Assignment 2 - struggling

Really struggling with assignment 2. Had a nightmare about the mark for assignment 1 which I think was my subconscious telling me to get myself a bit more organised with assignment 2. Have selected my 3 standards from ALIA/ASLA. This was pretty easy. I planned to highlight all the ones that really jumped out at me as the ones that were really about student learning outcomes, and then cull from the ones highlighted. It turned out that I only highlighted 3!! Am still deciding if this is a good or bad thing. All are realted on some level to student outcomes, but to me 1.1, 1.2 and 2.2 jumped out.
1.1 - knowledge of principles of lifelong learning - what more canI say about this? Tchrs and TLs should be teaching chn how to be learners, and this carries through for their lifetime. An obvious choice
1.2 - learning and teaching across curriculum areas - involves knowledge about pedagogy, developmental backgrounds, resourcing. Another standout choice
2.2 - collaboratively planning and resourcing programmes relating to IL and literature outcomes - the esssence of the TL role appears to be collaboration. Collaboration leads to well developed stimulating ans meaningfull tasks. Once again, chooling this outcome was a no-brainer.

NOW I wonder whether these outcomes will still remain the standout ones as I work through Part 2 of the assignment a bit more.

All I have to do now is choose the 3 information skills models. There are some I really like but there is no much literature on them. Do I stick with these ones or go with the other ones that have more literature to read up about them. I am guessing I will have to go with the latter. Fingers crossed that I choose wisely :)

Assignment 1 complete. Phew!

Finally assignment 1 is done and dusted. Not sure of how well it will be marked, but am looking forward to constructive feedback. Now time to be a mum for a little while before hitting the books again.

So overwhelmed

I have been reading fairly consistently, but am still struggling to get through all that needs to be read. Holidays are here and more time for reading (?)- although I am dealing with my daughter singing her Hannah Montana songs on her new microphone and amp (birthday pressie a week ago - possibly not the cleverest purchase I have made) and my son needing entertaining/cuddles - so possibly it is going to be harder than ever to get through everything.

Am really struggling with Assignment 1. How much of a definition on ILSC should I include? Am I describing or critically analysing the TL role? Am I making sure possible solutions to obstacles are supported by literature. But the BIGGEST challenge I am finding is with the referencing.

Anyhow, much has come from my readings. Firstly, I am wondering if it is just me, but most descriptions if ILSC seem to be more relevant to a high school than a primary school. Perphaps there are many elements that cross over, but the first few years of schooling and the final years would (and should) be apporached very differently by TLs.

I am bogged down in just how much variety there is in the TL role. I had thought there was a greater emhpasis on literacy before starting, but have realised that this isn't actually so. The role is more about teaching processes and skills. I wonder how many schools are utilising their TLs to the max. We certainly aren't at HS. I admit that I did see library lessons as RFF - and yes I am hanging my head in shame now. How am I going to overcome this when I actually start working in a TL role?

Am going to finish my airy-fairy mumblings here as I really want to get back to Assignment 1. Panic is starting to set in. Back in the old days ie when studying to be a teacher, I ALWAYS used to leave assignments to the last minute and thrived under pressure. This is not the case now - working four days a week and having two darling little children certainly changes things!

Wish me luck :)

Poor misguided me - a year ago :)

Was daydreaming during our staff meeting, as can often be the case. Then I noticed the T/L sitting at one of the tables. It made me smile and cringe at the same time to think about my views a year ago - I'd foolishly thought that when I became a T/L I wouldn't need to attend staff meetings unless they were related to literacy!!! To me that was a big plus of the T/L role. Not sure where I got that idea from. Our T/L is generally a part of all meetings, although I can recall instances where I enviously watched her going about her business fulfilling her 'resourcing' duties while the rest of us had to sit through more and more meetings about the school-wide pedagogy.
How ill-informed I was!