, the students' library visit
is always more productive.
Also, I believe that teachers are use to working in isolation. They don't
see the potential of the library. Many are only worried about a weekly
checkout and don't think their students are ready for research. Librarians
in elementary schools have to sell the library to their colleagues and bend
over backwards to help them out.
I think library staffing is often a problem at the elementary level. If I
were working in a high school in our state, we would be required to have two
librarians because my school is so large. No such requirement for an
elementary school. In a high school there would be two librarians to help
the teacher plan lessons.
Quite a few obstacles to collaboration, but with a flexible schedule you can
plan together. With a fixed schedule you can't.
*** *** *** *** ***
I wish that I could collaborate more with my teachers, but there are a couple
of reasons why I do not.
The first is that this is my first year at our school. So I am not as familiar
with the curriculum as the very veteran teachers are. I was hired in late
July,
2001. School started after Labor Day. We had to move here, etc. So I did not
have much chance to talk with my teachers about things.
The second is that we do cover the planning period time, so I am with classes
when teachers are meeting. Some of our grades had meetings at other times
early
in the year, but that phased out quickly.
The third reason is that teachers in my school do not always teach the same
thing at the same time. It is frustrating for me. One second grade teacher
will
teach Ancient Egypt in the fall, another in the spring. Kind of messed up some
plans I had.
The fourth reason (and this is really something I want to share but not
have my
name used) is that the previous LMS may have not been quite as willing to work
with people. I am very PR-oriented. I ask what I can do for people, especially
our kids. The previous LMS did not spend the budget he was given yearly. I
spend that and more. It makes it a tough task to improve relations.
*** *** *** *** ***
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