Monthly Archives: April 2016

The Recruitment Conundrum

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readerToo many jobs, not enough applicants…

Successful school librarians lead by example, and share the passion for their unique role within a school community with their students, colleagues, administrators, and the wider world.  For the past four years in this venue, BACC bloggers have attempted to capture some of the joys and challenges that keep us energized and committed to our profession, even in the face of budget cuts, ever shifting educational “reforms,” and the information and technology tsunami.

Now we are looking to a future that includes renewed possibilities for strengthening school library programs across the country.  Traditional school libraries are being reinvented as 24/7 learning spaces or learning commons, in a variety of schools. Makerspaces are the current buzz. Research studies continue to demonstrate the correlation between strong school library programs and student success by multiple measures. ESSA (Every Student Succeeds Act, 2015) is finally on the books and language that recognizes the role of school library programs, resources, and certified professionals is included. There are new guidelines that open areas for funding resources for school libraries and professional development for school librarians.

Telling our stories, listening to others…

As Judi and Karla have shared in their posts this month, there is a growing need for new school librarians to replace retirees and to staff open school library positions in school districts across the states. They have suggested ways for practicing librarians to encourage teacher colleagues to consider making a shift to the largest classroom in the school-the school library.  We need to tell our own stories of how we made the journey, and the difference that it has made in our lives.  (Indeed, the bloggers did that in February 2016!)  We need to listen to their stories, too, and to encourage them through collaborative teaching experiences, and by suggesting that they sample a school librarianship course or two.

With the idea that we tell and listen to stories to promote and recruit new school librarians, I decided to ask a few of my current students about their journey to the world of librarianship.  The adult learners in the course are very goal oriented and focused on new ideas and skills that will help them succeed as school librarians.  They have a range of backgrounds and experience in education, mostly in literacy or humanities, and more recently, from educational technology.  Each person brings a distinctive voice to the group, and it is a pleasure to have them contribute to our shared learning.

So here’s a sample of what I heard:

  • Having been an educator most of my professional life, I find library work to be a really wonderful fit for me at this time. It gives me an opportunity to lead collaboratively with a focus on curriculum.  It provides opportunities for teaching and learning for me, though not the full time role of a classroom teacher.  I love children’s literature and the difference it can make it readers’ lives, and my life. Libraries are exciting places to be:  They have the potential to be on the forefront of innovation—providing new resources, equipment and learning environments to bring education forward in this changing world.  Libraries create a space for creativity and curiosity whether it be makerspace, arts programs or reading clubs.  Libraries can be a vestige of welcome, calm and delight, and an antidote to high stakes testing.    —-Eileen Riley: email correspondence April 22, 2016
  • As a child I dreamed of becoming a librarian. I had a collection of books that I would check out and stamp. I found that I was attracted to the LMS endorsement because there were only 6 classes in the sequence that I would take in order to gain my endorsement.  It seemed to be a manageable goal that could be accomplished since each class was taken during a fall, spring, and summer semester. I did have two other classes that I have to take since I do not have an education degree.  I have been able to take one of the classes last semester and have one other class to take.  The classes are a hands-on experience for me.  I enjoy working with the other classmates and am able to discuss different situations that occur in the library.  The benefits of the LMS are to provide an environment where one can gain life long learning skills, and to be a leader who promotes literacy and technology skills.        —-Faith Lucas: email correspondence April 19, 2016
  • I always wished to be a librarian. I kind of forgot about that wish, though, when my “real life” became my life! Four years ago I was a traveling literacy specialist for kindergarteners in suburban CT, and worked in a bunch of different schools each week. I used the libraries for books, for work space and to take my kiddos to…it all came back to me that I wanted to be a librarian, especially in a school. When we moved up to VT and I realized I could have a fresh start, I went for it. Our pivotal conversation two years ago changed my life! Thanks, and hooray!    —Kristen Eckhardt: email correspondence April 19, 2016

We need you in our school libraries!

In Vermont, the Agency of Education publishes a list of shortages for educator positions, and the library media specialist (school librarian) position has a perennial spot on the list. The University of Vermont School Library Media Studies courses are designed for educators who want to add that endorsement to their teaching licenses. There is also an option for enrolling in a Masters of Education program, with a concentration in school library media studies and additional education coursework to complete the program with an advanced degree.  Some candidates are experienced educators are looking for new options, and are attracted to the program. Other candidates who enroll in the courses have been hired to fill vacant jobs, and are working within provisional licensing regulations.

