Dealing With Loss in Your Community

I've taken a hiatus from writing to concentrate on some coursework in Administration, Supervision and Curriculum Development. This week's events have made me feel the need to write.

When young people die, there is no heart in a community that remains untouched.  Everyone experiences loss sooner or later, as that is how life works.  You are born, grow up, grow old and then die.  It is a cycle that we expect.  When the cycle isn't complete or happens in an other than expected manner, it is up to the adults in the community to help children cope.

Losses that are sudden and violent like this week's bombing in Boston, tend to really affect our youth, whether it is the catalyst that drives them into deep withdrawn depression or they are trying frenetically to make people smile. 

Below are some resources that I collected to help teens and parents cope with loss and mental health issues.

http://www.webmd.com/balance/helping-teens-who-are-grieving
http://kidshealth.org/teen/your_mind/emotions/someone_died.html
http://www.dougy.org/grief-resources/how-to-help-a-grieving-teen/
Stress Management for Teens
http://www2.aap.org/stress/teen1-a.cfm
http://www.healthychildren.org/English/ages-stages/teen/Pages/Helping-Teens-Connect-With-Their-Community.aspx
http://www.healthychildren.org/English/safety-prevention/at-home/Pages/Staying-Cool-When-Things-Heat-Up.aspx
Resources for Parents following Traumatic Events
http://www.ed.gov/blog/2012/12/resources-for-parents-following-traumatic-events/


No one can expect tragedies caused by terrorist events.  All we can do is cope and move forward.  One day at a time.  Today, I plan to hold my children a little closer and spend some time in a garden.

~AMA

Technology in Education

Building a network in the cloud sounds like a great idea, less overhead, better structure, easier access, right? The problems lie in making sure that the cloud is accessible for all children, that everyone has access to a device with broadband capability.

Along with access students and their teachers would need training in how to access all the programs needed for learning in their classroom, whether the class is in a physical space or out in the virtual world.

One suggestion I have heard is linking businesses with government programs that provide benefits for children who are living on or below the poverty line.  Putting aside the fact that no one is supposed to know who those children are, there is the real possibility of stigmatizing a child when they show up with a new tech toy from a "sponsor" that their friends know this student couldn't possibly buy. Can't you hear the conversation? Where did you get that? Who did you steal that from?

I've talked a bit about the technology divide that we currently experience in our country.  Tech gear is to our current generation as Calvin Klein jeans were to mine.  The only way to avoid that kind of attention is for schools to provide technology for their students, like businesses provide computers for their workers.  If we need to have "sponsors" they should be providing or underwriting gear for the whole district. 

Businesses should be looking to partner with schools.  This is where their next generation of workers are coming from, don't they want them to be ready to work when they apply? Many point to government saying they should provide for our students.  I don't believe that to be true.  Public education is a shared cost, it's an investment in our future.  Tax-payers, government agencies and businesses should be investing in education technology in equal shares. 

My two cents.
-AMA

Getting Ready for Summer

So once again we are nearing the end of another school year.  I don't know about the rest of you but I've been flat out since March.  Testing, getting the lab cleaned up, shelf-reading, weeding, helping students with projects, working with teachers to coordinate research and library time... Needless to say it's been crazy!

This particular article is for new librarians.  Something you ought to consider is developing an end of the year check list of items that need to be completed before you leave. 

Inventory: now I know this can be a daunting task, especially the first time and if you work alone it can be difficult.  Call a library friend with similar software, make sure you understand the process.  If you don't have someone in your professional network who can help, check the web for instructions on how to inventory using your library software. 

Create an Annual Report: start with what went right this year, include circulation numbers, the number of people using the library space, database usage, important additions to the collection and any losses you've experienced.  Examine the threats to your program, what is keeping you from really getting things done?  Include quotes from library users, both good and bad.   What opportunities do you have to improve services?  Include pictures of people using the library.  Use graphs to report statistics.  Try to find the positive.

Clear out things that are broken, or unused.  Most libraries have a motley collection of broken junk.  Get rid of it, send broken equipment out to be repaired.  Remove broken furniture.  Clean like your mother is coming to visit.  Make that your Mother-in-Law...

Start lists of what you need for next year.  Clean out your files both physically and virtually.  Prepare new folders for next year. 

Being organized will keep you from feeling overwhelmed when the new year starts.  Finally your library is clean, your shelves are read, your desk is clear.  Take a picture, because it starts all over again in a few weeks!

-AMA

Differentiated Instruction

We separate children and group them according to ability all the time.  Children who learn slowly or who need teachers to give them choices are often labeled as Learning Disabled or Emotionally Handicapped and taken to the Special Education Room for intense interventions.  On the other end of the spectrum are the children who learn quickly, they are labeled as bright or gifted and put into Honors Classes or Advanced Placement classes.  Then there are the children that learn neither quickly, nor slowly but just move through the paces.  They are put in the "regular" classes and rarely get opportunities to shine.

