2012+SLJ+Leadership+Summit

=**Don't Hate Me Because I'm a Librarian: Leadership Beyond the 'L Word'**= =//**an (un)presentation for the 2012 SLJ Leadership Summit**//=

===//In the 21st century, school libraries and library professionals can and must move beyond familiar functions, memes and perceptions. We will begin a conversation based on stories from Washington State in which teacher librarians have defined themselves as leaders, teachers, advocates and innovators, often in ways that stretch, challenge and expand what we and others think of as 'library.'//===

=**Essential URLs**= = = =http://librarian-provocateur.wikispaces.com= =[]= =[]= =**Twitter hashtag: #sljsummit**=

Learning targets/desired outcomes

 * explore perceptions by thought leaders connected with teacher librarianship and school library programs
 * identify challenges and opportunities that might impact, reshape or render obsolete the school library, program and profession
 * reflect on possible leadership roles of teacher librarians in 21st century schools and education systems
 * use a variety of analog and digital tools to cultivate and grow conversations
 * personally explore and evolve the unkeynote/flipped presentation

**Where's the PowerPoint?**
I'm on a personal quest to foment conversation, reflection and deep thinking about teaching, learning and librarianship. Recently, I've been experimenting with a variety of alternatives to traditional 'sit and git' training, presentations and keynotes. This professional pilgrimage began with an article sent to me by a fellow Evergreen State College grad Michael Andersen (Go Geoducks!) Like someone emerging from the conversational closet, I have begun to fundamentally rethink everything from PowerPoint to paying attention in mind-numbing presentations and trainings. This article crossed my iPad in the midst of some extensive facilitation training that similarly rocked my world. Like the article, the training by Steve Zuieback reinforced many long-held hunches about group process, organizational structures and the importance of owning discussions, information and relationships that underpin innovation. When in Atlanta, I had the pleasure of hearing Michael Fullan who reinforced Zuieback's message, specifically identifying the importance of social capital in sustaining change in organizations. To this add my emerging consciousness about neuroscience and 'brain-based' instruction with a long-held beliefs in the flipped classroom and you have recipe for revolution. Having endured many brutal presentations, trainings and briefings, I have come to believe, quite simply, that we can do group work and professional development better. I have never suffered poor presentations gladly. And so I seek to do something different.

There is no guarantee that this will be better. It could be a hot mess. But it won't be a set of slides with spiffy transitions.

This is the fourth or fifth in a series of unkeynotes I've facilitated in the last six months. (Technically, this is not a keynote, just a concurrent session. But crap this room is large!) Each one has looked, behaved and performed differently. This is the first using a wiki in lieu of a presentation tool like Prezi or Keynote. My goal is to create a real-time (and archived) mediated mashup of ideas, interactive media and sharing. As the (presenter), I get to choose how the conversation begins and to structure the activities, but the participants create many of the inputs, engage in talk, digitally share and perhaps come to some new insights. And it might be persistent, if not on the evanescent web, in the thinking that might continue.

**A users guide**
Respecting some need for linearity, this presentation will (generally) proceed from top to bottom. I'm going to mark off key 'slides' with a trusty horizontal rule. If you're missing PowerPoint already...consider the headers on the left something akin to titles of slides. I've used Prezi for other unkeynotes, but I'm compelled by the potential for embeds, persistence and something different to happen this time around. Feel free to read, follow links, participate in the digital conversations you'll find below. We will take some time out periodically to engage in analog discussions, activities and work. At least that's the plan right now. If you have questions or get lost, just raise your hand. I might be lost too. And if you are not at the SLJ Leadership Summit, but are reading this before, during or after, feel free to wander around and perhaps add some thoughts if you can. Some practical housekeeping?

**table(t) talk**
This (un)presentation is an amalgam of both analog and digital communication, sharing and collaboration. Time permitting, most of the activities will include both face-to-face (table) verbal and personal (tablet) digital components, often connected to one another. They aim to engage participants with ideas, create cognitive dissonance and foment discussion and thinking.

