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Hello Colleagues, As list traffic is still slow and Arline didn't TARGET this topic, I thought we might have a discussion of an interesting dilemma. >Somehow I have to convince them as I believe already that this >schedule is a good thing and will be a >benefit to students & teachers. I agree, Arline, that it's difficult to face a group of teachers who are very likely to DISAPPROVE of the schedule change you are implementing (but let me pause to applaud you and your forward-looking principal!). They'll be unhappy, you predict, because they will perceive something being taken away from them (prep time) and they are, no doubt, like teachers everywhere, feeling like lobsters in a pot here in Maine, with the heat below them slowly being raised until they are desperate. The key, it seems to me, is to reassure them that this change will benefit THEM as well as their students. In general, we know that there are many benefits for teachers and wise teachers are willing to collaborate because: *They understand the benefits to themselves and, especially, to students. *They understand that collaboration actually is working SMARTER (students learn more and more effectively in the same amount of time). *They are undefended (they trust themselves and us enough to step back and see what develops). *They are trusting (either by nature or because we've built that trust with them over time). *They are motivated (either, again, by nature or because a wise administrator has put systems in place that require collaboration with the librarian). But these are theoretical reasons. I suggest that you begin in a practical way by offering them a clear and concrete reason to collaborate with you. Suggest that you will begin your collaborative work with them by helping them to address the deficits/gaps in the standardized test data. Never in the course of the history of American education have we had so much DATA. So from my perspective, it is in the best interest of all members of our school communities if we begin our work with teachers by working to close those gaps that they are struggling so hard to address. After you introduce the concept at the faculty meeting, schedule a meeting with grade level or department teams to examine the data and set forth your plan to address the deficits in the context of content area projects or units that also embed information literacy skills. Your teachers, then, will clearly see how THEY will benefit from their work with you despite a (beneficially) changed schedule. Best, Toni 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 Collaborating to Meet Literacy Standards: Teacher/Librarian Partnerships for K-2 (Linworth 2006) BRAND NEW! -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://elann.biglist.com/sub/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html * LM_NET Wiki: http://lmnet.wikispaces.com/ --------------------------------------------------------------------