A change I have been thinking about implementing is regarding how teachers use the library and the TL. I do not know where my next TL job will be or the specifics of the role (eg. is library considered NIT? Is it collaborative inquiry learning? Is it teaching skills just in time? Is the library just used by classes with no support from the TL?) My ideal library usage is one where teacher and TL are working collaboratively on units of inquiry and embedding information and digital literacy skills into the process. A process of change may be required to reach this goal.
To change how staff view the use of library time and library space I think it is necessary to show them what could be possible. Drawing on ETL401’s discussion of advocacy, I would consider getting a few people on side with the idea of collaborative learning and demonstrating the process with them. It is important here to show the Principal how working collaboratively through inquiry units adds to student learning and the ‘big picture’ of the school. Once a successful unit (or two) have been completed this can be shared with the Principal. Hopefully they will see the benefits from the test cases and want this to occur school wide. The next step would be to convince other teachers that this is the way to go – this could be done through a staff meeting presentation given by the test case teachers to share their experiences and what their students (and them) got out of the process).
While transforming the usage of the library and TL could be considered a top-down directive (the Principal now wants it this way), it would be directed from the TL, and teachers are encouraged by those who have worked this way to give it a go. There is also an opportunity to put it to the teachers: what else do you want from the TL? Things are going to change, what changes would you like to see? This adds in teacher voice and gives them notice that things will be changing.
A process like this could take 1-2 years to be fully supported and implemented by the staff. It could be introduced in stages.
- Get the principal on-side. Provide them with readings and data about collaborative inquiry learning
- Remove library as a NIT time (if it is this way)
- Brainstorm ways the library and TL could be used instead
- Get a few teachers on-side to work collaboratively with as test cases
- Share results and experiences with whole staff
- Work with a few more teachers
- Implement some of the brainstormed ideas – as relevant and applicable to circumstances
- The following year – start the year off fresh with collaborative inquiry units
Through this process staff voice is being heard, they can see the outcomes from the collaborative opportunities, the process can be tweaked and changed, and staff have the opportunity to ‘give it a go’ at any stage during the year prior to full school implementation.
