I just finished up 18 graduate credits in Library Science and I know I covered Flexible Scheduling in so many of the courses I took this summer, but to me it always seemed like a wish for the distant future. I am starting my 2nd year as the LLC Director of our K-5 school. There wasn't a full time LLC Director for almost 2 years before I got there. Turns out our new Principal (just starting this year) is a strong advocate of making the Library Media Center a hub for the school and wants it bustling with collaborative effort. She doesn't want babysitting and storytime. That said, she made my wish for flexible scheduling come true! I only have 2 or 3 scheduled classes on a weekly basis (and those are only because they needed to facilitate a common grade level planning period, so I said I would take the kids).
Today was our before school faculty meeting (we start tomorrow), and the schedule was handed out. Needless to say, teachers were wondering where "library time" was. Several came up to me asking when the kids would get books. Kindergarten teachers wanted to know how will kids get to learn to use the library. I explained there would be lessons on how to use the library for all students, but not every week at a specific time, and students could check out books whenever needed. I explained that this would help students learn the purpose of the library in collaboration with what they were doing in class.
I want to create either a power point or flyer or email or something that lets teachers know what flexible scheduling is all about and really sell them on the possibilities. Suggestions? Words of wisdom? Moral support?...
School Libraries Work (http://listbuilder.scholastic.com/content/stores/LibraryStore/pages...) is another good document to share, so your staff understands that you are following "best practice" and that the data supports that it works. You'll get some staff members who will get right on board, others will need to see it in action to get it. When my school moved to flex scheduling, I started by offering reluctant teachers centers based on classroom content that incorporated information fluency skills, so teachers could see that their students really were welcome anytime to work on relevant skills. With teachers who wanted to collaborate, I dove right in, co-teaching. I let teachers sign up on the library schedule- and it becomes apparent to colleagues how the library is being used.
We have an open book selection policy, so students can come any day of the week, but younger students do benefit from a regular day/routine. Teachers are expected to accompany their classes for a 15-20 minute book selection time block, but I might not be present, if I am co-teaching in a classroom or the lab.