Learning, growing, achieving in the early years, Day 1

Tomorrow I'm speaking at Day 2 of the 2008 Early Years Conference: Learning, Growing, Achieving, presented by NSW DET. Day 1 was held today, but my talk session - co-presented with current Scan editor, Cath Keane, isn't until tomorrow.

Cath has put together a PowerPoint presentation about our recent ventures into the world of Web 2.0 - online book raps for Stage 1, and related blogs and wikis, and I'll also be talking about my school wiki pages, using some of the material I prepared (on fable writing for Early Stage 1) for the School libraries leading learning conference I did earlier this year. My conference notes are still online, revamped a little to incorporate some recent reflections. Since that last conference, I've also worked on some other relevent projects: a wiki page for the Arthur Simultaneous Reading event and some great Nursery Rhyme matrices, which I used in Term One this year with Early Stage 1 and Stage 1 classes.

Today there were some excellent and thought-provoking keynote speeches from Professor Scott Paris, of University of Michigan, ("Teaching and assessing comprehension right from the start") and Tracey Simpson ("Honest talk, shared language: connectedness for success in the early years"). Both keynotes emphasised the importance of teachers making full use of evidence-based practice, both reading the results of others' research, and using one's own to inform future teaching. I enjoyed these sessions, took lots of notes - which I promise to synthesis and report back about.

As I await my school's first interactive whiteboard (IWB), it was interesting to note that many (most?) workshop presenters are now using them as standard equipment. I attended excellent and flashy sessions on "Student learning in a digital age" and "COGs: raising the bar in the early years". In the main room, there was also a "Regional showcase" of the Best Start assessment tools project from the Sydney Region.

In summing up the regional showcase, Rob Randall reminded us of an excellent earlier quote and many people jotted this down as one of their last comments on their notepads. The new emphasis for the schools involved in Best Start has become "... shorter teaching episodes with fluid groups of students".

Not an entirely new thought for those of us with plenty of experience in PSP (Priority Schools Program) schools, but no doubt quite a new concept for others.

Tomorrow - Day 2! Wish me luck!

Back to the books

As I mentioned here, I recently applied for a transfer - to my own school! - as the next teacher-librarian.

On Friday afternoon, I tried to ascertain just where in the continuum my application had progressed, but to no avail. Yesterday, my principal tried to find out the same information. While at first he had no news, later in the day he was contacted about what codes were required for the filling of the classroom teacher position I'd be relinquishing.

Today the confirmation came through: I've been appointed to the position of teacher-librarian. It's a four-day position, with the additional day per week being made up from our Priority Schools Programs (PSP) funding budget. This means that our school library can be made available to the school population five days per week, a similar strategy to the one I suggested at my first school (when I "fell" into the job as an untrained teacher-librarian, after I'd been doing the relief-from-face-to-face (RFF) teaching position the previous year).

So I start the new job in 2007. The last time I was in a school library, as the fully-trained T-L, was in 1997, before I was seconded to Scan as editor. A decade ago?

I shudder to think how much has changed. But I can't complain; my teaching colleagues are excited for me, and I'll be back in the unique teaching and learning niche that I find the most rewarding and exciting. Teaching is certainly a job that opens many doors and new challenges, often without even leaving the security of the Department of Education and Training.