ESSA and School Libraries in Pennsylvania

On a beautiful Fall day, librarians from around the state of Pennsylvania convened at Toftrees Conference Center in State College Pennsylvania to discuss the provisions for librarians in the Every Student Succeeds Act. Lead by Laura Hicks, the Region 2 Director of the American Association of School Librarians board, we reviewed the definition of an effective school library program before exploring the specific federal guidelines and state interpretations of these guidelines. We ended the workshop by discussing ways in which we can apply what we have learned to our own school libraries.

The AASL definition of an effective school library program pulls from two important phrases present in the Every Student Succeeds Act language, including that libraries provide "personalized learning environments" to ensure a"well-rounded" education. Additionally, AASL outlines how the school library program is essential to "college, career and community readiness," including that the library is staffed with a certified school librarian, it has current digital and print resources, and it provides staff development and collaboration opportunities. Furthermore, AASL offers the qualifications that a school librarian should possess, including being "instructional leaders," supporters of multiple literacies (digital and information, among others), and elevators of reading initiatives. More information and precise verbiage can be found on the AASL Position Statements page: http://essa.aasl.org/aasl-position-statements.

Following the definition of an effective program, with the help of video messages from the American Library Association Executive Director of Washington Office Emily Sheketoff, we explored each part of ESSA that pertains to developing and maintaining effective school library programs.

Title I of ESSA ensures that state and local agencies improve basic programs. Ms. Hicks urged us to consider what we are already doing, as school librarians, to improve digital literacy for our students. What can we do to impact student learning? Schools need librarians and access to effective school library programs in order to impact student achievement.

In Title II, ESSA advocates for supporting effective instruction. School librarians often lead their own professional development workshops or in-service day sessions after attending conferences and workshops. Because entire districts benefit from school librarian attendance at conferences and workshops, Title II Part A funds can be used for the librarian to attend professional development opportunities. Additionally, Literacy Education for All, Results for the Nation (or LEARN), specifies that school librarians can participate in required grant activities. According to Sheketoff, these grants can be used for teachers and school librarians to meet and collaborate on literacy initiatives. Innovative Approaches to Literacy (IAL) specifically states that funds should be used for supporting effective school library programs. Ultimately, school librarians can aide in applying for grants, and they need to research and make sure that the district grant writer is aware of important school grants that can help in enhancing library programs.

Title IV, Part A discusses Student Support and Academic Enrichment Grants, otherwise known as Block Grants. ESSA essentially authorizes school librarians to learn about technology, as librarians offer "access to personalized, rigorous learning experiences supported by technology." Therefore, librarians should be afforded the opportunities to update technology skills and provide technology for their students.

The session ended with discussion on how to apply all of these elements to our own libraries. We were encouraged to develop short speeches that could quickly and spontaneously help others see the importance of school libraries and librarians.

Allison Burrel, President of the Pennsylvania School Librarians Association, also directed us to take a look at the new ESSA recommendations developed for the state of Pennsylvania specifically: http://www.education.pa.gov/Documents/About%20PDE/ESSA/October%2018,%202016/AIR%20Report%20PA%20ESSA%2010%2014%2016.pdf. Further information about the Every Student Succeeds Act can be found on the PA Department of Education website: http://www.education.pa.gov/Pages/Every-Student-Succeeds-Act.aspx#tab-1.  A compilation of resources and advocacy tools can be found on the ESSA and School Libraries website: http://essa.aasl.org.

Ultimately, librarians must stay abreast of new legislation that provides effective school library provisions. We can remain hopeful that the federal government, state, and local agencies recognize the importance of school libraries to student achievement. But we must still continue to advocate for all that school libraries can do to support digital and print literacy, technology skills, teacher professional development, and overall school culture. Our students depend on it.

Work Cited
American Association of School Librarians. Connecting ESSA to School Librarians. 25 Oct. 2016.

