Class 3

1. Class 3 • Leadership • Professionalism • Ethics • Collaboration

2. TCB • Use of wiki • Management notebook pgs v. weekly discussion pages • Assignment of page administration • Program project check-in • Topics paper check-in Jennifer - censorship Thomas - children and family (I think!) Jamison - gender differences in learning Corrine - classroom management/discipline Lauren - ELL Eileen -reading program support for gifted children curriculum

3. Leadership v. Management A leader does the right things. A good manager does things right. Leadership is about effectiveness. Management is largely about efficiency. Leading is about what and why. Management is about how to do things. Leadership is about trust and about people. Management is about systems, controls, procedures, policies, and structure. Leadership is about innovating and initiating. Management is about copying, about managing the status quo. Leadership looks at the horizon, not just the bottom line. Management is about the bottom line. Adapted from Learning to lead: A workbook on becoming a leader (p. 4), by W. Bennis J. Goldsmith, 1994, Reading, MA: Addison-Wesley.

4. What Makes a Good Leader? • Setting goals and taking responsibility • Advocating • Accepting change • Managing time • Networking Adapted from: Leadership and the School Librarian: Essays from Leaders in the Field by Mary Lankford, 2006, Worthington, Ohio: Linworth Publishing.

5. A leader is a change agent • “Change is mandatory, growth is optional.” • “Learning organizations neither ignore not attempt to dominate their environments. Rather, they learn to live with them interactively. Continuous change is built into the relationship because widespread interactions under conditions of dynamic complexity demand constant attention and movement. Change forces are seen as inevitable and essential to learning and growth.” Fullam, Michael. Change Forces. New York: Falmer Press. 1993

6. Critical Attributes of Leadership • Liberate staff • Find ideas • Have passion • Continuing education and learning • Be accountable and organized Adapted from: Leadership and the School Librarian: Essays from Leaders in the Field by Mary Lankford, 2006, Worthington, Ohio: Linworth Publishing.

7. Critical Attributes of Leadership con’t • Integrity and confidence • Positive attitude and perseverance • Mission statement • Working well with others • Need to learn • Time management and organizational skills • Knowledge of standards

8. How to recognize a leader • Trustworthy • Honorable • Moral courage • Judgment • Sense of priority • Disposal and concentration of effort • Humor Your personality type - Myers-Briggs Type Indicator at www.keirsey.com Adapted from: ” Five marks of a great leader”. Forbes, May 9, 2005 n.p.

9. Developing Leadership On the Job • Need the support and collaboration of the principal • Collaborate with classroom teachers • Be a leader in technology • Reach out to the community

10. Snippet of real life – Ldrshp & Ethics • >>> MARY 9/20/2006 5:02 pm >>>Hello, Admins,      At our department meeting, the following concern was raised about the papers teachers are being asked to sign, indicating they have read a student's plan and will comply with it.  Teachers are concerned that this reads like a contract, and there are things they cannot guarantee they will/can do.  Examples raised were: -  Student is supposed to have a SmartBoard, and none is available. -  Student is supposed to get preferential seating, and so are 9 other students in the class.  - Student is supposed to get teacher notes, and the teacher doesn't teach from notes.  What is the obligation when teachers sign these forms?   Can the form be changed to read that the teacher has received and read the plan?  Teachers of good will, who comply as much as possible, are concerned about being held to parts of a plan that don't work for their particular class.Thanks, Mary

11. Snippet con’t • >>> DAVID 9/21/2006 10:14 AM >>>Ditto from the Foreign Language Dept..people are hesitating to sign because there are many conditions that will be extremely difficult to meet, when 17 out of 23 students require specific conditions, for example.. • >>> JANE 9/21/2006 10:16 am >>>We also had an incident where there was actually no IEP written and some issue about who was supposed to actually write the thing so it was not being done. I hesitate to sign the form with IEP's missing. JKA

12. Snippet con’t • Subject:Re: Special Ed / signature concernsI think it would be helpful to review how many classes have SPED enrollments over 50%; we have a few in social studies and I see from David Brule's response that his dept does as well.  At that level of enrollment are these regular ed classes or special ed classes? Are we in compliance (literally or in spirit) with Ed Reform, our own intentions? >>> David 9/21/2006 10:58 AM >>>Same from Performing Arts!As well as placement into classes that are not appropriate.Dave

13. Scenario You are a librarian in a elementary school. The students are dropped off by the teacher during their weekly scheduled library block. You are left alone with the class which includes seven special needs students. As you begin your lesson, one of the students bolts out of the library. You have no idea where this child is off to. What do you do? What should you know?

14. Discussion • Why is this discussion important to the library? • What should the librarian’s position be in these discussions?

15. 12 P’s • Passionate • Persistent • Perceptive • Persuasive • Political • Positive

16. 12 P’s • Practical • Problem-solver • Progressive • Productive • Participant

17. …and Professional “Maintain a professional demeanor – in manner and dress- at all times. Seek out professional growth opportunities to become knowledgeable and articulate about your topic. Remember, you many be the only one on campus to represent your profession…” “The 12 pieces of leadership”. CSLA Journal v. 24 no. 2 (Sprint 2001) p. 15-16. -

18. Strategies “a strategy is a pattern of behavior designed to gain the cooperation of followers in accomplishing organizational goals.” • Hierarchical • Transformational • Facilitative Lashway, Larry. "The strategies of a leader". Emergency Librarian v. 25 (Jan/Feb 1998) p. 43-4.

