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!
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