The Library is a Good Place: Small Successes Keep Us Going

"The library is a good place," one of my students said this morning as she sat at the circulation desk and took in her surroundings. I tried to see the space as she saw it in that moment: a group of girls furiously finishing geometry homework tucked away in the fiction section...friends sitting in cushy blue chairs sharing a pair of headphones...a freshman boy flashing an appreciative smile as he takes a Hershey Kiss from the candy dish next to the sign-in sheet. "I cannot believe I didn't know about this place before last year, Ms. Kauffman. It's a good place," she concluded.

She put into words exactly how I want students to view this space: as a positive haven in their busy lives. In the same breath, she also expressed the biggest problem: many students are unaware that the library exists. All students attend a Freshman library orientation, but somewhere in-between their regimented Freshman year and their less-structured years after that, they seem to forget (or worse yet, not realize) what the library can offer them.

This year, we seem to be starting to hit our stride. I would still like to work on promoting the library to those that aren't aware of what it can offer, but we have at least experienced an increase in readership, which is encouraging. I always feel most fulfilled in my career when I get to support our students, especially those unlikely readers. I had a tall, slender senior walk in the other day with a sideways black cap (totally against dress code), saggy jeans, and a plaid flannel shirt. I recognized him as one of the students taking a remedial writing course because he spent a lot of time during class typing (or not typing) his paper in the library. He asked for some read-alike suggestions. I hadn't read the book he mentioned and, based on the cover, had the misconception that it was about overcoming addiction. After doing some research, I discovered that it was really more about coping with mental illness and depression. So, I suggested Ned Vizinni's It's Kind of a Funny Story and Stephen Chbosky's The Perks of Being a Wallflower - both favorites for addressing difficult topics with a touch of humor. He came back the next day specifically to tell me how much he loves Vizinni's story. After having a stressful day when nothing seemed to be going right, his comment made my whole week. This just goes to show that a kind gesture can be the fuel to keep someone doing what they are doing right.

This student taught me a lesson, and I will continue to more often let others know when they have made a difference in my day, my week, my life. Perhaps this is one small way that I can continue to make the library a "good place" for all who use it.

PA School Librarian in Germany: Grundschule

Yesterday and today, two local schools very graciously hosted our group. The grundschule we visited is a primary school that serves grades 1-4. Starting at around 6 years old, school is compulsory for all children living in Germany. The school is home to 320 children and 16 total classrooms. More than half of parents in the area are unemployed, and the school provides education for a very large number of immigrants. Families can choose to send students to full or half day schooling. Full day runs Monday-Thursday 8am-4pm with a half day on Friday. Half day school for grades 1-2 is 8am-12pm and 8am-1pm for grades 3-4. Afternoon schooling is often comprised of leisure activities, such as choir. Students learn English or French as their second language - the language instruction is up to the classroom teacher to determine. Students also remain with the same teacher for all 4 years of their primary education.

Our hosts kindly allowed us to observe some lessons. First, I sat in on a lesson for properly telling time, and then I watched a music lesson during which the students identified different instruments. I especially enjoyed hearing students introduce themselves and where they were from because so many had traveled from the Middle East and Africa. I had not considered before my arrival here in Mainz just how many immigrant students would be a part of the German education system. And for these children, German is their second language, and English would be their third! It is not terribly uncommon for children in this area to learn 4 languages before leaving school.

Compared to the US, we noticed a distinct lack of technology in the classrooms, something that also surprised me. The directer of the school told us that to them, basic education and learning the social constructs of school are much more important than technology at the elementary level. For so many of these students, just speaking and learning in German all day can be a struggle.

Several very impressive students made a huge effort to seek out our group and make us feel at home by speaking with us using an astonishing level of English fluency. This very first visit has already opened my eyes to the diversity present in the German education system. With this diversity brings both challenges and strengths that I am excited to explore further.

