BCTLA FALL COUNCIL 2009 : Friday, October 23, 2009
Chapters Online'- a pursuit of a communication model….Al Smith
Our star in this issue is Garth Harkess, long standing teacher-librarian, Chapter Councilor and member of the BCTLA. Garth started his career as a Social Studies teacher in Quesnel in the ‘70s and has been a teacher-librarian in Cranbrook for 30 years. He did his undergraduate degree in history at the University of Winnipeg, went to Brandon for his teaching certificate and earned his Masters at Gonzaga.
Garth says, "I was fortunate to do my teacher-librarian training at UBC back in the days of Gordon Stubbs, Mel Rainey and Nancy McLean. There were no computers then – we learned how to file catalogue cards ‘above the rod’ – anyone ever use that skill now?"
When asked to tell us about himself for theBookmark, Garth wrote the following:
Professional development has always been important to me and I have been a ProD rep at the school level as well as a chapter councilor for the BCTLA on and off for too many years to mention. I was fortunate to have the opportunity to evaluate Language Arts resources for several summers in Victoria for the Ministry of Education and also in Regina for the Western Canadian Protocol. I really enjoyed being a BCTF representative for the School Library Purchase Plan from 1996 to 1998 when that very worthwhile project was being properly funded by the government of the day. Being on the BCTLA executive for a few years as Working and Learning Conditions chair was a huge growth experience for me. I am always in awe of the tremendous work these dedicated teacher-librarians do on our behalf.
Living in the mountains is great. I still snowboard and cross-country ski, canoe, kayak and play squash. My wife and I are adjusting to the ‘empty nest’ life as both our girls are off in cities now.
Things have really changed since I started in as a teacher-librarian. Sometimes I miss the old Readers’ Guide Abstracts – things are just too easy to find on Google. But I don’t miss writing out the overdue lists by hand. And I really don’t miss filing those catalogue cards!
Evaluation of School Library Education
Shock and Awe in Australia
By Bonnie McComb
Bonnie McComb is on teacher-librarian exchange in South Australia. It is an unusual exchange because it is between a Canadian public school and an Australian private school. She will be returning to Sidney, BC, this December and to the BCTLA as Conference Chair. We look forward to having her back!
(Homeroom/Tutor class)
Here are some of Bonnie’s first impressions after arriving at her new post.
T
he first shock was going from a semester system with 4 hour twenty minute classes a day, one break, and one lunch hour to a day where I see 7 classes a day with 6 supposedly one hour classes (there is no passing time so it’s more like 50 minutes), one 35 minute tutor group, a recess, and a lunch. Just to confuse me even more, I see the tutor group for 15 minutes at the beginning of each day. Then on Monday and Tuesday, I supervise them in study, on Wednesday we have an all school assembly in their 1,000 seat auditorium (At the assembly, when the principal walks in dressed in his academic gown, the students all rise to their feet.), on Thursday we have a house meeting (the school has 10 houses that all wear different colours ....think Harry Potter), and on Friday we go to chapel (this is a Uniting Church school). Then, all staff members are required to do co-curricular activities. They used to have to do 3 on top of teaching but now they do one and they get paid for doing others. The co-curricular is all weighted as part of the teaching assignment. If some teachers want to do more, they get paid for it.. My co-curricular is, fortunately, to keep the library open and supervised until 5:00 pm. The 25 minute blocks confuse me the most, and I keep on forgetting to go places!The second shock was the accent! I thought it would be easy because Australians speak English. I spent the first three weeks feeling as though I have a learning disability. No matter how hard I tried, I could not understand what people were saying. I would miss every 5th word and could not even understand the students when I asked them to spell their names because I hear "i’ when they are saying ‘’a’’ or visa versa. They also do not pronounce the "r" at the end of words so the name Peter sounds like "Peda" and water is "wata". Sometimes I stare at people and have no idea what they are saying. Then, there is a whole new vocabulary. The students write about their cubby holes (tree forts) or the VP asks about biros (pens) or the students talk about going to Robe (a town) and I ask them where they went rowing? It has been a challenge!
The third shock was teaching an English class for the first time in TWENTY years. Okay, I thought, teaching English is like riding a bike. I figured…no problem, I can do this. I have been given a Year 11 English Communications class. English is not about reading books or poetry; it is about media, film, alternative texts. There are specific mandatory assignments students must do including a 90 minute supervised 1000 word piece of writing, text production, function and power of language, connected text, etc. etc. In year 12, these assignments are then sent in to an outside moderator who makes sure that the students’ work reflects the curriculum and the marking is consistent. Grade 12 English in SA is optional.
The class sizes are lovely ranging from 16 to 25. In my class of 22, about 7 students are designated ‘’stretch’’ which is the term for both gifted students and students with learning difficulties. There are no such things as teachers’ aides here. Teachers are responsible for looking up and reading all the files on their students. In Canada we refer to students in a class as having behaviour problems. Here, students are called ‘’naughty’’ or ‘’cheeky’’. This doesn’t sound so bad, does it? How bad can a ‘’naughty’’ boy be? It’s a good thing I’ve read so many professional books about boy energy. One of them sits at the back of the class and pretends his desk is a machine gun (with accompanying noises) or a powerful car (with accompanying noises). It’s actually quite amusing and would be very funny on YouTube but one sets off another and I have to be very strict. I have used every classroom management strategy I have ever learned; the one that works the best is piling on the work which in turn piles on the marking. This is only one month into the term. I see these students almost every day for the next year.
