Session 2: James Henri November 2009

1. s Session 2: James Henri November 2009

2. Barriers: Physical and mental challenges?

3. Learning in a BOX • How does your school package learning? -Learning spaces -Time for learning -What is learned -Who is doing the learning

4. Learning in a BOX Were you thinking about the students? Well now consider the teachers! How does your school package learning? -Learning spaces -Time for learning -What is learned -Who is doing the learning

5. School Design • How have schools been changing over the past 100 years or so?

6. Future schools 1909-1940 Nair, P. & Fielding, R. (2005).The Language of School Design: Design Patterns for 21st Century Schools. Designshare jameshenri@gmail.com 6

7. Future schools 1940s Nair, P. & Fielding, R. (2005).The Language of School Design: Design Patterns for 21st Century Schools. Designshare jameshenri@gmail.com 7

8. Future schools 1970s jameshenri@gmail.com 8

9. Future schools 1990- Nair, P. & Fielding, R. (2005).The Language of School Design: Design Patterns for 21st Century Schools. Designshare jameshenri@gmail.com 9

10. Future schools 2009 Student design: See winners of Classroom of the Future competition to research and design a futuristic school learning space http://www.clcfeltham.co.uk/bsf_pcp/entries.html jameshenri@gmail.com 10

11. Using Sketch up Entry from Lampton School, Hounslow, UK jameshenri@gmail.com 11

12. Corner of class Yellow walls is proven to be a creative colour Plasma screen Plant tub Interactive board Study has shown that the colour. Blue is very relaxing Chillout zone 70% of students we asked said if they could they would have sofas in school Laminate flooring Easy to clean and very nice looking plants jameshenri@gmail.com 12

13. Indoor comfortable benches for group work This table can be broken into 4 Circle table Table with desk in case students want to work alone Teachers desk With hi tech apple Mac pc Green chairs to help with our outdoor feel jameshenri@gmail.com 13

14. Computer area Laptops (we have 48 most are stored away until needed) Black stools jameshenri@gmail.com 14

15. Future schools 2009 Much, much, more at Designing the Future online event: yourschoollibrary.org (Special price for CEO attendees US$50 per person.) jameshenri@gmail.com 15

16. Future schools 2009 • We can agree that structures have and are changing but too often even today’s schools exhibit closed and inflexible hardware (buildings) as well as unimaginative software (timetables, planning time, pedagogical practices etc) jameshenri@gmail.com 16

17. Future schools 2009 -> • There seems to be consensus that today’s school ought to exhibit: • Agility • Transparency • Connectedness jameshenri@gmail.com 17

18. What has the research said about highly effective schools (HES) over the past decades? It identifies that such schools have: • Leadership • Policy driven framework • Collaborative learning Culture (students and teachers) jameshenri@gmail.com 18

19. It identifies that such schools have: • High expectations about what is learned and how it is learned within a culture of self-evaluation and reflection • A seeking after information and knowledge that can be used to improve practice and inform decision making • Strong beyond school networks jameshenri@gmail.com 19

20. 1909 and 2009: Some soup questions* • Are these measures of HES timeless? • By analogy…should we use the same measures today that were used in 1959 to judge a highly effective car? • Are they technology dependent/independent/ interdependent? * http://idmx.blogspot.com/2007/01/soup- questions.html jameshenri@gmail.com 20

21. Key school library factors • What does the TL research and professional literature of the past have to say about this? jameshenri@gmail.com 21

22. But First: What you do and for whom • Management L • Knowledge Management T • Services T/S • Collections T/S • Curriculum (process) T • Information Policy T • Web Presence T/S • Reading/Children’s Literature S • Leadership T/P • Teaching T/S • Other peoples stuff • And check out the Valenza Manifesto at: http://tiny.cc/BvcV8

23. Important school library factors • Professional education • An information policy framework • Allocation of adequate resources • Ongoing professional development opportunities • An articulated role statement • Demarcation of professional, paraprofessional and clerical roles within the library • Linkages to school mission (and 5 year plan) matched with accepted measures of success • Deep entry into the curriculum by way of enquiry learning • Flexible scheduling of access to the library (to information) jameshenri@gmail.com 23

