Colleagues, forgive me for taking a bit too long to post this. I was in
the throes of meeting the book deadline when I should have posted it! Good
news is that I got it in on time, thanks to you all!
Best,
Toni
ORIGINAL QUERY: How do you overcome issues around time and scheduling in
order to collaborate? Have you found a secret or two that works for you?
I'm too new to have many secrets. But I have to admit, one of the best
things on the road to collaboration was being able to attend your workshop
with a teacher. It gave us that initial chunk of *time* together for
starting our project.
I'm lucky, in that our district is strong on staff development
opportunities and will provide subs when we go to workshops. So my plan
for next year is to look over the offerings, and then go to a teacher and
suggest we attend one together (some meet once a month for the year, for
example) and then develop projects using that as a springboard.
Our district librarians are in changeover -- we have 4 new elem. people
starting next year, and will be under supervision of a new asst.
superintendent of curriculum and instruction-- so we are presenting a short
program next week for the elementary principals on the importance of
collaboration (in hopes that they will support the new folks in this
way). We are also looking to offer a program for teachers on a staff
development day and -- eventual goal -- to get common release time, maybe
half day a month. A lot will depend on who our new supervisor is, but
we're working on it!
****
In my former school, PK-8 with 1100 students, we had a Library Power Grant.
Teacher had to collaborate with me at least once a month. (We did this in
grade groups during a common prep.) Because of a very strong teacher
contract, the teachers were paid for lost prep time for that period. When
the grant ran out and the prep payment stopped, all but one teacher
continued the practice voluntarily.
At my current school, I was able to get teachers to formally collaborate
with me when we were able to use the collaboration time for their flex
time. (2 days equal to 14 hours are flex days during spring break. Teachers
must put in 14 hours before or after school to have those two days off
during spring break.)
This year we gave an interactive presentation based on David Loertscher's
"Taxonomy of Collaboration" scenarios and through this we were able to pull
others in to collaborate.
***
We are a big school of over 1000 kids, which means large grade levels. It
becomes very difficult to meet with 8 and 9 teachers to flesh out a
project, so for several units I have met with 1 or 2 of the grade level
reps. We have met after school, during the "prep" period, before school,
or just on the fly. We hash over ideas, come to a consensus and then they
take it to the whole grade level. (Sometimes information is confused in the
translation and reporting.)
Therefore, I also communicate to the group through emails with attachments
and schedules delineating who is responsible for what, TEKS (Texas
Essential Knowledge and Skills) that will be addressed and so forth. I have
my flex schedule on the staff server so once we know how much time to allot
and how many sessions, the teachers can sign up at their computers for the
times that best fit their schedule.
One year my library advisory committee served as the liaisons for unit
planning and library connections. I had someone from each grade level who
showed an interest and saw the need to connect their curriculum with the
library.
Once every 9 weeks our grade levels have a common planning time where they
are able to tack on 2 extra hours to their 50 minute prep. time. We have
parents who come in and help out in the classrooms. If the teachers are
working on a unit that includes a library component I join them for a
portion of that session.
We use the Core Knowledge curriculum, and unit writing takes place during
the summer for some of the grade levels who wish to submit a unit for
presentation at the National Core Knowledge Conference. I have met with
some grade levels during that time.
Currently I am helping to lead a group in curriculum mapping. (Heidi Hayes
Jacobs) We are working through each discipline to see what is taught when;
looking for overlap, threads to pull through vertically, discussing what
happens in each grade K - 5. It is time intensive, but will reap rewards
later. We have discussed where library components would enrich and
complement as well.
Many times I look at the teacher's yearly plans and note what is coming up
and offer several different possibilities. A menu of sorts is put out
there for teachers to consider. This is COOPERATION at best, but it does
get teachers and kids into the library! Once we have a successful unit in
place it becomes a part of the yearly plans and it is repeated. I usually
try to reflect with 1 or 2 teachers after the unit on how we can tweak it
to improve, add higher order elements, better inquiry and so on.
