Module 3, Performance Task: Coaching for Diversity, Equity, and Cultural Competency

Scenario:

A conversation to have with my mentee early in the school year.

This brief plan/agenda would kick off a look at the AASL Shared Foundation: Include.

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It's early in the year and it may take some time before you can set long term goals. In the meantime, before our next meeting, I'd love it if you could watch this TED Talk and/or read this essay. Even if you don't have time to do both, please make some notes about the one you do watch/read. We will be using these texts to begin asking questions about inclusion in your library. I'll be asking you to choose a small section (to start) and thinking about what you notice and wonder about your collection in light of the article and/or video.

The first text is an essay by Dr. Rudine Sims Bishop who is often referred to as the "mother of multicultural children's literature." This essay titled Windows, Mirrors, and Sliding Glass Doors has been cited and paraphrased numerous times as an important entry point to discussions about diversity in literature for children and young adults.

The second text is a TED Talk by Chimamanda Ngozi Adichie titled The Danger of a Single Story. This video is 19 mins long. If you don't have time to watch the whole video, start at 3:00 and watch until 4:12, or, better yet but still shorter- until 8:20. 

Note: Adichie has been criticized for comments she made in reference to trans women. The discussions in the arts and literature about judging the work, independent the artist or writer's personal life and beliefs is ongoing and nuanced. It is an interesting and challenging topic and I've included a few articles below that dive into that question. Nevertheless, this video is a valuable look at our inherent biases, and whose stories we are featuring in our collections.

Module 2, Goal Setting with AASL Standards, Performance Task: Professional Goal Setting framework

Reflection and goal setting should be a part of all school librarians' practice. Most school districts will have a formal process for professional goal setting. This process will likely include formats or forms to use as templates for this process and there will be district or school-based deadlines for the completing and submission of those goals. In some cases, these forms are intended for classroom teachers and are missing many items that library-specific goals should consider. You may want to approach your mentor or supervisor about creating a library related goal using the AASL Standards Framework in combination with the Danielson Framework for Library Media Specialists. 

[Here's a framework that you can use to get started in this process.]

Consider setting at least one short-term goal that you can accomplish between your first and second meeting with your mentor, and another that is a longer-term goal. This can be really helpful when you're starting out in a new school. There will likely be procedural goals relating to familiarizing yourself with a new school and/or role. This might include things like learning about the purchase order process, how book processing has been done, and if there are library related expectations from stakeholders (book fairs, closing library for testing, study hall use, hall pass system, library use for special events, etc.). Longer term goals could be more holistic and involved. You might consider doing a diversity audit of your collection, a Titlewave analysis can be done even if you don't use Destiny as your OPAC, or choosing a specific content area to focus on collaborating with. It may take a few weeks to sort out what you do or don't know. Taking a bit of time to familiarize yourself with the frameworks can help set you up for successful goal setting and work with your mentor.

At the end of your first year, work with your mentor to look back and reflect on what you've accomplished. Creating an annual report is not only a great way to inform other stakeholders about the library, but it's a good point to use when beginning the goal-setting process in subsequent years.

Module 2, Goal Setting with AASL Standards, Performance Task: Professional Goal Setting reflection

As I began reflecting on my own professional goal setting, I noticed some patterns emerging. One key thing is I try to focus on one goal at a time and am realistic and confident that it will be manageable. Not that the goal is necessarily a piece of cake, but attainability matters- especially when you are new to your school or position. When I was beginning at my current school, my goals focused on getting to know the school culture and community, as well as learning about the policies and procedures, and of course the collection. Each year my goal showed a greater understanding of the needs of both the school and my library program.

My school's model for goal setting involves staff creating at least one professional goal using the Danielson Framework and a school-wide goal that is the focus of our TLCs and our professional development for that year.  Personally, the goals I have set each year show a progression through the domains and components. This past year was my 5th at my school and looking forward, I'd like to spend time this year focusing on Domain 4, Professional Responsibilities. I'm hoping to refresh my professional network and re-engage in the larger school library community to enhance my own library program.

In terms of planning and identifying goals, I think that the time-bound piece of SMART goals in important in order to take the pulse of where your program is, as well as what your priorities are as a professional. Some goals however, may need to be bigger than that. When you add the IE to SMART, you are bringing in the lenses of equity and inclusion. My SMARTIE goal is a little fuzzy when it comes to the time-bound requirement because I believe that the work towards equity and inclusion needs to be ongoing and incorporated into all goals.

My district and school are working towards more equitable and inclusive practices. In the library, this is about more than just purchasing diverse books that give us windows, mirrors, & sliding doors (Bishop) It means featuring books and promoting books that tell stories about underrepresented people. It also means using the collaborative relationships with teachers to introduce new texts to them that pertain to their content area and may contain more diverse and inclusive perspectives. I've been able to share this work with a wider community through my library's Instagram feed where I regularly feature books with authors, characters, or themes from underrepresented and marginalized people or groups.

