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Questions for candidates

Anonymous — Fri, 25 May 2007 23:51:44 CDT

For those who are representing tls at the meeting with Brad Hazzard I have sent him a copy of the briefing notes so hopefully he will have the background......
"These briefing notes may help you understand our dilemma." he replied with a simple "Thanks."
Cheers

It WOULD be terrific if all candidates could be asked about these issues in every electorate. Lower house and upper house.

Here is a draft letter for TLs to use. Georgia

It is available as a Word attachment at the very bottom of this page. updated March 5

Dear ................................. , Candidate for ……………….

The teacher librarians in your electoral district would like to know where you stand on issues affecting quality school library services. Could you please answer the following questions and return to _____________________________________ at least one week before the election? This information will be made available to TLs to inform their voting decisions. Thank you.

1. Do you believe the learning needs of students are best met by professionally trained teacher-librarians being deployed as relief teachers? Or do you support the restoration of the second hour of Release from face-to-face (RFF) staffing allocation which was cut in 1989?

2. Are you aware of research which concludes that professionally trained teacher librarians working collaboratively with teachers on the teaching of information literacy skills in context, instead of in isolation, leads to a marked increase on student learning outcomes? Would you like more information on this?

3. Do you support adequate school Library Clerical Assistants Staffing, so that professionally trained teacher librarians are free to collaboratively plan and teach? To wit:

Secondary: That there be a minimum of two full time school assistants where the school population is 800 or more. That there be a minimum one full time school assistant where the school population is fewer than 800. Primary: That school assistants be employed to match teacher-librarian allocation on a 1:1 basis, that is 4 hours teacher-librarian = 4 hours school assistant; 6 days teacher-librarian = 6 days clerical.

4. Do you support teacher--librarian staffing for support classes?

5. Do you support a policy for a proportion of the school global budget to be designated for the school library, in order to guarantee a minimum funding base?

6. Do you support the restoration of an adequately staffed school library consultancy, to supplement the excellent services of SCIS and Scan?

7. Do you support the preservice teacher training of information literacy, the role of the teacher-librarian, and cooperative planning & teaching?

In short, are primary schools to succeed or fail in delivering the foundations of information literacy in New South Wales?

The teacher-librarian should not be deployed as an RFF teacher. Classroom teachers are following syllabus directions and taking more responsibility for developing information literacy in students, but research shows that students, and teachers, are still struggling; with the information process itself, and with the new demands of the electronic information environment. Teachers and students need, and deserve, better access to the library and resources, more flexibility of that access, and the support of their teacher-librarian.” nswtl.net

We look forward to your reply at your earliest convenience.

Invisible classes

tlinks — Wed, 23 May 2007 06:46:21 CDT

This page has moved to http://nswtl.wikispaces.com

Teacher-librarians campaign 2007

tlinks — Wed, 23 May 2007 03:06:17 CDT

Which parties support school libraries?


NSW Greens

To see a comparison between parties' responses,

click on the 2 out 4 scorecard in the navigation panel.

Teacher-librarians_campaign

Anonymous — Sat, 31 Mar 2007 16:22:31 CDT

Which parties support school libraries?


NSW Greens

Send an email to the candidates in your electoral district. [checklist]
See attachments for draft questions & briefing notes.
You could also include a case study.

Proposal presented to Greens for policy consideration
http://attachments.wetpaintserv.us/80lHdIIfdB0jXn$Oa7MabQ==78848

25/02/07

To public primary and secondary school members,

I am working for the Greens in this election campaign and have just presented the above proposal for policy consideration. It is a bit late to go through the process of adding to their education policy at the moment, but it has received considerable favor at yesterday's State Delegate's Council meeting in Newcastle, which I attended. The next policy working group meeting can work on incorporating these staffing and funding issues when they meet next, which will be after the election. Meanwhile, John Kaye, Greens education spokeman, would like to issue some media releases highlighting the problems of RFF, clerical staffing, funding, support services, and pre-service training of teachers in information literacy, the role of the teacher-librarian and CPT.

It would greatly strengthen our "story" for the media, if we had specific case studies to refer to. I am asking you to get in touch with me personally, not to the listserv generally if you don't wish,
to describe

decreases in library funding in recent years,
decreases in library clerical hours or
deployment of untrained clericals to the library,
the difficulties of teaching information skills in an integrated, collaborative, best practice method under current practices of using the TL for RFF,
the sparcity of central and regional school library support services and consultants,
and the lack of understanding of the TL role by staff.

As highlighted in the NSW Primary Principal's Association statement in support of school libraries, they have ever more difficult choices to make regarding staffing and funding. As Maggie Roche and others have indicated on the NSWTL website, from which most of my proposal
comes, they should not be forced to make these choices. It is possible that principals themselves would like to describe these difficulties, and I would be particularly happy to hear from them also. Otherwise, it may be possible to use examples without mentioning names or names of schools.

This proposal is likely to go on to the national Greens education working group also.

It would be wonderful if a similar proposal could be addressed also to the other parties before the election, should anyone be able to do so. The sooner I might hear from you the better. We have four weeks to go.

