ERIC EJ1092310: Lilead Fellows Program: An Innovative Approach to Professional Development for School Library Leaders

2016·1.1 MB·English

by  ERIC

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An Innovative Approach to
Professional Development
for School Library Leaders
54 Knowledge Quest | Student Privacy in the Age of Big Data
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Christie Kodama Introduction ideas into the PD that they offer to
building-level staff members.
[email protected] Have you ever struggled through
tedious, irrelevant, or redundant
The Lilead Fellows Program,
professional development (PD)
funded by a grant from the
Jeffrey DiScala seminars for which you originally
Institute of Museum and Library
had high hopes? Have you ever
[email protected] Services (IMLS), is an innovative
experienced a moment in a
approach to PD for school district
workshop when you realized that
library supervisors. It is based
you were hearing the same thing you
Ann Carlson Weeks upon widely accepted principles of
heard last year and the year before,
quality PD. The program is in its
[email protected] just repackaged in a different
second year of operation with an
way—and you paid money for it
initial cohort of twenty-five Lilead
and gave up your precious time—
Fellows, school district library
Diane L. Barlow again? Too often, PD seminars
supervisors selected through a
are “one-shot wonders” that may
[email protected] competitive application process.
provide an introduction to new
These fellows come from 25 diverse
ways of managing the school library
school districts across the nation
program or working differently with
Leah Jacobs in which they affect the lives of
teachers or administrators, but offer
almost 1.6 million students, nearly
[email protected] few opportunities for follow-up or
114,000 teachers, and 2,000
ongoing coaching. For individuals
librarians. These extraordinary
working in school library programs
individuals are working with others
Rosemary Hall at the district level, the problem
in their districts to bring about
is even more severe. The Lilead
[email protected] lasting change that will strengthen
Project (rhymes with “Iliad”) team
library programs and opportunities
at the University of Maryland’s
for learning in school districts
iSchool has found that, although
from Alaska to Florida.
virtually all library supervisors who
work at the district level provide PD
The design of the fellows program
for building-level library staff, few
is based upon research findings
supervisors have any opportunities
(Birman et al. 2000; Garet et al.
for their own professional growth.
2001; Guskey and Yoon 2009;
However, they must receive timely,
Peterson 2002; Day 1993) that
contextual, and truly useful PD
state that effective PD programs
of their own so that they can
for educators reflect the following
incorporate new strategies and
principles:
Volume 44, No. 4 | March/April 2016 55
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
• Extensive time in PD activities engaged in an eighteen-month that is applicable to the day-to-
is complemented with sufficient collaborative learning experience day work of library supervisors
opportunities for follow-up after with other fellows, their mentors, was of utmost importance; this
the PD sessions are over. and the Lilead team. Fellows meet focus is another crucial aspect of
for three in-person meetings at the effective PD (Birman et al. 2000;
• The content has a sharp focus on
beginning, middle, and end of the Peterson 2002). The Lilead
the daily activities of educators.
program. To increase attendance Fellows Program incorporated
• Committed and knowledgeable
for these spaced-out sessions, this element by asking fellows to
mentors and/or coaches guide PD
we decided to schedule them to propose a project or focus on a
participants.
coincide with conferences that the priority that is directly related to
• Information technology is supervisors are already likely to their districts’ goals for student
used to promote continued attend: ALA Annual Conference learning. Respondents from
engagement. and Midwinter Meeting, AASL the 2012 Lilead Survey <http://
National Conference, the SLJ lileadproject.org/survey> stated
• Personal reflections are expressed
Summit, etc. In addition to these that they wanted and needed more
in writing and by other means.
face-to-face meetings, members support and guidance in three
of the cohort attend monthly key areas:
Key Elements of the Lilead
webinars hosted by the Lilead
Fellows Program team and monthly virtual check-in • Implementing curriculum and
meetings with their smaller mentor information-literacy standards
groups. Participants are not only that focus on 21st-century
given the time to learn skills over learning, i.e., Common Core
the course of lengthy and intense State Standards and AASL’s
face-to-face meetings, but in Standards for the 21st-Century Learner
numerous follow-up e-mails, video
• Integrating technology for
conferences, and webinars. These
Extended Time digital materials, collaborative
opportunities give them time to
planning, and information and
The Lilead Fellows Program is a take risks, try new things, make
technology literacy for students
carefully structured long-term PD mistakes, and ask for the help of
• Advocating for school library
opportunity. Extended periods others to identify new strategies.