The fourth shock was working in a library that has no computers for students to use to do research. There are two search computers and two computers for students to do work and that’s it. I feel as though I’ve stepped back in time 10 years! There is a lab attached to the library that is even called the LRC lab, but it is booked with IT and permanent classes with teachers. The school has online resources and databases but no way for students to use them. There is a lovely seminar room where (if I can even get in to the room because this is also booked) I can ‘’show’’ students the resources on a screen but they get no hands on. It is my biggest frustration. This whole problem will be resolved by the next school year; however, as the school is under renovation and is adding several computer labs in a new IT wing and a lab in the library for library use.
Things are getting easier, however, and I am making it to chapel and house meetings on time these days. I am having fun. It is a beautiful country with spectacular geography, wonderful fresh produce, and lovely wines that we never get to taste in Canada. I did go to an amazing Pro-D put on by SLASA (their BCTLA) in the first month. It was essentially a 2 hour book talk by two women. All the books were for adult or teens. They were wonderful book choices that even included our very own Steven Galloway’s new book The Cellist of Sarajevo. They served coffee, sweets, and cheeses. It cost $40.00 and was attended by about 75 people. They host it once a year from 7-9:00 pm. It might be a good idea as a conference starter … 1
by Bonnie McComb
Is a diploma in teacher-librarianship enough?
CREATING A CULTURE OF READING IN HIGH SCHOOLS: Engaging Staff Professional Book Clubs
by Bonnie McComb,
Presented at the ASLA XXI Biennial Conference , Perth, Australia
September 30, 2009. by Bonnie McComb
Teacher-Librarian, Parkland Secondary, Saanich School District #63, BC. Executive member, BCTLA
Why Try Staff Professional Book Clubs?
* Book clubs are a catalyst for rich ongoing conversations about teaching and school culture
* Book clubs create a common language and background knowledge
* Book clubs contribute to creating and supporting a strong collegial culture, good instructional strategies, and positive, motivated teachers and students
* Book clubs can support alignment of professional development and instruction strategies with school goals and school vision
* Most important, book clubs are fun and social.
What happened?
In my secondary school over the past 7 years, we have voluntarily read 28 books together. In my role as the teacher librarian who believes in the magic of book clubs and reading, I took on the role of organizing and maintaining professional book clubs in the school. We have involved the teachers, administrators, and support staff. The result? A school with a strong collegial learning culture. A school where we demonstrate teaching strategies to each other. A school where you might here someone say, "Yes, but do you remember that book we read that talked about……"
How did it happen?
We were very fortunate that our district initiated and supported the idea of professional book as an adjunct to Educator as Researcher and Action Research projects. We were one of the keen schools that leaped at the opportunity.
Organizational Strategies that Work for Us
1. It takes someone to take ownership to keep up the momentum and this is the perfect opportunity for teacher librarians to provide professional leadership.
2. It’s the background organization that makes it work: book talks, promotion, applying for funding, purchasing and distributing books, organizing meeting dates and food, and ensuring notes are done (for future funding).
3. Apply for funding from any place you can. Apply for Educator as Researcher grants. Apply for literacy money for any books on literacy. Apply for school goals money if the books align with school goals. Be creative.
4. Give people CHOICE. Provide a variety of interesting books. I usually present a sociological book such as The Tipping Point, a book on literacy, a book on motivating students, and a book on instructional strategies or learning.
5. Nurture participation. I let staff members sign up for as many books as they want to do. Some people do one; some do all; and some do none. Talk to people face to face about attending. Promote books to people who might be interested in them but may not. Personally invite administrators so they are involved. If change is going to occur as a result of the book, it is vital that the administration team is part of the discussion.
6. Provide food and time/place for meeting. Our most successful meeting time is at the end of the summer holidays on the evening before the professional development day. We have a catered dinner at someone’s home, sit outside in the sunshine, and enjoy reconnecting with our colleagues.. This is a powerful time because teachers are enthusiastic, full of energy, and ready to implement some of the ideas.
7. Provide a bit of scaffolding but make it easy for people to attend. Ask people to jot down notes to bring: something affirmed, something learned, questions or concerns, impact on teaching or school. (See sample handout)
A Few Reflections:*
*
Literacy books are the least popular but we had good results with the Cris Tovani books.*
Meeting several times for an ongoing study using a technology book seems like a great idea but it always seems to fall apart because of how busy teachers are. We have better success with a single meeting date.*
Professional
Book Club Notes
-Something affirmed
-Something learned
-Impact on teaching
practices
-Something I ......
______________________
______________________(interesting, frustrating, questions you still have)
Handout created by Saanch School District #63
SD #72
Submitted by Ruth Kline
CRTL’s: Library Assessment
In 2007, the teacher-librarians were involved in questioning whether the school libraries meet the standards recommended by the Canadian Association for School Libraries. We as teacher-librarians applied for a Collaboration for Growth Grant through the Core Pro-d Committee of the
Download Rubrics (PDF: http://bctf.ca/bctla/pub/documents/libraryprogram/SD72TLAssessment.pdf
School District 72
Library Program Assessment
School:
Teacher-Librarian:
Date:
Vision
Core Values
Libraries of
Goals
Goal 1: Provide appropriate staffing to implement an effective district-wide library program.
Goal 2: That each school develop a site-based library committee consisting of classroom teachers, school administration and school teacher-librarian.
Goal 3: Provide for more effective student learning through collaborative processes in planning, teaching, and assessment between the teacher-librarians and the teachers.
Goal 4: Provide up-to-date library resources in a variety of formats and technologies to meet the diverse needs of all learners.
Goal 5: Provide appropriate school library facilities and equipment and access to ICT to meet the learning and teaching needs of an effective school library program.
Download Rubrics (PDF: http://bctf.ca/bctla/pub/documents/libraryprogram/SD72TLAssessment.pdf