I have found that being in a big school changes the focus for many of my
connections with students. If I were in a school of 500 children I'd be
super busy, but with 1000 kids, how in the world do you maintain that same
kind of contact? I have started to do more with staff development in the
area of research skills, web site evaluation, genre studies, etc.. I give
the staff some of the teaching tools and common language to pass on to the
kids. They have to do more of the prep prior to coming into the library or
computer lab. Some of our units used to require 3-4, 45 minute to an hour
sessions. With 9 classes on a grade level, that would be over 35 hours for
them. There just isn't that kind of time. My goal next year is to provide
my teachers with tools (strategies) to inject inquiry into more of their
units. I can act as more of a consultant and facilitator for that, but
still ensure that the information-problem solving piece is embedded into
the unit, with students utilizing resources, etc.
***
We are going to try the collaborative planning time in the mornings like I
had mentioned to you before. I will probably meet regularly with each grade
level (once a month, maybe?) to find out what is going on. I am going to
concentrate on 4th grade this year as I think they are the most cohesive
group to work with at this point. I am on a fixed schedule and will be
seeing them at the end of the day (1 each day for 4 of the days), so my
hope is that if we need to I can put one class in more than once a week if
necessary. I also have been able to arrange the same block of time each day
in the computer lab adjacent to the library so we can use that easily.
***
I'm not sure if this is helpful or not, depends on district resources, butI
found that the most beneficial collaboration for me was during the
summer. I was able to get two half-days of paid workshop time for myself,
3 fifth-grade teachers, a special ed. teacher, and an ELL teacher. We
planned an entire I-Search project on 19th Century History for our 5th
grade classes. Thanks to this summer planning, this turned out to be the
best integrated project I have ever done! (Interestingly, it did not turn
out so well with the 4th fifth-grade class...I'm not sure if it was the
teacher's personality/teaching style or the fact that she didn't partake in
the summer planning....but I just felt that we were not on the same page
through the entire project...it was quite painful).
Another little trick that worked was initiating a grant that would benefit
these teachers/students and enhance the project. This is actually how I
got the 5th grade teachers initially on board. The grant was to bring in a
presenter to kick off our westward expansion unit....I found a living
history program on Calamity Jane...which was outstanding. The grant also
enabled us to purchase class sets of books to go along with Westward
Expansion and the Civil War, as well as reference materials for the research.
We staggered the project so that I started with 2 of the classes first, and
then we began with the other two classes a few weeks later. I met with
each group several times during lunch for further collaboration...but I did
most of the preparation for the research mini-lessons on my own. We have a
lot to do in terms of revising and improving the project, but overall I
thought it was a great success!
***
Most of the people here aren't into collaboration. It seems the principals
are the key, they don't see it either. The way I get around is to talk,
talk, talk with teachers who seems receptive and suggest "I could do
that." or, "I can help you with X, Y, Z. I send a lot of information for
projects and new titles through email, and this year have a library channel
for the building (thanks to my own tech coach from the district) which
allows me to run a slide show with additional information. I also host a
new book "deal" each month where teachers can come and chill out with new
books and treats.
***
At my school I've found that using email to communicate has made
collaboration with teachers much more effective.
***
When scheduled tight at the elementary level, I found (and still practice
today) lunch time is your best friend. EAT LUNCH with the
teachers. Listen; ask questions and then TAKE THEM STUFF!
Also, when purchasing items you know will go with one of the units on your
campus, send that teacher a message or grab them as their class comes in
and show them the pile of new books.
I have also been known to track down a teacher out on the playground to
tell them about their wonderful class, tell what we did that day and how
well their students did on the project.
When they come in to get anything, ask questions, show them stuff and
squeeze in any helpful hints that even sort of go. As the teachers learn
to trust your "hints" they will begin to ask you questions.
Elementary teachers are notorious for never going home, wander the halls
after school, look at bulletin boards and displays in the classroom. Poke
your nose in and ask questions. Keep track of this information on your map
of the curriculum so that the next year when it comes time you can "remind"
the teacher about all the library has to offer. Don't forget to add
comments when talking!
I've also been known to "pump" the students for information, questions
about what they are studying in science, history, or whatever. Then
gearing the lessons in the library to fit the information, only problem is
you have to be quick on your feet. You can also, call or e-mail the
teacher and say next week we are going to be work on X, what are you
studying in the class that would make the lesson that much more relevant?
