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

Next step

Reflect on possibility Contact university to work with (see handout)

URL for this PowerPoint

http://groups.lis.illinois.edu/k-12program/Win-WinPPT2.ppt

URL is CaSEsensiTIVE!