Purpose: The Performance Enhancer

bulls_eyeDaniel Pink, author of Drive (Riverhead, 2009) and A Whole New Mind (Riverhead, 2006), contributed an interview to the September issue of ASCD’s journal Educational Leadership. In the article, “Motivated to Learn: A Conversation with Daniel Pink,” he makes a strong case for educators providing students with more autonomy in what they study and how they demonstrate their learning. (He also makes a credible case for why there should be less “standardization” in school systems.) While the majority of the article focuses on preK-12 student engagement, he also addresses educators’ motivations to teach.

Pink rightly notes that most of us did not enter the teaching profession to make a “pile of money.” Rather, we are educators because teaching gives us a sense of purpose. Pink notes: “Teachers need to bring that sense of purpose to the surface. They need to talk more about why they went into teaching, why it matters, why they’re making this contribution to the world” (16).

Mr. Pink and I are on the same page. Purpose is a “performance enhancer.” If educators (and students) know why we are doing something and what it means to us personally, then we are more likely to be committed to doing our best.

On August 20th, I had the opportunity to share an advocacy and coteaching workshop with K-12 school librarians in Northwest ISD (near Fort Worth, Texas). During the workshop, we engaged in some frank conversations about the state of librarianship in this growing-by-leaps-and-bounds district. We applauded the district’s commitment to full-time professional school librarians in every school. We wondered aloud together about how we can help the district take the next steps to ensure that all students and teachers have access to the resources of the library at the point of need and to collaborative work with the school librarian to help students achieve deep learning.

The “why” of our conversation was assumed but not articulated. If I had it to do over again, I would ask the librarians to remind themselves of why they entered the library profession. In what ways does serving as the school’s librarian give purpose to their lives as educators? As we launch into the new school year, let’s keep the “whys” on our minds. Those are the values that guide us as we teach with purpose. Those are the motivators that can enhance our performance.

Works Cited

Moreillon, Judi. Advocacy for School Library Leaders: A Call to Action. 20 Aug. 2014. Web. 4 Sept. 2014. <http://advocacy4schoollibraryleaders.pbworks.com>.

Pink, Daniel. “Motivated to Learn: A Conversation with Daniel Pink.” Educational Leadership 72 (1): 12-17.

Pippalou. DSCN8820.JPG. Digital Image. Morguefile. Web. 4 Sept. 2014. <http://mrg.bz/Eah87Z>.

Success Starts Here

success_rock“To thine own self be true” (Hamlet, Act I, Scene III).

Shakespeare’s Polonius had it right. We should be “loyal” to our own best interests. In order to achieve that piece of advice, we must know ourselves and be able to clearly articulate our values and beliefs. For me this is not a “new age” interpretation of the Bard’s wisdom. Living a life aligned with our values and beliefs is in our own best interest.

This fall at Texas Woman’s University, our campus is trying out the “one book” or “common book” concept. All faculty received a copy of This I Believe II: The Personal Philosophies of Remarkable Men and Women edited by Jay Allison and Dan Gediman. All first-year students will be reading the book for class and all faculty are invited to use this text in their courses.

When I heard Mr. Gediman speak at our back-to-school faculty luncheon, I was reminded of an article I coauthored with co-guest editor Ann Ewbank for the “Advocacy: A Test of Character” issue of Knowledge Quest: “Is There a Teacher-Librarian Worldview? This We Believe…”

For me, our beliefs are as true today as they were seven years ago.

  • All schools should have a full-time state-certified school librarian (with graduate-level course work) on their faculty.
  • All school  librarians should be the champions in their schools for the First Amendment, intellectual freedom, and the right to read. (See the “Library Bill of Rights.”)
  • All school librarians should be advocates for all school library stakeholders (students, teachers, administrators, and families) to have unfettered equitable physical access to ideas and information throughout the school day and beyond.
  • All school librarians should be dedicated to helping students achieve intellectual access to ideas and information so they can be knowledgeable participants in a democratic society.

