Three Recommendations on Teachers’ Professional Development for School Leaders (original) (raw)

School Librarian Leadership: Research and Practice

2021

A core body of research concerning teacher librarian leadership has been generated by faculty and doctoral graduates from Florida State University. Substantive studies have been conducted on leadership in technology integration by National Board Certified teacher librarians, enablers and barriers to technology leadership by teacher librarians, leadership in state initiatives related to digital textbooks, leadership with e-books and electronic devices, one-to-one computing, and school librarian leadership education. This paper provides an overview of that research and presents implications for teacher librarian education.

Principal support: What does it mean to teacher-librarians

Anonymous Sustaining the Vision: papers from the …, 1996

This study examines the meaning of the concept of "principal support" from the point of view of seven teacher-librarians in two Alberta (Canada) school districts. It also explores the different ways in which these teacher-librarians went about increasing principal support for the school library program and for their role as teacher-librarians. The findings have been derived from the analysis of data collected for two studies involving aspects of teacher-librarian practice. The teacher-librarians indicated that the principal shows support for the program in three ways: (1) by working directly with teachers to develop their understanding of the program; (2) by clearly demonstrating personal commitment to the program; and (3) by using the management role of the school leader to enable the program. By working with the teachers, the principal makes it clear that teachers are expected to be involved in the school library program, both during the hiring process and on an ongoing basis. The principal encourages teachers' professional development in relation to the school library program by providing inservice and by providing time for the program in staff meetings. In his or her management and administrative role in the school, the principal supports the program by ensuring the provision of adequate budgeting for materials and for clerical help. Principal support for the teacher-librarian is also shown by providing teacher-librarians with an element of visibility and importance. (AEF)

Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

Evidence Based Library and Information Practice, 2009

Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative. Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data wer...

A Practice-Centered Approach to Professional Development: Teacher-Librarian Collaboration in Capstone Projects

2016

This paper reports on a professional development initiative that targeted teams of teachers and librarians working with high school students on strengthening an inquiry approach to capstone projects. While much has been written about student-focused models for information search and use, little has been reported on how training for the instructional teams might be structured to embody a constructivist inquiry approach with the adults who are facilitating this type of learning for students. This article describes the design and implementation of a statewide training program “Pathways to Excellence and Achievement in Research and Learning” (PEARL) that was implemented in Hawaii. The author reports on the theoretical framework for the training, interventions used, data collected, and the influence of the training on teaching practices focusing on information literacy instruction.

An Exploration of Teacher and Librarian Collaboration in the Context of Professional Preparation

New Review of Children's Literature and Librarianship, 2016

Research has shown that collaboration between teachers and librarians has a positive effect on student learning, but can be difficult to achieve. In order to explore the incorporation of teacher and librarian collaboration into preservice education, two master's level classes studying young adult literature, one in teacher education and one in library and information studies (LIS), were given an assignment that required them to work together to complete a week's worth of lesson plans for a high school English class based on a commonly read novel. Student responses demonstrate limiting and enabling factors that affect integrating collaboration into professional preparation.

Teaching the teachers: library instruction through professional development courses

Research Strategies, 2000

A team of three public services librarians at Emporia State University, KS, describes the process of teaching professional development courses to academic faculty, staff, and graduate assistants over the course of 2 years. Classes offered for university pass/fail credit were planned, advertised, and taught, with emphasis on various electronic databases. Tables illustrate the increase in total library instruction, due partially to the favorable reactions of university faculty who participated in these courses. The positive image of the library across the campus has been enhanced through the continued involvement of librarians as teachers and facilitators of learning. D