**the 60 second flip/whip**
It is vitally important for us to make meaning of new learning or new ideas. As a result, we will be taking time to briefly process and make sense of the ideas presented here. The challenge is time and logistics. In the interest of beginning, if not extending conversations, we will use what I call the 60 second flip/whip. In this discussion model, you find a partner or small group and share your thinking or response to a prompt. as the speaker, your role is be concise and have your say in 60 seconds. Think of it as a verbal text message. For those not speaking, your job is to listen and NOT interrupt. We all like to hear ourselves talk. And we all like to be listened to. This is not discussion. It is making sense and listening--two important precursors to effective conversation.

**backchannel**
You are free to move about the cabin if you wish. And you are encouraged to process and share when you feel the need. At Today's Meet, please use my 'room' so that these conversations can be collected and continued after today's session.


 * Post on TodaysMeet (@http://todaysmeet.com/slj2012) or **** on Twitter (hashtag #slj2012) **

I will try to monitor that channel over the course of our time. If something emerges that takes us in a different direction, we'll run that direction.

**Let's get started: w****hat are my beliefs, assumptions and wonderings?**
First, some parameters: this is a discussion about **profession**, rather than programs or place. They are connected, but we don't have enough time to do all three p's.

I have long held the beliefs that teacher librarians and powerful school library instructional programs are not only relevant in the 21st century school, but are mission critical to meeting the rapidly evolving needs and requirements of our student learners. In this post, I directly addressed administrators and decision makers that closed with the following challenge:

//For now, think about it this way--you, as a school board member, district administrator or building principal face lean budgets, increasing challenges to meet existing and emerging expectations, decreasing district support structures, overtaxed teachers and the specter of having to fundamentally reform what you call school.//

My argument, then as it is now, is that teacher librarians can lead, teach, coach, support and collaborate in unique ways to support a host of educational needs and challenges facing schools. This is my 'external argument,' the one I use when talking with those decision makers and those outside our profession.

My argument to teacher librarians and information specialists is different, albeit parallax. Two of my wonderings were shared at my keynote at the 2012 Washington Library Media Association Conference, an event that admittedly included a number of administrators and decision makers.

Here's what I'm wondering about:
 * Due to internal and external forces beyond our control, libraries and teacher librarians may be facing extinction.
 * The words 'library' and 'librarian' may be a problem.

Like this somewhat deconstructed presentation, these wonderings represent thinking in process. I don't know the answers. Nevertheless, they are informed by observation, experience and a faint whiff of gas in the coal mine. While the scope of this presentation does not allow enough time for me to resolve the causes or reasons for these vaguely apocalyptic musings, I will encourage participants either in real-time and in archival mode to engage in the conversation. I am going to ask you to set aside the party line on this matter, suspend disbelief and acknowledge that one or both of the wonderings might have credence. In other words, let's posit that the 'L word' is a issue for some people (including a number of decision makers, not to mention librarians). I ask you to do this because these wonderings very much inform this (un)presentation.

If you are reading, stop HERE. (Or don't and say you did.)
media type="custom" key="21210202"
 * You can either vote by clicking on the desired response __above__ OR texting the numbers listed in the next frame __below__. Because I'm cheap, only the first forty votes will register.**

media type="custom" key="21210486"


 * Table:** At the conclusion of the poll, find a shoulder partner. Do a 60 second flip/whip for **__each__** question. (Four minutes total)

= 1. Did you agree? Did you disagree? Why? = = 2. Would your response be different if the question was about __librarians__? = = (60 second flip/whip) =

**What are the challenges?**

 * Table:** Now we're going to continue the conversation. Five minutes for casual conversation at each table.

= Q: Without using any references to the Maya, disco, Tunguska or dinosaurs, what are the most powerful internal or external forces that impact the future of teacher librarians and school library programs? Discuss with the same person. (5 minutes) =


 * Tablet:** After five minutes, post one impactful force that you or your table shared. Please include your name in the post. If you can't figure out how to add your information try this linkto add your comments. @http://wallwisher.com/wall/2zt2guv536

media type="custom" key="21195850"

What are the opportunities?