These are just some of my beliefs, honed through my library science education, that have guided my work as a practicing librarian and my preK-20 teaching. For me, success starts here. Knowing what I believe and why I believe it. Being an advocate for school librarianship from my core beliefs and values helps me stay true to myself and to align my life work with my “best interests.” Working in concert with colleagues, such as Dr. Ewbank, who share my beliefs strengthens our advocacy work.

As you begin the new school year, what do you believe? Why do you believe it? How do your actions align with your beliefs?

Works Cited

Allison, Jay, and Dan Gediman. This I Believe II: The Personal Philosophies of Remarkable Men and Women. New York: Holt, 2008. Print.

Ewbank, Ann Dutton, and Judi Moreillon. “Is There a Teacher-Librarian Worldview? This We Believe Knowledge Quest 36.1 (2007): 12-15. Print.

kseriphyn. Success Rock. Digital Image. Morguefile. Web. 1 Sept. 2014. <http://mrg.bz/vEb63X>.

Sense of Wonder and Possibility

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As another school year takes shape, with teachers organizing classrooms and lessons, I remember the anticipation for welcoming new and returning students to my library learning space.  I couldn’t wait to share new books and other resources with my fresh faced learners.  From the first day, I welcomed their questions, and made sure that they knew that the media center was their space for learning.  It belonged to them, not me!  I said, “Think of it as a candy store for your brain, a space for tinkering with new ideas, and exploring the world.  My job is to help you develop a passion for learning, whatever your interests.”

A few years ago, not long after the first week of school, my commitment to a sense of wonder and curiosity was put to the test by an eager third grader who rushed in at 8 AM with several of his friends.  He was carrying a plastic container and inside it was the largest, ugliest, most monstrous dead (fortunately for me anyway) insect I had ever seen.   The questions came at me fast and furious. “What is it? What does is eat? Is it poisonous?  What killed it? Why did I find it in a parking lot? Does it live around here, or how did it get here? “

Talk about your teachable moment!  This was the start of something big-a chance to capitalize on student centered motivation for learning.  The student and his friends were encouraged by the classroom teacher to spend some class time discovering the answers to their questions.  For the next few days, the small group met with me in the media center, and the inquiry took off.  The questions that they answered led to more questions and more inquiry.  We contacted entomologists, did internet searches, consulted field guides, and encyclopedias.  Their interest exceeded their reading levels, but that did not hold them back from learning.  It was amazing to observe their natural collaboration. They divided up tasks, reported back to each other, kept track of their findings, and then did a short presentation to their classmates.  All I did was to guide them a bit to resources and to facilitate questions that required some reflection about their learning.

If we promote the school library space as a learning environment, not just a room with four walls and print resources, we also have to promote inquiry.  The two go hand in hand.  Students need opportunities to follow their interests and passions, and professional teacher librarians are trained as information and literacy specialists who can accommodate both planned and just in time learning.  With increased emphasis on teaching to standards, many schools have less time in the daily schedule for individual inquiry projects, so here is an opportunity for those of us in the field.   Providing space, resources, and guidance for inquiry, teacher librarians can collaborate with colleagues to assure that students have the chance to activate their sense of wonder.

Recently, educational websites and bloggers have been focusing on excellent tips for teachers in a new school year.  There are many wonderful and powerful ideas that we can find through social media. I really appreciate that Kristin Fontichiaro is willing to share her presentations and professional development work through her blog, Active Learning.  She has given access to the slides and support materials on inquiry based learning (with Debbie Abliock) for a school district in Texas.  Even if you did not attend, you can get some ideas for adapting inquiry to your own curriculum, and it is a great resource. I am including the link here.  Be sure to check out her past posts, too!

 

Meanwhile, what do you see, think, and wonder about that big scary bug?