Hoping to hear from you,
Georgia Phillips [mailto:gphillip at bigpond.net.au]

Mark Kingsley- Country Labor for Clarence

tlinks — Fri, 23 Mar 2007 20:57:36 CDT

Mark Kingsley
Country Labor Candidate for Clarence
Postal Address: 3 Corella Place, GULMARRAD 2463
Contacts: 0409 490 811; Mark.Kingsley@alp.com.au
Getting the best for the Clarence and Richmond Valleys!

21 March, 2007.

Dear ,

Please find attached the NSW ALP’s response to the librarian issues you raised with me. Thank you for your interest in this issue.

Yours sincerely,

Mark Kingsley
Country Labor Candidate for Clarence

Response to questions

Morris Iemma’s Government recognises teacher librarians are essential teaching partners in implementing the teaching and learning program of schools.

A re-elected Iemma Government will:

· continue to recognise the right of the NSW Teachers Federation to represent the industrial rights of teachers, including teacher librarians.
· remain committed to protecting teachers, including teacher librarians, from Canberra’s WorkChoice laws;
· keep the NSW industrial relations system, which safeguards the award conditions of teachers;
· keep the NSW Industrial Relations Commission as the independent umpire to resolve industrial disputes between the Department of Education and the Federation.

1. Do you believe the learning needs of students are best met by professionally trained teacher librarians being deployed as relief teachers? Or do you support the restoration of the second hour of release from
face-to-face (RFF) staffing allocation which was cut in 1989?

Following discussions between the Department of Education and Training and the NSW Teachers Federation, a memorandum Teacher Librarians was issued in July 2005 clarifying arrangements about release from face-to-face teaching for teacher librarians in primary schools:

· Classroom teachers are entitled to two hours relief from face to face teaching each week and teacher librarians are allocated two hours of class free time each week.

· One hour of this release from face-to-face is provided within the school’s staffing entitlement, specifically identified as relief from face to face, and the other hour is allocated from the school’s supplementary staffing entitlements, including the part-time allocation and the teacher librarian allocation.

· Principals are responsible for determining the most effective way to organise the provision of release from face-to-face in primary schools.

2. Are you aware of research which concludes that professionally trained teacher librarians working collaboratively with teachers on the teaching of information literacy skills in context, instead of in isolation, leads to a marked increase in student learning outcomes?

The Department is aware of the research into teacher librarianship, information literacy and student learning outcomes and uses this research to inform support provided to teacher librarians.

Support for teacher librarians provided by the School Libraries and Information Literacy Unit of the Curriculum K-12 Directorate is given on the basis that teacher librarians achieve best teaching results when working collaboratively with classroom teachers.

3. Do you support adequate school library support staffing so that professionally trained teacher librarians are free to collaboratively plan and teach? To wit:
Secondary: That there be a minimum of two full time school assistants where the school population is 800 or more. That there be a minimum one full time school assistant where the school population is fewer than 800.
Primary: That school assistants be employed to match teacher librarian allocation on a 1:1 basis, that is 4 hours teacher librarian = 4 hours school assistant, 6 days teacher librarian = 6 days clerical.

The memorandum Teacher Librarians states that the distribution of school administrative and support staff within a school is made by the principal, who takes into account all of the duties which need to be performed and the level of resourcing that is possible within the allocation provided by the formula entitlement.

In doing so, principals should ensure that school libraries are provided with adequate support to enable the teacher librarian to fulfil teaching and library management responsibilities. School administrative and support staff in the library provide valuable assistance in supporting the delivery of the school’s information literacy and other learning programs.

4. Do you support teacher librarian staffing for support classes?

Teaching staff in NSW government schools are allocated in accordance with formulae based on student enrolments and special needs. These formulae have been established to distribute staff equitably across the State.

Both the classroom teacher and teacher librarian staffing entitlements are based on student enrolments, not the number of classes. Support student enrolments are included in determining the teacher librarian entitlement for schools.

5. Do you support a policy for a proportion of the school global budget to be designated for the school library, in order to guarantee a minimum funding base?

All NSW government schools are provided with annual global funding allocations from which they are expected to meet the cost of school operations. These allocations are based on historical figures and formula driven calculations using available staffing and student numbers.

Significant benefits of the global funding system include the provision of greater flexibility in the utilisation of funds and increased autonomy in decision-making at the school level. Each school principal in conjunction with the school finance committee determines how available funds are applied to meet the school’s educational priorities and curriculum requirements, including the purchase of library resources.

6. Do you support the restoration of an adequately staffed school library consultancy to supplement the excellent services of SCIS and Scan?

The Department provides a school library consultancy service through the School Libraries and Information Literacy Unit.

With teacher librarians now well established in the teaching profession, support through workshops and conference presentations ensures that their knowledge is current. Other support provided by the School Library and Information Literacy Unit can be successfully and efficiently delivered with up-to-date technology, including email and a web site, rather than in person or at the school.

