Recent Changes

An excellent TL needs to provide exemplary library and information services to the school community (ALIA & ASLA, 2004). Ensuring that a library collection is “responsive, well organised and accessible” are vital aspects a TL must consider to provide exceptional library service (Hay & Foley, 2009, p.18). A collection policy is required to effectively acquire, organise and evaluate the range of resources available to the community. The Site 1 library is lucky to house a large collection with over 17,000 resources for 52 students and 10 staff. Having years of experience, the TL at Site 1, understands what works well in a small school library and seems to have all documentation and management systems in her head. The TL explained that writing policy documents has not been a priority as completing grant applications and developing school wide literacy programs has taken precedence (TL, Site 1, 2012). I expressed concern in the Learning Hubs discussion Wiki about the “need for policy documents when the TL recently became the Literacy and Numeracy Improvement Teacher (LNIT) and another teacher worked in the library... so the TL's knowledge had to be passed predominately by word of mouth” (Terwin, Module 4, 2012). Debowski (2001, p.115) explains how a policy document could have helped the new TL transition by “providing guidelines that can be followed by a number of members of the work team”.
Bishop (2007, p.9) supports the implementation of a collection policy as it is through this document that “evaluating the collection and assessing the needs of users” occurs. The area of collection evaluation is a concern at Site 1. Despite the TL weeding the collection regularly there has not been an official stocktake completed in over three years. There is also an extensive overdue list of 1700 resources dating back to 2010. Since beginning my SPP, I also observed numerous occasions where teachers or students request books the system finds available and yet cannot be located on the shelves. As I find this time consuming, frustrating and inconvenient I would make stocktake and regulation of overdue returns a priority if I were appointed TL at this school. The TL only working two days a week, time constraints, moving into the new library and the TL taking on the Literacy and Numeracy Improvement Teacher (LNIT) role are reasons for this lack of collection management. A policy document would assist in conducting regular stocktakes and enable the "development a holistic collection of information resources that meets the needs of leaners" (Wall & Ryan, 2010, p.9).
for the AustraliaAustralian Curriculum and
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A system that can effectively manage a dynamic and flexible collection is imperative in creating a professional learning environment. Site 1 uses the Softlink Oliver library management software to organise resources. Since beginning my SPP I have been familiarising myself with this comprehensive software program that enables effective administration of borrower circulation, ordering, acquisitions, cataloguing, stocktake and other extensive collection management processes. I have learnt how to use the circulation desk to loan and return books, add borrowers, catalogue resources and run overdue records. There are many aspects of the Oliver system including stocktake, acquisitions, and manual cataloguing that I am yet to experience. Other aspirations I have as a future TL in the area of collection management include:

The approach to building an effective reading culture includes creating meaningful and purposeful events that promote interactive engagement and addresses individual and community needs (Northern Territory Government, 2008). The TL at Site 1 is very astute in creating such meaningful and individualised events. Particular focus is given to Indigenous Literacy Day when Indigenous literature is shared among the school community. It is difficult in the small school community to fundraise for such events. I was impressed with the TL’s idea for a reading café with donation upon entry that involved students and the community in the promotion of Indigenous literature. Below is a photo of the café preparation in the new library.
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As explainexplained under Professional
Promote events to actively engage readers in the school
Invite the wider community to library events