 

Resources:

Fontichiaro, Kristin.   Hello, Denton ISD!    Active Learning. (Aug. 20, 2014). Weblog.  http://www.fontichiaro.com/activelearning/2014/08/20/hello-denton-isd/

Image: giant water bug.jpg http://life.illinois.edu

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A Hodgepodge of Resources

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As I have been exploring different sites and articles for my classes this fall I have run across several interesting readings I thought I would share!

I know I am always looking for great news ideas and resources to try – especially here during the exciting back to school time. What great resources have you stumbled across?

 

Advice to a New School Librarian

library photoI just heard from a student who is preparing to start her first year as an elementary school librarian.  She’s been working all summer to create a welcoming space for her students and she wanted to know if there were any resource books I might recommend for library lessons.  I remember wanting that book when I started out as well.  But I never found it because ultimately the best lessons are those that you create yourself for your unique context with your unique stamp of creativity.  And they are created in response to the needs of your students and teachers and discovered in a collaboration with the school community.

But where do you start?

Try to find out what’s happening in classrooms/grade levels so you aren’t teaching skills in a vacuum.  For example, I did a reading interest survey every year with 3rd grade but then presented the findings as large graphs that I used for lessons related to their math curriculum and then posted outside the library for everyone to see.  I usually asked teachers what they were doing in science or social studies because those were easy content to grab on to.  Then I might ask what they were teaching in reading or writing and find a way to integrate those with library resources/skills.  So when I learned that second grade was studying voting in social studies and using literature for writing models I introduced the  Jane Yolen, How Do Dinosaurs... series and we wrote a class book about “How Do Dinosaurs Vote?”

It helps if you have some theme that you pull through the lessons and the year.  So one year I was asked to focus on integrating math; another year the focus was science – in these cases the principal or the school improvement plan allowed me to see what was a schoolwide focus that I could work with.  Or decide that you will make this the year of poetry or the year of working with video and find ways to integrate those with as much content and lessons as possible.  Then you can stand up in a faculty meeting and say “This year the library focus will be on poetry and I invite you to plan lessons with me that integrate poetry.  I’m sure I can find a poem for anything you are teaching: math, science, social studies.  And you can expect to find poetry popping up in unusual places like the morning announcements, the cafeteria or the bus line.”  You’ve provided an invitation and a challenge.

What are teachers being told they need to do more of this year? — find out how you can help or even lead any initiative.  One year teachers were introduced to thinking maps so I was modeling those with every library lesson.  I attended any staff development required of my teachers and then tried to integrate what they were told to do in their classrooms with what I was doing in the library. When I was planning with teachers this willingness to support them in new initiatives was greatly appreciated.

Use what you have – this may seem obvious – but look around to see what kinds of resources are unique and underutilized – online databases, ebooks, whiteboard, old sewing machines, puppets, a collection of magazines…

One year I built my lessons around my state’s children’s book award list.  I noticed that a lot of the books had some relationship to math concepts and I was able to integrate literature with mathematics in collaborative lessons.  Then we were able to participate in voting for the award.

Today I would be looking around for lesson ideas on Pinterest or Livebinder and curating my own collection of ideas.  Find colleagues who are willing to share ideas and don’t be afraid, as one of my mentors told me to “beg, borrow and steal” ideas but combine them with local needs and resources to spin your own particular kind of magic.

Yolen, Jane (2000).  How do dinosaurs say goodnight?  Scholastic.    Find this book and others in the series at http://www.scholastic.com/titles/dinogoodnight/

Photo courtesy of Jessica Thompson (2014).

People Create Change

Deep_Change_cropEdSurge is an organization that connects “the emerging community of edtech entrepreneurs and educators.” They recently published a graphic called “How Teachers Are Learning: Professional Development Remix.”

The graphic shows “old school” professional development, including all-day workshops, observations, and professional learning communities. (Personally, I wish they hadn’t included PLCs in the old school model…)  In their new model, technology tools provide linkages to personalized professional development that meets the “just-in-time” needs of adult learners (teachers).