PA School Librarian in Germany: German Education System

We have arrived in Mainz! This morning, we attended two lectures at the university: "The Beginnings of a Bridge to the New World. The University of Mainz, the state of Rhineland-Palatinate and French post-war policies" presented by Dr. Kissener of the History Department and "Educational Policy as a Welfare State Key Instrument. The Functional Transformation of Educational Policy in Rhineland -Palatinate," given by Dr. Mielke of the Department of Political Science. Both of these lectures gave us the background necessary to engage in conversation about the state of German education today.

American and German school systems follow very different structures.  German students attend kindergarten and then Grundschule, which is for grades 1-4. Then, with the recommendations of teachers and ultimately parents, students choose from three different tracks for their grades 5-9+ education. It is important to note that education is run by each individual state in Germany, so some information might be specific to Rhineland-Palatinate. Hauptschule offers vocation-oriented schooling and is for grades 5-9. At the end of the 9th grade, students receive their certificate of completion. This Hauptschule track does not exist in Rhineland-Palatinate, but has been incorporated into the next track and into the comprehensive school. Realschule (or Realschule Plus in RLP) is for grades 5-10, and leads to higher education in vocational schools ("German School System"). Finally, the Gymnasium is for grades 5-13 (some to grade 12) and leads to the Abitur certificate. Graduates with the Abitur continue on to Universität. German education costs nothing for students, and a Gymnasium graduate is guaranteed a spot to study at a German university. A newer school system called the Gesamtschule offers a comprehensive system where students can receive the equivalent certificate of any of the three tracks.

Just as with accelerated tracks in the American school system, it is difficult for German students of a lower socio-economic status and immigrant children to break into the Gymnasium learning track.

But German education is changing. Schools once followed a half-day schedule, and now more and more are offering full day education. There is also a push for more students of all backgrounds to work toward the Abitur. These goals are difficult to accomplish amongst the 16 German states, which govern the 16 separate school systems.

Ultimately, my colleagues and I have started to recognize that despite (or in spite of) the differences between American and German education, there seem to be similar goals and obstacles. Both countries seem to desire for their students to achieve unified standards and objectives, but with this standardization of education, individuality (of both students and teachers) is sacrificed. I hope that throughout the next few days, we can start to focus on some small moments of positive change that can be implemented throughout future education practices in both the US and Germany.

"Bildungssystem in Deutschland." Wikipedia.de. 2015. Web. 29 June 2015.

"German School System." How to Germany. 2015. Web. 29 June 2015. <http://www.howtogermany.com/pages/germanschools.html>.

PA School Librarian in Germany

Photo taken from Mt. Washington

I am currently in the air, having just left Pittsburgh International Airport bound for Mainz, Germany*! I have been anxiously anticipating this moment since February, after learning that I was accepted by the German American Fulbright Commission to attend a seminar for high school teachers. For the next two weeks, I will participate in a program entitled “Education in Germany - a Multi-Faceted System,” along with 14 other American teachers. Although the program schedule is very full, I find it important to document my experiences here, whenever I have a free moment. I hope to be able to look back on these two weeks and continue to learn from them, long after the program is over.

Mainz-bound!

“As a school librarian,” I state in my seminar application, “I convey my curiosity and passion for learning through the way I approach my profession and through the way I live my life. This passion for learning continually manifests itself as a desire to be culturally literate for my students, for my peers, and for myself.” I feel incredibly lucky to have the opportunity to learn about the German education system from the teachers at German schools and through the faculty at Johannes Gutenberg University, Mainz. I will be forever grateful to these teachers (and to the German American Fulbright Commission!) for helping me to gain a greater sense of cultural literacy. In turn, I hope to be a good ambassador for my school, the library profession, and my country.

*I wrote this entry in the air, but had to post it when I had access to wifi. So, (update) I have arrived!
** For those interested in joining a similar program (either as a professional in the US traveling to Germany or as a professional in Germany traveling to the US), see the German American Fulbright Commission website. 

On the Main River in Frankfurt