7. Do you support the preservice teacher training of information literacy, the role of the teacher librarian, and cooperative planning & teaching?

The Institute of Teachers has responsibility for setting the requirements for universities for initial teacher education programs and takes advice from key stakeholders. I am advised that the Department has advised the Institute that courses should include information about specialist teachers, including teacher librarians.

There are no current pre-service initial teacher education programs specialising in teacher librarianship. Qualified teachers taking up an appointment as a teacher librarian in a New South Wales government school enrol in a postgraduate course in teacher librarianship to qualify as a teacher librarian.

The Department supports the training of teachers who take up a position in a school library through the Teacher Librarian Retraining Program, by payment of course fees and provision of study time and mentoring support.

Press release

Anonymous — Fri, 23 Mar 2007 20:47:34 CDT

See Heathcote Greens, Jill Merrin Greens candidate

Heathcote Greens

Anonymous — Fri, 23 Mar 2007 20:45:04 CDT

MEDIA RELEASE

22 March 2007

Greens Score Highest in Support for School Libraries

The major and minor parties’ response to a questionnaire on school libraries has been analysed by a coalition of NSW government teacher-librarians before the state election this weekend. The Greens scored the highest across the board on the seven major questions posed.

Both of the major parties were found to have no clear vision or leadership required to address staffing and funding issues which impact strongly on the level of curriculum support school libraries are able to give to classroom teachers and students.

The Greens scored strongly. Labor's position obviously come straight from the Department of Education and Training, and the pattern is clear. Allowing individual principals carte blanche has created a downward spiral. This is very sad, as NSW was once one of the leading lights internationally in school libraries and information literacy. Certainly principals need flexibility, but professional discretion needs to be part of an upward spiral accompanied by strong central support, staffing and funding. Liberal Shadow Minister for Education, Brad Hazzard, did not reply to the questionnaire, but did offer to meet with teacher librarians.

Greens candidate for Heathcote Jill Merrin said, “NSW teacher-librarians have great experience and credibility in their work for students in NSW government schools. They have done a comparison of the major parties on the major issues facing school libraries – the use of teacher-librarians as relief teachers, adequate clerical support, the need for the staffing formula for teacher-librarians to change from student numbers-based to class-numbers based, the need for a guaranteed level of funding, adequate consultancy support and pre-service teacher training on information literacy and teacher-librarian collaboration.“

The NSW teacher-librarian network has said "Morris Iemma and Peter Debnam have failed to show leadership on these educational issues.”

John Kaye, Greens education spokesperson, said "The learning needs of students will be best met by professionally trained teacher-librarians working collaboratively with classroom teachers rather than as relief teachers."

“Neither of the major parties are seriously addressing the educational role of teacher-librarians,” said Ms Merrin. “The Greens are convinced of the value of teacher and teacher -librarian collaborative relationships for improving student learning outcomes. Libraries are a vital part of life long learning and adequate provision must be made to build information literate school communities.”

To read the full results of the parties’ scorecards, go to the Teacher-Librarians Campaign website: http://tlinks.wetpaint.com/page/2+out+of+4+scorecard

Contacts:

Jill Merrin, Candidate for Heathcote, 0422 655 711
Georgia Phillips, Teacher Librarians Campaign, 0419423570

Special Education campaign

Anonymous — Fri, 23 Mar 2007 04:55:48 CDT

I understand that this is the teacher librarian campaign however I wanted to share some responses for the Special Education campaign being run by Federation as it too aims to improve student outcomes. Teamwork and support. I'm all for it.
Dear Mrs .....

The Premier has received your recent emails concerning special education services.

As the matter you have raised primarily concerns the administration of the Minister for Education and Training, the Hon CM Tebbutt, MP, the Premier has arranged to bring your approach to the Minister’s attention.

You may be sure that your comments will receive close consideration.

Yours sincerely

Jocelyn Mouawad
Assistant Private Secretary

Dear Ms .............

Thank you for your recent email regarding the need for the Department of Education to increase the employment of counsellors and qualified special education staff from part-time to full time and simplify the categories for ‘integrated funding’ so all students with special needs are catered for.

On 15 February, the Shadow Minister for School Education, Mr Brad Hazzard announced that a Coalition Government will provide 700 additional counsellors, and in the first term of Government, will ensure 280 new counsellors join the early intervention challenge in our schools.

The NSW Liberal/Nationals approach is in stark contrast to the Iemma Labor Government.

This announcement clearly depicts that a future Liberal/Nationals Government will herald a new era of early intervention.

Currently teachers report that counsellors are so stretched in NSW schools that early intervention takes second place to the daily crisis management.

Public education teachers properly supported by counsellors can assist NSW in returning to being the leading state and ensuring our next generation receives the best opportunities to succeed in a revitalised NSW.

ANDREW FRASER MP Member for Coffs Harbour
Shadow Minister for Small Business
Shadow Minister for Forestry

NSW National Party

tlinks — Fri, 23 Mar 2007 03:17:14 CDT

Reply from Andrew Stoner, Leader of the National Party and Member for Oxley..