Lest we lose sight of the importance of the whole school culture, I believe this new model must be placed alongside an article published on EdSurge in April by Ben Wilkoff: “People Create Change Not Products.” Ben Wilkoff, who is the Director of Personalized Professional Learning for the Denver Public Schools, reminds us that it is the “people implementing tools that make or break it [professional development].”

I couldn’t agree more and encourage everyone to read his article. I know that while I have learned a great deal through technology tools, I have learned the most from coplanning and coteaching with colleagues in the same room, at the same time, working through challenges and sharing successes with real students in real time.

Technology-facilitated learning has a starring role in 21st-century education, but it can keep preK-12 students isolated from one another and educators isolated from colleagues. An individual learner, child or adult, simply cannot make the lasting changes we want to see in education and in the world that a collective of students or educators can.

If you believe that building a culture of collaboration can support people in making change, consider Ben Wilkoff’s current manifesto for professional development as you plan for the new school year:
•    Community over Content
•    Friends over Features
•    Conversation over Credit
•    People over Products

Works Cited

Edsurge. “How Teachers Are Learning: Professional Development Remix.” Edsurge. Web. 7 Aug. 2014. <https://www.edsurge.com/guide/how-teachers-are-learning-professional-development-remix>.

Quinn, Robert E. Deep Change: Discovering the Leader Within. San Francisco: Jossey-Bass, 1996. Print. (Image created with Microsoft PowerPoint)

Wilkoff, Ben. “People Create Change Not Products.” 16 Apr. 2014. EdSurge. Web. 7 Aug. 2014. <https://www.edsurge.com/n/2014-04-16-people-create-change-not-products>.

Celebrating the Beginning of our Third Year of Co-Blogging

photo-1Judy Kaplan, Melissa Johnston, Sue Kimmel, and I began co-blogging on this site in August of 2012. We are pleased to begin our third year sharing ideas, information, research, and musings related to building a culture of collaboration in schools.

In the spring semester 2014, graduate students in the School of Library and Information Studies at Texas Woman’s University were required to use social media for professional development. Following this blog was one of their choices. When they shared their learning, the students cited specific posts that influenced their thinking about the various roles school librarians play in their learning communities.

One of my favorite comments was this one: “One of the most obvious things that struck me when I began reading the blog ‘Building a Culture of Collaboration’ is the fact that the contributors/writers of this blog are truly professionals. They all are former school librarians who are now professors, and have practiced what they preach in terms of providing professional development, guidance, and information for collaborating educators.” This school librarian candidate went on to say that she appreciated the varying experiences, perspectives, and styles of the co-bloggers.

Another preservice school librarian noted that on this blog the co-bloggers are “preaching to the choir” and wished that teachers, principals, parents, and other educational decision-makers would read our posts. We concur with this feedback and will continue to make concerted efforts to reach beyond the school library community. We hope that our school librarian readership will share our posts more widely and yes! we invite, welcome, and encourage your responses to any of our postings. Please help us make this blog a conversation; please help us reach a wider readership.

Finally, I want to take this opportunity to thank my co-bloggers for their on-going contributions to my learning as well as my students’ learning. I appreciate your experience, your expertise, and your commitment to our profession. Co-blogging with you is like having three outstanding guest speakers—Sue, Melissa, and Judy—in my professional life and in the Librarians as Instructional Partners course I teach every spring.

Thank you. Thank you. Thank you.

Image Credit:
Building a Culture of Collaboration Bloggers. Digital Image. November 2013. From the Collection of Judy Kaplan.

Time for Collaboration

clocks_1490The National Center on Time & Learning (NCTL)  conducts research, helps guide public policy, and provides technical assistance for “national, state and local initiatives that add significantly more school time for academic and enrichment opportunities to help children meet the demands of the 21st century.” In May, 2014, they published a report called “Time for Teachers: Leveraging Time to Strengthen Instruction and Empower Teachers.” You can access the executive summary or the full report.

