The role description created by the Greater Victoria School District is fairly consistent with my role as teacher-librarian at a K-5 school. The responsibilities listed under the section "Learning Resource Management" were a significant focus during the year and took up a considerable amount of my time. As I mentioned in a previous post, my district cut spending last year by requiring teacher-librarians to provide prep time for kindergarten teachers. Out of my .35 library time, I had to allot two hours to kindergarten classes in addition to their regular library classes. As a result of this cut to an already constrained library program, my responsibilities in the areas of "Program and Instruction" were severely limited. Although I did, for example, occasionally apply my "knowledge of resource-based learning" to assist teachers in addressing learning outcomes, I certainly would not have described myself as a "teaching partner." In the two days a week that I worked at the school, I simply did not have enough time to meet regularly with teachers who already had full schedules.
The one area of "Program and Instruction" that I did address in a meaningful way was "promoting reading and language development and literature appreciation." At an elementary school, this responsibility needs to be prioritized. However limited time may be, a teacher-librarian needs to work hard to instill in children a love of reading and to help them develop their language skills.
Under the heading "Leadership in Resource-based Learning," I spent the most time "applying skills in evaluating and selecting learning resources to reflect the curricular, informational and recreational needs of the school and its learners." This responsibility is integral to the teacher-librarian's role. Other activities that are especially important in times of budgetary constraint are those relating to the promotion of school library programs. "Developing the potential of parent and student volunteers" can also be a wise use of time. Finally, "seeking opportunities for personal growth in school librarianship and participating in collegial networks" are always important activities because teacher-librarians who have current strategies and who share with others to develop best practices are more likely to be viewed as valuable members of the school community.
I've had to work with classes of children who are pre-kindergarten (age 3, age 4) and along with the kindergarten kids I found these ages were one of the more challenging situations I ever had to face as a TL. To do it right is really difficult, especially with the language issues of young children - and I'm not referring to ESL.
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