win-win : impacting the future(s) of our profession islma fall conference 2009 10/30/09 georgeann...
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Win-Win : Impacting the Future(s) of Our Profession
ISLMA Fall Conference 200910/30/09Georgeann Burch (gburch@illinois.edu)
Where I’m coming from…( in 30 seconds) 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 M.S. in LIS plus Type 10 (K-12)
No teaching certificate Practicum (100 hours) – required Student Teaching (16 weeks) – required
M.S. in LIS Have Illinois teaching certificate Taking courses for LIS endorsement Practicum (100 hours) – recommended
Non-degree students Have Illinois teaching certificate Taking courses for LIS endorsement
Field experiences Practicum
100 hours in LMC Any grade level Supervised by cooperating teacher-librarian
Student teaching Final semester (16 weeks) 8 weeks at elementary, 8 weeks at secondary Supervised by cooperating teacher-librarian
GSLIS Students (2009-10)
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
Chicago
Arlington Heights
Naperville
WinnetkaWilmette
Oregon
Hanover
NormalDowns
Mahomet
MonticelloSt. Joseph
TolonoChampaign-Urbana
MattoonCharleston
Wayne City
Potomac
Belleville
Wadsworth Libertyville
Paxton
Eureka
Park RidgeHinsdale
RoxanaEast St. Louis Breese
Fairview Heights
Fisher
Mendota
Tinley Park
Wheaton
Mt. Prospect
Westmont
Highland
Lake Zurich
Carbondale
Deerfield
O’Fallon
Moweaqua
Stanford
Lake Forest
Oak Park
Orland Park
Location of placements since Fall 2005
Blue dots – Fall 2009 placements
Number of placements
Over the last 5 years Practicum - 74 Student Teaching – 96
Fall 2009 LEEP - 9; On-campus - 7
Spring 2010 LEEP- 12; On-campus – 12
Lisa
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 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
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
“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
“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
“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 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 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 Help the teacher candidate feel comfortable and welcome Share materials and ideas Observe and provide feedback…both the good and the not-so-
good 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 CenterResearch Funded by a US Department of Education, Teacher Quality Enhancement Grant
Role of the Teacher Candidate 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 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 CenterResearch Funded by a US Department of Education, Teacher Quality Enhancement Grant
Interested? Ask yourself…
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…
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) Pre-teaching Concern
Why doesn’t this LMC match my “ideal?”
Concerns about Survival What have I gotten myself into?
Teaching Situation Concerns Why didn’t I pay better attention in class?
Concerns about Pupils 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
Baby Boomers (born 1946-1964)
Generation X (born 1965-1980)
The Millennials (born 1981-1999)
Baby Boomers(born 1946-1964) 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 Studieswww.gentrends.com
Generation X(born 1965-1980) 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) 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 Studieswww.gentrends.com
We communicate differently!
When working with Boomers: 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:
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 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
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
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
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
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
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