MAED108: Analysis of School Supervision and Management Tasks #1-9

This assignment, addressing MAED108, comprehensively explores school supervision and management. It begins by identifying and discussing eight subsystems within a school organization, emphasizing their interconnectedness in achieving educational objectives. The assignment delves into the importance of instructional supervision, drawing from interviews with school heads, and outlines the functions of an instructional supervisory team, incorporating perspectives from multiple school leaders. It further examines the structure of instructional supervision, its applicability, and the basic aspects of supervisory planning, relating these to real-world observations. Principles of organization and implementation of a supervisory program are enumerated, alongside an analysis of classroom visitation activities, including observable elements and influencing factors. The assignment also addresses effective lesson planning, classroom management, and the key components of successful post-conference meetings, providing a holistic view of educational leadership and management practices.

MAED108 SUPERVISION AND MANAGEMENT
Task #1
1. Identify and discuss at least eight sub-systems of a school organization.
In analyzing the school as a system in itself, it is necessary to identify all the
subsystems within the school environment. It is through the interaction among these
subsystems that the school is able to maintain its stability, perform its various functions and
eventually attain its objectives.
In addition to the above classification of subsystems identified eight types of
subsystems and the related variables under each type. He calls these as the educational
system.
 Teaching sub-system
 School management sub-system - Supervision of school management is also
another aspect of the scope of supervision in education without which the overall
improvement of teaching-learning process will never be successful. The supervision of
the management of the educational institution includes the following aspects with it:
Co-operation of teachers and community members, the ability of the headmaster to
run the school or institution,
Co-operation, co-ordination and responsibility between teachers and headmaster in
organizing any program, Duties and responsibilities rendered by the teachers as the
members of different sub-committees for different program, Problems with the
managing committee and Achievements and failures of the school.
 Instructional supervision sub- systems - the first and foremost task of the
supervisor is how to improve the instruction.
For this, he supervises: Method of teaching employed for different subjects, Audio-
visual aids used, the time table,
the distribution of work among teachers, the written work of students and its
correction and Teachers lesson diaries and scheme of work.
 Counseling sub- system - The supervisor has not only to supervise but also guide
the headmaster and teachers in their efforts for ensuring qualitative improvement of
education. For this supervision includes the following things in its jurisdiction:
Innovations in teaching, Remedial instruction, Community mobilization and support
and Conducting seminars, conferences, meetings and workshops to discuss about
problems and their solution.
 Co-curriculum sub-system - The supervisor supervises the organization of various
co- curricular activities keeping in view their need and importance. These co-curricular
activities are: Games and sports, School magazines, Library services, Educational
tours, and Field trips.
 Formal sub-systems
 Informal support sub-system
Task #2
2. Explain the important of supervision to instruction based on your interviews
with the school heads?
The importance of supervision of instruction shall be focused on the design of a
creation mechanism with the main goal of enhancing the educational program in general
and teaching in particular.
Administrators with supervisory roles have the potential to have a significant impact
on the school curriculum and to help ensure the benefits of a successful education program
for children.

Task #3
1. Explain vividly at least FIVE works of instructional supervisory team and add
five more from the perspectives of five school heads.
Functions of a principal at an elementary, middle or high school are similar, whether the
setting is public or private. The role of a principal is to provide strategic direction in the
school system. Principals develop standardized curricula, assess teaching methods, monitor
student achievement, encourage parent involvement, revise policies and procedures,
administer the budget, hire and evaluate staff and oversee facilities. Other important duties
entail developing safety protocols and emergency response procedures.
Work often includes attending school functions after hours, such as basketball games,
concerts, plays, parent conferences and school board meetings. Having a visible presence
shows interest and dedication to students. Often problems arise which need immediate
attention, such as a student disciplinary issue or a call from a worried parent whose child is
struggling in the classroom.
Legislative emphasis on measurable student outcomes requires principals to collaborate with
teachers to set and achieve high-performance goals. Principals must always be ready to
answer questions from the public about how the school is rectifying any achievement gaps
between diverse groups of students and performance overall.
Task #4
1. With the aid of diagram, discuss possible structure for instructional supervision
and its applicability in your school setting.
A whole mechanism systematically designed to accomplish the educational objectives
efficiently so that internal structure of the school is determined by the functions which are
carried on towards those ends.
Task#5
1. What are the basic aspects of supervisory planning? Discuss these aspects vis-
à-vis your actual observation in your school setting.
The basic aspect of planning is as follows:
✓ The process of fact interpretation