From: "Andrew Stoner" <Andrew.Stoner at parliament.nsw.gov.au>
Sent: Friday, March 23, 2007 3:11 PM
Subject: Teacher-Librarians

Thanks for sending me this email. It is an out & out lie from the Labor Party - we will not be cutting any teacher-librarians or SASS positions whatsoever. Please tell your friends.

Kind regards
Andrew Stoner

-----Original Message-----

Sent: Thursday, 22 March 2007 3:35 PM
Subject: Restoring cut teacher positions

I am not able to give you any commitment specifically about RFF teaching positions. However I can tell you that since 1995, Labor has increased the number of teaching positions by 2,245 and provided an extra 4,500 schools based support staff.

And I can committ that if elected, a Iemma Labor Government will:

Not cut 20,000 'backroom' positions as the Debnam Opposition have promised to do, some of which will be teacher librarians and SASS staff;

Protect teachers from the Howard Government Workchoices laws;

Retain the NSW Industrial Relations Commission to hear and resolve industrial disputes between employeres and unions;

Recognise and work with the Teachers Federation on industrial matters affecting teachers.

Thank you for your email.
Malcolm Larsen
Deputy Chief of Staff on behalf of
Carmel Tebbutt MP
Minister for Education and Training

Principal direction

Anonymous — Fri, 23 Mar 2007 00:24:43 CDT

My principal loaded me with 18 timetabled classes, in my 4 day allotment (which is DET staffing allocation so they were quite within their rights) so that in effect I had 18 classes in 3 and half days (taking my own RFF and some admin time in the other half day), then having 3 classes for RFF on the fifth day. I do not enjoy RFF or non-integrated lessons, and 18 classes in just over 3 days was a frantic, frustrating timetable.

In a nutshell, the 4 day a week TL allocation with 18 classes does not give
enough time to teach information literacy skills effeciently, or
successfully conduct CPPT units.

I am tired of struggling in a sub-standard building, within a severely underfunded system, with principals who do little to enhance education.

NSW Liberals

Anonymous — Thu, 22 Mar 2007 19:07:56 CDT

An offer to meet with teacher librarians has been made by Brad Hazzard MP, NSW Liberal Shadow Minister for Education. As of this posting, no direct response has been made to our questionaire, nor to our request to go ahead with a meeting.

Heffron Labor

Anonymous — Thu, 22 Mar 2007 19:06:11 CDT

Dear Ms Keneally,

Many thanks for your reply, and for consulting with your party for a formal response at this late time. It is appreciated.

Unfortunately the Australian Labor Party's response is not helpful. The lack of support for these educational issues which are central to successful student learning is a concern. These grievances are longstanding. They were set in train by the Liberal Party in 1988, and have been neglected by Labor for their twelve years in government. Without adequate funding and staffing
support, and support services, teacher-librarians can not make the contribution to educational outcomes for which they are professionally trained. This has been a source of major frustration for almost two decades, and is only increasing. As the development of information literacy of this
nation's future generations is becoming exponentially more critical, so is the misguided negligence in this area highlighted.

It is true that the NSW Teachers' Federation represents the industrial rights of teacher-librarians.

Hopefully if you are re-elected you will be able to encourage the Minister for Education to work with the NSWTF to continue resolving the log of claims, which mysteriously has stalled.

The NSW Greens have stepped up to the plate and formulated their commitment to support.
We will pass this response on to teacher-librarians.

-----Original Message-----

From: Kristina Keneally

Sent: Tuesday, 20 March 2007 3:33 PM
Subject: Re: FW: School libraries and information literacy

Dear xxx,

Thank you for contacting me with questions regarding school libraries in the context of the State Election on 24 March.

Please find attached information from the Australian Labor Party in response to your questions.

[See NSW Labor response]

Kind regards

Kristina Keneally MP

Member for Heffron

NSW Minister Education

Anonymous — Thu, 22 Mar 2007 18:54:11 CDT

Sent: Thursday, 22 March 2007
Subject: Restoring cut teacher positions

Dear Malcolm,

Thank you for replying. The additional staffing numbers are irrelevant to teacher-librarians as nothing has been restored to school libraries. The RFF situation is abysmal. Lack of adequate clerical support makes a mockery of the teacher-librarian's potential to impact quality teaching and learning programs, and thus student outcomes.

Can you please refer us to any information about the Debnam Opposition's proposal to cut teacher-librarian and SASS positions?

We do appreciate Labor's opposition to the Workchoices proposals.

It would be helpful if the Education Minister in the next term would work with the Teachers Federation on the teacher-librarian log of claims, as it has mysteriously stalled.

We have started preparing a comparison table of responses from the main parties. http://tlinks.wetpaint.com/page/2+out+of+4+scorecard As you will see, Labor's position isn't looking good. It has obviously come straight from DET, and the pattern is clear. Allowing individual principals carte blanche has created a downward spiral, sad as NSW was once one of the leading lights internationally in school libraries, and information literacy. Certainly principals need flexibility and resource, but professional discretion needs to be part of an upward spiral accompanied by strong central support and professional development.