The Professional Practice Standards outline the skills a Teacher Librarian (TL) should demonstrate to provide excellent service to the shcool and wider community. The four standards in which a TL must strive for professional excellence inlcude:
2.1 engage and challenge learners within a supportive, information-rich learning environment
plan and resoureresource curriculum programs
2.3 provide exemplary library and information services consistent with national standards
2.4 evaluate student learning and library programs and services to inform professional practice
Excellent teacher librarians:
• create and nurture an information-rich learning environment which supports the needs of the school community
resources through effi cient,efficient, effective and
• foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment
• appreciate the dynamic nature of ICTs and their role in education
Promotion of Reading
and continuous”. Whilst ‘intrinsic’‘Intrinsic’ motivation will
creating an inclusive physical space that promotes reading and is conducive to learning
promoting reading through a variety of mediums including print and digital formats
• apply information management practices and systems that are consistent with national standards
Collection Management
with over 17, 00017,000 resources for
Bishop (2007, p.9) supports the implementation of a collection policy as it is through this document that “evaluating the collection and assessing the needs of users” occurs. The area of collection evaluation is a concern at Site 1. Despite the TL weeding the collection regularly there has not been an official stocktake completed in over three years. There is also an extensive overdue list of 1700 resources dating back to 2010. Since beginning my SPP, I also observed numerous occasions where teachers or students request books the system finds available and yet cannot be located on the shelves. As I find this time consuming, frustrating and inconvenient I would make stocktake and regulation of overdue returns a priority if I were appointed TL at this school. The TL only working two days a week, time constraints, moving into the new library and the TL taking on the Literacy and Numeracy Improvement Teacher (LNIT) role are reasons for this lack of collection management. A policy document would assist in conducting regular stocktakes and enable the "development a holistic collection of information resources that meets the needs of leaners" (Wall & Ryan, 2010, p.9).
Another area in which a policy document would assist organisation is resource acquisition. As Bishop (2007) describes, a collection policy outlines a criteria for selecting materials and acquisition process. In the past at Site 1, acquisitions have been random stemming from request from teachers. However, resourcing for the Australia Curriculum and the development of structured Year A/B unit plans is reducing the ad hoc manner in which resources are purchased. Hay and Foley (2009), and Kuhlthau, Maniotes and Caspari (2007) both support the dynamic purchase of new resources for a current and broad collection that provides different experiences for learning. Since the opening of the new library, a dedicated workroom has enabled the development of an improved system to manage new materials with a structured ordering, cataloguing, covering and shelving process. Below is a photo of the new workroom.

Welcome to Katherine Terwin's Professional Portfolio
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My"The more that you read, the more things you will know. The more you learn, the more places you'll go."
— Dr. Seuss, "I Can Read With My Eyes Shut!"
My name is I am 28yrs29yrs old and
This portfolio will demonstrate my learning over the course of this degree and beyond. I will relate my experiences and reflections to the ALIA & ASLA Standards of professional excellence for teacher librarians that outline standards for best practice in teacher librarianship. The Standards "describe the professional knowledge, skills and commitment demonstrated by teacher librarians working at a level of excellence. It represents the goals to which all Australian teacher librarians should aspire, and provides inspiration for quality teaching and ongoing professional practice" (ALIA & ASLA, 2004). I will use these standards to guide my professional practice as a TL in the 21st century. They are organised under three main headings in which I have dedicated each a page on this site. Professional Knowledge, Professional Practice and Professional Commitment.
This portfolio includes observations and critique of a variety of library sites, my personal reflections and use of professional literature to support statements and review professional practice. This portfolio also includes a Professional Learning Plan which outlines my current and future learning goals.

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{beanbag.jpg} Ezibuy Outdoor Bean bag. Image from http://www.ezibuy.com.au/homeware/outdoors/indoor-outdoor-bean-bag-51510.htm
Further improvements I would make to the physical space of Site 1’s library include:
Placing large alphabet letters on the Junior Fiction shelves to enable searching for books using author name easier for students.

Professional Learning planPlan outlines what
What I have experienced and learnt
Observed cataloguing books using Oliver: z-cataloguing system

