Hit: Student Teacher

[Gloria LeMaster <glemaste@NETUSA1.NET>]

Thanks for all the suggestions I received about what to do when you have a
student teacher.


As a soon-to-be MLS graduate, I think covering things NOT covered in the
classroom is an important part of a hands on experiences like student
teaching, practicum, etc.   Things I'd like to know more about are
budgeting,
purchasing (the actual process of ordering and paying for the books, not
just
choosing what to buy), and, of course, most important is working with the
kids.  During my practicum, I conducted a survey of the students and
faculty,
asking for feedback on the media center and its services, collection, etc.
This info was helpful to the media specialist and to me, since I learned a
lot
about what teachers and students want from a media center and its staff.
Programming is also important, I think, especially in a high school
environment, where programming is often neglected.
**********************************************

I was lucky to have two interns this school year. Lucky because
they were both excellent -- prepared, enthusiastic, professional.  I
made them part of my planning. They were involved with every
aspect of the job -- planning with teachers, instruction with kids
(and with teacher staff development),budgeting, weeding,reviewing,
previewing and ordering materials, managing the circulation
system, entering materials into the database, technical trouble-
shooting, etc., discipline and class management, personnel
management. They also attended professional meetings and
district meetings with me. I fortunately had the summer to plan for
them to be with me so I took a hard look at what I knew would be
happening, what our program goals were for the school year and
how I could include the interns. At the beginning of their time with
us I asked them to come up with a list of things they wanted to be
sure to do. That was helpful in planning, also. One intern was
already a practicing public librarian (now that is a treat!) getting her
school certification and one was a returning student with
experience in counseling. Altogether it was a wonderful experience.
I am one librarian in a high school of 1300 students. You can
imagine how nice it was to have two more "pros" around. It's also a
nice professional "kick in the pants" to evaluate what you do in
terms of what you want new folks in the profession to be able to do.

*************************************************

I was a student "library teacher" just a couple of years ago.  I tried
all different library tasks from mundane to involved, and they all
helped.  Some of the ones I remember distinctly as helpful:

Using the automation system and entering records through Mitinet
Filing catalogs (gave me ideas for companies and storage of catalogs)
Planning and teaching lessons on a fixed schedule & getting feedback on
their effectiveness
Processing materials
Shelving (yes, even shelving!)
Surveying the teaching staff on their library and OPAC use
Individual reference
Booting up and troubleshooting computersAs a soon-to-be MLS graduate, I
think covering things NOT covered in the
classroom is an important part of a hands on experiences like student
teaching, practicum, etc.   Things I'd like to know more about are
budgeting,
purchasing (the actual process of ordering and paying for the books, not
just
choosing what to buy), and, of course, most important is working with the
kids.  During my practicum, I conducted a survey of the students and
faculty,
asking for feedback on the media center and its services, collection, etc.
This info was helpful to the media specialist and to me, since I learned a
lot
about what teachers and students want from a media center and its staff.
Programming is also important, I think, especially in a high school
environment, where programming is often neglected.
**********************************************************************

I had a student teacher last fall.  These are some of the things that I did
with my student teacher.
1) Meet with a grade level team of teachers. Plan AND implement a
collaborative unit.
2) Given a curriculum area and using reviews, put together an order for new
materials (books and AV) to meet the need of that particular topic.
3) Simulate a book challenge and respond following the steps provided in
the district policy for a book challenge.
4) Look at the selection policy and make recommendations for updating in
light of new technology, including web-based.
5) We have a processing center where all materials are cataloged and
entered into our automation system.  She spent a couple of days there
helping out so that she would get a feel for the processing of materials.
6) Clean and change the bulb on an overhead, load a piece software onto a
computer, spend time learning to use the automation system.
*******************************************
After the first couple of weeks I started taking over the classes and had
them
for the rest of the fall semester.  I didn't know the collection, but
learned
it fast.  I also did the technology and learned what I didn't know.  I
assisted
at the bookfair, directed a play, reorganized the shelflist, supervised a
minor
remodeling, did a monthly showcase.  That is all I can remember.  My
supervisor
was out for several weeks due to a complicated accident and I took over in
all
areas.
Your student teacher will need to learn the skills to run a school library.
Those are the skills you teach her, so what if she doesn't know the
collection,
she won't know it at her first library position either.  Teach her how to
manage her time, work with teachers,  and all those other things we need to
know that no one teaches.
*******************************************
1.  Sit down and discuss what the person feels they need to have experience
doing; what do they feel are their weak areas.  In my case, he was a
classroom teacher for 18 years so didn't feel I needed to stress teaching
classes.