Telling our stories to administrators:

In this small rural state, there has been a continued tradition of support for school libraries, and there are not enough certified professionals to fill all the positions in the state. Professional school librarians continue to advocate, individually and together for school library programs, by communicating with administrators about the impact of school libraries on learners.  Administrators play an important role in recruitment, and they need to have current data and information that will inform their decisions about the role of the school librarian..

Superintendents and principals are often the headhunters and recruiters who identify educators from within their ranks who might be willing to make a shift to the role of the school librarian. Those folks are encouraged to enroll in the UVM two year program, or some other recommended graduate program in school librarianship. Once the educators are committed to the required coursework, they may be hired as professionals with a provisional license under the direction of the school district. Upon completion of the courses and a practicum, the educators are eligible for a Vermont prek-12 endorsement as certified library media specialists. When administrators recruit from within, and encourage and support the professional learning of potential school librarians, they will get a return on their investment through a valued employee whose professional skills will enhance the teaching and learning for all members of the school community.

We are all stakeholders in the future for school library programs, so get out there and do your part. Spread the word locally and globally! Tell your story!

Image: Judith Kaplan Collection

 

Recruitment and ESSA

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Those of us in the profession know the value and importance of having a qualified, effective school librarian at the help of quality school library. We know the benefits to the students and the entire school population. We know that school librarians are essential. According to the Every Student Succeeds Act of 2015 (ESSA), school librarians are including as “specialized instructional support personnel.” ESSA does not go as far as to require a school librarian in every school, but it does speak directly to the importance of school librarians  and allows school districts to provide support for school library programs and professional development.

Sometimes my mind gets ahead of me, and I think about what could be. I imagine a world with a qualified, effective school librarian in every school. I imagine those librarians taking full advantage of professional development to bring the latest and greatest research-based practices to their students and teachers. I imagine highly skilled and motivated librarians working with excited students as they make new discoveries and connections. I imagine vibrant, active learning spaces where needs are met and students have a chance to be successful.

Then I worry. What will happen if all states embrace ESSA and decide to do what is best for their students and require a school librarian in every school? Are there enough qualified school librarians waiting in the wings to take those positions? Where will they come from? How will administrators know if their new recruits are ready for the challenges they might face if they walk into a school where there has not been a school librarian?

It is essential for those of us currently in the profession to tag our teacher colleagues and invite them to consider becoming a school librarian. When we see the dispositions that are important to be an effective school librarian, we need to point it out to those people and our administrators. We need to be the ambassadors for the future of school libraries and bring in fabulous new colleagues who will enrich the profession.

More information about ESSA can be found here: http://www.ed.gov/essa?src=rn Additionally, AASL has gathered resources and information related to ESSA and what it means for school librarians. http://www.ala.org/aasl/advocacy/legislation/essa I encourage you to read through these items and become aware of what is coming our way. Be involved and interested. Be an advocate and a recruiter.

Advocacy Stories as a Recruitment Strategy

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we-want-youOne thing I have consistently heard from preservice school librarian graduate students (all of them current or former classroom teachers) is that they didn’t really know what the school librarian’s job entailed before they started their library science preparation program. There are most likely many practicing school librarians who entered into the profession without deep knowledge of the benefits, rewards, and complexities of serving as an educator working in a school library.

In a course I teach called “Art of Storytelling,” students participate in an assignment called “digital advocacy storytelling.” Students begin the assignment by connecting with a core belief in librarianship. They build on their passion for a particular aspect of library work to develop a digital story targeted to a particular audience. They field test their advocacy story via social media, revise it based on feedback, and publish a final version.

Even if these stories were originally targeted to other audiences, I believe students’ advocacy stories can serve as recruitment tools to invite classroom teachers into the profession. Three students from the Spring 2016 class have given me permission to share their stories—stories that make a strong case for why they aspire to serve in the role of a school librarian leader.

Thank you to Lauren Scott (@MrsScott_1), Kathryn Shropshire (@MrsShropshire7), and Maricela Silva for allowing me to share your stories here.

Lauren Scott: Building Bridges Through Collaboration @Your Library®

Kathryn Shropshire: Read Together, Grow Together @Your School Library®

Maricela Silva: Coteach Technology @your library® 4 Lifelong Learning

You can view their one-sentence themes and digital reflections on this assignment on our course wiki.