Thank you for your response

---------------------------------------------------------------------------------------------------------------------------------------

-----Original Message-----

Sent: Thursday, 22 March 2007 3:35 PM
Subject: Restoring cut teacher positions

Dear xxx,
I write in response to your email of 16 March.

I am not able to give you any commitment specifically about RFF teaching positions. However I can tell you that since 1995, Labor has increased the number of teaching positions by 2,245 and provided an extra 4,500 schools based support staff.

And I can committ that if elected, a Iemma Labor Government will:

Not cut 20,000 'backroom' positions as the Debnam Opposition have promised to do, some of which will be teacher librarians and SASS staff;

Protect teachers from the Howard Government Workchoices laws;

Retain the NSW Industrial Relations Commission to hear and resolve industrial disputes between employeres and unions;

Recognise and work with the Teachers Federation on industrial matters affecting teachers.

Thank you for your email.
Malcolm Larsen
Deputy Chief of Staff on behalf of
Carmel Tebbutt MP
Minister for Education and Training

---------------------------------------------------------------------------------------------------------------------------------------

Dear Carmel,

Last night at the Redfern-Darlington 'Meet the candidates' forum, you
suggested people vote for you, and Labor, reminding them that the coalition
government in the Metherill era cut 2000 teachers, among other things.

What will you do, if you are re-elected, to restore the RFF teaching
positions? Labor has already had twelve years to clean up this mess.

Undecided

2 out of 4 scorecard

tlinks — Thu, 22 Mar 2007 16:45:47 CDT

How the parties are scoring

	Democrats	Greens	Labor	Liberal
Relief teaching	tba		Principal discretion	?
CPT and collaboration				?
Clerical support			Principal discretion	?
Staffing formula & support classes			__	?
Guaranteed budget			Principal discretion	?
Consultancy support			Inadequate	?
Preservice teacher training				?

NSW Labor

tlinks — Wed, 21 Mar 2007 22:32:45 CDT

NSW Labor's response to questions on school libraries
[also available as an attachment]

Morris Iemma’s Government recognises teacher librarians are essential teaching partners in implementing the teaching and learning program of schools. A re-elected Iemma Government will: ·

continue to recognise the right of the NSW Teachers Federation to represent the industrial rights of teachers, including teacher librarians.
remain committed to protecting teachers, including teacher librarians, from Canberra’s WorkChoice laws;
keep the NSW industrial relations system, which safeguards the award conditions of teachers;
keep the NSW Industrial Relations Commission as the independent umpire to resolve industrial disputes between the Department of Education and the Federation.

1. Do you believe the learning needs of students are best met by professionally trained teacher librarians being deployed as relief teachers? Or do you support the restoration of the second hour of release from face-to-face (RFF) staffing allocation which was cut in 1989?

Following discussions between the Department of Education and Training and the NSW Teachers Federation, a memorandum Teacher Librarians was issued in July 2005 clarifying arrangements about release from face-to-face teaching for teacher librarians in primary schools:

Classroom teachers are entitled to two hours relief from face to face teaching each week and teacher librarians are allocated two hours of class free time each week.
One hour of this release from face-to-face is provided within the school’s staffing entitlement, specifically identified as relief from face to face, and the other hour is allocated from the school’s supplementary staffing entitlements, including the part-time allocation and the teacher librarian allocation.
Principals are responsible for determining the most effective way to organise the provision of release from face-to-face in primary schools.

2. Are you aware of research which concludes that professionally trained teacher librarians working collaboratively with teachers on the teaching of information literacy skills in context, instead of in isolation, leads to a marked increase in student learning outcomes?

The Department is aware of the research into teacher librarianship, information literacy and student learning outcomes and uses this research to inform support provided to teacher librarians. Support for teacher librarians provided by the School Libraries and Information Literacy Unit of the Curriculum K-12 Directorate is given on the basis that teacher librarians achieve best teaching results when working collaboratively with classroom teachers.

3. Do you support adequate school library support staffing so that professionally trained teacher librarians are free to collaboratively plan and teach? To wit: Secondary: That there be a minimum of two full time school assistants where the school population is 800 or more. That there be a minimum one full time school assistant where the school population is fewer than 800. Primary: That school assistants be employed to match teacher librarian allocation on a 1:1 basis, that is 4 hours teacher librarian = 4 hours school assistant, 6 days teacher librarian = 6 days clerical.

The memorandum Teacher Librarians states that the distribution of school administrative and support staff within a school is made by the principal, who takes into account all of the duties which need to be performed and the level of resourcing that is possible within the allocation provided by the formula entitlement.

In doing so, principals should ensure that school libraries are provided with adequate support to enable the teacher librarian to fulfil teaching and library management responsibilities. School administrative and support staff in the library provide valuable assistance in supporting the delivery of the school’s information literacy and other learning programs.

4. Do you support teacher librarian staffing for support classes?

Teaching staff in NSW government schools are allocated in accordance with formulae based on student enrolments and special needs. These formulae have been established to distribute staff equitably across the State.