Melinda
Received from Hilary Hughes - In original text. Edited by Hilary Hughes on Wednesday, 05/30/2012 5:37 PM
Leadership - Standard 3.3 (to provide focus for your reader, show the full statement, ie demonstrate leadership within school and professional communities)
Include a brief introduction to this standard, in a general sense, before discussing your site
To set up a clear flow of ideas, move from general to specific, eg rearrange the sentences in the first para: O'Connor ... This highlights ... The TL at site 1... Having 17 years experience...
The TL at Site 1 is a highly respected and valued member of the school community. O’Connor (2007, p.3) acknowledges that TL’s “current responsibilities require unusually high leadership knowledge and skills”. This highlights the important role TLs undertake as knowledge leaders and multifaceted, specialised experts. Having 17 years experience, the TL at Site 1 has expert knowledge in her field. Although not a member of the leadership team, she works collaboratively with the Principal, staff and community and is actively involved in decision making processes (explain how, a brief example). The Principal considers the TL a leader as working across all classes means she must be abreast of school wide issues, curriculum and resource development (Principal, Site 1, 2012). Donham (2008) supports the Principal’s thoughts and suggests effective leadership skills that I consider the TL conveys. These include communication with the Principal through regular meetings, email and being up to date in areas of new technologies, information resources and current literature (well connected from general to specific example)(delete this second reference Donham, 2008).
The TL is (omit words like 'clearly', 'definitely' - you are showing that it's definite by writing about it!)definitely up to date with current literature, however she recognises there is still a lot(colloquial) she needs to learn in the new technology department(colloquial) and ICT integration (TL, Site 1, 2012). Moore (2011) states the crucial role school libraries play to making a difference to ICT’s. If I were the TL at Site 1 I would take a stronger leadership role in promoting use of ICT(no apostrophe with acronyms) and informing staff of new technologies and online resources.
Another concept of leadership I think can be improved is that of school wide pedagogy. The Principal at Site 1 (2012) and Moore (2011) share the same idea('view' - more academic!) in that an effective leader enhances pedagogy across the whole school. Although havingthe TL demonstrates effective pedagogical skills in the library, she could take a stronger leadership role in promoting(delete: the concept of enhancing) school wide pedagogy (delete: could be enriched). (Briefly explain how she might do that)(See how in the previous senence I changed to active voice, to make the message more immediate and easier to read) If I were TL at Site 1, I would aim to increase communication between teachers, effectively utilise individual teacher talents and encourage the sharing of teaching techniques, ideas, resources and units of work (how?). I would adopt This kind of shared collaboration which “leads to whole school knowledge, continuous reflection and innovative thinking” (Gibson-Langford, 2007, p.21). (see how in the last sentence I've linked your aim with what the literature, ie Gibson-L, proposes)
Again, in the following para, go from general to specific, eg: (Topic sentence) TLs can also play an important leadership role in promoting cross-cultural understanding. Summers ... (Then say something about stages Summers presents) This is an aspect that the TL at Site 1 is particularly deveoted to. In particular, I believe that she is already working at ... As I stated ...
One aspect of leadership that the TL is very devoted is cultural awareness. Her involvement, contacts and knowledge of Indigenous literature, programs and events make her a leader in this field. Summers (2010) describes the importance of leadership in school libraries that are articulated by multicultural educators. I believe the TL is already working at the Fourth Social Action Stage Summers (2010, p. 12) explains as involving parents and the community to “build meaningfulness between home and school experiences”. As I stated in the Learning Hubs discussion Wiki, reflecting Summers 2012:
“I believe the TL at my school is a culturally responsive leader, fostering student achievement through motivation, trust, cultural awareness and inclusion” (delete: Summers as cited in (Terwin, 2012). good use of wiki excerpt
The following points are examples of the TL showing leadership to support the above comment (delete:above). semi-colon:
Invites Indigenous authors to talk to students – Aunty Ruth Hegarty, Boori Monty Prior.
Promoting Promotes Indigenous/multicultural literature(keep the same verb format throuh all dot points)
Participates inInvolvement in event organisation of Indigenous Literacy Day, Naidoc Week and Sorry Day.
Invites community members and parents to events and reading days.
Integrates an Indigenous perspective when planning with teachers
Plans excursions to book stores, public libraries and events with an Indigenous focus – Examples include Kuril Dhagun: Indigenous Knowledge Centre at the State Library of Queensland and Riverbend Books, Bulimba)
Caters for diverse learning needs
Considers broad reading levels when planning library lessons across the whole school. (very good examples)
In connection with cultural responsiveness, Branch and Oberg highlight the importance of instructional leadership. This implies .. (briefly explain what is instructional leadership; explain, is it differnt to school wide pedagogy discussed above?) Having worked at Site 1’s multicultural school for seven years I amhave ?become a culturally aware educator being sensitive to diverse learning styles, allowing all students to achieve success and effectively communicating with students. However, if I am to become a culturally responsive and instructional leader, my cultural knowledge and experience needs great improvement. Branch and Oberg (2001) support that it is this instructional leadership that can make a difference in the success of students in their schools and communities. delete: Gaining I aim to advance the ability to instruct teachers, impart knowledge and develop a partnership with the Principal through my SPP, as I gain confidence in my expertise as a TL (delete: I aim to advance the ability to instruct teachers, impart knowledge and develop a partnership with the Principal are qualities I envisage to advance during my SPP). (see how I've restructured the sentence to bring a stronger focus on your aim and development - agood way to finish the section!
--- well done, this is a good first draft for this section; you incorporate the lit, your observations about your TL and your own expereinces and aspirations - Hilary