As a subset of this thinking and "churning" process, each department has been evaluating their own vision, values and goals. The library, too has been wrestling with some of the challenges we face. Inspiring a shared vision must connect to the school's vision but we also must be seen as key players, who need a place at the table in the inquiry process. Information literacy and inquiry are at the center of this thinking, but how do I, with the help of the library team, situate the library at the center of this part of the school's vision. Applying these strategies and keeping in mind the characteristics of a leader, forward thinking, expertise, trustworthiness, I will hope to create a change plan that will see the librarians as essential to the inquiry process and inquiry and digital literacy essential to the school's vision.
After Day 2: As always seems to be the case with this Summer Institute, each day brings a new level of discernment as we work toward the Friday goal. In Tier I that goal was a Personal Digital Inquiry plan that created or rejuvenated a lesson or unit through the Inquiry Model developed by Julie Coiro and the meaningful incorporation of Digital tools to support the learning in the Inquiry model. Last year I remember reaching an "aha" moment somewhere around Wednesday that crystallized the plan my colleague and I were re-working. It was not only a relief but exciting at the prospects of making these changes and bringing them back to share with our colleagues, talking about the process as well as using some of these practices in our own teaching.
This year the Leadership Tier, while very different, has followed a similar trajectory. I have struggled with the idea of how to lead in our newly changing school environment that is embracing PBL and digital inquiry and production. As I am writing this there is a new 8th Grade History curriculum in it's infancy that is PBL in all of its meanings, both Project Based Learning and Place Based Learning in a new Cityside adventure to be rolled out in school year 2019-2020. What I am seeing with some clarity is that the much hoped for changes that I have pushed for the last five to eight years are now happening. Feeling before that the changes were too slow and not fully embraced by the school, the new leadership is bringing on the changes that include new literacies, student agency, and digital project work very quickly. Folks who did not embrace the idea of true inquiry before this past school year are now seemingly jumping on board. Find those who do and invite them to be part of the conversation. However there is still a gap between true inquiry that gives students agency in choice and production and the changes some teachers are making and others are encouraging.
Day 3: So why, after all of the talking and modeling and working with receptive teachers over these past years am I and the library team as a whole, once again, feeling somewhat marginalized in this process? And how is this an opportunity to embrace this new Inquiry Model situating ourselves as librarians at the center of this culture of Inquiry?
After reading about change agents, some specific to school libraries, I've realized a few things and I believe these will inform my Change Management Plan. We have had many of the elements of Inquiry written out and in place in the overall library program design for at least five years. Yet these are not implemented with fidelity. We have made small inroads with individual teachers who are flexible and open to collaboration but we have not developed a culture of inquiry at the school. And what would this look like if we did? Distributive leadership?
Day 4: So here's the pitch and I will flesh out the details over the next week of reading and writing but it's basically " Are we there yet? Creating a shared vision for Inquiry" It's so simple and straightforward and I've been wrestling for days, over complicating and not being satisfied with the purpose until this morning, right outside the keynote when I talked with Julie (the true embodiment of all leadership practices). What I want is to have people join in on the journey to inquiry practice in the school eventually giving them agency to lead as well to be distributors of the ideas and practices that lead to true inquiry and informs future PBL work. Why do we need this? Because Inquiry, while implied, is not always explicitly part of project-based learning. We as a community of educators have talked about inquiry practice and have made some inroads in places but here's the question, do you think you are doing inquiry but not sure? Let's talk more about this in a safe way. What do we hope to get out of embedding inquiry in our practice? What are some of the obstacles? Will you share what you've tried and reflect on and will you become an inquiry thought leader among your peers? Who will join in and while we want this to come from a place of a desire to learn and know more, which administrator will be there to encourage folks to join the conversation (distributive leadership)? I am very excited about what this will look like and ready to start. I need to talk with Young almost as soon as this ends to plant the seeds and find a time to offer this. Also, in talking to Brooke I would like to start with K-8, we could introduce this on Ed Camp's first day of school (too soon?) and invite thought leaders in. We need to plan our first one find a good time and make it enticing for people to give time to this. It only takes the first follower right? Watch the video. Now I need to get this all into a shareable format for tomorrow. The challenge continues.
Day 5. Working toward sharing the Project management plan helped crystallize ideas. What I really wanted to see is a self-directed personalized professional development opportunity for adult learners/faculty that in many ways replicates the Digital Inquiry Process we work towards with students. It was again one of those aha moments where the need, the ideas, the plan all came together. Today one of my colleagues, Kristen B. was quoted as saying that with Tier 1 she left with a project, and with Tier 2 she is leaving with a plan. This so perfectly captures the unique transition between the two Summer Institute experiences. I would also have to say, I am leaving with a better understanding of how I can be a more successful leader in my school. I feel as though at times I have succeeded at certain elements of the five leadership traits. I have, at times, modeled good inquiry work and have sometimes been able to bring people to a shared vision although with real candor here, many who come along seem to forget the genesis of the vision. Challenging the system or the status quo has also been something I'm historically quite able to do but the missing pieces to the puzzle are enabling others to act and encouraging the heart. Without the personal connection to the people you are trying to lead, can there be true leadership? As always, I am energized to return to school with new ideas coming from the week-long intensive, having been given new tools and shared the time with inspiring professionals.