***
Patience, willingness to be flexable and bravery.
I drop off books into teachers hands that support their curriculum and
personal interests as much as possible. It is important to build
relationships not just add work to their load.
I often present shared curriculum as a wonderful opportunity. I couch it
with the words... I would like to try this with your kids and see how it works.
The teachers need to trust me so I do as much as I can to offer what I can
whenever they need it.
I say yes. They need the whole group in the library at 9:00 am because of a
child study meeting . As much as possible I say yes. It was a sight to see
25 10 year-olds sitting with 6 year olds for a story. Then the older ones
buddied up and showed the younger one their favorite books in the library.
I am patient. I first suggested doing a Mock Newbery with our 5th and 6th
graders 6 years ago. Our first was in 2003. We have revised and planned
this curriculum together and now our teachers expect and beg for my summer
Mock Newbery assigned reading. (yes our teachers read all the titles over
the summer and the students get them in the fall.)
My genre study with the 4th graders began with a reading specialist 5 years
ago and finally became part of the language arts curriculum in the 4th
grade this year.
The book I suggested a class novel for the seventh graders was finally
adopted this year. I am pretty sure that I have been suggesting it since it
was published in 2001.
I go to faculty and team meetings. I hit and run. I don't try to schedule
time from the teacher's day. They have no time. Mostly I do the rounds.
Stopping in for a few seconds to drop something off... for them or a
student. I see every teacher every week and I am sure if they think about
it at all they would say that it was an accident. It is not. Even if the
face time is just hi how are you and a comment about a piece of curriculum
or a student in one of thier classes. Yes this is a small school- prek-
8th grade with around 500 students but I do think every teacher needs to
know my face, know my name, and that I am here to help, support and co-teach.
I note the teachable moment- I noticed when your students were in the
library they weren't understanding.... would you like to set up a classroom
time for me to book the lab computers to go over that with them?
I work with other specialists ... Movement, Art, Spanish and Music.
Time-I serve on committees but only two at a time. I do say, that isn't
something I can do right now.
***
One idea that works at our school is having the principal order (or at
least pay for) lunch for a grade level and librarian maybe even the tech
teacher to all meet to plan and eat together. It takes the sting out of
meeting during lunch if it something no one had to fix and is catered in!
***
I have been working with two librarians in the past 3 months as they work
their faculty towards "flexible" scheduling. These librarians know all
about collaboration and the strategies promoted from AASL, but their
faculty members balk at the idea of giving up Tuesdays at 2:00. So, I've
recently had so many conversations about these topics. The LMS must be
very knowledgable. Until you have this built as a habit, your time is not
your own.
I have done this for many years, and the best tip I have is that it's
always flexible. Each year things change. I need to focus on different
skills, students are different, teachers come and go, and I'm always
changing the plans.
Flexible means just in time, and that means you need to be talking to your
faculty all the time. Be ready at any moment for that
opportunity. Adminstrative support (where the principal tells the teachers
to plan with you) can be helpful. Word of mouth teacher sharing about
great lesson experiences with you can help, too. Monthly meetings that are
mandated or requested help keeps things in the forefront, but just in time
chats are the way to go. It's kind of a constant political campaign.
It's always changing, and you don't get to use plans from one year to
another very often. That's what I love about the job.
My second best tip: Become the curriculum expert in your building. It
takes a lot of up front work on your part, but you seem magically brilliant
to your staff once you have the expertise. I work in Oklahoma, and we have
PASS objectives. I use our state department's website to look things up
all the time. When a teacher sends that first email suggestion about
something for next week, I go to the PASS website and look things over
before we talk more. I always have fabulous suggestions or at the very
least the important questions to get the dialog going. I have practiced and
used this resource enough so that I am very quick and efficient with it now.
Communication, flexibility in all things, and constantly on your toes!!!
Toni Buzzeo, MA, MLIS <mailto:tonibuzzeo@tonibuzzeo.com>
Maine Library Media Specialist of the Year Emerita
Maine Association of School Libraries Board Member
Buxton, ME 04093
http://www.tonibuzzeo.com
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