Very well put, Barb Engval!!! ...see subject line. Finally in all these
discussions about fixed VS flexible someone hits the nail on the head. I, for one,
am glad to see this topic summed up that way. I don't think the way Barb summed
up the topic can be matched. As Barb truthfully mentioned, in the real world
---OUR REAL WORLD [ not research based but everyday practical world] --- at the
elementary level, flexible scheduling isn't always en vogue. Great for those
who have it... receive support from their principals.....content/complacent with
it etc etc. Teachers want their prep a.k.a. "BREAK" from all of the
resource/support personnel...not just library media specialists. This is the only
way elementary teachers get it. Elementary isn't the same as middle and senior high
level where planning is built in to the teacher's class load. I have heard
elementary teachers complain with great envy about how middle and high school
teachers get planning. Block scheduling at high school level ---IF I am correct---
brings long blocks of planning that would turn any elementary teacher green with
envy. Furthermore, I agree with Barb in that we must deal with the cards we are
dealt.
If those who are on flexible scheduling could turn the negative (fixed scheduling)
into a positive and insert some of the flexible scheduling practices into fixed,
they would align the information literacy skills curriculum with the 4 core
subjects for each grade. Follow the 4 core / academic subjects pacing guide to
build lessons. Either "hit it" before, during, or after where the classroom
curriculum & school library media center can correlate and align themselves. Yes, I
do this. I collaborate in an alternate way as far as I am concerned. Alignment is
the key with fixed schedules. Look for the teachable moment ! And, yes, I am on a
fixed schedule.
Just my 75 cents.
Robert Joyce
robert@gcronline.com
School Librarian / Library Media Specialist
Virginia
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