Transcript Win-Win : Impacting the Future(s) of Our Profession

Win-Win : Impacting the
Future(s) of Our Profession
ISLMA Fall Conference 2009
10/30/09
Georgeann Burch
([email protected])
Where I’m coming from…( in 30 seconds)
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Played school in basement, Chicago
B.S. El Ed, Illinois State U
Taught 6th grade, Highland Park
Married, moved to Iowa
M.S. Ed, Curr & Inst Media, Iowa State U
School LMS, Mason City, Iowa
Moved to So Dak, teacher/LMS at U of SD
Mom of 2 kids
Moved to Champaign; ITV Spec at PBS station
School LMS at 2 schools, Champaign
School LMS/enrichment specialist at 1 school
Cooperating t-l for GSLIS
M.S. LIS, U of IL
Fall 2005…K-12 LIS Program Coordinator
Overview of GSLIS program
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M.S. in LIS plus Type 10 (K-12)
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M.S. in LIS
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No teaching certificate
Practicum (100 hours) – required
Student Teaching (16 weeks) – required
Have Illinois teaching certificate
Taking courses for LIS endorsement
Practicum (100 hours) – recommended
Non-degree students
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Have Illinois teaching certificate
Taking courses for LIS endorsement
Field experiences
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Practicum
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100 hours in LMC
Any grade level
Supervised by cooperating teacher-librarian
Student teaching
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Final semester (16 weeks)
8 weeks at elementary, 8 weeks at secondary
Supervised by cooperating teacher-librarian
GSLIS Students (2009-10)
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629 current total # of M.S. students
447 females; 182 males
362 - LEEP (58%)
267 - On-Campus (42%)
Age range: 64 – 22 years of age
Average age of LEEPers: 40
Average age of on-campus: 28
33 doing the LIS Endorsement
39 doing the K-12 program
Lake Forest
Hanover
Location of
placements
since Fall 2005
Wadsworth
Libertyville
Winnetka
Wilmette
Deerfield
Lake Zurich
Hinsdale
Wheaton
Oregon
Park Ridge
Chicago
Oak Park
Tinley Park
Naperville
Mt. Prospect
Orland Park
Arlington Heights
Mendota
Westmont
Eureka
Stanford
Normal
Downs
Paxton
Potomac
Mahomet
Fisher
St. Joseph
Monticello
Tolono
Champaign-Urbana
Moweaqua
Mattoon
Fairview Heights
Roxana
Highland
East St. Louis
Breese
O’Fallon
Belleville
Wayne City
Carbondale
Charleston
Blue dots – Fall
2009 placements
Number of placements
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Over the last 5 years
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Fall 2009
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Practicum - 74
Student Teaching – 96
LEEP - 9; On-campus - 7
Spring 2010
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LEEP- 12; On-campus – 12
Lisa
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Enter from undergrad
Earn M.S. plus Type 10
First career
No teaching experience
Usually full-time student
on-campus
May move off-campus for
student teaching
Linda
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Switching careers
May have M.S. in other
field
Earn M.S. & Type 10
Usually doesn’t have
teaching experience
May be working in an
LMC
More likely to have family
May be working full or
part-time
LEEP or on-campus
Katie
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Experienced teacher
No library experience
May be working full-time
or student full-time
May have M.S. Ed or
multiple certificates or
endorsements
May have family
LEEP or on-campus
Testimonies
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“I think it is very important to invest in the
future of my profession.”
“The most important benefit is that it causes
me to reflect on what I do and also, why and
how I do it. Self-reflection was not something
I made time to do before having student
teachers/practicum students.”
Kathy Bennett, Lincoln Trail, Mahomet, gr. 3-5
Benefits
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“Being exposed to what is happening in the
library world—when you’re the only librarian
in a building you need to connect with others
in your field.”
“Update my knowledge on computers---I
learned a lot from a student teacher about the
disadvantages of Wikipedia, for example, and
how to impart that to my students.”
Kathy Wickline, Unity JH, Tolono, gr. 6-8
Win-Win
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“Encouraged me to take risks and stretch
myself to do things in new and different
ways.”
“Allowed me to consider and implement some
collaborative projects that I couldn’t have
done alone.”
Janie Schomberg, (retired) Leal School, Urbana, gr. K-5
Other Benefits to Cooperating T-L
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30 CPDU’s towards recertification for
supervision of student teacher (once in 5
years)
12 CPDU’s towards recertification for
supervision of practicum student (once in 5
years)
Tuition/fee waiver for one semester at
University of Illinois, including GSLIS LEEP
courses
Cooperating T-L qualifications
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Minimum – 3 years’ experience
Minimum – 1 years’ experience at current site
LIS Certification or LIS endorsement
Prefer ISLMA member and/or ALA member
Prefer M.S. in LIS
Role of the Cooperating Teacher
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Help the teacher candidate feel comfortable and welcome
Share materials and ideas
Observe and provide feedback…both the good and the not-sogood
Mentor and guide the teacher candidate
Model effective teaching strategies and professional behavior
Be flexible…allow the teacher candidate to try some new ideas
Communicate expectations
Be understanding and patient
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Role of the Teacher Candidate
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Come ready to learn; be enthusiastic and show initiative
Ask questions…discuss professional issues
Share ideas and work cooperatively; be flexible
Help with all (classroom) responsibilities…record keeping,
grading, etc.
