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(Image from CLA 8)<\/i><\/p>\n\u00a0 \u00a0 \u00a0The need for educator professional development is paramount for continued growth in effective, relevant and current teaching practices. The library learning commons is a \u201ccatalyst for building a new culture of learning\u201d and a \u201ccatalyst for 21st century learning approaches\u201d (CLA 12). The Standards of Practice for a School Library Learning Commons in Canada clearly outline five core standards to be implemented by the teacher-librarian:<\/p>\n
(Image from CLA 8)<\/i><\/p>\n
\u00a0 \u00a0 \u00a0In regard to professional development, I find the first two standards especially significant. Professional development involves facilitating the collaborative engagement of colleagues. Through research, the ISTE found that teacher leaders supporting colleagues was better than top-down. \u201cPrincipals are no longer perceived as the sole source of leadership, and educators seek leadership from peers to improve learning gains\u201d (Crompton). Teacher-librarians are in a role of leadership and Canadian School Libraries clearly defines a part of the LLC management to include creating a \u201cculture of growth\u201d (CSL 14) not just for the students but for the staff also.<\/span><\/p>\n \u00a0 \u00a0 \u00a0When thinking of approaches that would enhance professional development within my own school community, the second standard of \u2018advancing the learning community to achieve school goals\u2019 is prominent. School goals are clearly defined areas that we know need continued growth. Therefore, school goals must not only guide but also drive our professional development. Our school goal this year is centred around supporting reading and can be viewed here<\/b><\/span><\/a>.<\/span> In order to distinguish ways to lead professional growth in this area, the teacher-librarian should first reflect on the diverse abilities and experiences of colleagues, educators, peers and administrators. The teacher-librarian should consider assembling and utilizing the diverse <\/span>strengths of the teaching staff in leading professional development activities and not just focusing on his or her own capabilities.<\/p>\n (Image by Scott Adams)<\/em><\/p>\n \u00a0 \u00a0 \u00a0Our small school of 12 divisions consists of 7 primary classes and 5 intermediate divisions. Of the primary teachers, 3 have over fifteen years of teaching experience and 4 are in their very first or second year of teaching.\u00a0 <\/span>All intermediate teachers have 20+ years of experience. Our primary students are struggling with the processes of reading and our intermediate students wrestle with reading engagement. Each teacher and staff member in the school has something unique to offer in this area of our school goal.<\/p>\n Some expertise that the experienced primary teachers bring to the table are:<\/strong><\/p>\n \u00a0 \u00a0 \u00a0All of these teachers could provide rich in-house workshop opportunities to share their knowledge and expertise with staff. Small sessions could be incorporated on school pro-d days, in lunch-and-learns or even as quick \u20185 Minute Teaching Tips\u2019 incorporated into school staff meetings (something a former school I taught at did regularly). Just as valuable are the new primary teachers who bring an open and receptive attitude to professional development activities. This attitude can influence the mood and tone of the endeavours, sparking renewed zeal in conversations with more experienced teachers who may have faded in their enthusiasm.<\/p>\n Expertise that the intermediate teachers bring to the table are:<\/strong><\/p>\n \u00a0 \u00a0 \u00a0Collaborating with the first two intermediate teachers for professional development would provide rich knowledge of the integration, inclusion and adaptations needed for ELL learners when fostering a reading culture (providing more visuals, graphic novels, texts in their home language, pair and share, etc.). The SOGI leader and Indigenous contact would be able to educate others in how to integrate the First Peoples Principles of Learning seen here<\/b><\/span><\/a> in their reading programs and also how to ensure that all races, genders, cultures, ages and abilities are represented in texts presented to students.<\/span><\/p>\n \u00a0 \u00a0 \u00a0Drawing on the strengths of others to enhance our own teaching practices is the heart of collaboration and professional development. “The deep and enduring value is realized when the whole school moves through the process together \u2013 participants supporting each other and building on each other\u2019s thoughts and ideas to push further than each team member could individually\u201d (CLA 4). The school librarian should approach any professional development opportunity as a co-organizer, co-presenter and team player, recognizing also the need for curating resources and digital technologies to support the development occurring. The teacher-librarian is to be forward thinking in presenting new strategies as well. When I think about the two teachers with expertise in literacy circles and art expressions, I think of how valuable the \u2018teacher lab\u2019 approach seen in the video below would be. If release time could be granted, I think this approach of viewing how educators operate their passions inside of their classrooms, and how they are making connections to competencies in reading, would be very insightful for other staff.<\/p>\n Teacher Labs: Making Professional Development Collaborative<\/b><\/p>\n![\"\"](\"http:\/\/sd41blogs.ca\/vaesenl\/files\/2024\/06\/1cf9ae3668f77bd7348a8ba3c4771db41.jpg\")
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