Both the classroom teacher and teacher librarian staffing entitlements are based on student enrolments, not the number of classes. Support student enrolments are included in determining the teacher librarian entitlement for schools.

5. Do you support a policy for a proportion of the school global budget to be designated for the school library, in order to guarantee a minimum funding base?

All NSW government schools are provided with annual global funding allocations from which they are expected to meet the cost of school operations. These allocations are based on historical figures and formula driven calculations using available staffing and student numbers.

Significant benefits of the global funding system include the provision of greater flexibility in the utilisation of funds and increased autonomy in decision-making at the school level. Each school principal in conjunction with the school finance committee determines how available funds are applied to meet the school’s educational priorities and curriculum requirements, including the purchase of library resources.

6. Do you support the restoration of an adequately staffed school library consultancy to supplement the excellent services of SCIS and Scan?

The Department provides a school library consultancy service through the School Libraries and Information Literacy Unit.

With teacher librarians now well established in the teaching profession, support through workshops and conference presentations ensures that their knowledge is current. Other support provided by the School Library and Information Literacy Unit can be successfully and efficiently delivered with up-to-date technology, including email and a web site, rather than in person or at the school.

7. Do you support the preservice teacher training of information literacy, the role of the teacher librarian, and cooperative planning & teaching?

The Institute of Teachers has responsibility for setting the requirements for universities for initial teacher education programs and takes advice from key stakeholders. I am advised that the Department has advised the Institute that courses should include information about specialist teachers, including teacher librarians.

There are no current pre-service initial teacher education programs specialising in teacher librarianship. Qualified teachers taking up an appointment as a teacher librarian in a New South Wales government school enrol in a postgraduate course in teacher librarianship to qualify as a teacher librarian.

The Department supports the training of teachers who take up a position in a school library through the Teacher Librarian Retraining Program, by payment of course fees and provision of study time and mentoring support.

from Kristina Keneally, also available as a Word attachment

Clarence Greens

tlinks — Wed, 21 Mar 2007 19:02:06 CDT

Hi ...................,
Please find below responses to your questions prepared by our education spokesman, Dr John Kaye, who is also running for the Legislative Council.
Thanks for your interest in our policies,
Theo Jongen

Response to questions on Teacher-Librarians
The Greens NSW
16 March 2007
For more information: John Kaye 0407 195 455 john@nsw.greens.org.au

Q1. Do you believe the learning needs of students are best met by professionally trained teacher-librarians being deployed as relief teachers? Or do you support the restoration of the second hour of Release from face-to-face (RFF) staffing allocation which was cut in 1989?

Greens Answer: The use of teacher-librarians for RFF is wasteful and damaging to educational outcomes. The learning needs of students will be best met by professionally trained teacher-librarians being employed as teacher-librarians and working collaboratively with classroom teachers rather than as relief teachers. The Greens support the restoration of a second hour of RFF, the provision of a greater opportunity for teachers to access professional development and the relief needed to ensure their best functioning in their classrooms.

Q2. Are you aware of research which concludes that professionally trained teacher librarians working collaboratively with teachers on the teaching of information literacy skills in context, instead of in isolation, leads to a marked increase on student learning outcomes? Would you like more information on this?

Greens Answer: The Greens are aware of some of this research (e.g. the 2003Lonsdale Report). While we would be interested in accessing further information, we are convinced of the value of these collaborative relationships by anecdotal evidence and by other research on teachers working collaboratively and on the most productive contexts for improving student learning outcomes.

Currently support staff can be removed from the library and placed elsewhere in the school. There needs to be a guaranteed staffing allocation.
Q3. Do you support adequate school library support staffing, so that professionally trained teacher librarians are free to collaboratively plan and teach?

Greens Answer: The Greens oppose the removal of support staff from libraries as it is disruptive and damaging to educational outcomes. We support increased numbers of support staff in libraries to free teacher-librarians to concentrate on their educational functions.

The Greens support:

Secondary: A minimum of two full time school assistants where the school population is 800 or more. That there be a minimum one full time school assistant where the school population is fewer than 800.

Primary: That school assistants be employed to match teacher-librarian allocation on a 1:1 basis, that is, 4 hours teacher-librarian = 4 hours school assistant; 6 days teacher-librarian = 6 days clerical.

Q4. Do you support teacher-librarian staffing for support classes?

Greens answer: Yes. Students in support classes are entitled to the learning opportunities that a teacher-librarian can provide and this service should be recognised in teacher-librarian staffing allocations.

There is an anomaly in the staffing formula for support classes e.g. hearing support, IM. For the purposes of RFF, support classes are counted as classes. However for library allocation, student numbers are counted and because they are small, they do not impact the schedule, and are therefore not catered for.It would cost very little to address, as only a dozen schools are affected, but this equity issue is being ignored.

Greens response: This is an anomaly that discriminates against children with special needs and we are committed to rectifying it.

Q5. Do you support a policy for a proportion of the school global budget to be designated for the school library, in order to guarantee a minimum funding base?

