I received many interesting comments about professional learning communities. Some
work, some don't. It seems to be in the way they are administered. I do not want
to be a complainer. I want to be a pro-active part of my school. Our school is
setting up our teams by subject. After I saw the way everyone was divided, I felt
really left out. I was the only one who didn't have a team. I am the only middle
school librarian so I couldn't even be on a librarian team.
After reading all of the responses I realized that I was going to have to step it
up. I'm going to have to make myself part of the teams. I have decided to
periodically meet with each team. I will listen to what they are working on and
suggest anything that I might have to offer that maybe they haven't though of. I
feel a lot better about this now. Here are the responses I received:
*****************************
In my district, we've done PLCs for several years. As a librarian, I've
participated in groups in lots of ways, and because I work with all the teachers on
my campus to plan and deliver instruction, I need to know all their TEKS (our state
curriculum standards), so that the resources and plans that I contribute to the
effort is appropriate to their students and where they are in teaching the year's
curriculum. I use differentiated instruction, small group learning, and other
district initiatives just like the classroom teachers do. So, right now I'm in a
PLC with our ESL, Dyslexia specialist, Art & Music teachers and our campus
counselor. We did a book study on Ron Clarke's "The Essential 55" and have adopted
a rule for each month taught and praciticed throughout the school. The effect has
been amazing. Kids are nicer to one another, parents are aware and participating,
and the school is just a nicer more polite place. I've also been in a PLC with the
teachers on campus who !
deliver science instruction, and we worked to compile literature connections to
the science TEKS, and I"ve even done science experiments and lessons in the
library. I've been able to incorporate the science TEKS with my information
literacy curriculum. Last year, our district librarians formed a PLC to provide
lesson plans aligned to the TEKS using our Texas Bluebonnet Award list ( a
state-wide annual children's choice award - http://www.txla.org/groups/tba/) I hope
that helps. I don't ever limit myself to just being the librarian. I feel like I'm
a team member of every grade level and every specialist on the campus.
When I first started here, the prior media specialist was in the
"careerexplorations" department, but I didn't feel that I could be of the bestuse
there. I decided to join the English department because I had beenan English
teacher and could build the strongest relationships withthem. This has worked well
since we are usually at the forefront of anyliteracy issues.
Last year when wee did PLCs I was on the "specialists" team. This year I am on
first grade, my own choosing. No matter what team I've been on , the experience
has been invaluable!
My building began professional learning communities this year, and I and the other
librarian at my school are each in different groups. I am in an authentic
intellectual work (AIW) group (we're part of a pilot study for the state DOE for
high school reform, and the state has plans to extend the program next year), and
my colleague is in one of two technology groups. Because we are teachers like all
the others (except that we have a more awesome classroom!) we are in groups like
everyone else. We also provide technical support on professional development days,
though, too--we set up and take down the equipment in the auditorium during our
sessions, and we troubleshoot sound/computer problems during the day, too. That
usually doesn't take much time, though. I've been glad that I was chosen to be
part of the AIW pilot group--no other librarians are participating at any other
schools in Iowa--but because I collaborate with so many teachers in my building,
the AIW folks at t!
he state DOE and at U. Wisconsin Madison who developed the model are seeing that
having a librarian involved can facilitate the spread of the AIW model at our
school, since many of the projects I'm developing with teachers now apply the AIW
model. My colleague who is in a technology PLC is the leader of her group because
of her expertise. Whatever your role ends up being, I hope you are able to
participate in a group. It has been a great experience for me
I am the "relief" for the teachers who meet with the math and reading specialists.
I would love to take part, but they need someone to look after the students while
they meet. Good luck!
I'll be honest. It has been difficult. At first everyone signed-up for a topic of
interest. So, I was with people from various subject areas - that was great. Then
our district wanted everyone to use the PD time for common assessment planning, so
our group disbanded. Our district librarians have tried to meet but then some have
building commitments. At this point, the other librarian (two in our building) and
I are looking for ways to "infiltrate" other PLC's. Good luck!