I think that my experiences in prior professional goal setting will absolutely inform my work with a mentee. I have worked in 6 school libraries and 7 public libraries which has given me many opportunities to be the newbie. I think that this has given me a good understanding of how it can feel overwhelming when you are not only being asked to do your job, but also learn and navigate all of the systems and institutional history that comes with a new institution. In some cases I was supported by a formal mentoring system, and at some libraries there was little more than an empty desk for me. Each one of the libraries, mentors, supervisors, colleagues, and patrons/students, allowed me to learn something new about myself and librarianship. I hope that those experiences and lessons will help
me to be a supportive mentor. I also acknowledge that I will need to be fully present and cognizant of my my natural instinct to fill silence and share stories. 

Module 1, Mentoring and Coaching Performance Task 2: Observation

The video that I used for this exercise was of a teacher in a 6th grade class. Because I used a classroom teacher rather than a librarian, I used two Danielson tools intended for teacher observations. One was from Deerfield, Wisconsin and the other was from my district, South Burlington School District. I tried both formats to see which one was the best choice for my video observation.

I think that I would have liked to have a printout of the observation tool so that I could jot notes on that. Since I didn't have a printer available to me for this, I tried another method. I opened the tool in the Kami app. This app allows you to highlight, comment on, and annotate PDF files. I watched the video on one device and took my notes and made comments directly onto the form using a second computer. I then saved the PDF to include my notes.

Based on this observation, I would put this teacher at proficient. I think that the reality of observing a class/lesson, is that it's only a small snapshot that is likely influenced by the fact that there's an observation being done. 

Looking specifically at the Danielson Framework for Library Media Specialists, I think that there needs to be a balance between all four domains. I think that different ones are important at different times of the year. The Environment (2) is essential for the Delivery of Service (3) to be successful and that delivery of service is supported by Planning and Preparation (1) as well as managing Professional Responsibilities (4). For a new librarian at the beginning of the year, Domain 2 will probably be key in their ability to learn and practice their job.

At the beginning of the year I would recommend that my mentee use the Reflection Journal #2. I think that the self-reflection piece is important during the "survival" phase. Taking the time to appreciate their successes and goals can really help support them and give them some validation before the "disillusionment" phase sets in.

Here are the annotated observation forms that I used:

• Form #1
• Form #2

Video from Massachusetts Department of Education

Module 1, Performance Task: Mentoring and Coaching Task 1, Form responses

I believe that "Form O," the paraphrase exercise sheet will be a good way for me to focus in on what the speaker is saying. I realized after completing the Listening Survey that I often begin searching for solutions or recommendations while the person I'm conversing with is still in the midst of speaking. I imagine that this has led to frustration on the part of the people I'm speaking with as well as shutting down their ability to clarify what they've said.

The sentence starters in Form O will be valuable touchstones for me. Repeating my understanding back to the speaker and asking for clarification not only shows that I'm listening, but the Acknowledge/Clarify piece offers an opening for further illumination of their point. I think that the Summarize/Organize method will be really helpful in supporting not only the new librarian I will be working with, but it will be especially useful in my collaborations with teachers. I am not always sure where in the planning process a teacher is when they ask for ideas or resources from me. By summarizing and organizing, what I've heard them say, I can provide better service to them and our students. 

As a visual learner, this short animation will be a good reminder for me on this journey.

Module 1, Performance Task: Mentoring and Coaching Task 1, Listening style response

The Effective Listening  Survey was eye opening for me. I've always believed that a large part of my role as a librarian is making connections and finding resources. I'm also someone who uses copious analogies and anecdotes when working with students and colleagues. The survey really zeroed in on the weaknesses in my listening technique and habits.

One important reminder for me was that making assumptions is often counter-productive. In my rush to be "helpful," I may be missing the point, and in anticipating the needs of the person I'm listening to, I may not be respecting or fully understanding their experiences.

I am often meeting with or assisting people informally while monitoring the library space, emailing, assisting in check-out etc..., pausing briefly, but not fully turning away from whatever I am in the middle of. In my attempt to  help everyone, I think I'm actually not able to help many of them very well. I've often said that I'm a master multitasker, but maybe there are times when this isn't an asset but an obstacle.

This image is from a blog post and is aimed at an audience of teachers looking to become more active listeners when working with students, but I'd argue that these tips are useful for anyone looking to become a more active listener.

In order to listen fully, I think there are several things that I will need to work on implementing.

•     Closing my laptop (or browser, or book, or paperwork) & putting away my phone.
•     Trying to use the informal moments to plan for dedicated time- free from immediate distractions.
•     Working to focus fully on what is actually being said without making assumptions and trying to anticipate the speaker's needs before they've even fully voiced their needs or questions.

These efforts alone won't guarantee that I'll instantly be a better listener, but I hope that combined with my new-found awareness of what productive listening should look like, I am able to become a supportive mentor who can assist in my mentee's professional growth.