Greens response: Yes. Libraries are a vital part of life long learning and adequate provision must be made for their continued maintenance. Funding for both print and non-print resources needs to be increased.

Q6. Do you support the restoration of an adequately staffed school library consultancy, to supplement the excellent services of SCIS and Scan?

Greens response: Yes. If libraries are to continue to support learning in an increasingly complex environment, adequate consultancy and support services are essential. The cutting of consultancy services has damaged public education and has placed additional stress on teacher librarians.

Q7. Do you support the preservice teacher training of information literacy, the role of the teacher-librarian, and cooperative planning & teaching?

Greens response: Yes. Information literacy is an essential skill for all students. The Greens believe that all teachers should have an understanding and appreciation of the role of libraries and key components of information literacy. We support the integration of information literacy throughout the curriculum and we see qualified teacher-librarians as playing a central role in each school. The 1990 Ross report found that Cooperative Teaching and Planning (CPT) and the roles that a teacher librarian can play receives little or no attention in pre-service training. The Greens will work to ensure that both preservice and inservice training focuses on these important issues.

CONCLUSION

Thank you for the opportunity to respond on behalf of The Greens. Further details of our commitment to public education can be found in our policy at

http://www.nsw.greens.org.au/policies/education
and
http://www.nsw.greens.org.au/campaigns/putting-public-education-first

The Clarence Valley Greens
PO Box 1324
Grafton NSW 2460

Clarence Independent

Anonymous — Wed, 21 Mar 2007 18:55:41 CDT

Audrey as a teacher myself rest assured that I am behind better funding and staffing for public school libraries. I will endeavour to answer your questions below.

CRAIG HOWE
Independent Candidate for Clarence
Whiteman Creek
0266449147
0418845201

----- Original Message ----
From: Audrey NAY <AUDREY.NAY@education.nsw.gov.au>
To: craighowe4clarence@yahoo.com.au
Sent: Sunday, 18 March, 2007 6:42:13 PM
Subject: Re:concerns re imporoving student outcomes
Dear Craig Howe,

The teacher-librarians would like to know where you stand on issues affecting quality school library services. Could you please respond to the questions below and return to me? Your answers will be made available to all the other teacher-librarians, their school staff and parents to inform their choice of candidate in the election. Many thanks.

Yours faithfully,

Audrey Nay
62 Oceanview Road,
Mullaway. NSW. 2456

0408540233
audrey.nay@education.nsw.gov.au

Do you believe the learning needs of students are best met by professionally trained teacher-librarians being deployed as relief teachers? Or do you support the restoration of the second hour of Release from face-to-face (RFF) staffing allocation which was cut in 1989? Restoration of 2nd hour

Are you aware of research which concludes that professionally trained teacher librarians working collaboratively with teachers on the teaching of information literacy skills in context, instead of in isolation, leads to a marked increase on student learning outcomes? Would you like more information on this? I am not aware of apecific research but as I hold a masters segree in Special education, I take it as so.

Do you support adequate school library support staffing, so that professionally trained teacher librarians are free to collaboratively plan and teach? To wit:
Secondary: That there be a minimum of two full time school assistants where the school population is 800 or more. That there be a minimum one full time school assistant where the school population is fewer than 800. YES

Primary: That school assistants be employed to match teacher-librarian allocation on a 1:1 basis, that is 4 hours teacher-librarian = 4 hours school assistant; 6 days teacher-librarian = 6 days clerical.YES
Do you support teacher-librarian staffing for support classes? Definitely YES

Do you support a policy for a proportion of the school global budget to be designated for the school library, in order to guarantee a minimum funding base? YES

Do you support the restoration of an adequately staffed school library consultancy, to supplement the excellent services of SCIS and Scan? YES

Do you support the preservice teacher training of information literacy, the role of the teacher-librarian, and cooperative planning & teaching? YES

In short, are primary schools to succeed or fail in delivering the foundations of information literacy in New South Wales?
“The teacher-librarian should not be deployed as an RFF teacher. Classroom teachers are following syllabus directions and taking more responsibility for developing information literacy in students, but research shows that students, and teachers, are still struggling; with the information process itself, and with the new demands of the electronic information environment. Teachers and students need, and deserve, better access to the library and resources, more flexibility of that access, and the support of their teacher-librarian.” nswtl.net

We look forward to your reply at your earliest convenience.

:-)
Audrey

Audrey Nay
Teacher-librarian
Sandy Beach Public School
NSW

NSW Greens

tlinks — Fri, 16 Mar 2007 17:05:22 CDT

Response to questions on Teacher-Librarians

The Greens NSW16 March 2007

For more information: John Kaye 0407 195 455 john@nsw.greens.org.au

Q1. Do you believe the learning needs of students are best met by professionally trained teacher-librarians being deployed as relief teachers? Or do you support the restoration of the second hour of Release from face-to-face (RFF) staffing allocation which was cut in 1989?

