Week 4: Analyzing the Game

I've been working on assessing changes in the elementary library field. My role has changed since being hired at Okauchee in 1990. I've seen the role change from one of inclusion of skills into the classroom at one school to going to 50% at two schools and becoming a "drop off" library teacher. I've moved from students learning about the author, subject, title cards and card drawers and what type of information would best meet their needs in book form, to searching on the OPAC stations as well as the Internet, for information. What all this taught me is that change is inevitable.

As I look back at the game we played, I noticed the date on some of the handouts reflected back to 1971. My best guess is that all of our existing administrators know about this game, have played it, and even use it when instituting change in our own school districts. It doesn't mean things haven't changed all that much. It does mean to me that it's a reality game. In order for districts to institute changes, there has to be a way to "play the game", and this is the vehicle used to create a lot of changes. I've seen our district go through changes when trying to get money for building two new middle schools. They started out with surveying the stakeholders and gathering social information. They assessed the problems and addressed the issues of the the schools. They followed all the steps in getting the community involved. When the referendum didn't pass the first time, they talked more and went back to those who were resistant. All in all, after a couple of tries, revisiting their plans, assessing data, etc., the referendum passed, as two new middle schools will be opening this fall. 

In order for any change to happen, there have to be leaders who are willing to make these necessary changes. Some leaders are in the classroom and some are more noticeable, such as the Superintendent. I do know for me to become an effective leader to implement change, I'll have to keep the Plan, Do, Check, and Act Cycle at the forefront of whatever changes I need to make. I'll need to keep in mind whatever changes are made, there will be resistance from from some, and the stages of change will have to be gone through. When I became a first grade teacher after being in the library role for 13 years, I went through all the changes, from awareness when I found out after the April WEMA convention where a lot of school districts were discussing cuts in the library field, to being told in June that I'd probably teach first grade the following year. That decision wasn't settled until the following August, so I had to prepare to practice in a short time. I was given support and had to learn about the first grade curriculum, how to direct students in reading classes, form groups, find the curriculum's to teach teach with, and spent the year learning how to do things differently. I practiced all the time and went on the second year, feeling confident with the first grade material. Then I moved on to fifth grade. I became "Haw" in the book, "Who Moved My Cheese", and eventually I was offered the cheese again. The cheese being the library. The role has somewhat changed, and I've grown to accept that the role is becoming what I make it. I plan on making positive changes and helping turn the climate of our our schools to one of positive possibilities.