Everyone in education knows that children learn in different ways, at different times and need different forms of input in order to truly learn new material.  We know that, but we spend a great deal of time and money trying to fit everyone into one type of learning.  Children are not supposed to be one-size-fits-all and neither should our classrooms. So how do you differentiate?  Do you continue to separate children and stick labels on them?

Children need a blended learning model. No child should have to be separated from their peers because of learning disabilities or because of their ability to complete tasks quickly.  Educators need to move to an inclusive model with handheld devices powered by Classroom Management Systems.  With a well developed CMS one teacher can post lessons that are differentiated for all the children in their class.  Enrichment activities are available for a child who finishes first, but are also available to the child who needs more time.  Children who have trouble with an assignment can send a message to their teacher, who can respond privately to the child. Maintaining teacher and student privacy while giving the extra help needed, on an as needed basis. Teachers can monitor the time on task, create polls to see who understands the materials, adjust lessons for students and create portfolios of student work that show growth over time. 

This model of learning is the future of education. 

There are classes and schools that are doing this now.  Real schools and teachers who are using social networking and classroom management systems to enhance student learning.  In schools using this model, students are engaged and actually enjoy learning.  Say good-bye to apathy, get blended!

-AMA

"Why would anyone need instruction in digital literacy?"

One of my favorite Twitter Pals asked last week, "Why would anyone need instruction in digital literacy?"  Some people might think that Digital Natives, (defined here as anyone under 25) do not need instruction in digital tools or on gathering information when there is clearly so much available to them.  Which probably sounds like a really good idea to those people who think that we no longer need educators either.  While some digital tools are indeed intuitive and there is a vast amount of information available online, children still need someone to teach them application, theory and ethics.

Let's just start with the tools themselves.  In the last five years alone we have gone from desktops to laptops and then handheld devices.  The devices are not only getting smaller, but lighter and more compact.  Also more powerful.  You can now access online tools and games from almost anywhere you can get a signal. Teaching students to integrate new tools into their learning is essential for continued growth and development as learners.  Helping them to apply those tools into learning situations will teach them to be adaptive in real work situations when they graduate.

Since students can receive information anywhere, this means that learning doesn't have to begin and end with a school day.  Most students I know are becoming hybrid learners.  They don't just learn in the classroom, part of their learning is done online.  Secondary schools and Universities are putting their lectures online as podcasts.  Students can watch these podcasts from some of the best teachers in the world about subjects they are interested in, but when it comes time for them to explain what they have heard, most will not be able to.  Why?  Because just hearing and seeing is not enough.  Students need to interract with a teacher in discussions, enforce content of an online lecture through reading and apply new learning to a product so that it can be synthesized into their experience. In theory students can get all the information they need to create something, but without instruction will they?

Finally let's talk ethics.  Children are dying in our country because we underestimated the power of Internet Communications.  Sexting, Social Networking, Cyberbullying...All of these opportunities for students who have not been told that something is wrong to get themselves in deep trouble.  So my question is, "Why wouldn't anyone need instruction in digital literacy?"

-AMA

Why Librarians Don't Want To Be In Charge Of Educational Technology

A friend of mine recently posted a blog entry on why librarians should be in charge of technology in schools. In larger school districts I believe that Doug Johnson is right there needs to be a Chief Information Officer and that should be Librarian, with an Information Technology background. 

Knowing that I've been bitten by the tech-bug you would think that I would agree with his assessment of the situation.  While this may work in big school districts, I don't think it will work out well in the smaller school districts for three reasons. 

#1 In a small school district the librarian's focus should be on 21st Century Skills.

While this includes digitial communication and the ethical use of information resources, a librarian needs to be able to focus on literacy.  Literacy in this case in not just technology lingo.  Literacy can mean the difference between students becoming skilled thinkers or Luddites. 

#2 Technology demands need to be the center of someone's attention in the smaller school district.

If the librarian is attempting to teach, collaborate with other teachers on their curriculum needs or work on a special project with school administration while having to fix or fulfill all the technology needs in a school, their focus cannot be student centered.    Technology is a demanding discipline that requires serious maintenance.

#3 Being a model for 21st Century Skills in a small district requires a certain amount of glamour.

Implementing and developing professional training for colleagues regarding new technology is a big part of being a role model.  Running ethernet cables, setting up equipment, fixing fried motherboards, cleaning spilled coffee out of a keyboard is not glamorous nor does it provide people with a positive view of 21st Century Technology. Not to say that in a pinch, we can't do that.  I have and will continue to pitch in when our tech department needs assistance.   

Though I agree with my friend that this is where our bigger school districts need to go, I think the smaller school districts need to forge working partnerships with their technology oriented cohorts. Modeling student technology needs for the Information Technology department and helping them understand our pedagogical reasons for implementation of technology in education.    

My two cents.
-AMA

Assessment

How many of you have dragged yourself into yet another workshop on assessment and wondered why am I here?  Go ahead raise your hands.  You know you all have.  45 minutes of canned presentation that your school district thinks will invigorate rigor in your classroom.  Most of it is mind numbing garbage.  You dutifully take a handout and make notes, but you already do most of what the presenter is talking about and you can see that it's not really working for your students.  Now ask yourself the big question. Why?

