The Library Media Specialist: A Staff Development Barista

1. The Library Media Specialist:A Staff Development Barista Amy L. Oberts Oakland Elementary School Bloomington Public Schools, District 87 Summer 2011 obertsa@district87.org

2. Elluminate Poll Be real with me…only I can see your responses… I was able to read each article related to today’s topic A I was able to read most ( or at least skim) the articles B I had too much homework and life got in the way… C Why are we doing this poll?

3. The Day’s Ingredients PowerPoint Articles Internet browser window with multiple tabs

4. :: From a Moonlighting Barista to a L.M.S. :: An unexpected challenge (…and joy!) to facilitate staff development within my building and District 87

5. Why YOU? (…or ME?!?) Besides being “cheap”… You know the latest tools and trends. You possess “tech” skills and teacher know-how. You collaborate with every staff member. You interact with every student. You are both a teacher and leader.

6. Peer Perceptions “Participating in faculty in-service programs requires a commitment of time and energy on the part of the library media specialist. However, such participation in the program increases influence and allows teachers to see the library media specialist in a different light.” - The Inner Teacher-Leader – The Staff Developer (p.45)

7. Other Options Alternatives to going it “alone”… Company representatives “Train the Trainer” model Building “task force”- With you- Without you

8. Elluminate Brainstorming

9. Your “Perfect” Colleague

10. The “Initial Bean” Something is Brewing… A teacher need- Observed- Overheard- Overtly surveyed A student need- A trend- A tool An administrator’s need- New curriculum piece- Results of data analysis- School improvement plan “Good professional learning programs develop from the problems teachers and administrators consider significant.” - The Inner Teacher-Leader – The Staff Developer (p.44)

11. Ready to Brew Gaining Administrative Support Vision- Shared?- Consistent with short-term and/or long-term plan? Timing- Required attendance?- Format? (…might not know at first…)- Length? Communication- Expectation of outcomes- Notifying faculty/staff

12. Sampling and Sipping My Personal Investigation Establish Comfort with Tool, Task, or Theory- Research- Exploration and experimentation- Predict potential pitfalls- Experiment within the “actual environment” Assess Stability of Tool, Task, or Theory - Is it functional?- Is it reliable?- Is it worthwhile?

13. Documentation A Wise Investment of Time … Empowering Elements- Title- Estimated time allotment- Summary of tool/task/theory’s purpose- When practical and/or detailed, step-by-step directions- Dated!! Screenshots- Fast  “PrntScr” key; copy/paste/crop in Word- SnagIt http://www.techsmith.com/snagit

15. The Prepared Barista When it’s possible… Pre-Assessments- Email- Brief, written survey (less than 5 minutes)- Interactive workshop tool A Team Blend- Documentation feedback- Pre-teaching a select group (vary participants)- Co-presenters/troubleshooters during actual training

16. The Prepared Barista, cont. When it’s possible… Email advertisements- Humorous graphics or jokes- Reminder about materials to bring- “Intangible items” to bring When it’s voluntary…- Questions to prompt reflection- Reminder to R.S.V.P.- Give-aways

17. Espresso - Preso The Facility – Pre-Planning Environment- Comfortable- Clean- Energetic- Informal or formal? Ambiance- Fun, energetic- Thematic

18. http://www.youtube.com/watch?v=vFLs9RI8mSA

19. Individual Task | BREAK Identify one training “tip,” “strategy,” or engaging idea from one of the following resources…have 3 ideas handy to share… http://www.k12imc.org/ http://www.bowperson.com/index.htm http://maryalicea.wordpress.com/articles-published-in-professional-journals/

20. “The brain research from the past two decades proves that human beings learn best when they are actively involved in the learning process – experiencing a variety of meaningful, motivating, self-directed learning methods in an informal, hands-on learning environment. This kind of ‘brain-based’ learning describes human learning. It is NOT based on age, gender, culture, generation, or any other arbitrary assumptions.”Sharon L. Bowman

21. Espresso – Preso, cont. The Pressure Your Roles- Promoting- Marketing- Modeling- Influencing

22. Espresso – Preso, cont. The Pressure, cont. Your Content- Why? (tool/task/theory’s purpose)- How? (procedures)- What? (potential benefits and pitfalls)- When? (updating/maintenance)- Where? (facility? classroom? web-based?) - Who? (follow-up support)

24. Espresso – Preso, cont. The Structure Handouts or emails- Short, to-the-point ”One Shot” Presentations- Demonstration- Handout to reinforce independent execution ”Hands-On” Presentations- half-day - series of workshop (weekly, biweekly, etc.)- full day

25. Staff Development, Café Style “We take the content and put it in a comfortable environment that resembles all the good things about a chic coffee shop: collaboration, individual focused time, movement, energy, and, of course, food.” p. 12

26. The Toppings Making it Sweet Your Attitude- “We’re all in this to together…”- Gauging pre-existing knowledge- Encouraging, encouraging, encouraging- Approachable- Genuine- PATIENT

27. The Toppings, cont. Making it Sweet Their Expectations- Best practices: differentiated, multiple learning styles- Activities: meaningful, varied, choices- Engaging, meaningful (worthwhile), timely “Increasing professional knowledge and skills has never been more important for the classroom teacher and yet the increased accountability demands of the No Child Left Behind Act leave little time for the average teacher to invest in identifying and developing best practices for the classroom.” - The Inner Teacher-Leader – The Staff Developer (p.44)

28. The “Master Card”

36. Actual web address: http://www.district87.org/staff/obertsa/picnicworkshop.php The address I give to faculty/staff: http://bit.ly/2010oakland “Half Full” was my theme to kick off last year’s staff development; it was picnic-related and focused on highlighting the positive technology changes. Everyone was overwhelmed with the switch-over to Windows 7, the change in web services, and other initiatives. The picnic theme was a nice break, I think.

37. The top portion of the page provides directions for common problems. • I developed the center section of the page to support the deployment of the SMART™ response systems. Teachers needed a common starting point.

38. This publication had two purposes: Every projector in the building seemed to be displaying the “Clean Filter” message (…and I just couldn’t go from room-to-room to do that task); and The District recently purchased a software product called “Comic Life.” Idea: Write fun—but functional—directions for cleaning the filter and distribute to teachers.

39. Older agenda items could be referenced at the bottom of the page.

40. Training Topics How do I use the online catalog? What is information literacy? How can I use the Super 3/Big 6? How is the library organized? I need a webpage! I can’t log onto the District server. Where do I find this book? (reading call numbers) Collection development questions…such as…

41. http://www.youtube.com/watch?v=x4BK_2VULCU