19. Hierarchical • Top-down, Planner • Resource allocator • Coordinator, supervisor, disseminator of information • Analyst Provides efficiency, control, predictability

20. Transformational • Motivational • Persuasion • Idealism • Intellectual excitement Fosters acceptance of group goals, high performance expectations, a sense of purpose and unity for a common cause.

21. Facilitative “enhance the collective ability of a school to adapt, solve problems, and improve performance” • Overcome resource constraints • Build teams • Provide feedback • Coordination and conflict management • Create communication networks • Collaborate • Model school’s vision

22. Ethics “The art and science that seeks to bring sensitivity and method to the discernment of moral values.” http://www2.sis.pitt.edu/~ethics/

23. Avoiding buzz words • Moral education • Values education • Family values • Character education • What does being an “ethical” school librarian mean?????

24. Some definitions • IFLA • UPitt links • NEA statements • ALA statements • AASL statements • Simpson - Ethics in School Librarianship

25. A snippet of real life From: … Monday - September 25, 2006 2:57 PM To:AllStaffHS Subject:Mandated reporting in my absence Please remember I will be away for the next three days at the National MSAN Conference in Green Bay, Wisconsin with … and six students.  In my absence, please report any student issue related to Mandated Reporting to the students' counselors or any other administrator in the building.  … can take reports, but he will be in Challenge Days tomorrow and Wednesday all day.  … will be available Wednesday and Thursday, but will be in Challenge Day tomorrow.  Any of the clerical staff can help you locate someone for you to report any concerns.  When in doubt, report!  Thanks.

26. Confidentiality breaches in SLMC • Circulation signatures • Internet logs • Overdue notices with names • Reading habits discussions • Reference interviews • Books with reading levels • Reports unattended • Staff training for confidentiality • Student/volunteer access to data • Controversial materials • Software statistics • Internet filtering • Standing up to administration • Names and pictures of students on web pages Simpson Chapter 4

27. Remaining strong • Be a professional • Be an integral part of the school, not an auxiliary service • Maintain integration, avoid isolation • Be involved in the education of students

28. Scenarios • Simpson p. 63 • # 1, 2, 4 • Discuss and present point/counterpoint

29. Ethics and reading • Simpson, p. 34 – Access and Computer Based Reading Programs • How do mandated reading program implementation requirements conflict with library ethical positions?

30. Collaboration • “… dynamic process designed to achieve a shared goal.” • “…SLMS and teachers will plan for, design, teach, and evaluate instructional events for students.” • “Collaboration is not cooperation. It is more than that.” • “Teachers bring their knowledge of students…expertise in their subject areas, and background in education and instructional design. The SLMS brings knowledge of the students in the media center setting…,expertise in information literacy, and background in education and instructional design….the SLMS knows the curriculum and whit is taught at each grade level. Everyone has something to contribute, and the students benefit.” Doll, Carol A. Collaboration and the School Library Media Specialist. Toronto:Scarecrow Press 2005.

31. Collaborative Instructional Elements • Identify student info needs (evaluating, interpreting, applying information) • Planning how and where the skills will be taught • Relating this skill to other classroom learning • Teaching in partnership • Assessing the process of student learning • Assessing the product of student learning • Reflecting on the collaborative process

32. Levels of involvement • Isolation • Cooperation • Coordination • Collaboration

33. Reality check • Full collaboration all the time with all teachers on all units is NOT POSSIBLE. • The SLMS has an obligation to other aspects of the functioning of the SLMC. • No matter what – students, teaching, and learning come first, but they can be accomplished in many different forms.

34. The Principal’s Role • Expectation that the SLMS will participate in and conduct actual classroom instructional lessons • Principal is a facilitator and endorser of collaboration between SLMS and teachers.

35. Characteristics of collaboration • Collaborative teacher and planning is a process. • For the SLMS, collaboration is the pervasive method • For teachers, collaboration is an alternative method. • Learning activities must be facilitatied, monitored and evaluated by both the teacher and the SLMS.

36. Teacher resistance to collaboration • Do not understand role of SLMS • Isolation • Time (for planning and teaching) • Resources • Space (for planning and teaching)

37. The “consigliere” • Taking a leadership role does not mean “taking over” • Being an “indirect” leader means • Informing • Modeling • Suggesting • supporting

38. Qualities of collaborative leaders • Envision the ideal and work backwards • Live the core beliefs • Listen for ideas, then think • Counter mental models with new knowledge • Seek to understand • Ask genuine questions • Use mediated language • Treat adults as learners • Value thinking together

39. CAPS communication model Clarify - seek additional information when necessary Attend – listen well Paraphrase to ensure understanding Summarize to facilitate further communication

40. We teach students to: Analyze questions Apply strategies Evaluate Understand scholarly processes

41. Information Literacy Models • ALA • Big Six • Super Three • Eight W’s • Follett • I-Search • Kuhlthau • McKenzie Power Search