The study involved 17 high-performing and rapidly improving schools across the U.S. that are involved in a movement to expand learning time. “The expanded school days and/or years also increase learning opportunities for teachers, who have more time to collaborate with their peers, master new content, plan for and reflect on lessons, and hone instructional practices.”

Three themes emerged from their study of teacher development: professional culture matters; teachers are leaders; and the school is the locus of learning.  If the school climate promotes professional growth, if teachers are empowered to lead through peer mentoring, coaching, and sharing expertise, and professional learning is embedded in practice, instructional practices will improve. “A successful teaching force spends time not only teaching, but also collaborating, planning, leading, and learning.”

Yes! To teacher leadership and job-embedded professional development as best practices to improve student learning.

Side Note: If you are looking for more real-world evidence, check out the article “Lessons from a school that scrapped a longer student day and made time for teachers.”  After experimenting with a longer school day for students, the principal of a Brennan-Rogers School in New Haven, Connecticut, found that extending collaboration time for teachers was more effective.

Works Cited

National Center on Time and Learning. “Time for Teachers: Leveraging Time to Strengthen Instruction and Empower Teachers.” Web. 1 Aug. 2014. <http://www.timeandlearning.org/files/Time%20for%20Teachers%20%28FINAL%29.pdf>

Peralta, Paola. Social Media Marketing. Digital Image. Licensed under Creative Commons Attribution-Share Alike 3.0 via Wikimedia Commons. Web. 1 Aug. 2014. <http://commons.wikimedia.org/wiki/File:Social_Media_Marketing.jpg#mediaviewer/File:Social_Media_Marketing.jpg>.

RoganJosh. Clocks_1490. Digital Image. Morguefile. Web. 1 Aug. 2014. <http://mrg.bz/Bnee4Q>.

Building a National Culture of Collaboration

Social_Media_MarketingThank you to the American Association of School Librarians (AASL) blog for putting the Building a Culture of Collaboration blog (BaCoC) in the spotlight last week.  All of the BaCoC co-bloggers are card-carrying active AASL members who promote and model getting involved in our national association for school librarians. As evidenced in Melissa Johnston’s recent post about AASL’s new mission statement and leading through technology, we also promote the work of the association. This is one way to promote a national culture of collaboration.

AASL’s new mission statement is: The American Association of School Librarians empowers leaders to transform teaching and learning.

Yes! To the importance of keeping our focus on teaching and learning! One way to do that is for school librarians to engage in collaborative planning and coteaching with classroom teachers and specialists. Since the publication of Information Power: Building Partnerships for Learning (1998), AASL has promoted the school librarian’s role as an instructional partner: “The school library media specialist can provide strong and creative leadership in building and nurturing this culture of learning, both as a teacher and as an instructional partner… As an instructional partner, the school library media specialist offers a unique expertise in learning theory, information literacy, and information technology to promote learning” (60).

AASL recently released the executive summary from the Senior/Capstone Project’s Task Force.  The task force surveyed high school librarians about their involvement in students’ senior/capstone projects. The graphs provided in the summary show areas of potential growth in terms of school librarians’ involvement in guiding, teaching, and assessing these projects. The task force identified six exemplars from high schools of varying sizes and geographic locations across the U.S. to serve as models for best practices. The report includes at table with contact information and links to four of the six schools’ projects.

Check it out!

Works Cited

American Association of School Librarians (AASL). Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998. Print.

AASL Senior/Capstone Project Task Force. Executive Summary. American Association of School Librarians. May 2014. Web. 28 Jul. 2014. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_ExecSummary_SeniorCapstoneProjectTF_2014.pdf>.