24. Essential school library factors • A collegial culture (covered in session 1) Collegiality is related to the presence of four types of interactions between and among teachers: • (a) teachers engage in frequent, continuous, and increasingly concrete and precise talk about teaching practice; • (b) teachers are frequently observed and provided with useful critiques of their teaching; • (c) teachers plan, design, evaluate, and prepare teaching materials together; and • (d) teachers teach each other the practice of teaching. Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal 19:3: 325-340. Does your school enable these processes? Does it place a high priority on TEACHER learning? jameshenri@gmail.com 24

25. Essential school library factors • A teacher focus - Curriculum design (process) - Leadership - Policy development Corollary: Change in school culture does not flow from student learning it flows from teacher learning. jameshenri@gmail.com 25

26. Inhibitors • Lack of qualifications and experience • Lack of time • Confusion of roles • Poorly designed assessment tasks that: - enable copy & paste - freeze out meaning via the making of information jameshenri@gmail.com 26

27. Enablers • A collegial approach to teaching & learning • A shared understanding of learning as a constructivist process (Students understand this today in a way that has never before happened. The social web! Now Teachers must come on board.) • A shared commitment to lifelong learning • Competence in developing learning activities and strategies…beyond text book comfort. • Planning time and Teacher PD time. jameshenri@gmail.com 27

28. Necessary and sufficient school library factor • Principal support • Corollary 1: If the P is not supporting you look for a new school (or PD yourself into the 2010s) • Corollary 2: If the P is behind you make sure the road you are travelling is headed in the right direction. jameshenri@gmail.com 28

29. What you ask for • Your relationship with the principal makes or breaks your place in the school and defines the possibility of an information literate school community. • For understanding about leadership look to: Kouzes, J.M., & Posner, B. Z. (2007). The leadership challenge, 4th Edition. Jossey-Bass. jameshenri@gmail.com 29

30. What you ask for • Modelling the way - That the principal is the most information savvy person in the school (YOU make sure s/he is!) -What you can do for school decision making - Professional recognition - Unacceptability of being a spare parts/ hand in the dyke resource - Respect for the research evidence jameshenri@gmail.com 30

31. What you ask for • Encouraging the heart • Share soul time with the principal • Seek multiple alliances jameshenri@gmail.com 31

32. What you ask for • Inspiring a shared vision - Opportunities to deliver on system/school goals - A framework for measuring success jameshenri@gmail.com 32

33. What you ask for • Enabling others to act - Agility!!!!!!!!!!!! - Space - Risk taking opportunities - Resourcing - Access jameshenri@gmail.com 33

34. What you ask for • Challenging the process - Keep asking “Why is it so?” * Is the curriculum process or product the focus? Why? * Do students make information or record it? Why? * Why is the timetable the way it is? * Are teachers information literate? Why? jameshenri@gmail.com 34

35. What you give • High expectations via: - Professionalism (The operating theatre model of collegiality) You are the expert! - Information leadership (KB,KM, IP, IL) - Teacher Focus - Planning time - Culture of inquiry jameshenri@gmail.com 35

36. Synergy • Trends are: • Good schools are becoming much more flexible and client focussed • Learning (the curriculum content) must be student focused and information will be increasingly digital and delivered via handheld devices. Students will make information. • School libraries need no longer be (primarily) about collections. They are about access to information. • Teacher Librarians are about influencing school curriculum (process)…how students learn...and equipping teachers to be able to model practice.

37. Synergy • Trends are: • The teaching spaces and the information spaces can no longer be separated. Every learning space must be rich in information. That is: • Schooling is best done inside a library.

38. Conclusion: are you up to the challenge • Are you qualified for this task? • Are you willing to act as a professional and to take a leadership role? Will you ask the tough questions? • Are you mentoring a new TL or a CT who you think could be one? • Are you busy or are you focussed? • Are you looking after the teachers? • Are you educating the P…do you know your P? jameshenri@gmail.com 38

39. Conclusion: are you up to the challenge • What are you (and your professional network) doing about those colleagues who are dead but not buried? jameshenri@gmail.com 39

40. Postscript from Machiavelli  If you want to change the world get ready to be dropped from a great height by those who already have the money and the power. And if the principal is on your side be sure that s/he is heading in the right direction… jameshenri@gmail.com 40

41. But wait there is more!Late night Reading: • For the Principal: http://hktla.school.net.hk/2001/p6_9.PDF