 * Table:** Move to a different table and someone **__who voted differently__** than you did in the initial poll. To make this easy,
 * hold your thumb straight up for "a sure thing,"
 * sideways for "even money,"
 * on a downward slope for "long odds,"
 * down for "a losing hand."

If you can't find anyone who voted differently, choose someone who just looks like they probably voted differently than you.

//**Norm and convention:** this is a conversation, so don't judge others for different points of view. They may have just had a really bad breakfast.//

= Q: What forces facing schools and education present __opportunities__ for teacher librarians to lead, innovate and teach in powerful ways? Take 60 seconds to think before you talk. Then you have 60 seconds to share with your new conversation partner. (60 second flip/whip). =


 * Tablet:** After each person has had a chance to talk, return to your seat and post one opportunity that you or your partner shared. Please include your name in the post. If you can't figure out how to add your information try this link to add your comments.

media type="custom" key="21210518"

Extra-librarianal leadership

 * 1) ===Digital strategists===
 * 2) ===Data (and metadata) mavens===
 * 3) ===Teaching pioneers===
 * 4) ===Technology whisperers===
 * 5) ===Virtual administrators===
 * 6) ===Innovation integrationists===
 * 7) ===Content curators===
 * 8) ===Blended learning baristas===
 * 9) ===Online learning engineers===

21st century teacher librarian skills

 * 1) ===instructionally active===
 * 2) ===unflinchingly digital===
 * 3) ===socially adept===
 * 4) ===organizationally dextrous===
 * 5) ===professionally adaptive===


 * Table:** Count off alternating between 1 and 2. At the prompt, take 60 seconds to share with your conversation partner one thing that resonates with you about one of the topics on the lists above.

= Q: Of the roles or skills listed above, which one resonates with you and why? =


 * Tablet:** Post your favorite skill or leadership role with the statement :

= Post: I believe teacher librarians can be __, using one of the descriptors above (or one of your own). Example: <> =


 * Post on TodaysMeet ( @http://todaysmeet.com/slj2012 ) or **** on Twitter (hashtag #sljsummit) **


 * Who are my heroes? **


 * Stephen Coker, North Thurston High School, North Thurston Public Schools (Lacey, WA)**


 * What does the leadership look like?**
 * Coordinating OER resource development and evaluation tools on building, district and state level (working w/OSPI)
 * Facilitating cooperation and improved communication between building teachers and admin and district-level Technology Department
 * Participating via WLMA in state-wide CCSS leadership and training initiative with the WA State Library/Secretary of State's office
 * Regional work bringing Northwest Council for Computer Education and WLMA together
 * Helping facilitate district-level coordination and development of 21st Century library info and tech programs for all 14K students of NTPS.


 * How is this work connected to libraries and teacher librarianship?**

"Connected due to essential role we play as nexus between systems, information and users."


 * Why is this work is important?**

"Nobody else is in a better position to help leaders, admin, teachers and students make efficient and useful sense of rapidly evolving information landscapes."


 * Craig Seasholes, Sanislo Elementary, Seattle Public Schools (Seattle, WA)**

Craig is the past president of the Washington Library Media Association and has been active strategically connecting WLMA and teacher librarians to state and federal initiatives. The Washington State Library received a federal grant for K-12 collaboration and the steering committee identified an opportunity with Common Core State Standards. Craig has testified and helped develop a variety of state legislation from educational technology to basic education funding. He is also a backchannel monster and avid digital maven.


 * How is this work connected to libraries and teacher librarianship?**

Teacher librarians have been part of the steering committee, advisory sessions and we're set to roll out the coaching cohort trainings statewide.


 * Why is this work important?**

"Martha Shinners at Washington State Library and Dennis Small et. al. knew that WLMA could deliver and we have. This seems likely to heading for real impact."


