Module+1.4+Notes

*Richard Elmore (2004) contends: A central part of the discipline of improvement is the belief that if the teaching is good and powerful, if the conditions of work enable and support that practice, then we should be able to see immediate evidence that students are learning. If we can't then we should ask whether the teaching was really as good as we thought it was. (129) -23 *3 fundamental expectations were noted in job descriptions -assessment & instructional work with students -curriculum, assessment, and instruction development with students -program development, leadership, and management (pg. 24) *Important point: the library media specialist should have a great deal to collaborate on with the reading and technology specialist as they work to engage students in relevant, rigorous tasks. (pg. 24) *The Table 2.1 on pg. 25 is really helpful. I see how the Reading Specialist on my campus fulfills many of those responsibilities, as well as our SCORES team that works with our students on the Autism Spectrum. Our librarian doesn't currently fulfill very many of those ways of being a learning specialist. *Library media specialists, as well as other learning specialists, have lack of clarity in job descriptions and roles/responsibilities (pgs. 26-27) *Principals formulate job descriptions based on their own job experience, not from actually knowing what the positions are supposed to be. Very few learn about the job of the LMS by professional reading and even less in their own graduate coursework (pg. 27). *Critical difference between "cogeniality" and "collegiality." I think my campus is more congenial than collegial. Too many teachers don't want to change their methods and are very resistant to implementing newer practices. Sad, because we have a great school and could be greater if all would get on board for having more of a collective effort for student achievement. The fact that I have to tutor 10 students in one group for Reading this year indicates a system break-down prior to 4th grade (we have 20 total out of 108 that need tutored just in Reading and another 30 that need it in Math.) This signals to me a lack of collective accountability and collegiality with working on areas that need improvement. (pgs. 29-30) *This quote made me laugh because I can think of several teachers on my campus that need to recognize this: Consensual change occurs when staff distinguishes between what they //like// or //prefer to do// from //what actually works//. (pg. 30). This applies to librarians just as much as teachers and specialists. It seems to me that there are many librarians out there that need to adopt this line of thinking, as well as embrace the charge to adapt and change in light of 21st Century learning skills, evolving technology, and increased demands on accountability. *Oh, how true this statement from John Gabriel (2005) is for my campus!!! Our administrator, as much as I love her, sometimes needs to "bring down the hammer." : Teacher leaders have authority, but we do not have power There is very little we can do to get our teachers to act how we want or how they should. That is the job of an administrator. It is his role to bring the hammer down when necessary, not ours. (77) - pg. 31 *This chapter should be read by teachers, administrators, librarians, and learning specialists. I read many statements that I apply to my current teaching assignment and situation. I think I work in a great school with great people. However, too many are "tied" to things they have done for years. Like the chapter mentioned, they take it personally and are not taking a depersonalized look at their teaching. I'm sure I tend to do this at times, as well. *The conclusion of this chapter admits the challenges and impediments to invoking the kind of change that is necessary, but also previously provided suggestions for how to start small to effect change in schools. It won't happen overnight or be easy. However, it is imperative to our students that we start implementing the practices suggested here and elsewhere.
 * Zmuda [pdf document from Module 1 in BB] **