✓ Determining a line of action to be taken in light of all date available and of objectives
sought.
✓ Detailing the steps to be taken in keeping with the action determined.
✓ Making provisions to carry through the plan to a successful conclusion
✓ Establishing and maintaining a system of evaluation to see how close performance comes
to plans.
Planning is an essential part of all management work. The supervisor must look ahead
and anticipate the manner in which he will use all the resources, facilities, people, and
talents under his direction. Morale-focused supervisory planning considers the workers' skills
and areas of interest and tailors plans to meet company goals as well as the employees'
personal and professional goals. An attitude of mutual respect between supervisors and
employees typically yields the most satisfied and productively-engaged work teams.
Supervisory planning that includes an element of input from staffers allows employees to
voice their concerns, share their opinions and be a part of a collective planning effort. When
employees feel they have a stake in the contributions they're making, it has a positive
impact on morale.
Task #6
2. Enumerate the principles of organization and implementation of a supervisory
program. How are these applied in your school?
The supervisory principal should be familiar with four basic general principles of
organization, which are:
✓ The learning situation for students can be improved by the proper administrative
organization of personnel engaged in supervisory services.
✓ Organization for supervision should be based on a generally accepted philosophy of
education for the school system
✓ The governing board, as a policy–making body, has full authority over the supervisory
program and should delegate responsibility and authority for administration of the program
to the superintendent.
✓ The school’s organization for supervision should be appraised continuously and revised in
the light of the appraisal.
Implementation of the supervisory program
Think on what the classifications of such kind of supervision. Now read this:
✓ it should be creative
✓ it should be constructive
✓ it should be preventive
✓ it should be corrective
✓ assist the staff to see more clearly the goals of education.
✓ help the staff or teachers to the problems and needs of the student
✓ build a strong morale and unify the staff
✓ assist the staff especially new teachers in diagnosis learning difficulties
Task#7
1. Enumerate the activities of your supervisor when planning for classroom
visitation. Identify and discuss the observable things during visitation and factors
influencing durations and frequency of visitation.
Planning for Classroom Visitation
The supervisor might select activities that are applicable to a specific visit from the following
lists.
1. The supervisor will know the purpose of the visit and will ensure that the teacher clearly
understands the purpose.

2. The supervisor will know as much as possible about the teaching-learning situation prior
to the visit.
3. The supervisor will discuss with the teacher the area of the instructional program with
which the teacher has requested help prior to the visit.
4. The supervisor will review all available pertinent materials, including records of previous
visits and follow-up conference that might pertain to the proposed visit.
5. The supervisor will refer to any pertinent professional material.
Observable things during the Visit
The supervising principal should prepare in advances for the observation by completing a
listing of points to be observed. The following outlines proved helpful.
✓ Do the students participate in the selection and/or formulation of classroom Standards of
conduct? Is self-control encouraged?
✓ Do students recognize the reasons for their being corrected? Is disciplinary action
considered a form of constructive criticism?
✓ Is the teacher’s attitude friendly and accepting?
✓ Is the teacher’s voice well-modulated and of sufficient volume?
✓ Do the teachers have leadership, is he/she confident, positive and consistent?
Observation Mechanism
Duration and Frequency. The duration of the supervisory visit will be determined both by
the type of teaching-learning situation being observed and by the type of visit, whether it is
the standard or survey variety and whether it is scheduled. Establishing the purpose for the
visit in advance enables the principal to gauge the length of the visit accordingly. If the
teaching-learning situation happens to be a lesson in a course, the principal may want to be
in the classroom for a full hour.
If the teacher took this initiative by inviting the principal to visit, or if the principal had
informed the teacher of an intention to visit, the principal will be expected to remain until
the lesson is completed. In the preplanning session with the teacher, the duration of the
principal’s visit should be discussed. Certainly, the principal will be in a better position to
discuss the lesson the lesson intelligently in the follow-up conference if the total lesson has
been observed.
The frequency of supervisory visits will depend on (i) the purpose of the visit and (ii)
who initiates the visit. If the supervising principal is observing a teacher who has requested
help with a specific area of the instructional program, the principal may want to contemplate
on return visit within a short time following the initial observation in order to gather more
data or to demonstrate a teaching technique.
Task#8
2. Wait a minute; think on these, have you observed any, discuss more. What is
the teacher trying to accomplish? Does the teacher know the subject matter? E Is
the teacher well prepared? Does he/she have adequate lesson plans what of
instructional technology aids? Is the teacher well organized? Does he/she have a
definite place to write assignments? Are assignment clear, reasonable, pertinent
and varied.
Good lesson planning is essential to the process of teaching and learning. A teacher
who is prepared is well on his/her way to a successful instructional experience. The
development of interesting lessons takes a great deal of time and effort. As a new teacher
you must be committed to spending the necessary time in this endeavor.
It is also important to realize that the best planned lesson is worthless if interesting
delivery procedures, along with good classroom management techniques, are not in

