Tips for flexible scheduling in the REAL world

Ok, so maybe you've discovered that not everything is exactly the way you thought it would be in library school.  What if you're trying to implement flexible scheduling but you don't know quite how to handle the teacher who wants to bring her class to the library every Friday at 2:00? 

Here are a few tips...
First, gain the support of your principal for flexible scheduling.  How?
1.  Make an appointment. 
2.  Tell your principal how flexible scheduling may impact student achievement.  Back this up with data from School Libraries Work (see previous post).  Cite the standards (ditto).
3.  Talk about your vision for the library and your goal of creating a community of readers and learners.
4.  Share how a flexible schedule allows maximization of your time as an instructional partner and professional librarian. 
5.  Offer specific information about how flexible scheduling works.
6.  Be ready to answer objections in a positive way.  Will the library be busy?  Will it meet the needs of students and staff?  Will kids get to come on a regular basis?

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Flexibility?

Lots of new elementary librarians ask about scheduling.  They know from library school that flexible scheduling is recommended, but how does it work?  Here's a bit of info...

Definitions:
Flexible scheduling--the library has no regularly-scheduled classes so students and staff may be served at the point of need.

Fixed scheduling--the majority of the library schedule is filled with classes coming at a regular time slot.

Combination--some fixed classes and some time open for point of need.

Rotation--some or all of the library schedule is set with classes coming in each day to relieve teacher's conference periods.

The standards say:

Texas Library Standards (Standard 1, Principle 3c) call for flexible scheduling at least 80% of the day at the recognized level and 90% of the day for exemplary.

The research says:

"An effective school library provides flexible scheduling and timely access to the collection by all students"

Roscello, Frances and Patricia Webster (2002). Characteristics of School Library Media Programs and Classroom Collections: Talking Points. Albany: NY: Office of Elementary, Middle, Secondary, and Continuing Education, New York State Department in School Libraries Work! 2008: Scholastic.

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