 * Ron Wagner, Felida Elementary, Vancouver Public Schools (Vancouver, WA)**


 * What does the leadership look like?**

TLC3 – Teacher-Librarian Common Core Coaching. I am working with OSPI (Washington Office of the Superintendent of Public Instruction) and the Washington State Library to promote the common core standards in Washington schools, utilizing TLs as resources, instructional leaders, and trainers. The committee is training TLs to be common core coaches in their schools and districts.


 * How is this work connected to libraries and teacher librarianship?**

"TLs are the obvious choice at the building level for common core leadership. We know the curriculum; we teach the necessary skills; and we buy and manage the collections that teachers and students access. We need to be proactive in not only doing the ‘traditional’ library work of building a useful collection, but also being vocal outside of the library in helping teachers implement the new standards in their classrooms."


 * Why is this work important?**

"Our state is in year 3 of implementing common core, and many teachers are still unfamiliar with it. Through our trainings and partnership with OSPI, we hope TLs will help bridge that learning gap and take the lead in implementing common core standards in their buildings. TLs must be proactive in this leadership, and we hope the trainings we provide will help them do so. This project will increase the public profile of TLs in our state, as we become the champions of the new standards. Each district is approaching common core differently, and we hope that TLs can stand alongside those leaders as important and valued resources."


 * Roz Thompson, Tumwater High School (Tumwater, WA)**


 * What does the leadership look like?**

I am the Teacher-Librarian at Tumwater High School and the Instructional Framework Specialist for my district providing professional development on both the Charlotte Danielson Framework for Teaching and the Teacher and Principal Evaluation Project (TPEP). I have spent the past eight years attending national conferences on student learning, organizing district book studies on various professional topics, and participating on several district committees related to school improvement. I am the Student Learning Coordinator for my building and I work closely with my principal to plan and deliver professional development for my staff and district.


 * How is this work connected to libraries and teacher librarianship?**

"As a Teacher-Librarian and former high school teacher of English, Math, and Social Studies, I am in a position to see the big picture of curriculum and student learning at the high school level. I spent a year and a half as an elementary teacher-librarian so my knowledge of those grade levels has helped widen the picture even more. The ability to teach many subjects effectively, to work collaboratively with colleagues, and to make student learning the focus of my job has shown building and district administrators that librarians do positively influence student learning.


 * Why is this work important?**

"Highly-qualified Teacher-Librarians are an efficient way to both teach students critical reading and information literacy skills and to provide professional development opportunities for staff on topics such as incorporating technology or the new Common Core standards into the classroom."


 * Sarah Applegate, River Ridge High School, North Thurston Public Schools (Lacey, WA)**


 * What does the leadership look like?**

I am a trainer on the Danielson Frameworks for Teaching in Washington State. I receive training from Danielson Trainers, and I work with groups of principals from assigned districts to develop their skills in understanding the frameworks and applying it to their evaluation of teachers in their schools.


 * How is this work connected to libraries and teacher librarianship?**

"Teacher Librarians have an opportunity to become a part of the new teacher evaluation program in Washington state, and the new evaluation system, with its emphasis on student growth and teacher practice will help educators see the potential instructional skills and leadership possible in school libraries. The new evaluation system is being launched with the new CCSS, and having TLs involved in TPEP will strengthen our ability to support teachers and and students in CCSS as well."


 * Why is this work important?**

"I am grateful to become more knowledgeable of the Frameworks so I can support teachers in my building and district, as well as principals in the districts I am working with (I am also doing training in my building and in my district). I think it is also important to have TLs in front of principals and teachers in these types of leadership roles to help them reframe what they think TLs should/could be doing. I also plan on helping at the state level to strengthen the discussion of how TLs fit into the new evaluation system, because it is a local decision as to if TLs should be included."

Reflect
Take a little time to reflect on the thinking and ideas both of you and the collective. Review the polls and Wallwishers above.

= Q: Based on what you've heard, shared and thought, what is one way that you are thinking differently? =

Have a continued conversation with your partner or post on Twitter (hashtag #?sljsummit) or TodaysMeet ( @http://todaysmeet.com/slj2012 )