evidence. There is a large body of research available pertaining to lesson development and
delivery and the significance of classroom management. They are skills that must be
researched, structured to your individual style, implemented in a teacher/learning situation,
and constantly evaluated and revamped when necessary. Consistency is of the utmost
importance in the implementation of a classroom management plan.
All teachers should understand that they are not an island unto themselves. The
educational philosophy of the district and the uniqueness of their schools should be the
guiding force behind what takes place in the classroom. The school’s code of discipline,
which should be fair, responsible and meaningful, must be reflected in every teacher’s
classroom management efforts.
Task #9
1. Pause, have your notice any of these successful conferences particulars? Or
have you attended conference where the organizer took into considerations these
activities? Don't Jump into answer yet read this: The principal will check with the
custodian to learn it the room is ready, he/she will. Remind all participants of the
conference time and place plan I to provide simple refreshments. Now what is
your answer?
Tips for a Successful Post-Conference
Prepare questions for a reflection. Have this teacher fill it out. The administrator
should also look at those questions so they know what the teachers have been asked to
reflect on. This can serve as the foundational basis for the conversation.
To ensure the success of the post conference and to help build an atmosphere of trust
the administrator should begin and complete post conference with an affirming statement
about the teacher and/or the lesson.
Hold the post conference as quickly as you can but never the same day. Having a night to
reflect on things will benefit both parties. Try not to let more than 2 days pass, if possible, so
that everything is still fresh in the participant’s head.
The observer should provide evidence, both good and bad, and it should be as specific
as possible, tagging evidence to domains, or indicators when possible.
Discuss, and embrace, what went well and why you think it went well. There is much to be
learned from success.
Don’t evaluate the class, the observation is a chance to talk about the teaching and learning.
Rather, describe situations or talk about choices made throughout the lesson. Save any
discussion about the class and the students for another time.
If there is something that needs to be improved, the administrator should point it out
specifically. The observers should be prepared to offer suggestions and resources that will
help. However, once the area for improvement is noted there should be a dialogue about
how to improve it. Don’t be afraid to brainstorm together. The best ideas come from good
communication.
Task#10
2. Wait a minute, observe and think, what other characteristic or qualities your
principal should possess? Does it have to resemble the general qualities of a good
teacher? Now try to add more.
Characteristics of a Highly Effective School Principal
Besides the obvious professional requirements needed to become a principal, there are
several traits that good principals possess allowing them to do their job successfully. These
characteristics manifest themselves in the daily duties of a principal.