2.  I would give them some experience in weeding

3.  I was going to have him take a section of the curriculum that he had an
interest in or knowledge of and evaluate it for me; what needed weeded; what
neded updated; where were the "holes"

4.  Even if you get materials pre-processed or you are automated; they
should have some experience in cataloging materials

5.  Come up with a project they can work on during their time with you; they
should write this up and use it for their portfolio when interviewing.  One
of the reasons I got my first library job was because I took along some of
my projects from grad. school; a 5 year plan; a grant proposal and the
superintendent was impressed.

6.  Prepare bibliographies and/or pathfinders. lists of websites for
students doing research.  They should keep copies of these.  My friend was
asked in many interviews to see his portfolio of things he did; some even
wanted to see pictures of him working with kids in the library.

7.  How about developing a web page for the library f you have the
capability.

8.  Let them experience all the clerical, day by day tasks that need to be
done; the things they don't tell you in grad. school; keeping circulation
statistics; checking books in and out; processing new materials; all those
things your aide does if you have one.

9.  Have them choose one teacher who is a supportive library person and work
with them on a library project from beginning-planning to end-evaluation.

10.. One of our regular student teachers did this; she asked the principal
to come in and observe her and evaluate her.  This was also helpful as she
could then use the principal as a reference.

11.. Don't give the person all the crummy jobs you don't like to do; this
friend of mine had to do his student teaching in  another building and the
librarian dumped all the crummy jobs off on him.
***************************************************************

I have had many pre-librarians and enjoyed most of them! I always make sure
they
have certain practical skills
    1.given a unit actually being taught by a teacher, they select, evaluate
and
write puchase orders for useful materials (This is an eyeopener for them
after
all the theory). I then use their po's the following year.
    2. pretending the materials have arrrived, I have them process some new
materials I always seem to have on hand (no time around here) including all
the
steps from assigning call numbers to creating marc records ( I teach them
"down
and dirty" cataloging).
    3. work with a teacher and teach the class in the library. if no teacher
is
available, I have them walk around,sit with and converse with the students,
help
locate materials, and supervise.
    4. I teach them basic book repair and have them work on student
textbooks if
I on'thave any library books to fix.
    5. I force them to introduce themselves to the principal, the teachers
in
every lunch, teachers in every workroom, and attend at least one district or
building meeting. When they go to the luches, they must return with info
about
one class taught currently and make a bibliography or web page for that
teacher.
 This one is tough for many but vitally necessary.
    6. I ask them if they have any skills they eant to share or learn and
sometimes we work out differnt activites for that.
******************************************************************
what I needed to learn most were the practical (hence, practicum) parts of
being a librarian. . . from how to run the CIRC system, to handling
overdues, to collaborating with classroom teachers, to ordering
materials--books, videos, software as well as equipment.  The administration
part of the librarian's job was totally new to me, and that was where my
practicum was most helpful.

I was not used to being on a strict 45-minute schedule, and this took some
getting used to.  Since my district didn't have a scope and sequence for
library classes, my practicum leader and I spent quite a bit of time
discussing the progression of skills and concepts from K-grade 5.
*************************************************************
My teacher/LMS had me do a bit of everything. I checked books in and out,
cataloged, changed records of books and students, helped students and
teachers find the stuff they wanted, taught a broadcasting class about
interviewing techniques, ordered books. I do wish that I had spent more time
learning how to use the VCRs and how to change the position on the satellite
dish. Or how to teach an orientation to the media center to a class

I also wish the school had taught a mini-seminar on how to change the
laminating film and how to handle paper jams in the copiers, printers, etc.
Was that a headache this past year!

*****************
One of the things that helped me was to plan lessons, write out the
lesson, and go through the stacks for materials.  I would then talk it
over with my mentor and got some good information, ie, length of time,
pre. and set up if doing activities with lesson, types of books to read
(only one listing type with something else, etc.)

It would have been helpful to be included in more of the ordering
process.

Thanks for all your suggestions.
Gloria LeMaster, Media Director
Alexandria Monroe High School
Alexandria, Indiana
glemaster@alex.k12.in.us (school)
glemaste@netusa1.net (home)

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