Presentation on theme: "School Libraries Advocating A Two-Pronged Approach."— Presentation transcript:
School Libraries Advocating A Two-Pronged Approach
Federation Support (and others) For School Libraries and Teacher-Librarians
2008 is the year of contract renewal for all teachers in the Province of Ontario preparations for contract negotiations are already starting how can teacher-librarians ensure that we are on the minds of our collective bargaining teams and in the brief that goes to the table?
Lets start at the beginning to determine what we know: policy statements endorsing school libraries and teacher-librarians exist with ETFO and OSSTF OECTA endorsed teacher-librarians in their 2002 Brief to the Education Quality Task Force research studies demonstrating the importance of teacher-librarians in student achievement have been acknowledged by OSSTF, ETFO and OECTA
What does this mean? we are on the radar screen provincially technically, there is support for us in the provincial arena proof? *ETFOs glossy Quality Education Includes… *OSSTFs latest edition Education Watch *OCETAs Agenda School Libraries & Student Achievement in Ontario 2006 Research Study results indicate that teacher-librarians positively impact on student achievement scores and attitudes toward reading
So, why dont we have full-time teacher-librarians in every school? many of our colleagues dont know what we can do many of our administrators dont know what we can do many of our federation reps dont know what we can do on a local level, we must communicate what we do, and what we could do with more time and resources The Stereotype
Policy Lip Service to Policy in Action! being on the radar screen and being in the brief at the negotiating table are as different as buying a ticket and winning the lottery…no guarantees it will happen policy helps to buy the ticket ticket buys admission to the brief the brief goes to the bargaining table
Wheres the win? any positive change wins the lottery, no matter how small
What can we bargain for? board puts funding back into TL staffing to the full amount allowed under the funding formula board sweaters the funding envelope for TL staffing board ceases to assign TLs prep time coverage institution or reinstitution of Headships for TLs in Secondary Schools fully-assigned TLs become 6/8 with remaining sections assigned to increase number of TLs
With whom do we need to communicate? our individual schools teaching staff they all vote on the new contract our federation representatives at the school level they sit on council or council committees our federation executive at the local level they influence what goes in the collective bargaining brief the collective bargaining committee and table team they write the brief and negotiate it
Who else? dont forget management: principals superintendents director of education trustees Why? each is a stake-holder in decision making during negotiations during creation of board policy during the staffing process parent council (influences principal)
What messages should we be sending about teacher-librarians? teaching partner (a teacher first) curriculum partner collaboration partner resource partner literacy partner (traditional, numerical, technology, media, information) information skills partner academic honesty partner assessment and evaluation partner professional learning community partner student success partner
How do we begin? begin by working through your teacher-librarian association (groups make it easier and fun) create a presentation that you can use with colleagues in your school and with federation incorporate the federation policy and advocacy pieces which speak to school libraries and teacher-librarians create a presentation that you can use with management and parent council use the Adopt a Teacher-Librarian and the School Library Assessment Tool as part of your presentations use the various advocacy pieces produced by agencies
What else? include evidence from School Libraries & Student Achievement in Ontario, 2006 research study include evidence from school libraries in your board and from your own evidence based practice (OSLA EBP toolkit @ www.accessola.com/osla/) demonstrate how the teacher-librarian has positively influenced student learning create a video or slideshow of school libraries in action show samples of student work completed in the library
Teacher-Librarian Representation on CBC in addition to presenting to the CBC, it is crucial to elect at least one TL to the CBC to have a strong TL delegate at CBC means a strong voice during the preparation of the brief try to elect your TL CBC rep to the table team this rep will be the source of information about school libraries and teacher-librarians during negotiations
represent the voice of the TL group on the committee or at the table speak to TL items in the brief and answer questions advocate for any teacher-librarian friendly provincial or local priorities included in the brief stay on the table as long as possible What else can a TL rep do on CBC?
The Time Has Come... federation provincial policy has been mandated provincial is negotiating for change with MOE Ontario based research studies are demonstrating the evidence professional organizations (OSLA) are bringing the evidence to the provincial table we must provide the local impetus for change bring our voice to your local bargaining table!
Sharon P. Armstrong Head of Library, North Park Collegiate Grand Erie District School Board OSLA Councillor, Central West 1st Vice President District 23, OSSTF TBU CBC Rep, Table Team Who is that woman?