Greens Answer: The use of teacher-librarians for RFF is wasteful and damaging to educational outcomes. The learning needs of students will be best met by professionally trained teacher-librarians being employed as teacher-librarians and working collaboratively with classroom teachers rather than as relief teachers. The Greens support the restoration of a second hour of RFF, the provision of a greater opportunity for teachers to access professional development and the relief needed to ensure their best functioning in their classrooms.

Q2. Are you aware of research which concludes that professionally trained teacher librarians working collaboratively with teachers on the teaching of information literacy skills in context, instead of in isolation, leads to a marked increase on student learning outcomes? Would you like more information on this?

Greens Answer: The Greens are aware of some of this research (e.g. the 2003Lonsdale Report). While we would be interested in accessing further information, we are convinced of the value of these collaborative relationships by anecdotal evidence and by other research on teachers working collaboratively and on the most productive contexts for improving student learning outcomes.Currently support staff can be removed from the library and placed elsewhere in the school. There needs to be a guaranteed staffing allocation.

Q3. Do you support adequate school library support staffing, so that professionally trained teacher librarians are free to collaboratively plan and teach?

Greens Answer: The Greens oppose the removal of support staff from libraries as it is disruptive and damaging to educational outcomes. We support increased numbers of support staff in libraries to free teacher-librarians to concentrate on their educational functions. The Greens support:Secondary: A minimum of two full time school assistants where the school population is 800 or more. That there be a minimum one full time school assistant where the school population is fewer than 800.Primary: That school assistants be employed to match teacher-librarian allocation on a 1:1 basis, that is, 4 hours teacher-librarian = 4 hours school assistant; 6 days teacher-librarian = 6 days clerical.

Q4. Do you support teacher-librarian staffing for support classes?

Greens answer: Yes. Students in support classes are entitled to the learning opportunities that a teacher-librarian can provide and this service should be recognised in teacher-librarian staffing allocations. There is an anomaly in the staffing formula for support classes e.g. hearing support, IM. For the purposes of RFF, support classes are counted as classes. However for library allocation, student numbers are counted and because they are small, they do not impact the schedule, and are therefore not catered for.It would cost very little to address, as only a dozen schools are affected, but this equity issue is being ignored.

Greens response: This is an anomaly that discriminates against children with special needs and we are committed to rectifying it.

Q5. Do you support a policy for a proportion of the school global budget to be designated for the school library, in order to guarantee a minimum funding base?

Greens response: Yes. Libraries are a vital part of life long learning and adequate provision must be made for their continued maintenance. Funding for both print and non-print resources needs to be increased.

Q6. Do you support the restoration of an adequately staffed school library consultancy, to supplement the excellent services of SCIS and Scan?

Greens response: Yes. If libraries are to continue to support learning in an increasingly complex environment, adequate consultancy and support services are essential. The cutting of consultancy services has damaged public education and has placed additional stress on teacher librarians.

Q7. Do you support the preservice teacher training of information literacy, the role of the teacher-librarian, and cooperative planning & teaching?

Greens response: Yes. Information literacy is an essential skill for all students. The Greens believe that all teachers should have an understanding and appreciation of the role of libraries and key components of information literacy. We support the integration of information literacy throughout the curriculum and we see qualified teacher-librarians as playing a central role in each school. The 1990 Ross report found that Cooperative Teaching and Planning (CPT) and the roles that a teacher librarian can play receives little or no attention in pre-service training. The Greens will work to ensure that both preservice and inservice training focuses on these important issues.

CONCLUSIONThank you for the opportunity to respond on behalf of The Greens. Further details of our commitment to public education can be found in our policy at http://www.nsw.greens.org.au/policies/education and http://www.nsw.greens.org.au/campaigns/putting-public-education-first

Small and disadvantaged

tlinks — Fri, 16 Mar 2007 04:14:22 CDT

After a small, disadvantaged primary school burnt down, there was NO extra funding provided to support the 0.2 TL in re-establishing the library, which has, for various reasons, many of them 'not-valuing-the-library' related, taken more than 4 years to get up and going. The new library built has severe limitations in size, storage etc etc which has made the 0.2 librarian's task even more difficult.

In a school in a low socio economic, high Aboriginal, high NESB area, DET's formulaic funding for both Principal (teaching) and Teacher-librarian make it almost impossible, at the best of times, to offer a viable and valuable service to the students and the community.

How can students learn to value reading and literacy if the library is closed for most of the week?
How can teachers feel supported when the TL has precisely 45 minutes of admin time each week in which to 'support' them and pull together a new library with literary and learning value?
How can a principal hope to teach AND manage the constant and often severe (at times life threatening) behavioural and family issues which arise?

Something has to suffer.

Consideration of funding in relation to individual situations and cases of small schools - but in particular less-advantaged small schools is essential.

First year in school

tlinks — Fri, 16 Mar 2007 04:03:34 CDT

This is a common refrain - new and experienced TLs alike.

Last year was my first year as TL, in retraining. The school had had no teacher-librarian for three years. I was effectively powerless - no money, no say, no trust, no respect, no value.