<div dir="ltr">Ugh! I've been there. We probably all have been.<div>We have moved away from our time being teacher's prep time at 2-4 for the reasons you stated and because the lessons were isolated lessons. I have K and 1st graders for 30 minutes once a week because contractually they needed the 30 minutes as prep time. Grades 2-4 are flex because they were over the contractual prep time. So now I push in, pull out, pull small groups to embed library skills and information literacy/digital citizenship skills into their curricular areas so they are more meaningful and relevant. That is after collaboration...which takes on many forms, as you know (hallway conversation, meeting during their prep time, grade level prep, or email the night before!). As agreed upon with the teacher, sometimes we co-teach, sometimes I lead the lesson and sometimes I pull the class and am there without the teacher - all dependent on the lesson and what was agreed upon by both. Not perfect. I don't see all students every week; however, over time it seems to work out pretty well Sometimes I'll see a class or classes every day for 2-3 weeks then not see them again for awhile. While not perfect, it does allow for the lessons to be more relevant and meaningful to the kids and still meets my standards. Often times it is SS curriculum where I embed...and also into their Lucy reading/writing lessons. Sometimes I'm another body in the room to help manage with iPad use or chromebook use...I'll take whatever I can to get in with the teachers and students (and some teachers aren't too interested). I hope that helps somewhat. </div><div>I fought for not being connected to prep because I was looked at like a Specials teacher and they wouldn't usually stay. Removing the connection to prep and the district advocating for us as instructional partners has helped!</div></div><div class="gmail_extra"><br><div class="gmail_quote">On Thu, Sep 6, 2018 at 10:39 AM, Email list for the Association of Illinois School Library Educators <span dir="ltr"><<a href="mailto:aisle@list.railslibraries.info" target="_blank">aisle@list.railslibraries.info</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
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<div dir="ltr">I'm meeting with our building principals to discuss the need for additional staffing and possible revamping of the elementary "fixed schedule". To help me with my talking points, could you please share whether classroom teachers accompany and
stay with their classes when students visit the library? I'm struggling because library time is part of our teachers' prep and they provide me with little support/guidance as to what content they are covering or reading levels/interests of their students,
making my role a bit more challenging. Any additional advice you can provide as I advocate for the library and its role in educating students would be much appreciated.
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<div>Thank you in advance!</div>
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<div>Michelle Shippy</div>
<div>Dakota CUSD #201</div>
<div>Library Information Specialist</div>
<div><a href="mailto:mshippy@dakota201.com" target="_blank">mshippy@dakota201.com</a></div>
<div>844-632-5682 x384</div>
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</blockquote></div><br><br clear="all"><div><br></div>-- <br><div class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr"><div><div dir="ltr"><div dir="ltr"><div dir="ltr">Margo Newtown<div>Sheridan School </div><div>Librarian</div><div>846-615-6078</div><div>@SHlightbulblab</div><div><br></div><div><br></div></div></div></div></div></div></div>
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<hr><div><span style="font-size:small;color:rgb(128,128,128)">Any communication sent or received by District 67 and/or District 115 is a public record and may be subject to inspection or copying under the Illinois Freedom of Information Act (FOIA).</span></div>
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