Plan interesting lessons and eventually teach everything
Accept criticism and put suggestions for improvement into
practice
Keep a journal
Be patient with yourself and your cooperating teacher
Be a sponge…learn all you can from everyone in the building
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Role of the University Supervisor
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Provide program information to the teacher and teacher
candidate
Observe and provide feedback on a regular basis
Act as a confidant for both the teacher and teacher candidate
Be an advocate for the teacher candidate
Help the team build good communication
Set clear expectations; be honest about a student’s performance
Handle the difficult situations that might come up
Schedule three-way conferences at the beginning and end of the
experience
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Interested? Ask yourself…
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Do I have time? (Not developing curriculum,
renovating, training new clerk, doing NBCT, etc.)
Am I excited about my job?
Am I willing to examine my professional
practice?
Can I share or delegate responsibilities?
Do I prefer to do things the same way every
year?
Hmm…
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Am I an encourager?
Do I have opportunities to collaborate with
teachers?
Do I have goals for next … ?
Do I believe there is more than one right way to
teach and learn?
Do I prefer to work as a team or by myself?
Stages of Concern
(felt by Student Teacher)
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Pre-teaching Concern
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Concerns about Survival
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What have I gotten myself into?
Teaching Situation Concerns
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Why doesn’t this LMC match my “ideal?”
Why didn’t I pay better attention in class?
Concerns about Pupils
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How can I make a difference with these students?
Adapted from:
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Generation Information
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Baby Boomers (born 1946-1964)
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Generation X (born 1965-1980)
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The Millennials (born 1981-1999)
Baby Boomers
(born 1946-1964)
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Boomers live to work
A general sense of optimism regardless of what happens
The size of their generation has allowed them unprecedented
influence on government policies and consumer products
They have always been willing to go into debt, betting on future
income
They tend to be team and process oriented, sometimes to the
detriment of results
Boomers strive for convenience and personal gratification
Boomers are very nostalgic about their youth and seek to
preserve it
The Center for Generational Studies
www.gentrends.com
Generation X
(born 1965-1980)
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Xers work to live rather than live to work
Jobs are viewed as a contract
Clear and consistent expectations are essential
Providing the opportunity to grow will lengthen tenure
A sense of contribution while having fun will keep an Xer
productive
Earning money is only one part of a larger equation
To them, versatility of skills & experiences ensure employability
The Center for Generational Studies
www.gentrends.com
Millennials
(born 1981-1999)
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They have been conditioned to live in the moment
They are used to the immediacy of technology and expect it
Clear and consistent expectations are essential to ensure
productivity
They earn money for the purpose of immediate consumption
They will demonstrate respect only after they have been treated
with respect
They have grown up learning to question everything
As a generation, they are astoundingly diverse demographically
The Center for Generational Studies
www.gentrends.com
We communicate differently!
When working with Boomers:
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Show respect
Choose face-to-face conversations
Give them your full attention
Play the game
Learn the school history
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center;
Adapted from the work of Clair Raines www.generationsatwork.com;
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
When working with Xer’s:
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Get to the point
Use email
Give them space – don’t micromanage
Get over the notion of dues paying
Lighten up
Avoid judging – look for things in common
Find balance between work and life
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center;
Adapted from the work of Clair Raines www.generationsatwork.com;
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
When working with Millennials
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Challenge them
Ask them their opinion
Find them a mentor
Provide timely feedback
Be flexible
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center;
Adapted from the work of Clair Raines www.generationsatwork.com;
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Roles include…
 Instructor
 Coach
 Colleague
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Each librarian-candidate team will go through stages at
different “speeds”
Meloni, Christine. “Mentoring the Next Generation of Library Media Specialists.”
Library Media Connection, 24 (4), 32-33.
You as Instructor
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Welcome candidate (see handout)
Find out what field or practical experiences
they’ve already had (see handout)
Every “moment” (good or bad) is a teachable
moment
Communication is important! Schedule a
regular, uninterrupted face-to-face
Model, model, model
You teach; they teach your lesson
You as Coach
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Encourage, encourage, encourage
Co-teach, co-teach, co-teach (see handout)
Support them if they take a risk with a new lesson
You are the safety net
Scaffolding –they plan/teach one lesson, then one
grade level, then multiple grade levels
Be specific in your comments…good, bad, ugly
Share concern with university supervisor when you
see repeated behavior/problems/habits
You as Colleague
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Relinquish responsibility for solo teaching
(“take-over”)
Discuss plans, strategies, problem solve
Co-teach, co-teach, co-teach
Collaborate with candidate
Provide reference for jobs; advice on
interviewing
Be their “virtual” mentor in first job; keep in
touch
Next step
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Reflect on possibility
Contact university to work with (see handout)
URL for this PowerPoint
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http://groups.lis.illinois.edu/k-12program/WinWinPPT2.ppt
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URL is CaSEsensiTIVE!