Peralta, Paola. Social Media Marketing. Licensed under Creative Commons Attribution-Share Alike 3.0 via Wikimedia Commons. Web. 28 Jul. 2014. <http://commons.wikimedia.org/wiki/File:Social_Media_Marketing.jpg#mediaviewer/File:Social_Media_Marketing.jpg>.

Competition or Collaboration?

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The recurring question in American education for the past 20 years has focused on how to improve learning outcomes for students.  The drumbeat of reform has been especially loud since NCLB (2001), the adoption of Common Core State Standards (2009), and the Race to the Top initiatives (2009).  In contrast to the competitive nature of these “reforms” that are determined through high stakes testing and punitive measures, ongoing educational research continues to document the impact of collaborative cultures that promote teaching and learning for student success in schools.

Educators in the field, and aspiring pre-service teachers should take heart from the evidence that shows that community and collaboration are key factors in student achievement.  Competition affords a false equivalency in education, and increases potential for failure for schools and students.

In this blog, we are committed to demonstrate how building collaborative cultures can be accomplished at the individual, local, district, state, and national level.  There are many challenges to impede progress, but we must continue to find the silver linings, and act on them!

I’d like to share two items (of the many) I read recently, about the benefit of collaborative cultures that are in the best interests of our wonderful students and talented educators.  Teachers know that working together is smarter and that students also need opportunities to learn collaboration skills for real life success.

Linda Darling-Hammond, Charles E. Ducommen Professor of Education at Stanford University and the Faculty Director of the Stanford Center for Opportunity Policy in Education recently described the results of the 2013 TALIS  survey (Teaching and Learning International Survey) which was conducted by the OECD (Organization for Economic Cooperation and Development) in schools throughout the world.  The focus of that survey was on teaching and learning, not on test scores of students.

In a June 30, 2014 Huffington Post article, “To Close the Achievement Gap, We need to Close the Teaching Gap,” she provided some insightful conclusions about the state of American education, from the perspective of teachers and how they are supported in their professional roles.  This should be required reading for educational policy makers and administrative leaders.    Among the results is the fact that in the United States, teachers work longer hours, and have less opportunity for feedback and collaboration with peers.  High performing countries on the PISA test use teacher collaboration as an indicator that leads to student success.  The equitable distribution of resources for education in other developed nations is another indicator for student success.   Disadvantaged students in the U.S. have fewer resources than comparable developed nations, particularly in large urban systems and other areas of poverty.  Read the post for her suggestions, and think about how we can use the results from this survey to raise awareness of inequitable educational policies in our own state and districts.  Here’s an opportunity for school librarians to stand with colleagues and community members to refocus the discussion about teaching and learning, and how to measure performance.

Justin Minkel, a second/third grade teacher in Arkansas pens a blog, Teaching for Triumph, and he was invited to lunch with three other teachers from high poverty districts to tell President Obama and Secretary of Education Arne Duncan about the challenges that they face in the classroom.  He has posted a report of that meeting, “What We Shared with Obama.”  In it he recalls the salient points that the teachers made about teaching and learning.  One of the key factors for success is the collaborative culture within their schools.  The three other points he also makes get to the heart of the commitment that teachers have for all their students, not just those who are destined for success.  Take time to read his blog and you will be inspired.  Let’s hope that the President and the Secretary were listening, and will think about supporting collaboration, not competition…

 

References:

 

Darling-Hammond, Linda.  “To Close the Achievement Gap, We Need to Close the Teaching Gap.”  Huffington Post (June 30, 2014). Weblog.  http://www.huffingtonpost.com/linda-darlinghammond/to-close-the-achievement_b_5542614.html

Minkel, Justin.  “What We Shared with Obama.”  Teaching for Triumph: Reflections of a 21st Century ELL Teacher(July 10, 2104). Weblog. http://blogs.edweek.org/teachers/teaching_for_triumph/2014/07/what_we_shared_with_obama.html

 

 

 

Image:

Judith Kaplan Collection: Carole Renca and friend-used with permission