programs and school librarians
of time spent in professional
in their school districts
development are crucial to the
long-term retention of acquired As a part of the application to the
skills (Birman et al. 2000; Garet program, each fellow designed
et al. 2001; Guskey and Yoon his or her individual project
2009). Kent Peterson has stated within one of these three key
that having a “longer experience areas. By focusing on current and
with a cohort group can have a relevant issues, Lilead Fellows
greater impact on learning and Close Relationship to Everyday are more engaged and invested
the development of professional Work in working together to find
networks” (2002, 216). The goals solutions to implement in their
In designing the Lilead Fellows
for the fellows program were for districts. Additionally, because
Program, focusing on content
fellows to learn new skills and
collaborate on transformative
change initiatives. In a one-off
PD experience, it is possible to Too often, PD seminars are “one-shot wonders” that may provide
brainstorm great ideas, but the
likelihood of implementing them an introduction to new ways of managing the school library
decreases if there is no follow-
through in later PD sessions. program or working differently with teachers or administrators,
but offer few opportunities for follow-up or ongoing coaching.
In the fellows program, to combat
this lack of follow-through,
participants are continually
56 Knowledge Quest | Student Privacy in the Age of Big Data
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
face PD sessions. Information
technologies can sustain
The Lilead Fellows Program is based on many facets of
the growing community of
professionals when consistent,
effective PD. The program provides a long-term experience
day-to-day interaction is
that allows time for extended learning and application, impossible, as it is in the Lilead
Fellows Program. To conduct
requires each participant to focus on an important and webinars and convey information
to fellows between face-to-face
personally relevant issue, uses experienced and passionate meetings, the Lilead team uses
online meeting platforms such
mentors, incorporates technology to foster community
as Adobe Connect and Fuze
Meeting. These virtual meetings
and learning, and makes sure fellows reflect and think
and online communications foster
connections within and among
critically about their work and our field as a whole.
the entire cohort. Members of
the smaller mentor groups have
also used various information
technologies to communicate
and touch base with each other
carefully crafted according to
they are working on problems to share successes and ongoing
each fellow’s chosen focus area
that are directly related to the struggles in moving their
and geographical location to
priorities defined by their school goals and priorities forward.
ensure that conversations among
districts, participants are more Throughout the face-to-face
fellows in each group are relevant,
likely to garner the help and sessions the Lilead Fellows
beneficial, and convenient for
support of colleagues as they work have also used various Web 2.0
everyone. The Lilead mentor
on the challenging goals they have applications. With the iPad tablet
groups independently meet
set for themselves. fellows were given at the start
virtually each month to share
of the program and tools such
successes and brainstorm solutions
as Piktochart, Socrative, and
to the challenges fellows face in
Timeline, fellows can complete
their respective districts. When
activities and give quick feedback
necessary, mentors and fellows
on their work. Current, popular
speak one-on-one for more-
technologies and Web 2.0
personalized support.
applications not only allow quick
Mentorship and Coaching and easy access for communication
and collaboration among the
According to Michael S. Garet and
fellows, but also further enable
colleagues (2001), mentorship
these library leaders to think of
and coaching are also key elements
different and creative ways to
of effective PD. A mentor or a
use 21st-century tools in their
coach can address needs and offer
districts.
feedback within the mentee’s Incorporating Information
context at a significantly faster Technology
rate than other forms of support.
The Lilead Fellows Program
In the Lilead Fellows Program,
has used various information
small groups of five fellows
technologies that allow for rich
are led by a mentor who is an
communication and learning
expert and leader in the school
throughout the program.