Leadership
The principal is the instructional leader of the building. A good leader has to take
responsibility for the successes and failures of her school. A good leader puts the needs of
others in front of her own. A good leader is always looking to improve her school and then
figures out how to make those improvements regardless of how difficult it might be.
Leadership defines how successful any school is. A school without a strong leader will likely
fail, and a principal who is not a leader will find herself without a job quickly.
Adept at Building Relationships With People
If you don't like people you shouldn't be a principal. You have to be able to connect with
each person you deal with on a daily basis. You have to find common ground and earn their
trust. There are many groups of people that principals deal with daily including their
superintendent, teachers, support staff, parents, students, and community members. Every
group requires a different approach, and individuals within a group are unique in their own
right.
You never know who is going to walk into your office next. People come in with a variety of
emotions including happiness, sadness, and anger. You have to be able to deal with each of
those situations effectively by connecting with the person and showing him that you care
about his unique situation. He has to believe that you will do whatever you can to make his
situation better.
Balance Tough Love With Earned Praise
This is especially true with your students and your teachers. You can't be a pushover,
meaning that you let people get away with mediocrity. You have to set expectations high
and hold those you are in charge of to those same standards. This means that there will be
times when you have to reprimand people and likely hurt their feelings. It is a part of the job
that isn't pleasant, but it is necessary if you want to run an effective school.
At the same time, you must offer praise when it is appropriate. Don't forget to tell those
teachers who are doing an extraordinary job that you appreciate them. Remember to
recognize students who excel in the areas of academics, leadership and/or citizenship. An
outstanding principal can motivate using a combination of both of these approaches.
Fair and Consistent
Nothing can take away your credibility more quickly than being inconsistent in how you
handle similar situations. While no two cases are exactly the same, you have to think about
how you have handled other similar situations and continue on that same track. Students, in
particular, know how you handle student discipline, and they make comparisons from one
case to the next. If you are not fair and consistent, they will call you out on it.
However, it is understandable that history will influence a principal's decision. For example, if
you have a student who has been in multiple fights and compare her to a student who has
only had one fight, then you are justified in giving the student with multiple fights a longer
suspension. Think all your decisions through, document your reasoning and be prepared
when someone questions or disagrees with them.
Organized and Prepared
Each day presents a unique set of challenges and being organized and prepared is essential
to meeting those challenges. You deal with so many variables as a principal that lack of
organization will lead to ineffectiveness. No day is predictable. This makes being organized
and prepared an essential quality. Each day you still have to come in with a plan or a to-do

list with the understanding that you will probably only get about one-third of those things
done.
You also have to be prepared for just about anything. When you are dealing with that many
people, there are so many unplanned things that can occur. Having policies and procedures
in place to deal with situations is part of the necessary planning and preparation to be
effective. Organization and preparation will help reduce stress when you are dealing with
difficult or unique situations.
Excellent Listener
You never know when an angry student, a disgruntled parent or an upset teacher is going to
walk into your office. You have to be prepared to deal with those situations, and that starts
with being an exceptional listener. You can disarm most difficult situations simply by
showing them that you care enough to listen to what they want to say. When someone
wants to meet with you because they feel wronged in some way, you need to hear them out.
This doesn't mean that you let them bash another person continuously. You can be firm on
not letting them belittle a teacher or student, but allow them to vent without being
disrespectful to another person. Be willing to go the next step in helping them resolve their
issue. Sometimes that might be mediating between two students who have had a
disagreement. Sometimes it might be having a discussion with a teacher to get his side of a
story and then relaying that to the parent. It all begins with listening.
Visionary
Education is ever-evolving. There is always something bigger and better available. If you are
not attempting to improve your school, you are not doing your job. This will always be an
ongoing process. Even if you have been at a school for 15 years, there are still things you
can do to improve the overall quality of your school.
Each individual component is a working part of the larger framework of the school. Each of
those components needs to be oiled every once in a while. You may have to replace a part
that is not working. Occasionally you may even able to upgrade an existing part that was
doing its job because something better was developed. You never want to be stale. Even
your best teachers can get better. It is your job to see that no one gets comfortable and that
everyone is working to improve continuously.
Task #11
3. Based on your experience, what do you think is the importance of orientation
interview?
The importance of orientation interview are:
✓ It gives the new staff sense of belonging
✓ It creates job interest
✓ It motivates the new staff
✓ It is used to avoid costly mistakes
Task#12
4. State at least FIVE factors influencing the conduct of it a successfully
conference.
The principal should select those that will help in a particular situation.
✓ Recall the purpose of the conference
✓ Review all records pertinent to this conference.
✓ Develop tentative hypotheses by anticipating probable conclusions and recommendations.
✓ Note possible courses of action.