We have PLC, taken from the www.literacyforme.org site. We have six groups; I am on
Inquiry, but could have fit into Technology just as easily. We meet once a month
and I am very vocal and actively inform teachers about how the library fits into
these two areas.
Hannibal started this last year. I wasn't involved and felt really, really left out
so Christmas I asked a 5th grade teacher I had a good relationship with if I could
sit in on their meetings. 7:30 a.m. - 8:30 every Wed.... ugh!!! But I'm so glad I
did... It is work, but I am part of the team..... Go the extra mile.... It is worth
the effort.
I am on every team. That means that I attend as many planning times as I can.
Professional learning communities has greatly helped validate my role as
collaborator. I ask at each meeting, "How can I help you?"They know I will help
them find resources, integrate technology, help them create meaningful assessments,
be a co-teacher or just listen and encourage.
Our School currently incorporates the Professional Learning Communities.I firmly
believe in the concepts of PLC (if it is done correctly) butit has been an uphill
struggle for me. Finding my place has been astruggle. I am at a high school. I have
been with the Elective, SocialStudies, and English Groups. Currently, I am not with
a group.....so Iknow nothing. I really have to work at the collaboration. Sorry
forthe vent. The best resource that I have found is Information Power,published by
TLA. This book plus the PLC literature that your facultywill no doubt be reading,
go hand in hand. I don't know what yourrelationship is with your
administration.....but fight like crazy tokeep the library a part of the
Professional Learning Community. It isvery easy for the core subject areas to
become the focus....especiallyin this day and time of "state assessments".
Sorry, but LOL! My district started talking about the concept 2 years ago and I
have yet to figure it out. Initially, media specialists were part of the mix. For
example, I was working in an elementary school when we started, so I start in on
3rd grade during one meeting, 1st grade during another, etc. Now, it seems that we
(media specialists) are our own group. I suspect this will last during the school
year because we are all reading a book on librarians and assessment and have
monthly chapters assigned with reports we need to give to the group. Next year, my
money is moving on to a new fad.
Almost all of my PLC experience comes from my work with other librarians. In my
large, suburban district the elementary librarians have a strong group, and we
benefit greatly from our work together. We were born out of necessity, because we
were tired of being "alone." Now, 5 years later we meet each month and enjoy
seeing each other's libraries, sharing lesson ideas and discuss problems that arise
and how we can handle these things. It has also become a great mentor community
for our new LMSs. I participate online with listservs and ning sites. All of
these experiences are great for me personally and help me learn much more to share
in my teaching. I've also embraced the National Board Cert experience and I
continue to mentor now that I am certified.
Within my building and district I haven't seen PLC's get much more than lipservice.
It takes more time than teachers have to spare to truly build these communities
and relationships. I don't do much locally but that is not because I don't know
how or when to act, instead I'm just saying that we "talk the talk, but not yet
walking the walk."
Our school has professional learning communities broken down into groups by
subjects. These subjects were chosen after teachers completed a needs assessment
prior to a re-accreditation visit & the report that accompanies it. The books were
laid out by subject (one book per table) and teachers signed up for the book they
were interesting in reading. This was not optional for participation. Once teachers
signed up, the media specialist then ordered the books & passed them out to
individuals when they arrived. They will be turned in at the end of the
year--probably to be used again next year.
I'm not sure how you are integrating this. For our PLC time, we do itduring the
school day and the students have assigned "seminars". So, Iteach a seminar. I have
gathered book lists from the AP recommended collegelist, Alex Award titles and
Michigan Great Lakes Great Books list and have acollege bound reading seminar.
STudents choose a book to read, come in,grab it off the cart and have a 1/2 hour 2x
a week to read. No questions,no discussion...Just read! We request professional
time as needed and havefloating subs to cover our seminars. I have used this time
forcollaboration and for technology training. Hope this helps.
My school system also has PLCs, and the Media Specialists are in their own
category. The high school media specialists meet together sometimes. Then, within
my own school, I go to PLC groups that request my help. Originally, I was placed
with the English teachers because I am an English teacher, but I felt that I didn't
have a place there because they all had classes and their own curriculum. So, last
month I met with the Art department to help them because the school is working on
non-fiction writing and they need help with that.
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