library field. These smaller
According to Peterson (2002), Reflection
mentor groups provide a basic,
information technologies can
yet essential, structural element Reflection is a crucial and
be potentially valuable means
of the Lilead Fellows Program. often overlooked component
to enrich and continue the
The small mentor groups were of effective PD (Day 1993;
learning that happens in face-to-
Volume 44, No. 4 | March/April 2016 57
All materials in this journal subject to copyright by the American Library Association
may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
Peterson 2002). The fellows the work that they are doing in long-term experience that allows
program uses reflection to help their districts and the principles time for extended learning
supervisors think deeply and of change and transformational and application, requires each
critically about the work they are leadership. Participants also have participant to focus on an
doing in their districts. After ample opportunity to provide important and personally relevant
critiquing many PD programs constructive feedback on the work issue, uses experienced and
in the United States, Peterson and reflections of others. Fellows passionate mentors, incorporates
noted that “programs need to participate in gallery walks, group technology to foster community
deeply engage the participants in reflection, discussion protocols, and learning, and makes sure
thinking, reflection, analysis, and and numerous other reflective fellows reflect and think critically
practice with a strong component activities both in person and about their work and our field
of coaching and feedback” (2002, online throughout the program. as a whole. These qualities give
231). In addition to working on the Lilead Fellows Program
practical solutions to address their a distinct and fresh take on
Conclusion
chosen projects or focuses, fellows professional development for
write reflective pieces about their The Lilead Fellows Program is school library leaders, and can
progress toward their stated goals based on many facets of effective revolutionize the way our field
and make connections between PD. The program provides a thinks about, prepares for, and
58 Knowledge Quest | Student Privacy in the Age of Big Data
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may be used for the noncommercial purpose of scientific or educational advancement
granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address
usage requests to the ALA Office of Rights and Permissions.
implements continuing education that the knowledge gained, skills Lilead Leadership certificate that
for school library professionals. learned, and connections made will be available to school library
The structure implemented in through the program can be used professionals nationwide. So
the Lilead Fellows Program, to strengthen and improve school whether you are a district-level
which is built on research- library programs in districts large library supervisor in charge of
based principles of effective and small around the country. providing PD for the librarians
professional development, is in your district or a building-
currently making a difference in The Lilead Project team has level librarian responsible for
twenty-five school districts across applied for financial support teacher and staff PD at your
the country. The Lilead Fellows from IMLS to continue working school, we hope that the lessons
are taking the PD strategies and with the initial cohort of fellows learned through the Lilead
tools they learn in the fellows and mentors and to add a Project can help you strengthen
program and implementing second cohort in January 2017. the PD you offer throughout your
them in their districts with their Information about the application learning community, resulting in
school librarians. We believe process for the next round of the improved learning opportunities
that the fellows program is Lilead Fellows Program should be for all students.
scalable and can impact even available in summer 2016. The
more districts nationwide, and team is also creating an online
Christie Kodama Jeffrey DiScala is
Works Cited:
is a PhD candidate at the a PhD candidate at the
Birman, Beatrice F., et al.
University of Maryland. University of Maryland.
2000. “Designing Professional
He is the current chair of Development That Works.”
Educational Leadership 57 (8):
the AASL Community of 28–33. <www.ascd.org/ASCD/
pdf/journals/ed_lead/el200005_
Scholars Task Force and was a member of the
birman.pdf> (accessed December
AASL Urban Schools Task Force. 16, 2015).
Day, Christopher. 1993.
“Reflection: A Necessary But
Not Sufficient Condition for
Professional Development.” British
Educational Research Journal 19 (1):
Ann Carlson Weeks Diane L. Barlow
83–93.
is Associate Dean for is Special Assistant to
Garet, Michael S., et al. 2001.
Academic Programs at the the Dean in the College “What Makes Professional
Development Effective? Results
University of Maryland of Information Studies, from a National Sample of
Teachers.” American Educational
and is principal investiga- University of Maryland.
Research Journal 38 (4): 915–45.
tor for the Lilead Project. She was the executive Guskey, Thomas R., and Kwang
Suk Yoon. 2009. “What Works in
director of AASL from 1986 to 1996.
Professional Development.” Phi
Delta Kappan (March): 495–500.
<www.k12.wa.us/Compensation/
pubdocs/Guskey2009whatworks.
pdf> (accessed December 16,
2015).
Leah Jacobs is a student Rosemary Hall is a
Peterson, Kent. 2002. “The
in the Master of Library student in the Master of
Professional Development of
Science Program at the Library Science Program Principals: Innovations and
Opportunities.” Educational
University of Maryland. at the University of Administration Quarterly 38 (2):
213–32.
Maryland.
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