Assessment requires you to make a judgement on what your student is learning.  The reason why those canned assessments don't really work is because they don't measure what a student knows.  In our school we do a lot of project based learning.  Students are given a rubric that defines what learning is for them.  Most students work toward an A on their rubric. Rubrics are a useful tool and project based learning can help your students become strong work-ready people.  But they do not really measure what a student knows, just what the student can do.  Frustrating isn't it? Even when you think you have a foolproof measure of student learning, you don't. 

As a society we need to make a paradigm shift from our old industry geared education to learning that requires students to be active participants. We need to assess learning by measuring the formation of thought.  When a student is capable of forming an opinion on your subject that is a true assessment of learning in your classroom.  Therefore the best form of assessment is still Socratic. When you guide student learning without giving them the answers you provide them with a gateway to learning, that paper tests and projects can not measure. So spend some time brushing up on guided questioning in your classroom.  Teach your children to think.

-AMA

Monitoring Legislation - What You Put In Is Almost Always What You Get Out

Over time most people learn that there is a relationship between how much personal energy you invest in something, and how good any product will be that you turn out.  The same is true for education.  Being fully vested in education has made me a better teacher and student.

Let's face it, most of us (people who have jobs, school or both) do not have time to keep track of legislation in our respective states.  For public educators, it's especially important to recognize where your resources come from: representatives at the local, state and federal levels.  Since it is not parents and students who directly support you, being a great teacher does not guarantee you a job anymore. Especially in tough economic times.

Though most states and unions do their best to keep as many teachers as possible working, on occasion people elect legislators who think it is simply too costly to educate public school children.  While it's true that some of the costs associated with public education come from special education, ESOL programs, administrative salaries, testing and supplies, when you start really peeling away the layers it boils down to salaries and benefits for teachers.  With some public officials it doesn't matter how hard you work or whether or not students are learning, all that matters to them is the cost associated with education.

That's why it's important to monitor ongoing legislation in your state.  All states have Education Committees.  These committees are made up of elected representatives and governed by administrative rules set by the state.  Most of these committees have web sites where you can see bills referred to them.

There are two particular things you want to pay attention to when reading legislation.
#1 Anything that is associated with funding will have a special code FN which stands for Fiscal Note. 
#2 Anything that changes teaching standards. 

If you are part of a professional association in your state, you're in luck.  Most organizations have an Advocacy or Government Relations person, who knows how to keep track of these things.  Pay attention when that person sends you an email asking for action.

Not a joiner?  Go to your state web site and keep track of what's going on at the Capitol.  Write when you see changes that may have an adverse effect on student learning.

Education is an investment in the future, what you put in is almost always what you get out. 

-AMA

Numbers talk...

When people come into your library, what do they see?  Is it a busy place full of students? Are you working with teachers on their lessons? Do they see students approaching you for help? 

Every school library should look like this, and most libraries today do because we live in the information age.  How does that translate into institutional value? Often it doesn't.  Administrators and community members don't understand the value of libraries because they haven't seen what you do, don't have time for a visit and are worried about things like test scores.  If you want your program to be seen as valuable you have to talk the same language as your administrators and community members.  Words like circulation, Ethernet cable, T1, LCD, database usage, check-outs, cataloging and OPAC mean nothing to people outside the library.  So how do you communicate if you're not speaking the same language?

In most civilizations (or tribes if you will) the first communication between two groups is a trade or barter and to do this effectively, you provide an equal number of goods.  Once numeracy rates are settled upon you know what you have to bring to the table in order to get an equitable trade. 

Your first meeting with the head of your school is a similar dance. You find out what they know about what you do and what this administrator perceives as added value.  Administrators are generally not given tours of libraries during their training. Their courses are in curriculum, education reform, school law, school finance, education technology, statistical analysis of data, assessment and evaluation.  Do you see libraries in this list?  No? 

I'll give you a hint: most librarians perform monthly statistical analysis of library data when they pull the numbers from their databases, catalogs and room usage.  You do speak the same language! Well, part of it anyway.  Use your numbers to create a report on library and technology usage that lets your principal see what you do, when you do it and how it adds value to your school. 

Don't be afraid to make correlations. Is circulation up in the library?  Are reading scores? If the answer is yes to both questions, make that point! Is circulation down, are reading scores? Use that to emphasize the importance of libraries to reading. Reports should be narrative, emphasize numerical information, indicate problems, propose solutions, be easy to read (no more than three pages), graphics are good and most importantly they should reflect who you are, what you do and how you add value to the school. 

An administrator does not have time to read all of your data, so put it in charts and graphs.  Add pictures of students in their library media center to the report.  Keep it simple and clean.  Not sure if it's ready? Read it.  Does your report start with a narrative? Does it contain a strong body of data?  Did you include both opportunities and threats in your analysis?  What do you foresee happening from this information for next year? In five years?

Remember that you have value, and that students need you.  How do you help with student learning?

-AMA