✓ Review and assemble additional professional materials that will help the teacher.
✓ Assemble instructional materials that the teacher may use and evaluate.
At its best the evaluation process between teachers and administrators should be
about professional growth for the teacher, and a quality learning environment for the
students. In order to accomplish these lofty goals, many schools are striving to include the
necessary pieces of a quality feedback loop: pre-conferences, observations, incremental
walkthroughs, and post conferences. When the observation process is completed in a trusted
and supportive manner the entire progression becomes a foundational place for
understanding, sharing, and growth for all involved.
Task #13
1. Enumerate and discuss the improvement of task functions of your supervising
principal/ school head?
The supervising principal has a responsibility to prove leadership and to apply in practice the
following basic principles.
✓ Teaching methods can be improved through adequate and appropriate supervision.
✓ All certificated personnel have degrees of responsibility for improving classroom method
and should function as a supervisory team.
✓ Supervisory personnel should practice effective democratic methods in supervision if they
expect teachers to use such methods in the classroom.
✓ Good supervision promotes methods that bring about a classroom climate of satisfaction
and accomplishment.
✓ Supervision should provide help for individual teachers and a general methodology
improvement program.
 Supervision of methods should include preplanning, observation and a follow-up
conference.
✓ Wise supervision should include freedom for teacher initiative in classroom
experimentation of methods.
✓ Effective supervision provides for a cooperative program of continuous and improvement
of all methods used.
Task#14
2. What are the purposes of teacher evaluation and appraisal? Identify the basic
principles of supervisory practices during teacher performance evaluation in your
school.
Classroom observations – which make up the majority of a teacher's summative rating in
most States and districts – give teachers the opportunity to receive meaningful and direct
feedback about their practice. They can also inform the development of resources to help
teachers address areas for improvement.
Improving the quality and equity of schooling depends to a large extent on the motivation
and performance of individual teachers in the classroom. In turn, effective appraisal and
feedback for teachers is essential to increase the focus on teaching quality and teachers’
professional learning. Teacher appraisal can also support the effective organization of
schools by allowing teachers to progress in their career and take on new roles and
responsibilities based on a solid evaluation of their performance.
The effective monitoring and appraisal of teachers is central to the continuous
improvement of schooling. Teachers need feedback on their performance to help them
identify how to better shape and improve their teaching practice and, with the support of
effective school leadership, to develop schools as professional learning communities.

Teacher appraisal also provides opportunities to incentivize, recognize and reward
effective teaching. Hence, the development of effective teacher appraisal is an important
element in the drive to improve teaching and learning and raise education outcomes.
Task #15
1. Based on your own experience, who is a leader? What is leadership? Explain the
supervisory responsibilities.
A great leader possess a clear vision, is courageous, and has integrity, honesty,
humility and clear focus. Great leaders help people reach their goals, are not afraid to hire
people that might be better than them and take pride in the accomplishments of those they
help along the way.
Leadership is a relationship that involves the mobilizing, influencing, and guiding of
others toward desired goals a process of giving purpose (meaningful direction) to collective
effort, and causing willing effort to be expended to achieve purpose.
School principals also supervise and analyze their staff's performance and periodically
organize professional development programs for them. Further, they meet with teachers and
parents to evaluate the students' performance and discipline or counsel students when the
need arises. School principals are also responsible for developing and implementing class
schedules and maintaining curriculum standards. They also manage the school's budget and
establish security procedures to ensure a safe environment for staff and students.
Task #16
2. Conduct an interview with a school leader, and expound the difference between
"Power With" and "Power Over approach to leadership.
The dictionary describes power as the capacity or ability to direct or influence the
behavior of others or the course of events. Power tends to be exercised in two ways: power
over people and power with people. Power over is the prevailing
model in our institutions and organizations. It is so much a part of everyday life, beginning in
our earliest years, that we hardly give it a second thought. But only power with can bring out
the best in people. When combined with a meaningful mission, the power with approach
leads to commitment, engagement, and great results. You have opportunities each day to
exercise power with people – at work, at home, in the community, and elsewhere. The choice
is yours.
The “Power With” supervisor begins by assisting the group members to plan together.
As problem arise in the organization of the group and in the steps taken to reach goals, the
supervisor expands his effort in thinking of ways in which the group to accept his opinion.
Under the ‘Power over’ situation wants people to give unquestioning support to his
policy. To question is to challenge, and a challenger must be subdued. The supervisor makes
the decisions and tells the staff what to do. In a “Power Over situation, the leader is forced to
see that no one else is gaining too much power. If someone in the group becomes too
powerful, the leader’s authority will be jeopardized.
Task#17
1. List the barriers to communication you have observed in your school setting
Barriers to Communication
 People use symbols on words that have different meanings
✓ Members of the group have different value
✓ Conflict in interest
✓ Making decisions by the majority vote rather than seeking consensus.
✓ Attempt to keep feeling out of the discussion
 Use of words to prevent thinking
✓ Vested interest