School librarians are in the very best position to identify classroom teacher colleagues who have the “right stuff” needed to be passionate, exemplary school librarians. If every school librarian would recruit even one classroom teacher to pursue further education in school librarianship this year, our profession could be in a better position to staff all preK-12 schools in the U.S. with outstanding school librarians.

What’s your school librarian story? How will you share it to advocate for the profession and enlist exemplary classroom teachers to join us?

Word Art Image created with Microsoft

Recruitment to the School Librarian Profession

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This month the BACC co-bloggers are sharing their thoughts about recruiting new school librarians to the profession. With many retirements on the horizon and some districts reinstating school librarian positions, there seems to be a dearth of qualified school librarians to fill vacant or soon-to-open positions.

Texas Flag at Veterans' Memorial Park, Port Arthur, Texas

Texas Flag at Veterans’ Memorial Park, Port Arthur, Texas

Recruitment to the school librarian profession is a hot and timely topic in Texas. I can share my perspective from the Lone Star State. Each spring since 2010 (I arrived in Texas in the fall of 2009) school librarians and district-level school library supervisors post job openings on the Texas Library Connection distribution list. Some of these positions are new openings and some are to fill vacancies that were left unfilled in the previous academic year.

Although I do not have hard data to back it up, I suspect that one reason for the shortage of qualified Texas school librarians (at least in this decade) was prompted by the 2011 cuts to school librarian positions and library programs across the state. In that year, a number of my advisees at Texas Woman’s University who were preparing to serve as school librarians changed their focus to children’s or teen services in public libraries. They were justifiably concerned that there would not be school librarian positions when they graduated from their Master’s degree programs.

In the Every Student Succeeds Act (ESSA) signed by President Obama on December 10th, 2015, school librarians are included in the “essential personnel” category. This designation by the federal government should result in confidence on the part of library science school librarian graduate students and classroom teachers who pursue a career in school librarianship.

Today, for example, the Houston Independent School District (HISD) has a bold advocacy campaign in progress in order to rebuild the district’s school library programs. According to a blog post by Dorcas Hand, co-chair of the Texas Association of School Librarians Legislative and Advocacy Committee, “20% of HISD libraries have no designated staff and another 26% have only a paraprofessional managing circulation. 22% have teachers standing in for librarians, leaving only 32% of HISD libraries staffed with certified personnel” (http://tasltalks.blogspot.com/2016/01/libraries-in-hisd-by-numbers.html).

HISD is actively seeking certification options for classroom teachers to develop the necessary knowledge and skills to serve as effective state-certified school librarians. How can HISD help classroom teachers see that school librarianship is an extension and expansion of the knowledge and skills they have honed as classroom teachers? (Texas certified school librarians are required to have classroom teaching certification, two years of successful classroom teaching plus 24-hours of graduate work in library science or a library science Master’s degree.) How can HISD convince these educators to invest in their own professional growth and pursue graduate-level course work in order to earn certification?

School librarians from across the state of Texas are joining with the HISD school librarians to promote the work, the values, and the potential impact of school librarians on student learning. You can view their Facebook page at: https://www.facebook.com/groups/studentsneedlibraries/

School librarianship needs classroom teachers who believe that:
1.    Reading and writing literacy are the foundation for all learning;
2.    Libraries, reading, and resources create opportunities for students and classroom teachers;
3.    Every student deserves to have physical and intellectual access to ideas and information;
4.    Proficient readers have more life choices, enjoy more satisfying lives, and will be able to participate more fully in society;
5.    Using the technology tools of our times to motivate students, to help them learn, and to produce new knowledge is an essential instructional approach;
6.    Every classroom teacher deserves an instructional partner (a school librarian) who can provide resources to enhance learning and serve as a coteacher to improve student learning outcomes;
7.    They have knowledge and skills to share with their classroom teachers and specialists and position themselves as equal partners who are committed to lifelong learning with their colleagues;

How do we invite these classroom teachers into the profession? By telling the library story… To be continued on Thursday.

Works Cited

Bodden, Ray. “Texas Flag at Veterans’ Memorial Park, Port Arthur, Texas.” Digital Image. Flickr.com. Web. 3 Apr. 2016.

Hand, Dorcas. “Libraries in HISD – by the Numbers.” Blog Post. TASL Talks: Legislative and Advocacy for YOU. 30 Jan. 2016. Web. 3 Apr. 2016.