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The Seven Habits of Highly Effective Teacher Librarians
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The Seven Habits of Highly Effective Teacher Librarians

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  1. The Seven Habits of Highly Effective Teacher Librarians Rose Dodgson, TDSB Mark Kaminski, TDSB

  2. Effective School Library Programs • Vision • Leadership • Focussed Goal Setting • Managing Change Effectively

  3. Same Old... "If you always do what you've always done, you'll always get what you've always gotten." Author Unknown

  4. Habits of Mind We are what we repeatedly do. Excellence, then, is not an act but a habit. Aristotle

  5. What do you see?

  6. What is a habit? According to the dictionary, • it is a "pattern of behavior acquired by frequent repetition." What creates a habit? • According to Covey, knowledge, skill, and desire.

  7. What is an effective person? • Level 4: Effective Leader • Level 3: Competent Manager • Level 2: Contributing Team Member • Level 1: Highly Capable Individual Good to Great. Jim Collins

  8. The Seven Habits of Highly Effective People • Habit 1: Be Proactive • Habit 2: Begin with the End in Mind • Habit 3: Put First Things First • Habit 4: Think Win/Win • Habit 5: Seek to Understand, Then to be Understood • Habit 6: Principles of Creative Cooperation • Habit 7: Sharpen the Saw

  9. The Seven Habits of Highly Effective Teacher-Librarians • Habit 1: Vision and Advocacy • Habit 2: The Library Program • Habit 3: Setting Priorities • Habit 4: Collaboration • Habit 5: Communication • Habit 6: Creative Cooperation • Habit 7: Improving Professional Practice

  10. Habit 1: Be Proactive Principles of Professional Vision • Responsibility • School Library Vision • Teacher -Librarian Role • Advocacy Action Plan

  11. Vision

  12. TL Role -Instruction, Resource Management, Leadership

  13. Advocacy • Advocacy Action Plan • Communicate • vision, program, events • Evidence • Consider Audience • 3 Ts • tone • tools • tactics

  14. Advocacy Plan

  15. Advocacy Action Plan

  16. Being Prepared • Chance Encounter: Ken Haycock • Teacher Librarian, April 2003 • Activity

  17. The Elevator Speech Accidental meeting with the Minister of Education/Director of Education/area superintendent • one positive accomplishment of your school library program • one challenge that prevents you running an effective school library program

  18. Begin with the End in Mind Alice: "Would you tell me, please which way I ought to go?” Cheshire Cat: "That depends a good deal on where you want to go to?" Alice: "I don’t much care where.” Cheshire Cat: "Then it doesn’t matter which way you go.” Alice’s Adventures in Wonderland by Lewis Carroll, ch.6

  19. Habit 2:Begin with the End in Mind Principles of Professional Leadership • To begin with the end in mind means to start with a clear understanding of your destination. • It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.

  20. Goals of the Library Program • Lifelong Learning • Knowledge Creation (through inquiry-based learning) • Enduring Understandings (Student Learning Outcomes) Ross Todd, Summit on School Libraries

  21. Habit 2: Begin with the End in Mind Means • The Library Program • 4 Cornerstones: • Collaboration • Reading • Information Literacy • Information Technology David Loertscher

  22. Reading Literacy: Developing Avid and Capable Readers • Why? • What Does it Look Like? • Building Access • Motivational Activities • Instructional Activities • Create a print rich environment • Getting Started

  23. Reading Programs • Provincial Programs • Blue Spruce • Silver Birch • Red Maple • White Pine • Golden Oak

  24. Celebrating Literacy

  25. Reading in the Library Collection • large, varied library collection- formats • Promote and encourage reading of non fiction material • Schedule • Flexible timetabling; hours of operation • Program • Sustained Silent Reading • Reading aloud • Skills and Strategies

  26. Teaching Information Literacy • Why? • The right information for the right person at the right time in the right format in the right location. (David Loertscher) • Information Literate Student • What Does it Look Like? • Getting Started • 4 stage Inquiry and Research Process ( OSLA Information Studies: K to Gr. 12)

  27. Information Studies K-12Four Stage Research Process • Preparing For Research • Accessing Resources • Processing Information • Transferring Learning Ontario School Library Association

  28. Enhancing Learning Through Information Technology • Why? • What Does it Look Like? • Integrated into curriculum/program • Technology is a tool: for information, for processing, for production, for communication. • Getting Started • Information Studies • TDSB ICT Standards http://schools.tdsb.on.ca/asit/standards/

  29. TDSB ICT Standards

  30. Habit 2: Begin with the End in Mind • Standards • Curriculum • Collection • Facilities • First Day, First Week, First Month • Review and Plan

  31. First Day, First Week, First Month

  32. Habit 3: Put First Things First Principles of Professional Management • Setting Priorities • Annual Report/Plan • Budget • Skill Development • tracking checklists • Resource Management

  33. Creating an Annual Plan

  34. Annual Report

  35. Annual Report Template

  36. Sample

  37. Sample

  38. Preparing a Library Budget

  39. Rationale

  40. Budget Plan Examples

  41. Skill Development Continuum

  42. Resource Management: Month by Month

  43. Habit 4: Think Win/Win Principles of InterPersonal Leadership • TL Role Description • Professional Competencies • Personal Competencies

  44. TL Role Description (OSLA) • Curriculum Development and Leadership • Information Management • Collaborative Program Planning and Teaching

  45. Professional Competencies (CSLA) • Provides leadership in collaborative program planning and teaching • Knows curriculum programs (provincial, district, school) • Understands students and their social, emotional and intellectual needs

  46. Professional Competencies (CSLA) • Expert knowledge in evaluating learning resources • Uses appropriate information technology to acquire, organize and disseminate information • Manages library program, services and staff to support the education goals of the school

  47. Personal Competencies (CSLA) • Committed to program excellence • Seeks out challenges and sees new opportunities both inside and outside the library • Sees the big picture • Looks for partnerships and alliances • Has effective communication skills

  48. Personal Competencies (CSLA) • Creates an environment of mutual respect and trust • Works well with others in a team • Provides leadership • Plans, prioritizes and focuses on what is critical • Committed to lifelong learning

  49. Habit 5:Seek to Understand, Then to be Understood Principles of Empathic Communication • Partners in Action • Levels of Partnership (Principal) • Levels of Partnership (TL)

  50. Levels of Partnership (Principal) Level 1:Regular bookcheck by all classes Impact: Increased level of reading by students Level 2: Teaching of information skills through the school library Impact: Students acquire basic information literacy skills