Task#18
2. Distinguish between Workshop and Teachers meeting. Enumerate and discuss
the responsibilities of a chairman of the meeting in your school setting.
Meetings are a way for people to exchange information. (Think: status updates or
general knowledge sharing.) In comparison, workshops are for solving problems, with a
concentrated time dedicated to idea generation and hands-on activities that allow groups to
achieve an actionable, predefined goal. Simply put, meetings are where things get
discussed. Workshops are where things get done. Because of this difference, meetings are
best for shallow coverage of many topics, while workshops are best for deep, focused
coverage of an issue.
The following are the leader’s responsibilities in any meeting:
✓ Creation of atmosphere that is easy, yet business like. He must be friendly, exhibit a
sincere welcome to all group members, and accept their comments and participation listen
are these always occur in any of the meeting you have attended? Now listen to more.
✓ Guiding the flow of discussion that is to make sure that all who have comments or
questions are recognized and refer questions to the proper source in the group for an answer
what of this.
Task #19
1. Summarize the purposes of staff development training and how it can be
enhanced in your school.
Staff development is a planned program that coordinates the need of the individual
with the function of the school. Possibly we sometimes forget that any effective
improvement has to be a learning process. In such a situation the teacher must be open to
his or her need to develop and this may involve a process of making teachers aware of
themselves and their place in the organization.
Effective staff development strategies are integral to any comprehensive school safety
initiative, but any such effort can fall short of its full potential. Sound prevention strategies
are based on certain characteristics. These characteristics or descriptors also apply to
traditional and nontraditional methods of staff development.
They include:
• Determination of need(s)
• Realistic goals associated with the strategy
• Respect for individual growth
• Utilization of evidence-based strategies
• Evaluation for outcomes/results
Staff development can and should play an integral role in the school safety arena. As
with other endeavors, there is no “one-size-fits-all” solution to implementing validated safety
strategies. Regardless of the delivery model, the result of effective staff development must
be the implementation of science-based strategies that will have a noticeable effect on
negative behaviors and a positive effect on student outcomes (academic and behavioral).
Educators and school safety planners must take the leadership role in prescribing
collective staff development needs. These decisions must not be made entirely at the
institutional level, but at the building and individual levels where learning takes place.
Educators and school safety planners must continue to push for standards-based staff
development that is predicated on locally driven needs, is meaningful to the intended
population, and is driven by research.
Task#20

2. What are the effects of evaluation on staff development? Cite concrete examples/
evidences.
Educators and policymakers are increasingly looking to teacher professional learning
as an important strategy for supporting the complex skills students need to be prepared for
further education and work in the 21st century. For students to develop mastery of
challenging content, problem-solving, effective communication and collaboration, and self-
direction, teachers must employ more sophisticated forms of teaching. Effective professional
development (PD) is key to teachers learning and refining the pedagogies required to teach
these skills.
Evaluation of teaching must be a part of an entire school program it must not be
applied to teaching alone. Teachers cannot be expected to participate wholeheartedly in the
evaluation of teaching unless if follows or goes concurrently with the school’s goals,
administrative procedures, and supervisory techniques.
Everyone’s participation in the evaluation process ensures validity as far as purposes
are concerned. Unless group activities and procedures are subjected to constant evaluation,
the chances of individual improvement are greatly decreased. The principal must devote a
large portion of his effort to helping the group improves its processes.
Evaluation includes the work of the individual as well as the group. Each person should
explicate his professional goals and ways of achieving them and discuss them with his
coordinator. Then, as work proceeds towards the goals, evidence should be gathered and
used as a basis for self-evaluation, peer evaluation and coordinator evaluation. This makes it
possible for each person to maintain professional and personal integrity because he is using
a process to improve his ability in doing the things he values.
Task #21
1. Conduct online interviews with directors/ librarians and summarize in ten
sentences different ways to improve instructional media center.
Embracing technology will change everything about your school library media
program. When this happens to you, think outside your traditional role and services.
1. Focus on Instruction and Resources, Not Things
The media specialist should be the go-to person for technology in your school, but make sure
you’re not only about the
“stuff.” Encourage teachers to think: “What would be the best resource/tool to teach this
concept in my classroom?” NOT “I want to use facebook (or clickers) with my students.
What could I teach to do this?”
2. Share Ideas and Suggestions
Send out e-mails or tweets updating faculty on the best new resources you’ve found or
curriculum connection for their classes.
3. Be Willing to Share Space with the Technology Hub
Yes, this means being the deployment launch site, finding an office for the technology
facilitator, sharing your back room with the help desk, partnering with the tech staff to
introduce.
4. Make the Media Center a Place for Creativity and Collaboration
When people think projects, creativity, and fun, make sure they think of the media center
first. Set up Creation Stations with the best computers, color printers, and commercial
programs that students can use for special presentations, graduation projects, college
application portfolios, etc. Have them together in a special area or in one of the conference
rooms, so students can collaborate easily. Repurpose another conference room as a
Collaboration Station. Put a large white board on the wall, lots of markers, flip charts, a table

and chairs. Make it the go-to space for faculty as well as students. Invite PLCs to meet in the
back of the media center; host curriculum planning sessions in a conference room.
5. Turn Part of the Media Center into a Maker Space
Maker spaces where students can experiment with a variety of media – both high and low
tech – and engage in do-it-yourself (DIY) projects is rapidly gaining popularity in our nation’s
schools. They may be expensive but a 3-D printer is a must for a Maker Space. You’ll also
want to consider providing: film-making software, quilting supplies, a craft corner, a disaster
box (think lost button, stuck zipper, bandaids). Recently a media specialist brought in a
sewing machine, some fabric scraps, ribbon, doilies, and paper for high school kids to make
Valentines.
6. Keep the books, but consider why and which ones
Easy books, early readers, YA books, and pleasure reading all still have a place in your
collection, but how many reference books do you need? Are you still holding on to that
encyclopedia? Weed, make space for something different, something that will attract
teachers and students. Help students understand the value of the in-depth information found
in books over the oftentimes more cursory treatment found in web resources. It’s a life skill
to understand when the old standby book is the best option.
7. Consider a school-wide book study
Offer both digital and paperback copies of the title so readers can choose their preferred
format. Create a variety of hands-on activities that surround the book, some high tech,
some not so much. Get teachers and students to help you plan; involve everyone.
8. Get out of the office and into the classrooms
If teachers won’t come to you, go to them. This means team teaching in the classroom,
taking a small group for reading or teaching a skill, or just occasionally trouble-shooting the
balky printer if you have time. One elementary media coordinator used to take a book of
poems the cafeteria when the lunch line backed up. The students loved it when she would
call, “Poetry break! Poetry break!” and everything quieted down and moved smoothly as
she read Shel Silverstein or Robert Frost. Leaving the library does not mean it should shut
down. It can run without you if the teachers and principal are aware. The doors should never
be locked!
9. Be playful; don’t take yourself too seriously
Some media specialists host Technology Tuesdays or Tech-therapy Thursdays. They provide
just-in-time, 1:1 PD for any teacher who shows up. They are always eager to collaborate and
assist with unit planning or teaching. Other media specialists have given “baby showers” for
the new books that have arrived in the media center. They served light refreshments,
mingled with students, and talked about the new books. “Reserved” lists were handy so
students could sign up for the title(s) they wanted to read.
10. Ask teachers and students what they want
Don’t be afraid to ask what resources and services people need. Above all, make sure you
ask the principal. You may think you know what they want, but do you really? You can’t be
sure until you ask; and you can’t be relevant to your customers – or change their minds
about what your relevance ought to be – unless you actually know. So take a chance and
ask.
Task #22